st. augustine university of tanzaniamy sincere gratitude goes to my loving and caring parents, mr....
TRANSCRIPT
ST. AUGUSTINE UNIVERSITY OF TANZANIA
Faculty of Education
Effects of Social Media on Academic Performance in Secondary Schools in
Meru District
By
Wemaeli, D. Mchome
SAA/MEM/53884
A Dissertation Submitted to the Faculty of Education of in Partial Fulfillment of the
Requirements for the Degree of Master of Education Management of St. Augustine University of
Tanzania
© October, 2017
i
DECLARATION
This dissertation is my original work and has not been presented for an award of a degree or diploma in
any other university or institution.
Name: Mchome, Wemaeli Daudi
Reg. Number: SAA/ MEM/53884
SIGNATURE…………………………..
DATE…………………………………….
ii
CERTIFICATION
This dissertation has been submitted for examination with my approval as University Supervisor
NAME: Dr. Omondi Kennedy Otieno PhD
NAME OF UNIVERSITY: St. Augustine University of Tanzania Arusha Centre
Signature: ______________________________
Date: ___________________________________
iii
COPYRIGHT
This dissertation is a copyright material and should not be reproduced by any means whatsoever, in
whole or in part without prior permission of the Author or St. Augustine University of Tanzania.
©Copyright 2017
Wemaeli Daudi Mchome
All Rights Reserved
iv
ACKNOWLEDGEMENT
I thank God who gives me strength to do all things for his faithfulness, favor, grace and mercies
towards me from the beginning of the Academic session to the end.
My immense regard goes to my honorable supervisors, a great and wonderful supervisors for their
willingness to be my supervisors, Dr. Omondi Kennedy Otieno and Dr. Solomon Wachara Omer Dr.
Sr. Demitria Mkulu of the Department of Educational Administration and Management, and Dr. Sr.
Gisela of the department of sociology, whose despite all the stress and tight schedule made out time to
go through my work with all mistakes and help make the necessary corrections and still never gave up
on me and in their own way encouraged me to carryon to the end. I pray that the Lord will richly
reward you in double folds and according to his riches in glory. Amen. I would like to thank District
Executive Director of Meru District for granting the research permit with great efficiency. My
gratitude goes to all public schools in Meru stating with heads of school, and teachers for their
cooperation during data collection because without their time and co-operation, this work would not
have been possible.
My sincere gratitude goes to my loving and caring parents, Mr. and Mrs. Daniel Ngwatu who were
there for me due to their love and desire for education and above all their prayers which brought me
thus far. My thanks goes to my good and loving friends Fred, Fridah, Leodigard, Nelson, Elirehema,
Leah, Raphael, Beatrice, Daines , Debora, Fulgence, Edwin, Flora, Joyce and all masters classmate for
giving me the idea courage, I could not list for your presence in my life and for the role you all played,
am indeed grateful. And most importantly, am saying a huge thank you for wisdom of supporting,
understanding and time you took to ensure the success of my work, am really grateful. Your presence
in my life was worthwhile. To all my friends I love you, may the Lord bless you abundantly.
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DEDICATION
I dedicate this master’s dissertation to my lovely parents. I really appreciate for their love and support
they gave me during the whole period that I have been busy writing this dissertation.
vi
TABLE OF CONTENT
DECLARATION ........................................................................................................................................ i
CERTIFICATION ..................................................................................................................................... ii
COPYRIGHT ............................................................................................................................................iii
ACKNOWLEDGEMENT ........................................................................................................................ iv
DEDICATION ........................................................................................................................................... v
TABLE OF CONTENT ............................................................................................................................ vi
LIST OF TABLES ..................................................................................................................................... x
LIST OF FIGURES .................................................................................................................................. xi
LIST OF ABREVIATIONS .................................................................................................................... xii
ABSTRACT ............................................................................................................................................xiii
CHAPTER ONE: INTRODUCTION ........................................................................................................ 1
1.0 Introduction ............................................................................................................................... 1
1.1 Background to the Study ........................................................................................................... 1
1.2 Statement of the Problem .......................................................................................................... 6
1.3 Objective of the Study ............................................................................................................... 6
1.4 Research Questions ................................................................................................................... 7
1.5 Significance of the Study .......................................................................................................... 7
1.6 Scope and Delimitations of the Study ....................................................................................... 8
1.7 Theoretical Framework ............................................................................................................. 8
1.8 Conceptual Framework ............................................................................................................. 9
vii
1.9 Definition of the Key Terms ................................................................................................... 12
CHAPTER TWO: LITERATURE REVIEW .......................................................................................... 13
2.0 Introduction ............................................................................................................................. 13
2.1 Theoretical Frame Work ......................................................................................................... 13
2.2 Empirical Study ....................................................................................................................... 14
2.2.1 The Effects of Social Media on Students’ Academic Performance in Secondary Schools . 15
2.2.2 The Purpose of Using Social Media among Secondary Students ........................................... 20
2.2.3 The Benefits of using Social Media for Students’ Academic Performance in Secondary
Schools. ............................................................................................................................... 26
2.2.4 Challenges that Secondary Students Encounter in their Usage of Social Media in
Secondary Schools. ............................................................................................................. 29
2.3 Summary and Knowledge Gap................................................................................................ 33
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY ................................................. 34
3.0 Introduction ............................................................................................................................. 34
3.1 Research Design ...................................................................................................................... 34
3.2 Area of the Study ..................................................................................................................... 35
3.3 Target Population .................................................................................................................... 35
3.4 Sampling Procedures and Sample Size ................................................................................... 35
3.5 Research Instruments .............................................................................................................. 36
3.5.1 Questionnaire for Teacher .................................................................................................... 37
3.5.2 Questionnaire for Students ................................................................................................... 37
3.5.3 In-depth Interview Guide for Heads of School .................................................................... 38
3.6 Validity and Reliability of Instruments ................................................................................... 38
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3.6.1 Content Validity ................................................................................................................... 38
3.6.2 Reliability ................................................................................................................................ 39
3.7 Data Collection Procedures ..................................................................................................... 40
3.8 Data Analysis Procedures ........................................................................................................ 40
3.9 Ethical Considerations ............................................................................................................. 41
CHAPTER FOUR: DATA PRESENTATION ........................................................................................ 42
4.0 Introduction ............................................................................................................................. 42
4.1 Questionnaire Return Rate ...................................................................................................... 42
4.2 Demographic Information ....................................................................................................... 42
4.3 Findings from the Respondents on Effect of Social Media on Academic Performance in
Secondary School .................................................................................................................... 45
4.4 Findings from the Responses on the Purpose of Using of Social Media among Secondary
Students ................................................................................................................................... 46
4.5 Findings from the Respondents on the Benefits of Using Social Media on Students’
Academic Performance ........................................................................................................... 47
4.6 Findings from Respondents on Challenges that Secondary Students Encounter in their Usage
of Social Media in Secondary Schools .................................................................................... 48
4.7 Qualitative Findings from Heads of Schools .......................................................................... 49
CHAPTER FIVE: DISCUSSION OF THE FINDINGS, SUMMARY, CONCLUSION AND
RECOMMENDATIONS ......................................................................................................................... 51
5.0 Introduction ............................................................................................................................. 51
5.1 Discussion of the Findings ...................................................................................................... 51
5.1.1 Effect of Social Media on Academic Performance in Secondary School ........................... 51
ix
3.1.1 Purpose of Usage of Social Media among Secondary Students .......................................... 53
3.1.2 Benefits of Using Social Media on Students’ Academic Performance ............................... 55
3.1.3 Challenges that Students Encounter in the Usage of Social Media in Secondary Schools . 57
3.2 Summary of the Findings ........................................................................................................ 59
3.2.1 The Effect of Social Media on Academic Performance in Secondary Schools ................... 59
3.1.1 The Purpose of the Usage of Social Media among Secondary Students ............................. 59
3.1.2 The Benefits of Using Social Media on Students Academic Performance ......................... 60
3.1.3 Challenges Encountered by Students in the Usage of Social Media in Secondary Schools 60
3.2 Conclusion ............................................................................................................................... 60
3.3 Recommendations ................................................................................................................... 62
3.4 Recommendation for Further Research ................................................................................... 62
REFERENCES ........................................................................................................................................ 64
APPENDIX 1: Questionnaire for Students .............................................................................................. 73
APPENDIX 2: Questionnaire for Teachers ............................................................................................. 77
APPENDIX 3: In-Depth Interview Guide for Heads of School .............................................................. 81
INTRODUCTORY LETTER .................................................................................................................. 82
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LIST OF TABLES
Table 4.1: Students’ Distribution by Gender and aged ………………………………………………..41
Table 4.2 Distribution of Teachers Respondents by Gender and Age……….…………………….......41
Table 4.3 Distribution of Teachers Respondents on their Level of Education ……….……………….42
Table 4.4 Distribution of Teachers Respondents on their Teaching Experience …. …....…………….42
Table 4.5 Respondents View on the Purpose of Usage of Social Media among Secondary
Students ………………………………………………………………………….…...............43
Table 4.6 Students and Teachers Views on the Effect of Social Media on Academic Performance on
Secondary School ………….……………………………………………………………......44
Table 4.7 Students and Teachers Views on the Benefits of Using Social Media on Students Academic
Performance ……….…………………………………………………………………...........45
Table 4.8 Respondents Views on the Challenges that Students Encounter in their Uses of Social
Media………………………………………………………………………………………..47
Table 4.9 Thematic Analysis Coding …………………………………………………………………..49
xi
LIST OF FIGURES
Fig 1.1 Conceptual Frame Work Diagram………………………………………………………….10
xii
LIST OF ABREVIATIONS
CBE- College of Business Education
DV- Dependent Variable
IV -Independent Variable
MSD-Media Systems Dependency
SNS- Social Network Site
SPSS- Statistical Package for Social Science
TCRA- Tanzania Communications Regulatory Authority
TV- Television
OSNs- Online Social Networks
ICT- Information Communication Technology
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ABSTRACT
The purpose of this study was to investigate the effects of social media on academic performance in
secondary school in Meru District. The objectives of this study were; to establish the purpose of usage
social media among secondary students, to highlight the effects of social media on students’ academic
performance in secondary schools, to find out the benefits of using social media for students’ academic
performance in secondary schools and to identify the challenges that secondary students encounter in
their usage of social media in Meru District. The study used mixed approach both qualitative and
quantitative to gather information. Simple random and purposive sampling methods were used in
identifying sample size. The sample size was 100 secondary students, 40 teachers and 10 heads of
school to make total of 150 respondents from Meru District. Data was collected by using questionnaire
and interview guide. Content validity was measure by supervisors and reliability was tested through test
retest method. Descriptive statistics such as tables, frequencies and percentages were used to the
findings. The analysis of quantitative data was done by using descriptive statistics of SPSS version 23.0
package and the qualitative data was analyzed by using thematic coding. The study observed that there
are positive effects of social media usage on students’ academic performance in secondary schools. The
study revealed that students’ use social media for purposes of finding related academic materials.The
study also found that there are benefits of using social media for students’ academic performance.
Furthermore, the study revealed that there are challenges secondary students faces in the use of social
media for academic purpose. The challenges included; students’ adapt poor habit; students fail to
balance their time in social media, network problem, inadequate fund, and inadequate number of
expertise. Therefore, there effects of social media on students’ academic performance in secondary
schools where by students use social media for purposes of finding academic material, social media
affect students positively by developing new knowledge and skills, students benefits by using social
media through exchanging academic materials with other students inside and outside of school
environment. Hence, the government should insist the use of social media in secondary school and
introducing regulations to monitor students on how to use social media positively in order to minimize
challenges incurred when secondary students using social media. Parents should work together with
teachers to educate students on the importance of using social media so that students can understand the
benefits of using social media for academic purposes. Teachers and other education stakeholders
should conduct guidance and counseling to students about social media so as they can have a control on
their own from becoming addicted to social media. Government should introduce social media policy
in secondary schools as it seen enhances academic performance.
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CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter presents background of the study, statement of the study, research objectives and
research questions. It comprises significant of the study, scope and delimitation, of the study,
theoretical framework conceptual frame work and definition of the key terms.
1.1 Background to the Study
Moran, Seaman and Hester Tinti-Kane (2011), asserted that for a long period of time it has been
believed that the term social media does not have a clear definition. However, one platform
emerged, that defined social media as an opportunity for people to be content creators,
controllers and transparent users, to a great extent. Once this content is shared, it becomes a
conversation, because all users who have accounts on social media platforms can interact with all
posts. Social media platforms vary from Web blogs, to micro-sharing platforms and life streams
to social networks. The use of social media on students and academic performance seems to be
an integral part of student social life (Mingle and Adams 2015).
An interesting aspect of social media is that, it is not limited to desktop or laptop computers but
could be accessed through mobile applications and smart phones making it very accessible and
easy to use. Examples of these social media platforms both on the web and mobile application
include Facebook, Twitter, YouTube, WhatsApp, Instagram and blogs. Although social media
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can be accessed on this gadget but it does not stated yet how social media effect on academic
performance in secondary schools (Davis, Canche, Deil-Amen, and Rios-Aguilar 2012).
Students use social media to obtain different information in various aspects, politically, socially,
economically and academically. Students can store information in form of devices video, create
blogs and send messages, and conduct real-time conversations. These systems are referred as
social, simply because they allow communication with students and non-students so easily and
effectively. Social media is a recipe of various things used to receive and disseminate
information through Radio, Television, Computer, Mobile Phones, Books, Newspaper, Face
book, Twitter and WhatsApp. Students use these media in their academic purpose and other
social issues like charting (Wang, Chen, and Liang 2010).
The study done by Moran, Seaman, and Kane (2011), investigated on Teaching, Learning and
Sharing Material: How today’s Higher Education Faculty Use Social Media is collaborative
effort of person learning solution in Boston. The study used survey design, sampling, and data
were analyzed by using statistics analysis and reporting. The study revealed that more than 90%
of faculties use social media either for professional purposes or in their classes-or both while
10% of the faculties disagree with the statement. Moran, Seaman and Kane conducted their study
in developed country USA while the current study is going to take place in developing country in
Africa specifically in Tanzania. However, the previous study does not show direct the correlation
of social media and academic performance in secondary schools. The study was interested to
find out effect of social media on academic performance in secondary schools.
According to Antonson and Christopher (2014), Social networking sites include: Yahoo
Messenger, Facebook Messenger, Blackberry Messenger (BBM), Google talk, Google+
Messenger, iPhone, Androids, Viber, Imo, LinkedIn and Charton these networking sites are used
3
by most people to interact with old and new friends, physical or internet friends. According to
Adeboye (2012), cited in Asemah and Edegoh (2012), the expansion in technology has also
affected internet software, thus leading to chatting sites known by the name “social media”. With
social networking sites, one can send and receive messages instantly.
McQuail (2008), stated that it’s common to see students chatting in sensitive and highly
organized places like church, mosque and classrooms. Students use social media after the
manufacture releases new cellular phone in the market you may find students walking along the
highway they keep chatting. Students rarely use internet café but they use their phones to send
and receive messages. Their attention shifted from visible friend to invisible friends. In this
regard students use social media in different places but impact of social media on academic
performance not mentioned.
Mumi (2010), stated that Social media has played a major role in enhancing socialization among
students. With the advance technology, students can easily access the internet which is a major
tool for socialization. This can be traced to know how socialization through social media ca
effect academic performance.
Marthew and Jesse (2008), stated that social media has the negative value. Instead of students
investing their time studying, reading academic books, engaging in social activities and
exercising, students choose to spend their evenings watching movies or glued to the TV sets and
chatting through internet. However, students capture academic materials by phone instead of
photocopying. During the time of reading captured materials other messages come to their phone
then they start chatting hence loses concentration.
4
According to Kemp (2012), he asserted that 90% of Malaysian Internet users have access to
social media sites. Malaysians are considered as ‘very friendly ‘online as they have the highest
average number of friends on social networks in the world. Malaysian Facebook users have an
average of 233 friends which is nearly 80% higher than the global yardstick. Malaysians also
prefer to surf in the Internet than to watch television, and they spend twice as much time on their
online activities. About 80% of Internet users in Malaysia stream online video content each
month and 51% have an active YouTube profile. With the popularity of social media growing
steadily in Malaysia, it is expected that one third of the country’s internet traffic is caused by
social sites. According to Fact browser (a compilation of statistics collected by various sources)
citing Burson, (2012) Malaysian citizens view social network sites 14 billion times every month.
Fact browser citing comScore, (2011) stated, YouTube accounted for 67% of all online videos
viewed in Malaysia. Therefore people are highly use social media but does not stated how social
media effect in education especially in academic performance.
According to Curtis (2013), found that in Africa especial Egypt there is about 1.28 billion
Facebook users and 255 million Twitter users, 55 million of the Facebook users and 3.7 million
of the Twitter users are from Arabs. Egypt use social media in different aspects like
economically socially and politically. And social media seems be very important tools to
students for academic purpose.
In Tanzania, the use of social media is inevitable due to the wider penetration of the internet in
the country but not well documented. Therefore students need sophisticated and easier means of
communication to share academic ideas regarding their studies. The Tanzania Communication’s
Regulatory Authority Act No 12 of 2003, section 48(1) which state that social media should be
used in a positive way such as for learning, spells out the consequences for those who do not
5
perform in compliance with the Act will be punished. It states that, “any person who
contravenes or fails to comply with the provisions of the Act commits an offence and shall be
liable for conviction, to a fine or imprisonment or both”. However, the broadcast media,
particularly TV, are still kept under strict controls by the government through the Tanzania
Communications Regulatory Authority (TCRA).
Ministry for Education and Vocational Training in Tanzania developed an Information and
Communication Technology policy for Basic Education in 2007. The Tanzania Communications
Regulatory Authority Act No 12 of 2003, together with Tanzania National Information and
Communication Technology policy of 2003, has made the guidelines in integration Information
and Communication Technology in education in Tanzania. The policy is guided by the overall
objective of global education and covers pre-primary, primary, secondary and teacher education.
On the other hand, the policy is linked to Information and Communication Technology activities
in other areas and sectors, especially Vocational Training, Higher Education, Regional
Administration and Local Government. Despite the fact that social media used in different
sectors but does not documented how social media associate with academic performance in
secondary schools as education sector is among sector use social media. Therefore, the study
investigated on effects of social media on academic performance in secondary schools in Meru
District.
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1.2 Statement of the Problem
In recent past, communication system has faced unprecedented development that has brought
social media in the fore front. The use of social media is therefore deeply rooted in the society.
Students in secondary school embraced the use social media for their daily interaction and
academic work. They use social media to socialize with peers and their fellow students inside
and outside of school environment (Choney, 2010; MehMood & Taswir, 2013; Kist 2008;
Jacobsen & Forste, 2011).
In Tanzania, the use of computer and mobile phones has been very popular. The puzzle is that;
do students use this gadget for finding academic materials? This concern arises from poor
performance in academics as seen in National Examination results yearly. Therefore, it is in this
regard that the current study sought to investigate the effects of social media on academic
performance on secondary schools in Meru District.
1.3 Objective of the Study
The general objective was to examine effects of social media on academic performance in
secondary schools in Meru District.
1.3.1 Specific Objectives of the Study
i. To establish the purpose of using of social media among secondary students in Meru
District.
ii. To highlight the effects of social media on students’ academic performance in secondary
schools in Meru District.
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iii. To find out the benefits of using social media for students’ academic performance in
Meru District secondary schools.
iv. To identify the challenges that students encounter in their usage of social media in
secondary schools in Meru District.
1.4 Research Questions
i. What are the purposes of using social media among secondary students in Meru District?
ii. What are the effects of social media on students’ academic performance in secondary
schools in Meru District?
iii. What are the benefits of using social media to students’ on academic performance in
Meru District secondary schools?
iv. What are the challenges secondary students’ encounters in their usage of social media in
secondary schools in Meru District?
1.5 Significance of the Study
The study would provide information to secondary schools students in Meru District in order to
see how social media on students affects academic performance. Secondary teachers and heads
of schools may obtain knowledge on social media so it easier to guide students on how to use it
to bring positive results in academic performance. The findings will guide policy makers on how
to set strategies to combat effects of social media on academic performance in secondary
schools. The findings would be beneficial to Meru District and other stakeholders of education
like curriculum planners. However, the findings may be useful to academicians and other
researchers.
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1.6 Scope and Delimitations of the Study
The study focused on the effects of social media on students’ academic performance in
secondary schools in Meru District. The study involved public secondary schools found in
Tanzania particularly in Meru District in Arusha Region and not primary schools. The researcher
chose public secondary schools because secondary students use social media than primary
students. This study involved community secondary schools. This study involved heads of
school, secondary teachers and secondary students’ when collecting data. The researcher
researched on ten public secondary schools to represent twenty nine secondary schools found in
Meru District as a sample population representing Meru District secondary education students.
The above selected respondents provided all of the necessary information about effects of social
media on academic performance, as they are concerned and involved in one way or another.
1.7 Theoretical Framework
Social information processing theory was developed in 1992 by Joseph Waither. The theory
suggested that online interpersonal relationship development might require more time to develop
than face-to-face relationships, but when developed, it has the same influence as face-to-face
communication. So the more students use social media, the more they influence their disposition
to studies, given the fact that friends from social media will begin to exert influence on each
other. Griffin (2000), as cited in Asemah and Edegoh (2012), noted that media are equal to real
life. The theory proposes that social information theory is equal to real life and that electronic
media in particular are being given human attributes. Students talk to computer and phones as if
they were talking to human beings, talk to television as if they are discussing with peers, hence
students talk to television sets as if they are discussing with their teachers.
9
The strength of this theory helps students use social media to get a lot of materials which are
helpful to them in their academic study. However, students can learn to be independent in study
rather than dependent hence reduce burden to teachers. Students can interact with their fellow
students through social media to solve some difficult questions and exchanging materials.
The weakness of these theory is that although students use social media in academic purpose and
socialization through internet the position of interaction among human to human is still there
naturally you cannot use social media to chat or talk and say that you have meet physical with
that person. This theory does not indicate the consequences in students’ academic performance if
they spend more time on television and chatting on internet. This theory is relevant to the study
because social media affect students on academic performance, students can use social media for
purpose finding academic materials by interacting with their fellow students’, interact with their
peers by using social media hence acquiring new knowledge and skills which leads to
improvement in academic performance.
1.8 Conceptual Framework
Conceptual framework shows the variables under this study and how independent variable,
intervening variable and dependent variable relate as well as the feedback. The independent
variable in this study is effects of social media while dependent variable is academic
performance.
10
Independent Variable (IV) Intervenient Variable (IV) Dependent Variable (DV)
Source: Adopted from Bushnell, David S. (1990)
Fig 1.1 Conceptual Framework
SOCIAL MEDIA
Interactive with peers and
fellow students’.
Exchange academic
materials
Simplifies academic
work
Increases creativity.
Encourages
independent learning
Students gain new
knowledge and skills
Students’ engagement in
social media;
Encourages the
science and
technology
Increases academic
performance
Minimizes the cost of
reading materials
Readily available
materials
Enhances exchange
of academic materials
Students’ improvement in
academic performance;
Increase students
achievements in
subjects on state
assessments
Good performance
in National
Examination
Joining advanced
level of education
Collaborative learning as outcomes
of students’ using social media
Reading habit increases and
Independent learning
New knowledge and skills
increases
Become competent
Encourages distance
learning
Easier to get learning
materials
Updated with current issue
Addictive, adapt bad habit,
fail to balance their time
11
The figure 1.1 above shows how students interact with peers and fellow students through social
media inside and outside of school environment whereby they exchange academic materials,
gaining new knowledge and skills, increase creativity which lead to collaborative learning as a
outcomes of students using social media which are reading habit increases, new knowledge and
skills increases updated with the current issue and students become competent hence result to
students improvement in academic performance by increases students achievement in subjects on
state assessment, good performance in National Examination and students selected to join
advanced level of education.
Moreover, the conceptual framework of this study focused on the effects of social media on
academic performance in secondary schools in Meru District. In this conceptual frame work the
researcher looked on dependent variable, independent variable and intervenient variable.
Whereby in dependent variable there are; Interactive with peers and fellow students’ by
exchanging academic materials, simplifies academic work, encourages independent learning,
students gain new knowledge and skills resulted to increase creativity. However, students’
engagement in social media; whereby it encourages the science and technology skills and
minimizes the cost of reading materials of reading available materials. Furthermore in
intervenient variables there is collaborative learning as outcomes of students’ using social media
with are; reading habit increases and independent learning, new knowledge and skills increases,
easier to get learning materials, updated with current issue and students become competent.
Finally, there is independent variable in which improvement of students’ in academic
performance observed indicators like increases students’ achievements in subjects on state
assessments, good performance in National Examination results and students joining advanced
level of education.
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1.9 Definition of the Key Terms
Social Media- according to the study is the use of internet computer mediated technologies
mobile phone (smart phone) that allow the creating and sharing of information, ideas, career
interests and other forms of expression via virtual communities and networks.
Academic Performance- according to the study, refers to achievements students get after
completing secondary education.
Student- according to the study is a learner.
Media- according to the study is a tool that used to store and deliver information or data.
Secondary School- according to the study is a school which provides secondary education after
primary school and before higher education.
Improvement- according to the study is a state considered to be better than before in academic.
Collaborative learning- according to the study is an educational approach that involve group of
students working together to solve problem facing in learning process.
National Examination- according to study is a standard evaluation of secondary education
among areas that are conducted by the center of educational assessment.
13
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter presents Theoretical Frame Work and Empirical Study. In theoretical frame work
two theories related to study have been discussed. And four objectives of this study have been
discussed in empirical study finally the gap in the literature have been discussed.
2.1 Theoretical Frame Work
The study used two theories on the effects of social media on academic performance in
secondary schools. Media Systems Dependency (MSD) and Uses and Gratifications Theory
theories were used.
The current research study was based on the Media Systems Dependency (MSD) by Sandra Ball-
Rokeach and Melivindedleur in 1976. Eke, Omekwu and Odoh (2014), cited the Media Systems
Dependency theory on the use of social networking sites among the undergraduate students of
university of Nigeria, Nsukka. Media Systems Dependency theory focused on the micro-level or
psychological level of individual’s media use and focused on the macro-level with the
assumption of strong media effects. Media system dependency theory explains the relationship
between individuals, groups, organizations, social systems and the media system from an
ecological and multilevel perspective. This theory related to the study because secondary
students use social media in the process of learning through updating with the current
information, students obtain academic materials, increasing reading habits, exchanging academic
materials among students inside and outside of school environments. Furthermore, this theory
14
creates relationship between individuals, groups and schools purposely for learning hence
improve in academic performance. The disadvantages of Media Dependency Theory social
media it lead students in promiscuity, juvenile delinquency, teenage pregnancy and drug abuse.
Uses and Gratifications Theory propounded by Blumler and Katz in 1973. The current study
was based on Uses and Gratifications Theory. This theory seeks to understand why people seek
out of media that they do and what they use it for. This theory assumes that individual have a
power over their media usage, rather than positioning individuals as passive consumers of media.
Moreover this theory is relevant to the study because students have a power on social media.
They can access academic material, updated with current issues. On the other hand students can
search pornographic picture, engaging in cybercrimes drug abuse to mention a few because an
individual have a power on media usage. Despite the wide range of choices available to users,
they have no control over the media and what it produces. What consume is solely prepared by
gatekeepers and may include their influences and perception. This theory also cited by
Nwabueze and Aduba (2014), who looked on the influence of social networking on secondary
school students in Enugu State, Nigeria.
2.2 Empirical Study
Different findings from different scholars have been conducted to show evidences on the effects
of social media on academic performance in secondary schools have been conducted. These
finding and contributions are discussed here below based on the objectives of this study.
15
2.2.1 The Effects of Social Media on Students’ Academic Performance in Secondary
Schools
Ellore, Niranjan and Brown (2014), investigated on the influence of internet usage on academic
performance and face-to-face communication in United States of America. The findings
indicated that academic performance significantly predicts students’ interest in the university.
Moreover, the study demonstrated internet usage and polychronicity significantly influences
face-to-face communication. Moreover we find that no gender differences are found in all the
variables except Internet Usage. Male college students spend more time on internet compared to
female. The study recommended that future research is required to determine if the perception
about the use of internet remains same in various geographic regions of the country as well as
other countries. However the previous research conducted in USA while this study was
conducted in Tanzania specifically in Meru District. Furthermore, the current study employed
mixed methods approaches; where by convergent parallel design was applied. In the convergent
parallel the researcher collected both quantitative and qualitative data concurrently and then
integrated the information in the interpretation to get overall results. Questionnaire and interview
were used in data collection.
Jamal, and Menayes (2015), conducted a study on Social media use, engagement and addiction
as predictors of academic performance in Kuwait. The study findings indicated that, the amount
of time one spends using social media affects academic performance in a negative way. The
amount of time one spends using social media is negatively correlated with their academic
performance. The study recommended that, it is difficult at this stage to come up with policy
suggestions. Instead, efforts should be focused on further refining the dimensions of the concept.
16
We need to be sure that heavy social media usage is indeed a form of addiction as defined by the
Diagnostic and Statistical Manual. Otherwise, it may be a form of dependency and less of an
addiction. If this is the case, then measurement mechanisms should be refined to reflect the fact
to enhance the validity of the procedures. The previous study used a single approach which was
pure qualitative, data collected by using questionnaire only. The current study used mixed
methods and data was collected through questionnaire and interview.
Baboo, Pandian, Prasad, Rao, and Perak (2013), conducted a study on young people and new
media: an analysis of social uses and practices in Malaysia. The findings revealed that young
people of Malaysia today (14 – 16 years) as a group that spends a lot of time doing study related
activities. Watching television and listening to music are top leisure actions where most of them
spend 1-3 hours per week on these activities. The respondents also assert that talking to parents
and friends are important in building their social relationships. Internet use among young people
is closely related to interests in education, social networking, self-expression and creative work.
Moreover the study revealed that much of the new media use encompassing Internet, mobile
phone and media games takes place at home rather than at school which indicates that there is a
huge gap between what young people do with new media in real life and what they do in school.
The study recommended that in order to achieve the above, broadband connection becomes a
great necessity in urban and in rural areas so as to reduce that digital divides between the have
and the have-not. Internet access that is efficient and affordable will be the impetus of better new
media saturation in Malaysia, possibly also leading to a greater media or new media literacy in
the country. However the previous study sample size was too large. The previous study was
conducted in developed country while the current study is going to take place in developing
country in Africa specifically Meru District in Tanzania.
17
Nwabueze, and Aduba (2014), looked on the influence of social networking on secondary school
students in Enugu State, Nigeria. The findings revealed that gender use of social networking sites
differ, for instance male students use of social networking sites differed significantly from the
female students. Facebook, WhatsApp, Blackberry Messenger, Yahoo messenger and MySpace,
are the most visited social networking sites by students. Students use these sites mostly to
communicate with their peers and classmates, and entertainment purposes. However, the use of
technological devices such as cell phones, computers and iPads are the most used devices by
students in accessing social networking sites. Social networking is not positively influencing
students but negatively influencing them in their overall attitude and studies. The study
recommended that parents, teachers and the school management need also to teach the students’
about time management. They should put a limitation to students activities while at school and
at home so that they do not fritter away useful time on irrelevant activities like chatting. School
management and teachers should checkmate students’ use of computers and cell phones
especially during school hours to ensure that students are not carried away by the use of these
technological devices. School teachers should also make sure that when students are in the class
they pay attention to the teaching and not distracted by some social networking. There is
geographical gap as the previous study was conducted in Ghana, Africa. The current study was
conducted in Tanzania, to see if there was a relationship in findings since is useful to educational
stakeholders.
Munkaila, and Iddrisu (2015), examined on the Impact of Social Network Sites on the Academic
Performance of Students in the Polytechnics of Ghana. The findings revealed that most of the
students make use Smartphone’s, followed by cell phones and laptops. For the use of social
18
network sites, it was obvious that, most of the students made use Facebook, followed by Google
and WhatsApp. Moreover, the study indicated that social media enhances academic performance
of students. Furthermore, students use social media for academic purposes they also use it for
non-academic matters. The study recommended that students should be encouraged to spend
more time of their social media interactions on academic issues rather than non-academic
matters. However, there are geographical gap where by the previous study done in Ghana and the
current study done in Tanzania on the effects of using social media on academic performance
while, the previous study dealt with impact of social network sites on academic performance.
Asemah, Okpanachi and Edegoh (2013), Examined the Influence of social media on the
academic performance of the university students of Kogi state University in Nigeria. The survey
research method adopted, questionnaire was used as an instrument of data collection. Theories
applied were, Social Information Processing Theory by Joseph Waither and Media Equation
Theory by Griffin. The study findings indicated that university students of Kogi State University,
Anyigba, Nigeria, have access to social media and that their exposure to social media is to a very
great extent. The study demonstrated that Facebook is the most used social media by university
students of Kogi State University whereby the exposure to social media by the university
students of Kogi State University has negative effect on their academic performance. The study
recommended that university students should reduce their exposure to social media and pay more
attention to their studies, especially those willing to record huge academic success should guide
themselves against the use of social media, the government and schools should encourage hard
work by rewarding successful students through scholarship schemes and other incentives and the
government should consider the possibility of evolving a policy on teenagers’ exposure to social
media. The previous study the researcher does not indicate the method used to collect data.
19
Furthermore the current study used mixed approach where by convergent parallel design was
employed. In the convergent parallel the researcher applied both quantitative and qualitative data
concurrently and then integrated the information in the interpretation of the overall results, and
interview and questionnaire was used in collecting data and sample size included teachers and
students’.
Almu, and Buhari (2014), examined on Effect of Mobile Social Networks on Secondary School
Students in Sokoto Nigeria. The study revealed that, mobile social networks negatively affect
most of the student performance that are addicted to mobile social networking sites, especially
those that cannot spend even a day without visiting the sites. This makes them to neglect most of
their school activities based on the results of the questionnaire obtained in this study. Hence, the
study recommends that, mobile social network can be a very good tool for supporting learning
activities to the students, provided there is appropriate guidance and monitoring from both
parents and teachers. The researcher filled the gap left by the previous study by dealing with all
social media while the previous study use only one singe social media.
Shao, and Seif (2014), investigated on Exploitation of Online Social Networks among University
Students: A case study university of Dodoma. The study revealed that many social media
applications such as Facebook, Twitter, Google+, Blogs and Wikis are frequently used by the
responded students for communication, class activities, online learning and connecting with
instructors. Furthermore, Online Social Networks has the power to expand the walls of the
classroom, expose students to the great thinkers of the world, and give them a voice in both local
and global conversations. Not only that, but Online Social Networks help build a baseline for
future investigations on exploiting social media for improving education delivery systems in
20
Tanzania. The study recommended that, Universities and schools should put efforts in
monitoring the use of Online Social Networks in campuses to ensure they are used to uplift
educational outcomes. Moreover, universities should devise ways of integrating some of their
teaching activities in Online Social Networks. Educators should also be trained on how they can
integrate social sites to improve their classes delivering modes. Educational leaders and
policymakers should continuously look outside the classroom for technology-based approaches
such as social media that would support access to educational resources and improve educational
outcomes through extensive way of teaching and learning.
2.2.2 The Purpose of Using Social Media among Secondary Students
Koçak, Kaya and Erol, (2013), conducted a study on the Social Media from the Perspective of
Diffusion of Innovation Approach in Turkey. The study revealed that, social media is one of the
most striking innovations of today has extremely fast and efficient diffusion power with its
various platforms and millions of users all around the world. According to diffusion of
innovation approach, the factors as comparability, complexity, trability, observability and
relative advantage have impacts on the decision and as a result the diffusion process of the
innovation. In this sense, it is obvious that social media facilitates this diffusion with its dynamic,
interactive, user-centered, user-friendly nature and with its opportunities that provides
individuals more control over the contents and that enables users to become producers as well.
There is a gap in previous study where by the researcher did not indicate methods and
instruments used to collect data. This study employed mixed method approach and data was
collected by using questionnaire and interview. Moreover, there was a geographical gap as the
previous study was conducted in developed countries, while this study was conducted in
21
Tanzania, one of the developing countries so as to find out the effect of social media on
academic performance in secondary schools.
Al-Rahmi, Othman and Yusuf (2015), conducted a study on the role of social media for
collaborative learning to improve academic performance to higher education students in
Malaysian. The study used descriptive methods, data collection procedure used Questionnaire,
theory applied is Constructivism theory was employed and data was analyzed by using Statistical
Package for Social Science. The findings indicated that, social media facilitates collaborative
learning and engagement improves academic performance of students. The study recommended
that additional elements to measure factors influencing academic performance of students’
collaborative learning and engagement. Moreover the study used a single method approach
which was qualitative, data was collected by questionnaire only and conceptual frame work was
not applied in the study. The result could be different if the study could use more approaches and
methods which are qualitative and quantitative.
Folorunso, Vincent, Adekoya & Adewale (2010), conducted a study on the Diffusion of
Innovation in Social Networking Sites among University Students Abeokuta in Nigeria. The
study used questionnaire to collect data and data was analyzed by using Cronbach’s alpha. The
findings indicated that relative advantage, complexity, and observability of social network sites
do not positively affect the attitude towards using the technology while the compatibility and
trial ability of social network sites positively affect the attitude towards using the technology.
Furthermore, the attitudes of university students towards social network sites positively affect the
intention to use the technology. However the previous study conducted in Ghana and
questionnaire used to collect data. This study was conducted in Tanzania specifically in Meru
22
District. Also the current study employed mixed methods approaches; where by convergent
parallel design was employed. In the convergent parallel the researcher collected both
quantitative and qualitative data concurrently and then integrated the information in the
interpretation to get overall results. Questionnaire and interview was used in data collection.
Michael (2014), examined on the Reading Habits among Students and its Effect on Academic
Performance: A Study of Students of Koforidua Polytechnic in Ghana. The study confirmed that
reading habit has influence on academic performance and there is a relationship between reading
habit and academic performance. The study recommended among others that lecturers should be
advised to stop providing handouts to students but rather encourage them to use the library for
research and also, the current system of assessing students should be given a second thought with
respect to the formulae of assessment. The previous study the researcher does not indicate
challenges students can face when using social media therefore, the current study fill the gap by
conducting a study on the effect of social media on academic performance in secondary schools.
Ezeah, Chika, Edogor, and Obiorah (2013), examined on the Social Media Use among Students
of Universities in South-East Nigeria. The study found out that students use social media for
purposes of getting entertainment, education/information; they use social media to discuss
national issues, engage in cybercrimes and expose themselves to pornography. So, the students’
use of social media reduces the time they devote to their studies. The previous study the
researcher does not indicate the benefits students can get when using social media on academic
performance the current study fill the gap by identifying benefits students get when using social
media on academic purposes.
23
In similar study, Eke, Omekwu and Odoh, (2014), conducted a study on the use of social
networking sites among the undergraduate students of university of Nigeria, Nsukka. The study
adopted the descriptive survey research design, data collection method procedure was
questionnaire, and theory used was Media Systems Dependency theory was employed. The
findings revealed that all the students’ were using the social networking sites in interaction with
friends, connecting to their class mates for online study and for discussing serious national issues
and watching movies. There are also laudable benefits of using social networking sites and
dangers associated with social networking and such dangers can be ameliorated using the
strategies available in the work. The study recommended that university should organize
seminars to enlighten students on the not-so good aspects of social networking sites etc. Students
who are heavy users, should moderate the use of the sites to avoid addiction and create a balance
between their offline and online lives while using the sites. The previous study used descriptive
survey research design and questionnaire only. The current study used mixed methods and
questionnaire and interview guide was used in collecting data. Sample size included students and
teachers.
Acheaw and Larson (2015), conducted a study on the use of social media on academic
performance in secondary school in Ghana. The study used single methods where in-depth
interview guide was used to collect data and results were analyzed by theme coding. The study
findings demonstrated that majority of the respondents had mobile phones which also had
Internet facility on them and had knowledge of the existence of many media sites and spend
between thirty minutes to three hours per day. Moreover the study revealed that the use of social
media sites had affected academic performance of the respondents negatively and that there was
direct relationship between the use of social media sites and academic performance. The study
24
recommended that students should be advised to limit the time they spend on social media sites
per day and encourage them to rather substitute those hours to read novels and relevant academic
books to improve their knowledge. So students should be introduced to the sites which can add
values to their academic work and research. However there is a gap, the previous study
conducted in Ghana looked on the use of social media on academic performance and the current
study was conducted in Tanzania specifically in Meru District to look on the effect of social
media on academic performance this gap lead to get more results.
Tekijä and Jäntti (2015), examined on the Usage of Social Media among Young Adults Living in
Nairobi, Kenya. Interview guide used to collect data. The data was analyzed by utilizing
qualitative content analysis. The study findings demonstrated that Middle class young adults
were found not only to use a wider variety of platforms but also to use these platforms for more
specified purposes. It seems that although the digital divide between people with access and
people without seems to be slowly closing, there might be a second level divide emerging in
relation to the digital literacy skills of the users from different socioeconomic groups.
Furthermore, even though social media were found to be used mainly for entertainment, social
and informational purposes, the participants seemed to utilize social media also to manifest
different forms of civic and political participation. The study recommended that further research
would undoubtedly contribute to a deeper understanding of the ways social media could be
utilized for development. The previous study did not indicate the research design used. The
current study applied mixed approaches whereby, convergent parallel design was employed. In
the convergent parallel, the researcher will collect both quantitative and qualitative data
concurrently and then integrated the information in the interpretation of the overall results.
Sample size used was secondary students, teachers and heads of school.
25
Jagero (2013), investigated on the extent of social networking sites usage of students in private
universities in Dar es salaam, Tanzania. The study used cross-sectional descriptive research
design, questionnaire was used to collect data, target population was 7337 students and a sample
of 356 was selected through simple random sampling. Data was analyzed by using descriptive
statistics such as frequency, mean, tables, standard deviation and percentages and also
percentages which was enabled by the use of Statistical Package for Social Science (SPSS 17.0)
software which assisted in data analysis. The study findings demonstrated that many students
spends 30 minutes to 1 hour in a day charting with friends whereby they get connected several
times per day, they disagreed that they spend excess time using social networks sites than
studying and mostly connects to social network sites from 17-21 hours and after 21 hours
whereby majority of the students have more than 300 friends in their account. The researcher
recommended that university students should make use of social network sites to enhance their
academic achievement of which they should restrict themselves from non-academic purposes
since it might have adverse impact in their academic achievement. They should use them after
attending or finishing their daily studies at least once per day. Researcher recommends students
to make use of social network sites for learning and education which include The Math Forum,
The Student Room, E-Learners and E-Pals School Blog, academia.edu. Moreover, the previous
research was done in university of Dar es Salaam while the current study was done in secondary
schools specifically in Meru District. In this regard the researcher wanted to find out if this study
would bring similar results or not.
26
2.2.3 The Benefits of using Social Media for Students’ Academic Performance in
Secondary Schools.
Baruah (2012), examine on the Effectiveness of Social Media as a tool of communication and its
potential for technology enabled connections: A micro-level study India. The findings showed
that social media like Facebook, twitter, MySpace Skype are used extensively for the purpose of
communication. One of the most important advantages of the use of social media is the online
sharing of knowledge and information among the different groups of people. This online sharing
of information also promotes the increase in the communication skills among the people
especially among the learners/students of educational institutions. Online tools and technology
has not only mediated communication in countless ways, but that the very ways we communicate
and even the ways we talk and think about communication are changing as a result. Social media
have the potential to fundamentally change the character of our social lives, both on an
interpersonal and a community level. There is geographical gap previous study conducted in
India but the current study will be conducted in Tanzania, where by the results found in Tanzania
are useful to educational stakeholders.
In relation to this, Rantai, Hamdan, Sawera and Hamid (2014), researched on the Influence of
Social Media in Enhancing Positive Relationship among Youth in University of Malaysia Sabah.
In depth questionnaires guide was used and sample size were 60 respondents. Data was analyzed
by using IBM Statistical Package of Social Science version 21.0. The study findings
recommended that students used social media for chatting, entertainment, and seeking news. The
study demonstrated that most useful social media in promoting relationship were Twitter,
Facebook and YouTube. The participants agreed that the social media can be used to enhance
27
positive relationship among youth. The students shared social media can be used to share
information and knowledge with other students, make friends, and stay connected. The study
recommended that, more research should be done to investigate whether this social media can
improve relationship and interpersonal communication between friends. However the previous
study conducted in abroad but his study has been conducted in Africa specifically in Tanzania.
This study used mixed approach where by convergent parallel design was employed. In the
convergent parallel the researcher used both quantitative and qualitative data concurrently and
then integrated the information in the interpretation of the overall results, where by interview and
questionnaire were used in collecting data and sample size involved both students and teachers.
Kshirsagar, and Kulkarni (2013), conducted a study on Effects of Social Networking Sites as an
Educational Tool on College Students in Mumbai. The study used both quantitative and
qualitative techniques of data collection. Questionnaire and documentary were used to collect
data. Data was analyzed by using descriptive statistics in Statistical Package of Social Science
(SPSS). The study revealed that social networking site for college students is an educational tool.
There is immense need for the education sector to use social networking sites for students to
increase their academic performance as well as for their better employment. Furthermore, the
study revealed that there are benefits and consequences of social networking sites as an
educational tool on college students. Excess uses of social networking sites reduced learning and
research capabilities of students, one type of distraction, discouraging face to face
communication, cyber bullying, lack of concentration on studies, reduced academic performance.
Moreover the previous study done in Mumbai and focus on college students while this study has
been done in Tanzania specifically in Meru District which focusing on secondary students.
28
Wanjohi, Mwebi and Nyang’ara (2015), investigated on Self-Regulation of Facebook Usage and
Academic Performance of Students in Kenyan Universities. The study employed the ex post
facto research design which survey method was applied. Purposive and stratified simple random
sampling methods were used to select participants. Data was collected using a self-administered
questionnaire where by five- point liker scale was used and Social Package for Statistical Science
(SPSS) used to analyze data. The findings revealed that there was a moderate level of self-
regulation on Facebook usage by university students thus depicting ambivalence in attitude
towards controlling the urge to use Facebook when in site. Further, it was found that there was a
significant relationship between the level of Facebook self- regulation and academic
performance. The study recommended that universities incorporate time management skills in
the curriculum in order to help the students achieve balance between leisure activities and
academics. However in the previous study the researcher used questionnaire only to collect data.
The current study employed questionnaire and interview to collect data. Moreover, the previous
study was done in Kenya and the current study was done in Tanzania particularly in Meru
District in Tanzania so as to find the effects of social media on academic performance in
secondary schools.
Another similar study, by Shembilu (2013), examined the importance of social networking for
student participation in education in Tanzania. A study used survey method, questionnaire was
used to collect data, sample size was 56 participants and data analyzed by means of MS excel
spreadsheet. The study findings revealed that the online social networks are not fully utilized in
Tanzania for educational purposes. Lack of wider access to technology is a big hindrance,
although not a definite factor by itself. Another factor has been identified as lack of sensitization
among students and educators. The study recommended that this technology can be fully
29
exploited for the benefits of the students and community at large. The previous study used
questionnaire only and sample used was 56. The current study employed mixed approach where
by convergent parallel design was employed. In the convergent parallel, the researcher used both
quantitative and qualitative data concurrently.
2.2.4 Challenges that Secondary Students Encounter in their Usage of Social Media in
Secondary Schools.
Jalal, and Zaidieh (2012), investigated on the Use of Social Networking in Education:
Challenges and Opportunities in Malaysia. The study used both qualitative and quantitative
method and sample size of 81 participants was used. Observation was used to collect data. The
study revealed that amount of time spent by individuals with each other online can affect
individual health, because spending a lot of time browsing these social networks can affect the
way the genes operate within the human body, and weakens the immune and hormone levels,
and function of arteries. It also has an impact on mental health. Moreover, the use of social
networking in the education can cause lack of motivation towards learning and can be boring
sitting in front of computer for a long time. The study recommended that students should
minimize time taken up in social media and should use social media to change ideas with real
friends who will lead them to be creative and use social media for benefit. However, the current
study questionnaire and in depth interview was used in collecting data. Furthermore, there is a
geographical gap the previous study was conducted in developed countries, while the current
study has been done in Tanzania, one of the developing countries finding out if the effect of
social media on academic performance in secondary schools has the same results.
30
Ngonidzashe (2013), examined on the Challenges and Perceptions towards Use of Social Media
in Higher Education in Zimbabwe: A Learners’ Perspective. The study used a descriptive
research design wherein a questionnaire was used as the main research tool. Data was gathered
from 124 university students from five universities in Zimbabwe. Data was analyzed by using
Descriptive Statistics .Statistical Package of Social Sciences was used to analyze questionnaires.
The study revealed that the main challenges being faced by students in higher education
regarding the use of social media are security, unproductive behavior/wastes time, misuse of
tools during instructional time and antisocial behavior in that order. These challenges are ranked
according to effect that each has on the learner and security has topped this list of challenges.
The study recommended that educators should therefore continue incorporating social media in
the learning and teaching process but they should keep an eye on the challenges which topped
the list of challenges and come up with strategies of minimizing them. However, the study was
done in universities. The current study has been done in secondary schools. Moreover, there is a
geographical gape where by the previous study was done in Zimbabwe while the current study
has been done in Tanzania particularly in Arusha Region Meru District so as to find out if the
results are similar, and useful to educational stakeholders.
Omariba (2012), conducted a study on the challenges facing teachers and students in the use of
instructional technologies: a case of selected secondary schools in Kisii County, Kenya. The
study employed both qualitative and quantitative approaches. The study was conducted in ten
(10) provincial public secondary schools in Kisii County. Data was collected by using
questionnaires, interview schedules and observation schedules. The obtained data were analyzed
systematically using descriptive statistics and presented with the help of frequency tables, graphs
and percentages. The study revealed that most of the instructional technologies were available
31
but inadequate in terms of quantity. The use of instructional technologies was influenced by their
availability, how the technology will enhance learning, knowledge and skills on use, syllabus
requirement, accessibility and administration among others. Finally, teachers and students faced
several challenges such as teachers having limited skill on use of some instructional
technologies, inadequate instructional technologies, inadequate funds and lack of support from
the schools administration whereas students revealed among others lack of accessibility and
overcrowded classrooms which need resolutions. The study recommended that the Ministry of
Education together with all other education stakeholders need to come-up with strategies to curb
this menace. The previous study was conducted in Kenya and the current study has been
conducted in Tanzania Arusha Region where by Meru District was selected as targeted area.
Interview and questionnaire were used to collect data. Secondary students and secondary
teachers were included as a sample size.
Rumanyika and Galan (2015), conducted a study on the mobile phone technology adoption and
classroom management in higher learning institutions in Tanzania, looking at Challenges and
Implications. The study used a cross-sectional questionnaire survey at the College of Business
Education (CBE) was employed. Sample size was 230 participants. Focus group discussion and
observation methods were used to collect qualitative data from students and instructors.
Descriptive analysis was employed to analyze quantitative data whereas content analysis was
employed to analyze qualitative data. The study revealed that, the majority of students switch on
their mobile phones in silence mode with the intention to use them for calling or receiving calls,
for texting message, for interacting with social media like Facebook, twitter, WhatsApp,
YouTube and for surfing information while the classroom lectures are in progress. The study
recommended that the management and other policy makers should introduce measures such as
32
strict laws and provision of education during orientation week to new students on how to manage
their mobile phones during classroom lectures; an approach that may possibly help in increasing
academic performance. However the previous study done in higher leaning institutions the
current study has been done in secondary school in Meru District. Questionnaire and interview
were used to collect data so as to get more results.
Kibona and Mgaya (2015), conducted a study on the Smartphones’ Effects on Academic
Performance of Higher Learning Students Ruaha University. The study revealed that the
smartphone bring negative results or progression on students’ performance academically. So
there is a need to evaluate and understand better the use of smartphones for higher learning
students because students make their own choice and preference on which mobile application to
use. Moreover, the study indicated that smartphone addicted group, female are more addicted
than male. The study recommended that restrictions must be made on the usage of smartphone
like making regulations that no student is allowed to enter into lecture room with his/her
smartphone switched on in order to make them concentrate on listening and taking notes from
the lecturer. The previous study dealt with smartphones’ effects on academic performance this
leaves a gap where by the current study looked on the effects of social media on academic
performance.
33
2.3 Summary and Knowledge Gap
Despite the fact that a lot of studies; ( Almu and Buhari 2014, Rantai, Hamdan, Sawera and
Hamid 2014, Jamal and Menayes 2015, Baboo, Pandian, Prasad, Rao, and Perak 2013, Shembilu
2013, Bruah 2012 Nwabueze, and Aduba 2014 ) have been conducted on the use of social
media. The studies have indicated that students are addicted to social media, students use social
media for chatting, entertainment and seeking news, lack of sensitization among students and
educators, social media affect students’ morality and students engage in drug abuse and early
pregnancy. However, other studies observed that social media can be harnessed for positive
academic progress. Therefore, the researcher intended to conduct a study on the effects of social
media on academic performance in secondary school in Meru District.
34
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.0 Introduction
This chapter presents the research designs adopted in the investigation of the effects of social
media on academic performance in secondary schools in Meru District, area of the study, the
targeted population of the study, sampling procedures and sample size, research instruments,
validity and reliability of the instruments were discussed. Finally, the data collection procedure,
data analysis and ethical considerations have also been discussed.
3.1 Research Design
The study design for this study was cross-sectional survey design. According to Creswell (2012),
cross-sectional survey design allows the researcher to collect data in time. This design has the
advantage of measuring current attitudes or practices. It also provides information in a short
amount of time, such as the time required for administering the survey and collecting the
information.
The study adapted mixed methods approach. In mixed methods the researcher combined
quantitative and qualitative research techniques, methods or approach to a single study. Through
this approach, quantitative and qualitative data merged in order to provide a comprehensive
analysis of the research problem. The researcher used mixed approach method because the
combination of qualitative and quantitative approaches provides a more complete understanding
of a research problem than using a single approach (Creswell, 2014). The combination of
35
quantitative and qualitative techniques allowed the researcher to examine more closely on the
effects of social media on academic performance in secondary students in Meru District.
3.2 Area of the Study
The study conducted in public secondary schools in Meru District. The participants were
secondary students, teachers and heads of school in Meru District. The researcher chose this area
to represents other areas in Tanzania.
3.3 Target Population
Orodho, (2005), defines population as all the items or people under consideration. The current
study focused mainly on the effects of social media on academic performance in secondary
schools in Meru District. The study involved 1,300 secondary teachers and 11,736 secondary
students in Meru District.
3.4 Sampling Procedures and Sample Size
Mugenda, and Mugenda (2010), defines sampling as the procedure of selecting sample or unit
from large population of interest so that by using the sample, the researcher may fairly generalize
the results back to the population from which they were chosen. Sample size therefore is the size
or number of individuals selected to represent the whole population (Kothari, 2004). In this
study, the researcher applied procedures both on probability and non-probability techniques that
included purposive and simple random sampling respectively. In probability sampling, there is
random selection of participants for the study and each respondent in the population had an equal
and independent chance of being selected in the sample. Probability sampling was used in
selecting secondary school teachers and secondary school students. (Berzofsky and Williams
2013). Non probability sampling does not use randomization of the sample population. Under
36
non-probability technique, strategically the researcher chooses 10 secondary schools that are in
urban setup. Therefore, a total of 10 government secondary schools were used to represent the
entire group and heads of school from 10 schools selected were automatic inclusive.
The researcher used stratified to select secondary students. Among the ten schools, each school
was selected based on gender, male and female, hence five girls and five boys were sampled.
Therefore, students participants obtained were 100. Only form four students were involved in the
study because they had longer experience in the school, they are focused as they have already
chosen subjects based on career and therefore focused to achieve their targets hence they were
able to give relevant information.
Teachers were selected basing on gender to ensure equal gender balance. Out of 10 schools,
teachers were strategically sampled so that each school produced four teachers two male and two
female giving a total of 40 teachers’ respondents.
For the ten schools which were selected each school, strategically heads of school automatic
inclusive and the reason for selecting them is because they are school administrator and they are
aware with the social media, that they could bring more accurate contribution and result.
3.5 Research Instruments
The researcher used questionnaires and in-depth interview guide. Questionnaires were used to
collect information from secondary school teachers and students, while the interview guide was
used to collect information from heads of schools. The researcher used questionnaires because
questionnaires collect data from a larger group of respondents within a short time. Besides, they
are less expensive and offer greater anonymity. Questionnaires are economical, ensure
37
anonymity, permit the use of standardized questions, and have uniform procedures. The
questionnaires were prepared by the researcher basing on the research objectives.
3.5.1 Questionnaire for Teacher
Questionnaires for secondary teachers were prepared and divided into four sections. Section A
sought demographic information about the respondent, including gender, age, level of education
and working experience it included number one up to number four Section B consisted of closed-
ended questions on the effects of social media on academic performance in secondary schools
and the purpose of social media among secondary students in Meru District that includes sub
item number five to number 17.Sections C consisted benefits of the use of social media on
academic performance and the challenges secondary students encountered in the usage of social
media that include sub item number 18 to sub item number 29 and Part D investigated
suggestions to the challenges that students encounter in their usage of social media in secondary
schools that was number 30.
3.5.2 Questionnaire for Students
Questionnaire for secondary school students were prepared; and were also divided into four
parts. Section A solicited demographic information about the respondents, including their gender
and age it include number one to number two. Section B focused on the effects of social media
on academic performance in secondary schools and the purpose of social media among
secondary students in Meru District which included sub item number three to number 15. Section
C explored on the challenges encountered by students in the usage of social media in secondary
38
schools it is sub item number 16 to number 28 and Section D were suggestions on the challenges
encountered by students in the usage of social media in secondary schools that was number 29.
3.5.3 In-depth Interview Guide for Heads of School
The researcher used in depth interview because in depth interview is a qualitative research
technique that involves conducting intensive individual interviews with a small number of
respondents to explore their perspectives on a particular idea or situation. The interview guides
for heads of school on the effects of social media on academic performance in secondary schools
in Meru District were prepared by the researcher.
3.6 Validity and Reliability of Instruments
Validity and reliability of research instruments are appropriate measures of truth and accuracy of
the tools to be used in quantitative and qualitative data collection. The validity and reliability of
questionnaires and interview guide (Roberts, Priest & Traynor 2006).Validity measures the
extent to which the set of indicators accurately represents a construct (Hair 2006). The study
tested the validity of questionnaires and interview guide by exposing them to the supervisors for
corrections and suggestions. It is the ability of the instrument to produce findings that will be in
agreement with conceptual values and which will be accurate. (Roberts, Priest, & Traynor,
2006).
3.6.1 Content Validity
Content validity seeks to find out if the data collection instrument is a good representation of the
content which needs to be measured (Trochim, 2006). The researcher distributed the instruments
to the two supervisors at SAUT, Arusha center who have a sound knowledge on research
instruments. Each expert was able to critic the relevance of the items to the research questions
39
and in depth interview guide. The constructive feedback and responses received from these
experts was taken into consideration and used to improve on the content of the instruments
before administering them to the respondents.
3.6.2 Reliability
Reliability is the degree to which an instrument yields the same results when repeated on several
trials to measure the same thing to the same participants. Creswell, (2012) defined reliability as
the degree to which an instrument yields the same results when repeated administering on several
trials to measure the same thing to the same participants.
In this study, the reliability was checked through test-retest approach in a pilot study. The
researcher visited two secondary school in Meru District and drew a sample of ten participants
out of the respondents who were not involved in the study, a total of five (5) from each school
include two (2) secondary students, two (2) teachers, and one (1) school head, and the same
number to the other school. This process enabled the researcher to identify items in the
questionnaires that was not clear to the respondents, also helped to identify the effectiveness of
research design methods, objectives as well as research questions. After two weeks, the same
research questions were given to the same individuals and their responses were tested to check if
there was correlation. According to Orodho (2009), if the result is 0.68 and above the
instruments will be deemed to be capable to be admitted to the field.
40
3.7 Data Collection Procedures
The researcher sought a letter of introduction from the Department of Postgraduate Studies at
Saint Augustine University Arusha Centre. Then visited and requested for permission from the
District Educational Officers in conducting the research on the effects of social media on
academic performance in secondary schools Meru District. Then, the researcher visited sampled
schools and made prior arrangements with the head of school for interviews and data collection.
Before administering the instruments, the researcher explained the purpose of the study. The
questionnaires were self-administered and in-depth interview done by the researcher. The
interview method was used in soliciting information on the experiences of the respondents.
3.8 Data Analysis Procedures
Data analysis is defined as critical examination of the assembled and grouped data for studying
the characteristics of the object under study and for determining the patterns and relationship
among the relating variable (Krishnaswani, 2003). The study employed simple descriptive
statistics to analyze quantitative data in the Statistical Package for Social Sciences (SPSS)
version 23.0 package in form of frequency distribution tables and percentages. Qualitative data
which was obtained from open ended questions in the questionnaires and data collected from the
in depth interview schedules were coded according to the themes relevant to the study; the
analysis involved identifying major themes and the association between them. In interpreting
results, the frequency and percentages with which an idea appears was interpreted as a measure
of importance or emphasis. Other responses were reported verbatim. Other responses were
reported verbatim. The results obtained were descriptive but also indicate trends or issues of
interest concerning the effects of social media on academic performance in secondary schools.
41
3.9 Ethical Considerations
Ethical consideration is the way in which a researcher describes how he/she ensure that ethical
issues of requirements are upheld in the study (Creswell, 2012). The study adhered to the
acceptable research ethics as articulated in literature. To ensure ethical consideration, the
researcher did the following. During data collection the researcher sought the consent of
respondents to participate in the study by first submitting research permit and booked
appointment to administer research instruments. The researcher conducted interview in isolated
places to ensure privacy of the respondents. Therefore, when the coding of the findings was
done, the instrument was kept safely for reference in case of an error noted when making
statistical analysis or future reference.
42
CHAPTER FOUR
DATA PRESENTATION
4.0 Introduction
This chapter presents, questionnaire return rate, demographic information of respondents and
tables on objectives which were; to highlight the effects of social media on students’ academic
performance in secondary schools, to establish the purpose of usage of social media among
secondary students, to find out benefits of using social media on students’ academic performance
and to identify challenges that secondary students encounter in their uses of social media in
secondary schools in Meru District.
4.1 Questionnaire Return Rate
The study was conducted on 150 respondents out of which 100 respondents were students, 40
teachers and 10 heads of school. A total of 140 students and teachers were issued with
questionnaires and 10 school heads were interviewed respectively. All the respondents returned
their dully filled questionnaires. Therefore the study achieved 100% questionnaire return rate.
4.2 Demographic Information
The demographic information of the respondents was sought in order to know the characteristics
of the participants who were involved in the current research study. Demographic information of
respondents were analyzed based on gender, age, level of education and working experience. A
total of 100 students and 40 teachers respectively were included. Table 4.1 presents the summary
of the distribution of the students as per their age and gender.
43
Table 4.1 Students Distribution by Gender and Age (n=100)
Age 13-16 17 and above TOTAL
Male 38(38%) 12(12%) 50(50%)
Female 39(39%) 11(11%) 50(50%)
TOTAL 77(77%) 23(23%) 100(%)
Source: Field Data 2017
Table 4.1: above shows that, male students between the ages of 13- 16 years were 38(38%) and
those with 17 years and above were 12(12%). However, female students between the ages of 13-
16 years were 39(39%) while 17 years and above were 11(11%). It shows that out of 100
students, 50(50%) were males and 50(50%) of the respondents were females. Table 4.2 presents
the summary of the distribution of teachers as per their gender and age.
Table 4.2 Distribution of Teachers Respondents by Gender and Age (n=40)
Age 25-35 36-45 46 and above TOTAL
Male 12(30%) 5(12.5%) 3(7.5%) 20(50%)
Female 11(27.5%) 8(20%) 1(2.5%) 20(50%)
TOTAL 23(57.5%) 13(32.5%) 4(10%) 40(100%)
Source: Field Data 2017
Table 4.2: above indicates that the male teachers between the ages of 25- 35 years were 12(30%),
36-45 years were 5(12.5%) and 46 years and above were 3(7.5%). However, female teachers
aged 25- 35 years were 11(27.5%), 36-45 years were 8(20%) and 46 years and above were 2.5%
making a total of 40 respondents, from which 20(50%) were males and 20(50%) were females,
44
this implies that gender equality exist in secondary school in Meru District. Table 4.3 present the
summary of the distribution of the respondents by their level of education.
Table 4.3 Distribution of Teachers Respondents on their Level of Education (n=40)
Level of Education Diploma in
Education
Bachelor of
Education
Masters of
Education
TOTAL
10(25%) 25(62.5%) 5(12.5%) 40(100%)
Source: Field Data 2017
Table 4.3 above indicates the level of education of respondents, 10(25%) had diploma in
education, 25(62.5%) had Bachelor of education and 5(12.5%) of the teachers had Masters of
education. This implied that, all respondents had necessary qualifications needed in order to
teach in secondary schools.
Table 4.4 Teachers Distribution as per Teaching Experience (n=40)
Teaching
Experience
1-5 years 6-10 years 11-15years 16 years and above TOTAL
5(12.5%) 26(65%) 5(12.5%) 4(10%) 40(100%)
Source: Field Data 2017
Table 4.4 above indicates that teaching experience of secondary teachers 1-5 years were
5(12.5%), 6-10 years were 26(65%), 11-15 years were 5(12.5%) and 16 years and above were
4(10%). This implies that, respondents had enough experience to provide the information needed
for the study.
45
4.3 Findings from the Respondents on Effect of Social Media on Academic
Performance in Secondary School
The first objective respondents were asked to put mark on each sub item whether they agree or
disagree. Table 4.6 below represents the views of respondents on the effect of social media on
academic performance in secondary school in Meru District.
Table 4.6 Students and Teachers views on Effect of Social Media on Academic
Performance on Secondary School (n = 140)
Effects of using social media Students
n=100
f(%)
Teachers
n=40
f(%)
Total
n= 140
(f%)
Encourages reading habits. 70(70) 29(72.5) 99(71)
Creates independent learning and thinking 70(70) 29(72.5) 99(71)
Develop new knowledge and skills 72(72) 30(75) 102(73)
Students become competent 81(81) 28(70) 109(78)
Encourages distance learning 59(59) 30(75) 89(64)
Easier to get learning materials 80(80) 29(72.5) 109(78)
Enable students to be updated on the
current issues
69(69) 25(62.5) 94(67)
Source: Field Data 2017
From table 4.6 above indicated that all the sub items scored highly due to the significant of social
media on academic performance in secondary school. On sub item of encourages reading habits
creates independent learning, develops new knowledge and skills, makes students competence,
encourage distance learning, helps to get learning materials and updated on the current issues.
46
Both students and teachers agreed that there are positive effects of social media on academic
performance in secondary schools.
4.4 Findings from the Responses on the Purpose of Using of Social Media among
Secondary Students
Objective two on the purpose of using of social media among secondary students. The
respondents were asked to put a mark whether they agreed or disagreed with the view about the
purpose of usage of social media among secondary students.
Table 4.5 below Represents the Views of Respondents on the Purpose of Usage of Social
Media among Secondary Students (n=140)
Purposes of using social
media
Students
n=100
f(%)
Teachers
n=40
f(%)
Total
n=140
f(%)
Encourages science and
technology skills
86(86) 29(72) 115(82)
Performance 71(71) 27(67.5) 98(70)
Obtaining academic materials. 90(90) 30(67.5) 120(85.7)
It minimizes cost 82(82) 30(75) 112(80)
Available materials 63(63) 27(67.5) 90(64.2)
Enhances exchange of materials 71(71) 27(67.5) 98(70)
Source: Field Data 2017
Table 4.5 above on sub item improves science and technology skills in Information
Communication Technology (ICT). The sub item increases academic performance .On the sub
item to obtain academic materials, minimizes the cost available academic materials, and
47
enhances exchange academic materials both students and teachers agreed that students use social
media for academic purposes.
4.5 Findings from the Respondents on the Benefits of Using Social Media on Students’
Academic Performance
The objective three of the current research study was to determine the benefits of using social
media on students’ academic performance. The respondents were asked to put a mark whether
they agreed or disagreed on benefits of using social media on students’ academic performance.
Table 4.7 below shows respondents’ views on the objective number three on the benefits of using
social media on students’ academic performance.
Table 4.7 Teachers and Students Views on Benefits of Using Social Media on Students’
Academic Performance (n=140)
Benefits of using social media
Students
n=100
f(%)
Teachers
n=40
f(%)
Total
n=140
f(%)
Helps to exchange academic
materials
72(72) 23(57.5) 95(68)
It simplifies academic work 54(54) 26(65) 80(57)
It increases creativity on students’
how to search academic materials
60(60) 22(55) 82(59)
Encourages habit of reading 76(76) - 76(76)
Encourages independent learning 54(54) 24(60) 78(56)
Gain new knowledge and skills 71(71) 25(62.5) 96(69)
Source: Field Data 2017
48
Table 4.7 above on sub item of helps to exchange academic materials with other students inside
and outside, it simplifies academic work, increase creativity, encourages habit of reading,
encourages independent learning and gain new knowledge and skills majority of respondents
agreed that there are benefits of using social media on students’ academic performance.
4.6 Findings from Respondents on Challenges that Secondary Students Encounter in
their Usage of Social Media in Secondary Schools
The fourth objective of the current research study was to determine the challenges that students
encounter in their usage of social media in secondary schools. The respondents were asked to put
a mark whether they agreed or disagreed with the given the challenges that students encounter in
their usage of social media in secondary schools. Table 4.8 below presents a summary of the
distribution of the responses the challenges that students encounter in their usage of social media
in secondary school.
49
Table 4.8 Respondents Views on Challenges that Secondary School Students Encounter in
their Usage of Social Media in Secondary Schools (n = 140).
Challenges face students Students
n=100
f(%)
Teachers
n=40
f(%)
Total
n=140
f(%)
Adapt poor habit 61(61) 28(70) 89(64)
Fail to balance their time in social
media.
78(78) 23(57.5) 101(72)
Unstable network 70(70) 25(62.5) 95(68)
Inadequate of fund 70(70) 26(65) 96(69)
Inadequate number of expertise 62(62) 22(55) 84(60)
Addictive 76(76) 20(50) 96(69)
Encourages laziness 75(75) 30(75) 105(75)
Source: Field Data 2017
Table 4.8 above on sub item of adapt poor habit, fail to balance their time in social media,
unstable networks, inadequate fund, inadequate number of expertise students respondents,
addictive and encourages laziness both students and teachers agreed that there are challenges
secondary students encounter in their usage of social media in secondary schools.
4.7 Qualitative Findings from Heads of Schools
Table 4.9 below present data obtained from open ended questionnaire and interview. The
respondents from the current study were asked questions which need them to narrate their idea,
altitude and opinion on the effects of social media on academic performance in secondary
schools .The data obtained were coded according to theme and presents on the table below 4.9.
50
Table 4.9 Thematic Analysis Coding
Transcripts (Verbatim Quotes) Theme CODES
Social media encourages skill on science and technology HS6,
HS7, HS2, HS5, HS9, HS4,HS8, HS10
Encourages
Academic
Work
(EAW)
Social media enhances academic work among students HS9,
HS3, HS4,HS6, HS1,HS10
Enhances
Students’ in
Academic
Work
(ESAW)
Social media is a means of socialization and exchange of ideas.
ST2,ST10,HS7, HS10, T6,T9, T20 T5, ST17,HS2, HS6,
ST7,ST10,T3,T7,T30,T40 ST12, ST4, ST8, ST20, ST67, HS10,
HS1,HS6, T32, T7,T30,T40,
Roles of Social
Media
(RSM)
Source: Field Data 2017
Table 4.9 is a sample of verbatim quotations from the respondents with emerging themes and
codes from interviews.
51
CHAPTER FIVE
DISCUSSION OF THE FINDINGS, SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.0 Introduction
This chapter presents Discussion of the Findings, Summary, Conclusion and Recommendation of
the study and Suggestion for Further Research.
5.1 Discussion of the Findings
The findings are presented according to the following objectives; to highlight the effects of social
media on students’ academic performance in secondary schools, to establish the purposes of
social media among secondary students, to find out the benefits of using social media for
students’ academic performance in secondary schools and to identify the challenges secondary
students’ encounters in the usage of social media in secondary schools.
5.1.1 Effect of Social Media on Academic Performance in Secondary School
Table 4.6 presents data on the effect of social media on academic performance in secondary
school in Meru District. The table indicates that 70(70%) of students respondents and 29(72.5%)
of teachers respondents agreed with the statement that usage of social media encourages reading
habits. In relation to table 4.6 social media creates independent learning and thinking. Majority
70(70%) of students agreed on the statement that social media creates independent learning and
creativity. In addition, 29(72.5%) of teachers respondents were in support of the view that social
media creates independent learning. This is also supported by Owusu, Acheaw & Michael
52
(2014), Examined on the Reading Habits among Students and its Effect on Academic
Performance: A Study of Koforidua Polytechnic Students in Ghana. The study confirmed that
reading habit has influence on academic performance and there is a relationship between reading
habit and academic performance. Therefore it can be said that social media creates independent
learning.
The findings from table 4.6 shows that 72(72%) of students and 30(75%) of teachers agreed that
the usage of social media develops new knowledge and skills. This finding is similar to what
Koçak, Kaya and Eroln (2013), found out and reported that, social media has relative advantage
impacts on the decision and as a result the diffusion process of the innovation. Therefore
majority of students and teachers supported the statement that social media develops new
knowledge and skills.
Table 4.6 indicates that, 81(81%) of students respondents and 28(70%) of teachers respondents
agreed that the usage of social media enable students to become competent. Therefore the result
shows that social media improve competency. The table similarly shows that social media
encourage distance learning in secondary schools. Majority 30(75%) of teachers and 59(59%) of
students were in agreement that social media encourage distance learning.
The results from table 4.6 shows that 80(80%) student respondents and 29(72.5%) of teachers
respondents agreed that, social media make it easier to get learning materials. This shows that
both students and teachers had similar view. Therefore, it can be concluded that social media
makes it easier for students to get learning materials.
From the table 4.6shows that 69(69%) of students and 25(62.5%) of teachers agreed that social
media enable students to be updated on the current issues. This means that both teachers and
53
students are supporting the sub item that, social media enable students to be updated on the
current issues. The interviewed participants were in similar view with the above findings. They
reported that:
….. It encourages reading habits, develop new knowledge and skills.( HS9, HS3, HS4,HS6,
HS1,HS10).
These views are consistent with the assertion made by Baboo, Pandian, Prasad, Rao, and Perak,
(2013) in a study conducted on young people and new media: an analysis of social uses and
practices. The study revealed that social media encourages distance learning whereby students
use social media in their home and acquire new knowledge and skills.
3.1.1 Purpose of Usage of Social Media among Secondary Students
The first objective of this study was to highlight the purpose of usage of social media among
secondary students. Table 4.5on the sub item social media encourages skills in science and
technology in Information Communication Technology (ICT). The study found that 86(86%) of
students agreed that it encourages science and technology skills in Information Communication
Technology. However, 29(72.5%) of teachers admitted that social media encourages science and
technology skills in Information Communication Technology. This implied that both teachers
and students were in agreement that social media encourages science and technology skills in
ICT. This is in line with the study done by Koçak, Kaya and Erol (2013) conducted on the Social
Media from the Perspective of Diffusion of Innovation Approach in Turkey. The study revealed
that, social media is one of the most striking innovations of today that has extremely fast and
efficient diffusion power with its various platforms and millions of users all over around the
world.
54
Majority 71(71%) of students respondents and 27(67.5%) of teachers respondents agreed that use
of social media improves academic performance. Both students and teachers supported the items
that social media improves academic performance. A study was done by Al-Rahmi, Othman and
Yusuf (2015) on the role of social media for collaborative learning to improve academic
performance of students. The study revealed that social media integration is linked to
collaborative learning among students, thereby enhancing interaction among students’ with their
fellow students, peers and teachers which leads to improved academic performance.
The study found out that, most of students 90(90%) agreed that they use social media in
obtaining academic materials. However, 30(75%) of teachers supported the statement that
students use social media to obtain academic materials. The revelation here is similar to the
finding of Ezeah, Chika, Edogor and Obiorah (2013), on the Social Media Use among Students
of Universities in South-East Nigeria. The study found out that students use social media for
purposes of entertainment, education/information; they use social media to discuss national
issues. Therefore it seems that, the purpose of the usage of social media among secondary
students is to find academic materials.
The study identified that majority 82(82%) of students respondents and 30(75%) of teachers
respondents agreed that the usage of social media minimizes the cost of buying additional
academics materials. Therefore, from the findings, it is possible to draw conclusion that the
usage of social media among secondary school students minimizes the cost of buying additional
academic materials.
Table 4.5 shows that most 63(63%) of students agreed with the statement that social media has
readily available academic materials and 27(67.5%) of teachers emphasized the same statement.
Therefore it can be concluded that, the usage of social media among secondary students provide
55
students with readily available academic materials. The findings from the table also indicated
that 63(63%) of students and 27(67.5%) of teachers agreed to the statement that the usage of
social media enhances exchange of academic materials among students. This finding is in
agreements with the findings by Baruah (2012) on the use of social media to share knowledge
and information among learners that leads to increase in knowledge and skills. From the
information gathered during the interview, majority of heads of school reported that:
……… Encourages skill on science and technology, and it enhances exchange of academic
materials among students.(HS6, HS7, HS2, HS5, HS9, HS4, HS8, HS1).
3.1.2 Benefits of Using Social Media on Students’ Academic Performance
The result from table 4.7 revealed that 72(72%) of students respondents agreed that social media
helps students in exchanging academic materials with other students inside and outside school
environment. However, 23(57.5%) of teachers respondents admitted that social media helps
students in exchanging academic materials with fellow students. Therefore, this implies that, the
use of social media helps students in exchanging academic materials with other students inside
and outside school environment. This is similar to Shao and Seif (2014), who investigated on
Exploitation of Online Social Networks among University Students the study revealed that social
media expand the walls of the classroom, expose students to the great thinkers of the world, and
give them a voice in both local and global conversations.
Table 4.7 indicated that 26(65%) of teachers agreed that the usage of social media simplifies
academic work instead of students going to the library to read books they can download from the
internet and read through their devices. Moreover, 54(54%) of students supported the statement
that the usage of social media simplifies academic work instead of students going to the library
to read books they can download from the internet and read through their devices. This was
56
consistent with the assertion made by Munkaila and Iddrisu (2015) the findings revealed that
most of the students make use of smart phones and laptops to get academic materials. For the use
of social media sites, the study observed that, most students made use of Facebook, followed by
Google and WhatsApp.
Table 4.7 shows that 60(60%) of students respondents and 22(55%) of teachers respondents
agreed that the usage of socio media increase creativity of students. This was backed by Rantai,
Hamdan, Sawera and Hamid, (2014) who found that students can use social media to exchange
information and knowledge with other students, make friends, and stay connected.
Table 4.7 show that overwhelming majority 76(76%) of students agreed that the usage of social
media encourages the habit of reading books this means that respondents supported the sub item.
According to this finding it has been observed that the usage social media encourages the habit
of reading books and other academic materials. The same related table, most 54(54%) of students
agreed that it encourages independent learning (learner centered) and, most 24(60%) of teachers
respondents had emphasized that the usage of social media encourages independent learning
(learner centered).
In relation, to the table 4.7 indicated that students scored 71(71%) and teachers scored 25(62.5%)
agreed that social media helps students to gain new knowledge and skills. Therefore due to these
results, it can be concluded that, social media helps students to gain new knowledge and skills.
The information gathered during the interview, majority of school heads reported benefits there
of using social media as follows:
………. Students gain new knowledge and skills, encourage independent learning and
exchange academic materials HS3, HS7,HS9,HS4,HS2, HS5 (HS3, HS,HS9, HS4, HS2,
HS5).
57
3.1.3 Challenges that Students Encounter in the Usage of Social Media in Secondary
Schools
It is revealed from Table 4.8 that 61(61%) of students respondents and 28(70%) of teachers
respondents agreed that students adapt poor habit when using social media. Due to this result it
can be concluded that, challenges encountered by students in social media in secondary schools
is that students adapt bad habit. This is similar to observation of Ngonidzashe, (2013) who
examined the challenges and perceptions towards the use of social media in higher education in
Zimbabwe. The study revealed that the main challenges being faced by students in the use of
social media are unproductive behavior and time wastage.
The study found that majority 78(78%) of students observed that students fail to balance their
time on social media. However, most 23(57.5%) of teachers supported the statement that
students fail to balance their time on social media. This study is in agreement with Jalal and
Zaidieh (2012) investigated on the Use of Social Networking in Education: Challenges and
Opportunities in Malaysia. The study revealed that the amount of time spent by individuals with
each other online can affect individual health, because spending a lot of time browsing these
social networks can affect the way the genes operate within human body, and weakens the
immune and hormone levels and function of arteries.
From the table 4.8 shows that access to network is one of the challenge students’ faces when
using social media. Majority 70(70%) of students agreed that, unstable network is a challenge
students face when using social media. However, most teachers 25(62.5%) also agreed that
unstable network is one of the challenge students face when using social media.
58
The table 4.8 shows that, 26(65%) of students and 57(57%) of teachers agreed that inadequate
fund is a challenge that students encounter in their usage of social media in secondary schools.
However, the study found that, 70(70%) of students and 26(65%) of teachers agreed that
inadequate number of expertise is a challenges that students encounter in their usage of social
media in secondary schools. They need ICT teachers to help them on how to use social media
effectively for academic purposes. Therefore from this result, is observed that, inadequate fund
and inadequate number of expertise are the challenges that students encounter in their usage of
social media in secondary schools.
Table 4.8 indicates that 62(62%) of students and 22(55%) of teachers agreed that challenges that
students’ encounter when using social media students become addictive. This was backed by
Jamal and Menayes, (2015), who found that, the amount of time one spends using social media
affects academic performance in a negative way. Therefore it seems that a challenge of social
media make secondary students to be addictive.
The finding showed that 75(75%) of students and 30(75%) of teachers agreed that social media
encourages laziness. Therefore it can be said that, among challenges that students encounter in
the usage of social media in secondary schools is laziness. The revelation here is similar to the
findings from interviewed heads of school. They responded that:
Students spend a lot of time in social media, inadequate number of expertise, juvenile
delinquency, drug abuse and addiction to social media.(HS5, HS10, HS3,
HS7,HS9,HS4,HS2, HS6, HS1, HS10).
However, in open ended question about suggestions of possible ways overcoming those
challenges students encounter, majority of respondents said that:
Seminars to students on how to use social media in order to bring positive result, education
on how to balance their time, enough number of expertise should be employed in order to
59
help students.(ST2,ST10,HS7, HS10, T6,T9, T20 T5, ST17,HS2, HS6,
ST7,ST10,T3,T7,T30,T40 ST12, ST17,HS2, HS6, ST7,ST10,T3,T7,T30,T40 ST12, ST4,
ST8, ST20, ST67, HS10, HS1,HS6, T32, T7,T30,T40.)
It is imperative that secondary students use social media on academic performance they face
challenges.
3.2 Summary of the Findings
This section discusses the summary of the findings according to specific objectives of the study
objectives.
3.2.1 The Effect of Social Media on Academic Performance in Secondary Schools
The study observed that, the effects of social media on academic performance in secondary
schools includes;- encouraging reading habits, creating independent learning, developing new
knowledge and skills, students becoming competent, encouraging distance learning, easier to get
learning materials and enabling students to be updated on the current issues. This means that
students’ use social media in a positive way hence results into good academic performance.
3.1.1 The Purpose of the Usage of Social Media among Secondary Students
This study established that, the purpose of the usage of social media among secondary students is
to obtain academic materials, to encourages science and technology skills in ICT, to minimizes
the cost of buying additional academics materials, to obtain readily available academic materials
and to enhance exchange of academic materials among students hence improvements in
academic performance.
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3.1.2 The Benefits of Using Social Media on Students Academic Performance
The study revealed that benefits of using social media on students’ academic performance
includes; helps students in exchanging academic materials with other students inside and outside
of their school, simplifies academic work instead of students going to the library to read books,
they can download additional materials from the internet and read through their devices thereby
increasing creativity to students. It also encourages the habit of reading books and related
academic materials, encouraging independent learning (learner centered) and helping students to
gain new knowledge and skills which results into good academic performance.
3.1.3 Challenges Encountered by Students in the Usage of Social Media in Secondary
Schools
The study observed that the challenges that students encounter in their usage of social media in
secondary schools are; students adapt poor habit, students fail to balance their time in social
media, unstable network, inadequate funds, inadequate number of expertise, addiction to social
media and encourages laziness.
Furthermore, the responses found in interview add more challenges encountered by students in
the usage of social media in secondary school which are juvenile delinquency, early pregnant
and drug abuse.
3.2 Conclusion
The study made the following conclusions; there are effects of social media on students’
academic performance in secondary schools which are; encouraging reading habits, creating
independent learning and thinking, developing new knowledge and skills, students become
61
competent, encouraging distance learning, easier to get learning materials and enabling students
to be updated on the current issues.
However, the purposes of the usage of social media among secondary students is to encourage
science and technology skills in ICT, finding academic materials, minimizing the cost of buying
additional academics materials, readily available academic materials and enhancing exchange of
academic materials among students hence improve academic performance.
Consequently, the study identified benefits of using social media on students’ academic
performance which included; helping students to exchange academic materials with other
students inside and outside of their schools, simplifies academic work instead of students going
to the library to read books they can download additional materials in the internet and read it on
their devices, increasing creativity to students, encourage the habit of reading books and other
related academic materials, encouraging independent learning (learner centered) and helping
students to gain new knowledge and skills which results into good academic performance.
Furthermore, the study observed challenges that secondary school students encounter in the
usage of social media in secondary schools these included; students adapt bad habit, students fail
to balance their time in social media, unstable network, inadequate funds, inadequate number of
expertise, addiction to social media, encourages laziness, juvenile delinquency, early pregnancy
and drug abuse.
Therefore, there effects of social media on students’ academic performance in secondary schools
where by students positively developing new knowledge and skills, students using social media
for purposes of finding academic material, students benefits by using social media through
exchanging academic materials with other students inside and outside of school environment.
62
Hence, the government should insist the use of social media in secondary school and introducing
regulations and policy to monitor students on how to use social media positively in order to
minimize challenges incurred when secondary students using social media.
3.3 Recommendations
Based on the findings of the study, the study made the following recommendations;
i. Parents should work together with teachers to educate students on the importance of
using social media so that students can understand the benefits of using social media for
academic purposes.
ii. Teachers and other education stakeholders should conduct guidance and counseling to
students about social media so as they can have a control on their own from becoming
addicted to social media.
iii. The government should introduce social media policy in secondary schools as it is seen
enhances academic performance in schools.
3.4 Recommendation for Further Research
Basing on the findings of the study, the following recommendations have been made:-
i. A study to be done on the influence social media on gender academic performance.
ii. A study to be conducted on the Impact of social media addictions towards secondary
students.
iii. Study to be conducted on the roles of social media on teaching and learning in secondary
schools.
63
64
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APPENDIX 1
Questionnaire for Students
Dear respondents
I am Wemaeli Daudi Mchome student at St Augustine University Arusha Center. Conducting a
research on the topic ‘The Effects of Social Media on Academic Performance in Secondary
Schools in Meru District’.I humbly request your assistance in filling the questionnaire. All
information gathered shall be used purely for research purpose and shall be treated with
confidentiality.
Section A: Demographic information
Put tick where appropriately
1. Gender: Male Female
2. Age : 13-16 years 17 years and above
Section B
Please indicate by ticking on the use of social media on academic performance in secondary
schools (Use the scale provided) Strongly Disagree -(1) Disagree - (2) No Opinion - (3) Agree -
(4) Strongly Agree - (5)
S/N The Effect of Social Media on Academic Performance in
Secondary Schools
1 2 3 4 5
3 It encourages reading habits.
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4 It creates independent learning and thinking
5 It develop new knowledge and skills
6 Students become competent
7 It encourages distance learning
8 It is easier to get learning materials
9 Enable students to be updated on the current issues
The Purpose of Usage of Social Media among Secondary Students
10 It encourages science and technology skills in ICT.
11 Increases academic performance.
12 To obtain academic materials.
13 It minimizes the cost of buying additional academics materials
14 It has readily available academic materials.
15 It enhances exchange of academic materials among students
Section C
Please indicate by ticking on the benefits of social media on academic performance in secondary
schools and Challenges that Students Encountered in their Usage of Social Media in Secondary
Schools (Use the scale provided) Strongly Disagree -(1) Disagree - (2) No Opinion - (3) Agree -
(4) Strongly Agree - (5)
75
The Benefits of Using Social Media on Students’ Academic
Performance
1 2 3 4 5
16 Students’ exchange academic materials with other students inside and
outside of school environment
17 It simplifies academic work instead of students going library to read books
they can download it in the internet and read it on their devices.
18 It increases creativity on students’ how to search academic materials.
19 It encourages habit of reading book related to academic
20 It encourages independent learning (learner centered)
21 It helps students to gain new knowledge and skills which results in good
academic performance.
Challenges that Students Encountered in their Usage of Social Media
in Secondary Schools
22 Adapt bad habit.
23 Fail to balance their time in social media.
24 Network problem
25 Inadequate of fund
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Section D
29. Suggest possible ways overcoming challenges that encounter in their usage of social media
in secondary schools.
i. ………………………………………………………………………………………..
ii. ……………………………………………………………………………………….
iii. ……………………………………………………………………………………….
iv. ……………………………………………………………………………………….
v. ………………………………………………………………………………………..
vi. ……………………………………………………………………………………….
vii. ………………………………………………………………………………………..
viii. ………………………………………………………………………………………..
ix. ……………………………………………………………………………………….
x. ……………………………………………………………………………………….
Thank you for your participation
26 Inadequate number of expertise
27 It is addictive
28 It accelerates to laziness
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APPENDIX 2
Questionnaire for Teachers
Dear respondents
I am Wemaeli Daudi Mchome student at St Augustine University Arusha Center. Conducting a
research on the topic‘The Effects of Social Media on Academic Performance in Secondary
Schools Meru District’.I humbly request your assistance in filling the questionnaire. All
information gathered shall be used purely for research purpose and shall be treated with
confidentiality.
SECTION
Section A: Demographic information
Put tick where appropriately
1. Gender: Male Female
2. Age: 25-35 years 36-45 years 46 and above years
3. Level of education: Diploma Graduate Masters
4. Experience in teaching: 1-5 years 6-10 years 11-15 years
16 and above years
Section B
Please indicate by ticking on the use of social media on academic performance in secondary
schools (Use the scale provided) Strongly Disagree -(1) Disagree - (2) No Opinion - (3) Agree -
(4) Strongly Agree - (5)
S/N The Effect of Social Media on Academic Performance in 1 2 3 4 5
78
Secondary Schools
5 It encourages reading habits.
6 It creates independent learning and thinking
7 It develop new knowledge and skills
8 Students become competent
9 It encourages distance learning
10 It is easier to get learning materials
11 Enable students to be updated on the current issues
The Purpose of Usage of Social Media among Secondary Students
12 It encourages science and technology skills in ICT.
13 Increases academic performance.
14 To obtain academic materials.
15 It minimizes the cost of buying additional academics materials
16 It has readily available academic materials.
17 It enhances exchange of academic materials among students
79
Section C
Please indicate by ticking on the use of social media on academic performance in secondary
schools (Use the scale provided) Strongly Disagree -(1) Disagree - (2) No Opinion - (3) Agree -
(4) Strongly Agree - (5)
The Benefits of Using Social Media on Students’ Academic
Performance
1 2 3 4 5
18 It helps to exchange academic materials with other students inside and
outside of our school.
19 It simplifies academic work instead of students going library to read books
they can download it in the internet and read it on their devices.
20 It increase creativity on students’ how to search academic materials.
21 It encourages independent learning (learner centered)
22 It helps students to gain new knowledge and skills which results in good
academic performance.
Challenges that Secondary Students Encountered in their Usage of
Social Media in Secondary Schools
23 Students’ adapt bad habit.
24 Students’ fail to balance their time in social media.
25 Network problem
80
Section D
30 Suggest possible ways to overcome those challenges that students encountered in their usage
of social media in secondary schools.
xi. ………………………………………………………………………………………..
xii. ……………………………………………………………………………………….
xiii. ……………………………………………………………………………………….
xiv. ……………………………………………………………………………………….
xv. ………………………………………………………………………………………..
xvi. ……………………………………………………………………………………….
xvii. ………………………………………………………………………………………..
xviii. …………………………………………………………………………………………
Thank you for your participation
26 Inadequate of fund
27 Inadequate number of expertise
28 It is addictive
29 It encourages laziness
81
APPENDIX 3
In-Depth Interview Guide for Heads of School
1. Is there any purpose of usage of social media among secondary students’?
2. Does the usage of social media affect students in academic performance?
3. Do your students benefits when using social media for academic purpose?
4. Do your students encounter challenges in their usage of social media in secondary
schools?
5. Suggest remedial measures to the challenges that students encounter in their usage of
social media in secondary schools.
82
INTRODUCTORY LETTER
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