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ASSESSMENT OF THE USE OF SOCIAL MEDIA IN TEACHING AND LEARNING IN SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The rapid evolution of technology has fundamentally changed various aspects of human life, including education. Social media platforms such as Facebook, Twitter, Instagram, WhatsApp, and YouTube have emerged as significant tools for communication and information dissemination. In recent years, educators have increasingly explored social media as a viable medium for teaching and learning in secondary schools (Al-Maroof et al., 2020). The integration of social media into education has the potential to foster collaborative learning environments, engage students in meaningful ways, and promote critical thinking skills (Manca & Ranieri, 2019).

The adoption of social media in education can enhance student engagement by providing interactive platforms for discussions and collaborations. Educators can use social media tools to share educational materials, communicate with students, and facilitate discussions outside the traditional classroom environment (Greenhow & Lewin, 2018). Social media also allows students to connect with peers and experts beyond geographical boundaries, fostering a global learning community (Zhao & Watterston, 2021).

Despite its potential benefits, the use of social media in secondary school education presents several challenges. Concerns about data privacy, cyberbullying, and the distraction posed by non-educational content are significant barriers to its effective use in educational settings (Tajudeen et al., 2019). Moreover, teachers and school administrators often face difficulties in integrating social media into the curriculum due to a lack of training and institutional support (Cohen & Fennell, 2019).

The COVID-19 pandemic highlighted the importance of digital tools, including social media, in maintaining educational continuity. Schools worldwide adopted online learning strategies to ensure that students could continue their education despite lockdowns and social distancing measures (Trust et al., 2020). Social media platforms played a crucial role in facilitating communication between teachers, students, and parents during this period (Singh et al., 2021).

Research has shown that social media can positively influence students' academic performance when used appropriately. For instance, studies have found that social media can enhance students' writing skills, critical thinking abilities, and digital literacy (Akcaoglu & Bowman, 2020). However, the effectiveness of social media as a teaching and learning tool largely depends on the strategies employed by educators and the support provided by educational institutions (Valtonen et al., 2019).

Given the widespread use of social media among young people, understanding its impact on teaching and learning in secondary schools is essential. This study aims to assess the use of social media in teaching and learning in secondary schools, focusing on its benefits, challenges, and implications for educational practices.

1.2 Statement of the Problem

The integration of social media into secondary school education has sparked debates among educators, policymakers, and parents. While social media offers opportunities for interactive and collaborative learning, its adoption in educational settings remains limited and inconsistent. Many teachers lack the necessary skills and training to effectively incorporate social media into their teaching practices. Additionally, concerns about student distraction, cyberbullying, and data privacy hinder the widespread use of social media in schools. This study seeks to address these issues by assessing the use of social media in teaching and learning in secondary schools, identifying the benefits and challenges, and providing recommendations for effective implementation.

1.3 Objectives of the Study

The main objective of this study is to determine the effectiveness of social media as a tool for teaching and learning in secondary schools.

Specific objectives include:

i. To evaluate the impact of social media on student engagement and academic performance.

ii. To determine the challenges faced by teachers and students in using social media for educational purposes.

iii. To find out strategies for the effective integration of social media into secondary school education.

1.4 Research Questions

i. What is the impact of social media on student engagement and academic performance?

ii. What are the challenges faced by teachers and students in using social media for educational purposes?

iii. How does the effective integration of social media into secondary school education enhance teaching and learning outcomes?

1.5 Research Hypotheses

Hypothesis I

H0: There is no significant impact of social media on student engagement and academic performance.

H1: There is a significant impact of social media on student engagement and academic performance.

Hypothesis II

H0: There is no significant challenge faced by teachers and students in using social media for educational purposes.

H2: There is a significant challenge faced by teachers and students in using social media for educational purposes.

Hypothesis III

H0: There is no significant effect of the integration of social media on teaching and learning outcomes.

H3: There is a significant effect of the integration of social media on teaching and learning outcomes.

1.6 Significance of the Study

This study is significant for several reasons. Firstly, it provides insights into the potential benefits of using social media as a teaching and learning tool in secondary schools. By highlighting the impact of social media on student engagement and academic performance, the study offers valuable information for educators seeking to enhance their teaching practices. Secondly, the study identifies the challenges associated with the use of social media in education, providing a basis for developing strategies to address these issues. Thirdly, the findings of this study can inform policymakers and school administrators in formulating guidelines and policies for the effective integration of social media into the educational curriculum. Finally, the study contributes to the existing body of knowledge on educational technology and digital learning.

1.7 Scope of the Study

The scope of this study is limited to secondary schools within Lagos state. The study focuses on assessing the use of social media in teaching and learning, including its impact on student engagement and academic performance, the challenges faced by teachers and students, and strategies for effective integration. The study involves both teachers and students as participants, and data will be collected through surveys, interviews, and observations.

1.8 Limitations of the Study

Despite its significance, this study has some limitations. One of the primary limitations is the reliance on self-reported data from teachers and students, which may be subject to bias. Additionally, the study is limited to a specific geographical area, which may affect the generalizability of the findings. Time constraints and limited resources may also impact the depth and breadth of the study. Nevertheless, the study provides valuable insights into the use of social media in secondary school education.

1.9 Definition of Terms

Social Media: Online platforms and applications that enable users to create, share, and engage with content and connect with others (Kaplan & Haenlein, 2019).

Teaching: The process of imparting knowledge, skills, and values to students through various instructional methods (Joyce et al., 2020).

Learning: The process of acquiring knowledge, skills, and competencies through study, experience, or instruction (Merriam & Bierema, 2020).

Secondary School: An educational institution that provides education to students typically between the ages of 12 and 18 (UNESCO, 2018).

Student Engagement: The level of interest, motivation, and participation demonstrated by students in the learning process (Fredricks et al., 2019).

Academic Performance: The extent to which a student has achieved their educational goals, often measured through grades and assessments (Trautwein et al., 2018).

Educational Technology: The use of digital tools and resources to enhance teaching and learning (Roblyer & Hughes, 2019).

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