Excessive Usage of Social Networks on Social Studies Students' Learning Outcomes in Upper Basic Schools in Delta State

Abstract

This study investigated the relationship between excessive social network usage and Social Studies students’ learning outcomes in Upper Basic schools in Delta State. The study stated and tested three research questions and three hypotheses using relevant collected data. The study adopted a correlational research design. The population consisted of 149,658 Upper Basic Social Studies students in 489 public secondary schools in Delta State. A sample size of 392 students was selected using Yamane’s (1967) formula. The researchers used a multi-stage sampling technique involving simple random and stratified random sampling to select the respondents. Data were collected using a structured questionnaire titled Excessive Social Network Usage and Students’ Learning Outcomes in Social Studies Questionnaire (ESNUSLOSQ) with reliability coefficients ranging from 0.60 to 0.88. The data were analysed using Mean, Standard Deviation, Pearson Product-Moment Correlation, Coefficient of Determination, and linear regression at the 0.05 level of significance. The findings revealed a significant negative relationship between excessive social network usage and students’ learning outcomes; a significant negative relationship between excessive social network usage and students’ classroom participation rate; and a significant negative relationship between excessive social network usage and students’ critical thinking ability. Based on the findings and the conclusion, it was recommended, among others, that Social Studies teachers should guide students on the appropriate use of social networking platforms for academic purposes; school administrators should regulate the use of mobile devices in schools; and parents should monitor students’ engagement with social media to enhance learning outcomes.