Impact of Social media on students academic achievement in Civil Education Among upper basic ii students in Karu LGA of Nasarawa state

ABSTRACT

The study examined effects of social media on Students Academic Performance in Civil Education in the Basic Education Schools in Karu LGA, Nasarawa. Four objectives were adopted for the study, namely: to examine the relationship between social media usage and academic performance in Civil Education among students; to identify the most commonly used social media platforms by students in basic education schools; to assess the impact of social media distractions on students’ focus and attention in Civil Education classes; and to explore the potential benefits of incorporating social media into the teaching and learning process in Civil Education. The target population consists of t JJS 3 students in Karu LGA, Nasarawa.To select the needed samples for this study, the researcher used a total number of one hundred (100) JJS 3 students in Karu LGA, Nasarawa.The response to the questionnaire items was analyzed using frequency tables and simple percentage method. The research hypothesis stated earlier was tested using Chi-Square Statistics. The study recommended that Schools in Karu LGA should establish clear policies on mobile phone and social media use within school premises. The study concluded that Social media distractions has significant effect on students’ focus and attention in Civil Education classes.

CHAPTER ONE

INTRODUCTION

1.1. Background to the Study

The emergence of social media has transformed the way individuals communicate, access information, and interact with one another. Platforms such as Facebook, WhatsApp, Instagram, Twitter (X), and TikTok have gained massive popularity among young people, particularly students. These platforms provide opportunities for information sharing, peer interaction, and knowledge acquisition, but they also pose challenges when misused. In the educational context, social media has the potential to supplement classroom learning by offering access to educational materials, discussion forums, and interactive resources. However, excessive or unregulated use may distract students, leading to poor time management, reduced concentration, and lower academic performance.

In Nigeria, the integration of Civic Education as a compulsory subject at the junior secondary level seeks to instill values of citizenship, human rights, civic responsibility, and national consciousness among learners. Students are expected to develop a sense of patriotism, discipline, and commitment to democratic values. Despite the importance of the subject, evidence shows that many students in upper basic classes still perform poorly in Civic Education. One possible factor influencing this trend is the growing influence of social media, which competes with academic demands for students’ attention and time.

Karu Local Government Area of Nasarawa State, being close to the Federal Capital Territory (Abuja), is characterized by high levels of technological exposure among students. Upper Basic II students in this area, who are mostly adolescents, are highly active on social media, often using mobile phones and internet-enabled devices. While some students use social media platforms for academic discussions and group learning, many are more drawn to entertainment, chatting, and trends that may not contribute to their learning outcomes. This raises concerns about how social media use affects their academic achievement in Civic Education.

Understanding the extent to which social media impacts students’ performance in Civic Education is important for teachers, parents, and policymakers. This will help in striking a balance between leveraging the benefits of social media and minimizing its potential negative effects on students’ academic achievement.

1.2. Statement of the Problem

Despite the recognized role of Civic Education in promoting responsible citizenship and democratic values, students’ performance in the subject in Karu LGA has remained relatively low in recent years. Teachers have frequently observed that students demonstrate poor concentration in class, incomplete assignments, and limited participation in civic-related discussions. At the same time, there has been a noticeable increase in students’ use of social media platforms, with many spending long hours online at the expense of their studies.

While social media could serve as an innovative learning tool, the reality suggests that many students prioritize chatting, gaming, and following social trends over academic-related activities. This over-dependence on social media raises concerns that students’ academic achievement in Civic Education is being negatively influenced.

The problem, therefore, is that although social media has the potential to enhance learning, its uncontrolled and unproductive usage may be contributing to students’ low performance in Civic Education in Karu LGA. If this trend is not addressed, it could undermine the objectives of Civic Education in producing knowledgeable, responsible, and value-driven citizens.

 1.3. Aim and Objectives of the Study

The aim of the study is to examine the effects of Social Media on Students Academic Performance in Civil Education in the Basic Education Schools in Karu LGA, Nasarawa. The specific objectives are:

1. To examine the relationship between social media usage and academic performance in Civil Education among students.
2. To identify the most commonly used social media platforms by students in basic education schools.
3. To assess the impact of social media distractions on students’ focus and attention in Civil Education classes.
4. To explore the potential benefits of incorporating social media into the teaching and learning process in Civil Education.

1.4. Research Questions

The research questions are buttressed below:

1. What is the relationship between social media usage and academic performance in Civil Education among students?
2. Which social media platforms are most commonly used by students in basic education schools?
3. How does social media distractions affect students’ focus and attention in Civil Education classes?
4. What are the potential benefits of incorporating social media into the teaching and learning process in Civil Education?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Social media distractions has no significant effect on students’ focus and attention in Civil Education classes

H1: Social media distractions has significant effect on students’ focus and attention in Civil Education classes

1.6.   Significance of the Study

This study is significant as it seeks to provide insight into how social media usage influences students’ academic achievement in Civic Education, particularly among Upper Basic II students in Karu LGA of Nasarawa State. The findings of the study will be beneficial in the following ways:

1. To Students: The study will help students become more aware of how their patterns of social media use affect their academic performance. By understanding the positive and negative impacts, they will be better positioned to use social media constructively to enhance learning in Civic Education and other subjects.
2. To Teachers: Civic Education teachers will gain useful information on how to integrate social media into teaching and learning processes. The study will also guide teachers in designing strategies that encourage productive use of social media while discouraging distractions that hinder learning outcomes.
3. To Parents/Guardians: Parents and guardians will benefit by understanding the role social media plays in shaping the academic performance of their children. This knowledge will help them monitor and guide their wards to strike a balance between online social interaction and academic responsibilities.
4. To School Administrators: The study will provide evidence-based recommendations that school authorities can use to design policies, rules, or programs aimed at promoting responsible social media usage within the school environment.
5. To Policymakers and Curriculum Planners: Findings from this study will serve as a reference for education policymakers and curriculum planners in Nasarawa State and Nigeria at large. It will highlight the need to incorporate digital literacy and responsible social media use into the school curriculum to complement Civic Education objectives.
6. To Researchers: The study will serve as a foundation and reference material for future researchers who may wish to conduct further studies on social media and academic performance in Civic Education or other subjects.

1.7. Scope of the Study

The study examines the effects of social media on Students Academic Performance in Civil Education in the Basic Education Schools in Karu LGA, Nasarawa. The study is limited to JJS 3 students in Karu LGA, Nasarawa.

1.8. Operational Definition of Terms

1. Effects: Effectsrefer to the outcomes, consequences, or changes—whether positive or negative—that result from a particular action or influence. In this context, it means the impact or influence that social media usage has on students’ academic behaviors, habits, and achievement in Civil Education.
2. Social Media: Social mediaare digital platforms and technologies that allow users to create, share, and interact with content and communicate with others. Examples include Facebook, WhatsApp, Instagram, TikTok, Twitter, and YouTube. These platforms are widely used by students for social interaction, entertainment, and sometimes educational purposes.
3. Students: Studentsrefer to individuals enrolled in educational institutions for the purpose of learning. In this context, the term specifically refers to learners in basic education schools who are studying Civil Education as part of their curriculum.
4. Academic Performance: Academic performanceis the measurement of a student’s progress and achievement in educational activities, typically assessed through test scores, class participation, homework completion, and overall grades. It reflects how well a student is meeting learning objectives in a specific subject, such as Civil Education.
5. Civil Education: Civic education prepares individuals to be informed and active citizens by teaching them about their rights, responsibilities, and government structures within a society. It equips people with the knowledge, skills, and values to participate effectively in civic life and democratic processes, fostering critical thinking and meaningful contributions to their communities.
6. Basic Education Schools: Basic education schoolsrefer to formal educational institutions that provide foundational learning, typically covering early childhood, primary, and junior secondary levels. These schools aim to equip learners with essential knowledge and skills, including subjects like Civil Education, to support their overall development.