DETRIMENTAL EFFECT OF SOCIAL MEDIA ON

STUDENT STUDY HABIT AND ACADEMIC

ACHIEVEMENT

BY

IBOI THANKGOD OYERIBHORE

MATRIC NO: EDOCOE/PDE/23/0097

2024
CHAPTER ONE
1.0 INTRODUCTION
In the digital age, social media has become an integral part of students' daily lives,
with millions of young people around the world using different platforms like
WhatsApp, Tiktok, Instagram, Facebook, Snapchat, LinkedIn, Pinterest, Reddit,
Discord, Twitch, Medium Tumblr and Twitter to connect and reach out to each
others, share information and experiences, and as well seek entertainment.
However, a growing body of research suggests that excessive social media use can
have detrimental effects on students' academic performance and study habits.
This study aims to investigate how excessive social media usage can impaired
student’s study habits, cognitive function, and overall academic achievement
among secondary school students in Esan North East Local Government Area,
Uromi, Edo State. With the widespread of use of social media among students, it is
essential to understand the potential risks and consequences it may pose to their
academic well-being. As such this research further seeks to contribute to the
existing literature on this topic, providing insights for educators, policymakers, and
parents to help mitigate the negative effects of social media on students' academic
achievements.

1.1 BACKGROUND OF THE STUDY

Social media has become an integral part of modern life, with billions of users
worldwide. The rise of social media has transformed the way people interact,
communicate, and share information. While social media offers numerous benefits,
such as connecting people and providing a platform for self-expression, concerns
have been raised about its impact on students' academic performance and study
habits.
Studies have shown that excessive social media use can lead to addiction,
distractions, and decreased attention span, all of which can negatively impact
academic achievement (Kirschner and Karpinski, 2010). Social media can also
create a false sense of connection and community, leading to decreased face-to-
face interaction and deepened feelings of loneliness and isolation (Turkle, 2015).
Furthermore, social media platforms are designed to be highly engaging and
addictive, with infinite scrolling and notifications that activate the brain's reward
system, releasing feel-good chemicals like dopamine (Kuss & Griffiths, 2011).
This can lead to a constant need for validation and a fear of missing out (FOMO),
causing students to spend excessive amounts of time as well as incurring debts
with different network providers through borrowing of data in order to have access
to social media, often at the expense of their academic responsibilities.
The impact of social media on academic achievement is a pressing concern, as
students' academic success is a critical factor in their future career prospects and
overall well-being. Therefore, it is essential to investigate the detrimental effects of
how excessive social media usage can impaired student’s study habits, cognitive
function, retentiveness and overall academic achievement among secondary school
students in Esan North East Local Government Area, Uromi, Edo State.
1.2 STATEMENT OF THE PROBLEM
1. "Despite the widespread use of social media among students, there is a lack of
understanding about the impact of social media on students' study habits and
academic achievements, leading to concerns about the potential detrimental effects
on academic success."
2. "The excessive use of social media among students has been linked to decreased
attention span, increased distractions, and poor time management skills, ultimately
threatening academic performance and overall well-being."
3. "The current educational landscape lacks effective strategies to mitigate the
negative effects of social media on students' academic achievements, highlighting
the need for research-backed interventions to promote healthy social media
useamong students."
4. "The correlation between social media usage and academic achievement remains
unclear, warranting an investigation into the relationship between social media use
and academic performance to inform evidence-based policies and practices."
5. "Students' excessive engagement with social media has raised concerns about
the potential displacement of academic activities, resulting in suboptimal academic
achievement and diminished career prospects."
6. "The impact of social media on students' mental health and well-being may have
indirect effects on academic performance, necessitating a comprehensive
examination of the interplay between social media use, mental health, and
academic achievement."
7. "The lack of consensus on the optimal level of social media use for students
highlights the need for research to determine the threshold beyond which social
media use becomes detrimental to academic success."
8. "The dearth of research on the long-term consequences of social media use on
students' academic achievement and career prospects underscores the need for a
longitudinal study to investigate the sustained effects of social media on academic
success."
1.3 Research Questions
1. What is the relationship between social media usage and academic achievement
among students?
2. How does excessive social media usage impair students' study habits, including
time management, focus, and productivity?
3. What are the specific social media platforms most commonly used by students,
and how do they differ in their impact on academic achievement?
4. How does social media use affect students' mental health and well-being, and in
turn, influence their academic performance?
5. What are the demographic factors (e.g., age, gender, socioeconomic status) that
moderate the relationship between social media use and academic achievement?
6. How do students' perceptions of social media's impact on their academic success
align with their actual social media use and academic performance?
7. What strategies and interventions can be implemented to mitigate the
detrimental effects of social media on students' study habits and academic
achievements?
8. How do educators' and parents' attitudes and behaviors regarding social media
use influence students' social media habits and academic performance?
9. What is the optimal level of social media use that does not negatively impact
students' academic achievement, and how can it be determined?
10. How can schools and educational institutions effectively integrate social media
into teaching and learning practices without compromising academic standards?

1.4 HYPOTHESES
1. "It is expected that there will be a negative correlation between social media
usage and academic achievement among students, such that increased social media
use will be associated with lower academic performance."
2. "It is hypothesized that students who use social media excessively (i.e., more
than 2 hours per day) will have poorer study habits and lower academic
achievement compared to students who use social media moderately (i.e., less than
2 hours per day)."
3. "It is predicted that the negative impact of social media on academic
achievement will be more pronounced among students who use social media for
entertainment purposes rather than educational purposes."
4. "It is expected that the relationship between social media use and academic
achievement will be moderated by demographic factors such as age, gender, and
socioeconomic status, with certain groups being more susceptible to the
detrimental effects of social media on academic performance."

5. "It is hypothesized that students who use social media during study sessions will
have lower academic achievement compared to students who do not use social
media during study sessions."
6. "It is predicted that the use of social media will lead to decreased attention span,
increased distractions, and poor time management skills, ultimately resulting in
lower academic achievement."
7. "It is expected that the impact of social media on academic achievement will be
mediated by mental health factors such as anxiety, depression, and stress,
excessive social media usage will exacerbate these conditions and subsequently
affecting academic performance."
1.5 PURPOSE OF THE STUDY
The purpose of this study is to investigate the detrimental effects of social media
on students' study habits and academic achievements, among secondary school
students in Esan North East Local Government Area, Uromi, Edo State. with the
aim of:
1. Examining the relationship between social media usage and academic
performance among secondary school students in Esan North East Local
Government Area, Uromi, Edo State.
2. Identifying the specific social media platforms and features that have the most
significant impact on students' study habits and academic achievement.
3. Determining the demographic factors that moderate the relationship between
social media use and academic achievement.
4. Exploring the mechanisms by which social media use affects students' mental
health, motivation, and learning strategies, and ultimately, their academic
performance.
5. Informing evidence-based strategies for educators, parents, and policymakers to
mitigate the negative effects of social media on students' academic success.
6. Contributing to the existing literature on the impact of social media on academic
outcomes, and providing insights for future research in this area.
By achieving these objectives, this study aims to provide a comprehensive
understanding of the detrimental effects of social media on students' study habits
and academic achievements, and to identify practical solutions to promote healthy
social media use and improve academic outcomes."
1.6 SIGNIFICANCE OF THE STUDY
"This study on the detrimental effects of social media on students' study habits and
academic achievements is significant for several reasons:
1. Contribution to existing literature: This study adds to the growing body of
research on the impact of social media on academic outcomes, providing new
insights and perspectives on this timely topic.
2. Practical applications: The findings of this study will inform evidence-based
strategies for educators, parents, and policymakers to mitigate the negative effects
of social media on students' academic success.
3. Improved academic outcomes: By identifying the specific social media
platforms and features that have the most significant impact on students' study
habits and academic achievement, this study aims to improve academic outcomes
and promote academic excellence.

4. Enhanced student well-being: This study's focus on the mental health and
motivational outcomes of social media use will provide valuable insights into the
impact of social media on students' overall well-being.

5. Informing policy and practice: The study's findings will have implications for
policy and practice, informing decisions related to social media use in educational
settings and promoting responsible social media practices among students.
6. Future research directions: This study will provide a foundation for future
research on the impact of social media on academic outcomes, guiding the
development of interventions and programs aimed at promoting healthy social
media use among students.
By investigating the detrimental effects of social media on students' study habits
and academic achievements, this study aims to make a meaningful contribution to
the existing literature and have a positive impact on students' academic success and
well-being."

1.7. SCOPE AND DELIMITATION OF THE STUDY

1.7.1 SCOPE
 This study will investigate the detrimental effects of social media on
students' study habits and academic achievements among secondary school
students in Esan North East Local Government Area, Uromi, Edo State.
 The study will focus on the following social media platforms: Facebook,
WhatsApp, Instagram, Twitter, and Snapchat.
 The study will examine the relationship between social media usage and
academic performance, including termly percentage average
 The study will also explore the impact of social media on students' mental
health and well-being, including stress, anxiety, and depression.

1.7.2 DELIMITATION

 This study will only include secondary school students in selected

secondary schools in Esan North East Local Government Area, Uromi, Edo
State, and the findings may not be generalizable to other secondary school
student populations across the State.
 The study will only focus on the five specified social media platforms, and
will not explore other social media platforms or online activities.
 The study will rely on self-reported data from students, and may be subject
to biases and limitations.
 The study will not investigate the potential benefits of social media use, but
will only focus on the detrimental effects.
 The study will not explore the impact of social media on other aspects of
students' lives, such as relationships or extracurricular activities.
1.8 DEFINITION OF TERMS

1. Social Media: Online platforms or tools that allow users to create, share, and
interact with content, such as Facebook, WhatsApp, Instagram, Twitter, and
Snapchat.
2. Study Habits: Regular and systematic practices or routines that students engage
in to learn and prepare for academic tasks, such as reading, note-taking, and
reviewing.
3. Academic Achievements: Measurable outcomes or results of academic efforts,
such as grades, percentage average, academic awards, or academic milestones.
4. Secondary school Students: Students enrolled in post primary education program
5. Academic Performance: Measurable outcomes or results of academic efforts,
such as grades, percentage average, or academic achievement.
6. Mental Health: A person's emotional, psychological, and social well-being,
including stress, anxiety, depression, and other affective states.
7. Academic Motivation: The driving forces or reasons that inspire students to
engage in academic activities, such as intrinsic motivation (interest, enjoyment) or
extrinsic motivation (grades, recognition).
8. Social Media Usage: The frequency, duration, and nature of social media use,
including passive browsing, active posting, or interactive engagement.
9. Academic Success: Achieving academic goals or meeting academic standards,
such as passing all subject, earning good grades, or not being retained in a class.
10. Demographic Factors: Characteristics that describe a population or sample,
such as age, gender, socioeconomic status, ethnicity, or nationality.

CHAPTER 2
2.0 LITERATURE REVIEW
The advent of social media has revolutionized the way people communicate,
interact, and share information. However, excessive social media use has been
linked to negative effects on students' study habits and academic achievement.
In the educational sphere, this ubiquitous presence extends beyond mere
entertainment; it profoundly impacts students’ well-being and academic
achievement. A 2021 study by the Pew Research Center found that “nearly all teens
(97%) now use social media, with 88% saying they use it daily” [Pew Research
Center, 2021].This research delves into the multifaceted effects of social media on
students, exploring the spectrum of influences, from mental health implications to
study habits and academic outcomes among secondary school students.
Social media platforms like Facebook, WhatsApp, Instagram, Twitter, and TikTok
reign supreme in the digital landscape, captivating the attention of students
worldwide. Statistics paint a vivid picture of how deeply interwoven social media is
in students’ lives, revealing staggering levels of engagement in terms of frequency
and duration. A 2022 Common Sense Media report highlights that “teens spend an
average of 7.5 hours per day on screens, with social media accounting for nearly a
third of that time” [Common Sense Media, 2022]. Beyond the sheer amount of time
spent online, the very culture of social media — shaped by trends, peer interactions,
and content consumption — permeates students’ behaviors and attitudes, both
online and offline.
Excessive social media use has been linked to a concerning rise in various mental
health issues among students, including anxiety, depression, and loneliness. Dr.
Jean Twenge, a psychologist and author of iGen: Why They’re Overconnected and
Underprepared, states, “Teens who spend more time on social media report higher
rates of depression than those who spend less time” [Twenge, 2017]. Statistics from
the National Institute of Mental Health highlight a worrying trend, with depression
rates among adolescents in the United States increasing by 70% between 2007 and
2017 [National Institute of Mental Health, 2019]. The curated and often unrealistic
portrayals of beauty standards prevalent on social media can also contribute to
negative body image perceptions and self-esteem issues, particularly among young
and impressionable students.

Social media’s influence extends beyond the realm of mental health,

significantly impacting students’ academic performance and study
habits. Social media can be a significant source of distraction, leading
to procrastination during study time and compromising concentration
and overall productivity. A 2020 study published in the
journal Computers & Education found a “significant negative
correlation between late-night social media use and academic
performance” ([Lin et al., 2020]). Social media notifications and the
constant urge to check updates can disrupt study flow and lead to sleep
deprivation, ultimately hindering focus and academic achievement.

The pervasive culture of social media cultivates a fear of missing out

(FOMO) among students. This constant comparison with seemingly
perfect online personas fosters heightened academic pressure. Dr.
Andrew Przybylski, an experimental psychologist at the Oxford
Internet Institute, suggests that “social comparison on social media can
lead to feelings of inadequacy and decreased motivation, particularly
for adolescents who are still developing their sense of self” [Przybylski
et al., 2013]. Statistics from a 2023 study by the American
Psychological Association reveal a concerning link between social
media use and increased stress levels among students, highlighting the
need for strategies to manage social comparison anxiety [American
Psychological Association, 2023]. Equipping students with strategies
to cope with social comparison is crucial for maintaining a healthy
perspective on academic achievements and overall well-being.

In the age of social media, maintaining digital well-being and

achieving a healthy balance is paramount. Strategies such as digital
detox — taking periodic breaks from social media — and mindful
engagement practices can help students establish healthy habits that
support both their well-being and academic success. Dr. Larry Rosen,
a professor emeritus of psychology at California State University,
Dominguez Hills, suggests that “mindful engagement involves being
aware of how social media use makes you feel and setting boundaries
for how much time you spend on these platforms” [Rosen, 2018].
Additionally, the role of educators, parents, and policymakers in
promoting digital well-being and balance among students is crucial.

This literature review aims to synthesize existing research on the

detrimental effects of social media on students' study habits and
academic achievements

2.1 THEORETICAL FRAMEWORK

The Social Cognitive Theory (SCT) and the Theory of Planned Behavior (TPB)
provide a framework for understanding how social media influences students'
academic behaviors. SCT posits that individuals learn by observing others and
imitating their behavior (Bandura, 1986). TPB suggests that attitudes, subjective
norms, and perceived behavioral control influence behavioral intentions (Ajzen,
1991). Reid and Reid (2004) examined how technology can positively impact
interpersonal communication. They focused on Social Networking Sites used by
[Link] study states that compared to other means of communication, users of
Social Networking Sites were found to be more likely to discuss their “real-self”
through Social Networking Sites. It appears that there is something special about
Social Networking Sites that allow people to develop their
interpersonal relationship with others. This is a clear example of how technology
can help interpersonal communication. On the other hand, some advancement is
decreasing the personal nature of communication especially with virtual contact at
times replacing face to face contact. While opinions may differ on whether it is
good or bad, at the very least it is confirmed that it changes the landscape of
interpersonal communication. Social Networking Sites also provide a rich means
of interaction between teachers and students as stated by Roblyer (2010) proposed
that informational use of internet is positively correlated with civic indicators of
social capital such as civic engagement, interpersonal trust, and life contentment.
Pasek (2006) maintained that a site-specific culture can both positively
and negatively affect the building of social capital. Social Networking Sites
significantly influence educational performance of students
(Davis, Mark & Barbara,2008, such impacts are either positive or negative.
Englander (2010) proclaimed that internet usage is negatively associated with
academic performance of student users and destructive impact of internet usage is
far more momentous than its advantages. Internet addiction has come forth as a
result of striking boost in internet usage over the past few decades. Nalwa and
Anand (2003) proposed that addicted users prefer using internet setting back their
personal and professional responsibilities and this ultimately leads to poor
academic performance. Banquil and Burce (2009) found a continuing drop of
grades among student who were users of social networking sites. In addition,
(Vanden and Boogart 2006) declared that use of SNSs and Facebook have
detrimental impacts on academic performance of student users. Subsequently

Shopera (2017) conducted a quantitative analysis of the level of social media

addiction among
students of the University of Ghana. Using the Uses and Gratification theory and
Media Systems Dependency theory as the theoretical framework, the study
investigated the level of
addiction to the various social media platforms among a sample of Students of the
University
of Ghana. The objective of the study was to see whether social media addiction
existed among students and the extent to which they were addicted if in fact the
phenomenon existed. Two hundred students from the four colleges of the
University of Ghana were sampled for this
study. Data was collected using self-administered questionnaire which was made
up of 13 items from the Internet Addiction Test (IAT) to measure the level of
addiction to social media by students. The uses and gratifications and media
Systems Dependency theories underpinned
the study. Findings show that while scores from almost 19% of the respondents are
not within the social media addiction bracket, only 1% of the respondents are
severely addicted. Scores
from the remaining 80% of the respondents established that they are moderately
and mildly addicted to social media. Findings of the study also revealed that the
most subscribed to and most used social media platform by students is WhatsApp
and also a majority of the students
use their social media accounts for entertainment. The study entitled “Influence of
Students’ Engagement with Social Networks on their Study
Habits and Cognitive Skills in Science Classrooms” by (Oginni, Saibu, Awobodu
and Alaka, 2016) examined the influence of students’ engagement with social
networks on their study habits and cognitive skills in science classrooms in
secondary schools in Education District VI, Lagos State, Nigeria using a survey
questionnaire to collect information from a sample of
one hundred (100) senior secondary school students. Chi square using Statistical
Packages for Social Sciences (SPSS) at 0.05 significance alpha level was adopted
to analyze the stated hypotheses. The study findings revealed that the use of social
networks have significant impact on students’ attitudes, their study habits and
cognitive skills in science classrooms.
The study recommended that students should be enlightened on the benefits and
limitations of using social networks for both academic and leisure. The most recent
study conducted by (Khan & Ullah, 2021) sought to examine the impact of
social media on the study habits of students of Alvan Ikoku Federal College of
Education, Owerri. The research design involved survey technique where
questionnaires were used to collect data from a sample of the student population.
Statistical package for social sciences (SPSS) was used to analyse the data.
Spearman’s Rho was the specific tool used for analysis. It was presented in
frequency tables and bar charts. Findings from variables investigated
showed that at p<0.5, social media usage had a significant impact on the study
habits of students of Alvan Ikoku Federal College of Education, Owerri. This
indicated the need for stakeholders in the community to employ counselling and
other proactive measures to ensure that students maintained proper focus on their
primary assignment for schooling. As a result of the numerous studies which have
investigated the relationship between social media use and academic performance.
Kirschner and Karpinski (2010) found that students who used social media
frequently had lower grades and spent less time studying. Junco (2012) discovered
that social media use was negatively correlated with academic performance,
particularly for students who used social media for non-academic purposes.
Ravizza et al. (2015) found that social media addiction was associated with poor
time management, decreased motivation, and lower academic achievement.

2.2 NEGATIVE OF EFFECTS OF SOCIAL MEDIA ON STUDYING

HABITS
Students may find themselves mindlessly scrolling through feeds, watching videos,
or chatting with friends, leading to significant time wastage. Procrastination
becomes a habit, causing students to fall behind in their studies. Social media can
lead to distractions, and decreased focus (Ophir et al., 2009). Excessive social
media use can result in poor time management, reduced study time, and decreased
academic engagement (Junco, 2012). Social media can also lead to multitasking,
which can negatively impact cognitive performance (Kray et al., 2010).

2.3 IMPACT ON ACADEMIC ACHIEVEMENT

Excessive social media use has been linked to lower grades, reduced academic
motivation, and decreased academic self-efficacy (Kirschner & Karpinski, 2010).
Excessive social media use can negatively impact cognitive abilities, including
memory, attention, and critical thinking (Green & Bavelier, 2012). It equally
decreased attention span, making it challenging for students to focus on complex
academic material. The constant stream of information on social media trains the
brain to expect bite-sized, easily digestible content, hindering the ability to engage
in deep learning.
Social media use before bed can disrupt sleep patterns, leading to sleep
deprivation. Adequate sleep is essential for cognitive function, memory
consolidation, and learning. Sleep-deprived students struggle to concentrate,
leading to poor academic performance.
Social media can also lead to decreased academic achievement due to the loss of
productive study time (Rosen et al., 2013).
2.4 CONCLUSION
The literature suggests that excessive social media use can have detrimental effects
on students' study habits and academic achievement. Educators, policymakers, and
students themselves must be aware of these risks and take steps to mitigate them,
such as implementing social media literacy programs, setting boundaries, and
promoting responsible social media use.