The Impact of Social Media Distraction on Academic Performance of Biology Students in Senior Secondary Schools

The Impact of Social Media Distraction on Academic Performance of Biology Students in Senior Secondary Schools
The Impact of Social Media Distraction on Academic Performance of Biology Students in Senior Secondary Schools


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Table of content


Background to the study

Statement of the problem

Purpose of the study

Significant of the study

Research Questions

Research Hypotheses

Limitation of the study

Delimitation of the study

Definition of Terms




Area of the study

Research design

Population of the study

Sample and Sampling Techniques

Instrument for data collection

Validation and of the Instrument

Administration of the Instrument

Method of Data Analysis


Data Analysis

Discussion of Findings






Suggestions for further studies





The study was designed to examine the impact of social media distraction on academic performance of biology students in senior secondary schools. A quasi-experimental research design was adopted for the study. Questionnaire was used as instrument for data collection. Total number of two thousand one hundred and five (2,105) students offering Biology in all the six (6) public secondary schools in the study area constituted the population of the study.

Data collected were analyzed using independent t-test. Findings show that the social media has a significant impact in the academic performance of students as it enables learners to reach varieties of instructional content through social media platform. Also, there is a difference in the performance of male and female students who uses social media in their learning process.


The Impact of Social Media Distraction on Academic Performance of Biology Students in Senior Secondary Schools




1.1 Background to the Study

Internet and smartphones enable users to be permanently online and permanently connected (Vorderer et al., 2018). Social media distraction refers to the process by which social media cues draw individuals’ attention away from a task that they originally pursued (e.g., working). Due to especially mobile access to social media, distractions by social media can occur frequently.

Previous studies on multitasking have consistently demonstrated negative effects of distraction on performance (Jeong and Hwang, 2016), on academic performance among students (Junco and Cotten, 2012; Giunchiglia et al., 2018) and on well-being (e.g., Brooks, 2015). Thus, by drawing away users’ attention, distractions take up limited cognitive resources.

Moreover, given these negative consequences, it is important to understand users’ underlying reasons for social media distraction. Understanding the reasons for social media distraction can help to increase users’ agency to deal with unwanted social media distractions.


Social media’s strong pull factor–others have described it as “hedonic appeal” (Brooks, 2015) or temptation (Hofmann et al., 2017)–makes users “drawn to distraction” (Aagaard, 2015) and leads them to override their primary goals and tasks. This strong pull of social media has a high potential for distraction. For instance, research has found that students cannot focus for long on a task such as studying, and that, on average. They switch to social media after about six minutes of focused work (Rosen et al., 2013) and react to notifications shortly after their arrival (Pielot et al., 2014). In order to limit these distractions so that goals can be successfully accomplished. Thus, it is necessary to understand the underlying reasons for the distractions.

In addition, in recent times the world has witnessed a rapid increase in technological innovations. This era ushered in the advent of social media among other modern technologies in the society.


Futhermore, the use of social media  like the computer systems will help the teachers in preparing the lesson content, assist in curriculum design and stand a chance of delivery their lessons to the students in a more effective and comprehensive manner. Akeem (2016)

In addition, Braith, (2013) asserted that, social media are medium or channel through which students get involve with social networks like facebook, whatsapp, twitter and the rest of them.

Students usually access social media services via web-based technologies on desktops and laptops, or download services that offer functional educational information to their mobile devices (e.g., smartphones and tablets) which help them in their academic  endeavors. As users engage with these electronic services, they create highly interactive platforms through which individuals, communities, and organizations can share, co-create, discuss, participate and modify user-generated content that can help them improve both academically and otherwise. (Boyd, 2017)

Without reservation, Kaplan and Haenlein (2010), defined social media as a group of internet- based applications that build on the ideological and technological foundations of Web 2.0. Which allow the creation and exchange of user-generated content. The Oxford dictionary (2011), also defined social media as “applications used for social networking”.

Another definition of social media is that it is a ‘’communication channel which is very popular, extremely fast and broad, has proven to be highly effective, as well as trusted by billions of people. Thus, to share and discover content concerning individuals, brands, information, entertainment and knowhow’’ (Dearborn, 2014). Indeed, one theme that all these definitions underpin is that social media involves some form of communication between individuals over the internet.

Moreover, today, social media has taken a new dimension and has encouraged more participation through the introduction of mobile phones that support social networks. However, a major concern have arose over how the use of social media sites among undergraduate students affects their academic performances.

Therefore, it was on this background that the researcher was interested to examine the distract of social media on academic performance in Biology in secondary schools.


1.2 Statement of the Problem

Certainly, the menace of failure among the young school students has stared parent, government and stakeholders in the face. There is a consensus of opinion about the fallen standard of education as a big problem that is hindering the posterity of the Nigerian nation in terms of quality man-power resources.

Moreover, most students in secondary schools experience academic challenges that manifest itself in the form of poor academic performance. Hence, this study seeks to examine the impact of social media distraction on academic performance of biology students in senior secondary schools.


Operational Definition of Terms

Social Media: Social media are interactive computer-mediated technologies that facilitate the creation and sharing of information, ideas, career interests and other forms of expression via virtual communities and networks

Social media distraction: In this study, social media distraction is defined as the phenomenon of social media cues (the distractors). Drawing the attention away from the task at hand and directing it instead toward social media.

Academic performance: this refers to the outcome of learning activities in the school system. In this study, it refers to student scores or grades in Economic test or examination.

Biology: this is a social science which studies human behaviours in relation to ends and scares mean which have alternative uses.

Social Network: Are social media website that aid the communication and sharing of information via facebook, whatsapp, twitter, etc.

Students: a group of learner in an academic institution.

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