Influence of Social Media Platforms and Students Perspectives on Secondary School Students' Academic Performances in Foods and Nutrition in Ebonyi State, Nigeria

Objective: This study examined the influence of social media platforms and students’ perspectives on the academic performance of secondary school students in foods and nutrition in Ebonyi state, Nigeria. Methodology: The study adopted a descriptive survey research design. The population comprised 1,200 SSII students from 59 secondary schools in Ebonyi North Education Zone, out of which a sample of 500 students were selected using simple random sampling techniques. A structured questionnaire containing 25 items was used for data collection. Findings: The findings revealed that students moderately use social media for learning foods and nutrition and generally hold positive attitude towards its use. However, the study found that the frequency of social media usage does not significantly influence academic performances. Rather, the results indicated that strategic and purposeful use of social media significantly enhances students’ academic performance. The study also identified both positive influence such as improved access to leering resources and collaboration, and negative influence such as distraction and time wastage associated with social media use. Based on the findings, it was concluded that social media can serve as an effective educational tool when used purposefully and under proper guidance. The study recommended that teachers should integrate social media into teaching, students should adopt structured learning strategies and policymakers should promote digital literacy to enhance students’ academic performance in foods and nutrition in Ebonyi State. Conclusion: Teachers of Foods and Nutrition will benefit from the findings by gaining insight into how social media platforms such as Google, WhatsApp, Facebook, YouTube, and Twitter can be integrated into instructional practices.

Social media, Students, Teaching, Academic performance, Policymaking

1. Adamson, C. (2012). The role of social media in education. Retrieved 21-01-2013 from http://www.icwe.net/oeb_special/OEB_Newsportal/the-role-of-social-and-mobile-media-in- education/ [Google Scholar] [Crossref]

2. Adeyanju, L. (2012). What use is social media in education? Retrieved October 4, 2013, from Punch: http://www.punchng.com/i-punch/what-use-is-social-media-in-education/ [Google Scholar] [Crossref]

3. Adeyemi, T. O. & Adu, E. T. (2012). Teachers’ quality and internal efficiency in primary schools in Ekiti State, Nigeria. International Journal of Academic Research in Progressive Education and Development, 1(1), 188-212. [Google Scholar] [Crossref]

4. Adolescents and families. American Academy of Pediatrics. Retrieved from pediatrics.aappublications.org. [Google Scholar] [Crossref]

5. Afolabi, S.S and Adeleke, J.O. (2010) Assessment of Resources and Instructional Materials Status in the Teaching of Mathematics in Southwestern Nigeria. European Journal of Scientific Research, 43(3), 406-410. Available at http://www.eurojournals .com/ejsr.htm [Google Scholar] [Crossref]

6. Ahmed, T. A. (2016). The impact of social media on the academic performance of second year medical students at college of medicine, university of Babylon, Iraq. Journal of medical and allied science; 6(2) 77-83 [Google Scholar] [Crossref]

7. Aijan, H. & Harthshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. Internet and Higher Education, 11(2), 71-80. [Google Scholar] [Crossref]

8. Ailin, Q. & Nan, W. (2011). An investigation of teachers’ needs on using ICT in teaching and learning. International Conference on Computer Engineering and Applications, 2(1), 285-289. [Google Scholar] [Crossref]

9. Ainin, S., Naqshbandi, M.M., Moghavvemi, S., &Jaafar, N.I. (2015), Facebook usage, socialization and academic performance. Computers & Education, 2015. 83: p. 64-73. [Google Scholar] [Crossref]

10. Ajzen, I., & Sexton, J. (1999). Depth of processing, belief congruence, and attitude-behavior correspondence. In S. C. Trope, Dual-process theories in social psychology (pp. 117-138). New York: Guilford. [Google Scholar] [Crossref]

11. Akubuilo, D. U. (2005). Teacher’s demographic factors as predicators of improvisation and utilization of instructional materials. Journal of Curriculum and Media Technology, University of Nigeria, Nsukka, 7(1), 57-62. [Google Scholar] [Crossref]

12. Ala-Mutka, K. (2010). Learning in online Network and Communities. Retrieved April 4, 2014, from TRC Scientific and Technical report: http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=3059 [Google Scholar] [Crossref]

13. Alimi, O. S. & Balogun, B. N. (2010). Teachers' attributes as correlates of students' academic performance in geography in the secondary schools in Ondo State, Nigeria. Pakistan Journal of Social Science, 7(5), 388-392. [Google Scholar] [Crossref]

14. Alutu, G. & Audu, I. (2009). Female participation in Information communication and technological development in Nigeria: Implication for early career guidance. Journal of Social Sciences, 19(2), 163-166. [Google Scholar] [Crossref]

15. American Dietetic Association (2000). Local support for nutrition integrity in schools. Journal of the American Dietetic Association, 100, 108-111. [Google Scholar] [Crossref]

16. Anderson, P. (2007). JISC, Technology and Standards watch. Retrieved October 13, 2013, from http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf [Google Scholar] [Crossref]

17. Anselmus, S. (2009). Teachers' competence. Retrieved September 19, 2013, from Academic Writing for beginners and students at High Educational Institutions: file://localhost/C:/Users/Ha/Downloads/Programs/My%20Vision%20%20TEACHER’S%20COMPETENCE.htm [Google Scholar] [Crossref]

18. Apestaartjaren. (2010). Apestaartjaren 3. Retrieved January 2014, 20, from http://www.mict.be/files/apestaartjaren3_onderzoek.pdf [Google Scholar] [Crossref]

19. Aragon, J. (2007) Technologies and pedagogy: How You Tubing, social networking, and other web sources compliment the classroom, Feminist Collections 28(4) 45. [Google Scholar] [Crossref]

20. Akhtar, N. (2013). Relationship between internet addiction and academic performance among university undergraduates. Educational Research and Reviews, 8(19), 1793-1796. [Google Scholar] [Crossref]

21. Asdaque, M. M., Khan, M. N. and Rizvi, S. A. A. (2010). Effect of internet on the academic performance and social life of university students in Pakistan. Journal of Education and Sociology. Retrieved 2 April 2015 from: http://www.academia.edu/1000534/EFFECT_OF_INTERNET_ON_THE_ACADEMIC_PERFORMANCEAND_SOCIAL_LIFE_OF_UNIVERSITY_STUDENTS_IN_PAKISTAN web sources complement the classroom, Feminist Collections 28(4) 45. [Google Scholar] [Crossref]

22. Baird, D. and Fischer, M. (2005) “Neomilllenial user experience design strategies: Utilizing social networking media to support ‘always on’ learning styles”, Journal of Educational Technology Systems, 34(1): 5–32. [Google Scholar] [Crossref]

23. Balanskat, A., Blamire, R., & Kefala, S. (2006). A review of studies of ICT impact on schools in Europe Retrieved October 20, 2013, from http://www.citeulike.org/user/cbounds/article/3378342 [Google Scholar] [Crossref]

24. Bandura, A. (2002). Growing primacy of human agency in adaption and change in the electronic era. European Psychologist, 7(1), 2–16. [Google Scholar] [Crossref]

25. Barajas, M., Scheuermann, F. & Kikis, K. (2002). Critical indicators of innovative practices in ICTsupported. PROMETEUS Conference. [Google Scholar] [Crossref]

26. Baran, B. 2010. Facebook as a formal instructional environment, British Journal of Educational Technology 41, no. 6: E146-E149 [Google Scholar] [Crossref]

27. Bashir, S., Mahmood, K. and Shafique, F. (2008). Internet use among university students: A survey in University of Punjab, Lahore. Pakistan Journal of Library and Information Science, (9), 49-65. [Google Scholar] [Crossref]

28. Bassoppo-Moyo, (2011). . The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers and Education, 50 (2), 491–498. [Google Scholar] [Crossref]

29. Beas, M. I. & Salanova, M. (2006). Self-efficacy beliefs, computer training and psychological well-being among information and communication technology workers. Computers in Human Behaviour, 22(6), 1043-1058. [Google Scholar] [Crossref]

30. Bennett, S., Maton, K., and Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786. [Google Scholar] [Crossref]

31. Berg, J., Tymozeko, J., and Stryer, L. (2002). Biochemistry. San Francesco: W. H. Freeman [Google Scholar] [Crossref]

32. Bingimlas, K. A. (2009). Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245. [Google Scholar] [Crossref]

33. Bongartz, J., Vang, C., Havrda, V., Fravel, M. McDanel, D. and Farris, K. B. (2011). Student Pharmacist, Pharmacy Resident, and Graduate Student Perceptions of Social Interactions with Faculty Members. American Journal of Pharmaceutical Education 75, no. 9: article 180 [Google Scholar] [Crossref]

34. British Educational Communication and Technology Agency. (2003). Primary schools - ICT and standards. Retrieved November 20, 2013, from http://emergingtechnologies.becta.org.uk/ uploaddir/downloads/page_documents/re earch/ht_schools_survey08_analysis.pdf [Google Scholar] [Crossref]

35. British Educational Communications and Technology Agency. (2004). A review on the research literature on barriers to the uptake of ICT by teachers. Retrieved November 20, 2013, from http://partners.becta.org.uk/page_documents/research/barriers.pdf. [Google Scholar] [Crossref]

36. Bryer, T. & Zavatarro, S. (2011). Social media and public administration: Theoretical dimensions and introduction to symposium. Administrative Theory & Praxis, 33(3), 325-340. [Google Scholar] [Crossref]

37. Burngardner, S. & Knestis, K. (2011). Social networking as a Tool for Student and Teacher Learning. Retrieved January 29, 2014, from District Administration: http://www.districtadministration.com/article/social-networking-tool-student-and-teacher-learning [Google Scholar] [Crossref]

38. Cachia, R. (2008). Social computing: Study on the use and impact of online social networking. Luxembourg: Scientific and Technical Research series. [Google Scholar] [Crossref]

39. Cain, J., & Policastri, A. (2011). Using Facebook as an informal learning environment. American Journal of Pharmaceutical Education, 75(10), 1-8. [Google Scholar] [Crossref]

40. Carlene, H.A., and Jeremiah B. (2010). Work environment structure and psychological ownership: the mediating role of control. The journal of social psychology, 144(5), 507-534 [Google Scholar] [Crossref]

41. Cazares, A. (2010). Proficiency and attitudes toward information technologies use in psychology by undergraduates. Computers in Human Behavior, 26(5), 1004-1008. [Google Scholar] [Crossref]

42. Charles, B. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using Information and Communication Technology, 8(1), 136-155. [Google Scholar] [Crossref]

43. Chassan-Taber, L., Willett, W. C. and Seddon, J. M. (1999). A prospective study of carotenoid and vitamin intakes and risk of cataract extraction in U.S women American Journal of Clinical Nutrition, 70(4), 509-516. [Google Scholar] [Crossref]

44. Chen, B. & Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. The International Review of Open and Distance Learning, 13(1), 87-104. [Google Scholar] [Crossref]

45. Communications of the Association for Information systems, 26, Article 25(1), 547-564. Retrieved from http://aisel.aisnet.org/cais/vol26/iss1/25/. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study