Oziwele, U., & Obro, S. (2026). Excessive Usage of Social Networks on Social Studies Students' Learning Outcomes in Upper Basic Schools in Delta State. International Journal of Research, 12(7), 200–211. https://doi.org/10.26643/edupub/2026/1
Ujiro Oziwele,
Department of Social Science Education, Delta State
University, Abraka, Nigeria
Sunday Obro
Department of Social Science Education, Delta State
University, Abraka, Nigeria
sobro@delsu.edu.ng
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.
Keywords: Excessive Usage, Learning
Outcomes, Social Networks, Social Studies, Social Studies Students, Upper Basic
Schools
INTRODUCTION
Academic learning outcomes in Social Studies constitute a major concern
in contemporary secondary education. Social Studies is a core subject designed
to equip learners with civic knowledge, critical thinking ability,
collaborative competence, responsible citizenship values, and problem-solving
skills required for effective participation in society (Ajayi & Bello,
2023). They further review that outcomes are reflected in students’ academic
performance, classroom participation, critical thinking ability, collaborative
learning skills, attention sustainment capacity, and task completion
efficiency. Collectively, these dependent variables represent the quality of
students’ engagement and achievement in Social Studies.
Recent educational research emphasizes that learning outcome is no
longer assessed solely by test scores but also by observable learning
behaviours such as participation in class, sustained attention, timely
completion of tasks, and the ability to reason critically and collaboratively
(Ogunbiyi, 2024). However, Social Studies, these learning dimensions are
particularly important because the subject relies on discussion, reflection,
debate, and group interaction. Students who demonstrate high classroom
participation, sustained attention, and efficient task completion are more
likely to develop critical thinking skills and collaborative competence, which
translate into improved academic outcomes.
However, teachers increasingly report declining attention spans, reduced
classroom engagement, and poor task completion among secondary school students,
especially during Social Studies lessons (Ejoh & Lawan, 2022). Many
learners struggle to sustain focus, contribute meaningfully to discussions, or
complete assignments promptly. These observable challenges have been linked to
changing learning environments shaped by digital media and online interaction
patterns. Contemporary studies indicate that cognitive fragmentation, divided
attention, and reduced deep processing are becoming common among adolescents in
digitally saturated contexts (Fan et al., 2025). One major factor associated
with these changes in learning behaviour is excessive social network usage, which serves as the independent
variable in this study. Social networking platforms such as WhatsApp, Facebook,
Instagram, TikTok, and X have become integral to adolescents’ daily routines.
These platforms provide opportunities for communication and information
sharing, but they are also designed to maximize engagement through algorithmic
rewards, notifications, and continuous content streams (Adesanya, 2025). It was further revealed
that excessive usage characterized by prolonged, habitual, and compulsive
engagement has been associated with reduced study time, sleep disruption, and
weakened attention control.
In the Nigerian context, the rapid expansion of mobile internet access
has intensified adolescents’ exposure to social media. Ojo et al. (2024) report
that a large proportion of secondary school students now engage with social
networks daily, often for extended periods. While these platforms can support
learning through peer interaction and information exchange, unguided and excessive
usage tends to displace academic activities. Empirical studies in Nigeria
reveal that students who spend long hours on social media are more likely to
exhibit poor concentration, reduced classroom participation, delayed assignment
submission, and lower academic performance (Luwoye et al., 2023). From a cognitive
perspective, excessive social network usage promotes multitasking and frequent
task-switching, which imposes a cognitive load that undermines deep learning
(Fan et al., 2025).
Classroom participation rate is
one of the central goals of contemporary education that helps to promote
active involvement of learners in the teaching–learning process. Classroom
participation refers to the extent to which students engage in learning
activities such as asking questions, responding to teachers’ prompts,
contributing to discussions, and participating in group tasks. Active
participation enhances understanding, retention, and meaningful learning.
According to Adeyemi and Ogunleye (2021), students who participate actively in
classroom activities demonstrate higher academic engagement and improved
learning outcomes compared to passive learners. Classroom participation enables
students to clarify misconceptions, build confidence, and develop communication
skills necessary for academic and social success.
Critical thinking is the ability to analyse information, evaluate
arguments, solve problems, and make reasoned decisions. It is a fundamental
educational outcome in the 21st century. According to Facione (as cited in
Bello, 2020), critical thinking involves interpretation, analysis, evaluation,
inference, and self-regulation. Students with well-developed critical thinking
skills are better equipped to understand complex concepts and apply knowledge
to real-life situations. Adebayo and Salami (2023) observed that critical
thinking ability enhances students’ academic performance and independent
learning. Instructional strategies that encourage questioning, problem-solving,
and reflective thinking promote higher-order cognitive skills. When students
are exposed to tasks that require reasoning and evaluation, they become more
intellectually active and confident. Thus, fostering critical thinking helps
learners move beyond rote memorisation toward meaningful, transformative
learning experiences.
Attention sustainment capacity refers to students’ ability to maintain
focus on learning tasks over time without distraction. Sustained attention is
crucial for comprehension, memory, and task performance. According to Uche and
Akinwale (2020), students with high attention capacity are more likely to
follow instructions, process information effectively, and complete learning
activities successfully. Adebola (2024) noted that interactive and engaging
lessons improve students’ concentration and reduce off-task behaviour. When
lessons are monotonous, students easily lose focus, leading to poor academic
outcomes. Hence, attention sustainment capacity plays a critical role in
determining the quality of learning and academic productivity.
Problems relating to students’ academic engagement and learning
effectiveness appear to be increasing daily, particularly in secondary schools.
Education is expected to foster active participation, critical thinking,
collaboration, sustained attention, and efficient task completion among
learners. These attributes are essential for meaningful learning and the
development of competent individuals. These problems manifest in low academic
performance, lack of interest in schoolwork, examination failure, and negative
learning attitudes. When students cannot actively participate, and think
critically, the teaching–learning process becomes ineffective. This situation
may eventually lead to increased dropout rates, examination malpractice, and
poor preparedness for higher education and the world of work. Although various
instructional strategies have been introduced to improve classroom learning,
the persistent nature of these problems suggests that deeper issues remain
unresolved. There is therefore a need to examine these learning outcomes in
order to understand their nature and interrelationships.
Research Questions
i. What is the relationship between excessive social network usage and Social Studies students’ learning outcome in upper basic schools in Delta State?
ii. What is the relationship between excessive social network usage and Social Studies students’ classroom participation rate in upper basic schools in Delta
State?
iii. What is the relationship between excessive social network usage and Social
Studies students critical thinking ability in upper basic schools in Delta
State?
Hypotheses
i. There is no significant relationship between excessive social network
usage and Social Studies students’ learning outcome in upper basic schools in Delta State.
ii. There is no significant relationship between excessive social network
usage and Social Studies students’ classroom participation rate in upper basic schools in Delta
State.
iii. There is no significant relationship between excessive social network
usage and Social Studies students critical thinking ability in upper basic
schools in Delta State.
Methodology
The design to be adopted for this study is the correlational research
design. The
population of this study consist of 149,658 Upper Basic Social Studies students
in all the 489 public secondary schools in Delta State during the 2025/2026
academic session. The sample of the study consisted of 392 students were
selected for the study. A multi-stage sampling procedure, involving simple
random sampling and stratified random sampling techniques, was employed in
composing the sample.
The instrument for data collection in this study was a
structured questionnaire titled “Excessive
Social Network Usage and Students’ Learning Outcomes in Social Studies Questionnaire
(ESNUSLOSQ)”. The questionnaire was subdivided into two
sections. Section A was designed to elicit respondents’ personal information
such as name of school and class. Section B consisted of seven subscales
developed by the researcher to measure the major variables of the study. These
include: Excessive Social Network Use Scale (ESNUS), Classroom Participation
Rate Scale (CPRS), and Critical Thinking Ability Scale (CTAS). All subscales used a four-point rating scale:
Strongly Agree (SA = 4), Agree (A = 3), Disagree (D = 2), and Strongly Disagree
(SD = 1).
The researcher’s supervisor and two other experts in
Measurement and Evaluation established the instrument's validity. The test-retest method of the
reliability check was employed with a one-week retest interval using 50 Social
Studies students outside the sample school. The Pearson Product Moment
Correlation was used for the computation of the reliability coefficient. The internal consistency reliability
coefficient for the excessive social network use scale was 0.84 for the
classroom participation rate scale and 0.85 for the critical thinking ability
scale; the overall reliability index (SLOSS) was 0.88, indicating that the
instrument was reliable for the study. The reliability was carried out to
established the internal consistency of the instrument. All the research questions
were answered using the Pearson’s Product Moment Correlation Coefficient of
determination. While the hypothesis were
tested using linear regression analysis. All hypotheses were tested at 0.05
level of significance.
Result
Research
Question One: What is the relationship between excessive
social network usage and Social Studies
students’ learning outcome in upper basic schools in Delta State?
Table 1:
Pearson’s
Product Moment Correlation (r) and Coefficient of Determination Analysis of
Excessive Social Network Usage and Social Studies Students’ Learning Outcomes
in Upper Basic Schools in Delta State
|
Variables |
N |
Mean |
SD |
r |
r² |
r² % |
Remark |
|
Excessive
Social Network Usage |
384 |
58.72 |
10.45 |
-0.63 |
0.397 |
39.7 |
Negative relationship |
|
Learning
Outcomes |
384 |
62.15 |
9.87 |
Table 1 showed a Pearson’s Product-Moment Correlation (r) of -0.63 and a
coefficient of determination (r²) of 0.397, indicating a moderate negative
relationship between excessive social network usage and Social Studies
students’ learning outcomes in upper basic schools in Delta State. The negative
relationship indicates that as excessive social network usage increases,
students’ learning outcomes decrease in upper basic schools in Delta State. The
coefficient of determination (r² = 0.397) indicated that excessive social
network usage accounted for 39.7% of the variation in students’ learning
outcomes in upper basic schools in Delta State, while the remaining percentage
is attributed to other factors not covered in the study. Thus, the study
concluded that excessive social network usage is negatively related to
students’ learning outcomes.
Research
Question Two: What is the relationship between excessive
social network usage and Social Studies
students’ classroom participation rate in upper basic schools in Delta State?
Table 2:
Pearson’s
Product Moment Correlation (r) and Coefficient of Determination Analysis of
Excessive Social Network Usage and Students’ Classroom Participation Rate in
Upper Basic Schools in Delta State
|
Variables
|
N |
Mean |
SD |
r |
r² |
r² % |
Remark |
|
Excessive
Social Network Usage |
384 |
58.72 |
10.45 |
-0.71 |
0.504 |
50.4 |
Negative relationship |
|
Classroom
Participation Rate |
384 |
55.38 |
11.12 |
Table 2 showed the Pearson’s Product Moment Correlation (r) and
coefficient of determination value of -0.71
as the strength of the relationship between excessive social network usage and
students’ classroom participation rate in upper basic schools in Delta State.
The negative relationship indicates that increased excessive social network
usage leads to a decrease in students’ classroom participation rate. The
coefficient of determination (r² = 0.504) indicated that excessive social
network usage accounted for 50.4% of the variation in students’ classroom participation
rate, while the remaining percentage is influenced by other factors not
included in the study. Thus, it was concluded that excessive social network
usage is negatively related to classroom participation rate.
Research
Question Three : What is the relationship
between excessive social network usage and Social Studies students' critical
thinking ability in upper basic schools in Delta State?
Table 3:
Pearson’s
Product Moment Correlation (r) and Coefficient of Determination Analysis of
Excessive Social Network Usage and Students’ Critical Thinking Ability in Upper
Basic Schools in Delta State.
|
Variables
|
N |
Mean |
SD |
r |
r² |
r² % |
Remark |
|
Excessive
Social Network Usage |
384 |
58.72 |
10.45 |
-0.58 |
0.336 |
33.6 |
Negative relationship |
|
Critical
Thinking Ability |
384 |
60.84 |
10.21 |
Table 3 showed a Pearson’s
Product-Moment Correlation (r) of -0.58 and a coefficient of determination (r²)
of 0.336, indicating a moderate negative relationship between excessive social
network usage and students’ critical thinking ability in upper basic schools in
Delta State. The negative relationship indicates that increased social network
use reduces students’ ability to think critically. The coefficient of
determination (r² = 0.336) indicated that excessive social network usage accounted
for 33.6% of the variation in students’ critical thinking ability, while the
remaining percentage is attributed to other factors not captured in the study.
Thus, it was concluded that excessive social network usage is negatively
related to students’ critical thinking ability.
Hypothesis 1: There is no significant
relationship between excessive social network usage and Social Studies
students’ learning outcome in upper basic schools in Delta State.
Table 4:
Linear Regression Analysis of
Excessive Social Network Usage and Students’ Learning Outcomes in Upper Basic
Schools in Delta State
|
Model |
Sum of Squares |
df |
Mean Square |
F |
Sig. |
|
Regression |
7420.556 |
1 |
7420.556 |
52.814 |
.000b |
|
Residual |
53789.442 |
382 |
140.812 |
||
|
Total |
61209.998 |
383 |
Table 4 showed a linear regression analysis of
the relationship between excessive social network usage and Social Studies
students’ learning outcomes in upper basic schools in Delta State, with a
computed F-value of 52.814 and a p-value of 0.000. Testing the null hypothesis at 0.05 level of significance, the
p-value of 0.000 was less than the alpha level of 0.05. Therefore, the study
rejected the null hypothesis. This indicated a significant relationship between
excessive social network usage and Social Studies students’ learning outcomes
in upper basic schools in Delta State.
Hypothesis 2: There
is no significant relationship between excessive social network usage and
Social Studies students’ classroom participation rate in upper basic schools in
Delta State.
Table 5:
Linear Regression Analysis of
Excessive Social Network Usage and Students’ Classroom Participation Rate in
Upper Basic Schools in Delta State
|
Model |
Sum of Squares |
df |
Mean Square |
F |
Sig. |
|
Regression |
8126.334 |
1 |
8126.334 |
68.921 |
.000b |
|
Residual |
45012.118 |
382 |
117.824 |
||
|
Total |
53138.452 |
383 |
Table 5 showed a linear regression analysis of
the relationship between excessive social network usage and Social Studies
students’ classroom participation rate in upper basic schools in Delta State,
with a computed F-value of 68.921 and a p-value of 0.000. Testing the null hypothesis at 0.05 level of significance, the
p-value of 0.000 was less than the alpha level of 0.05. Therefore, the null
hypothesis was rejected. This indicated that there was a significant relationship
between excessive social network usage and students’ classroom participation
rate in upper basic schools in Delta State.
Hypothesis
3: There is no significant relationship between
excessive social network usage and Social Studies students’ critical thinking
ability in upper basic schools in Delta State.
Table 6:
Linear Regression Analysis of
Excessive Social Network Usage and Students’ Critical Thinking Ability in Upper
Basic Schools in Delta State
|
Model |
Sum of Squares |
df |
Mean Square |
F |
Sig. |
|
1 Regression |
6850.214 |
1 |
6850.214 |
44.362 |
.000b |
|
Residual |
58990.786 |
382 |
154.430 |
||
|
Total |
65841.000 |
383 |
Table 6 showed a linear regression
analysis of the relationship between excessive social network usage and Social
Studies students’ critical thinking ability in upper basic schools in Delta
State, with a computed F-value of 44.362 and a p-value of 0.000. Testing the null hypothesis at 0.05
level of significance, the p-value of 0.000 was less than the alpha level of
0.05. Therefore, the null hypothesis was rejected. This indicated a significant relationship
between excessive social network usage and students’ critical thinking ability
in upper basic schools in Delta State.
Discussion of Results
The result of hypothesis one reveals a significant negative
relationship between excessive social network usage and students’ learning
outcomes (r = -0.63, p < 0.05). This implies that as
students’ engagement in social networking increases excessively, their academic
performance in Social Studies declines. The relatively high coefficient of
determination (r² = 39.7%) further indicates that excessive social network
usage substantially contributes to variations in students’ learning outcomes.
This finding aligns with Adeyemo and Balogun (2021), who reported that
excessive social media engagement negatively affects students’ academic
achievement due to distraction and reduced study time. Similarly, Ahmed,
Ibrahim, and Adeyemi (2023) found that social networking addiction
significantly lowers students’ academic performance by reducing concentration
and academic commitment. The finding also agrees with Bello and Ibrahim (2023),
who observed that excessive social media use among Social Studies students in
Abuja resulted in poor academic outcomes. However, this finding contradicts the
position of Boyd and Ellison (2021), who argued that social networking
platforms can enhance learning when used constructively for academic
collaboration.
The result in hypothesis two shows a significant negative
relationship between excessive social network usage and students’ classroom
participation rate (r = -0.71, p < 0.05). This suggests that
students who spend more time on social networks are less likely to actively
engage in classroom activities such as discussions, questioning, and
contributions during lessons. This finding is consistent with Adeyemi and
Ogunleye (2021), who reported that active classroom participation is a strong
predictor of academic engagement, which is often hindered by digital
distractions. It also aligns with the findings of Ahmad, Yusuf, and Adepoju
(2021), who noted that excessive use of social networking platforms alters
students’ interaction patterns and reduces face-to-face academic engagement.
Furthermore, Al-Hunaiyyan et al. (2023) emphasized that meaningful
participation is critical for learning achievement, which excessive social
media usage tends to disrupt. However, this finding disagrees with Gupta and
Singh (2021), who suggested that online interaction could enhance participation
in virtual learning contexts.
The result in hypothesis three reveals a significant negative
relationship between excessive social network usage and students’ critical
thinking ability (r = -0.58, p < 0.05). This indicates that
excessive involvement in social networking reduces students’ ability to analyse,
evaluate, and make reasoned judgments. This finding supports the work of
Adebayo and Salami (2023), who found that critical thinking is strongly linked
to academic success and can be undermined by cognitive distractions. Similarly,
Al-Hashimi and Al-Rashidi (2021) reported that deep learning and critical
thinking are compromised when students engage excessively in non-academic
digital activities. The finding also aligns with Facione (2021), who emphasized
that critical thinking requires sustained cognitive engagement, which is often
lacking among students heavily involved in social networking. However, the
finding contradicts Annie and Syamimi (2021), who posited that some forms of
social media interaction can promote reflective thinking when used for academic
purposes.
Conclusion
Based on the findings of the
study, it was concluded that excessive social network usage has a significant and negative influence on
students’ academic and learning-related behaviours in Social Studies. Students
who excessively engage in social networking tend to perform poorly
academically, participate less in classroom activities, and exhibit reduced
critical thinking ability. The study further concludes that while social
networking platforms may have educational benefits when properly utilized,
excessive and uncontrolled usage poses serious challenges to students’ academic
development. Therefore, regulating students’ use of social networks is
essential for improving learning outcomes.
Based on the findings of this
study, it was recommended that Social Studies teachers should guide students on
the appropriate and academic use of social networking platforms to minimize
distractions and enhance learning outcomes; school administrators should
establish policies that regulate students’ use of mobile devices and social
media during school hours, and Parents should monitor and control the amount of
time students spend on social networking platforms at home.
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