CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

In recent years, the network of people addicted to social media has risen dramatically. The possibility that it will have an adverse influence on the academic achievement of the numerous pupils affected is concerning. Academic achievement, as measured by student grades, is a major priority for senior secondary schools, according to Karpinski and Duberstein (2010). Students who spend a lot of time on social networks grow dependant on them, and their academic achievement is expected to suffer as a result. It has been observed (Moon, 2011) that when students spend a significant amount of time tweeting and using Facebook Messenger while in class, their academic achievement suffers. Furthermore, most students fail to complete their professors' homework and instead spend their time on the internet conversing with their pals on their electronic devices. They also show little interest in reading and memorizing their numerous lesson notes after school since they believe it is less significant and entertaining than surfing the web. Their intellectual achievement at school is steadily declining as a result of this. According to research findings (Jomon, 2012), students' time spent on social networks has a statistically significant detrimental association with their academic achievement. This has supplanted the old practice of reading late into the night. Loken (2011) believe that social media, which are internet-based platforms that encourage cooperation and information sharing, may be utilized in academic contexts to improve student engagement and learning. They underline that student engagement refers to the time and effort students put into collaborative and educational activities, and that it is frequently connected to excellent student learning outcomes like critical thinking and individual student growth. Nalwa (2003) found that students prefer to utilize the internet for their personal duties, which has a study on their academic performance. Karpinski (2009) expanded on this study, finding that students who used social networking sites had poorer grades than those who did not engage in social interactions. Note-taking is the process of capturing knowledge from a different or temporary source, such as an oral discussion at a meeting, a lecture, or a lesson, when the notes may be the sole record of the event. It's also a type of self-control. Because of the impact of social networking sites such as Facebook, WhatsApp, and Twitter, most students have developed the practice of not taking notes while in class (Moon, 2011). These social networking sites are real-time messaging software that operate in the background of a variety of communication devices. Smart phones and iPads are examples of communication technology gadgets. These habits of twitting and facebooking, among other things, lead to a lack of focus, and no essential point from the lesson is written down by the students, resulting in a reduction in absorption of the lesson being given and a negative impact on their academic performance. Running a social networking site while studying or completing homework is thought to reduce a student's GPA. According to Enriquez (2010), students who multitask between social networking sites and coursework are 20 percent less likely to get good scores than students who do not have a social networking site in their visual range. According to Napoleon (2014), student users of social networking sites are continuing to decline their grades. The fast adoption of social network sites by students in Kano metropolis raises some relevant issues about the impact of these sites on students' academic achievement. According to Karpinski (2010), students who use Facebook have a worse grade point average and spend less hours per week studying than those who do not.

1.2       STATEMENT OF THE PROBLEM

Some people believe that with the introduction of social networking sites in the 1990s, students' academic achievement has been severely harmed. Between social networking activities and their academic work, there is divergence, distraction, and split focus. Students, according to Seni (2012), pay more attention to social media than to their education. As a result, the research question for this study is: how do social networking sites affect senior secondary school students' academic achievement in Kano Metropolis?

1.3       OBJECTIVES OF THE STUDY

The goal of this study is to see if social networking sites have an impact on secondary school students' academic achievement. The particular goals of this study are to investigate the impact of:

i. The internet on senior secondary school students' attitudes toward note-taking

ii. The impact of Facebook on students' attitudes about assignments.

iii. The impact of WhatsApp on students' attentiveness in class.

1.4       RESEARCH QUESTIONS

i. What is the impact of  internet on senior secondary school students' attitudes toward note-taking?

ii. What are the  impacts of Facebook on students' attitudes about assignments?

iii. What are the  impacts of WhatsApp on students' attentiveness in class?

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