CHAPTER ONE

1.0 Introduction.

This chapter traces the background of the study, statement of the problem, objectives of the

study, research questions, significance of the study, scope of the study, limitations, delimitations

and the rationale of the study.

1.1 Background of the study.

Kombo and Tromp (2006) define background of the study as a position or setting of the study. It

explains briefly over view of the problem of the researcher aspires or want to tackle.

Labaree (2013) says that background of the study means identification and description of the

history and well def and nature of a well-defined research problem with reference to the existing

literature.

He added that background information in your introduction should indicate the root of the

problem being studied, its scope and the extent to which previous studies have successfully

investigated the problem, where the gaps exist that your study attempts to address. Introductory

background information differs from a literature review because it places the research problem in

proper context rather than thoroughly examining pertinent literature.

In recent years, the use of social networking sites has grown tremendously especially among the

teens and high school students. However, very little is known about the scale of use, the purpose,

how students use these sites and, more specifically, whether these sites help or harm their

academic progress, (Miah, Omar and Golding, 2012)

This study looks how social media networks affect the academic performance of students.

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Statement of the problem.

Statement of the problem is any question that you want to answer and any assumption or

assertion that you want to challenge or investigate, he added that you need to consider interest,

measurement of concepts, relevance, magnitude, availability of data and ethical issues when you

select a research problem, Kumar (2005).

Therefore, this study aims to assess the impact of social media networks to secondary school

student especially it will focus on how it affect their academic performance.

1.3 Research objectives

Kumar (2005) asserts that research objectives refer to what researcher studies for. The research

objectives are categorized into two categories that are the main or general objective and sub

objectives or specific objectives. Kumar says main objectives are what the research has thrust to

conduct research while sub objectives identify the specific issues researcher proposes to

examine. The objective should be clear stated the main aim of the researcher to conduct research

as well as specific issue.

1.3.1 General objective

To examine the impacts of social media networks to secondary school students in their academic

performance.

1.3.2 Specific objectives

¾ To find out the time spent by students in social media networks

¾ To find out what are the most social media that are frequently used.

¾ To investigate the reason for students log in into social media networks.

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1.4 Research Questions

Research questions are the specific questions which guide the details of the research efforts

including the development of concepts, operational definitions and measurement of device.

Research questions are formulated from objectives of research, Krishnaswami. (2003).

In this study the questions are;

I. How long do students spend time in social media networks?

II. What are the most frequently used social media networks?

III. What are the reasons which influence students to use social media networks?

1.5 Significance of the study

According to Krishnaswami, (2003) says significance of the study is the application of the

findings of the study for policy formulation, theory or practice. So it tells why the research is

important and what contribution will it give to the field. It states how your findings can make the

difference and why it is important that the research be carried out.

The findings of this study will enable secondary school students to know how best to use social

media networks as tool for integrating themselves in the globalized world without affecting their

academic performance. Also the findings will be useful for teachers on knowing their students on

using extra-curricular issues on social media networks and taking appropriate actions toward

facilitating the establishment of comprehensive and sustainable system of educating youth on

how to use social media networks.

1.6 Scope of the study

Scope of the study refers to the parameters under which the study will be operating. The problem

you seek to resolve will fit within certain parameters, Simon and Goes, (2013)

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This study is conducted in Dar es Salaam Tanzania and schools which are studied are Tambaza

secondary school, Jangwani secondary school and Zanaki secondary school. The research scope

is social media networks because Tanzania is facing the rapid growth of social media networks.

The study involves students from these three secondary schools located at Ilala district where

youth are the most users of social media.

1.7 Limitation of the study

Limitations are the potential weakness of the study. That means anything frontiers the researcher

on conducting research successfully. These limitations can be financial problem, limited time,

and shortage of research documents, Creswell. (2003).

This study is prepared for the aim of fulfillment of academic award therefore is limited in Dar es

Salaam specifically in Ilala district. This is being influenced by time for researcher who uses to

collect data while studies will be proceeding at her college.

Furthermore, the study limit itself in three secondary schools that is Tambaza secondary school,

Jangwani secondary school and Zanaki secondary school due to the fact that students who are

studying there can be representatives of all secondary school students in Dar es salaam who are

the majority users of social media networks compared to adults.

1.8 Delimitation of the study

Simon and Goes (2013) argued delimitations are those characteristics that limit the scope and

define the boundaries of your study. Delimitations are inside the control of the researcher.

Firstly, the study is delimited in the choice of the problem itself, this is because there are a lot of

problems around but the researcher decide to look on the impacts of social media networks to

4 
 
secondary school students. Also the study delimits itself in the choice of study area that is Ilala

district because she was able to go in Kinondoni district but decide to go to Ilala.

1.9 Rationale of the study

Rationale of the study is defined as the justification of doing a study, Brown (1994).

The rationale of this study is to help education administrators, teachers and parents to discover

how and whether social networking sites helping their students in their learning process. The

study also provides recommendations to make the use of social networking sites effective and

beneficial for the students.

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 CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction

This chapter shows the empirical literature, theoretical literature review and the gap existing in

the literature review.

2.1 Empirical Literature Review

Ahmed as quoted by Brubaker, (2013), Social media is defined as Internet networks that provide

an online community for users to interact in a fast, convenient manner. Within social media

networks, users are able to create profiles, share information, and view other users’ comments,

Camilia, Ibrahim and Dalhatu (2013), discuss the history of SNSs that dates back to the late

1990s, suggesting that they are not as new as they may appear in the first place. With the

emergence of SNSs such as Facebook, Twitter, LinkedIn etc, overall SNS usage has accelerated

in such a way that they are considered a global consumer phenomenon. Social networking sites

are the latest online communication tool that allows users to create a public or private profile to

interact with people in their networks.

With so many social networking sites displayed on the internet, students are tempted to abandon

their homework and reading times in preference for chatting online with friends. Many students

are now addicted to the online rave of the moment, with Facebook, Twitter etc. Today most

youths and students possess Facebook accounts. The reason your ward is performing badly in

school might not be far- fetched. While your mind might be quick to blame the poor quality of

teachers, you might have to think even harder, if you have not heard of the Facebook frenzy.

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These days’ students are so engrossed in the social media that they are almost 24 hours online.

Even in classrooms and lecture theatres, it has been observed that some students are always busy

pinging, 2going or Facebooking, while lectures are on. (Miah and Omar, 2012)

Times that ought be channeled towards learning, academic research and innovating have been

crushed by the passion for meeting new friends online, and most times busy discussing trivial

issues. Hence most students’ academics suffer setback as a result of distraction from the social

media. It was observed that the use of these sites also affects students’ use of English and

grammar. The students are used to short forms of writing words in their chat rooms; they forget

and use the same in the classrooms. They use things like 4 in place of for, U in place of You, D

in place of The etc. and this could affect their class assessment, (Camilia, Ibrahim & Dalhatu

2013)

Miah, Omar and Golding 2012 quoted Fodeman and Monroe, focus on the social network of

Facebook and why students should not use the website. The authors gave eight reasons to

support their claim. Some include time usage, false sense of privacy, scams targeting teens, the

unawareness of how they are being marketed, lack of social interaction and unethical behaviors.

These indicators, although not measured through scientific study, should cause major concern

among parents of adolescent children who use the social network. Since Facebook is available 24

hours a day and seven days a week, these teens, who have minimal to no responsibilities, may

not be responsible in accessing and monitoring their time on the social networking sites, thus

affecting their studies and grades.

Another concern the authors expressed is how the young students are being targeted without

realizing it. Their lack of experience on Internet sites causes them to fall prey to contacting often

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non-repairable viruses on the computer systems. An important aspect of this claim is the absence

of privacy awareness by young adults.

Youth Resources cited by Miah, Omar and Golding (2012), Social media icon, Facebook, has

changed our culture forever. Since its inception in 2004, Facebook has served as not only as a

way to get connected and stay connected, but it has been a great way to waste serious amounts of

time clicking from page to page, picture to picture

Boyd & Ellison, Sheldon quoted by Camilia, Ibrahim and Dalhatu, (2013).There are many

reasons for young adults to join social networking websites as they try to communicate within

their social system. The principal reason reported was to maintain relationships with existing

acquaintances that were already part of their social network. Although there are exceptions, most

social network site users primarily interact on these sites to support pre-existing social relations,

as opposed to meeting new people

Lenhart, Purcell, Smith, and Zickuhr cited by Miah, Omar and Golding (2012), about 57% of

social network users are 18-29 years old and have a personal profile on multiple social media

websites. Junco (2011) quoted the study of Pempek, Yermolayeva, and Calvert, the amount of

time spent daily on social network sites varied greatly. However, an analysis of the data

indicated most participants spent approximately 30 minutes a day socializing, mostly during the

evening hours between 9 p.m. to 12 a.m. Students spent an average of 47 minutes a day on

Facebook.

Tufekci cited by Junco (2011). Each person who becomes a member of a social media has the

opportunity to create his or her own webpage or “profile” which is supposed to be seen as a

8 
 
reflection of that person’s personality. Boyd and Ellison, as cited by Camilia, Ibrahim and

Dalhatu (2013), by using this personal profile, one can build an entire social network based on

his or her own personal preferences

Ellison, Steinford, & Lampe quoted by Adenubi, Olalekan, and Opeoluwa (2013);Lenhart,

Purcell, Smith, &Zickuhr, as cited by and Miah, Omar and Golding (2012). Like any other type

of media, social media are not inherently good or bad. The impact of social media is dependent

on the type and frequency of their use. Media reports as well as research have highlighted

potential benefits and risks for adolescents interacting with social media. Among these concerns

is the potential for social media to influence health behaviors. Adolescents are uniquely

positioned to be particularly vulnerable to the effects of social media. They are early adopters of

new media and highly susceptible to peer influences

Alexander & Salas quoted by Lavy and Sand (2012).On the other side of the issue, there are

other adults and many professionals, including teachers and school faculty, who encourage the

use of social networking sites like Facebook because they allow students to connect with one

another and discuss school related issues. Teens can form online communities in order to plan for

a project, have group discussions about class material, or use the SNS as a way to keep in contact

when a student has been absent and needs to be updated on current academic information

Bryant, Sanders-Jackson, & Smallwood, cited by Srivastava (2012), Since the early years of

social networking popularity, research has been done in order to find out how this technology

was affecting youth .Though the early trend was to believe that these sites would negatively

affect adolescent communication, other researchers believed that technological communication

would benefit many teenagers who had trouble expressing their thoughts and feelings face-to-

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face Though the argument continues to be studied and analyzed, it is still a question that many

researchers want answers. By looking at the most popular social networking devices, several

conclusions can be made as to why these social tools are popular with young adults.

Brubaker (2013) says, a major disadvantage of using social networking websites is that most

folks are not aware of the dangers they undergo once they display their personal information on

these websites. Strangers, stalkers and hackers are able to possibly use someone’s personal

information for unethical reasons. For example, hackers can place a link on Facebook displaying

information that a user may find interesting. The user who clicks on the hacker’s link, may

compromise personal information leaving the user’s networking device open to pollution by

spam, viruses and worms. Hacking is one of the main factors leading to identity theft. A person

should never store their passwords, credit cards or personal information on their computer

2.2 Theoretical framework

2.2.1 Uses and Gratification Theory

Uses and Gratifications Theory is a popular approach to understanding mass communication.

The theory places more focus on the consumer, or audience, instead of the actual message itself

by asking what people do with media rather than what media does to people (Katz, 1959). It

assumes that members of the audience are not passive but take an active role in interpreting and

integrating media into their own lives. The theory also holds that audiences are responsible for

choosing media to meet their needs. The approach suggests that people use the media to fulfil

specific gratifications. This theory would then imply that the media compete against other

information sources for viewers' gratification. (Katz,Blumler & Gurevitch 1974)

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According to Katz, Blumler and Gurevitch's 1974 research there were five components

comprising the Uses and Gratifications Approach. The components are:

The audience is conceived as active, in the mass communication process, much initiative in

linking gratification and media choice lies with the audience member, the media compete with

other sources of satisfaction. ,methodologically speaking, many of the goals of mass media use

can be derived from data supplied by individual audience members themselves, value judgments

about the cultural significance of mass communication should be suspended while audience

orientations are explored on their own terms.

According to Katz and Blumler (1974), the most frequently found motives for using media are;

Diversion (the need to escape personal problems, and the need for emotional release), personal

relationship (the need for companionship and help in social interaction), personal identity (the

need for self-understanding and reassurance of one’s role in society) and Surveillance (the need

for information about factors that might affect or help one).

Strengths of Uses and Gratification theory;

The Uses and Gratification theory is the most influential theory in the field of communication

research, its ability to allow researchers to study mediated communication situations via a single

or multiple sets of psychological needs, psychological motives, communication channels,

communication content, and psychological gratifications within a particular or cross-cultural

context (Blumler & Katz's, 1974).

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2.3 Gap in Literature Review

There are a lot of studies done about the effects of social media networks on students in the

African continent. Due to the concept that social media networks are recent compared to old

media like radio, television and newspapers, also the technological aspect compared to European

and American continents. Hence this study which aims to discover the impacts of social media to

secondary school students will be among the studies in Africa about the usage of social media

networks.

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 CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction

This chapter consists of the research approach, research design, sampling, research methods, data

recording and data analysis and the ethical considerations.

3.1 Research Approach

Are the plans and procedure for research that spans the steps from broad assumptions to detailed

methods of data collection, analysis and interpretation. There are three different approaches

which are quantitative, qualitative and mixed methods,( Corbetta, 2003).

This study uses quantitative approach and it takes survey as a research design, in the sampling

procedures it will use probability sampling and in the data collection methods questionnaire will

be used.

3.2 Research Design

3.2.1 Survey design

Is the situation where the data are collected predominantly by self –completion questionnaire, or

by structure interview on more than one case and at the single time in order to collect a body of

quantitative or quantifiable data in collection of two or more variables which are then determined

to detect the pattern of relationship between variables (Bryman, 2008.)

The choice of this design is based on its merits like economic and efficient, it represent a wide

target of population, it provide descriptive and explanatory information, it provide correlation

between variables and it develops statistical patterns that can be used to generate a theory from

Morrison cited in by Cohen and Morris 2007

13 
 
3.3 Sampling

Sampling involves the selection of a number of study units from a defined study population. The

population is too large for researcher to consider collecting information from all its members

therefore the researcher selects a sample of individuals to represent the large population in the

study (Degu and Yigzaw 2006).

3.3.1 Study Area

This study is conducted in Dar es Salaam Tanzania and schools which are studied are Tambaza

secondary school, Jangwani secondary school and Zanaki secondary school. The research scope

is social media networks because Tanzania is facing the rapid growth of social media networks.

The study involves students from these three secondary schools located at Ilala district where

youth are the most users of social media.

Moreover, the topic of the impacts of social media to secondary school students is researchable

at those areas due to the presence of students who are the majority among the youth using social

media.

3.3.2 Population

Population refers to an entire group of persons or elements that have at least one thing in

common (Kombo and Tromp, 2006) Thus, population refers to a large group from which the

sample is taken.

The population of this study is secondary school students from Tambaza, Jangwani and Zanaki

secondary schools in Dar es Salaam Ilala District. The population is chosen because of the

representativeness of these students to other students in Dar es salaam who uses social media

networks.

14 
 
3.3.3 Sample Size

A sample is a subset of the population that is representative of the entire population (Wimmer

and Dominic, 2000).

20 students from each school to make a total of 60 students, this is done so as to minimize the

possibility of sampling errors.

3.3.4 Sampling Procedures

3.3.4.1 Probability sampling

3.3.4.2 Stratified random sampling

The sample in this study will be students from three secondary schools that are Jangwani, Zanaki

and Tambaza secondary school that will represent all students in Dar es Salaam.

Kombo and Tromp (2006), state that stratified random sampling involves dividing your

population into homogeneous subgroups and then taking a simple random sample in each

subgroup. The sample is selected in such a way as to ensure that certain groups in population are

represented in the sample in proportion to their number in the population.

The researcher will make sure that each school is having equal representatives like other school

that is will take equal number of students from all three schools according to the number of the

entirely population.

3.4 Data collection procedures

Data collection procedures refer to the behavior and instruments used in selecting and

constructing research technique (Kothari, 2004).

15 
 
The instrument for data collection for this study is questionnaire methods. This is because of the

nature of information required and the form of analysis to be conducted. The questionnaires are

designed in anonymity to enable the student fill them truthfully without fear of intrusion of

privacy.

3.4.1 Questionnaire

“A collection of pre-prepared questions administered to respondents. When used on its own, the

term usually denotes a self-completion questionnaire: questionnaire that the respondents write

down the answers on the form without the help of the interviewer” (Bryman, 2008 pg 679).

The researcher in this study distributes questionnaires to students who are selected as a sample in

all three schools.

3.5 Data analysis and Presentation

Kombo and Tromp (2006) define data analysis as examining what has been collected in a survey

or experiment and making deductions and inferences. Data analysis involves uncovering

underlying structures, extracting important variables, detecting any anomalies and testing any

underlying assumptions.

The study analyzes data by using Microsoft Excel and present data by using bar chart, pie chart

and tables.

3.6 Ethical Consideration

According to Shamoo, (2009), it is very important for the researcher to observe and obey to

ethical norms in conducting their research due to the following reasons; Norms promote the

aims of the research, ethical standards promote the values that are essential to cooperative work,

16 
 
 ensure that researchers are held accountable to the public, help to build public support for

research, promote a variety of other important moral and social values.

The researcher in this study observe the voluntariness of the respondents and she do not force

them to obtain information, respect of privacy, respect of anonymity and confidentiality, not

deceiving respondents and the researcher adhere the principle of justice by being fair in

selecting respondents and not to harm the marginalized groups.

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 CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION

4.0 Introduction

This chapter presents the data and interprets the research findings which sought to examine the

impact of social media to secondary school students. The research objectives of the study were to

find out the time spent by students in social media networks, to find out what are the most social

media that are frequently used and to investigate the reason for students log in into social media

networks.

4.1 Type of respondents participated in the study

The research included 60 students from three secondary schools which are Jangwani, Zanaki and

Tambaza. The selected sample responded to this study by filling in the questionnaires as

requested by the researcher.

4.1.1 Characteristics of students’ respondents by gender

Among the 60 self administered questionnaires, 59 were dully filled in by the respondents in

which 30 (51%) were females and 29 (49%) were males as described in Figure 1 below;

Figure 1: Respondents’ characteristics by gender

49% female
51% male

This is to show that this study used more female students than male students

Figure 1: Percentage of Students participants by Gender

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Source: Field data 2014

4.1.3 Characteristics of secondary school students by age

Respondents ranging from 13-15 years old were 7 (12%); respondents ranging from16-18 were

28 (47%) while respondents ranging from 19-21 were 24 (41%) as indicated in the table below

Table: Summary of secondary school students respondents’ age

Age range Frequency %

13 – 15 7 11.8%

16 – 18 28 47.4%

19-21 24 40.6%

This indicates that most of the respondents (47.4%) were at the age of 16-18

Source: Field data 2014

4.2 Social media networks that are frequently used

The leading social media that is frequently used is WhatsApp 41% followed by Facebook 36%,

Twitter and Instagram 10% and other social media like Viber, Tango, Badoo and MySpace are

3%. These are shown in the figure 2

3% below

10% Facebook

10% 36% WhatsApp

Twitter
Instagram
41% Others

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This show that most students use WhatsApp more than Facebook, Twitter, Instagram and other

social media. That means if students have to face problem WhatsApp can give more problem

than other social media.

Figure 2: Percentage of use of Social media Networks

Source: Field data 2014

4.3 Hours spent in social media by students per day

Most students
  spend more than two hours in social media.18 students (31%) uses about 30mins

to one hour, 13students (22%) uses one hour to two hours and 28 students (47%) uses more than

two hours in social media.  This is shown in the figure 3 below

30

25

20

15

10

0
30mins‐1hr 1hr‐2hrs 2hrs+

Figure 3: Average Hours per Day on Social media networks

Source: Field data 2014

20 
 
4.4 Activities done by students in social media

Different activities are done by students in social media,35 students (59%) are meeting new

friends,31 students (53%) are posting pictures and videos,23 students (39%) update status, 52

students (88%) are chatting with friends, and 15 students (25%) are using social media for

studying as shown in the figure 4 below;

60

50

40

30

20

10

0
meeting new  posting  update status chatting with  studying
friends pictures and  friends
videos

Figure 4: Percentage of Actions Spent on Social media Networks

Source: Field data 2014

4.5 Reasons that push students to use social media networks

Most of the respondents 52 (88%) said that they were using social media to talk with friends or

in other words to socialize, about 24 students (41%) said they were using it for education

purpose while 7 students (12%) talk to teachers and other 7 students (12%) said they were using

social media for other reasons like getting to know fashion trends, refreshment and enjoyment,

21 
 
the influence from other friends, getting new experience, reading others mind and views and

finding new groups and friends. as shown in the figure 5 below

60

50

40

30

20

10

0
education talk to teachers talk to friends others

Figure 5: Reasons for Using Social media Networks

Source: Field data June 2014

4.6 Student opinions on time usage of social media over academic issues

Most students think they spend a little time in social media than in academic studies about 42

students (71%) said they were not spending a lot of time in social media, while 17 students

(29%) said they were spending a lot of time in social media than academic issues, this is shown

in the figure 6 below;

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 29%
Yes
No

71%

Figure 6: Student Opinions on Time Use of Social media Networks

Source: Field data June 2014

4.7 Impacts of social media toward academic issues

Most of the respondents 24 students (41%) were of the opinion that social media has positive

impact. About 19 students( 32%) argued that the use of social media had negative impact to

their studies, while 16 students (27%) said that despite of using social media they had not noticed

any impact to their academic matters, as shown in the figure 7 below;

27% Positive 
41% Negative
No impact

32%

Figure 7: Impact of Using Social media Networks

23 
 
Source: Field data June 2014

4.8 If a student face a problems at school

Most of the respondents 47 students (80%) said they did not have faced any problem because of

using social media networks while 12 students (20%) said they have faced problems at school

because of using social media, as shown in the figure 8 below;

20%

Yes
No

80%

Figure 8: A victim at school because of using Social media Networks

Source: Field data June 2014

4.9 Awareness of the security and privacy of information that is posted by students in social

media

About 41 (69%) of students are aware about the security and privacy of information they post in

social media networks, while 18 students (31%) students are not aware of the security and

privacy that is why they end up of getting problems at school, as shown in the figure 9 below;

24 
 
 31%
Yes
No
69%

Figure 9; Students who are Aware of Security and Privacy of Personal Information

Source: Field data June 2014

CHAPTER FIVE: DISCUSSION, RECOMMENDATIONS AND CONCLUSION

5.0 Introduction

The objective of this study is to assess the impact of social media networks to secondary school

students. The use of social media networks by secondary school student can have the noticeable

positive or negative impacts to students. This can be due to the usage of it whether student use it

in a positive way like learning other stuffs from different sites, chatting with academicians or

using it in a negative way like chatting with friends on non educational matters, posting pictures

and videos that have a bad taste and creating groups which have no educational content. This

objective of the study is accompanied by finding the time spent by students in social media

networks, finding out what are the most social media that are frequently used by them and to

investigate the reasons which push them to use social media networks.

5.1 To find out the time spent by students in social media networks

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Reviewing the work of Graphicsms, and Rideout Froeschle, Crews and Li. (2013), says the data

reflect the enormous appeal social networking sites have on young people. It is reported that 22%

of social networking users range in age from 13 to 17 years old also found social networking to

be the most popular computer activity for students ranging in age from 8-18. For instance, 40%

of 8 to 18-year-olds spent approximately one hour per day on social networking sites such as

MySpace or Facebook.

Social networking sites have captured the interest of many adolescents and young adults. Recent

reports on the prevalence of online activities indicate that the majority of U.S. adolescents and

young adults utilize social networking sites and that the number of memberships increases with

age.

Ellison, Steinfield, & Lampe, as cited by Tiffany,Pempek, Yevdokiya, Yermolayeva, and

Sandra Calvert (2009), says, Spending time on social networking sites appears to be part of most

U.S. young adults' daily activities. In one study, U.S. college students reported using Facebook

an average of 10 to 30 min daily. Another study found that about half of 12–17 year olds with

social networking site memberships log on daily: 22% logged on to social networking sites

several times per day, 26% once a day,17% three to five days perweek,15% one or two days per

week, and only 20% every few weeks or less.

This study observes that students do not spend too much time in social media networks

compared to their academic schedules. 71% of students do not use a lot of time compared to 29%

of students who spend a lot of time in the social media networks. This show that 71%of students

use less than two hours in social media compared to 29% who use more than two hours per day

in social media networks.

26 
 
5.2 To find out what are the most social media that are frequently used.

According to the study done by Bicen and Cavus. (2010), The study showed that more students

use Facebook and YouTube than any other social media platform. Blogs, Twitter, MySpace, and

LinkedIn had significantly lower amounts of student users. Students from the business school

had the highest percentage of users of blogs, Twitter, and LinkedIn while liberal arts students

were the highest percentage of MySpace users.

Due to the recency of WhatsApp in Tanzania, it got many users because of its operations like

sending instant pictures, videos, messages even audio messages are sent compared to Facebook

and twitter. The use of smart phones which contains so many applications made it easier for

students to select which kind of application to use.

The findings of the study shows that WhatsApp is the most frequently used social media

followed by Facebook, Twitter Instagram and other social media. This is to show that WhatsApp

which is the recent social media is used by youth compared to Facebook which is there for a long

time.

5.3 To investigate the reason for students log in into social media networks.

Social networking sites are designed to foster social interaction in a virtual environment. In

general, communication is facilitated through information posted in the profile which often

includes a photograph of the member and personal information describing his or her interests,

both of which provide information about one's identity. Members can view one another's profiles

and can communicate through various applications similar to email or online message boards.

Such interactions can potentially address many concerns of adolescence and emerging adulthood,

27 
 
such as the need for friendship and peer feedback, (Tiffany, Pempek, Yevdokiya, Yermolayeva,

and Sandra Calvert 2009).

Ellison, Steinfield, & Lampe, as quoted by Tiffany, Pempek, Yevdokiya, Yermolayeva, and

Sandra Calvert (2009). A recent survey of college students in the U.S. showed that social

networking sites are used for social interaction with offline acquaintances in order to maintain

friendships rather than to make new friends. In fact, these authors found a strong positive

relationship between Facebook use and social capital, or the resources gained through social

interactions. Surveys of teens and college students with social networking site memberships

reveal that youth primarily use these sites to stay in touch with friends they see often and those

whom they see rarely. In addition, about half of teens use social networking sites to make new

friends and about half of college students use them to let others “know about me” (Tiffany et al

2009)

“I use Facebook because it is a good way to keep me informed as far as who my friends are

interacting and associating with as well as what they are up to.”

“Through Facebook, I can communicate through messages, wall posts, and even events. I have

been able to sustain so many friendships through Facebook, which is the biggest reason why I

use it.” “Signing a Facebook wall is a lot easier and less time consuming than picking up the

phone to call a friend. Not many in college have the time for that.” (Tiffany et al 2009 p 256)

The findings of this study shows that most reason which pushes students to use social media

networks is talking to their friends on different issues rather than studying. This shows that most

students like to chat rather than studying.

28 
 
5.2 Recommendation

5.2.1 Teachers

School administrations should create a technology policy that prohibits students from using

social media networks at school.

Attention should also be paid to ethical versus unethical behaviors and how to protect security

and privacy information because the percentage which students do not know about the security

and privacy of information is little bit high.

In order to maintain a professional image and avoid “friending” students on a personal level, the

researcher suggests establishing a professional school page rather than an individual page. All

information on the page should relate to school counseling activities and be approved by the

school principal in advance.

Also according to the findings 41% and 36% of students use WhatsApp and Facebook

respectively, teachers can adopt these social media networks to use them for education purpose

with their students thus it could create a great interaction between teachers and students because

the existing interaction is among students themselves. Teachers can promote an ethical behavior

of using social networks if it can be monitored.

5.2.2 Students

Time management is also a very crucial thing to be considered by students. This is due to most

of them spends more than two hours in social media than concentrating in their studies. If

schools can help cut the time that students spend on these social networking sites by blocking the

websites, or giving them a lot of homework to do, it could help students become more focused

on their academic issues while at school and home. Most of students reported that they are

29 
 
spending too much time on social websites; and 32% reported that they feel that these social

media have negative impacts to them. There also needs to be awareness among students about

what social media networks are and the possible consequences of incorrect use of social media

networks.

5.2.3 Parents and Guardians

Also parents or guardians should make sure that they keep an eye on their children concerning

educational matters and the use of social media networks. Parents or guardians could have a clue

that his or her kid is using a social media like Facebook or WhatsApp so he or she must set

parental guidance on those social media so that a student could concentrate on studies not in

social media.

5.3 Conclusion

The rise of social networking has increased dramatically in recent years, causing questions as to

how young adolescent students are adjusting to this shift and means of communication, since it is

the norm for their generation.

Findings show that a higher number of respondents spending more time on playing video games.

Indeed, 45 percent of respondents used to play video game for one hour and two hours, while 33

percent of them were spending more than two hours playing video games per day.

As far as the findings of the study is concerned, spending a higher percentage of time on video

games there is not enough time left to spend in studies. Thus the study found that there was not a

single significant positive correlation between gaming and academic performance.

30 
 
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QUESTIONNAIRE

I am SHARIFA SHAMSI, a third-year student from the University of Dar es Salaam, School of

Journalism and Mass Communication (SJMC) pursuing Bachelor of Art in Journalism, I am

conducting a study, titled “IMPACTS OF SOCIAL MEDIA TO SECONDARY SCHOOL

STUDENTS”. To make this study possible, I call upon your cooperation to answer the questions

in this questionnaire truthfully. The information generated will be used for academic purpose

only no personal information will be revealed.

Please put a tick .nn in the box next to the right response.

Age Gender: Male

13-15 Female

16-18

33 
 
 19-21

1. Which one of the following social media do you use frequently?

Facebook twitter

WhatsApp Instagram Oth

Others? Specify____________________________________________________________

2. How many hours do you spend in social media per day?

30mins-1hr

1hr-2hrs

More than 2hrs

3. What activities do you engage in while you are in social media( please tick all that apply)

a. Meeting new friends

b. Posting pictures and videos

c. Update status

d. Chatting with friends

e. Studying

f. Others? Specify_____________________________________________________

4. What are the reasons that push you to use social media? ( please tick all that apply)

a. Education

b. Talk to teachers

c. Talk to friends

34 
 
 d. Others? Specify ____________________________________________________

5. Do you think you are spending too much time on social media than academic issues?

Yes No

6. What impacts you think social media have on your academic issues?

Positive Negative No impact

7. Have you ever faced any problem at school because of using social media?
Yes No

8. Are you aware of the security and privacy of your information you are posting in social
media networks?

Yes No

35