INFLUENCE OF SOCIAL MEDIA IN PROMOTIION OF SCIENCE EDUCATION

CHAPTER ONE

INTRODUCTION

1.1    BACKGROUND TO  THE  STUDY 

Globally, the advancement of internet technology has resulted in its adoption as the most effective channel of communication. As a result, two-thirds of the world's internet population accesses social networking or blogging sites, which serve as a medium for communication and interaction. These social networking sites are known as social media (Zahidi, & Samans 2018). Social media, according to Patel (2016), are forms of electronic communication in which people build online communities to share information, ideas, personal messages, and other content. He went on to say that social media is a component of ICT that has swiftly spread and permeated practically every area of human existence. Nowadays, it is nearly a standard habit for people to spend the majority of their time utilizing social networks, and most of these classes have been included into the educational system. As a result, according to Boyd and Ellison (2007), as mentioned in Miah (2017), social media are built on web-based facilities that allow people or groups of persons to create public or semi-public profiles. Facebook, Twitter, Whatsapp, YouTube, Wikipedia, LinkedIn, Reddit, Instagram, and Pinterest have been named as the most popular social networking networks now in use.

In Nigeria, social media has had a significant impact on the minds of students and the general public, resulting in a number of dramatic measures taken by students, teachers, and even educational officials to promote science education. Education, as defined by Danjuma and Adakole (2019), is the process of learning knowledge and concepts that shape and condition man's attitude, actions, and achievements. It is the art of using knowledge to live fully; it is a method of developing the child's moral, physical, emotional, and intellectual power for his contribution to social reform; it is the process of mastering natural laws and effectively applying them to the welfare of the individual and social reconstruction; it is power. 

Aina (2012), cited in Gabriel (2019), described science as a corpus of knowledge distinguished by unbiased observation and methodical experimentation. It is the foundation upon which any nation may be constructed; this implies that scientific development is essential for every nation seeking worldwide recognition. Overall, science education is critical to any nation's progress in many sectors, particularly scientific and technical improvement (Sani & Ikpe, 2019). It consists of three subjects: biology, chemistry, and physics, and if well-developed, will serve as a catalyst for educational training, public awareness, values, behavior, and lifestyles necessary for long-term human and capital growth.

As Okoli, Obiajulu, & Ella (2018) pointed that because scientific education is important for sustainable development in Nigeria, there is a need for the design and implementation of a curriculum and pedagogy that incorporates technology advancements such as web 2.0 into the teaching and learning of science subjects. With a focus on social networking sites, embeds the ministry of education and school administrations with responsibility of providing schools with web facilities that are adaptable to social media applications, as well as trained instructors who are knowledgeable about how to use these apps to make teaching and learning experiences more engaging, improve student academic achievement in science subjects, and promote science education in Nigeria secondary schools.

1.2    STATEMENT OF THE PROBLEM 

In recent times, it has been observed that senior secondary school students throughout Nigeria interact via the use of social media as well as enjoy spending time on the internet by visiting various platforms; however Leicht, Heiss & Byun (2018) argued that how these students integrate social media into classroom activities without distraction is still to be discussed by educators; thus, researchers have resorted to seeking effective way to integrate social network usage in secondary education. 

According to Ayodeji (2018), this is sin qua non as true learning of scientific phenomena needs constant social interactions between students and teachers on one side, and between students and daily life events on the other hence bridging the known gap between the classroom and the real world, which improves student critical thinking on science subjects. Contrarily, Igbaji, Miswaru, and Sadiyya (2018) discovered that young people are becoming hooked to social media activities these days, and as a result, they quit their studies and transfer their attentions to conversing with friends, even during lectures. Furthermore, most students use their phones to engage in activities that appear to be extremely distracting most of the time, making it difficult to strike a balance on social media as a tool for boosting scientific learning in Nigeria.  

Although there are  large body of literature on the impact of social media on student academic performance in the Nigerian educational system, none has recently focused on how these new technologies promote science learning in secondary schools with reference to Portharcourt Local Government in Rivers State. Therefore, upon this premise that the researcher seeks to evaluate the influence of social media in the promotion of science education among secondary schools.

1.3    OBJECTIVES  OF  THE  STUDY 

The broad purpose of this study is to evaluate the influence of social media in the promotion of science education among secondary school. Other specific objectives includes:

To examine the extent at which social media is available and utilized in secondary schools.

To determine whether the use of social media facilitates effective teaching experience of science subjects in secondary schools.

To ascertain whether the utilization of social media influences learning outcome in science subjects in secondary schools.

To explore if social media has a significant influence on student achievement in science subjects.

To investigate if the availability and utilization of social media significantly promotes science education in secondary schools.

1.4    RESEARCH  QUESTIONS 

The research is guided by the following questions in line with the objectives:

What is the extent at which social media is available and utilized in secondary schools?

Does  the use of social media facilitates effective teaching experience of science subjects in secondary schools?

Does the utilization of social media influences learning outcome in science subjects in secondary schools?

Does social media has any significant influence on student achievement in science subjects?

Does the availability and utilization of social media significantly promotes science education in secondary schools?

1.5    RESEARCH HYPOTHESES 

 Ho1: Social media does not have any significant influence on teaching and learning of science subjects in secondary school.

Ho2: The availability and utilization of social media does not significantly influence the promotion of science education in secondary schools.

1.6    SIGNIFICANCE OF THE STUDY

The results of the study will be helpful to many entities, including school officials, teachers, parents, and students. This study will aid the instructors of the school in determining the influence that social media has on their students. As a result, they will be better equipped to educate and raise awareness among their pupils concerning the potential impact that social media may have on their lives. The study is important to parents because it will inform them of the potential consequences that their children's use of social media will have on them. This will allow them to keep a closer eye on how their children use social networking sites, which is an important role that the study plays. 

The findings of the study will also make it possible for students to become aware that, in addition to the social advantages of utilizing social networking sites, excessive use of these sites can put users at risk for negative effects on their health. Students will find it useful in gaining a grasp of the variety of forms that social media may take. In a purely empirical sense, the study will contribute to the existing body of knowledge and serve as a reference for teachers and students who are interested in performing more research on a subject that is related to this one.

1.7    SCOPE  OF  THE  STUDY 

The scope of this study borders on the influence of social media in the promotion of science education among secondary school. The study will further discuss the influence of social media availability and utilization on teaching experience, learning outcome and student achievement in science subjects. The study is however delimited to selected secondary schools in Port Harcourt local government area in Rivers State.

1.8 LIMITATIONS OF THE STUDY

One limitation of this study is the availability of reliable data on social media usage among student, as school  records may not be comprehensive, and many cases of  censored science learning are underreported. Additionally, given the sensitive nature of the topic, some participants precisely student may be hesitant to provide detailed accounts of their experiences due to fear of reprisal. This could affect the breadth of data collected.

Another limitation is the focus on secondary schools in Port Harcourt local government area in Rivers State., which may limit the generalizability of the findings to other local government and surrounding states. While the study will offer valuable insights into the impact of influence of social media in promotion of science education in secondary schools in Port Harcourt, the findings may not fully capture the nuances of similar situations in other states in Nigeria

1.8    DEFINITION OF TERMS 

Social Media: Social media are interactive digital channels that facilitate the creation and sharing of information, ideas, interests, and other forms of expression through virtual communities and networks.

Science education: Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy.

Secondary School: Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy.

---

---