INFLUENCE OF SOCIAL MEDIA ON THE ACADEMIC PERFORMANCE OF

SECONDARY SCHOOL STUDENTS IN EKET URBAN.

NTIENSE, Israel Francis

Department of Communication Arts
University of Uyo, Nigeria
E-mail: isyfrank@yahoo.com

INTRODUCTION

The world is today celebrating the improvements in communication technology which has

broadened the scope of communication through Information and Communication Technologies

(ICTs). Ufuophu and Ayobami (2012:129) observe that the ICTs include internet, satellite, cable

data transmission and computer assisted equipment.

Social network is a social structure made up of individuals or organisations called “nodes”,

which are tied (connected) by one or more specific types of interdependency, such as friendship,

kinship, common interest, financial exchange, dislike, sexual relationships or relationships of

beliefs, knowledge or prestige (Adeboye, 2012, cited in Asemah and Edegoh,2012).

Social network can also be referred to as a map of specified ties, such as friendship, between the

nodes being studied. The nodes, to which an individual is thus connected, are the social contacts

of that individual; the network can also be used to measure social capital – the value that an

individual gets from the social network. Social networking sites include: Yahoo Messenger,

Facebook Messenger, Blackberry Messenger (BBM), Google talk, Google+Messenger, and

many more. These networking sites are used by most people to interact with friends, physical or

internet friends (Adeboye, 2012, cited in Asemah and Edegoh, 2012).

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The expansion in technology has also affected internet software, thus leading to chatting sites

known by the name “social media”. With social networking sites, one can send and receive

messages almost immediately at real time. However, lack of regulation of the internet has led to

its excessive use. McQuail (2008:154) avers that the internet penetrates more homes.

STATEMENT OF PROBLEM

The emergence of social media as a result of advancement in technology and expansion in

concern internet software has raised amongst scholars on its (social media) impacts on studies.

Students at all levels of learning now have divided attention to studies, as a result of available

opportunities to be harnessed from social media.

It is a common sight to see a youth chatting in sensitive and highly organised places like church,

mosque and classroom. Some are so carried away that even as they are walking along the high

way, they keep chatting. The manufacturing and distribution of equally sophisticated cellular

phones has complicated the situation, as students no longer need to visit a cybercafé before they

send and receive messages.

These students become distracted because of the amount of time and attention being devoted to

these social networking. Often times, they are observed using their mobile phones to

communicate and do other social activities even during school hours when they are expected to

be engaged in meaningful activities.

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Attention has been shifted from visible to invisible friends, while important ventures like study,

learning and writing are affected in the process. This phenomenon has become a source of worry

to many who believe in knowledge and skill acquisition.

There seems to be noticeable swift deviation, distraction and divided attention between social

networking activities and academic work of some students.

Thus, this study seek investigates the influence of social media on the academic performance of

secondary school students in Eket Urban.

Objectives of the Study:

The study has the following objectives:

1. tofind out if Secondary School students in Eket are exposed to social media networks

2. tofind out the frequency of exposure to social media by Secondary School Students in Eket

3. tofind out the social media network that the students are often exposed to.

4. to ascertain the influence of the exposure on their academic performance

Relevant Literature

Globally so much has been written on the influence of social media. Young (2010) referred to

social networking as the process of finding friends and managing friendships through the

Internet. Stan (2012) defined social networking as the use of websites or other online

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technologies to communicate with people and share information resources. According to

Dictionary.com (2010), social networking is the development of social and professional contacts,

the sharing of information and services among people with a common interest. It also described

social networking as the use of a website to connect with people who share personal or

professional interests, place of origin, education at a particular school, for instance, classmates

and MySpace are premier sites for social networking.

Social network is a platform for interaction, exchange of codes and meaning among people of

same field of experience often on real time. It is a phenomenon that has permeated all part of

human endeavour, affecting people of all ages, particularly young people of school age who

explore the opportunity created by this innovative technology to create network of friendship and

express their opinions, views on issue of interest.

Different researchers have conducted research to ascertain the influence of social media on users;

for example, Moon (2011) in a study on “impact of facebook on undergraduate academic

performance”, averred that social media have negative impact on students. According to the

result, the more students use facebook, the more it affects their academic performance.

Similarly, Oye (2012) notes that most of the younger students use social networking sites mainly

for socializing activities, rather than for academic purpose.Oye (2012) further observed that most

of the students do feel that social networking sites have more positive impact on their academic

performance. In another study conducted by Shana (2012), it was revealed that students use

social network mainly for making friends and chatting. The result showed that only 26 percent of

the students (respondents) indicated that they use social media for academic purpose.

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Young (2006) in a study titled “the effect of internet use and social capital on the academic

performance of students” observed that the internet expands its reach to teenagers’ school life.

Young noted that students are more reliant on the internet to access information that is involved

in school life as well as entertainment. The researcher further added that internet, though

consumes time, has less effect on studies. Yang (2003) notes the effect of social media depends

large on the degree of usage.

Yoon (2000) observed that the type of social media or network subscribed to by a teenager exerts

influence on him or her to visit the internet. Jeong (2005) noted that internet addiction is

significantly and negatively related to students’ academic performance, as well as emotional

attributes. Seo (2004) supportsJeong’spostulation when he opined that the negative influence of

internet is only on excessive users and not on all users. Rather (2013, p. 69) posits that:

The Social networking sites and blogs which are being used
today with tremendous passion and zeal have transformed
the way of using internet in recent years by describing
online tools and utilities which allow users for
communication, participation and collaboration of
information online. Today’s young generation, especially
teens and youth are using technology through innovative
ways due to which they are referred to as Millennials and
have changed the ways we think, work and communicate
even though they are in formative years of their life.
Today’s youth because of these social networking sites have
become technology addicts and are quite introverted.
Social Network and Education

The advent of social network platforms may also be impacting the way in which learners engage

with technology in general. For a number of years, Prensky (2001) dichotomy between digital

natives and digital immigrants has been considered a relatively accurate representative of the

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case with which people of a certain age rate, in particular, those born before and after 1980, use

technology.

Social networking and their educational uses are of interest to many researchers. Living Stone

and Brake (2010) in their opinion said ‘social networking site, like much else on the internet

representing a moving target for researchers and policy makers’. Recent trends indicate that

47% of American adults use social network. A national survey in 2009 found that 37% of online

teenagers use social networking site which increased to 555% three years later. (Len Hart,

Purcell, Smith and Zickuhr, 2010).

In general, the Internet and social networking sites can be a positive influence on students. Social

networking sites provide an outlet for teens to express themselves in their own unique ways

(Boyd, 2007). In addition, they serve both as a meeting place for teens to interact with other like-

minded people and as showplaces for a teen’s artistic, musical abilities and reading skills (Boyd,

2007).

Some social networking sites like MySpur promote healthy competitions and creativity among

students. Students are given opportunities to participate in essay and writing competitions of

which they are awarded with cash prizes. These sites provide discussion forums on variety of

topics for students to participate. This encourages students and helps them in developing good

reading habit and exposes them to a variety of informative topics. Secondary school students use

these sites as tools to obtain information and resources for future planning. For example, students

applying for college visit profiles of that college’s students to view pictures and read blogs of

past students to determine whether the college would be a good fit (Boyd & Ellison, 2007).

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They also serve as a source of information to students and it costs less for students to use social

networking sites (SNSs) to reach their schoolmates and friends. Bonds-Racke (2008, as cited in

Alpizar, 2010) posited that with so many students using these friend-networking sites and

spending a significant amount of their time on them, users are meeting a need by using the site as

a source of information. Sadeh (2007, as cited in Ayiah and Kumah, 2011) explained that

developments in web technology are creating more friendly social and fun environments for

retrieving and sharing information and one of such is social networking sites.

It’s also cheaper for them to source for reading materials via these medium especially social sites

that are equipped with educational materials. Social networking sites are also used by students to

share ideas with their peers, teachers or other professors available on the media. Alpizar (2010)

affirmed that the use of social networks can enhance learning, for instance, a student who may

choose to log onto his or her teacher’s web page for the next day’s homework assignment, rather

than looking in their paper assignment notebook.

Gonzalez (2011) pointed out that social networking site is a new method of social interaction in

this age of information and to ignore it would only isolate one from social communication and

the plenty of useful or enjoyable aspects of social networking. Brooks- Young (2011) purported

that social networks can dissolve classroom walls and provide good learning experiences for

students.

According to Agwu and Kalu (2011), the abuse of new technologies contributes to students’ poor

reading. They opined that in this era of information and communication technology, the general

orientation of young people has unconsciously changed from reading and the love of books to

these new technologies. They further emphasized that people now live in the generation of ipod,

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laptop, iphone, facebook, twitter and other social networking sites, thereby reading has been

literarily sacrificed on the altar of modern technologies. Shabi and Udofia (2009, as cited in

Agwu&Kalu, 2011) reported that in this age where Internet browsing and playing with funky

handsets seem to be the trend among Nigerian youths, reading a good book in a quiet corner of

the school library or in the home has become an archaic idea.

Gonzalez (2011) noted that these days nearly every student belongs to a social networking sites,

where they spend anywhere from one the several hours per day, posting their locations on

facebook and any other number of windows into personal daily lives. While social networking

has become a staple of social interaction, therein lays a great deal of potential dangers.

Negative impact of Social Media Network on Education:

Marsh (2012) noted that social networking sites like every good things, has a flip side as well.

Sites such as facebook, MySpace and tumblr can also have a negative effect. He relented that

social networking are time-consuming as students are gradually becoming addicted to them. The

hours and time spent on these sites is enough to be used to acquire knowledge rather such study

and useful time is spent social networking.

This is the reason Bature (2010 as cited Mbachu, 2011), pointed out that Nigeria is not a reading

nation, that statistics of illiteracy ratio (those who cannot read) and those who refused to read

continue to increase on a daily basis. He also stated further that, “a white man once said if you

want to hide anything from a Blackman, hide it in a book”. In other words, social networking is

taking greater part of students’ studying hours and the negative effects abound. Students skip the

time to engage in meaningful activities such as reading and utilizing the school library and

engage in social activities such as chatting, posting pictures and videos and so on as pointed out

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by Mbachu (2011) that since the advent of Internet, libraries have witnessed low patronage.

Researchers and students prefer the use of Internet for their research works. He noted that the

library is now being perceived by those who prefer Internet as the fastest means of research,

thereby throwing up the current challenge of dwindling reading habit in Nigeria.

In spite of the numerous benefits derived from the use of school libraries that will enable

students develop the habit of reading; they prefer their social networking habits which has

become a detriment to them. Such effect includes their poor academic performance in schools.

As some writers would posit that social networking is a form of distraction and the act of

multitasking has led to poor academic performance of students. Karpinski (2009) reported in her

findings that the majority of students who use facebook every day are underachieving by as

much as an entire grade compared with those who shun the site, facebook users may feel socially

successful in cyberspace but they are more likely to perform poorly in exams.

Rouis, Limayem and Salehi-Sangari (2011) noted that students and other active users engage in

long discussions about daily issues, checking their facebook profiles from home and their cell

phones. Students also check their updates while preparing their homework, which interferes with

their homework preparation. They stressed further that these students are distracted from their

main occupation. Their working memory load allocated to these tasks makes it difficult for them

to be focused and prepare their homework effectively. They also affirm that this leads to poor

reading habits and instable results and likely decreases in their global achievements due to their

participation with facebook. Ultimately, the split attention paid to multiple tasks causes’

individual to become distracted from their reading, the time that should be spent studying is

spent on social networking (Rouis, et al., 2011).

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Subrahmanyam and Greenfield (2008) reiterated that new media may be depersonalizing the

process of interpersonal communication. Instead of viewing new media as another means to

boost communication between close peers and schoolmates, it may be negatively affecting face-

to-face communication because of the overwhelmingly impersonal attributes. Poukhan (2010)

stated that educators tend to see social media as encouraging poor traditional literacy skills

(writing, grammar, vocabulary) and could largely be disruptive to learners’ studying skills

needed in the school environment. Students are developing skills in “code-switching” (for

instance, the use of ‘time’ written as ‘tym’, through as ‘tru’ and so on) in order to adapt to

different web environments.

Alpizar (2010) buttressed that despite the students prowess in using new media, they may lack

imagination and basic skills such as, how to use a dictionary or thesaurus. Marsh (2012)

emphasized that social networking is the cause of poor language use mostly by students. The

language used has become poorer with many grammatical mistakes. This supports Ogbonna’s

(2011) on his view in utilizing spare times effectively. He suggests that spare times are good

times to improve on one’s diction and word use. Good novels stretch the mind and the language

of those who engage in regular reading.

Theoretical Framework

The theories considered most appropriate for this study are: social information processing theory

and media equation theory.

Social Information Process Theory

Social information processing theory explains online information. The theory was developed in

1992 by Joseph Waither (Asemah 2011:219).

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Social information processing theory is an interpersonal communication theory which suggests

that online interpersonal relationship development might require more time to develop than face-

to-face relationships, but when developed, it has the same influence as face-to-face

communication. This means, the more students use social media, the more they influence their

disposition to studies, given the fact that friends from social media will begin to exert influence

on each other.

Media Equation Theory

Media equation theory, as noted by Griffin (2000), cited in Asemah and Edegoh (2012) was

propounded by Byron Reeves and Clifford Nass. The theory proposes that media are equal to

real life and that electronic media in particular are being given human attributes. In most cases,

people talk to computer as if they were talking to human beings. More so, in most cases, you talk

to your television as if you are discussing with human beings, hence you talk to television sets as

if you are discussing with people. That is, people have personalised the media of mass

communication to the extent that they now see them, just the way they see human beings. Thus,

Griffin (2000, p. 273), cited in Asemah and Edegoh (2012) notes that media are equal to real life.

He further noted that what Reeves and Nass’s equation suggests is that we respond to

communication media as if they were alive. This theory says that people now treat computers,

television and the new media like real people and places. Going by the media equation theory,

we tend to give human attributes to inanimate objects in our homes.

According to Griffin (2000,p. 373):

The practical implication of the media equation is that once

we turn on a television or boot up on computer, we follow all
the rules of interpersonal interaction that we have précised

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 throughout life. Thus, the word interface is particularly apt
when describing human media relations. This natural social
response goes way beyond occasional words yelled at the
television set or our frantic play for the computer to retrieve
lost data. Reeves and Nass maintain that the media equation is
so basic that it applies to everyone; it applies often and it is
highly consequential.
The above assertion captures how the audience members now tend to engage the media in a

discussion as they do to human beings. The relevance of the theory to the paper cannot be

overemphasised. People treat the media like human beings, so whatever people see in the media,

they tend to believe because they respond to the new media, the way they will respond to human

beings.

Methodology

The research design for this study is survey with questionnaire as instrument for data collection.

Ohaja (2003:11) defines a survey as the study of the characteristics of a sample through

questioning, which enables a researcher to make generalisation concerning his population of

study. The instrument of data collection for the study is the questionnaire. The area of study is

Secondary Schools in Eket urbane. The researcher limited the study to only two public

Secondary Schools; Government Secondary School, AfahaEket and St. Francis Secondary

School, IkotAtaku with 8,530 students.The simple random sampling was used to select the 278

students that form the sample size for the study (Cohen, Manion, and Morrison 2007).

Data Presentation

Table 1: Exposure of Students to Social Media networks

Variables Frequency Percentage

Yes 201 72
No 77 28

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 Total 278 100

The data in table 1 shows that majority of Secondary School students in Eket have access to

social media. 201 respondents representing 72 percent agreed that they have access to social

media.

Table 2: Extent of exposure of Students to Social Media networks

Variables Frequency Percentage

Very great extent 114 41
Great Extent 100 36
Low Extent 40 14
Very Low Extent 20 7
Not At All 4 2
Total 278 100

The result of the analysis shows that majority of the respondents are exposed to the social media

to a very great extent. A sizeable percentage (36%) of the respondents was of the opinion that it

was to a very great extent.

Table 3: Social Media Network Most Exposed to Secondary School students in Eket

Question Frequency Percentage

Facebook 56 20
Twitter Nill -
WhatsApp 189 68
Instagram 13 5
Badoo 20 7
Total 278 100

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In table 3, a large percentage of the respondents (68%) were of the opinion that WhatsApp is the

most used social media network among the Secondary School students in Eket, followed by

Facebook (20%).

Table 4: Respondent use of social media platform

Options Frequency Percentage

Connect with friends 114 41
Exchange lessons ideas 86 31
Seek knowledge on academic 34 12
issues
Others 44 16
Total 278 100

The Table indicates that greater percentage of the students (41%) used social media to socialize

and connect with their peers. A sizeable percentage engages the social media to exchange lessons

idea.

Table 4: Exposure to social media has Negative Influence on the academic performance of

the Students

S/N ITEMS SA A UD D SD DECISION

1 Secondary School students spend 160 90 6 9 13 Accepted
more time on social media than
reading their book
2 The students now rely on social media 50 35 4 89 100 Rejected
to do their assignments without
consulting school libraries
3 Students’ exposure to social media 100 150 - 10 18 Accepted
have effect on their academic
performance
4 The influence of social media on the 190 76 3 2 7 Accepted
academic performance of students is
negative
5 Students who spend more time on 89 160 4 10 18 Accepted
social media are likely to perform

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 poorly in their academic activities
than those who do not.

Discussion of Findings

Findings show that Secondary School students in Eket Urban have ample access to social media

and that the extent to which the students have access to social media is high. This is evident in

the majority of the respondents who agreed to that effect (72%). This therefore implies that

Secondary School Students in Eket Urban have access to social media and they use social media

for various purposes. This however agrees with the uses and gratifications theory which

postulates that audience members use the media to satisfy various purposes in line with the

perceived need at that moment.

Findings further show that the WhatsApp is the social media network that is most used by the

Secondary School Students in Eket, followed by facebook. This is evident in the majority of the

respondents who agreed that WhatsApp is the social network mostly use by the students. This

however corroborates Asemah and Edegoh (2013) who noted that WhatsApp is the most used

social media by students. WhatsApp, is mobile a social networking site, which allows

participant to create a profile, and connect with others on their mobile contact. It gives

participants the opportunity to upload and share information with friends in private or as a group.

It is one of the fast developing social networking site, particularly popular with young people. In

many cases, it is just a way for people to keep in touch with each other and exchange news and

photographs. Increasingly, though, young people prefer it as a source of news and information,

rather than listening to radio or watching television (Asemah and Edegoh, 2013).

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The findings also show that the exposure of Secondary School students in Eket have effect on

their academic performance. This is also evident in table 5 where majority of the respondents

answered in the affirmative. Similarly, items in table 5 show that social media have negative

influence on the academic performance of students. Students who spend more time on social

media are likely to perform poorly in their academics. This is because, instead of reading their

books, they spend their time charting and making friends via the social media and this will

definitely have negative effect on their academic performance, because when you do not read,

there is no way you can perform well academically.

Findings also indicates that students do not rely social media to solve their assignments and

homework. This therefore implies that students despite high exposure to social media still

consult school libraries and other sources to do assignments and homework. This contradicts

Asemah and Edegoh (2013) submission that because of social media students do not consult

school libraries for their academic works.

Summary:

This paper examines the influence of social media on academics performance of Secondary

School students in Eket Urban. Social information process theory and media equation theory are

used as the theoretic framework for the student. Survey methodology was used to sample two

public Secondary Schools in Eket, with the sample size of 278. Findings indicate that Secondary

School students in Eket have high exposure to social media and they used social media for

various purposes depending on their individual needs. Findings also show that social media have

negative influence on the academics performance of students. The paper recommends that effort

16
should be made by school authority and parents to control exposure of secondary school students

to mobile phones and gadgets that have connectivity to social media sites.

Conclusion

The social media as a means of communication can have its good and bad sides. Drawing from

data collected and analysed, it can be concluded that the exposure to social media by Secondary

School students in Eket Urban is high and this has negative effect on their performance. That

student mostly used the social media to chart with fiends and seek more avenues for

socialization, thus neglecting academic activities. This however leaves negative impact on the

academic performance of students in the secondary.

RECOMMENDATIONS

i. Students should reduce their exposure to social media and pay more attention to their

studies.

ii. Individuals, Schools and Government should rollout scholarship for best performing

students to instill the spirit of competition among secondary school students

iii. The government should enact laws and policy that limited and restrict the use of

social media by Secondary Schools students.

REFERENCES

Asemah, E.S and Edegoh, L.O.N. (2013). Influence of new media sexual contents on the
sexualbehaviour of Kogi State University Students. Journal of Research and
Contemporary Issues .Vol. 7 (1& 2).

Asemah, E.S. (2011). Selected mass media themes.Jos:Great Future Press.

Cohen, L.; Manion L.; and Morrison, K. (2007).Research Methods in Education. New York:
Routledge

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Gonzalez, M. (2011). Dangers of social networking sites, business, job seekers, children and
adults beware!.http://www.optimum7.com/internet- marketing/social-media/dangers-of-
social- networking-sites.html. Accessed: 6th June, 2017

Moon, A.L (2011). Impact of facebook on undergraduates’ academic performance: Implications

for educational leaders. A (Ph.D) Thesis submitted to Central Michigan University.

Seo, W.S (2004). Internet usage and life satisfaction of youths.Information Policy Vol.11 (2).

Shana, L.B .(2012). The influence of social networking sites on students’ academic performance
in Malaysia. http//utechacademic.edu.shanleebrown. Accessed 9th June, 2017

Stan, V. (2012).What is social networking. http://www.digstar.com/what is social networking.

Accessed: 6th June, 2017

Ufuophu, E and Agobami, O. (2012).Usage of information and communication technologies and

job motivation among newspaper workers in Nigeria.Journal of Communication and
Media Research. Vol.4. (1) .

Yang, D.G (2003). The difference of adolescent’s activity and satisfaction of interpersonal
relationship according to the internet addiction tendency. Korean Journal of Youths
Studies. Vol.10 (3) .

Yoon (2000).Internet Usage of Teenagers.Information and Society. Vol.2

Young, B. (2006). A study of the effect of internet use and social capital on the Academic
Performance. isdpt.org/isdpt.publication/journals. Accessed 5th June, 2017

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 QUESTIONNAIRE

Department of Communication
Arts
Faculty of Arts
University of Uyo
Dear respondents

I am a student of the above named institution, conducting a research on the topic

‘Influence of Social Media on Academic Performance of Secondary School Students in
Eket Urban.

I humbly request your assistance in filling the questionnaire. All information gathered
shall be used purely for research purpose and shall be treated with confidentiality.

Yours faithfully

Researcher

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 QUESTIONNAIRE

Section A
1. What is your sex? A. Male [ ] B. Female [ ]

2. What is your age bracket? A. 10-14 [ ] B. 15-18 [ ]

C. 19 and Above [ ]

Section B

3. Which of the following do you own? A. Computer [ ] B. Mobile Phone [ ]

C. Tablet [ ]

4. Do you have access to the internet? A. Yes [ ] B. No [ ]

5. Are you exposed to social networking sites? A. Yes [ ] B. No [ ]

6. To what extent are you exposed to social media networks A. Very Great Extent [ ] B. Great
Extent [ ] C. Low Extent [ ] D. Very Low Extent [ ] (E) Not At All

7. Which of the social networking sites do you have an account with? A. Facebook [ ]
B. Twitter [ ] C. WhatsApp [ ] D. Instagram [ ] E. Badoo [ ]

8. Which do you prefer? A. Facebook [ ] B. Twitter [ ] C. WhatsApp [ ]

D. Instagram [ ] E. Badoo [ ]

9. Why do you prefer it? A. It is faster [ ] B. It is cheap and reliable [ ]

C. It opens multiple pages at the same time [ ] D. It has good reception [ ]
E. Others [ ]

10. How often do you go online? A. Very often [ ] B. Often [ ]

C. Not very often [ ] D. Not often [ ]

11. What do you use Social Media Network for? A. Connect with friends [ ] B.
Exchange Lessons Idea [ ] C. Seek knowledge on academics issue [ ] D. Others [ ]

12. How many hours do you spend online?

A. 6 hours [ ] B. 4 hours [ ] C. 2 hours [ ] D. 1 hour [ ]

13. What do you browse? A. Education [ ] B. Sports and news [ ] C. Entertainment [ ]

D. Others [ ]

14. Secondary School students spend more time on social media than reading their book.
A. Strongly Agree [ ] B. Agree [ ] C. Undecided [ ] C. Strongly Disagree [ ]
D. Disagree[ ]

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15. Students now rely on social media to do their assignments without consulting school
libraries. A. Strongly Agree [ ] B. Agree [ ] C. Undecided [ ]
C. Strongly Disagree [ ] D. Disagree[ ]

16. Students’ exposure to social media have effect on their academic performance
A. Strongly Agree [ ] B. Agree [ ] C. Undecided [ ] C. Strongly Disagree [ ]
D. Disagree[ ]

17. The influence of social media on the academic performance of students is negative
A. Strongly Agree [ ] B. Agree [ ] C. Undecided [ ] C. Strongly Disagree [ ]
D. Disagree[ ]

18. Students who spend more time on social media are likely to perform poorly in their
academic activities than those who do not. A. Strongly Agree [ ] B. Agree [ ]
C. Undecided [ ] C. Strongly Disagree [ ] D. Disagree [ ]

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