Effect of Frequency of using Social-Media on Academic Performance of Students in Primary School Teachers' Training Colleges in Vihiga County, Kenya

Abstract

The study investigated the effect of frequency of social media usage on academic performance of students in primary school teachers’ training colleges (TTCs) in Vihiga County, Kenya. The Technological Determinism theory by McLuhan Marshall (1964) guided the study. Correlation survey research design was employed in the study with the aid of mixed method approach. It was conducted in 6 colleges. The target population of 1584 comprised of 6 principals, 100 tutors and 1478 students. The 6 colleges and the 6 principals were sampled purposively. Simple random sampling technique was used to select 306 students and 80 tutors using the table developed by Krejcie and Morgan (1970) to give a sample size of 392. Questionnaires and interview guide were used to collect data. Validity and reliability were determined by piloting these tools in 2 teachers’ training colleges in the neighbouring Kakamega County. Reliability was established through the Cronbach’s alpha coefficient which yielded acceptable values of 0.78 and 0.80 for the questionnaires issued to tutors and students, respectively. The Statistical Package for Social Sciences version 20 assisted in data analysis. Quantitative data was analysed descriptively using frequencies and percentages. It was presented in tabular form. It was also analysed inferentially using Pearson Product Moment Correlation, Regression and ANOVA to test if a correlation existed between the variables. The study findings revealed that a positive significant association existed between the independent and the dependent variables since p = 0.000 < 0.05. The rejection of the null hypothesis led to a conclusion that the frequency of using social media influenced academic performance. The study recommended that students should always use appropriate social media platforms to bolster their academic performance.