THE IMPACT OF SOCIAL MEDIA ON ACADAMIC PERFORMANCE OF HIGH SCHOOL STUDENTS IN CASE OF WOREDA ENDERTA REGION TIGRAY, ETHIOPIA.

Abstract

This study investigated the multifaceted impact of social media on the academic performance, social behavior, and mental well-being of high school students in Woreda Enderta, Tigray, Ethiopia, a region significantly affected by a recent conflict. Employing a mixed-methods approach with an explanatory sequential design, the research surveyed 156 students and 44 teachers. The findings indicate widespread daily social media use among students, predominantly via smartphones, with Facebook being the most popular platform. While social media is primarily used for social chatting and interaction, a notable portion of students reported using platforms like YouTube for assignments and knowledge access. Teachers and head teachers largely agreed that social media could enhance academic performance, particularly for discussions and access to relevant materials. The study highlights both the potential benefits of social media for learning and connection, as well as significant risks such as distraction, cyberbullying, and exposure to misinformation, especially within a post-conflict context characterized by existing psychosocial distress among students. The research underscores the critical need for targeted interventions, digital literacy programs, and supportive policies to harness the positive aspects of social media while mitigating its adverse effects on the holistic development of youth in Tigray.