Abstract

This study explores the influence of social media on the teaching and learning of basic science in primary schools within Uvwie and Udu Local Government Areas (LGAs), Delta State, Nigeria. Using a descriptive survey design, the research involved two hundred and fifty pupils randomly selected from ten public and ten private primary schools across both LGA. Data was collected via structured questionnaires and analyzed with descriptive statistics and Chi-square tests. Findings revealed that while time spent on social media, exposure to social network sites, and addiction levels significantly influenced academic performance, class participation did not. Gender differences also showed minimal effect on performance. The study concluded that social media, despite its distractions, remains a vital tool in modern education. Recommendations include increased awareness for teachers and parents, balanced media use among pupils, and policy inclusion for the educational use of social platforms.

Key words: Social media, basic science, academic performance, information and communication technology, teaching and learning.