Exploring the Effects of Social Media Platforms on Pre-service Teachers’ Academic Achievement

Ibrahim Nantomah^1, , Mathias Agbeko² and Abu Adam¹

¹Department of Mathematics and ICT Education, University for Development Studies, Tamale, Ghana

²Department of Information and Communication Technology Education, University of Education, Winneba, Ghana

Cite this paper:
Ibrahim Nantomah, Mathias Agbeko and Abu Adam. Exploring the Effects of Social Media Platforms on Pre-service Teachers’ Academic Achievement. American Journal of Educational Research. 2022; 10(9):539-544. doi: 10.12691/education-10-9-5

Abstract

Research has shown that in today’s world, Social Media Platforms (SMPs) have become an almost indispensable part of our daily life with majority of users who are mostly students in institutions of higher learning relying on them to interact and communicate with one another. Through SMPs, these users are able to create and share messages, personal information, ideas, audio and video content. In education, SMPs are tools that can positively or negatively impact on students’ academic achievement. In this study, we explored pre-service teachers’ engagements on SMPs and the possible effects it has on their academic achievement. Using an online social media usage Test Scale consisting of 14 items, data was obtained from 241 pre-service teachers in selected Ghanaian teacher training institutions. The data was analyzed quantitatively, and the results were presented in tables and graphs for straightforward interpretation and understanding. The study revealed that pre-service teachers used the Internet for varied reasons and prevalent among them was entertainment. It also showed that most students used WhatsApp more than any other SMP. The study also revealed that pre-service teachers were addicted to SMPs to the extent that they always felt bored when they are not online and go online at the slightest opportunity.

Keywords:
social media platforms social media Pre-Service teachers WhatsApp internet addiction

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