Analysis of Social Media Usage and Academic Performance Among Senior Secondary Students in Port Harcourt, Rivers State, South South Nigeria

Social media platforms have become deeply embedded in the daily routines of Nigerian secondary school students, generating ongoing debate about whether their pervasive use facilitates or undermines academic performance. This study analyses the relationship between social media usage patterns and academic performance among senior secondary school students in Port Harcourt, Rivers State. A cross-sectional survey was applied to 300 SS2 and SS3 students from eight public and private schools selected through stratified random sampling. Questionnaire items captured daily social media usage hours, platforms used, academic-related social media activities (group study, assignment sharing), non-academic activities (entertainment, social browsing), and end-of-term academic scores. Pearson correlation and multiple regression were computed in SPSS. Literature from South South Nigeria identifies WhatsApp academic groups as the platform most frequently associated with positive learning outcomes, while TikTok and Instagram usage are more strongly associated with attention distraction during study periods. The Dual Process Theory and the Uses and Gratifications Model provide the analytical framework. Findings indicate a significant negative relationship between daily non-academic social media hours exceeding four hours and academic performance scores, while moderated academic social media use above 30 minutes daily correlated positively with performance. Recommendations include digital literacy integration into the school curriculum and parental monitoring strategies for residential students. Keywords: social media usage, academic performance, secondary students, Port Harcourt, Rivers State.