Relationship Between Social Media Use and Academic Performance of Secondary School Students in Port Harcourt, Rivers State

The rapid proliferation of social media platforms among Nigerian adolescents has raised significant questions about their impact on academic engagement, concentration, and overall scholastic performance. This study examined the relationship between social media use and academic performance among secondary school students in Port Harcourt, Rivers State, South South Nigeria. A correlational survey design was employed, with 400 students selected from eight secondary schools through systematic random sampling. Data were collected using the Social Media Use Questionnaire and students' most recent cumulative grade point averages obtained from school records. Pearson correlation and multiple regression analyses were used to test the study hypotheses. Results indicated a significant negative correlation between excessive social media use (more than four hours daily) and academic performance. WhatsApp and TikTok were the platforms most associated with academic distraction, while educational platforms such as YouTube were linked to marginal performance improvements. Students who reported using social media primarily for entertainment showed lower grade averages compared to those who used it for academic research. The study recommended that school counsellors develop digital literacy and self-regulation workshops integrated into the guidance curriculum. Parents were advised to implement structured screen-time agreements, and teachers were encouraged to incorporate supervised digital learning activities to channel student media use productively. Keywords: social media use, academic performance, secondary school, Port Harcourt, digital literacy.