Social media, technology, and academic outcomes in Lagos primary schools

Abstract

This study critically examined the influence of social media and digital technology on academic outcomes among primary school pupils in Lagos State. Employing a descriptive survey design, data were analyzed from 189 pupils across ten public and private schools. Results indicated high digital engagement, with 55% of pupils utilizing devices daily and 45% spending over two hours online. Pearson correlation analysis revealed a significant moderate negative relationship between frequency of technology use and academic performance (r = –0.39, p < 0.001). Conversely, parental supervision demonstrated a significant positive correlation with academic outcomes (r = +0.34, p < 0.001). Socioeconomic disparities were pronounced, as only 35% of pupils had computer access and 40% reported sufficient data support. Consequently, both null hypotheses were rejected. The study concludes that technology is neither inherently beneficial nor detrimental; its impact is contingent upon usage patterns, content quality, and adult mediation. Unregulated, entertainment-focused engagement diminishes performance, whereas guided educational use enhances it. To mitigate risks and maximize benefits, recommendations include integrating age-appropriate digital literacy modules into the primary curriculum, organizing community-based workshops to strengthen parental and teacher capacity, and partnering with telecommunications providers to offer subsidized access to educational platforms. Furthermore, schools should establish clear digital use guidelines, and policymakers must develop cohesive frameworks ensuring equitable access and contextually relevant content. A balanced, evidence-informed approach is essential to harness digital tools for equitable, high-quality primary education in Lagos.