Ibrahim Muhammad

A RESEARCH PROPOSAL ON: THE IMPACT OF PARENTAL SOCIOECONOMIC STATUS AND SOCIAL MEDIA USAGE ON STUDENTS ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOL IN GWALE LOCAL GOVERNMENT, KANO STATE 1. Background of the Study Academic performance is a critical measure of students' success in formal education, and it serves as a determinant of future educational and professional opportunities. Numerous factors contribute to students’ academic achievement, with two key variables—parental socioeconomic status (SES) and social media usage—emerging as prominent influences in recent years. In a rapidly digitalizing world, the intersection of social media engagement and socioeconomic background poses significant questions regarding their effects on academic performance, particularly for senior secondary school students. Parental Socioeconomic Status (SES) plays a fundamental role in shaping educational outcomes. SES typically encompasses variables such as family income, parental education level, and occupation, all of which influence students' access to educational resources, school attendance, and home support. Students from higher SES backgrounds are more likely to attend schools with better facilities, receive extra tutoring, and have access to educational technology, all of which enhance their academic performance. Recent studies indicate that students from lower SES backgrounds often face challenges, including insufficient learning materials, limited access to technology, and reduced parental involvement in their education, leading to lower academic achievement (Erola, Jalonen, & Lehti, 2021; Torrats-Espinosa, 2022). Research continues to confirm a positive correlation between SES and academic success. According to a study by Ozturk and Singh (2023), parental SES significantly influences students' academic outcomes, particularly in developing countries like Nigeria. These findings suggest that economic disparities affect students' learning environments and access to educational support, reinforcing the role of socioeconomic background in shaping academic performance. Social Media Usage has also emerged as a significant variable in determining academic performance among students. While social media platforms such as Facebook, Instagram, and TikTok offer potential for educational collaboration and access to learning materials, their excessive use can lead to distractions, reduced study time, and impaired concentration. Studies have shown that the frequent use of social media can negatively impact students’ academic outcomes, primarily when it leads to procrastination or a decline in engagement with academic activities (Rodríguez-Hernández et al., 2022; Liu et al., 2023). However, the impact of social media on academic performance is not entirely negative. When used appropriately, social media can enhance learning by providing students with online study groups, educational content, and opportunities for collaborative learning. According to Zhao et al. (2022), students who engage in controlled social media use that focuses on academic content or peer collaboration can benefit from improved learning experiences and enhanced academic performance. The challenge, however, lies in striking a balance between educational and recreational use of social media. In Nigeria, the rise of mobile phone usage and internet access has facilitated social media engagement among secondary school students. This development, coupled with economic disparities, makes it important to understand how both parental SES and social media use contribute to academic performance, particularly in regions like Gwale Local Government in Kano State. Senior secondary school students are at a crucial stage of their educational journey, where academic performance determines their future prospects in higher education and employment. Therefore, this study seeks to explore the combined effects of parental socioeconomic status and social media usage on the academic performance of senior secondary school students in Gwale Local Government, Kano State. Given the growing relevance of these factors in the current educational landscape, this research will provide insights into how students' home environments and technological engagement shape their academic success. By examining the intricate relationship between these variables, the study aims to contribute to the development of interventions that enhance educational outcomes in similar socio-economic contexts. 2. Statement of the Problem Many students in senior secondary schools in Nigeria face academic challenges. Among the contributing factors are parental socioeconomic backgrounds and the growing usage of social media, which could either enhance or impede academic achievement. Despite the potential for social media to provide academic resources and collaborative learning opportunities, its overuse or misuse can negatively affect concentration, study habits, and academic outcomes. Meanwhile, students from lower socioeconomic backgrounds often encounter fewer educational resources and less parental guidance. These factors together raise concerns about their impact on students' overall performance in school. 3. Research Questions 1. How does parental socioeconomic status influence students' academic performance in senior secondary schools in Gwale Local Government, Kano State? 2. To what extent does social media usage affect the academic performance of senior secondary school students in Gwale Local Government? 3. Is there a combined effect of parental socioeconomic status and social media usage on the academic performance of students in senior secondary schools in Gwale Local Government? 4. Research Objectives The primary objectives of this research are: 1. To determine the influence of parental socioeconomic status on the academic performance of senior secondary school students in Gwale Local Government. 2. To assess the impact of social media usage on the academic performance of students in the selected senior secondary schools. 3. To examine the combined effects of parental socioeconomic status and social media usage on students' academic performance. 5. Justification of the Study Understanding how parental socioeconomic status and social media usage affect academic performance is vital for developing strategies that can enhance student success. This study will provide valuable insights for parents, educators, and policymakers into the specific challenges that students face. Identifying these factors, interventions can be designed to help students manage their social media use effectively and bridge the resource gap caused by socioeconomic differences. Moreover, this research is particularly relevant in Kano State, where socioeconomic disparities are prevalent, and the impact of technology on education is increasingly noticeable. 6. Scope of the Study This study will focus on senior secondary school students within Gwale Local Government, Kano State. It will investigate the influence of parental socioeconomic factors such as income, education, and occupation, and how students' engagement with social media platforms affects their academic performance. The research will be limited to public and private secondary schools in the local government. 7. Literature Review The relationship between parental socioeconomic status (SES) and academic performance, as well as the role of social media usage, has been widely studied. This section presents a detailed review of relevant literature, focusing on key themes related to SES, social media, and their impact on academic outcomes. The conceptual and theoretical frameworks, along with an empirical review, are also discussed to ground the study in established research. Parental Socioeconomic Status and Academic Performance Research consistently shows a strong correlation between parental SES and academic performance. Higher SES often provides students with better educational resources, a more supportive home environment, and greater parental involvement in school activities. These advantages facilitate improved academic outcomes. Sirin (2005) conducted a meta-analysis of the impact of SES on students' academic achievement, concluding that SES significantly affects academic performance, with students from higher SES families performing better than their lower SES counterparts. Recent studies have further expanded on this relationship. Erola, Jalonen, and Lehti (2021) found that students from wealthier families had access to private tutoring, technology, and educational materials, which positively influenced their academic performance. Moreover, parental education level plays a crucial role; parents with higher educational attainment tend to be more involved in their children's education, further supporting academic success (Ozturk & Singh, 2023). In contrast, students from lower SES backgrounds often face challenges such as poor learning environments, lack of access to technological resources, and less parental engagement in their schooling (Torrats-Espinosa, 2022). Social Media Usage and Academic Performance The influence of social media on academic performance is complex. On one hand, social media offers students access to educational content, collaborative learning opportunities, and peer interaction. When used constructively, it can enhance learning experiences and improve academic outcomes. For instance, Zhao et al. (2022) found that students who engaged in educational activities on social media platforms, such as joining study groups or following educational pages, demonstrated better academic performance. However, excessive or inappropriate social media usage can have detrimental effects. Junco (2012) found that high school students who spent excessive time on social media experienced lower academic performance due to distractions and reduced study time. More recent research by Liu et al. (2023) highlights that students who use social media primarily for entertainment or socializing are more likely to experience a decline in academic outcomes. The study further notes that the negative impact of social media use is exacerbated when students lack self-discipline or effective time management skills. Conceptual Framework The conceptual framework of this study is based on the premise that both parental SES and social media usage independently and interactively influence students' academic performance. The framework recognizes that parental SES provides the necessary resources, support, and conducive home environment for students, while social media usage can either facilitate or hinder academic success, depending on how it is utilized. 1. Parental SES: This includes factors such as family income, parental education level, and occupation. Higher SES is expected to correlate positively with academic performance due to access to better resources, educational opportunities, and parental support. 2. Social Media Usage: This encompasses both the constructive (educational use) and detrimental (entertainment-driven) aspects of social media. The effect of social media on academic performance will vary depending on the frequency and purpose of its use. 3. Academic Performance: This is the dependent variable, measured by students' grades, school attendance, and overall academic achievement. The interaction between these two variables (SES and social media usage) will be explored to understand how they jointly affect academic outcomes in senior secondary schools in Gwale Local Government, Kano State. Theoretical Framework This study is grounded in Bourdieu’s Theory of Cultural Capital and Bandura's Social Learning Theory. 1. Bourdieu’s Theory of Cultural Capital posits that families from higher SES backgrounds pass on cultural knowledge, values, and educational habits that align with academic success. Cultural capital manifests in the form of educational support, exposure to intellectual resources, and conducive learning environments that contribute to higher academic achievement (Bourdieu, 1986). This theory helps explain why students from wealthier families often perform better academically—they are endowed with cultural assets that promote educational success. 2. Bandura’s Social Learning Theory highlights the role of observational learning and imitation in behavior acquisition. In the context of social media, students learn behaviors and study habits by observing their peers online. The theory suggests that social media can have both positive and negative influences on academic behavior depending on the nature of the content consumed and the interactions facilitated (Bandura, 1986). This theory is crucial in understanding how social media usage affects students’ academic performance. Empirical Review Recent empirical studies have examined the effects of both parental SES and social media usage on academic performance, providing a foundation for the current research. A study by Ozturk and Singh (2023) found that SES significantly impacts students' academic outcomes in developing countries, including Nigeria. The authors demonstrated that students from wealthier families had access to better educational resources, which resulted in improved academic performance. This finding aligns with earlier research that emphasizes the importance of SES in shaping educational outcomes (Torrats-Espinosa, 2022). Regarding social media usage, Rodríguez-Hernández et al. (2022) conducted a meta-analysis on the impact of social media on students' academic performance, concluding that excessive social media use correlates with lower academic achievement. Similarly, Liu et al. (2023) found that students who frequently use social media for non-educational purposes are more likely to experience distractions, procrastination, and reduced study time, which negatively affects their academic performance. In the Nigerian context, few studies have explored the combined impact of parental SES and social media usage on students’ academic performance. However, Obaro and Salami (2022) suggest that social media usage has become pervasive among Nigerian secondary school students, with mixed outcomes on academic performance depending on the level of parental monitoring and the purpose of use. The review of existing literature reveals a significant relationship between parental SES, social media usage, and academic performance. Higher SES typically provides students with access to better educational resources, while social media can either enhance or hinder academic outcomes depending on its use. However, the interaction between these variables in the Nigerian context, particularly among senior secondary school students, remains underexplored. This study aims to fill that gap by examining the joint effects of parental SES and social media usage on academic performance in Gwale Local Government, Kano State. 8. Research Methodology 8.1 Research Design This study will adopt a descriptive survey research design. The design is appropriate as it allows for the collection of data from a large sample of students, which will enable a comprehensive analysis of the factors influencing academic performance. 8.2 Population of the Study The population for this study will include senior secondary school students from selected schools within Gwale Local Government, Kano State. 8.3 Sampling Technique A stratified random sampling technique will be used to ensure that both male and female students from public and private schools are represented in the sample. Approximately 200 students will be selected as respondents. 8.4 Data Collection Instrument A structured questionnaire will be the primary instrument for data collection. The questionnaire will be divided into three sections: demographic information, parental socioeconomic status, and social media usage. Questions related to academic performance will also be included, based on students' most recent academic results. 8.5 Data Analysis The data collected will be analyzed using descriptive statistics such as mean and standard deviation to summarize the responses. Inferential statistics such as regression analysis will be used to test the relationship between parental socioeconomic status, social media usage, and academic performance. The results will be presented in tables and graphs for clarity. 9. Significance of the Study The findings of this study will be of immense benefit to parents, school administrators, and educational policymakers. Parents will gain insights into how their socioeconomic standing influences their children's education and will be encouraged to provide more support irrespective of their economic status. School administrators and educators can better understand the effects of social media on students' performance and develop strategies to guide appropriate social media use. Policymakers can use the findings to create programs aimed at supporting students from lower socioeconomic backgrounds and regulating the impact of social media in educational settings. 10. Limitations of the Study This study may encounter limitations such as the accuracy of self-reported data from students concerning their social media usage and the socioeconomic information provided by parents. Additionally, the study is limited to only one local government area, which may affect the generalizability of the results to other regions. References Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall. Bourdieu, P. (1986). The Forms of Capital. In J. G. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education (pp. 241-258). Greenwood. 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