The  Effects  of  Social  Media  on Adolescents' Psychological Readiness to Accomplish  Academic  Tasks  Among  Secondary  Schools: Case Study GS St Maria Merci MUYANGE TSS

Bakuriyehe Donatille; Cirimwami Barhatulirwa Emmanuel

doi:10.37284/eajes.8.4.4060

Bakuriyehe Donatille Kabale University
Cirimwami Barhatulirwa Emmanuel, PhD Kibogora Polytechnic

DOI: https://doi.org/10.37284/eajes.8.4.4060

Keywords: Social Media, Adolescents, Psychological Readiness, and Academic Tasks

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Abstract

This study investigated how social media affects the psychological readiness of adolescents at GS St Maria Merci MUYANGE TSS to complete academic tasks. Its objectives were to assess the extent of social media use, evaluate students' psychological preparedness for academic responsibilities, and explore the relationship between social media use and psychological readiness for academic tasks. The target population consisted of 2,514 students, with a sample size of 96. Data were collected through a standardised questionnaire and semi-structured interviews with the school’s Director of Studies. The findings revealed that nearly all students (99.3%) used social media platforms like WhatsApp, Facebook, and TikTok daily, with 70.8% spending over two hours online each day. While 60% of students felt social media did not significantly affect their study motivation, 74% acknowledged that excessive time spent online made it harder to focus on homework. Despite this, social media remained a major part of their daily routines, primarily for non-academic purposes. The study suggests that educational policies should include digital literacy and well-being programs to help students develop healthier online habits. It also recommends that schools offer training on focus, time management, and balancing social media use with academic responsibilities. These interventions can help students manage the impact of social media on their academic performance and psychological readiness.

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