Impact of Social Media Utilization on Academic Performance in Distance Learning in Tanzania

Abstract

Purpose: The aim of the study was to assess the impact of social media utilization on academic performance in distance learning in Tanzania.

Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.

Findings: The study has highlighted correlations between excessive social media engagement and lower grades, decreased attention spans, and reduced academic motivation among distance learners. However, some scholars argue that judicious use of social media platforms, particularly for educational purposes, can enhance learning experiences by facilitating communication, peer support, and access to educational resources. Nonetheless, the challenge lies in striking a balance between leveraging the benefits of social media and mitigating its potential adverse effects on academic performance in the context of distance learning.

Implications to Theory, Practice and Policy: Social cognitive theory, self-determination theory and information processing theory may be used to anchor future studies on assessing impact of social media utilization on academic performance in distance learning in Tanzania. Educational institutions should prioritize the integration of digital literacy programs into distance learning curricula to equip students with the skills and knowledge needed to navigate social media responsibly. Educational policymakers should develop clear guidelines and policies governing the use of social media in distance learning environments.