Social Networks and Students’ Performance in Secondary Schools: Lessons from an Open Learning Centre, Kenya

Simple item page
dc.contributor.authorMuhingi, Wilkins Ndege
dc.contributor.authorMutavi, Teresia
dc.contributor.authorKokonya, Donald
dc.contributor.authorSimiyu, Violet Nekesa
dc.contributor.authorMusungu, Ben
dc.contributor.authorObondo, Anne
dc.contributor.authorKuria, Mary Wangari
dc.date.accessioned2020-11-11T06:38:27Z
dc.date.available2020-11-11T06:38:27Z
dc.date.issued2015
dc.descriptionA research article published in Journal of Education and Practiceen_US
dc.description.abstractGiven the known positive and negative effects of uncontrolled social networking among secondary school students worldwide, it is necessary to establish the relationship between social network sites and academic performances among secondary school students. This study, therefore, aimed at establishing the relationship between secondary school students’ access to and use of social network sites at an Open Learning Centre in Kenya. The centre was located about 30km South West of Nairobi, the capital city. This site was selected because information technology was the designed mode of delivery of the courses at the school, hence, high exposure of the students to quantitative social networking among the young, knowledge and information-thirsty population. The study sought opinions of key informants, parents, teachers and policy-makers in Kenya at the school compound. In addition, it investigated the behaviour of the students to generate both quantitative and qualitative data. Findings in this study showed that secondary school students in Kenya were much more vulnerable to the adverse effects of social networks in a manner consistently and concurrently similar to that found elsewhere in the worldwide. This included conversion of academic into recreational sessions and subsequent poor academic performances among the majority of the secondary school students in Kenya. It is, therefore, necessary for the schools to vet, supervise, monitor, control, censor and restrict secondary school students’ access to available information on the SNS in Kenya to enable the students to concentrate on academic excellence. The government, on the other hand, should develop a learner-friendly policy to curb the downward spiraling of academic performances in secondary schools in Kenya attributable to uncensored access to social network sites.en_US
dc.identifier.citationMuhingi, W. N., Mutavi, T., Kokonya, D., Simiyu, V. N., Musungu, B., Obondo, A., & Kuria, M. W. (2015). Social Networks and Students' Performance in Secondary Schools: Lessons from an Open Learning Centre, Kenya. Journal of Education and Practice, 6(21), 171-177.en_US
dc.identifier.issn2222-1735 (Paper), 2222-288X (Online)
dc.identifier.urihttps://iiste.org/Journals/index.php/JEP/article/view/24409
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/20879
dc.language.isoenen_US
dc.publisherInternational Knowledge Sharing Platformen_US
dc.subjectSocial networksen_US
dc.subjectsecondary students’en_US
dc.subjectacademic performanceen_US
dc.subjectsocial network sitesen_US
dc.titleSocial Networks and Students’ Performance in Secondary Schools: Lessons from an Open Learning Centre, Kenyaen_US
dc.typeArticleen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Social Networks and Students’ Performance in Secondary.pdf
Size:
303.63 KB
Format:
Adobe Portable Document Format
Description:
Full text article
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
RP-Department of Educational Management Policy & Curriculum Studies