INFLUENCE OF SOCIAL MEDIA ON ACCOUNTING PERFORMANCE OF SENIOR SCHOOL STUDENTS IN ILORIN METROPOLIS.

BY

SOLIU AJARAH ARINOLA
MATRIC NO: 21/0186

BEING A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF BUSINESS EDUCATION, KWARA STATE COLLEGE OF EDUCATION, ILORIN.

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF NIGERIA CERTIFICATE IN EDUCATION (NCE).

JULY, 2024

CERTIFICATION
This is to certify that this project was conducted in the Department of Business Education, School of Vocational and Technical Education, Kwara State College of Education, Ilorin.

Mr. Ajisafe, A. O.     		  ______________         ____________
Project Supervisor 		    	Signature                        Date

Aluko, K. A. (Mrs.)        	 	   ______________      	      ____________
Project Co-ordinator           		Signature            		 Date

Mr. Adefila, J. S.  		    	  ______________         	____________
Head of Department       	  	Signature 	 	           Date

DEDICATION
	My project is dedicated to Almighty Allah who created me and also given me the wisdom, ability and dynamism to write this project name his excellent name be praised forever. 

ACKNOWLEDGEMENT
I express my profound gratitude to Almighty God who has helped me throughout the course of my study.
However, this project work would not have been materialized without the help of our able, amiable, dynamic, understanding supervisor in person of Mr. Ajisafe, A. O. for his relentless efforts, professional guidance and kindness which led to successful completion of this project work. May Almighty God be with him.
The appreciation will not be enough without recognizing the efforts and assistance rendered by my parents, Mr.  & Mrs. Soliu, for their contributed immensely throughout the course of our study.
My appreciation also goes to Head of Department in person of Mr. Adefila, J.S. and other lecturers in the department for their support towards the completion of this program. May Almighty God continue to be with them. (amen).

ABSTRACT

	The study investigated the influence of social media on accounting performance of senior school students in Ilorin, Nigeria. The study was a descriptive research of the survey type. The population for the study was selected senior school students in Ilorin. Three hundred students from the fifteen schools in Ilorin metropolis were randomly sampled. Data were collected using researcher’s designed questionnaire titled “Influence of Social Media on Accounting Performance of Senior School Students (ISMAPSSS) in Ilorin. The instrument was validated by the researcher’s supervisor and one other lecturer in the computer science department in Kwara State College of Education, Ilorin. Four research questions and four hypotheses were raised and answered using percentages and chi square statistical tool.Findings of the chi-square analyses revealed that social media had a significant influence on accounting performance of senior school students as the chi-square value was 679.027 statistically significant with p-value of 0.001 at 5% level of significance. Findings of the chi-square also revealed that students’ ICT compliance had a significant influence on accounting performance; the chi-square value 552.225 was statistically significant with p-value of 0.001 at 5% level of significance. In another finding in the study, it was revealed that students’ manners of social media usage had a significant influence on accounting performance; the chi-square value of 583.641 statistically significant with p-value of 0.001 at 5% level of significance. Furthermore, findings of chi-square revealed that students’ social media usage based on gender had a significant influence on accounting performance; the chi-square value of 220.466 statistically significant with p-value of 0.001 at 5% level of significance. The study recommends that students should be informed and encourage through workshop, seminar on the ICT compliance and manners of using social media to enhance accounting performance.

TABLE OF CONTENTS
Title Page										               i
Certification											  ii
Dedication 										             iii
Acknowledgements								                         iv
Abstract											 vi
Table of Contents									            vii
CHAPTER ONE: INTRODUCTION
Background to the Problem							                          1
Statement of the Problem								              4
Purpose of the Study								                          5
Research Questions								                          5
Research Hypotheses								                          6
Scope of the Study									              6
Significance of the Study								              7
Clarification of Major Terms and Variables					                          7
CHAPTER TWO: REVIEW OF RELATED LITERATURE
History of ICT in Education in Nigeria					                          9
Concept and Nature of Social Media						                        10
Influence of Social Media on Students Academic Performance		                        12
Empirical Studies on the Influence of Social Media on Students’ Performance 	            13
Gender differences on the use of Social Media and its Influence on Students’ 
performance                                                                                                                            16
Relationship between Students’ ICT Compliance and their Performance in Accounting      18
Appraisal of the Reviewed Literature						                        19
CHAPTER THREE RESEARCH METHODOLOGY
Research Design									            21
Population of the Study									21
 Sample and Sampling Techniques								21
Research Instrument									`	22 Validation of Research Instrument						                        23
Reliability of Research Instrument								23
Procedure for Data Collection								23
Data analysis Techniques									23
CHAPTER FOUR: DATA ANALYSIS AND RESULTS
Analysis of the Research Hypotheses   							26
Discussion of  Findings									34
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary	 										37
Conclusion										            37
Recommendations 									            38
Appendix										            40
References										            42

CHAPTER ONE
INTRODUCTION
Background to the Study
The way we communicate is one of the ways that globalization has affected our lives and continues to do so. Social media is a type of communication that gives people fresh, different methods to share information online, whether through a computer or a mobile device (Rabiu, Muhammed, Umaru, and Ahmed, 2016). Social media has recently developed into a platform for people to interact with one another and converse in public. With the development of technology, communicating online has become a way of life. With websites like MySpace, Facebook, Twitter, 2go, Twitter, Skype, Whatsapp, and Instagram, social media has evolved into a predominantly online pastime.
People can easily create their own web pages or profiles on social media, as well as build and exhibit an online network of acquaintances. Users of these pages can interact with people outside of their list of contacts as well as their "friends," "friends' friends," and other users by using their profile. This can be done privately (like an email) or publicly, like in a comment that is posted for everyone to read. The main emphasis of this study is social media platforms like.
Its introduction into popular culture and absorption into many people's daily lives are indicated by the social media usage's explosive increase that was seen roughly ten years ago. Parallel to this, there has also been much media coverage of the rise in social media usage, its potential benefits, and worries regarding how some people are using it.
The way they display themselves on social media has always drawn a lot of interest from secondary school pupils. The majority of secondary school students appear to use networks and online content creation as a key tool for managing their identities, way of life, and social connections. This is simple because the majority of pupils are familiar with ICT, or information and communication technology. Students in secondary schools emphasize the chances for self-expression, community involvement, creativity, and a sense of belonging.
The likelihood that a student will join a social media group depends on both the amount of friends they have in the community and, more significantly, the relationships those friends have with one another. A smaller, more exclusive group typically has higher levels of participation than a larger, more open one. The less intensely connected a person is in each group, the more groups they belong to. The young people who use these social networking sites the most connect friends, images, videos, and games on the sites. While some researchers assert that children who utilize social networking platforms perform better academically (Ovute & Ovute, 2015). Others contend that it has a negative effect on the pupils' conduct and academic performance (Morgan, Grahan, & Hodges, 2012).
Academics are a student's main focus, especially in secondary school because this is the time when one can start their profession. As a result, it is important to stress how seriously students should treat their studies and reading. According to Akintunde (2001), it is crucial for kids to develop a strong reading habit. Because reading proficiency enables students to succeed and interact with the world outside of the classroom (Mabekoje, 2011). He emphasized further that reading regularly broadens readers' horizons and is crucial for independent language learning, particularly speaking and writing. Reading is a critical tool for students to use in order to enhance their literacy and environmental knowledge because the entire educational process and the development of literacy depend on printed words (Mabekoje, 2009).
However, secondary schools that offer government courses should be using social media and networking sites to advance their academic careers through various social networking sites. However, the opposite is the case, as these students are frequently seen during school hours in various hiding places either discussing social networks or browsing with their phones. Long (2012) hypothesized that many young people today are addicted to social networking activities, forgoing their time for homework and reading in favor of chatting with friends. Even during lecture times, many students are on their phones, engaging in some form of chatting, which can be quite distracting and lead to concentration loss most of the time.
Despite all of its advantages, social media should not be allowed to distract pupils from thinking about Nigeria's progress. Everyone is empowered by education, which also prepares the mind for societal difficulties. As a result, it must be brought back into compliance in order for the country to advance and flourish. Therefore, the primary goal of this study is to examine how senior high school students' use of social media affects their arithmetic performance.
Statement of the Problem
Secondary school kids have been noticed using social media in recent years, which has taken up a lot of their time. As a result, the student's academic performance worsens. Students' engagement and focus in class are also impacted by the amount of time they spend on social media, which has an impact on their academic achievement (Ogedebe, Emmanuel and Musa, 2012). The number of friends on social media platforms like Facebook, Twitter, and Whatsapp, among others, reflects the amount of time spent conversing with friends. Another element is how frequently students update their social media posts. However, secondary students' comprehension of social network usage is a key component in getting higher performance. Lack of awareness of social media use in most schools is one of the main causes of the declining standard of students' performance. Social media work has been done in a variety of ways. The majority of these studies focused on student performance at higher education institutions and its many categories as well as general perceptions of students' academic success. Among the few studies undertaken in secondary schools are Adamu, Basher Ayuba & Abubakar (2018), Amadi & Ewa (2018), and Sujit (2018). For instance, a study on incorporating social media use in secondary school education was carried out in Nigeria by Bolaji, Longe, and Odefunso. Influence of Social Media on Group Behavior and Academic Achievement Among Senior Secondary Students was the subject of a 2014 article by Akanbi, Makama, and Godwin. Olatunde (2014) examined the effects of secondary school students' use of social networking on their academic achievement. It is clear that none of these studies examined pupils' math proficiency. Therefore, the focus of this study is on how social media affects Ilorin senior high school students' arithmetic performance.
Purpose of the Study 
The primary goal of the study is to investigate how social media usage affects high school students' Financial Account performance. The study's particular goals are to:
i.	Determine the influence of social media on accounting performance of senior school students.
ii.	Determine the influence between students ICT compliance and their accounting performance.
iii.	Establish the influence between the manners of social media usage and accounting performance.
iv.	Establish the influence between the social media usage and accounting performance based on gender.
Research Questions
The following questions were raised to guide the study: 
i.	What is the influence of social media on accounting performance of senior school students?
ii.	Is there any significant influence between students ICT compliance and their accounting performance.
iii.	Is there any significant influence between the manners of social media usage and their accounting performance?
iv.	Is there any significant influence between the social medial usage and their accounting performance based on gender?
Research Hypotheses
The following hypotheses were formulated for the study
HO1:	There is no significant influence of social media on accounting performance of senior school students.
HO2:	There is no significant influence between students ICT compliance and their accounting performance.
HO3:	There is no significant influence between the manners of social media usage and their accounting performance.
HO4:	There is no significant influence between the social media usage and their Accounting performance based on gender.
Scope of the Study
The study examines how senior high school students in the city of Ilorin use social media to improve their arithmetic skills. Ilorin West, Ilorin East, and Ilorin South senior high schools are the only ones included in the study. It does not cover other ICT (information and communication technology) topics like electronic and mass media, etc. The financial limitations on the research prevented it from covering a wider number of schools within the study's focus. Another restriction is the respondents' reluctance to provide specifics. 
Significance of the Study
		The study's findings are anticipated to encourage the principle, school administration, and students to recognize the significance of social media in connection to student achievement. The study's findings are intended to investigate the role that social media may play in effective accounting performance. The study will aid parents in comprehending social media's impact on raising student achievement. The results of this study will be very helpful to curriculum designers, government organizations, and ministries in expanding the use of social media in communication and information dissemination among the public at large and in educational curricula.
	Furthermore, this study may serve as a source of information for future researchers and academics who could be curious to learn more about the possible advantages of social media in schools.
Clarification of Major Terms and Variables                      
Social Media: This is a way of communicating and chatting with friends and selections through phone connected with data. It is also called social network
Social Networking Sites: This is a websites where people put information about them and send such information to others.
Social Networking: this is the use of internet to make information about yourself 	available to other people especially people you share an interest with to send message 	to them.
Media: these are electronic devices or technologies that are intend to reach a large audience by mass communication. It is the messages communicated through a mass medium to a number of people.
Students: This is a person who enrolled for study and learning at school.
ICT Compliance: The ability of students to use ICT devices such as internet, web and mobile phone through the applications for effective disseminations of information 

CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter reviews literature related to the study. This was discussed under the following sub-headings:
•	History of ICT in education in Nigeria
•	Concept and nature of social media
•	Influence of social media on students academic performance 
•	Empirical studies on the influence of social media 
•	Gender differences on the use of social media and its influence on students performance
•	Relationship between students ICT compliance and their performance in Accounting
•	Appraisal of the reviewed literature
History of ICT in Education in Nigeria
Access to education and knowledge has been made possible through information and communication technology (ICT). Since the 1960s, ICT technology in Nigeria has made significant strides. The internet, computers, and the web altered our life. Nigeria is currently the most populous country in Africa due to its rapid urban growth. This is a favorable situation for the increased use of the internet and ICT in industries like 	education, health, agriculture, business, transportation, and government. Over the previous 20 years, this change has been noted Zain (2018).
The goal statement and vision for the nation's ICT policy were completed in a document by Zain (2018). Making the nation an internationally competitive and knowledge-based society is one of them, as is incorporating ICT into the nation's socioeconomic development to make Nigeria a nation with a knowledge-based economy. 
In 2013, 83% of Nigeria's population was a mobile phone subscriber. ICT has the power to completely change a society. ICT can raise people's economic and social standing and lower the rate of poverty. In contrast, the use of information and communication technology (ICT) is  a significant aspect that made remote learning and access to educational resources possible. In this "e-learning" phenomena, ICT is employed in universities to facilitate communication, assignment management, and task collaboration (Harb & Abu-Shanab, 2009). E-learning platforms are becoming more significant not just in academic settings but also in K–12 institutions (Hamam et al., 2008). According to a study conducted in Jordan, students and teachers there do not properly utilize e-learning systems or many of their available applications (Abu-Shanab, Ababneh & Momani, 2012; Abu-Shanab, Momani & Ababneh, 2012). These findings suggest that it's critical to contact students wherever they are, but particularly through social media platforms.
Concept and Nature of Social Media
	The term "social media" is frequently used to describe emerging media that encourage interactive involvement in the broadcast or interactive era. In the age of broadcast, media such as radio and television stations, newspapers, and movie studios are also utilized. Feedback to media outlets was frequently impersonal, indirect, and delayed. Through platforms like Facebook, Whatsapp, Twitter, Instagram, and other social media, people can now engage on a large scale more easily than ever before thanks to the advancement of digital and mobile technologies. Now that numerous people could hear from one person at once and there was a chance for immediate feedback, 	Manning (2014.).
	Social media uses web-based and mobile technology to transform communication into 	interactive discourse between groups of people, communities, and organizations. One 	shares interests and views in an online discussion. In order to develop highly participatory platforms where members of the community can share, co-create, 	discuss, and modify user-generated content, social media uses mobile and web-base technology (Kietmannn, 2012). The term "social media" is frequently used. It is a  website that engages with you while providing information, rather than only providing 	information to you. It is a collection of web-based programs that enable the 	production and sharing of user-generated content. Because we frequently refer to 	people who work in the news as "the media," it is simple to mix up social media with 	social news.
Social media is a term used to describe the means through which individuals communicate with one another through the creation, sharing, and exchanging of 	content on various networks. According to Andrews and Michael (2010), social media  is a collection of internet-based programs that relies on an ideological basis and 	permits the production and distribution of user-generated content. Social media, including platforms like Whatsapp, Twitter, Facebook, 2Go, BB Chat, Blogger, and 	Wiki, has emerged as one of the most popular methods for communication.
Influence of Social Media on Students Academic Performance 
In the past 10 years, a variety of social, economic, and environmental issues have increased the pressure on students, and the drop-out rate for students continues to be a significant national issue (Bowen, 2008). According to recent data, secondary students in Nigeria are under more pressure due to the higher academic standards in 	other nations, so it is more crucial than ever for kids to support their grandmother's 	decision to pursue further education (Bowen, 2008). How will this impact their academic performance, though, as more students become distracted by social networking sites and their online social lives? Even among students who do graduate from high school, it is believed that one in three lacks the knowledge and skills necessary to proceed to the next stage, such as college or an advanced trade school (Bowen, 2008).
English (ELA) and advanced literacy are the subjects in the curriculum about which many school professionals are most concerned (Williams, 2008). Teenagers today live 	in a technologically advanced, fast-paced world where numerous simultaneous forms of communication are taking place. For instance, he or she might be simultaneously using an SNS on a computer, a phone, an instant messaging service, emailing someone else, and conversing on the phone (Williams, 2008). While there may be 	some benefits to this, such as the teenager learning how to multitask and type more quickly, there may also be a breakdown in much of that communication (Williams, 2008).
Numerous researchers are interested in social networking and its applications in education. Social networking sites, like much else on the internet, are a changing 	target for researchers and policy makers, according to Living Stone and Brake (2010). 47% of American people, according to recent trends, utilize social networks. According to a national poll conducted in 2009, social networking sites are used by 37% of online teenagers, and that number rose to 555% three years later (Len Hart, Purcell, Smith and Zickuhr, 2010). Additionally, it has demonstrated that it offers opportunities for professional education, however there are limitations in these fields.
Empirical Studies on the Influence of Social Media on Students Performance
Numerous research have been done on social media use and academic achievement. The majority of the works dealt with empirical issues. However, only a select handful were empirically explored for the sake of this study, as seen in the following. The impact of social media on group dynamics and academic achievement among secondary school pupils in Ilorin West, Kwara state, was examined by Akanbi, Makama, and Godwing in 2014. The study was designed to look into how social 	media affects group behavior. The study used original data. The sample was chosen for the study using a basic random sampling procedure using an expose factor design. 310 students were given the questionnaire, which was the instrument employed. The 	association between the use of social media and group behavior was examined statistically using the analysis of variance (ANOVA) approach. It was determined that 	there is a bad association between social media use and academic achievement.
Sujit, (2018) investigated how Whatsapp usage affected students' academic performance at an Indian management and architecture institution. The goal was to determine empirically how social networks affected students' academic achievement. The original data were utilized. 60 pupils received the questionnaire-based data that 	was gathered. The study found that WhatsApp had a negative effect on the pupils' 	academic achievement.
	In their research, Asemah, Okpanachi, and Edegboh, (2013), examined the impact of social media on the academic performance of Kogi State University, Anyigba's undergraduate students. Investigating students' use of social media and how it affects their academic performance was the goal. The social information processing theory 	and the media equation theory served as the study's foundations. The survey research approach was used, and the instrument for gathering data was a questionnaire. The research showed that undergraduate students have access to social media and that they 	are heavily exposed to it.
	In this study, Igbo, Ezewaji, and Ajuziogu, (2018), investigated Facebook and Twitter activity sites, location, and students' motivation in studying. Examining the effects of student location on social networking site activity is the study's goal. The research design used ex post facto. A questionnaire was given to 240 students utilizing a multi-stage sampling technique. The instrument was checked for authenticity using 	Cronbach Alpha. As analytical tools, mean scores and mean interest ratings were used. The results showed that students' Facebook and Twitter habits had a big impact on 	how interested they are in learning.
	A study on the impact of mobile social networks on secondary school pupils was undertaken by Abba and Bello in 2014. The goal of this study was to determine how frequently secondary school students in the Sokoto metropolitan area used mobile social networks. Students between the ages of 14 and 19 completed a questionnaire to 	gather the data. The findings showed that the majority of students who are dependent on mobile social networking sites are impacted by mobile social networks.
	In their 2016 study, Muhammed, Umaru, and Ahmed looked into how pupils in secondary schools in Taraba state, Nigeria, used their mobile phones in terms of 	academic achievement. The study made use of stratified sampling. The instrument 	employed for the study's data collection was a questionnaire. The mean, standard 	deviation, t-test, and ANOVA were used to assess the data that were gathered. The 	research results showed that secondary school pupils' use of mobile phones had a 	significant impact on their academic performance.
	Olatunde, (2014), looked at the impact of social networking on academic achievement among Lagos secondary school students. The goal was to ascertain how different factors impacting secondary school pupils and social networking usage related to one another. In 12 secondary schools spread over 3 LGAs in Lagos, 240 pupils were 	chosen at random. Both primary and secondary data collection techniques were used 	in the investigation. It was shown that secondary school pupils' academic performance 	was not greatly impacted by their time spent on social networking sites.
Gender differences on the use of Social Media and its Influence on Students’ 	Performance
	The use of social media by girls for activities like chatting and downloading music has been reported (Gile and Price, 2008). Because of this, it is possible to assume that girls will be more drawn to social media sites and other online social communities (Giles and Price, 2008). Numerous studies on the subject have shown that there is an equal proportion of teenage boys and girls who use these social media platforms for communication (Bonds-Raacke and Raacke, 2008).
	When using text messaging on smart phones more frequently than female participants, men tend to feel a higher degree of bridging social interactions. Men are more likely to use smart phones for task-focused tasks, according to prior study, but women are more likely to use them for social interaction, amusement, and to reflect their everyday lives by capturing and uploading images and videos and to browse other 	people's lives.
Women are more likely to feel that their bonding ties are reinforced when they use text messaging on their smart phones, whereas men are more likely to feel that their bridging relationships are broadened. Men are more likely to be 	connected to their extensive, diverse social networks because of their instrumental communication techniques (Boneva et al., 2001; Park and Lee, 2014). Males scored higher than females on the "creating new relationships" component, according to Mazman and Usluel's (2011) study.
According to certain research in the information systems and psychology fields, women tend not to divulge personal information and data to strangers for reasons of custom, social pressure, security, and privacy (Bölükbas & Yldz, 2005; Fallows, 	2005). According to Mazman etal, (2009), who used social networks to study gender disparities, the power of social influence on women's decisions is more and stronger than the influence of their own choices. Furthermore, Mazman etal, (2009) contend that for males, the influence of individual choices is greater and more prominent than the role of societal influence. In comparison to men, women are more likely to use 	social media for academic objectives, agenda planning, and sustaining current friendships and relationships, according to Mazman and Usluel, (2011). Compared to 	women, men use social media more frequently to form new friendships and 	relationships (Mazman and Usluel, 2011). Additionally, Mazman and Usluel, (2011) 	contend that although women use social media to locate old friends, networks, and maintain contact with existing friends, men use social media primarily to create new networks, connections, friendships, and partnerships. According to a study by Park and Lee from 2014, women use social networking apps on their smartphones more 	frequently than men do for emotional and social support. According to Muscanell and Guadagno, (2012), although men use social media to meet new people and form 	connections, women use it to keep up with old friendships and relationships. Compared to men, women spend more time on Facebook interacting with friends to form more meaningful friendships and relationships (McAndrew and Jeong, 2012; Thompson and Lougheed, 2012).
Social media is being used by people all around the world to keep in touch with friends and family (Lenhart 2009). Social media is used by website users and internet visitors for a variety of purposes, including flirting, organising events, building professional networks, meeting new people, making new friends, and strengthening existing relationships (Lenhart 2009). Park and Lee (2014) contend that although men use smart phones to strengthen their frail social networks and ties, women use them to forge and deepen better relationships when keeping in touch with pals.
Relationship between Students ICT Compliance and their Performance in 	Accounting
	The advancements in communication technology that have increased the range of communication through information and communication technologies (ICTs) are being celebrated around the world today. According to Ufuophu and Ayobami (2012), 	ICTs include the internet, satellite, cable data transmission, and devices with 	computer assistance.
According to Yesilyurt et al. (2014), having a home computer and an internet connection improves pupils' academic performance and their ability to learn on their own. Olatokun (2008) found that the majority of secondary school pupils in Nigeria viewed the internet to be much more useful and handy than their school libraries when taking into account their access to and usage of it. They viewed it as a source of general information, and as a result, it has assisted them in developing better reading 	habits and academic achievement. The usage of the internet as an additional resource 	for learning has helped students' academic achievement (Siraj et al., 2015).
Appraisal of the Reviewed Literature
With particular focus on a number of subtopics, the literature review has explored difficulties connected to social media and students' academic performance. According to Zain, (2018), ICT in education dates back to the early 1960s. He believes 	that the internet, computers, and the online have drastically altered our way of life. He made note of the ICT policy's goal of integrating ICT into socioeconomic development and converting Nigeria to a knowledge-based economy. According to 	Zain, (2018), ICT is crucial for education since it lowers the rate of poverty and raises people's economic and social standing.
The impact of social media in general and student performance in particular has been extensively discussed by Akanbi, Makama and Godwing (2014), Sujit (2018), Asemah, Okpanach and Edegboh, (2013), Igbo Ezewaji and Ajuziogu (2018), Abba and Bello (2014), Muhammed, Umaru and Ahmed, (2016), and Olatunde, (2014). The gender inequalities in social media use and its impact on academic performance were extensively discussed by Giles and Price, (2018) and Mazaman and Usluel, (2011). In essence, they made the argument that women are drawn to social media platforms and that, in comparison to men, women use social media more for academic pursuits, agenda planning, and friendship maintenance.
The association between students' ICT compliance and accounting achievement was covered in other publications that was analyzed. According to the literature that has been examined thus far, social media has played a significant role in knowledge-based education, particularly in schools, for many years.

CHAPTER THREE
RESEARCH METHODOLOGY
This chapter outlines the methodology used to carry out the study. It covers research kind, population, sample size and sampling methodology, research tool, tool validation, data gathering process, and method of data analysis.
Research Design
This study used a descriptive survey research method as its research design. It is among the most effective techniques and the kind that is suitable for a sizable population. Due to this methodology, the researcher was able to use a sizable sample 	that is typical of the entire population (Babbie, 2004). Additionally, it will help the researcher collect enough data for analysis. The descriptive research design describes the characteristics of a particular phenomenon involving human endeavor.
	Population of the Study 
		The senior high school students in the city of Ilorin make up the study's population. 
Sample and Sampling Techniques
		These are, respectively, Ilorin West, Ilorin East, and Ilorin South. In the city of Ilorin, there are 90 public senior secondary schools overall, according to an annual census (June, 2016). All of the pupils in the fifteen senior secondary schools in the Ilorin city in Kwara State make up the study's target group. The process of multistage sampling was employed to choose the respondents. Five (5) Senior Secondary Schools from each local government were chosen in the first stage, and pupils were chosen as respondents in the second.
		Three hundred pupils in all were chosen as the study's sample. Each student had an equal chance of being chosen as a respondent to this survey since students were chosen using a simple random sampling procedure. According to the sample's breakdown, the 100 students in each group were all senior secondary school students. 100 pupils, 20 each from five schools, were chosen at random from each Local Government in the Ilorin metropolis in order to ensure equitable representation for each.
	Research Instrument 
		In order to gather the data for the study and the research, a questionnaire titled "Social Media Usage and Accounting Performance of Senior School Students (SMUMPSSS), Ilorin, Nigeria" was employed. It consists of fifteen separate questions designed to extract crucial data from respondents regarding the impact of social media 	on Accounting students' academic achievement.
		The study's questionnaire was essentially split into two halves. Part A of Parts A and B was based on information about the respondent's demographics. Sex, age, and education are a few of them. The influence of social media in schools is the subject of fifteen items in Part B. The respondents' individual opinions on the topic were scored using a Likert scale of four (4) points. The respondents reacted to the statement by ticking (√); strongly agreed (SA), agreed (A), disagreed (D) or strongly disagreed (SD).
Validation of Research Instrument
		For content and face validity testing, the instrument was given to the researcher's supervisor, one lecturer from the faculty of science education, and one lecturer from the faculty of communication and information science. Before performing the reliability test, the instrument was improved using the ideas and corrections offered. Thirty students who were not a part of the sample population were then given the test, and Cronbach's Alpha was used to determine the instrument's reliability. The instrument's reliability index was found to be 0.8, demonstrating the instrument's 	dependability.
Reliability of Research Instrument 
Thirty students who were not a part of the sample population were then given the test, and Cronbach's Alpha was used to determine the instrument's reliability. The instrument's reliability index was found to be 0.8, demonstrating the instrument's dependability.
Procedure for Data Collection 
		The researcher gathered the department of science education's letter of introduction in order to request approval from the proper parties at the chosen institution. In order to carefully explain to the students how to prevent mistakes, the researcher personally served and collected the questionnaires. All responders in the fifteen schools chosen in the city of Ilorin received one of the 300 copies of the survey. To prevent delays and wastage, the researcher would wait until the response was collected. While carrying out this study, ethical considerations were scrupulously observed.
Data Analysis Technique
		Descriptive and inferential statistics were used to assess the information gleaned from the copies of the questionnaires. Frequency count and mean were used to answer the study questions, and chi-square statistical analysis was used to assess the hypotheses.
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
		Using the STATA 11 statistical tool, this chapter summarizes the findings of the information gathered from the respondents in accordance with the study. The research questions were addressed using descriptive statistics, and the study hypotheses were tested using inferential statistics. The demographic data of the respondents was 	analyzed using frequency and percentage in the first part of the analysis, and the 	findings from the data analysis used to address the research questions and test the 	related hypotheses are presented in the second part of the analysis. At a significance 	threshold of 0.05, Pearson chi-square was used to test each hypothesis.
Data Analysis and Results
Demographic Information of the Respondents	
		The frequency counts and percentages used in this part to describe the respondents' 	information. The examination of respondent‘s personal data covers the Gender. According to the demographic data indicated in table 1, out of 300 respondents, female students participated in the survey at a higher rate (53%), representing 159 	respondents, than did their male counterparts (47%), who represented 141 respondents.

Table 1	
Frequency and Percentage distribution of Respondents’ gender
Gender	Frequency	Percentage
(%)	
	Male	141	47	
	Female	159	53	
	 Total	300	100.0	
Researcher’s survey (2024)
	Table 2 shows that 40% of respondents, or 120 students, are in SSS III, while 30% of 	respondents, or 90 students each, are in SSS I and SSS II.

	Table 2
Frequency and Percentage distribution of Respondents’ Class 
Class	Frequency	Percentage
(%)	
	SSS I	90	30.0	
	 SSS II	90	30.0	
	 SSSIII	120	40.0	
	 Total	300	100.0	
Researcher’s survey (2024)
Analysis of Research Hypotheses 
Research Question 1: What is the influence of social media on accounting performance of senior school students? The corresponding hypothesis is hypothesis 1
HO1: There is no significant influence of social media on accounting performance of senior school students.
According to Table 3, 213 students (71%) have a positive attitude regarding math tests, while 87 students (29%) have a negative attitude toward math examinations. Additionally, Table 3 shows that 115 (53.9%) of individuals who demonstrate a beneficial influence on accounting tests are high achievers.
Table 3
Students’ social media influence and their Accounting performance cross tabulation
Influence 
	        High performers	       Low  performers
	
Total	
	Positive

Negative

Total	115
(53.9%)

59
(67.8%)

        174
(58%)	98
     (46.1%)

28
(32.2%)

126
(42%)	213
(71%)

87
(29%)

300	
 Researcher’s survey (2024)
		Table 4 shows the analysis's results, which included a calculated Pearson chi2 value of 679.027, a p-value of 0.001 with 9 degrees of freedom, and a threshold of significance of 0.05. The null hypothesis that there is no substantial impact of social media on senior school pupils' accounting ability is thus rejected because p (0.001) 	0.05 alpha level of significance. This suggests that social media has a big impact on 	how well senior school students do in arithmetic.
Table 4
Chi-square test of Students’ social media influence and their Accounting performance
		
	X2 Value	Df	Asymp. Sig. (2-sided)	Remark 	
Pearson Chi-Square	679.027	9	.001	NS	
N of Valid Cases	300				
 Researcher’s survey (2024)
Research Question 2: Is there any significant influence between students ICT compliance and their accounting performance? The corresponding hypothesis is hypothesis 2
H02: There is no significant influence between students’ ICT compliance and their accounting performance.
		Table 5 shows that 63% of participants with extremely poor compliance have high 	performance, 85.9% of those with high compliance also perform well on the exam, 	and 51.7% of participants with low compliance are not particularly thrilled with their 	exam performance.

Table 5
Students’ ICT compliance level and their academic performance cross tabulation
ICT compliance level 	High performers	Low performers
	
Total	
	Very High 

High 

Very low

low

Total	80
(100%)

116
(85.9%)

17
(63%)

30
(51.7%)

243
(81%)	

19
(14.1%)

10
(37%)

28    
(48.3%)

57
(19%)	80

135

27

58

300	
Researcher’s survey (2024)
	Table 6 shows the analysis's results, which included a calculated Pearson chi 2 value of 552.225, a p-value of 0.001 with 9 degrees of freedom, and a threshold of significance of 0.05. The null hypothesis, which claimed that there is no significant relationship between students' ICT compliance and their Accounting achievement, is thus rejected since p ( 0.001) 0.05 alpha level of significance. This suggests that there is a strong correlation between kids' use of ICT and their arithmetic performance.
Table 6
Chi-square test of Students’ ICT compliance and their Accounting performance
		
	X2 Value	Df	Asymp. Sig. (2-sided)	Remark 	
Pearson Chi-Square	552.225	9	.001	NS	
N of Valid Cases	300				
 Researcher’s survey (2024)
Research Question 3: Is there any significant influence between the manners of social media usage and their Accounting performance? The corresponding hypothesis is hypothesis 3
H03: There is no significant influence between the manners of social media usage and their accounting performance.
Table 7 shows that 60% of the students who strongly think that how they use social media affects how well they do on tests also score highly, while only 15% score 	poorly. 34.4% of those who disagree perform poorly, compared to 65.6% of those who agree. Additionally, 56.8% of the people who strongly disagreed are high 	performers, while 43.2% are low performers. Last but not least, 51.8% high performers and 48.2% low performers were among those who disagreed.

Table 7
Students’ manners of social media usage and the Accounting performances cross tabulation.
Manners of social media usage 	        High performers
Count percent	       Low  performers
Count percent
	
Total	
	Strongly agree

Agree

Strongly disagree

Disagree

Total	60 (80%)

   82 (65.6%)

  25 (56.8%)

  29 (51.8%)

196 (65.3%)	15 (20%)

43 (34.4%)

    19 (43.2%)

 27(48.2%)

104 (34.7%)	75

125

44

56

     300	
Researcher’s survey (2024)
		According to table 8, the analysis's results showed that the calculated Pearson chi 2 	value was 583.6411, with a p-value of 0.001 and a degree of freedom of 9 at 0.05 	alpha level of significance. The stated null hypothesis 3 is therefore rejected because p (0.001) 0.05 alpha level of significance. This suggests that there is a strong correlation between how people use social media and how well they execute math.
Table 8
Chi-square test of Students’ manners of social media usage and their Accounting performance
		
	X2 Value	Df	Asymp. Sig. (2-sided)	Remark 	
Pearson Chi-Square	583.641	9	.001	NS	
N of Valid Cases	300				
 Researcher’s survey (2024)
Research Question 4: Is there any significant influence between the social medial usage and their Accounting performance based on gender? The corresponding hypothesis is hypothesis 4
H04: There is no significant influence between the social media usage and their Accounting performance based on gender.
		Table 9 shows that 53.5% of female students and 69.5% of male pupils performed 	well on the Accounting exam. Then, 46.5% of women and 30.5% of men are low 	performers, respectively.

Table 9
Students’ social media usage based on gender and their Accounting performance cross tabulation
Gender
	High performers	Low performers
	
Total	
	Male

female

Total	98
(69.5%)

85
(53.5%)

183
(61%)	43
(30.5%)

74
(46.5%)

117
(39%)	141

159

300	
Researcher’s survey (2024)
	Table 10 shows the analysis's results, which included a calculated Pearson chi2 value 	of 220.466, a p-value of 0.001, a degree of freedom of 1, and a threshold of 	significance of 0.05. The above-mentioned null hypothesis 4 is therefore not rejected 	since p ( 0.001) 0.05 alpha level of significance. This suggests that there is a strong 	relationship between a person's use of social media and their arithmetic prowess 	dependent on their gender.
Table 10
Chi-square test of Students’ social media usage and their Accounting performance based on gender
		
	X2 Value	Df	Asymp. Sig. (2-sided)	Remark 	
Pearson Chi-Square	220.466	1	.001	NS	
Number of Valid Cases	300				
 Researcher’s survey (2024)
Discussion of Findings 
The discussion for this study was based on the findings of the research questions and hypotheses formulated. The findings of the first hypothesis reveals that P (0.001) < 0.05 alpha level of significance which made H01 to be rejected and this implies that there is significant influence of social media on Accounting performance of senior school students. This was indicated in Table 3 where 213 (71%) of the students have positive influences towards Accounting exams while 87 (29%) of the students have negative influences towards Accounting exams. Table 3 also reveal that 115 (53.9%) of those that show positive influence towards Accounting exams are students with high performers. This result is similar to the work carried out by Asemah, Okpanachi and Edegboh (2013) which shows that students have access to social media and expose to it is to a very great extent.
For hypothesis two, the findings reveals that P (0.001) < 0.05 alpha level of significance which made H02 to be rejected and this implies that there is significant influence between students’ ICT compliance and their Accounting performance. This was indicated in Table 5 where 63% of those students with very low compliance have high performance, 85.9% of those with high compliance also have good performance in the exam and 51.7% of those with low compliance do not really impressed with their performance in the exam. This is similar to and in line with the work carried out by Siraj et al. (2015) which shows that students used internet as a supplementary learning material that led to improved academic performance.
For third hypothesis, the findings reveals that P (0.001) < 0.05 alpha level of significance which made H03 to be rejected and this implies that there is significant influence between the manners of social media usage and their Accounting performance. This was indicated in Table 7 where 60% of the students have strongly agreed that manners of social media usage influence their exams are high performers, while 15% are low performers. 65.6% of those that agree are high performers while 34.4% are low performers. Also, among those that strongly disagreed, 56.8% are high performers while 43.2% are low performers. Lastly, among those that disagreed are 51.8% high performers and 48.2% low performers. This is in line with the work carried out by Lenhart (2009) stated that Web users and online visitors are using social media for a lot of activities and functions such as meeting new people, making new friends, making relationships stronger, sharing information, sharing files and videos, planning for events, making professional networks, and flirting.
For Hypothesis four, the findings reveals that P (0.001) < 0.05 alpha level of significance which made H04 to be rejected and this implies that there is significant influence between the social media usage and their Accounting performance based on gender. This was indicated in Table 9 where 69.5% of the male students have good performance in Accounting exam while 53.5% of the female also have good performance. Then, 30.5% of the male are low performers while 46.5% of the female are low performers. This is in line with the work carried out by Park and Lee’s (2014), Muscanell and Guadagno (2012) and Thompson and Lougheed, (2012) found that females are using smart phones relating to social media for more emotional and social support compared to male. 

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
In this chapter, research summary are discussed, conclusions are drawn and recommendations are made respectively. 
Summary of the Major Findings 
Based on the findings from the study, the following points are summarized: All the stated null hypotheses were rejected.
1.	There is significant influence of social media on Accounting performance of senior school students.
2.	There is significant influence between students’ ICT compliance and their Accounting performance.
3.	There is significant influence between the manners of social media usage and their Accounting performance.
4.	There is significant influence between the social media usage and their Accounting performance based on gender.
Conclusion
From the major findings and discussion, the following conclusion has been drawn:
1.	The finding of the study shows that social media significantly influence Accounting performance of senior school students. 71% of the students have positive influences towards Accounting exams more than 29% of the students who have negative influences towards Accounting exams. 
2.	ICT compliance significantly influence Accounting performance among senior school students as 63% of the students with very low compliance have high performance and 85.9% of the students with high compliance also have good performance in the exam.
3.	The students’ manners of social media usage is significantly influence their Accounting performance. As 60% of the students who have strongly agreed that the manners of social media usage influence their exams are high performers, 65.6% of those that agree are high performers. Also, among those that strongly disagreed 56.8% are high performers.
4.	Students’ social media usage is significantly influence Accounting performance based on gender. As 69.5% of the male students have good performance in Accounting exam while 53.5% of the female also have good performance.
Recommendations
The following recommendations are made: -
1.	Students should be sensitized by teacher, school administrator and school psychologist on the influence of social media on Accounting performance among senior school students.
2.	Seminar, conferences and workshops should be held on the ICT compliance on Accounting performance among senior school students.
3.	Students should be sensitized by teacher, school administrator and school psychologist and parent on the frequency in social media usage and its influence on Accounting performance among senior school students.

REFERENCES
Abba, A. and Bello, A. B. (2014). Effect of Mobile Social Networks on Secondary School Students, International Journal of Computer Science and Information Technologies 5(5): 6333-6335.

Abu-Shanab, E. Momani, A. & Ababneh, N. (2012). Teachers’ Adoption of E-learning Systems: The Case of Eduwave in Jordan, The 2012 International Arab Conference of e- Technology (IACe-T'2012), Zarqa, Jordan, in April 25-27, 2012, pp. 51-56.

Abu-Shanab, E. Ababneh, N., & Momani, A. (2012). E-learning Systems’ Acceptance: The Case of Eduwave in Jordan, The 8th International Scientific Conference eLearning and software for Education Bucharest, Romania, April 26-27, 2012, pp. 463-467.

Akanbi, M. I., Makama, U. D. and Godwin, A. (2014). Influence of social media on group behaviour and academic achievement among senior secondary students in Ilorin-West, Kwara state, New Media and Mass Communication, 29, 60-63.

Akanbi, M. I. and Theophilus, A. B. (2014). Influence of social media usage on self-image and academic performance among secondary school students in Ilorin-west local government, Kwara state, international research journal of pure and applied physics, 2(4): 42-50.

Akintunde, S. A. (2001). Promoting reading culture through Christian Literature, Retrieved From http://www.dspace.unyos.edu.ng.

Amadi, E. C. and Ewa, C. J. (2018). Social Media Networking and the Academic Performance of University Students in Nigeria: a study of Rivers State University, Port Harcourt, International Journal of Innovation Scientific and Engineering Technologies Research 6(1): 24-31.

Asemah, E. S. (2013). influence of social media on the academic performance of the undergraduate students of kogi state university, anyigba, Nigeria, research on humanities and social sciences, 3(12): 90-97.

Hamam, S., Abu Abbas, O., Abdel-Qader, R., & Abu-Shanab, E. (2008). E-learning as Learning Method in Jordanian Primary and Secondary Education Environment. The Second International Conference & Exhibition for Zain e-Learning Center, Bahrain, 2008.
Heyam, A. A. (2014). The influence of social networks on students’ performance, journal of emerging trends in computing and information sciences, 5(3): 200-205.

Igbo, J. N., Ezenwaji, I. and Ajuziogu, C. U. (2018). Facebook, twitter activities sites, location and students’ interest in learning, international education studies, Canadian center of science and education, 11(2): 133-143.

Manning, J. (2014.) Social media, definition and classes of. In K. Harvey (Ed.), Encyclopedia of social media and politics (pp. 1158-1162). Thousand Oaks, CA: Sage.
Morgan, N., Graham, J., & Hodges, A. (2012). Social media. The complete guide to social media. Retrieved from http://www.Thesocialmediaguys.co.uk/wp/content/uploads/downloads/2011/03/completeGuidetoOvute. 

Ogedebe, P.M, Emmanuel, J.A. &Musa Y. (2012). A survey on Facebook and Academic Performance in Nigeria Universities. International Journal of Engineering Research and Applications (IJERA). 2(4), 788-797. 

Olatokun, W. M. (2008). Internet access and usage by secondary school students in a Nigerian Municipality. SAJnl Libs & Info Sci. pp. 138-148.

Olatunde, O. (2014). Use of social networking among secondary school students: implications for academic performance.

Ovute, A. O., & Ovute, L. E. (2015). Effect of social media on secondary school students acquisition of knowledge. International Journal of Current Research and Academic Review, 3(5), 81-91. 

Rabiu, H., Muhammed, A. I., Umaru, Y. and Ahmed, H. T. (2016). Impact Of Mobile Phone Usage On Academic Performance Among Secondary School Students In Taraba State, Nigeria, European Scientific Journal 12(1): 466-479.

Siraj, H. H., Salam, A., Hasan, N. A., Jin, T. H., Roslan, R. B. and Othman, M. N. B. (2015). Internet Usage and Academic Performance: A Study in a Malaysian Public University. Japan Health Sciences University & Japan International Cultural Exchange Foundation. International Medical Journal. Vol. 22(2), pp. 83 – 86. https://www.researchgate.net/publication/275833912.

APPENDIX
DEPARTMENT OF BUSINESS EDUCATION, SCHOOL OF VOCATIONAL STUDIES, KWARA STATE COLLEGE OF EDUCATION, ILORIN.

QUESTIONNAIRE ON INFLUENCE OF SOCIAL MEDIA ON ACCOUNTING PERFORMANCE OF SENIOR SCHOOL STUDENTS IN ILORIN

Dear Respondents, 
 	The questionnaire is designed and intended to elicit information on the influence of social media on Accounting performance of students of senior secondary school in Ilorin as a requirement for the award of Bachelor of Science Education in Accounting.
Kindly respond to this questionnaire and your responses will be confidential.
Thank you. 
       Yours faithfully,
                  Soliu Ajarat Arinola

Consent form
Please tick ( ) in one box only, to indicate your decision.
( ) I agree to voluntarily participate in this study.
( ) I am not interested.
SECTION A:	DEMOGRAPHIC DATA
Please tick ( ) your correct responses or fill in as required.
1.	What is the name of your school?    …………………………………
2.	What is your sex?	A. Male	(	)	B. Female	(	)
3.	What class are you?	A. S.S.S. I	(	)	B. S.S.S. II	(	) 
C. S.S.S. III 	(	)
SECTION B:	SOCIAL MEDIA AND ACCOUNTING PERFORMANCE
INSTRUCTION:
1.	Social media contribute to poor performance of students in Accounting.
A.	Strongly Agree (	)	B. Agree (	)	C. Strongly Disagree (  )     		 D. Disagree (  )
2.	Students who spend more time on social media are likely to perform poorly in their homework. 
A.	Strongly Agree (	)	B. Agree (	)	C. Strongly Disagree (  )      		D. Disagree (  )
3.	Social media helps students learn better. 
A.	Strongly Agree (	)	B. Agree (	)	C. Strongly Disagree (  )      		D. Disagree (  )
4.	Most students chat than research online.
A. Strongly Agree (   )	B. Agree (	)	C. Strongly Disagree (	)      			D. Disagree (  )
5.	Some students dislike social media as it affects their social life negatively.
A.	Strongly Agree (	)	B. Agree (	)	C. Strongly Disagree (  )      		D. Disagree (  )
6.	Hours spent online can never be compared to the number of hours spend on learning Accounting.
A.	Strongly Agree (	)	B. Agree (	)	C. Strongly Disagree (  )      		D. Disagree (  )
7.	There is no improvement in my grades since I became engaged into these social media sites.
A.	Strongly Agree (	)	B. Agree (	)	C. Strongly Disagree (  )      		D. Disagree (  )
8.	I usually have unlimited access to Facebook and this has affected my academic performance negatively.
A.	Strongly Agree (	)	B. Agree (	)	C. Strongly Disagree (  )      		D. Disagree (  )
9.	I engage in academic discussions on whatsapp and this has improved my academic performance. 
A.	Strongly Agree (	)	B. Agree (	)	C. Strongly Disagree (  )                        D. Disagree (  )
10.	 I make use of whatsapp to disseminate knowledge/information to my class mate.
A.	Strongly Agree (	)	B. Agree (	)	C. Strongly Disagree (  )                      D. Disagree (  )
11.	 I will not perform well in my academics even if I stop using social media. 
A.	Strongly Agree (	)	B. Agree (	)	C. Strongly Disagree (  )            D. Disagree (  )
12.	Male and female students use social media networks differently in different frequencies. 
A.	Strongly Agree (	)	B. Agree (	)	C. Strongly Disagree (  )                      D. Disagree (  )
13.	Female students use social networking sites more to explicitly foster social connections.
A.	Strongly Agree (	)	B. Agree (	)	C. Strongly Disagree (  )            D. Disagree (  )