SOCIAL MEDIA USAGE AND INSTRUCTIONAL EFFECTIVENESS DELIVERY AMONG SENIOR SECONDARY SCHOOL STUDENTS AT OYO TOWN

This study examined the impact of social media usage on instructional effectiveness among senior secondary school students in Oyo Town, Nigeria. Using a descriptive survey research design, data were collected from 30 students and 10 teachers across Ajayi Crowther Secondary School and Emmanuel Alayande Model College. The study aimed to determine the most commonly used social media platforms for academic purposes, explore the relationship between social media engagement and instructional outcomes, and assess both student and teacher perceptions regarding benefits and challenges. Findings revealed that students at Ajayi Crowther Secondary School showed a significant preference for platforms like WhatsApp and YouTube, while no such preference was found among students at Emmanuel Alayande Model College. Strong positive correlations were observed between the frequency of social media use and perceived instructional effectiveness for both students (r = 0.97) and teachers (r = 0.93), indicating that when appropriately used, social media enhances engagement and instructional delivery. However, a significant perceptual gap existed between teachers and students; while teachers viewed social media as beneficial, students were more concerned about distractions and limited digital access. The study concludes that social media has significant potential to improve instructional delivery if integrated thoughtfully and supported with digital literacy training, infrastructure investment, and policy frameworks. Recommendations include targeted teacher training, affordable internet access, and the development of responsible digital usage guidelines. Keywords: Social Media, Instructional Effectiveness, Digital Learning, Educational Technology, Oyo Town.