Abstract The evolution of the web has created a borderless social space that facilitates communication between geographically dispersed immigrant communities across the globe. For migrants and asylum seekers trying to enter Europe, for example, not only traditional infrastructures (railways, ports...) are important, but also electronic-digital infrastructures such as smartphones, apps (simultaneous translation programs, messaging platforms), and social networks. The possession of a smartphone by a migrant cannot be considered a luxury gadget, as it is constantly narrated in a stereotyped way in the public discourse according to media entertainment logic, but the internet and mobile phones underline the need for everyone to be connected without space-time limits and to have access to all the media contents offered. So, what role do the media play in human mobility and the imagination of migrant subjects? How do they change and what value do the spaces of connection crossed physically and virtually take on? What security for migrants in the mobile communication society?
{"title":"Mobile lives, open cultures, and cross-media ecosystem. What securities for migrants?","authors":"G. Buoncompagni","doi":"10.2478/jesm-2022-0027","DOIUrl":"https://doi.org/10.2478/jesm-2022-0027","url":null,"abstract":"Abstract The evolution of the web has created a borderless social space that facilitates communication between geographically dispersed immigrant communities across the globe. For migrants and asylum seekers trying to enter Europe, for example, not only traditional infrastructures (railways, ports...) are important, but also electronic-digital infrastructures such as smartphones, apps (simultaneous translation programs, messaging platforms), and social networks. The possession of a smartphone by a migrant cannot be considered a luxury gadget, as it is constantly narrated in a stereotyped way in the public discourse according to media entertainment logic, but the internet and mobile phones underline the need for everyone to be connected without space-time limits and to have access to all the media contents offered. So, what role do the media play in human mobility and the imagination of migrant subjects? How do they change and what value do the spaces of connection crossed physically and virtually take on? What security for migrants in the mobile communication society?","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127624079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Starting with the 2017-2018 school year, secondary school students benefit from a new curriculum framework and new subject curricula, which facilitate curriculum integration. During the literature review, we noticed that the results of some international studies show that curriculum integration contributes to increasing school motivation. Through our research, which took place during the 2019-2020 school year, we aimed to identify the impact of curriculum integration on the school motivation of secondary school students and their perception regarding curriculum integration. For this, we designed a questionnaire with 16 closed items that we applied at the beginning and the end of the school year to a sample of 117 students from three Bucharest schools. The results of our research show a positive change in the reasons why students learn and in four of the nine behaviors associated with the characteristics of school motivation (curiosity, active engagement, and persistence). Thus, interest in multiple disciplines increased and all persistence behaviors improved. Regarding the students’ perception regarding the curriculum integration, from the six monitored aspects, there was a positive change in the students’ interest in the disciplines with which the teacher makes connections during the teaching of the current discipline.
{"title":"Curriculum Integration and Learning Motivation of the Secondary School Students","authors":"A. Constantin, Alexandru-Filip Popovici","doi":"10.2478/jesm-2022-0018","DOIUrl":"https://doi.org/10.2478/jesm-2022-0018","url":null,"abstract":"Abstract Starting with the 2017-2018 school year, secondary school students benefit from a new curriculum framework and new subject curricula, which facilitate curriculum integration. During the literature review, we noticed that the results of some international studies show that curriculum integration contributes to increasing school motivation. Through our research, which took place during the 2019-2020 school year, we aimed to identify the impact of curriculum integration on the school motivation of secondary school students and their perception regarding curriculum integration. For this, we designed a questionnaire with 16 closed items that we applied at the beginning and the end of the school year to a sample of 117 students from three Bucharest schools. The results of our research show a positive change in the reasons why students learn and in four of the nine behaviors associated with the characteristics of school motivation (curiosity, active engagement, and persistence). Thus, interest in multiple disciplines increased and all persistence behaviors improved. Regarding the students’ perception regarding the curriculum integration, from the six monitored aspects, there was a positive change in the students’ interest in the disciplines with which the teacher makes connections during the teaching of the current discipline.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127017832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Problem-based and inquiry-based learning, are excellent opportunities for improving, perfecting and modernizing the educational process. In this regard, the aim of the paper is to present in more detail the application of the problem-based and inquiry-based learning in the teaching of nature and society (as the subject is named in primary schools of Republic of Srpska), as well as the similarities and differences, i.e. the border that separates these two methods of acquiring knowledge, while highlighting the difficulties that may report during their implementation. The paper is of a theoretical nature, based on the findings of eminent authors who are experts in the given field of education, and it also contains examples for lessons which are self-created. The purpose of the paper is to help teachers in preparing and conducting this type of nature and society lessons and to encourage the improvement of the learning process. The differences between the models are that problem-based learning is somewhat narrower and is directed towards finding solutions according to clearly defined steps, while inquiry learning is more directed towards fulfilling the human need for discovery, and encourages students to make exploring the world around them their lifestyle. From the above, it can be seen that it is necessary to pay attention to several aspects in order to make the class as high quality as possible, so that the role of the teacher remained unsurpassed, regardless of how independent the students were in learning.
{"title":"Problem-based and Inquiry-based learning in the Teaching of Nature and Society","authors":"Neda B. Gavrić, Dragana Radivojević","doi":"10.2478/jesm-2022-0020","DOIUrl":"https://doi.org/10.2478/jesm-2022-0020","url":null,"abstract":"Abstract Problem-based and inquiry-based learning, are excellent opportunities for improving, perfecting and modernizing the educational process. In this regard, the aim of the paper is to present in more detail the application of the problem-based and inquiry-based learning in the teaching of nature and society (as the subject is named in primary schools of Republic of Srpska), as well as the similarities and differences, i.e. the border that separates these two methods of acquiring knowledge, while highlighting the difficulties that may report during their implementation. The paper is of a theoretical nature, based on the findings of eminent authors who are experts in the given field of education, and it also contains examples for lessons which are self-created. The purpose of the paper is to help teachers in preparing and conducting this type of nature and society lessons and to encourage the improvement of the learning process. The differences between the models are that problem-based learning is somewhat narrower and is directed towards finding solutions according to clearly defined steps, while inquiry learning is more directed towards fulfilling the human need for discovery, and encourages students to make exploring the world around them their lifestyle. From the above, it can be seen that it is necessary to pay attention to several aspects in order to make the class as high quality as possible, so that the role of the teacher remained unsurpassed, regardless of how independent the students were in learning.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"603 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125306438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper presents a theoretical perspective on the relationship between personality and self-regulated learning, by trying to study deeper the understanding of the relationship between the two constructs, based on the results of previous studies. Given the fact that the literature on the relationship between personality traits and the use of self-regulated learning strategies in the school environment is quite limited, we want to enrich the literature on this topic by summarizing a few relevant research results in this field. This paper includes a theoretical approach of the personality and self-regulated learning, by presenting their specifics and an analysis of the relationships between them, by synthesizing the results of a series of studies that have studied this relationship. The analyzed studies present various results, but most of them claim that personality traits represent important predictors of self-regulated learning and academic results. The results of the analyzed studies support especially the importance of conscientiousness as a predictor of self-regulated learning, being considered by some authors the most important component of personality. However, some studies have also identified positive relationships between extraversion, openness, neuroticism and agreeableness, and the use of self-directed learning strategies.
{"title":"Personality, self-regulated learning and academic achievement. A theoretical approach","authors":"Roxana-Elena Leonte","doi":"10.2478/jesm-2022-0023","DOIUrl":"https://doi.org/10.2478/jesm-2022-0023","url":null,"abstract":"Abstract This paper presents a theoretical perspective on the relationship between personality and self-regulated learning, by trying to study deeper the understanding of the relationship between the two constructs, based on the results of previous studies. Given the fact that the literature on the relationship between personality traits and the use of self-regulated learning strategies in the school environment is quite limited, we want to enrich the literature on this topic by summarizing a few relevant research results in this field. This paper includes a theoretical approach of the personality and self-regulated learning, by presenting their specifics and an analysis of the relationships between them, by synthesizing the results of a series of studies that have studied this relationship. The analyzed studies present various results, but most of them claim that personality traits represent important predictors of self-regulated learning and academic results. The results of the analyzed studies support especially the importance of conscientiousness as a predictor of self-regulated learning, being considered by some authors the most important component of personality. However, some studies have also identified positive relationships between extraversion, openness, neuroticism and agreeableness, and the use of self-directed learning strategies.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129509071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The present work outlines a series of arguments that support the need for awareness and involvement of teacher trainers in the development of competences for diversity from the stage of initial training. The work also proposes an analysis of knowledge, skills, attitudes of a cognitive, social, emotional nature, self-knowledge capacities, ethical values, etc. as structured ensembles that can be dynamically trained for the purpose of training and developing the competences for diversity of teachers. A sequential presentation of the Professional Standards for teachers from Romania, Great Britain, Australia and France from the perspective of diversity and inclusion offers some benchmarks for an educational practice that promotes equal opportunities for education and development of all children, regardless of differences in the socio-economic status, language, culture/personality, race/ethnicity, religion, abilities or disabilities, learning styles, aspects of personality etc. that differentiate them.
{"title":"Pedagogy of diversity in teacher training","authors":"Daniela Jeder","doi":"10.2478/jesm-2022-0029","DOIUrl":"https://doi.org/10.2478/jesm-2022-0029","url":null,"abstract":"Abstract The present work outlines a series of arguments that support the need for awareness and involvement of teacher trainers in the development of competences for diversity from the stage of initial training. The work also proposes an analysis of knowledge, skills, attitudes of a cognitive, social, emotional nature, self-knowledge capacities, ethical values, etc. as structured ensembles that can be dynamically trained for the purpose of training and developing the competences for diversity of teachers. A sequential presentation of the Professional Standards for teachers from Romania, Great Britain, Australia and France from the perspective of diversity and inclusion offers some benchmarks for an educational practice that promotes equal opportunities for education and development of all children, regardless of differences in the socio-economic status, language, culture/personality, race/ethnicity, religion, abilities or disabilities, learning styles, aspects of personality etc. that differentiate them.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123641464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The practitioners of canon law claim that ecclesial law and civil law are in a relation of analogy, so that both of these juridical systems have common features but differ in aspects of specificity of matter and essence. In this way, civil law becomes a point of reference for the study of ecclesial law and the statement is true as well the other way round However, one can note a modality of identification only for the features of canon law which are equivalent to the features of civil law, canon law constituting a coherent system similarly to the civil law system. Consequently, canon law is a well-deffined juridical system, delimited by its own juridical norms and which regulates both the internal life of the Church and her external life, in relation to other civil and religious institutions. Therefore, by the topic approached in the present article we join this contemporary ‘juridical trend’, which relies on comparative law in order to know and harmonize the international legislation among all the law systems, the basis of dialogue revolving around the guaranteeing of man’s fundamental rights and freedoms. Actually, the Church respects and participates in the fight for guaranteeing man’s fundamental rights and freedoms because the Church carries in her being and mission the seal of the universal. Recently, the modern scientific juridical research has shown a real interest in the importance of canon law, the main empirical directions referring to the historical highlighting of canon law, the study of the methods dealing with the relations between the State and the Church, the organisms of ecclesial authority, especially those related to the system of justice, the comparative analysis of canon law, the existence and functionality of the canon law system in various religions of the world.
{"title":"The Importance of Scientific Research in Canon Law Today","authors":"C. Santi","doi":"10.2478/jesm-2022-0016","DOIUrl":"https://doi.org/10.2478/jesm-2022-0016","url":null,"abstract":"Abstract The practitioners of canon law claim that ecclesial law and civil law are in a relation of analogy, so that both of these juridical systems have common features but differ in aspects of specificity of matter and essence. In this way, civil law becomes a point of reference for the study of ecclesial law and the statement is true as well the other way round However, one can note a modality of identification only for the features of canon law which are equivalent to the features of civil law, canon law constituting a coherent system similarly to the civil law system. Consequently, canon law is a well-deffined juridical system, delimited by its own juridical norms and which regulates both the internal life of the Church and her external life, in relation to other civil and religious institutions. Therefore, by the topic approached in the present article we join this contemporary ‘juridical trend’, which relies on comparative law in order to know and harmonize the international legislation among all the law systems, the basis of dialogue revolving around the guaranteeing of man’s fundamental rights and freedoms. Actually, the Church respects and participates in the fight for guaranteeing man’s fundamental rights and freedoms because the Church carries in her being and mission the seal of the universal. Recently, the modern scientific juridical research has shown a real interest in the importance of canon law, the main empirical directions referring to the historical highlighting of canon law, the study of the methods dealing with the relations between the State and the Church, the organisms of ecclesial authority, especially those related to the system of justice, the comparative analysis of canon law, the existence and functionality of the canon law system in various religions of the world.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131753111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In this article, we propose to create a synthesis based on some relevant articles in the field regarding the effectiveness of intervention programs on improving the symptoms of children with ADHD. To achieve this goal, I explained the difficulties faced by a child with ADHD in the school environment and at home and presented the most relevant intervention programs. The results of our study can be used in the school environment.
{"title":"The Effectiveness of intervention programs in the case of pupils with ADHD","authors":"F. Linca","doi":"10.2478/jesm-2022-0025","DOIUrl":"https://doi.org/10.2478/jesm-2022-0025","url":null,"abstract":"Abstract In this article, we propose to create a synthesis based on some relevant articles in the field regarding the effectiveness of intervention programs on improving the symptoms of children with ADHD. To achieve this goal, I explained the difficulties faced by a child with ADHD in the school environment and at home and presented the most relevant intervention programs. The results of our study can be used in the school environment.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114411995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cesar Chester O. Relleve, Michael C. Pangilinan, Maricor N. Ronio
Abstract The goal of this research is to find out if the Academic Self-Regulation can predict the Academic Performance of Grade 11 students enrolled in the subject Disciplines and Ideas in the Applied Social Sciences by analyzing the Regression Model. In this study, the Quantitative-Descriptive method was used. The results revealed that: a) Identified Regulation is the highest while the Intrinsic Motivation is the lowest; b) there is a significant difference in the academic performance of the students, female students have higher grades compared to males; c) there is no significant difference in the self-regulation of the students; d) significant difference exists within the self-regulations so Post Hoc Analysis was employed; e) based on Bonferroni post host test there is no significant difference between Introjected Regulation and Intrinsic Motivation; f) the overall regression model is not statistically significant to predict the Academic Performance of the students.
{"title":"Academic self-regulation and academic performance of humanities and social science students","authors":"Cesar Chester O. Relleve, Michael C. Pangilinan, Maricor N. Ronio","doi":"10.2478/jesm-2022-0026","DOIUrl":"https://doi.org/10.2478/jesm-2022-0026","url":null,"abstract":"Abstract The goal of this research is to find out if the Academic Self-Regulation can predict the Academic Performance of Grade 11 students enrolled in the subject Disciplines and Ideas in the Applied Social Sciences by analyzing the Regression Model. In this study, the Quantitative-Descriptive method was used. The results revealed that: a) Identified Regulation is the highest while the Intrinsic Motivation is the lowest; b) there is a significant difference in the academic performance of the students, female students have higher grades compared to males; c) there is no significant difference in the self-regulation of the students; d) significant difference exists within the self-regulations so Post Hoc Analysis was employed; e) based on Bonferroni post host test there is no significant difference between Introjected Regulation and Intrinsic Motivation; f) the overall regression model is not statistically significant to predict the Academic Performance of the students.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121687077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Modeling consumer behavior can be explained in the context of specific paradigms: sociological, psychological, cultural, neurocognitive, anthropological, and economic. With the discoveries in the field of neuroscience, the perspective of over-explaining consumer behavior is heading more toward cognitive neuroscience. The research in neurophysiology has succeeded in explaining the interpsychic processes and in the creation of multiple theories which are trying to determine the cause of human organism reaction to different external stimuli. The current scientifical challenges can be found especially around neuropsychology which is attempting to explain how the human brain works and which are the sections that influence the behavior. The research from neurobiology mentions the fact that at the core of buying purchases is a neurophysiological layer.
{"title":"Modeling consumer behavior – Psychological paradigm","authors":"M. Anghel","doi":"10.2478/jesm-2022-0013","DOIUrl":"https://doi.org/10.2478/jesm-2022-0013","url":null,"abstract":"Abstract Modeling consumer behavior can be explained in the context of specific paradigms: sociological, psychological, cultural, neurocognitive, anthropological, and economic. With the discoveries in the field of neuroscience, the perspective of over-explaining consumer behavior is heading more toward cognitive neuroscience. The research in neurophysiology has succeeded in explaining the interpsychic processes and in the creation of multiple theories which are trying to determine the cause of human organism reaction to different external stimuli. The current scientifical challenges can be found especially around neuropsychology which is attempting to explain how the human brain works and which are the sections that influence the behavior. The research from neurobiology mentions the fact that at the core of buying purchases is a neurophysiological layer.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116295152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The impact of social media use on academic achievement in science subjects among senior secondary school students in Anambra State, Nigeria, was studied using a descriptive survey design. The study’s goals are to determine the relationship between social media usage and academic performance in science subjects among Anambra State Senior Secondary School students, as well as to determine whether there is a difference in the relationship between social media usage and academic performance in science subjects between male and female Anambra State Senior Secondary School students. The study’s participants are all Senior Secondary School students in Onitsha, Anambra State. The population in its entirety is 1,450. According to the research advisers’ requirements, the study’s sample size is two hundred and sixty (260) senior secondary school students from Onitsha North and South. To test hypothesis one, the data was analyzed using Pearson product moment correlation (r). The use of PPMC was based on the assumption that it can be used to form relationships. Because hypothesis two had multiple independent variables, regression analysis was utilized to test them. There is no significant association between social media usage and Academic Performance in Science Subjects among Anambra State Senior Secondary School Students, although there is a significant difference between male and female Senior Secondary School Students in Anambra State. The following recommendations were made based on the study’s findings: teachers should encourage students to use social media positively for academic activities, teachers and school counselors should treat both male and female students with social media disorder equally, adequate ICT facilities should be provided to both local governments, and secondary school teachers should use the same motivational measures for using social media for academic purposes.
{"title":"Effects of Student’s Use of Social Media on Academic Performance (A case study of Secondary School students in Onitsha)","authors":"No Ejoh, M. Lawan","doi":"10.2478/jesm-2022-0002","DOIUrl":"https://doi.org/10.2478/jesm-2022-0002","url":null,"abstract":"Abstract The impact of social media use on academic achievement in science subjects among senior secondary school students in Anambra State, Nigeria, was studied using a descriptive survey design. The study’s goals are to determine the relationship between social media usage and academic performance in science subjects among Anambra State Senior Secondary School students, as well as to determine whether there is a difference in the relationship between social media usage and academic performance in science subjects between male and female Anambra State Senior Secondary School students. The study’s participants are all Senior Secondary School students in Onitsha, Anambra State. The population in its entirety is 1,450. According to the research advisers’ requirements, the study’s sample size is two hundred and sixty (260) senior secondary school students from Onitsha North and South. To test hypothesis one, the data was analyzed using Pearson product moment correlation (r). The use of PPMC was based on the assumption that it can be used to form relationships. Because hypothesis two had multiple independent variables, regression analysis was utilized to test them. There is no significant association between social media usage and Academic Performance in Science Subjects among Anambra State Senior Secondary School Students, although there is a significant difference between male and female Senior Secondary School Students in Anambra State. The following recommendations were made based on the study’s findings: teachers should encourage students to use social media positively for academic activities, teachers and school counselors should treat both male and female students with social media disorder equally, adequate ICT facilities should be provided to both local governments, and secondary school teachers should use the same motivational measures for using social media for academic purposes.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126208351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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