Examining the Impact of Social Media Usage on Academic Achievement and Emotional Intelligence amongst Science Trainee Teachers

Nur Alia Nadira Binti A Rahman and Hamimah Hashim
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Nur Alia Nadira Binti A Rahman: Faculty of Education, Universiti Teknology MARA, Malaysia
Hamimah Hashim: Faculty of Education, Universiti Teknology MARA, Malaysia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 12, 838-846

Abstract: In recent years, social media usage among science trainee teachers has surged, prompting investigations into its impact on academic performance and emotional intelligence (EI). Previous research suggests a link between heightened social media dependency and decreased EI, often attributed to social media addiction and subsequent academic challenges. This study aimed to explore the social media habits of science student teachers and evaluate their academic performance and EI. Additionally, it examined gender disparities in academic achievement and EI among these trainees, along with the relationship between social media usage frequency and academic success. A sample of 140 individuals from the Faculty of Education at a public university in Selangor participated in the study, completing a quantitative questionnaire analysed using Statistical Packages for the Social Sciences (SPSS). Findings indicated that most trainee teachers engage with platforms such as Facebook, WhatsApp, and YouTube daily, maintaining an average of five social media accounts. Despite perceiving social media as beneficial for professional development, participants acknowledged its negative impact on academic performance, albeit with high self-perceived academic achievement. Furthermore, participants demonstrated proficiency in handling interpersonal conflicts empathetically, suggesting elevated EI levels. Gender differences in academic achievement and emotional intelligence (EI) were identified, as evidenced by independent sample t-tests. For academic achievement, the t-test results were t (47.319) = -5.408, p = 0.00 while for emotional intelligence, the t-test indicated t(54.434) = -2.535, p = 0.014. Pearson’s Correlation test revealed r = -0.250 and p = 0.003 and it indicated a weak negative relationship between social media usage frequency and academic achievement. Excessive social media use was associated with adverse effects on academic performance and EI, highlighting the importance of digital literacy and media education in educational policies and practices. Emphasizing Social and Emotional Learning (SEL) is crucial, given the increasing value placed on EI in schools. By leveraging social media, trainee teachers can enhance essential EI skills to foster supportive learning environments, aligning with evolving educational needs.

Date: 2024
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