MoyoEd Research

Introduction

Social networking sites (SNS), such as Instagram, TikTok, WhatsApp, YouTube, and Discord, are deeply embedded in the lives of teenagers worldwide. By 2024, over 95% of adolescents in the U.S. reported daily SNS use, with similar figures in other regions (Pew Research Center, 2023). This ubiquity has sparked debate: Are SNS undermining study habits or reshaping how students collaborate and learn?
Understanding these dynamics is crucial for educators of chemistry and science. Chemistry learning depends on conceptual scaffolding, problem solving, and laboratory engagement—all processes potentially influenced by online behaviours.

Theoretical and Research Background.

Three key frameworks explain the influence of SNS on learning.

• Social Learning Theory (Bandura, 1977): Teenagers learn through observation and modeling, making SNS powerful arenas for peer learning and science identity formation.
• Cognitive Load Theory (Sweller, 2011): Continuous multitasking and exposure to rapid media streams can overload working memory and impede conceptual processing.
• Displacement Hypothesis (Neuman, 1988): Time on SNS may displace study, sleep, or reading, unless use is academically focused.

However, recent meta-analyses have shown no universal effects. SNS outcomes vary according to intensity, purpose, and context (Avci 2024; Hou et al. 2024).

Continental Perspectives: What the Research Shows

North America

Longitudinal U.S. studies reveal that moderate purposeful SNS use (e.g., online study groups) correlates with neutral or slightly positive academic outcomes, while compulsive use predicts lower grades and anxiety (Pew Research Center, 2023).

South America

Brazilian research shows that heavy SNS use is linked to sleep loss and poor grades, but productive academic use via WhatsApp and YouTube enhances science learning (Pereira et al. 2024).

Europe.UK and EU studies note rising “problematic” SNS use among youth and mixed results from smartphone bans in schools, suggesting the need for balanced, educational policies (UK Government Report, 2024).

Africa

African studies, especially from Ghana and Nigeria, highlight dual outcomes: SNS facilitates collaborative learning but also causes time mismanagement and distraction (Desai, 2025). Gender patterns show that girls experience more social comparison anxiety and boys experience more multitasking strain.

Asia

Chinese and Indian surveys showed nuanced effects. When SNS are used instrumentally for learning, academic outcomes improve; recreational overuse undermines sleep and focus (Hou et al., 2024).

Oceania

Australian and New Zealand research identifies a U-shaped curve: Moderate SNS use supports well-being, but both minimal and excessive use relate to lower engagement (NZ Digital Wellbeing Report, 2023).

Affordances of Social Networking Sites

SNS can significantly enhance learning when properly guided.

• Collaborative knowledge construction: WhatsApp or Discord groups foster real-time peer tutoring and conceptual discussions (Breslyn et al., 2022).
• Multimedia instruction: YouTube tutorials provide visualizations of chemical reactions and lab setups, thus deepening understanding (Adjei et al., 2024).
• Science communication: Students can post lab summaries or “explainer videos,” building scientific literacy and communication skills (Ciriminna & Pagliaro, 2023).

Such uses transform SNS from time wasters into learning ecosystems, supporting inquiry and metacognition.

Challenges and Negative Impacts

• Cognitive overload: Multitasking during study reduces working memory capacity and focus (Sweller 2011).
• Sleep disruption: Late night scrolling is correlated with impaired memory consolidation and reduced attention (Desai, 2025).
• Mental health strain: Overexposure fosters anxiety and comparison effects, especially among girls (APA 2023).
• Gendered dynamics: Research across continents shows that females experience greater emotional impacts, while males display more multitasking and time management issues (Pereira et al., 2024).

Mediating and Moderating Factors

Several variables shape SNS effects:

The Role of Teachers and Parents

Teachers (especially in Chemistry)

1. Integrate structured SNS activities:
   Encourage short “mini-explainer videos” of lab concepts with peer feedback.
2. Teach critical digital literacy
   Evaluate YouTube experimental channels for accuracy.
3. Establish clear boundaries
   Promote “flipped-lab” routines — watch videos at home and focus on data collection in class.

Parents

• Use open dialogue, not surveillance. Discuss study schedules and sleep habits.
• Encourage educational channels and family shared viewing of science content.
• Model balanced use: Research shows that parental modeling predicts adolescent digital balance (APA, 2023).

Global Comparisons and Gender Insights

Globally, SNS are neither inherently harmful nor beneficial, and their outcomes depend on guided purposes. Gendered patterns appear to be culturally mediated.

• In collectivist societies (e.g., Asia, Africa), girls’ SNS use often emphasizes social bonding, which can either support or distract them from study.
• In individualist contexts (Europe and North America), achievement pressure heightens comparison anxiety among female users (Hou et al., 2024; Desai, 2025).

Implications for Practice and Research

1. Curriculum Integration: Develop modules on scientific communication through SNS, for example, students critique a chemistry YouTube tutorial using evidence.
2. ​Policy Balance: Replace phon​e bans with structured digital engagement frameworks.
3. Research Priorities:
   • Longitudinal, chemistry-specific SNS studies.
   • Culturally adaptive interventions promoting digital balance.
   • Collaborative teacher-parent digital literacy programs.

Conclusion

SNS are now permanent fixtures in teenagers’ academic worlds. For science educators, the key is critical integration — teaching students to use digital spaces to learn, not to escape learning. Balanced, structured, and guided SNS use can enhance engagement, conceptual understanding, and communication in chemistry and STEM.

References.

Adjei, Y., Duku, P., Donkor, J., Boachie, S. (2024). YouTube video technology in the chemistry classroom: Impact on attitudes and performance. Eur. J. Math. Sci. Educ.
American Psychological Association. (2023). Health advisory on adolescent social media use. Washington, DC.
Avci, H. (2024). Systematic review of social media use, adolescent identity, and academic outcomes. Front. Psychol.
Breslyn et al. (2022). Learning science using YouTube videos and instructor-provided support. Int. J. Sci. Educ.
Ciriminna, R. and Pagliaro, M. (2023). Social Media for Chemistry Scholars: Benefits for Education and Engagement. Chem. Educ. Perspect.
Desai, R. (2025). Adolescent social media use and mental health in sub-Saharan Africa: a scoping review. African J. Psych. Res.
Hou, Y., et al. (2024). Social media use and academic performance in Chinese adolescents: A moderated mediation model. J. Adolesc. Stud.
Pereira, R. B., et al. (2024). Self-reported social media use by adolescents in Brazil. Trends Psychiatry Psychother.
Pew Research Center. (2023). Teens, Social Media, and Technology 2023. Washington, DC.