Title: Exploring Teachers' Use of Social Media for Basic Science Instruction in Nigerian Primary Schools: Implications for Engagement and Access
Authors: Mark, David Otarigho, Onadia, Priscilla Ikwesiri and Nakwe, Euphemia Uchenna
Volume: 9
Issue: 7
Pages: 103-112
Publication Date: 2025/07/28
Abstract:
This study explores teachers' use of social media platforms in the instruction of Basic Science in primary schools located in urban and semi-urban regions of Delta State, Nigeria. It addresses the role of WhatsApp, YouTube, and Telegram in supporting classroom teaching, enhancing learner engagement, and overcoming instructional material deficits. Using a descriptive survey design, the research sampled 200 Basic Science teachers from public and private schools. Data were collected through structured questionnaires and semi-structured interviews. Results indicated that WhatsApp and YouTube were the most frequently used platforms for instructional communication, video-based content delivery, and student engagement. A statistically significant relationship was found between the frequency of social media use and improvements in learner participation, academic performance, and access to learning resources. While the study highlights the instructional benefits of social media, it also reveals concerns around digital distractions, lack of formal training, and absence of institutional policy. The findings suggest that with guided integration, social media can serve as a transformative tool in the delivery of science education in low-resource primary school settings.