This study investigated the influence of social media on students’ English performance in public
secondary schools in Ngong Sub-County, Kajiado County, Kenya. The research specifically
examined how students’ attitudes toward social media, patterns of social media usage, and
strategies to mitigate its negative effects affect grammar, writing, and reading comprehension in
English.
Guided by the Uses and Gratifications Theory, which emphasizes the active role of users in
selecting media based on their needs, the study adopted a descriptive research design with a
mixed-methods approach. A total of 212 participants—200 students and 12 English
teachers—were involved. Data was collected using structured questionnaires and analyzed
through descriptive statistics and thematic analysis.
Findings revealed that while social media presents opportunities for academic support, such as
accessing English tutorials and participating in discussion forums, its misuse leads to
distractions, reduced concentration, and poor grammar usage in formal writing. Students who
viewed social media as a learning tool and used it purposefully showed improved English
performance, especially in vocabulary and comprehension. However, a majority struggled with
time management and discipline in balancing academic and recreational use of digital platforms.
The study concluded that social media can be both a valuable learning resource and a potential
barrier to academic success, depending on how it is used. It recommends increased digital
literacy programs in schools, parental involvement, and clear school policies to guide students in
using social media for academic enrichment. Collaborative efforts from educators, policymakers,
and parents are essential in turning social media from a distraction into a tool for English
language development.