This quantitative study investigated the relationship between social media usage and academic performance among secondary school learners in KwaZulu-Natal. Using a descriptive-correlational research approach, data were collected from 300 learners across three secondary schools through structured questionnaires, achieving an 85.7% response rate. The findings revealed intensive social media engagement patterns, with 47.7% of participants spending over two hours daily on platforms during school days, increasing to 64% on weekends. WhatsApp dominated platform usage at 95.7%, followed by TikTok at 66% and YouTube at 63%. Concerning patterns emerged, with 66.3% of learners checking platforms more than five times daily and 66.4% engaging in late-night usage after 10 PM. Statistical analysis demonstrated statistically significant inverse relationships between social media engagement patterns and academic performance measures. Daily usage correlated strongly with study time impact (r = .456, p < .01) and homework distraction (r = .523, p < .01). Multiple regression analysis revealed that social media variables explained 42.1% of academic performance variance, with daily usage emerging as the strongest predictor (β = .423, p < .001). Grade changes showed a concerning 2:1 ratio of decline to improvement (29.3% vs 15%). Despite 66% of learners recognizing social media’s negative academic impact, the use of management strategies remained limited. Only 22% regularly implemented temporal boundaries or notification management, revealing a significant awareness-action gap. Educational usage patterns were limited, with only 29.3% of learners reporting frequent use of social media platforms for academic purposes. The study identified institutional disconnection, with 62.4% of learners reporting limited teacher integration of social media into learning activities. Collaborative potential received the strongest recognition at 56.3% agreement, while motivational impact was predominantly negative at 52% disagreement. These findings provide empirical evidence supporting targeted digital literacy interventions that develop self-regulation skills while harnessing collaborative benefits. Recommendations include comprehensive digital well-being programmes, structured teacher training, and institutional policies promoting balanced pedagogical integration of technology in South African secondary education contexts.
Nalu ucwaningo olwenziwe ngendlela yobuningi (quantitative study) oluhlola ubudlelwano phakathi kokusetshenziswa kwezinkundla zokuxhumana nempumelelo yezemfundo kubafundi bezikole zamabanga aphezulu eKwaZulu-Natal. Kusetshenziswa indlela yocwaningo echazayo nehlobanisa (descriptive-correlational approach), imininingwane yaqoqwa kubafundi abangama-300 abavela ezikoleni ezintathu zamabanga aphezulu ngokusebenzisa imibuzo ehleliwe, kwatholakala izinga lokuphendula elingamaphesenti angu-85.7%. Imiphumela yembule amaphethini okusebenzisa izinkundla zokuxhumana ngokweqile, lapho u-47.7% wabahlanganyeli echitha amahora angaphezu kwamabili ngosuku ezinkundleni ngezinsuku zesikole, kukhuphukela ku-64% ngezimpelasonto. I-WhatsApp iyona ehola ngokusetshenziswa ngamaphesenti angu-95.7%, ilandelwe i-TikTok ngama-66% kanye ne-YouTube ngama-63%. Kwavela amaphethini akhathazayo, lapho u-66.3% wabafundi behlola izinkundla izikhathi ezingaphezu kwezinhlanu ngosuku kanye no-66.4% besebenzisa izinkundla phakathi nobusuku ngemva kwehora leshumi (10 PM). Ukuhlaziywa kwezibalo (statistical analysis) kwabonisa ubudlelwano obuphambene obubalulekile phakathi kwamaphethini okusebenzisa izinkundla nezimpawu zempumelelo yezemfundo. Ukusetshenziswa kwansuku zonke kwahlobana kakhulu nomthelela esikhathini sokufunda (r = .456, p < .01) kanye nokuphazamiseka emisebenzini yasekhaya (r = .523, p < .01). Ukuhlaziywa kokuhlehla okuningi (multiple regression analysis) kwembula ukuthi izinto ezihlobene nezinkundla zichaze amaphesenti angu-42.1% okwehluka kwempumelelo yezemfundo, kanti ukusetshenziswa kwansuku zonke kwaba isibikezelo esinamandla (β = .423, p < .001). Izinguquko emabangeni zikhombise isilinganiso esikhathazayo soku-2:1 phakathi kokwehla nokwenyuka (29.3% kuqhathaniswa no-15%). Nakuba u-66% wabafundi bewubona umthelela ongemuhle wezinkundla emfundweni, ukusetshenziswa kwamasu okulawula kwakukhawulelwe. Ngu-22% kuphela owasebenzisa njalo imingcele yesikhathi noma ukuphatha izaziso, okuveza igebe elikhulu phakathi kokwazi nokusebenza. Amaphethini okusebenzisa izinkundla ngezinjongo zemfundo abelimited, njengoba ngu-29.3% kuphela wabafundi obika ukusebenzisa izinkundla zokuxhumana njalo ngezinjongo zemfundo. Ucwaningo lwahlonza ukungahlangani kwezikhungo (institutional disconnection), lapho u-62.4% wabafundi bebeka umkhawulo wokuhlanganiswa kwezinkundla othishanhloko emisebenzini yokufunda. Amandla okusebenzisana (collaborative potential) athole ukuqashelwa okukhulu ngamaphesenti angu-56.3% abavumelayo, kanti umthelela wokugqugquzela (motivational impact) ubungemuhle kakhulu ngamaphesenti angu-52% abangavumelani. Le miphumela inikeza ubufakazi obusekelayo bokungenelela okuhlosiwe
kwe-digital literacy okuthuthukisa amakhono okuzilawula kuyilapho kusetshenziswa izinzuzo zokubambisana. Izincomo zihlanganisa izinhlelo ezibanzi zenhlala-kahle yedijithali, ukuqeqeshwa okuhleliwe kothisha, kanye nezinqubomgomo zezikhungo ezikhuthaza ukuhlanganiswa okulinganiselayo kobuchwepheshe ngokwezemfundo ezimeni zemfundo yamabanga aphezulu eNingizimu Afrika.
Phuputso ena ea bongata (quantitative study) e ile ea fuputsa kamano lipakeng tsa tšebeliso ea li-social media le katleho ea thuto har'a baithuti ba likolo tse mahareng tsa KwaZulu-Natal. Ho sebelisoa mokhoa oa lipatlisiso o hlalosang le o amanyang (descriptive-correlational approach), lintlha li ile tsa bokelloa ho baithuti ba 300 ba tsoang likolong tse tharo tse mahareng ka lipotso tse hlophisitsoeng, ho ile ha fumanoa tekanyo ea karabo ea 85.7%. Liphetho li senotse mekhoa e matla ea ho sebelisa li-social media, moo 47.7% ea bankakarolo ba qetang lihora tse fetang tse peli ka letsatsi li-platform tsa marang-rang matsatsing a sekolo, e nyolohela ho 64% mafelong a beke. WhatsApp e etelletse pele tšebelisong ea platform ka 95.7%, e lateloe ke TikTok ka 66% le YouTube ka 63%. Mekhoa e tšoenyang e ile ea hlaha, ka 66.3% ea baithuti ba hlahlobang li-platform makhetlo a fetang a mahlano ka letsatsi le 66.4% ba sebelisa marang-rang bosiu ka mor'a hora ea leshome (10 PM). Tlhahlobo ea lipalo-palo (statistical analysis) e bontšitse likamano tse khahlanong le tse bohlokoa lipakeng tsa mekhoa ea tšebeliso ea li-social media le litekanyo tsa katleho ea thuto. Tšebeliso ea letsatsi le letsatsi e ile ea amana ka matla le phello ea nako ea ho ithuta (r = .456, p < .01) le tšitiso ea mosebetsi oa lapeng (r = .523, p < .01). Tlhahlobo e ngata ea kheloho (multiple regression analysis) e senotse hore lintho tse amanang le li-social media li hlalositse 42.1% ea phapang ea katleho ea thuto, ka tšebeliso ea letsatsi le letsatsi e le ponelopele e matla (β = .423, p < .001). Liphetoho tsa limaraka li bontšitse tekanyo e tšoenyang ea 2:1 ea ho theoha ho ea ho ntlafatso (29.3% ho fapaneng le 15%). Leha 66% ea baithuti ba lemoha phello e mpe ea li-social media thutong, tšebeliso ea maano a taolo e ile ea lula e lekanyelitsoe. Ke 22% feela ea neng a sebelisa kamehla meeli ea nako kapa taolo ea tsebiso (notification management), e senolang lekhalo le leholo lipakeng sa tsebo le ketso. Mekhoa ea tšebeliso ea thuto e ne e lekanyelitsoe, ka 29.3% feela ea baithuti ba tlalehang ho sebelisa li-platform tsa li-social media kamehla ka merero ea thuto. Phuputso e ile ea khetholla karohano ea setsi (institutional disconnection), moo 62.4% ea baithuti ba tlalehang ho kopanngoa ho lekanyelitsoeng ha li-social media ke matichere mesebetsing ea ho ithuta. Monyetla oa tšebelisano (collaborative potential) o ile oa fumana kananelo e matla ka tumellano ea 56.3%, ha phello ea khothatso (motivational impact) e ne e le mpe haholo ka ho se lumellane ha 52%. Liphetho tsena li fana ka bopaki bo tšehetsang bo keneleng pele bo lebisitsoeng ho digital literacy bo ntlafatsang bokhoni ba ho itaola ha bo ntse bo sebelisa melemo ea tšebelisano. Likhothaletso li kenyelletsa mananeo a batsi a boiketlo ba dijithale (digital well-being programmes), koetliso e hlophisitsoeng ea matichere, le maano a setsi a khothalletsang kopanyo e leka-lekaneng ea theknoloji thutong maemong a thuto e mahareng ea Afrika Boroa.
