Abstract
This study examined the effects of social media on pupils' academic performance in primary schools, focusing on Grade 6 students at Lachmansingh Primary School in Bush Lot, Guyana. Employing a mixed-methods research design, data were collected from 30 pupils aged 11-12 years using structured questionnaires. The findings revealed that YouTube, WhatsApp, and TikTok were the most used social media platforms, with the majority of pupils accessing these platforms daily for an average of 1-4 hours. Smartphones were the primary devices used, and most pupils owned their devices with limited parental supervision. Results indicated that social media served dual purposes: 83.3% of pupils used it for educational activities such as research and homework completion, while 90% used it for entertainment. Notably, 83.3% of pupils reported that educational content on social media improved their academic performance; however, 66.7% acknowledged that entertaining content distracted them from studying, and 60% reported reduced concentration during class. The study highlights the complex relationship between social media use and academic outcomes, emphasizing the need for collaborative efforts among educators, parents, and communities to promote responsible social media use. Recommendations include integrating social media as instructional tools, implementing digital literacy programs, establishing parental monitoring mechanisms, and improving technological infrastructure in schools.
Keywords
- Social Media
- Academic Performance
- Primary School Pupils
- Digital Literacy
- Educational Technology
- Parental Supervision
How to Cite
Hadassah Abigail Gittens . (2026). The Effects of Social Media on Pupils’ Academic Performance in Primary Schools in Guyana. International Journal of Contemporary Research and Review , Vol. 17 No. 07 (2026) , 20358-20397 .