Evaluating the Effectiveness of Social Media as a Pedagogical Tool in Primary Education

Abstract

   Social media has traditionally been viewed as a distraction, this research repositions it as a conduit for meaningful, socially embedded learning when used intentionally within the framework of constructivist pedagogy. With mixed-methods research design, the quantitative phase of the study utilized Likert-scale administered to students and teachers. To complement the numerical trends, qualitative data was collected through semi-structured interviews with teachers and administrators. Results indicated that students generally held favorable attitudes toward social media integration. Results indicated that students generally held favorable attitudes toward social media integration. Over 70% of respondents either agreed or strongly agreed that social media tools had improved their conceptual understanding, particularly through visual and interactive content. Findings recommended that there was a moderate but consistent increase in student engagement and motivation. Students reported feeling more interested in classwork when it involved creative expression through platforms like blogs, image boards, or shared videos. These expressions are not mere entertainment but opportunities for deeper intellectual and emotional investment, enabling students to express ideas in multimodal forms and receive immediate feedback. The study advocates for curriculum designers to reimagine lesson planning by embedding collaborative, reflective, and exploratory digital tasks that mirror real-life problem-solving.