ABSTRACT
The study investigated the influence of social media engagement on the learning of history among senior secondary students. It explored how social media impacts students’ understanding of historical events, their engagement with the subject, their social-emotional development, and their academic achievement. The research involved One Hundred (100) students from four senior secondary schools in Oredo Local Government Area, using a stratified random sampling technique. Data were collected through questionnaires and analyzed using mean and standard deviation tables. The findings revealed that social media significantly supports the learning of history by enabling students to share historical content, follow historyrelated accounts, and engage with such material through likes or comments, which enhances their understanding of historical events. The study also found that social media positively influences students’ engagement with history, as they frequently share historical content, learn about historical events and figures, and follow history-related accounts. However, participation in specialized history groups or pages was less common. Additionally, social media engagement contributes to students’ social-emotional development by helping them better understand historical events, fostering peer connections, boosting confidence in discussing historical topics, and creating a sense of belonging through online interactions. Despite these benefits, the influence of social media on academic achievement in history was mixed. While it is useful for accessing educational content and staying informed about academic events, its impact on improving understanding of course material or facilitating peer collaboration is limited. Based on the findings, the study recommends integrating social media into history education by encouraging students to follow credible history-related accounts and engage with historical content. Educators can design activities that leverage students’ habits of sharing historical content, such as curating and discussing historical posts. Teachers should also promote the use of online history communities to build confidence and foster peer connections. Schools should provide guidance on using social media effectively for academic purposes, while addressing its limitations. Finally, educational policymakers should develop guidelines or training programs to help teachers and students maximize the benefits of social media for learning history, ensuring it complements traditional teaching methods without compromising academic rigor.
