Abstract:
SDG 4, declared by the United Nations, aims to ensure free, equitable, and quality secondary education
for all by 2030 to promote effective learning and sustainable development. However, excessive social
media use among secondary students is hindering the achievement of this goal. The primary objective
of this study is to examine which types of social media applications secondary-level students use, the
purposes behind their usage, and whether such usage exposes them to negative effects—factors that
ultimately hinder the implementation of SDG 4. This was a mixed-method study. For primary data,
231 students and 5 teachers were selected as samples through random and purposive sampling.
Questionnaires and interviews were used as data collection tools. Data were analyzed using inductive
coding, categorization, and SPSS software. Results were validated through the triangulation method.
The findings indicate that secondary-level students primarily use TikTok, YouTube, gaming apps, and
Facebook, mostly for entertainment purposes. However, such use negatively affects their academic
performance and leads to multiple adverse impacts, including physical health issues, disobedience to
elders resulting in scolding, irritability, sleep disorders, and a tendency toward antisocial behavior.
Collectively, these effects act as barriers to achieving SDG 4. To achieve SDG 4, secondary students
must be engaged in study and positive activities by reducing excessive social media use through joint
efforts of families, communities and the state. |
