Malas

MOGADISHU UNIVERSITY
FACULTY OF EDUCATION
DEPARTMENT of MATH AND PHYSICS
Title of the Thesis

The impact of tiktok usage in the class on
academic performance at secondary school in
yaqshid district,
Mogadishu-Somalia
Student Supervisor
Ahmed Mohamud Mohamed Dr, Ali Dahir Mohamed
MAY, 2021
MOGADISHO SOMALIA
APPROVAL
This thesis is submitted in partial fulfilment of the requirement for the bachelor
degree of Math and Physics.
Mogadishu University
Academic Year 2020–2021
For Graduate Committee
Dean of the Faculty of Education
i
DECLARATION
I am, the undersigned, declare that this is my original work under the supervision of
Dr, Ali Dahir Mohamed and has not been submitted to any other college, institution
or university.
The Title of the Thesis
The Impact of TikTok Usage in the Class on Academic

Performance at Secondary School in Yaqshid District,
Mogadishu-Somalia
Supervisor Student
Dr. Ali Dahir Mohamed Ahmed Mohamud Mohamed
Signature: Signature:
Date: / / Date: / /
ii
DEDICATION
This work is especially dedicated to my beloved mother and father who give me the
greatest love, mercy, supporting, encouragement, nourishment, happiness, protection
from harmful things to me, teaching and all great appreciation to me. I thank my dear
brothers and sisters without their motivation, knowledge, guidance and love I
wouldn’t have the goals we have to strive and be best to reach my dreams.
iii
ACKNOWLEDGEMENT
I thanks this project to Allah Almighty my Creator, my strong pillar, our source of
inspiration, wisdom, knowledge and understanding. He has been the source of our
strength throughout this program and on His wings only have I soared. I also thanks
my dear friends Abdirahman Ahmed Mohadin,Yahye Ibraahim Abdule,
Zakariye Ali Abdi, Mohamed Abdulahi Rage, Abdulkadir Abdulahu
Rage,Nasteho Abdulahi Rage,Naciimo Abdulahi Rage,Maryan Abdulahi
Rage,Fardowso Abdulahi Rage,Fadumo Ali rage and Dahabo Hassan Abdulahi
who helped me this work to all to finish this project and also thank my families such
as my dear father Mohamud Mohamed Wehlie ,my mother Zeynab Idow Hassan
,mybrothers Abdirahman Mohamud Mohamed, Mohamed Mohamud Mohamed,
Ali Mohamud Mohamed, My sisters Nasteho Mohamud Mohamed , Shariifo
Mohamud Mohamed , Mako Mohamud Mohamed Malyuun Mohamud
Mohamed , Hakiimo Mohamud Mohamed and also thanks My dear uncle
Abdulahi Rage Mohamed and My dear aunt Hawo Mohamed Wehlie , and my
deepest classmates such as Abdifitah Mohamud Abdi Matan ,Abdifitah Hussein
Afrah,Zakariye Omar Abukar, Mohamud Nuur Abdi,Mohamed qadar Nuur
Shuuriye, Shafici Abdikariim Hussein, Abukar Moalim Ahmed and Abshir
Mohamed Absuge.
I sincere appreciation also goes to my dear supervisor Dr. Ali Dahir Mohamed
whose contribution and constructive criticism has pushed us to expend the kind of
efforts I have exerted to make this work as original as it can be. Thanks to him I have
experienced true research and my knowledge on the subject matter has been
broadened. I will never forget you sir.
It is also appreciated our great parents, who never stop giving of themselves in
countless ways.
iv
TABLE OF CONTENTS
APPROVAL.................................................................................................................i
DECLARATION........................................................................................................ii
DEDICATION...........................................................................................................iii
ACKNOWLEDGEMENT........................................................................................iv
TABLE OF CONTENTS...........................................................................................v
LIST OF TABLES....................................................................................................vii
LIST OF FIGURES.................................................................................................viii
ABSTRACT...............................................................................................................ix
CHAPTER ONE.........................................................................................................1
1 INTRODUCTION...............................................................................................1
1.0 Introduction....................................................................................................1
1.1 Background to study......................................................................................1
1.2 Statement of The Problem..............................................................................5
1.3 Significance of the Study...............................................................................5
1.4 Objective of the Study....................................................................................6
1.4.1 A general objective.................................................................................6
1.4.2 B Specific objectives..............................................................................6
1.5 Research Questions........................................................................................6
1.6 Scope of the Study.........................................................................................6
1.6.1 Content Scope......................................................................................................6
1.6.2 Geographical Scope.............................................................................................6
1.6.3 Time Scope..........................................................................................................6
1.7 Research terms...............................................................................................7
1.8 CONCEPTUAL FRAMEWORK..................................................................7
CHAPTER TWO........................................................................................................8
2 LITERATURE REVIEW...................................................................................8
2.0 Introduction....................................................................................................8
2.1 Tiktok usage in the class................................................................................8
2.1.1 Student’s attention..................................................................................9
2.1.2 Student’s activities................................................................................12
2.2 Academic performance................................................................................15
v
CHAPTER THREE..................................................................................................18
3 RESEARCH METHODOLOGY.....................................................................18
3.0 Introduction..................................................................................................18
3.1 Research Design...........................................................................................18
3.2 Population of the Study................................................................................18
3.3 Sample Size..................................................................................................19
3.4 Sampling technique......................................................................................19
3.5 Data Collection............................................................................................19
3.6 Data analysis................................................................................................20
3.7 Ethical Consideration...................................................................................20
3.8 Limitations of the Study...............................................................................20
CHAPTER FOUR....................................................................................................22
4 DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
22
4.0 Introduction..................................................................................................22
4.1 Analysis of Demographic Data....................................................................22
4.2 Section B: Descriptive Statistics..................................................................27
CHAPTER FIVE......................................................................................................40
5 DISCUSSION, CONCLUSION AND RECOMMENDATIONS..................40
5.0 Introduction..................................................................................................40
5.1 Discussions...................................................................................................40
5.1.1 To Examine the impact of tiktok usage in the class on academic
performance 40
5.2 Conclusion...................................................................................................41
5.3 Recommendation.........................................................................................42
5.4 Further research............................................................................................43
6 REFERENCES..................................................................................................44
6 APPENDICES.....................................................................................................47
vi
LIST OF TABLES
Table 4.1 Gender........................................................................................................22
Table 4.2 Age..............................................................................................................23
Table 4.3 Marital Status..............................................................................................24
Table 4.4 Level of Education......................................................................................25
Table 4.5 Working experienced..................................................................................26
Table 4.6 Shows Tiktok cannot be aware of the problems associated with the use of
phones in class............................................................................................................27
Table 4.7 Shows TikTok can the highly addictive nature of the app’s interrupted
student learning...........................................................................................................28
Table 4.8 Shows TikTok can neither bad nor good. It depends on how a person uses
it..................................................................................................................................29
Table 4.9 Shows Students are likely to spend a long time in the TikTok and might
even become addicted to watching the videos for hours at a time.............................30
Table 4.10 Shows Student’s attention can allow us to plan or preview and monitor
and regulate our thoughts and actions........................................................................31
Table 4.11 Shows Student’s attention can the first step in the learning process and
cannot understand, learn or remember that which we do not first attend to...............32
Table 4.12 Student’s attention can be the ability to attend to a stimulus or activity
over a long period of time...........................................................................................33
Table 4.13 Shows Student ratio can behavioural and cognitive process of selectively
concentrating on a discrete aspect of information, whether considered subjective or
objective......................................................................................................................34
Table 4.14 Shows student’s activity can organize their thoughts in a critical or
argumentative way that takes into account the complexity of issues.........................35
Table 4.15 Shows Students’ activity can be part of speaking and presentation skills,
including the ability to think quickly..........................................................................36
Table 4.16 Shows Students’ activity male research skills and give them a chance to
gain expertise in a particular subject..........................................................................37
Table 4.17 Shows Student’s activity can connect or apply concepts by explaining to
another student or trying to convince another student................................................38
vii
LIST OF FIGURES
Figure 4.1 Gender.......................................................................................................23

Figure 4.2 Age............................................................................................................24
Figure 4.3 Marital Status............................................................................................25
Figure 4.4 Level of Education....................................................................................26
Figure 4.5 working experienced.................................................................................27
Figure 4.6 Shows Tiktok cannot be aware of the problems associated with the use of
phones in class............................................................................................................28
Figure 4.7 Shows TikTok can the highly addictive nature of the app’s interrupted
student learning rs.......................................................................................................29
Figure 4.8 Shows TikTok can neither bad nor good. It depends on how a person uses
it..................................................................................................................................30
Figure 4.9 Students are likely to spend a long time in the TikTok and might even
become addicted to watching the videos for hours at a time......................................31
Figure 4.10 Shows Student’s attention can allow us to plan or preview and monitor
and regulate our thoughts and actions........................................................................32
Figure 4.11 Student’s attention can the first step in the learning process and cannot
understand, learn or remember that which we do not first attend to..........................33
Figure 4.12 Student’s attention can be the ability to attend to a stimulus or activity
over a long period of time...........................................................................................34
Figure 4.13 Shows Student ratio can behavioural and cognitive process of selectively
concentrating on a discrete aspect of information, whether considered subjective or
objective......................................................................................................................35
Figure 4.14 Shows Student’s activity can organize their thoughts in a critical or
argumentative way that takes into account the complexity of issues.........................36
Figure 4.15 Shows students’ activity can be part of speaking and presentation skills,
including the ability to think quickly..........................................................................37
Figure 4.16 Shows Students’ activity male research skills and give them a chance to
gain expertise in a particular subject risk...................................................................38
Figure 4.17 Shows Student’s activity can connect or apply concepts by explaining to
another student or trying to convince another student................................................39
viii
ABSTRACT
The main purpose of the study wasthe impact of TikTok usage in the class on
academic performance at secondary school in Yaqshid District, Mogadishu-Somalia.
And its specific objectives were to find out the impact of TikTok usage in the class
on student attention and to establish the impact of TikTok usage in the class on
student activity.The research design in this study was used descriptive design and
quantitative approach. The study population was 60 employees who work in those
banks. By using the Slovene’s formula used for sample size in this research was 52
respondents.The sampling procedure was sample random sampling and the research
instrument was structured questionnaire.
The research tends to summarize the finding of the research under each objective.
The result found from the analysis of the respondents answers tiktok usage in the
class on students’ attention effects academic performance of students. So, the this
highlights that majority of the respondents accepted tiktok usage in class on students’
attention effects class management and academic performance of students. So , the
result shows that there is significant and negative relationship between tiktok usage
in class on students’ attention effects class management and academic performance
of students. And its highly said agree Student’s attention can be the ability to attend
to a stimulus or activity over a long period of time.
Also, the result found from the analysis of the respondent’s answers shows that most
of the respondent’s agree that Shows student’s activity can organize their thoughts in
a critical or argumentative way that takes into account the complexity of issues.
ix
CHAPTER ONE
1 INTRODUCTION
1.1 Introduction
This section contains the background to study, statement of the problem, general
objectives, specific objectives, research questions, scope of the study, significant of
the study and operational definition of the key terms.
1.2 Background to study
TikTok is one of the most popular apps on social media. This app is the world‟s prominent
destination for creating short-form mobile videos in Asia, United States and other parts of the
world. It emerged from the founders of the app called Musical.ly. TikTok, also known as Douyin
in China, started in September 2016 and is maintained This media app is accessible in over 150
marketplaces and in 75 languages (Mehvish Mushtaq, 2018). TikTok has generated a modern
trend among teenagers and permits users to make and share short 15 to 60-second short video
and lets them choose songs, effects, or soundbites.
An additional benefit is that collaboration which is a major motivation where they can do a
„‟duet‟‟ with someone by responding to their video which results in a limitless chain of
responses. In September, it exceeded Facebook, Instagram, YouTube, and Snapchat in monthly
installs in the App store. Due to 500 million worldwide effective users, with 6 million US
downloads as of November TikTok became such a hit. As TikTok is like social media apps like
Snapchat, Vine, or Dubsmash, it has gained its influence since it offers far more options for
creators(Lauren Hallanan, 2018)..
Academic performance is specific ability self-concepts followed by domain-specific

task values were the best predictors of students’ math and German grades compared
to students’ goals and achievement motives a flaw of their study is that they did not
assess all motivational constructs at the same level of specificity as the achievement
criteria. For example, achievement motives were measured on a domain-general
level whereas students’ achievement as well as motivational beliefs and task values
1
were assessed domain-specifically (e.g., math grades, math self-concept, math task
values) (Gibson, 1990).
Academic performance and motives for might have been underestimated because the
specificity levels of predictor and criterion variables did not match as the aim of the
present study was to investigate whether the seminal findings by will hold when
motivational beliefs, task values, goals, and achievement motives are all assessed at
the same level of specificity as the achievement criteria and his is an important
question with respect to motivation theory and future research in this field.
Moreover, based on the findings it might be possible to better judge which kind of
motivation should especially be fostered in school to improve achievement. This is
important information for interventions aiming at enhancing students’ motivation in
school. (Shanawany, 2001).
Over the past 3 years from 2017 to 2020, I have conducted over 3500 interviews, in
cooperation with my teaching assistants, to try and map out the use of social media.
Through this research, I became familiar with the mobile application TikTok. Tiktok
is described as “….. the leading destination for short-form mobile video. Our mission
is to inspire creativity and bring joy”, on their website. Tiktok was introduced to the
social media marked in September 2016 and quickly took a leading role in the
universe of social sharing(.Dance, 2016)
TikTok is also a high rated app in the Google Play Store which is 4.6 and makes this
application highly qualified merging Artificial Intelligence and image capture
(“English Department”, 2018). Existing literature has been collected and reviewed as
part of secondary study. Primary data has been collected through reviews given by
variety of people using the TikTok platform to make videos and parents of TikTok
users. A serious gap can be identified in this study. The major audience to this app is
teenagers. Yet this app is exploited by many users and displays TikTok as an app
with more negative (Dance, 2012).
As theoretically, Different theories have evolved through time to explain why

applications suddenly gain a massive user base. A study conducted on the TikTok
app suggested the user-centric theory which is a repetitive procedure where they
2
focus more on the users and their needs. UCD requires the users throughout their
process and carry out number of research and plan methods to produce extremely
useful and reachable products for the users. As TikTok is purely created based on
user‟s knowledge and understanding(Savannah Soutas, 2010).
As this app is not only used as a social network but focuses more on user‟s
innovation and provides the users by offering them to easily convey their
imagination. Reviewing the study by the same is proven by the theory of user centric.
Another article encouraged the business model which is also one of the reasons for
gaining sudden massive attention. Business model represent the reasons of how the
company produces, distribute and seize merit in financial, societal, cultural and
further situations. However, to understand why it is unique, it is important to see the
company behind TikTok (jiang Xiao Yu 2019),.
In globally, TikTok‟s business model like other media apps contain two main
components that is users and advertisers. Its income comes from advertisements and
app purchasers by TikTok users in UK. Most important point to be noticed here is
that users don‟t pay for downloading this app and using it but TikTok bundles its
revenue from the data of the users that they get from you (The economic times,
2019). The recent statistics displays us that there are 500 million monthlies active
TikTok users around the globe. Studying the article by Gennaro Cuofano, the same is
represented by the business model..
Existing literature has been collected and reviewed as part of secondary study.
Primary data has been collected through reviews given by variety of people using the
TikTok platform to make videos and parents of TikTok users. A serious gap can be
identified in this study. The major audience to this app is teenagers. Yet this app is
exploited by many users and displays TikTok as an app with more negative
(Williams, 2012)..
3
In Kenya, The way the app is designed is another benefit for TikTok to achieve its
unexpected huge recognition. The first thing that makes TikTok different from other
media apps is with the availability of several kinds of background music‟s,
challenges, dance videos, magic tricks and funny videos that fascinate the youths to
connect with the app. The second one is that this app requires less amount of time to
create a video, 15 seconds which is an advantage for the users as this factor fit into
the user‟s rapid lifestyle which makes TikTok totally different from other competing
apps(Hou Liqian, 2018)..
This unique design of TikTok is a plus for the product and to support its development
and growth. The first ever short video app to use big data analysis is TikTok. They
have used big data analysis to understand the liking of the users so that they can
suggest diverse contents to them which is easy for the users to select what they prefer
(Hou Liqian, 2018).
The positive impacts are that TikTok has a chance in the field of education where the
teachers can use this app in classrooms as a tool to illustrate an idea or example,
which would work easily for students in schools as area where TikTok can spread its
positive impact is through charity where the user shares a video based on holiday-
themed augmented reality (AR) filters with the hashtag #CreateforaCause will give
$2 million to charity as the users post the video. Celebrities like Ashley Benson,
Khloe Kardashian, Nick Jonas, Vanessa Hudgens, combined with this app to raise
awareness for the campaign (Robert Williams,2018).
In Somalia, Somali Civil War in 1991, the task of running schools in Somalia was
initially taken up by community education committees established in 94% of the
local schools and numerous problems had arisen with regard to access to education
that effect student usage tiktok and along quality of educational provisions. duet bits
as well as videos with his friends. His parents have watched his videos and
encourage him to continue making them, while being vigilant of the content and
maintaining his grades. He is a part of the UAE TikTok artists group(Marklin,,
2016).. Once you‟re a member of the TikTok team “you can‟t be a member of any
other social media platform because of the contract” and in case if you enter your
account would get deleted from TikTok as the member has violated the contract.
4
TikTok with a group of friends to entertain others and kill boredom. In the
beginning, He was not used the features of the application but once he got a hang of
it, he opened doors for himself. He has received a lot of positive reviews on his
videos, with people calling it „superb‟, „good acting‟ and encouraging him to
continue. However, he has not received any negative backlash on his videos but
acknowledges the fact that when he makes videos with any girl, people make
derogatory comments on the girls acting and dressing style even(Brittany Marklin,,
2018)..
1.3 Statement of The Problem

Problems related to tiktok usage are common phenomenon among students in
Mogadishu. This holds true in Somalia context too; a number of factors do influence
student’s achievement negatively. One among these factors is student’s attitude
towards performance. The general attitude of the class towards related to the quality
of teaching and social, psychological climate of the class and to develop positive
attitudes needs individual effort and can reduced through systematic destinations.
There are a large number of students in each class where this became a barrier from
tiktok. Many studies indicated that reduced class attendance not lead to improved
student achievement. Some prominent factors that contributed to Socio-economic,
culture and school-based factors with items such as method of teaching, availability
of teaching-learning materials work load and motivation are final strategies to be
adopted to improve learning and achievement.
Different research study shows that there are different factors that facilitate
achievement, readiness, motivation mental set, mental health and teachers‟
personality. Likewise, a number of studies indicated that students learning and
achievement correlated highly with educational attainment. Thus, the gap of this
study is to find the impact of tiktok usage on academic performance, and will
consider academic performance such as class attendance, Students’ results and
students’ attention in the class room .
1.4 Significance of the Study
The findings of the study are valuable to policy makers and school managers in
5
revising the existing guidelines on training programs for students to enhance
students’ performance. This study will be useful students’ concerns can significantly
affect their ability to learn and understand the subject of the lesson. Furthermore,
their anxiety and attitudes may greatly affect how they perceive their own
competence. This research study will be designed to show ways how to overcome
students’ problem toward tiktok as education in some specific area. It had believed
that the study would have significances of giving insight to policy makers at different
level of education, Adds to the knowledge we have about the barriers and
possibilities in tiktok. The finally will be expected to indicate some general problems
and needs of tiktok as students attitude and achievement in performance, in turn,
these would help those concerned with devising appropriate measures to minimize
the problem of the tiktok.
1.5 Objective of the Study

1.5.1 A general objective
This Study will investigate the impact of tiktok usage in the class on academic
performance at secondary school in Yaqshid Mogadishu Somalia.
1.5.2 Specific objectives

 To find out the impact of tiktok usage in the class on student attention.
 To establish the impact of tiktok usage in the class on student activity
1.6 Research Questions
• What is the impact of tiktok usage in the class on student attention?

• What is the impact of tiktok usage in the class on student activity?
1.7 Scope of the Study
Scope of the study as follows
1.6.1 Content Scope
This study focuses on to investigate the impact of tiktok usage in the class on
academic performance.
1.6.2 Geographical Scope
The study is confined secondary school in Yaqshid Mogadishu Somalia.
6
1.6.3 Time Scope
This study will be done time frame of day which is from second semester 2020 to
2021. The time frame of this study is limited.
1.8 Research terms
TikTok is one of the top media apps which gives an opportunity to people who can
showcase their acting skills and other talents through this app which may help the
users to get chance in acting in film industries (Robert, 2019).
Academic performance is self-concepts are defined as cognitive representations of

their ability level since ability self-concepts have been shown to be domain-specific
from the early school years on consequently (Saunders & Cornett, 2005)
1.9 CONCEPTUAL FRAMEWORK

`
IV
Student performance
(DV)
Students’ attention
TIKTOK USAGE IN
THE CLASS Students’ activity
Figure 1.1 Conceptual Framework of the study
7
CHAPTER TWO
2 LITERATURE REVIEW
2.1 Introduction
In chapter 2, it is about literature review of this study. In this section, information

had been obtained from secondary source of data which are available such as articles,
journals, thesis, and reports.
2.1 Tiktok usage in the class

TikTok usage in the classroom need not be a distraction that is banned but, rather, it
can be a useful tool in helping teachers reach and engage with students on a deeper
and more meaningful level. The music video-making social media app is free to use,
easily accessible for students, and can be a powerfully creative tool in the teaching
toolbar. While the social media side of TikTok, which is open to the innerwebs,
needs to be kept in check (more on that below), the video creation side of the app is
really useful. Creating a teacher account on TikTok cannot be a great way to engage,
reward, and entertain students inside and outside of the classroom. It's also a great
way for teachers to connect with one another, sharing tips, tricks, and hacks
(Northfield, 1994).
TikTok lesson plans are popular now as a way to help students engage in and beyond
the classroom. For a history class, as an example, students can create 15-second
video clips that succinctly summarize key points learned on a topic. This is not helps
students to condense and simplify their thoughts, making the lesson easy to
remember. But since these can be shared, it also means other students can learn from
their videos. When going over a subject, before setting the task of creating these
videos, it can be helpful to play some other examples already created by students
using TikTok (Gismondi, 2012)..
TikTok not only used as a social network but focuses more on user‟s innovation and
provides the users by offering them to easily convey their imagination. Reviewing
the study by the same is proven by the theory of user centric. Another article
8
encouraged the business model which is also one of the reasons for gaining sudden
massive attention. Business model represent the reasons of how the company
produces, distribute and seize merit in financial, societal, cultural and further
situations.
TikTok‟s business model like other media apps contain two main components that is
users and advertisers. Its income comes from advertisements and app purchasers by
TikTok users in UK. Most important point to be noticed here is that users don‟t pay
for downloading this app and using it but TikTok bundles its revenue from the data
of the users that they get from recent statistics displays us that there are 500 million
monthlies active TikTok users around the globe. Studying the article by Gennaro
Cuofano, the same is represented by the business model
TikTok platform to make videos and parents of TikTok users. A serious gap can be
identified in this study. The major audience to this app is teenagers. Yet this app is
exploited by many users and displays TikTok as an app with more negative
(Williams, 2012).. bundles its revenue from the data of the users that they get from
recent statistics displays us that there are 500 million monthlies active
2.1.1 Student’s attention
Student’s attention is defined as very easily distracted by any stimuli and for that
reason, before actually starting the lesson the teacher should eliminate these possible
distractions by closing the door, making students remove unnecessary materials from
the tops of their desks or adjusting the blinds. According to Burden (2003), Once the
lesson has begun, the teacher’s main task is to maintain students’ attention, interest
and involvement in the activities which are at the same time educationally effective.
This is a real challenge which makes lesson management skills so sophisticated
Kyriacou, 1998). Being aware that without the students’ involvement the effective
learning is not possible, some teachers concentrate so much on keeping students
engaged that they forget about the quality of learning. (Samuelson J. & Granstrom
K., 2007).
The factors relating to student attention towards performance In order to understand

how to engage students during the instruction it is helpful to analyse the concepts for
9
conducting interaction elaborated by Kounin2. He was one of the first classroom
management theorist convinced that discipline and instruction are not separate
entities and that organization and planning are the keys to engaging students. In the
60s and the 60s (Cai, Moyer, & Wang, 1997).
Student activity’ support is also necessary to encourage positive student attentions

towards performance as student activity’ strong influence on students’ beliefs in their
attention competency suggest the importance of the student activity’s role in
performance attentions which leads to improvement in students’ performance and the
affective dimensions of student activity support significantly affect students’
academic, emotional, behavioural, and motivational outcomes in educational
environment and components in TAS are specified as caring, respect, concern for,
and interest in students, valuing, listening, fair treatment, encouragement, and high
expectations (Sakiz, 2007).
Attention processes serve as a mechanism through which student activity student

attentions, student attentions, and student’s achievement-related behaviour can affect
student achievement is a broad term that covers instructional strategies and materials
and equipment used in the attention during the teaching and academic process. The
choice of instructional strategy can influence students’ affect towards performance
(Hodges, 2012).
student attention to success in performance and it is important to develop a positive

student attention towards performance because there is a correlation between
students’ student attention towards performance and their attention results as students
in general tend to dislike performance more than other subjects Students’ student
attention towards performance were found to be significantly related to their
achievement in this subject as reported that performance confidences, student
attentions towards performance, affective Stacey found that students with positive
student attention towards performance progressed to more effective behavioural and
developed conceptual understanding (Poffenberger & Norton, 1960)..
several studies had been conducted to find out the relationship among students,
student attention towards performance, academic achievement of students and
Factors affecting students academic; most of this study showed that there was a
10
positive correlation between students, student attention towards performance and
academic achievement of students and also in problem solving as similarly, students‟
student attention towards problem solving in terms of patience, confidence, and
willingness had positive relation with students’ performance achievement (Mohamed
Z.G., 2012).
students’ beliefs of their attention competency were high and positive However, their
achievement in performance has been declining in the past years. Beginning with a
higher than international average score for Performance and Science in the Trends in
International Performance and Science Study (TIMSS) in 1999, Malaysian students’
achievement continued to decline. Malaysian eighth graders’ performance scores due
to the declining students’ achievement in TIMSS, many changes in the curriculum
have been introduced, such as the Malaysia Education Development Plan, School
Based Assessment, standard Curriculum for Secondary Schools, and the
Understanding through Design Project (Tarmizi &2012)
According to Agüero & Beleche, (2013) students’ attitudes and motivation have
received rare attention from educators for years. The pressure that school
administrators and educators experienced to achieve higher achievement in
standardized tests hassled schools to be more concerned about identifying and
applying cognitive strategies that improve students’ cognitive capacities and
academic success of schools have often overlooked the necessity of satisfying
students’ psychological needs.
According to Pintrich, (2002) characteristics and, especially, the psychological and

motivational climate of classrooms influence students’ academic behaviors, goal
orientations, self‐beliefs, attributions, strategy use, academic and social motivation,
emotional functioning and academic achievement in various academic fields
throughout different developmental levels as more attention needs to be paid to
psychosocial, emotional, and motivational factors in academic environments.
According to Midgley, (2003) establishing emotionally supportive academic

environment is an important requirement for students’ motivation and challenge as
emotionally supportive academic environments as reveal that perceived student
11
activity affective behaviors positively relate to students’ academic self‐concept and
intrinsic motivation in academic and Showing care and concern for students and
spending time on knowing them have positive influences on students’ participation
and effort in academic and especially, in competitive academic environments,
affective student activity behaviors gain more importance for students’ well‐being
and academic functioning.
According to Hughes and Chen (2011) reported that students having higher quality
affective relations with their student activity in the second grade classrooms have
more positive relations with their peers in the third grade, which eventually relate to
more positive relations with student activity in the fourth grade and improve
academic self‐efficacy in the fifth grade perceived student activity mastery goal
orientation (PTMGO), sense of belonging, academic enjoyment, academic anxiety,
self‐efficacy and behavioural engagement’ science achievement in elementary
schools and also, the impacts of different levels of perceived student activity factors
on students’ emotional, motivational and academic functioning in science classrooms
were investigated
2.1.2 Student’s activities
According to Richardson, (2001) Student’s activities (also known as campus

activities) are student-focused extracurricular clubs and programs offered at a college
or university. Student activities are generally designed to allow students to become
more involved on campus. Often, such activities provide the students with
opportunities to develop leadership, social responsibility, citizenship, volunteerism,
and employment experience These activities are typically overseen by a Director of
Student Activities, Student Affairs, or Student Engagement who may hold a Master's
degree in student development (or a comparable field). The Director will guide the
clubs and programs in their operations, set the minimum standards that these
organizations should achieve, and help these organizations network with similar
organizations at other institutions.
According to Tillema, (2000) most preserve student activity have developed a well-
established framework of affective (and cognitive) positions concerning the role and
12
work of a student activity and many have suggested that these primary views, which
have been developed from experience, will largely determine teaching practice,
rendering the experiences of tertiary student activity education program as relatively
insignificant. In essence this would mean new student activity ended up teaching as
they were taught! And well commented.
This did not mean that we wished to accept, uncritically, that biography determines
pedagogy rather, our position was that of recognizing that a reflective and sceptical
professional is not created through a total ‘amputation’ of an uncritical and taken-for-
granted early life-history. Such a view is mechanistic and denies the complexity of
the subject as the comment of Trotman and Kerr above was probably in response to
some of the literature which suggested that preserve student activity did not change
their beliefs, attitudes and values about teaching and academic significantly during
their tertiary student activity education (Mayers, 1994).
According to Gustafson & Rowell, (1995) significant aspect of student activity

education program is the school experience often referred to as teaching practice,
practicum, or student teaching. It has the power of experience to critically shape the
student student activity’s perceptions of teaching and academic (Clearly, practice in
schools is an important aspect of academic to teach, but it can become an
unintentional apprenticeship of uncritical, and noted that “the practicum has been
viewed as an unmediated and unstructured apprenticeship which lack course work
and adequate supervision” provide experiences that cannot be replicated in the
tertiary classroom, but unless structures are in place to promote reflection.
As students of the craft of teaching, preserve student activity are observing and
participating in the practices and rituals of the student activity in the field as they
participate in the authentic activity of teaching as they become involved in the wider
aspects of the teaching community through meetings and staffroom discussions,
appropriating the required dress codes, norms of behaviour, beliefs, values and
attitudes of those in the profession. As such, they are appropriating the existing
culture of the student activity in that particular school (Kagan, 1992).
13
According to Gismondi, (2001).the newcomers legitimate peripherally provides them
with more than an observational lookout post: It crucially involves participation as a
way of academic - of both absorbing and being absorbed in - the culture of practice
… with opportunities to make the culture and belief that neophytes’ knowing about
teaching develops not only through membership in a community, but through their
interest in becoming agents of its activity and can become aware of their own beliefs,
values, attitudes and feelings, and therefore be more deliberate in their affective
growth.
According to Archer, (1999) suggested that novice student activity tended to adopt
and/or assimilate the beliefs and practices of senior colleagues as such, the practicum
is often a major influence on the affective development of preserve student activity in
an overview of the professional growth of preserve student activity, was critical of
the idiosyncratic and unstructured nature of the school experience and all promoted
the need for preserve student activity to critically reflect upon their school
experiences and in particular, the beliefs and values of both themselves and their
associates in the school setting as he authors all suggested that through this reflective
process preserve student activity.
If it is accepted that many preserve school student activity enter their initial student
activity education program with undesirable or unhelpful affective views, then
obviously they need to be addressed. However, changing student student activity’
beliefs and attitudes is not an easy task, particularly when many are well grounded in
significant experiences in their attempting to change these factors raises a number of
ethical issues (Tillema, 2000) and there is something inherently wrong with working
to change the beliefs of others, especially from a position of power”.
The hopeless expressed has been supported by others who have tried various
methods and approaches to facilitate affective reform in student student activity, but
others have expressed some optimism, and some of the features of their successes are
discussed briefly below and one of the key features of many of the program that
appeared to positively influence student student activity was to overtly address their
affective views in particular, visitation and discussion of experiences that have led to
14
particular views will facilitate some reflection on those beliefs and attitudes
(Rokeach, 1968).
According to Pajares, (1992) affective dispositions are not developed through

cognitive and logical sequences, a rational approach to reviewing them is unlikely to
be successful. However, because beliefs and attitudes are held in episodic memory it
is important to address those events and their associated affective responses if change
is to occur while the rich and full recollection of experiences is important, it is
probably insufficient alone to change affective views of teaching and academic.
According to Gunstone & Northfield, (1994) What is required is overt attention to

the beliefs, attitudes and feelings associated with the experience, thus opening them
up for reflective review in the literature writers mentioned a range of ways they
accessed student student activity’ experiences and views including drawing pictures
and the importance of experience in the development of affective dispositions
behoves student activity educators not only to review student student activity’
previous experiences, but also to facilitate experiences in their student activity
education program that promote positive and healthy views of teaching.
According to Tabachnick, (1981) In a sense, lecturers need to be role-models in their

professional attitudes and practice as preserve student activity have developed many
of their views through their apprenticeship of observation, then at least in part, this
apprenticeship continues as they experience teaching and academic, albeit in a
tertiary context as reported significant changes in preserve student activity’ beliefs
and attitudes in a mathematics education course as the course adopted a
constructivist framework and she found that the student student activity beliefs about
the subject,
2.2 Academic performance
According to McCoach, (2011) academic performance are both important in their

contribution to academic outcomes in performance, such as achievement, motivation,
performance, and participation as previous research has alluded to the connection,
15
mentioning that academic involvement may be important to consider in research
about academic student attentions towards performance.
According to LeFevre, (2009). It is important to consider the role of academic

student attentions towards performance in gaining insight into the possibility of
academic involvement as providing a way to potentially improve academic student
attentions towards performance and academic outcomes in performance and
academic student attentions towards performance can be considered from several
different aspects such as self-efficacy, self-concept, enjoyment, and anxiety, all of
which have been found to have different implications for academic outcomes in
performance.
According to McCoach, (2011) perception of their ability, their self-efficacy and

self-concept, can affect achievement and performance, therefore affecting their
motivation in subsequent tasks academic feelings, their enjoyment or anxiety,
towards performance can affect attention and engagement in performance While
positive student attentions towards performance can result in positive academic
outcomes in performance, and negative student attentions can result in negative
academic outcomes in performance.
According to Angoli, (2007) the type of academic outcome that occurs depends on
which aspect of a child’s student attention has been affected as Self efficacy, self-
concept, enjoyment, or anxiety as this depends on several external factors within a
child’s environment including the types of support that children and the Role of
Parents in student’s Student attentions towards Performance 8 receive since parents
are one type of support that can be seen to contribute to academic student attentions
towards performance.
According to Wang, Heartel and Walberg (1993) identify the home environment as a
major causal influence to student academic. Although the home environment
comprises several motivational variables, the most salient involve the parents and
provide psychological support and cognitive stimulation and influence the quality
and level of educational resources within the home which are critical to effective
student academic. And found that adolescents who perceived their parents as
16
authoritative (demanding but responsive and democratic) were more likely to do well
in school.
According to Brutsaert’s (1998; 1999) research with Belgium coeducation schools

evinced high student academic achievement when the students perceived their
parents as supportive, inquired about grades, and attended school meetings.
academic input into curricula decisions throughout Europe however, have remained
modest as found that parents of low achieving students in the Netherlands may
influence the amount of homework time, but overall are not a significant factor in
terms of homework. In the pursuit of quality pedagogy and student achievement in
higher education, educational institutions throughout Europe have been given some
degree of autonomy and have thus undergone curricular transitions.
According to Massen, (1997). Stakeholders have changed, and formalized

"systematic quality assessment procedures" have been implemented as emphasis has
been placed on the quality of the activities of the institution and staff and once the
primary responsibility of the national governments, stakeholders now include
members from institutions of higher education, corporate employers of graduates,
politicians and European national educational institutions must provide formative
and summative proof that they are providing quality education.
According to Kallen, (2008), In the pursuit of optimum student profoundly reformed

the curricula of lower secondary education Among the Central European countries,
Slovakia has invested significantly in student activity training, textbooks, teaching
and academic aids and materials in his theory as several European educational
systems are linking performance education with national pride as promote the
concept of education being linked to personal well-being and national unity (as
common social and societal realties formulate the basis for a value-based system that
fosters academic achievement.
17
CHAPTER THREE
3 RESEARCH METHODOLOGY
3.1 Introduction
This is section of the study used research techniques and tools to obtain the required
data from the respondents. Here in the chapter, the study looked for various methods
used for gathering, analyzing and interpreting the product of the research. This study
also presents comprehensive explanation of the research methodology. The
methodology refers to the detailed process to be followed to achieve the desired
objectives. Methodology includes an explanation of research design, study area and
population, sampling techniques, data collection method, data analysis and
interpretation of data. It comprises several sub section which is shown in the order
given below part.
3.2 Research Design

Research design is defined as the logical and systematic approach in planning and
directing a piece of research (Zikmund, Babin, & Carr, 2009). It is the overall plan of
how the researcher intends to implement their projects in practice (Draper, 2004). It
is also stated as the arrangement of conditions for collection and analysis of data in a
manner that aims to combine relevance to the research purpose in procedure
(Hafeezrm, 2011). Descriptive design has been used where the problem is well
defined without looking at the relationships between the variables.
3.3 Population of the Study

The target population of the study will 60 respondents who work at secondary
schools in Mogadishu Somalia. so, this study will cover these groups, because of
accessibility and familiarity with this topic The number of total population is about
60 population but only 52respondents will been taken as the sample size. The chosen
52respondents were composed of males and females those who work some Schools
such as Sheikh Daa’uud, Daljire, Iiman, Jubba, and banadir zoon primary and
secondary schools in Mogadishu Somalia. as their preferences were chosen by
18
chance but a few of them will elected randomly and these community are suitable
and relevant for this study.
3.4 Sample Size

Sample size is the targeted number of respondents which had been used for the
research. The greater is the sample size, the more accurate the results that can be
obtain for the research. By using the formula used for sample size in this research, 52
copies of questionnaire were collected from those respondents. By using the
Slovene’s formula used for sample size in this research, 52 copies of questionnaire
were collected from those respondents.
N
n
1  Ne 2 Where: n = sample size, N = population size and e = margin
of error
So, the sample size is 52 respondents.
3.5 Sampling technique

For this study, the researcher used probability sampling method mainly simple
random sampling to choose the appropriate sample size and composition. Simple
random sampling is a widely accepted because it reduces bias and provides equal
opportunities among respondents. This process is suitable for this research when the
aim of the researcher is to get a representative sample of a whole population; the
researcher used simple random sampling process to choose cases and have specific
reason in mind. Simple random sampling technique used to select respondents to be
included in the sample.
3.6 Data Collection

The process used for gathering of data for this research is the survey research
method. It involved the use of questionnaires to find required information from the
large sample of respondents who selected from a certain population.
19
3.7 Data analysis
Different data collection methods have different way to interpret the data. Data
collection methods can be classified into primary data and secondary data
(C.R.Kothari, 2004). While Primary data defined as those data the researcher collect
in the first times and originally collected without go through any process
(C.R.Kothari, 2004). While Secondary data defined as those data had been collected
by others researcher and it is not a first-hand data and already available such as
journals, articles, magazines, books, conferences and reports. (C.R.Kothari, 2004).
After the all data received, the researcher has analyzed the data through the
descriptive type of quantitative. Finally it is arranged using descriptive statistics
including frequencies and percentages. The study had used frequencies and
percentages because they easily communicate the research findings to majority of
readers (Gay, 2003). The information presents in form of tables and organize
according to the objectives. The total data converted into numbers to enable
analyzing and describing the data systematically to reach logical conclusions and the
data will analyzed and processed electronically using statistical package for social
scientists (SPSS).
3.8 Ethical Consideration

In this study, the researcher strictly followed the ethical communication principles
related to the research guidelines set the Data which the researcher collected from the
respondents will not be used any rather than academic purpose and will remain
confidential and will use for the fulfilment of the requirement for the award of
bachelor’s degree. The researcher intended to keep the information gathered from the
participants confidential, avoid plagiarism, inform consent, and provision of
debriefing.
3.9 Limitations of the Study
Even though the researcher promised to keep the obtained information as
confidential, some of the respondents might become not interested in sharing the
information because they considered it as confidential. With the request of the
researcher to tell the truth, some of the respondents will give untruthful information
also there will language barrier which deteriorate the understanding of respondents to
20
the questionnaire, to enhance the validity of the study the researcher translated the
questionnaire into Somali language. In short words, the researcher had three main
limitations, which are as follows: lack of respondents’ interest to share the
information, untruthfulness of some respondent, lack of sufficient materials: e.g.
books and libraries and language barrier.
21
CHAPTER FOUR
4 DATA PRESENTATION, ANALYSIS AND DISCUSSION OF
FINDINGS
4.0 Introduction
This chapter will be presented and discussed the data had been analysed by using
(SPSS) Software and Microsoft Excel 2013 Program. It will be used in both tabular
form containing the type of responses, its frequencies, percentages, valid percentages
and cumulative percentages and it is also used demonstration for bar charts to
elaborate the percentages and frequencies reactions of respondents.
4.1 Analysis of Demographic Data
This section will be analysed the demographical details of the respondents using
appropriate baseline computations.
Table 4.1 Gender
Frequency Percent Valid Percent Cumulative Percent
Male 36 69.5 69.5 69.5
16 30.5 30.5 100.0

Female
Total 52 100.0 100.0
Source of primary data, 2021
Table 4.1 above and figure 4.1 below illustrated the gender of respondents. A total of
69.5% of respondents participated in this study were male employees and 30.5% of
respondents were female employees.
22
Figure 4.1 Gender
Table 4.2 Age

20-24 9 16.3 16.3 16.3
25-34 24 46.3 46.3 62.5
35-44 12 23.8 23.8 86.3
45-55 4 7.5 7.5 93.8
Over 55 3 6.3 6.3 100.0
Total 52 100.0 100.0
Table 4.2 above and figure 4.2 below showed age of the respondents. Ages of
respondents were being classified into five categories which were a total of 16.3% of
the respondents who participated in this study were between the ages 20-24 years
old, majority of the respondents were between the ages of 25-34 which were
amounted 46.3%, while the minority of the respondents were the ages of over 55
years old which were 6.3%. A total of 23.8% were respondents between the ages 35-
44 years old and the remaining 7.5% of respondents were between ages 45-55 years.
23
Figure 4.2 Age
Table 4.3 Marital Status

Single 23 44.1 44.1 44.1
Married 29 55.9 55.9 100.0
Total 52 100.0 100.0
Table 4.3 above and figure 4.3 below indicated 44.1% that the respondents
participated in this study were single, while the 55.9% of respondents participated in
this study were married, in other words, 26 out of the total respondents of 52 were
single, while the 33 out of the total 52 respondents participated in this study were
married. So, the majority of the respondents were married.
24
Figure 4.3 Marital Status
Table 4.4 Level of Education

Diploma 4 7.5 7.5 7.5
Bachelor 19 37.5 37.5 45.0
Master 17 32.5 32.5 77.5
Professional 12 22.5 22.5 100.0
Total 52 100.0 100.0
Table 4.4 above and figure 4.4 below showed the majority of respondents have been
bachelor that were 37.5%, while the minority of respondents have been diploma that
were 7.5%. Furthermore, the second majority of respondents have been master that
were 32.5%, and the remaining of respondents have been professional that were
22.5%.
25
Figure 4.4 Level of Education
Table 4.5 Working experienced
Frequenc Percent Valid Percent Cumulative

y Percent
6month to 1 year 8 15.3 15.3 15.3
1-3 years 13 25.4 25.4 40.7
3- 6 years 20 39.0 39.0 79.7
Above 6 years 11 20.3 20.3 100.0
Total 52 100.0 100.0
Table 4.5 above and figure 4.5 below indicated 20.3% that the respondents
participated in this study were above 6 years experienced. The majority of
respondents had 3- 6 years experienced that were 39.0% and the minority of
respondents had 6month to 1 year experienced were 15.3%. And lastly, the
remaining of respondents participated in this study had 1-3 years experienced that
were 25.4%.
26
Figure 4.5 working experienced
4.2 Section B: Descriptive Statistics
Table 4.6 Shows Tiktok cannot be aware of the problems associated with the use of
phones in class.

Strongly Agree 14 27.1 27.1 27.1
Agree 18 35.6 35.6 62.7
Neutral 10 18.6 18.6 81.4
Disagree 5 10.2 10.2 91.5
Strongly Disagree 4 8.5 8.5 100.0
Total 52 100.0 100.0

The results displayed on the above table 4.7 and the figure 4.7 below indicate that
27.1% of the respondents were strongly agree that sows Tiktok cannot be aware of
the problems associated with the use of phones in class., 35.6% of the respondents
agreed, 18.6% of the respondents were neutral, 10.2% of the respondents were
disagree and 8.5% of the respondents were strongly agree. Therefore, the majority of
the respondents were agree.
27
Figure 4.6 Shows Tiktok cannot be aware of the problems associated with the
use of phones in class.
Table 4.7 Shows TikTok can the highly addictive nature of

the app’s interrupted student learning

Agree 11 22.0 22.0 79.7
Neutral 3 5.1 5.1 84.7
Disagree 2 3.4 3.4 88.1
Total 52 100.0 100.0
The results displayed on the above Table 4.8 and the Figure 4.8 below indicate that
57.5% of the respondents were strongly agree that TikTok can the highly addictive
nature of the app’s interrupted student learning, 22.0% were agreed, 5.1% of the
respondents were neutral, 3.4% of the respondents were disagree and 11.9% of the
respondents were strongly agree. Thus, the majority of the respondents were strongly
agree.
28
Figure 4.7 Shows TikTok can the highly addictive nature of the app’s
interrupted student learning rs
Table 4.8 Shows TikTok can neither bad nor good. It depends on how a person
uses it.

Agree 27 52.5 52.5 76.3
Neutral 8 15.3 15.3 91.5
Disagree 2 3.4 3.4 94.9
Total 52 100.0 100.0
The results displayed on the above Table 4.9 and the Figure 4.9 below indicate that
23.7% of the respondents were strongly agree that A TikTok can neither bad nor
good. It depends on how a person uses it., 52.5% were agreed, 15.3% were neutral,
3.4% were disagree and 5.1% were strongly agree. However, the majority of the
respondents were agree.
29
Figure 4.8 Shows TikTok can neither bad nor good. It depends on how a person
uses it.
Table 4.9 Shows Students are likely to spend a long time in the TikTok and might even become
addicted to watching the videos for hours at a time

Agree 10 18.6 18.6 72.9
Neutral 7 13.6 13.6 13.6
Disagree 4 8.5 8.5 81.4
Total 52 100.0 100.0
40.7% of the respondents were strongly agree and, 18.6% of the respondents agreed,
13.6% of the respondents were neutral, 8.5% of the respondents were disagree and
18.6% of the respondents were strongly disagree. However, the majority of the
respondents were strongly agree that shows Students are likely to spend a long time
in the TikTok and might even become addicted to watching the videos for hours at a
time.
30
Figure 4.9 Students are likely to spend a long time in the TikTok and might
even become addicted to watching the videos for hours at a time
Table 4.10 Shows Student’s attention can allow us to plan or preview and
monitor and regulate our thoughts and actions

Agree 18 35.6 35.6 52.3
Neutral 18 33.9 33.9 93.2
Disagree 3 5.1 5.1 98.3
Total 52 100.0 100.0
The results displayed on the above Table 4.11 and the Figure 4.11 below indicate
that 23.7% of the respondents were strongly agree and, 25.6% of the respondents
31
agreed, 33.9% of the respondents were neutral, 5.1% of the that Student’s attention
can allow us to plan or preview and monitor and regulate our thoughts and actions
respondents were disagree and 1.7% of the respondents were strongly agree. Thus,
the majority of the respondents were agree.
Figure 4.10 Shows Student’s attention can allow us to plan or preview and
monitor and regulate our thoughts and actions
Table 4.11 Shows Student’s attention can the first step in the learning process
and cannot understand, learn or remember that which we do not first attend to

Agree 16 30.5 35.6 61.0
Neutral 18 35.6 30.5 91.5
Disagree 3 5.1 5.1 96.6
Total 52 100.0 100.0
32
that 25.4% of the respondents were strongly agree and, that Student’s attention can
the first step in the learning process and cannot understand, learn or remember that
which we do not first attend to, 30.5% of the respondents agreed, 35.6% of the
respondents were neutral, 5.1% of the respondents were disagree and 3.4% of the
respondents were strongly agree. However, the majority of the respondents were
neutral.
Figure 4.11 Student’s attention can the first step in the learning process and
cannot understand, learn or remember that which we do not first attend to
Table 4.12 Student’s attention can be the ability to attend to a stimulus or

activity over a long period of time

Agree 21 40.7 40.7 54.2
Neutral 10 18.6 18.6 72.9
Disagree 4 8.5 8.5 81.4
Total 52 100.0 100.0
33
agreed, 18.6% of the respondents were neutral, 8.5% of the that Student’s attention
can be the ability to attend to a stimulus or activity over a long period of time
respondents were disagree and 18.6% of the respondents were strongly disagree.
However, the majority of the respondents were agreed.
Figure 4.12 Student’s attention can be the ability to attend to a stimulus or

activity over a long period of time
Table 4.13 Shows Student ratio can behavioural and cognitive process of
selectively concentrating on a discrete aspect of information, whether
considered subjective or objective

Agree 16 30.5 30.5 44.1
Neutral 14 27.1 27.1 71.2
Disagree 12 23.7 23.7 94.9
Total 52 100.0 100.0
34
agreed, 27.1% of the respondents were neutral, 23.7% of the that Student ratio can
behavioural and cognitive process of selectively concentrating on a discrete aspect of
information, whether considered subjective or objective respondents were disagree
and 5.% of the respondents were strongly agree. However, the majority of
respondents were agree.
Figure 4.13 Shows Student ratio can behavioural and cognitive process of
selectively concentrating on a discrete aspect of information, whether
considered subjective or objective
Table 4.14 Shows student’s activity can organize their

thoughts in a critical or argumentative way that takes into
account the complexity of issues.
Strongly agree 7 13.6 13.6 13.6
Agree 22 42.4 42.4 55.9
Neutral 11 20.3 20.3 76.3
Disagree 6 11.9 11.9 88.1
35
Total 52 100.0 100.0
13.6% of the respondents were strongly agree and, 42.4% of the respondents agreed,
20.3% of the respondents were neutral, 11.9% of the that Student’s activity can
organize their thoughts in a critical or argumentative way that takes into account the
complexity of issues respondents were disagree and 11.9% of the respondents were
strongly agree. However, the majority of the respondents were agree.
Figure 4.14 Shows Student’s activity can organize their thoughts in a critical or
argumentative way that takes into account the complexity of issues.
Table 4.15 Shows Students’ activity can be part of speaking

and presentation skills, including the ability to think
quickly
Strongly agree 14 25.4 25.4 25.4
Agree 16 30.5 30.5 55.9
Neutral 12 23.7 23.7 79.7
Disagree 6 11.9 11.9 91.5
36
Total 52 100.0 100.0
The result of table 4.16 and Figure 4.16 shows that the respondents out of 25.4% of
that Shows In a females, that students’ activity can be part of speaking and
presentation skills, including the ability to think quickly respondents was strongly
agreed and 30.5% was agreed and 23.7% was answered neutral and 11.9% was
answered disagree while 8.5% were strongly disagree. Therefore, the majority were
agree.
Figure 4.15 Shows students’ activity can be part of speaking and presentation
skills, including the ability to think quickly
Table 4.16 Shows Students’ activity male research skills and

give them a chance to gain expertise in a particular subject

Agree 11 20.3 20.3 42.4
Neutral 14 27.1 27.1 69.5
Disagree 6 11.9 11.9 81.4
37
Total 52 100.0 100.0
The result displayed on the above Table 4.17 and the Figure 4.17 below indicate that
22.0% of the respondents were strongly agree and, that The Students’ activity male
research skills and give them a chance to gain expertise in a particular subject risk,
20.3% were neutral, 27.1% were neutral, 11.9 were disagree and 18.6% of the
respondents were strongly disagree. Thus, majority of the respondents were neutral.
Figure 4.16 Shows Students’ activity male research skills and give them a
chance to gain expertise in a particular subject risk
Table 4.17 Shows Student’s activity can connect or apply concepts by explaining
to another student or trying to convince another student

Agree 16 30.5 30.5 44.1
Neutral 14 27.1 27.1 71.2
Disagree 12 23.7 23.7 94.9
Total 52 100.0 100.0
38
agreed, 27.1% of the respondents were neutral, 23.7% of the that Student’s activity
can connect or apply concepts by explaining to another student or trying to convince
another student and 5.% of the respondents were strongly agree. However, the
majority of respondents were agree.
Figure 4.17 Shows Student’s activity can connect or apply concepts by

explaining to another student or trying to convince another student
39
CHAPTER FIVE
5 DISCUSSION, CONCLUSION AND RECOMMENDATIONS
5.0 Introduction
This chapter, it is the last chapter of the study and it will be focused on discussions,
conclusion of the study and recommendation.
5.1 Discussions
This section will be discussed the finding results from data analysis in order to
evaluate the research objectives and research questions by seeing each one.
5.1.1 To Examine the impact of tiktok usage in the class on academic

performance
The findings of the data analysis illustrated some of the respondents were agreed
28.24% by TikTok can neither bad nor good. It depends on how a person uses it and
also Tiktok cannot be aware of the problems associated with the use of phones in
class. In additional, TikTok can the highly addictive nature of the app’s interrupted
student learning and most respondent were indicated 30.5% of the respondents
participated in this study were agree that Student’s activity can organize their
thoughts in a critical or argumentative way that takes into account the complexity of
issues.
According to Northfield, (2007) TikTok usage in the classroom need not be a

distraction that is banned but, rather, it can be a useful tool in helping teachers reach
and engage with students on a deeper and more meaningful level. The music video-
making social media app is free to use, easily accessible for students, and can be a
powerfully creative tool in the teaching toolbar. Student’s attention can be very
easily distracted by any stimuli and for that reason, before actually starting the lesson
the teacher should eliminate these possible distractions by closing the door, making
40
students remove unnecessary materials from the tops of their desks or adjusting the
blinds.. Student’s activities (also known as campus activities) are student-focused
extracurricular clubs and programs offered at a college or university.
Student activities are generally designed to allow students to become more involved
on campus. Often, such activities provide the students with opportunities to develop
leadership, social responsibility, citizenship, volunteerism, and employment
experience as the this even allow students’ activity can be part of speaking and
presentation skills, including the ability to think quickly. 25.5% of the respondents
participated in this study were agree that the Student ratio can behavioural and
cognitive process of selectively concentrating on a discrete aspect of information,
whether considered subjective or objective.
It is important to consider the role of academic student attentions towards

performance in gaining insight into the possibility of academic involvement as
providing a way to potentially improve academic student attentions towards
performance and academic outcomes in performance and academic student
attentions towards performance can be considered from several different aspects such
as self-efficacy, self-concept, enjoyment, and anxiety, all of which have been found
to have different implications for academic outcomes in performance.
5.2 Conclusion
As studies showed that TikTok usage in the classroom has not chance in the field of
education where the teachers can use this app in classrooms as a tool to illustrate an
idea or example, which would work easily for students in schools as area where
TikTok can spread its positive impact is through charity where the user shares a
video based on holiday-themed augmented reality.
In view of the analyzed data in the previous chapter, in summary, it is confirmed in

the study that Student activity’ support is also necessary to encourage positive
student attentions towards performance as student activity’ strong influence on
students’ beliefs in their attention competency suggest the importance of the student
activity’s role in performance attentions which leads to improvement in students’
performance and the affective dimensions of student activity support significantly
41
affect students’ academic, emotional, behavioural, and motivational outcomes in
educational environment and components
The research tends to summarize the finding of the research under each objective.
 First. research was to the impact of tiktok usage in the class on students’
attention at secondary schools in Yaaqshiid district. The result found from the
analysis of the respondents answers tiktok usage in the class on students’
attention effects academic performance of students. So, the this highlights
that majority of the respondents accepted tiktok usage in class on students’
attention effects class management and academic performance of students. So
its highly said agree Student’s attention can be the ability to attend to a
stimulus or activity over a long period of time.
 Second. research question of the study the impact of tictok usage in the class
on students’ activity on academic performance at secondary schools in
Yaaqshiid district. The result found from the analysis of the respondent’s
answers shows that most of the respondent’s agree that Shows student’s
activity can organize their thoughts in a critical or argumentative way that
takes into account the complexity of issues,
This study concludes that student activity education program is the school experience
often referred to as teaching practice, practicum, or student teaching. It has the power
of experience to critically shape the student student activity’s perceptions of teaching
and academic (Clearly, practice in schools is an important aspect of academic to
teach, but it can become an unintentional apprenticeship of uncritical, perception of
their ability, their self-efficacy and self-concept, can affect achievement and
performance,
5.3 Recommendation
42
 The Teacher preparedness is a very critical aspect to any nation in its
educational process since teachers need to be well grounded with all the skills
needed for preparation for teaching and stopping tiktok usage in classroom.
 Curriculum developers are encouraged to fully involve teachers in curriculum
development process in order to deliver the designed curriculum very well to
learners.
 Teacher motivation is extremely paramount and therefore the school
leadership may do so by providing all the teaching and learning resources
needed by the teachers and also rewarding teachers for improved
performance.
 Teaching and learning resources including textbooks, audio visual aids, charts
and other aids are part of teacher preparedness to teaching
5.4 Further research

 The role of Islamic religion on education system
 The effect of motivation on student’s performance
6
7
8
9
10
11
12
13
43
14
15 REFERENCES
1. Asha Jose, Elango Kannan, Palur Ramakrishnan Anand Vijaya Kumar,

SubbaRao Venkata Madhunapantula. "Therapeutic Potential of
Phytochemicals Isolated from Simarouba glauca for Inhibiting Cancers: A
Review." Systematic Reviews in Pharmacy 10.1 (2019
2. Abdulahi, A., Samadi, B., & Gharleghi, B. (2014). A study on the negative
effects of social networking sites such as Facebook among Asia pacific
university scholars in Malaysia. International Journal of Business and Social
Science
3. Ahmad, A. (2011). Rising of Social Network Websites in India Overview.
IJCSNS International Journal of Computer Science and Network Security
4. Das, D. B., & Sahoo, J. S. (2010). Social Networking Sites – A Critical
Analysis of Its Impact on Personal and Social Life. International Journal of
Business and Social Science.
5. DeAndreaetal.(2002) Productive Or Life-Wasting: The Increasingly-
Connected And Socially Networked Students. ASIAN JOURNAL OF
SOCIAL SCIENCES & HUMANITIES
6. domizi (2013). Social Media in Higher Education.
http://www.academia.edu/1220569/Social_Media_in_Higher_Education_A_
Literature_Review_and_Research_Directions.
7. Heeter, L. S., Rainie, L., & Purcell, K. (2011, june 16). Social networking
sites and our lives. http://pewinternet.org/Reports/2011/Technology-and-
social-networks.aspx
8. Hene Y (“The Psychological Impacts of Instagram on Young South African
Adults”,2015), Patience Hall Publication 2019.
9. Kim (2009) The Use Of Social Media For Academic Practice. Kentucky
Journal of Higher Education Policy and Practice
10. . Talaue G, AlSaad A, AlRushaidan N, AlHugail A, AlFahhad S. The Impact
of Social Media on Academic Performance of Selected College Students.
44
International Journal of Advanced Information Technology [Internet].
Academy and Industry Research Collaboration Center (AIRCC); 2018 Oct
30;8(4/5). Available from: http://dx.doi.org/10.5121/ijait.2018.8503
11. Ogedebe P.M., Emmanuel J.A., and Musa Y (2012), A survey on Facebook
and Academic Performance in Nigeria, International Journal of Engineering
Research and Applications (IJERA), Vol. 2, Issue 4, July-August 2012,
12. Rama Thulasi, P., Vijayalakshmi, C.Design and analysis of clinical trials
using statistical techniques- A review(2018) International Journal of
Pharmaceutical Research, https://www.scopus.com/inward/record.uri?eid=2
13. Rambe P. Exploring the Impacts of Social Networking Sites on Academic
Relations in the University. Journal of Information Technology Education:
Research [Internet]. Informing Science Institute; 2011. Available from:
http://dx.doi.org/10.28945/1512
14. Rithika M; Sara Selvaraj (2013). Impact of Social Media on Student’s
Academic Performance. International Journal of Logistics & Supply Chain
Management Perspectives.
15. Salvation, M., & Adzharuddin, N. A. (2014). The influence of social network
sites (SNS) upon academic performance of Malaysian students. International
Journal of Humanities and Social Sciences.
16. Shambare R, Rugimbana R. Financial literacy among the educated: An
exploratory study of selected university students in South Africa.
Thunderbird International Business Review [Internet]. Wiley; 2012 Jun.
Available from: http://dx.doi.org/10.1002/tie.21485.
17. Shin, N. Y., & Lim, Y. J. (2017). Development and Validation of a Social
Network Site Use Motives Scale for College Students in South Korea.
Journal of Psychoeducational Assessment.
18. Sridhar, P., & Vizhi, T.K. (2016).A study on advertising in social networking
sites and its implications on consumer buying behavior. Indian journal of
research parafix.
19. Srivastava, P. (2012). Social Networking & Its Impact on Education-System
in Contemporary Era. International Journal of Information Technology
Infrastructure.
45
20. Uche Celestine, Ogwueleka Francisca Nonyelum (2018). Impact of Social
Media on Students’ Academic Performance International Journal of Scientific
& Engineering Research Volume.
21. Unachukwu, G. O., & Emenike, C. B. (2016). Online social network usage
and influence on academic achievement of secondary school students in
anambra state, Nigeria. Implications for school administrators. International
Educational Scientific Research Journal.
22. Zahid Amin, Ahmad Mansoor, Syed Rabeet Hussain And Faisal Hashmat
(2016). Impact of Social Media of Student’s Academic Performance.
International Journal of Business and Management Invention.
46
1 APPENDICES
APPENDIX (A) QUESTIONNAIRE

Questionnaire
I am the student of Mogadishu University. I am a graduate student in Bachelor Degree

for Math and physics. The purpose of this questionnaire is to evaluate the impact of
Tiktok usage in the class on academic performance. Please read all questions
carefully, your answers have really worth for me. All responses keep confidential.
Section A: Demographic Characteristics
Please provide the following information about yourself by placing a circle on one of
the Schoices to assist me in analyzing the responses.
N.B. Not write your name.
1. Gender
A) Male B) Female
2. What is your age group?
A)20-24 yrs. B) 25-34 yrs. C) 35-44 yrs. D) 45-55

E) Above 55 yrs.
3. Marital status
A) Single B) Married
4. Education Level
A) Secondary B) Diploma C) Bachelor D) Master E) Others
5. Working experience
A) 6month to 1 year years B) 1-3 years C) 3- 6 years D) Above 6 years
47
Section B: Objectives of the Study
I may request you to fill the questionnaire. I assure you that the information given by will be kept strictly
confidential and used for academic purpose. Please indicate how strongly you agree or disagree with each
statement by placing a tick on one of the choice.
No Where it indicates: 1= Strongly Agree, 2= Agree, 3= Neutral, 4= Disagree & 5 = Strongly Disagree
The impact of tiktok usage in the class on academic performance 1 2 3 4 5
1 Tiktok cannot be aware of the problems associated with the use of phones in class.
2 TikTok can the highly addictive nature of the app's interrupted student learning
3 TikTok can neither bad nor good. It depends on how a person uses it.
4 students are likely to spend a long time in the TikTok and might even become addicted to
watching the videos for hours at a time
The impact of tiktok usage in the class on student’s attention 1 2 3 4 5
1 Student’s attention can allow us to plan or preview and monitor and regulate our thoughts
and actions.
2 Student’s attention can the first step in the learning process and cannot understand, learn or
remember that which we do not first attend to...
3 Student’s attention can be the ability to attend to a stimulus or activity over a long period of
time
4 student ratio can behavioural and cognitive process of selectively concentrating on a discrete
aspect of information, whether considered subjective or objective,
The impact of tiktok usage in the class on student’s activity 1 2 3 4 5
1 student’s activity can organize their thoughts in a critical or argumentative way that takes
into account the complexity of issues.
2 students’ activity can be part of speaking and presentation skills, including the ability to think
quickly.
3 students’ activity male research skills and give them a chance to gain expertise in a particular
subject
4 Student’s activity can connect or apply concepts by explaining to another student or trying to
convince another student.
Thank you for your respondent.
48

Malas

Uploaded by

Copyright:

Available Formats

Malas

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Malas

Uploaded by

Copyright:

Available Formats

MOGADISHU UNIVERSITY

DEPARTMENT of MATH AND PHYSICS

Title of the Thesis

For Graduate Committee

Dean of the Faculty of Education

The Title of the Thesis

The Impact of TikTok Usage in the Class on Academic

Dr. Ali Dahir Mohamed Ahmed Mohamud Mohamed

Figure 4.1 Gender.......................................................................................................23

1.2 Background to study

Academic performance is specific ability self-concepts followed by domain-specific

As theoretically, Different theories have evolved through time to explain why

1.3 Statement of The Problem

1.5 Objective of the Study

1.5.2 Specific objectives

• What is the impact of tiktok usage in the class on student attention?

Academic performance is self-concepts are defined as cognitive representations of

1.9 CONCEPTUAL FRAMEWORK

Figure 1.1 Conceptual Framework of the study

In chapter 2, it is about literature review of this study. In this section, information

2.1 Tiktok usage in the class

2.1.1 Student’s attention

The factors relating to student attention towards performance In order to understand

Student activity’ support is also necessary to encourage positive student attentions

Attention processes serve as a mechanism through which student activity student

student attention to success in performance and it is important to develop a positive

According to Pintrich, (2002) characteristics and, especially, the psychological and

According to Midgley, (2003) establishing emotionally supportive academic

2.1.2 Student’s activities

According to Richardson, (2001) Student’s activities (also known as campus

According to Gustafson & Rowell, (1995) significant aspect of student activity

According to Pajares, (1992) affective dispositions are not developed through

According to Gunstone & Northfield, (1994) What is required is overt attention to

According to Tabachnick, (1981) In a sense, lecturers need to be role-models in their

2.2 Academic performance

According to McCoach, (2011) academic performance are both important in their

According to LeFevre, (2009). It is important to consider the role of academic

According to McCoach, (2011) perception of their ability, their self-efficacy and

According to Brutsaert’s (1998; 1999) research with Belgium coeducation schools

According to Massen, (1997). Stakeholders have changed, and formalized

According to Kallen, (2008), In the pursuit of optimum student profoundly reformed

3.2 Research Design

3.3 Population of the Study

3.4 Sample Size

So, the sample size is 52 respondents.

3.5 Sampling technique

3.6 Data Collection

3.8 Ethical Consideration

4.1 Analysis of Demographic Data

Table 4.1 Gender

Frequency Percent Valid Percent Cumulative Percent

Male 36 69.5 69.5 69.5

16 30.5 30.5 100.0

Source of primary data, 2021

Table 4.2 Age

Source of primary data, 2021

Table 4.3 Marital Status

Frequency Percent Valid Percent Cumulative Percent

Source of primary data, 2021