Influence of Social Media on a Collaborative Learning Environment in Mati North District

The study aimed to determine the extent of social media use in frequency, platform type, instructional purpose, integration with the curriculum, and teacher training and support. It also examined the extent of collaborative learning environments in terms of online participation, group communication, resource sharing, and collaborative project work. Results revealed that both the use of social media platforms and the establishment of collaborative learning environments were rated as extensive across all domains. A statistically significant relationship was found between social media use and collaborative learning (r = 0.244, p < .007), indicating a modest yet meaningful influence. Regression analysis identified that the type of social media platform, integration with the curriculum, and teacher training and support had significant positive effects. At the same time, the purpose of use showed a significant but negative influence. Frequency of use, however, was not a significant predictor. The findings underscore the importance of strategic, purpose-driven, and well-supported social media integration in enhancing collaborative classroom practices. Recommendations are provided to improve policy, pedagogy, and professional development.