Social media have become part of students’ life as a result of their features and the predominant mobile smart medium of usage. In the advanced world, the social platforms have provided affordances for integration in education providing smart learning environments. However, within the Sub-Saharan African region, especially in Ghana, this phenomenon is emerging and warrants an investigation into the initial perceptions of students on integrating mobile phones and social media in the Ghanaian educational system. It is against this background that this study seeks to investigate senior high school students’ perception of the use of social media for pedagogical purposes. Bandura’s social learning theory and Vygotsky’s social constructivism theory formed the theoretical foundation of the study. The descriptive survey design was adopted for this study with data collected through a questionnaire. In all, 200 students were selected from a senior high school using purposive and simple random sampling techniques. Statistical tools such as means, standard deviation, analysis of variance (ANOVA) and regression were employed for analysis. The study found that most of the students had positive perceptions towards the integration of social media and its effects on teaching and learning. There were no statistical differences in perception based on the mean scores of ages of students, year of study and programme of study in terms of social media integration in education and effects on teaching and learning. Furthermore, the perception on social media integration in education predicted the effects on integrating social media in teaching and learning. Consequently, both the perceptions of social media integration in education and its effects on teaching and learning predicted actual usage for learning. Based on the results recommendations were provided on policy and practice of social media use for academic purposes in secondary schools in Ghana.

由于社交媒体的功能和主要的智能移动使用媒体，社交媒体已成为学生生​​活的一部分。在先进的世界中，社交平台为融合智能教育环境的教育提供了能力。但是，在撒哈拉以南非洲地区，特别是在加纳，这种现象正在出现，有必要对学生在加纳的教育系统中整合手机和社交媒体的初步看法进行调查。正是在这种背景下，本研究旨在调查高中生对出于教学目的使用社交媒体的看法。班杜拉的社会学习理论和维果茨基的社会建构主义理论构成了研究的理论基础。本研究采用描述性调查设计，并通过问卷收集了数据。使用目的性和简单随机抽样技术从一所高中中选出了200名学生。统计工具包括平均值，标准差，方差分析（ANOVA）和回归分析。研究发现，大多数学生对社交媒体的整合及其对教与学的影响抱有积极的看法。根据学生年龄，学习年份和学习计划的平均得分，就社交媒体在教育中的整合以及对教与学的影响而言，知觉没有统计学差异。此外，对社交媒体在教育中的整合的看法预示了将社交媒体整合在教学中的影响。因此，社会媒体整合在教育中的观念及其对教学的影响都预示了学习的实际用途。根据结果​​，就加纳中学用于学术目的使用社交媒体的政策和实践提供了建议。