SOCIAL MEDIA EXPOSURE AND INFLUENCE ON ACADEMIC PERFOMANCE OF

STUDENTS OF OSUN STATE UNIVERSITY

October, 2018

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 ABSTRACT

The study examined the exposure and academic performance of students of Osun State University.
The population for the study (350) which was used as sample size questionnaire was used to elicit
information from respondents. Frequency tables was used to analyse the objectives from which it
was revealed that students were aware of the social networking sites, they have access to them
though social media have negative effects on students, distracting them from their academic work,
taking most of their productive time, and such like, they also have benefits and can be used
appropriately. Students can form online communities in order to plan for a project, have group
discussions about class material, or use the social networking sites as a technique to keep in
contact when a student who has been absent needs to be updated on current academic information.
Also, the study indicated that they are influenced to a great extent by the social media negatively
because attention of the limited attention given to their studies instead, they focused on chatting
and music while their academic activities is ongoing and the neglected will be left to suffer. In
view of this, results, the study recommend that lecturers should come up with a template on how
their students can maximize the benefits of social media, that is school management should
incorporate rules and regulations on the use of the social media let alone phones in the school,
and the management must be able to regularize the uses school Wi-Fi by the students. Social
networking sites should be expanded and new pages should be created to enhance academic
activities to avoid setbacks in the students’ Academic performance. The students should create a
balance between chit-chatting and academic activities. More attention should be directed to
research. There should be a decrease in the number of time spent by students when surfing the
internet. The impact of social media on the academic performance of students should focus more
on the positive side than on the negative side to achieve balance.

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 CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Communication has become easy since the introduction of social networking sites.
Communicating with friends and family has been easy once one has access to the internet. Online
Social Networking Services (OSNS) is the fastest growing and dominant trend in the use of
technology in modem times. Social networking generally refers to the interaction of people using
various social media platforms with the absence of geographical and time barriers (Schneider,
2015). It has been discovered that over 2.2 billion people are active on social media platforms. The
internet has given us the ability to connect with people from around the world and with few clicks
of a button, one can easily exchange information with people (Kayode, 2017). Social networking
began in 1978 with the Bulletin Board System (BBS), (google.com). the BBS was hosted on
personal computers requiring that users dial in through the modem of the host computer,
exchanging information over phone lines with other users. This was the first system that allowed
users to sign in and interact with each other, although it was quite slow since only one user could
be logged in at a time.
Cassidy (2006), the first meaningful social network site is six degrees.com (google.com).
it was launched in 1997, it was the first social network site that allowed users to create profiles,
and list their friends and in 1998 surf the friends list. Social networks have become a global
phenomenon and attracted extensive population from all around the world in different ages,
cultures, educational levels, etcetera. In addition to routinely checking emails, reading daily
forums and Newspapers or following instant message tools. Social networking generally tends to
help one keep in touch with friends, build groups with people around the environment or even join
new groups with people they share interest or needs. Due to the rapid increase in social networking
sites, populating by 2005 it was reported that Myspace was getting more page views than Google,
Facebook launched in 2004 became the largest Social Networking site in the world in early 2009.
Facebook was first introduced in 2004 as a Harvard Social Network (Cassidy, 2006).
The Internet revolution changed the information world with regard to sharing, speed,
storage and retrieval of information in whatever form regardless of the person’s location (Davies,
2017). Through the Internet a number of web technologies emerged, and one technology that is
making waves with regard to information sharing and communication are the social media

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networks. The evolution of social media has cut across all facets of society with its positive and
negative impacts. Social media has transformed and impacted on communication, learning,
research and education in general (Kayode, 2017). Among the vast variety of online tools which
are available for communication, social networking sites (SNS) have become the most modern and
attractive tools for connecting people throughout the world (Aghazamani, 2010).
Social network is a social structure made up of individuals or organization called ‘nodes’,
which are tied (connected) by one or more specific types of interdependency, such as friendship,
kinship, common interest, financial exchange, sexual relationship or relationships of belief,
knowledge or prestige (Asemah and Edegoh, 2012). Social network can also be referred to as a
map of specified ties, such as friendship, between nodes being studied. The nodes, to which an
individual is thus connected, are the social contacts of that individual; the network can also be used
to measure social capital- the value that an individual gets from the social network. Social
networking sites include: Yahoo Messenger, Twitter, Instagram, Snapchat, Facebook, Myspace,
and so on. These networking site are used by most people to interact with old and new friends
(Asemah and Edogoh, 2012). The expansion in technology has also affected software, thus leading
to chatting sites known by the name ‘social media’, with social networking sites, people can send
and receive message almost immediately.
However, lack of regulation of the internet has led to its excessive use. McQuail (2008)
affirms that the internet penetrates more homes.it is a common sight to see a youth chatting in
sensitive and highly organized place like church, mosque, and lecture venues. Some are so carried
away that even as they are walking along the highway, they keep chatting. The manufacturing and
distribution of equally sophisticated cellular phones has complicated the situation, as youths no
longer need to visit a cybercafé, they send and receive messages. He also posited that attention has
shifted from visible to invisible friends, while important ventures like study and writing are
affected in the process. This phenomenon has become a source of worry to many who believe in
knowledge and skill acquisition (Adewale, 2016). The emergence of social media as a result of
advancement in technology and expansion in interest software has raised eyebrows among
academics on its (social media) impacts on studies. Students at all levels of learning now have
divided attention to studies, as a result of available opportunities to be harnessed from social media.
Davis and Rios-Aguilar, (2012), referred to social media technology (SMT) as ‘web-based
and mobile applications that allow individuals and organizations to create, engage, and share new
user generated or existing content, in digital environments through multi-way communication’.

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Through this platform, individuals and organisations create profiles, share and exchange
information on various activities and interests. An interesting aspect of social media is that, it is
not limited to desktop or laptop computers but could be accessed through mobile applications and
smart phones making it very accessible and easy to use. For examples of these social media
platforms both on the web and mobile application include Facebook, Twitter, YouTube,
WhatsApp, Instagram, 2go, blogs and so on.
According to Boyd and Ellison (2007), ‘Social networking sites are web-based services
that allow individuals to construct a public or semi-public profile within a bounded system,
articulate a list of other users with whom they share a connection, and view and traverse their list
of connections and those made by others within the system’. These sites are used to interact with
friends, peers and others that are found in groups on these sites. Adewale (2016) posited that the
sharing of information ranges from news, debates, gossips, feelings or statement of mind, opinions,
research in the World of Social media. In the past years, social media has become common; giving
young people a new way to interact with each other and communicate with the world. Social
networking became popular between 2004 and 2006, after Facebook, and Myspace were created.
Facebook, for example has over 500 million members and it is still growing and
approximately 85% of undergraduate students are Facebook users (Schneider, 2010). These
members are expected to grow since Facebook will continue to grow, and this is not only true for
Facebook, members for YouTube users closely follow as well (University of New Hampshire,
2010). According to Sarafadeen (2017), internet usage statistics for the world, there were
3,035,749,340 estimated Internet users with a penetration rate of 42.3% as at June, 2014. Also, the
estimated population of Africa in 2014 was 1,125,721,038 of which 297,885,898 were Internet
users. The penetration of Internet on the continent was 26.5% (Wikipedia, 2015). By December
2012, the number of Facebook users in Africa was 51,612,460. Communicating through the
internet and social networking websites is quite different from communicating in- person- to-
person situation (Kaitlin, 2010). When users communicate through these websites, they use things
like Instant Message (IM) and chatting as well as status or Twitter updates to talk to friends and
express themselves (Kaitlin, 2010). He further opines that social networking websites also affect
the way people receive information and news. The sites open up different portals through which
people get information and create more diverse news outlets. Due to the increased popularly of it,
there is an ongoing question whether grades of students will not be affected by how much time is
spent on these sites. MehMood and Taswir (2013), believe that the use of technology such as

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internet is one of the most important factors that can influence educational performance of students
positively or adversely. Many parents and guardians are worried that students are spending too
much time on Facebook and other social media sites and have not enough time to study. Though
parents are worried about students’ constant use of the social media sites, many students continue
to utilize these sites on a daily basis.
Osharive (2015), academic excellence or achievement plays an important role in an
individual placement, be it in the academic institutions or job placement. Due to this, many people
are concerned with the ways they can enhance their academic achievement. The emphasis on
academic excellence which is also prevalent worldwide has encouraged many studies about the
conditions promoting it. The role of academic achievement as one of the predictors of one’s life
success and also in the aspect of academic placement in schools to higher institutions as well as
the level of employability in one’s career is inevitable (Kyoshaba, 2009). Academic performance,
which is measured by the examination results, is one of the major goals of a school. Hoyle (2001)
argued that schools are established with the aim of imparting knowledge and skills to those who
go through them and behind all this is the idea of enhancing good academic performance.
Academic performance or achievement is the outcome of education, the extent to which a student,
teacher or institution has achieved their educational goals (Sarafadeen, 2017). Academic
performance is commonly measured by examinations or continuous assessment but there is no
general agreement on how it is best tested or which aspects are most important, procedural
knowledge such as skills or declarative knowledge such as facts (Annie, Howard and Mildred,
2006). Due to the explanation above this study focus on the sway of social media exposure on
academic performance of students of Osun State University.

1.2 Statement of the problem

The world today is a global village in which the internet is the most important sort of
information. Since the advent of social media sites in the 1990s, it is assumed in some quarters
that the academic performance of students is facing a lot of neglect and challenges (Osharive,
2015). The educational system in Nigeria is faced with so many challenges which have certainly
brought about a rapidly decline in the quality of education. There is a deviation, distraction and
divided attention between social networking activities and their academic work. It is observed that
students devote more attention to social media than they do to their studies (Sarafadeen, 2017).
Students’ addictiveness to social networks, students’ frequency of exposure to social network,

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social media network that the students are more exposed to and the influence of social media as a
medium of interaction between students has been part of discussion in recent times and which have
imparted on their academic performance (Kayode, 2017). Instead of students reading their books,
they spend their time chatting and making friends via the social media and this might definitely
have influence on their academic performance, because when you do not read, there is no way you
can perform well academically. Adewale (2016), It is a common sight to see a student chatting in
sensitive and highly organized places like church, mosque and lecture venues. Some are so carried
away that even as they are walking along the high way, they keep chatting.
The manufacturing and distribution of equally sophisticated cellular phones has
complicated the situation, as students no longer need to visit a cybercafé before they send and
receive messages. Attention has been shifted from visible to invisible friends, while important
ventures like study and writing might be affected in the process (Osharive, 2015). This
phenomenon has become a source of worry to many who believe in knowledge and skill
acquisition. In recent times social media have been a major stay in the minds of students and the
world at large thereby causing a lot of drastic measure by students, teacher and even educational
administrators at large. It is therefore of great importance to explore some of the trending issues
facing students’ academic performance as a result of social media. Students at all levels of learning
now have divided attention to studies, as a result of available opportunities to be harnessed from
social media.
There has been some controversy for sometime about the effectiveness of social
networking on students’ academic performance. Since the evolution of social networking sites,
parents and educators have shown great interests on its effects on students’ performance. In a
school like the university of Osun State (UNIOSUN), where social networking has attained great
heights, there is a belief that most students use time they supposed to read to chat online. Moreover,
there is a feeling that because of too much involvement on social networking by students, they find
it difficult to concentrate on their studies. This trend had shortly been ranging in other parts of the
world like America, Europe and Asia, before the networks got to Africa, which is now considered
to be the highest, when it comes to internet usage for online social networking. While not all teens
are members of social network sites, these sites developed significant cultural resonance amongst
teens globally in a short period of time. Although, the luster has since faded and teens are not
nearly as infatuated with these sites (Myspace) as they once were, they continue to be an important
part of teen social life. In recent time we have witnessed the development of more social media

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platform for online social networking like twitter, Google+, Instagram, and others and this has
expanded the level of networking and increased the use of social media for both private and
corporate purposes.
However, many researchers have conducted studies on Social Media (Networking sites)
like, Mensah (2016), worked on the impact of social media on students’ academic performance on
Malaysia Tertiary students, Osharive (2015), researched on social media and academic
performance of students in university of Lagos, Ndaku (2013), researched on impact of social
media on students’ academic performance, Sarafadeen (2017), worked on the effects of social
networking on students’ performance, Adebiyi (2015), carried out studies on Social Networking
and Students' Academic Performance: the Role of Attention Deficit, Predictors of Behavior and
Academic Competence, Ezikiel (2013), researched on Influence of Social Media on the Academic
Performance of the Undergraduate Students of Kogi State University, Anyigba, Nigeria, Acheaw
and Larson (2013), worked on use of Social Media and its Impact on Academic Performance of
Tertiary Institution Students of Koforidua Polytechnic, Ghana and many others. But, despite all
these research efforts the influence of social media on academic performance still persist among
students in higher institutions especially students in Osun State University. Hence the researcher
is to examine how this fast growing trend of online social networking services have affected the
performance of students academically especially in Osun State University paying particular
attention to students' behaviour and academic competence.

1.3 Research questions

Based on the research problem identified above, the following questions postulated are to
be answered.
i). What social networking sites do the students have access to in Osun State University?
ii). How often do the students of Osun State University go online?
iii). How many hours do the students of Osun State University spend on social networking
activities?
iv). How has the use of social media affected the academic performance of the students of Osun
State University?
v). What are the benefits the students derive from using social media?

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1.4 Objectives of the study
The general objective of the study was to find out the exposure and academic performance
of students of Osun State University. The specific objectives of the study were as follows:

i). To examine whether undergraduate students of Osun State University are exposed to social
media networks.
ii). To examine the frequency of exposure of Osun State University students to social media.
iii). To determine how many hours, the students spend in social networking activities daily.
iv). To ascertain how the use of social media has affected the academic performance of the
students of Osun State University.
v). To ascertain what student use social media for in Osun State University.

1.5 Significance of the study

This research work is undertaken in order to increase the stock of knowledge, including
knowledge for man, culture and society. The study will help other researchers with more
information on the student’s exposure to social media with the effects on their academic
performance and the extent to which people have access to social media. It will be relevant in
assisting students in understanding the diversity of social media. It will also provide relevant
materials for students and other researchers undertaking similar research.

1.6 Definition of key concept

Academic performance: Academic achievement or (academic) performance is the outcome of

education — the extent to which a student, teacher or institution has achieved their educational
goals. Academic achievement is commonly measured by examinations or continuous
assessment but there is no general agreement on how it is best tested or which aspects are most
important procedural knowledge such as skills or declarative knowledge such as facts.

Academics: Is used to describe things that relate to the work done in school, colleges, and
university, especially works which involves studying and reasoning rather than practical or
technical skills.

Community: Social media allows communities to form quickly and communicate effectively.
Communities share common interests, such as a love of photography, a political issue or a favorite
television show.

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Connection: Most kinds of social media thrive on their connectedness, making use of links to
other sites, resources and people.

Conversation: Whereas traditional media is about “broadcast” (content transmitted or distributed

to an audience) social media is better seen as a two-way conversation.

Exposure: The act of subjecting someone to an influencing experience. Exposure also means the
condition of being exposed, uncovered, or unprotected.

Openness: Most social media services are open to feedback and participation. They encourage
voting, comments and the sharing of information. There are rarely any barriers to accessing and
making use of content – password-protected content is frowned on.

Participation: Social media encourages contributions and feedback from everyone who is
interested. It blurs the line between media and audience.

Social media: social media is best understood as a group of new kinds of online media, which
share most or all of the following characteristics.

Undergraduates: This can be defined as a student of tertiary institution studying for a degree or
to achieve a first degree.

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 CHAPTER TWO
LITERATURE REVIEW

2.1 Introduction
This chapter reviewed some of the numerous works done by scholars and researchers which are
directly related to this research work. This chapter examined and reviewed the global overview of
the concept of social media, student’s enthusiast to social media in Nigeria, student’s exposure to
social media, effect of social media network on student’s academic performance, social media and
students’ academic performance, social media practice among the students, norm of social media
by time of life and difficulties social media cause in school among the students.

2.2 Global overview of the concept of social media

Social media has a history dating back to the 1970s (Monica, 2016). ARPANET, which first came
online in 1969, had by the late 1970s developed a rich cultural exchange of non-
government/business ideas and communication, as clearly evidenced by ARPANET Rules and
etiquette's "A 1982 handbook on computing at MIT's AI Lab stated regarding network etiquette,"
and fully met the current definition of the term "social media" found in this article (Wikipedia,
2018). Usenet, which arrived in 1979, was actually beat by a precursor of the electronic bulletin
board system (BBS) known as Community Memory in 1973 (Wikipedia Article, 2018). True
electronic bulletin board systems arrived with the Computer Bulletin Board System in Chicago,
which first came online on 16 February 1978. Before long, most major cities had more than one
BBS running on TRS-80, Apple II, Atari, IBM PC, Commodore 64, Sinclair, and similar personal
computers (Wikipedia, 2015). The IBM PC takes us to 1981, with a host of both Mac and PCs
being used throughout the 1980s. Multiple modems, followed by specialized telco hardware
allowed multiple to many users online simultaneously. CompuServe, Prodigy and AOL were three
of the largest BBS companies and were the first to migrate to the Internet in the 1990s. Between
the middle 1980s to the middle 1990s, BBSes numbered in the tens of thousands in North America
alone (Benj, 2016). Message forums (a specific structure of social media) arose with the BBS
phenomenon throughout the 1980s and early 1990s. When the Internet arrived in the mid-1990s,
message forums migrated online, becoming Internet forums, primarily due to cheaper per-person
access as well as the ability to handle far more people simultaneously than telco modem banks.

GeoCities was one of the Internet's earliest social networking websites, appearing in November
1994, followed by Classmates in December 1995, Six Degrees in May 1997, Open Diary in

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October 1998, LiveJournal in April 1999, Ryze in October 2001, Friendster in March
2002, LinkedIn in May 2003, hi5 in June 2003, MySpace in August 2003, Orkut in January
2004, Facebook in February 2004, Yahoo! 360° in March 2005, Bebo in July 2005, Twitter in
July 2006, Tumblr in February 2007, and Google+ in July 2011 (Barbara, 2012); University of
California Online, 2018) and CBSNEWSONLINE, 2018).

Social media is that means that employs mobile and web based technology to create highly
interactive platforms via which individuals and community share, co-create, discuss and modifies
user-generated content (Kietzmannn, 2012). Social media is a phrase being tossed around a lot.
According to Osharive (2015), social media is a website that does not just give you information
but interact with you while giving you information. It is a group of internet based application that
allows the creation and exchange of users generated content (Sarafadeen, 2017). It is easy to
confuse social media with social news because we often refer to members of the news as the media.
Adding to it, that social news site is also social media site. Social media refers to the means of
interaction among people in which they create, share, exchange and comment among themselves
in different networks. Social media is a phrase that we throw around a lot these days, often to
describe what we post on sites and apps like Facebook, Twitter, Instagram, Snapchat and others
(Daniel, 2018). Andreas and Michael (2010) are of the opinion that social media is a group of
internet based application that builds on the ideological foundation and allows the creation and
exchange of users – generated content. Sarafadeen (2017), posited that social media has become
one of the major channel of chatting through platforms such as 2go, BB chat, blogger and wiki a.
There has been an increase in the mobile social media which has created new opportunity for
browsing. Social media are computer-mediated technologies that facilitate the creation and
sharing of information, ideas, career interests and other forms of expression via virtual
communities and networks (Wikipedia, 2018).

Rather than define the term using a bunch of boring jargon that would probably only complicate
things further, perhaps the best way to get a clearer understanding of it is to break it down into
simpler terms. To start, let's look at each word individually. The "social" part: refers to interacting
with other people by sharing information with them and receiving information from them. The
"media" part: refers to an instrument of communication, like the internet (while TV, radio, and
newspapers are examples of more traditional forms of media). Basically, from these two separate
terms, (Barbara, 2012) pull a basic definition together:

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 “Social media are web-based communication tools that enable people to
interact with each other by both sharing and consuming information”
(Barbara, 2012).

Yes, it's a broad definition – but keep in mind that social media is a very broad term. This is likely
as specific as we can get without zeroing in too much on a more specific subcategory of social
media. Social media originated as a tool that people used to interact with friends and family but
was later adopted by businesses that wanted to take advantage of a popular new communication
method to reach out to customers. The power of social media is the ability to connect and share
information with anyone on Earth (or multitudes of people) as long as they also use social media.

Users typically access social media services via web-based technologies on desktop, computers,
and laptops, or download services that offer social media functionality to their mobile devices (for
instance, smartphones and tablet computers). The variety of evolving stand-alone and built-in
social media services introduces a challenge of definition (Obar, Jonathan, Wildman, and Steve,
2015). The idea that social media are defined by their ability to bring people together has been
seen as too broad a definition, as this would suggest that the telegraph and telephone were also
social media – not the technologies scholars are intending to describe (Schejter and Tirosh, 2015).
The terminology is unclear, with some referring to social media as social networks (Kaplan and
Haenlein, 2010). Social media describes websites that allow users to share content, media, etc.
common examples are the popular social networking sites like Friendster, Facebook, Myspace,
and so on. Social media also includes youtube, photobucket, flicker, and other sites aimed at photo
and video sharing. Martn, (2008) and Lusk, (2010) share the same concept of social media. To
them social media is the use of Facebook, Blogs, Twitter, My Space and LinkedIn for the purpose
of communication, sharing photos as well as videos. However, for the purpose of this study social
media is captured within the use of internet through Facebook, WhatsApp, Twitter, Skype,
MySpace as well as Yahoo Messenger for communication sharing of ideas, sharing of photos and
videos by users.
Researchers like Nahmark, (2012); Osharive (2015) and Sarafadeen (2017), some media website
includes:

 Social Bookmarking: interact by tagging website and searching through website book
marked by others (Blink list, simple).

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 Social News: interact by voting for articles and commenting on them (Digg, propello).
 Social Networking: interact by adding friends, commenting on photo and profiles, sharing
groups for discussions (Facebook, 2go, BB chat)
 Social Photo and Video Sharing: interact by sharing photos or videos and commenting
on the user submission. (Youtube and Fliki).
 Wikis: interact by adding articles and editing existing articles. (Wikipedia, wikia).

The internet usage effect of social media, in views of Nielsen (2012) is that, students continue to
spend more time on the social media than any site. The total time spent on social media across
mobile devices increased by 37%, 121 billion minutes in July 2012 compared to 88 billion minutes
in July 2011.

Kaplan and Haenlein (2010) classified social media into six different classes as follows:

 Collaborative Project (Wikipedia)

 Blogs and Micro blogs (Twitter)
 Content Communities (Youtube)
 Social Networking Site (Facebook; 2go; BB chat)
 Virtual Game World (World of war craft)
 Virtual Second World (Second life)

Technology includes the blogs, picture sharing, music sharing, crowd sourcing, e-mail, instant
messaging and voice over. These services could be integrated via social network aggregation
platforms.

2.2.1 Movable Social Media

Once social media is used in combination with mobile devices, it is called mobile social media.
Mobile social media refers to the use of social media on mobile devices such as smartphones and
tablet computers. This is a group of mobile marketing applications that allow the creation,
exchange, and circulation of user-generated content (Kaplan, 2012). Due to the fact that mobile
social media run on mobile devices, they differ from traditional social media by incorporating new
factors such as the current location of the user (location-sensitivity) or the time delay between
sending and receiving messages (time-sensitivity).

According to Kaplan (2002), social media can be divided into four types:

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 i Space-timers (location and time sensitive): exchange of message with relevance for
specific location and time (Face book, 2go, BB chat)
ii Quick-time (time sensitive): transfer of traditional social media application to mobile
services to increase immediacy (posting twitter messages, status update (2go), and updating
display picture (dp) (bbm).
iii Space-locators (location sensitive): exchange message with relevance for one specific
location which are tagged to certain place (yelp, sype).
iv Slow-timers (neither location nor time sensitive): transfer traditional social media
application to mobile devices (reading a Wikipedia entry).

2.2.2 Social media through the use of internet

Historically, there two conflicting versions about the origin of the internet opinionated by two
schools of thought. The first school of thought is of the opinion that; the internet is a product of
the cold war. The air force in 1962, wanting to maintain the military’s ability to transfer
information around the country even if a given area was destroyed in an enemy’s attack,
commissioned leading computer scientist to develop the means to do so. But many researchers and
scientist dispute this myth’ that has gone unchallenged long enough to become widely accepted as
a fact that the internet was initially built to protect national security in the face of nuclear attack
(Hafner and Lyon, 1996). In the second version, as early as1956, psychologist Licklider a devotee
of Marshall McLuhan, thinking on the power of citizens; However, computer consoles a television
set connected in the nationwide network. The political process would essentially be giant
teleconference, he wrote and a campaign whole month series of communication among candidates,
propagandist, commentators, political group and voters. The key he added, is the self-motivating
exhilaration that accommodate truly effective inter – action with information through a good
network computer (Baron, 2012).

The internet (net or web) is a more interactive medium of mass media, and can be briefly describe
as network, of network of (Pluclaskas, 1994) which vehicles for network of all kinds and
individual’s stand-alone computers to inter wine to form a global network which connects people
all round the world. The internet is a massive network of networks, a networking infrastructure. It
connects millions of computers together globally forming a network in which any other computer
as long as they are both connected to the internet (Webopedia, 2012).

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Okoye (2000), by 1999, said the internet was used by an estimated number of 50 million people
worldwide. Anjugu (2013), the internet is a global network of computer networks. In more
technical terms, this means that that a group of two or more networks are electronically connected
and able to communicate with one another. Together, they act as a single network. For this to work,
however, the computers have to speak a common language. The common language, called a
protocol by computer programmers, that was developed for the internet is called the TCP/IP
protocol. TCP/IP stands for Transmission Control Protocol/ Internet Protocol (Anjugu, 2013). It is
actually a set of protocols that govern how data travel from one machine to another over networks.
IP is sort of like the address on an envelope. It tells a computer where to send a particular message.
TCP breaks up the information into packets that can be transmitted efficiently and resembles them
at their destination.

According to Anjugu (2013), posited that access to the internet is gotten from one of the
two ways;

 Through an Internet Service Provider (ISP), a company that connects a subscriber to the
net and usually charges a fee.
 Through a commercial online service, such as American Online or MSN.

Once connected to the net, an individual can make use of a variety of services and tools for
communication and information exchange (Whitepages, 2012).

2.2.3 Social effect of the internet on media.

Obviously, research concerning the effect of spending time on the internet is still on a formative
stage. The internet seems to have had the most impact on television usage. This is not surprising
since much internet use take place during the evening, the same time that most television viewing
takes place generally. Magazine and Newspaper reading, radio listening and movie going seem not
to have been significantly affected. The internet is becoming more important as a source of news.
At the same time, there has been a decline in the number of people who rely on broadcast television
and newspaper as their main source of news. Research like (Pluclaskas, 1994; Okoye, 2000;
Osharive, 2015) and so on, has been conducted to prove that the internet and the social networking
involvement have been contradictory. A 1998 survey of online users revealed that as people used
the internet more, they spent less time talking to family members, experienced more loneliness and
16
depression, and reported fewer friendship. Heavy net users seemed to be more socially isolated
than those who are light users (Stanford, 2012). Another survey released in 2000 by the Pew
Internet and American Life Project found the opposite. This studies reported that the use of internet
is an important factor in sustaining and strengthening social and family’s ties. It was proved that
some net users make use of email as well to connect to family members and friends they have not
seen for a while. (Pewinternet.org, 2012).

Research has demonstrated that some individuals spend a great deal of time in the internet. This
has led to some suggestion by some social scientist that people can be addicted to the internet in
the same way they might be addicted to drugs, gambling, or alcohol. Psychologists have identified
three characteristic of an addiction: increased tolerance, loss of control, and withdrawal. People
who find themselves spending more time online, who can’t control their internet use, and who
neglect their family, friends, and other social obligations to spend time online will fit these criteria.

2.2.4 Social Networking Sites

It is used to describe any website that enables users to create public profiles within that website
and form relationship with other users of the same website who access their profile (Anjugu, 2013).
It is used to describe community base website, online discussion forum, chat rooms and other
social space online (Osharive, 2015). Commonly, the phrase “social networking sites” is used as
an umbrella term for all social media and computer-mediated communication, including but not
limited to Facebook, Twitter, LinkedIn, and Myspace, as well as the inaugural social networking
sites of Cyworld, Bebo and Friendster (Anjugu, 2013). Ellison and Boyd (2007) define social
network sites as web-based services that allow individuals to construct profiles, display user
connections, and search and traverse within that list of connections. A social media is an online
service or platforms that focus on facilitating the building of social network among people who
share interest, activities and background on real life connections (Anjugu, 2013); Oye, 2009);
Osharive, 2015) and Cassidy, 2005). It is a website that allows users to share information within a
selected group. It is a great way to stay connected and a convenient way to share photos from trips
(Awake, 2012). It consists of a representation of each user (profiles), social links and a variety of
additional services. According Anjugu (2013), detailed analysis of social networking are as
follows;

i Impression of Social Networking Site

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 ii Topographies of Social Network
iii Social Networking and Education
iv Limitations in Education

i) Impressions of Social Networking Sites

Through email and instant messaging, online communities are created where a gift economy and
reciprocal altruism are encouraged through co-operation. 2go and other social networking tools
are increasingly the objective of scholarly research. Scholars in many fields have begun to
investigate the impact of social networking site, investigating how such site may play into issues
of identity, privacy, social, youth culture and education. Several websites are beginning to tap into
the power of the social networking model for philanthropy. In 2011 HCL technologies conducted
research that showed that 50% of British workers are banned from the use of social media during
office hours. In this view, when one is chit-chatting, the content of the message reveals a lot about
an individual. In chatting, comments, photos, and status should speak less of an individual. Kim
in summary says: “if you are mindful of what you are doing, you can maintain a measure of privacy
on a social network” (Awake, 2012); and, in reference to this, Proverbs 10:19, states that “In the
abundance of words, there does not fail to be transgression, but the one keeping his in check is
acting discreetly”. “It’s a vortex that sucks one in and one has no idea you’ve been trapped. One
of the ironies of the internet is that it keeps you apart from the most important things’. It is a great
way to stay connected with people but you just have to know when to shut it down. Raquel
concluded that it seems that when people go on a social network they lose their mind” (Awake,
2012).

ii) Topographies of Social Networking Sites

According to the Boyd and Ellison (2007) article entitled “Why Youth Heart, Social Networking
Site: the role of networked publics in teenage life?” It shares a variety of technical features that
allows individuals to construct a public or semi-public office, articulate list of their users that they
share connection with and view their list of connections within the system. In an article titled
‘social networking sites’ definition and scholarship, Boyd and Ellison adopt (Sunden’s, 2003)
description of profiles as unique pages where one can type oneself into being a profile is generated
from answer to question, such as age, location and interest. Some site allows users upload pictures’,
add multimedia content or modify the look of their profile. For instance, 2go allows the user to

18
update their status and change profile pictures and BB chat that allows them change display picture,
name and status. They allow them search for users and share a list of contact and there are sections
dedicated to comments from friends and other users. To protect their privacy, they have a control
that allows users to choose who can view their profile, contact and add them to their list of contacts

iii) Social Network and Education

The advent of social network platforms may also be impacting the way in which learners engage
with technology in general. For a number of years, Prensky (2001) dichotomy between digital
natives and digital immigrants has been considered a relatively accurate representative of the ease
with which people of a certain age rate, in particular, those born before and after 1980, use
technology. Social networking and their educational uses are of interest to many researchers.
Living Stone and Brake (2010) in their opinion said ‘social networking site, like much else on the
internet representing a moving target for researchers and policy makers’. Recent trends indicate
that 47% of American adults use social network. A national survey in 2009 found that 37% of
online teenagers use social networking site which increased to 555% three years later (Len Hart,
Purcell, Smith and Zickuhr, 2010). It has also, shown that it provides opportunity within
professional education but however, there are constraints in such areas.

iv) Limitations of Social Networking in Education

In the past, social networking were viewed as a distraction and offered no educational benefit.
Blocking this social network was a form of protection for students against wasting time, bullying
and privacy protection. In an educational setting, 2go and BB chat is seen by instructors and
educators as frivolous time wasting and distraction from school work. Cyber bullying has been an
issue of concern with social networking site. An online survey based on 9-19 years old and above
discovered that students received bulling comments online. Social networking, often include a lot
of personal information posted publicly and many believe that sharing personal information and
the easy communication vehicle that social networking opens the door to sexual predators.
However, there is evidence of contradiction to this; 69% of social media using teens and 85%
adults said people are mostly kind to one another. The national school board association reports
that almost 60% of the students who use social network talk about educational topics online and
more than 50% talk about school work. Yet the vast majority of school district has stringent rules
against nearly all forms of social media during school hours. Social networking focused on
19
supporting relationship between teachers and students which are now used for learning. Some sites
like Ning-for teachers and Term wiki-learning Centre were created to support this. Social media
are also emerging as online year book for private and public use. It allows anyone from the general
public to register and connect to others. It allows participant the opportunity for just in time
learning and engagement and prescribed curriculum. Jerkins (2006) described it as participatory
culture. It creates space for learners which James (2004) suggest affinity space and dispersion of
expertise and relatedness for learning.

2.2.5 Social Networking and Nigeria subscribers

Social networks are increasingly gaining momentum in the world of information and
communication (Anjugu, 2013). It has without doubt altered the conventional method of news
gathering and dissemination, a confirmation of what seems to be paradigm shift from print and
broadcast media to the more effective and efficient rave of the moment (Sarafadeen, 2017). Social
networking played a pivotal role in information and communication in Nigeria about seven years
ago, event that will forever stick to our memories. Anjugu (2013), the events all started with the
removal of fuel subsidy on New Year day in 2012. This event showed the overwhelming power of
networking. Daily protest was organized and sustained for about a week in social networks. It was
a powerful tool that it was rumored that the president considered suspending their operations.
Another incident is the case of Cynthia Okojie who was murdered by “Facebook’s friends”. The
role of social network is quiet overwhelming in this scenario considering the very fact that this
ordeal started and ended on Facebook, it wowed everyone. It proved that social networks are
becoming tools in the hands of government and weapons for criminals (Anjugu, 2013). One of the
most shocking and angering thrillers ever was the video and pictures of the “Aluu4”. It was a
horrible site to behold, inhumanity at its peak. It was evidently one of the biggest news that rocked
2012. It wasn’t the first “criminals” were butchered and burnt alive by angry uncivilized barbaric
mobs. The difference between Aluu4 and other similar occurrences was simply the presence of
social networking which led to empathy from the public and resultant involvement of the
government.

Social Networking Sites (SNS) have been popular since the year 2002 and have attracted and
fascinated tens of millions of Internet users (Boyd and Ellison, 2007). Though only a few have
gained worldwide publicity and attention, the Federal Bureau of Investigation estimated that there
are over 200 different sites that are used for social networking (Duven and Timm, 2008). Most

20
people who are members of these sites, such as Facebook (over 400 million users) and MySpace
(over 100 million users) participate in them on a daily basis (Duven and Timm, 2008). Each person
who becomes a member of a SNS has the opportunity to create his or her own webpage or “profile”
which is supposed to be seen as a reflection of that person’s personality (Tufekci, 2008). By using
this personal profile, one can build an entire social network based on his or her own personal
preferences (Boyd and Ellison, 2007). The idea behind most of this phenomenon, as with many
websites, is to help people feel socially connected and part of a community, even though they may
be sitting home alone at their computer (Coyle and Vaughn, 2008). Participants may connect with
other people they know through school, work, or an organization, or they may meet complete
strangers from all over the world (Coyle and Vaughn, 2008). They do this by searching for people
and adding them as “friends” so that they may share information with them and other networks
that those people may be a part of (Boyd and Ellison, 2007).

Being “friends” in the SNS world simply means that two profiles have been linked together
(Tufekci, 2008). This, in turn, expands a person’s network greatly, so that they may meet and share
information with even more members (Coyle and Vaughn, 2008). In addition, being “friends” with
someone on a SNS allows a person to communicate in a variety of ways such as sending private
and public messages, participating in on-line games, commenting on photos that have been posted,
sharing music or movie preferences, responding to journal entries, and much more (Livingstone,
2008). In one author’s opinion, “Creating and networking online content is becoming an integral
means of managing one’s identity, lifestyle and social relations” (Livingstone, 2008). A click of a
button may mean the loss or gain of a friendship, and a friendship on a SNS may be with someone
who is not a friend in “real life” (Livingstone, 2008).

Though there are several options for “privacy” on these sites, research has shown that the public
aspect of sharing information is what draws many to join and participate (Duven and Timm, 2008).
Privacy has a new definition when referring to Social networking sites, since just becoming a
member requires a person to give certain personal information (Duven and Timm, 2008). Some
sites, like Facebook, started as a way for college students to connect and having an “edu” email
address was required for signing up (Tufekci, 2008). Now, this site is open for all users, which
also increases the amount of people who may have two accounts: One for private use, and one for
business or school use (Tufekci, 2008). When conceptualizing why these sites appeal to so many
people, it is significant to note that each SNS focuses on the presentation of self and social status

21
(Tufekci, 2008). Each person who joins a SNS must choose a picture to post on their personal
profile, which is the picture that will be used as a representation of themselves (Barker, 2009).
Some people use a recent picture of their face or a photo of a group of friends, while others choose
a different image that they want to represent them or their values (Barker, 2009). Either way, this
picture is significant when looking at a SNS because it shows how each individual would like to
be seen by others (Barker, 2009).

Social status is also a very important part of SNSs because it is plays a role in how each individual
is viewed on their profile by others (Tufecki, 2008). Most SNS will show how many “friends” a
person has, as well as how many people have written to that person lately (Tufecki, 2008). Because
of this, many SNS members will seek out people to connect with, even though they may not
personally want to be linked with specific people (Tufecki, 2008). Adolescents and college-aged
individuals are especially interested in having a lot of friends, because many worry what others
will think if they do not have as many friends as their peers (Barker, 2009). Not only does joining
a SNS help gain and preserve popularity, but selecting the perfect pictures to post are also very
important aspects of the experience (Siibak, 2009). According to a recent study done on visual
impression management and social networking sites, approximately 60% of adolescents will spend
more time selecting which pictures to post on their profile than actually communicating with others
(Siibak, 2009). This shows that these SNSs are not just for keeping in touch with classmates and
meeting new people, they are used to build adolescent identities (Siibak, 2009) because social
networking sites are used primarily by adolescents and young adults.

2.2.6 Varieties of Social networking sites

There are diversities of social networks like 2go, WhatsApp Messenger, blackberry Messenger,
Facebook, and twitter for people to have access to.

1. 2go is a Social Networking Site, chat, and instant messaging (IM) application. It enables users
to chat on their mobile phones free. You can meet users and 2go users as friends. Chat rooms
on different topics are opened where you can join in the discussion and socialize with others
and also, 2go have gateways that enable users chat with friends on Gtalk, Mxit, and facebook.
One of the greatest points of 2go chat is its simplicity and light weight, making it available to
lots of low-end phones. 2go runs on any java enabled phone, Nokia, LG, Samsung, and Sony

22
 Ericson. Blackberry users can use 2go on their Pc as part of an experimental service by the
company and with it, they can chat anywhere and anytime of the day as they so please.
2. WhatsApp Messenger is a proprietary cross-platform instant messaging subscription service
for Smartphone’s and selected feature phones that uses the internet for communication. In
addition to text messaging, users can send other images, video, and audio media messages as
well as their location using integrated mapping features.
3. Blackberry Messenger is propriety internet-based instant messenger application included on
blackberry devices that allows messaging between blackberry users. It was developed by the
manufacturer of the blackberry research in motion (RIM); messages sent via blackberry
messenger are sent over the internet and use the blackberry pin system, so communication is
only possible between blackberry devices. Pinging allows you to connect to friends using a
ping ID, something akin to blackberry pin but easier to remember because you can pick it
yourself. Once you’ve shared your pin or found friends via email or twitter, you can send text,
messages, photos, videos and voice memos. Pretty much anything you might want to send to
a friend can be sent using pin. Messages are in real time over the data network and pushed to
the recipient. Once a message is sent, a little S or D and a tick with an R indicating the message
has been sent and read. Ping chat also packs group messaging and social profiles, which
allows you to display a photo, status and some information about yourself to confirm contacts
and through these, one is connected to the whole world.
4. Facebook allows anyone who claims to be at least 13 years old to become a registered user
of the website. Users must register before using the site, after which they may create a personal
profile, add other users as friends, exchange messages, and receive automatic notifications
when they update their profile (Roblyer, 2010). Additionally, users may join common-interest
user groups, organized by workplace, school or college, or other characteristics, and
categorize their friends into lists such as "People from Work" or "Close Friends" (Rapacki,
2007).
5. Twitter is an online social networking service that enables its users to send and read text-
based posts of up to 140 characters known as “tweets. Users can also follow the updates of
friends they “follow,” send them direct messages, reply publicly to friends, or just post
questions or comments as their current status (Sorav, 2010). In many ways this social network
site (twitter) continually provides social network for people at all ages. Twitter as a social
network plays a role in communication throughout the world in the sense providing online

23
 services to share information with others and connect with them by creating a profile that may
include a personal web page and a blog. It has been argued by (Jonah, 2013) that twitter affects
behavior by causing psychological disorder via addiction to the access of the social network.
Also twitter affects behavior because the network is open to all (Jaclyn, 2011).

2.2.7 Benefits of social networking in Nigeria

Though many arguments can be made about the possible risks of adolescent social networking, it
is important to point out the benefits of these websites as well. Many schools have started to use
these sites to promote education, keep students up to date with assignments, and offer help to those
in need (Boyd, 2007). In general, the Internet and social networking sites can be a positive
influence on adolescents. Social networking sites provide an outlet for teens to express themselves
in their own unique ways (Boyd, 2007). In addition, they serve both as a meeting place for teens
to interact with other like-minded people and as showplaces for a teen’s artistic and musical
abilities (Boyd, 2007). Finally, high school students use these sites as tools to obtain information
and resources for graduation preparation and future planning. For example, students applying for
college visit profiles of that college’s students to view pictures and read blogs of past students to
determine whether the college would be a good fit (Boyd and Ellison, 2007).

2.2.8 Student’s enthusiast to social media in Nigeria

On the internet, students engage in a variety of activities some of which may be potentially
addictive. (Kuss and Griffiths, 2011). The mass appeal of social media on the internet could be a
cause for concern, particularly when attending to the gradually increasing amount of time students
spend online. Undergraduates spend more time on Facebook, Twitter and other social media
through smartphones that are now in abundance among these youths (Osharive, 2015). Many
students cannot go for two-three hours without checking and updating their profiles on these social
networks even at the detriment of other activities such as educational and career pursuit. This
especially has become culture for the undergraduates in Nigeria. Morahan–Martin and
Schumacher (2000), explain social media infatuation as the excessive use of the internet and the
failure to control this usage which seriously harms a person’s life. In an article on the Daily Trust
newspaper, Itodo (2011) posits that there seem to be an alarming rate of social networking

24
obsession among students today; a trend that could affect their academic, social and spiritual lives
negatively if not properly controlled.

Numerous disturbed parents have expressed grave concern that they could hardly get the attention
of their children and wards, as they seem to have been carried away by the fascinating world of
social networks. Some youths are such social freaks that they have now carved out for themselves
a world of fantasy and illusion for detached from reality. Bello (2012), of the Sunday Observer
observes that if the dangerous trend of social media network “obsession” if left unchecked could
further affect an already collapsing education system in Nigeria. The reason students are
performing poorly in school these days might not be farfetched (Osharive, 2015). While poor
quality of lecturers can quickly take the blame, one might think harder if the phrase “Facebook
frenzy” has not been heard of. It is a common sight to see a youth chatting in sensitive and highly
organized places like church, mosque and lecture venues. Some are so carried away that even as
they are walking along the high way, they keep chatting. Attention has been shifted from visible
to invisible friends, while important ventures like study and writing are affected in the process
Okoye, 2000). This phenomenon has become a source of worry to many who believe in knowledge
and skill acquisition (McQuail 2008).

Jeong (2005) noted that internet addiction is significantly and negatively related to students’
academic performance, as well as emotional attributes. In a study of 884 students of different
universities in Nigeria, (Olowu and Seri, 2012). The study indicated that students in Nigeria are
spending too much time on social networking sites at the detriment of other necessary things such
as their studies. They explained that Youths’ use of these social networking sites even point
towards obsession. The youths have made the social media their top priority and continued to need
more usage in order to feel satisfied in Ogedebe, Emmanuel and Musa (2012), a study on Facebook
and Academic Performance in Nigeria Universities was carried out on 122 university students;
they tested six hypotheses to know the effect of Facebook on the academic performance of students
in selected universities. The study tested among other hypotheses that the more time a student
spends on Facebook, the lower his or her grade point average will be. In Olubiyi (2012), the author
observed that the bone of contention of the social media is the obsessive attitude of Nigerian youths
towards its use. He pointed out that students waste their time through idle chats and other immoral
acts. Students are so engrossed in the social media networks that they are almost 24 hours online.
Even in classrooms and lecture theatres, it has been observed that some students are always busy

25
pinging, 2going or Facebooking, while lectures are on. The result is that quality time that ought to
be spent on academic research and other productive networking is lost.

2.2.9 Students exposure to social media

According to Anjugu (2013), it has been observed in recent times that students have unlimited
access to the internet as well as the social media. Students connect with computer to send and
receive information’s anywhere on the globe. The manufacturing and distribution of equally
sophisticated cellular phones has complicated the situation, as students no longer need to visit a
cybercafé before they send and receive messages (Sarafadeen, 2017). Some school are so equipped
that there is internet connection made available within the school premises as well as in the library
(unlike, the Wi-Fi of UNIOSUN). Online Wikipedia and blogs are the main resource centers for
students as attention have been shifted from making research in the library to overall dependence
on theses social platforms. It is a common thing to see a student reading in the library and putting
the books aside on hearing the sound of a ping on the phone. According to a joint study by
Campus2Careers and Study Breaks on the use of mobile devices among students discovered that,
an average undergraduate spend 3.6 hours a day with their cell phones and smartphones, while
spending less time with computers, TV’s, handheld gaming devices and e-readers. Social
networking websites provide tools by which people can communicate, share information, and
create new relationships. With the popularity of social networking websites on the rise, our social
interaction is affected in multiple ways as we adapt to our increasingly technological world.
Archeaw and Larson (2015), the way web users interact and talk to each other has changed and
continues to change. These users now socialize through the internet and it takes away from the
person socialization that has been around forever. Social networking websites have affected our
social interaction by changing the way we interact face-to-face, how we receive information, and
the dynamics of our social groups and friendships (Asur and Huberman, 2010).

2.3 Effect of social media network on student’s academic performance

In the past years, social media websites have become common; giving young people a new way to
interact with each other and communicate with the world. Social networking became popular
between 2004 and 2006, after Facebook and MySpace were created. Facebook, for example has
over 500 million members and it is still growing and approximately 85% of undergraduate students

26
are Facebook users (Schneider, 2009). These numbers are expected to grow since Facebook users
will continue to grow. And this is not only true for Facebook, numbers for YouTube users closely
follow as well (University of New Hampshire, 2009). Though there have been many social,
economic, and environmental factors that have added to the pressure of university students in the
past ten years, the drop-out rate for students is still a major national problem (Bowen, 2008).
Current statistics show that university students in Nigeria are under increased pressure due to
higher academic standards in other countries, and it has become more important than ever for
educators to encourage graduation and further education (Bowen, 2008). However, with more and
more students being preoccupied with social media networks and technological social lives, how
will this affect their studies? It is estimated that even those students who do graduate high school,
one out of three does not have possess the knowledge and skills that would lead him or her to the
next level, such as college or an advanced trade school (Bowen, 2008).

The top academic areas that many school professionals are concerned about are English (ELA)
and advanced literacy (Williams, 2008). The current generations of teens live in a fast-paced
technological world with many different types of communication happening all at the same time.
For example, he or she may be on the computer on a SNS, while also talking on the phone, sending
instant messages to a friend, and emailing someone else all at the same time (Williams, 2008).
While there may be some advantages to this, such as the teen learning how to type faster and multi-
task many things at once, there may also be a breakdown in much of that communication
(Williams, 2008). Literacy has also taken a dive in the past decade, which has caused many
educators to question what can be done to help students improve their reading, writing, speaking,
and thinking- all of the most basic skills for a successful future (Wise, 2009). As one researcher
stated, “Literacy is, in reality, the cornerstone of student achievement, for any student, in any
grade” (Wise, 2009). The question that many school professionals have with regards to
communication is whether or not a tertiary institution student is able to follow school curriculum
in courses like English or Language Arts (Williams, 2008). Also, will it be possible to teach them
without the use of multi-tasking and using new forms of technology.

2.3.1 Social media and students’ academic performance

The social media engages students and have to be examined as entrepreneurs of understanding.
The medium of internet is marketing with increase in its programs. The interactive character of

27
online conditions has extended with social networking. Hooking up through social networking
began as being a niche activity, though time it's a phenomenon. The web sites are employed in
many ways like developing metropolitan areas, speaking, blogging etc. Additionally, different
institutions even nowadays are developing groups on several Websites (Saba, 2013). The improved
usage of Websites has become a worldwide phenomenon for quite some time. What began out as
being a hobby for several computer literate people has converted to a social norm and existence-
style for individuals from around the globe (Nicole Ellison, 2007).Teens and teenagers have
especially recognized these internet sites to be able to contact their peers, share information,
reinvent their personas, and showcase their social lives Nicole Ellison,(2007).While using the
increase of technology helpful for getting together with others along with the recognition on the
internet, Internet sites are now being an activity that's done mainly on the web, with Websites
Vaughn, Coyle (2008). According to Khan (2009), social media users often time experience poor
performance academically. Similarly, Englander, Terregrossa and Wang (2010) posit that social
media is negatively associated with academic performance of student and is a lot more momentous
than its advantages. Internet addiction consequently gave rise in internet usage within the last
couple of decades. Nalwa and Anand (2003), recommended that addicted users prefer using
internet setting back their personal and professional responsibilities which ultimately leads to poor
academic performance. In the same vein, Karpinski (2009) pointed out that social media users
devoted lesser time to their studies in comparison to nonusers did and subsequently had lower
GPAs. Karpinski and Duberstein (2009). Also mentioned that among various unique distractions
of every single generation, Social media remains a major distraction of current generation.

2.3.2 Social media practice among the students

When reviewing the literature related to gender and adolescents, results are mixed as to which
group spends more time on the Internet as well as on social media networks (Lin and
Subrahmanyam, 2007). Studies have shown that guys have been online more than ladies in
previous decades because of earlier forms of technology such as video or computer games (Lin
and Subrahmanyam, 2007). Ladies have reported that they use social media for things like chatting
and downloading music (Giles and Price, 2008). Because of this, one may hypothesize that ladies
will be more likely to be attracted to social media networks and other online social groups (Giles
and Price, 2008). According to most research done on the topic, the number of teenage ladies and
guys who communicate on these social media networks are equally divided (Bonds-Raacke and

28
Raacke, 2008). Research has shown that though ladies and guys are both likely to have a SNS
account, the reasons for the accounts may vary based on gender (Bonds-Raacke and Raacke, 2008).
For ladies, social networking sites are primarily placed to reinforce pre-existing friendships; for
guys, the networks also provide opportunities for flirting and making new friends (Bonds-Raacke
and Raacke, 2008). Ladies are also more likely than guys to post sexually explicit pictures of
themselves, and to talk about sexual activity in public forums (Rafferty, 2009). However, guys are
more likely to create an account simply because they are trying to meet a significant other, or
because they are already in a relationship with someone who has requested them to join (Bonds-
Raacke and Raacke, 2008).

Ladies are also more likely than guys to share personal information about their daily lives (Merten
and Williams, 2009). Results of a recent study involving Facebook, MySpace, and Xanga showed
that though most teenagers aged 13-17 used these sites for fun and positive reasons, 55% of ladies
shared personal stories about depression, anxiety, and relationship problems (Merten and
Williams, 2009). Only 15% of guys shared any personal information besides their hobbies,
interests, and friendships (Merten and Williams, 2009). This study also showed that adolescents
use SNS when dealing with a death of a peer, and use forums and member profiles to help their
grieving process (Merten and Williams, 2009). In a recent study, it was shown that guys seem to
benefit more from social media use and communication technology than ladies do (Peter and
Valkenburg, 2009). This was hypothesized because guys tend to have more difficulty expressing
their thoughts and emotions face-to-face with others than ladies do (Peter and Valkenburg, 2009).
The early stages of social networking, as mentioned earlier, included web technology such as AIM,
which helped many “chat” with others on the computer rather than in person (Peter and
Valkenburg, 2009). The number of teenagers, both male and female, participating on social
networking sites is staggering, and this may explain why certain problems arise from these sites
that have become a major problem in today’s society.

2.3.3 Students norm of social media by time of life

In the beginning years of personal computers and Internet access, social media websites were used
primarily for information gathering and research (Alexander and Salas, 2008). In the past several
years, the Internet has become the center of communication between people, as well as being their
prime source of entertainment (Alexander and Salas, 2008). It has also become the tool used for

29
almost every project or paper that a student will write in high school, and in their later years in
college (Alexander and Salas, 2008). In recent studies, university students have shown to be the
greatest consumers of the Internet, particularly for social interactions (Lin and Subrahmanyam,
2007). Social networking sites, as well as email, instant messaging, blogging, and online journals
have completely changed the way that adolescents interact and gather information (Bonds Raacke
and Raacke, 2008).

Teenagers have become accustomed to this lifestyle much more than older generations have in
recent years, as this way of living is all they know (Lewis, 2008). Teenagers now use the social
media for the majority of their daily activities and information gathering, as opposed to older
generations who used resources like the television or newspaper (Lewis, 2008). A recent survey
showed that approximately ninety percent of teens in the United States have Internet access, and
about seventy-five percent of these teens uses social media more than once per day (Kist, 2008).
This study also showed that approximately half of all teens who have Internet access are also
members of social networking sites, and use the Internet to make plans and socialize with friends
(Kist, 2008). As one researcher stated, “Teens use the social media as an extension of their
personality, to show their friends – and the world – who they are, what they care about, and to
build connections with other like-minded people” (Goodman, 2007). It is estimated that the vast
majority of teenagers in Nigeria visit at least one social networking site approximately twenty
times each day (Peter and Valkenburg, 2009). There is often controversy as to whether or not
students should be able to freely use social media for communicating with others (Tynes, 2009).
Parents in particular are strongly cautioned by the media and school officials about online
predators and the influence of certain websites on teenagers (Tynes, 2009). They may use Internet
services such as Cyber Nanny to block certain websites and keep records of what their children
may be looking at on the Internet (Tynes, 2009). Other parents make house rules about when the
Internet may be used or insist that the computer be located in a central area of the house so that
they may monitor what is being looked at by their teen (Tynes, 2009).

Social networking sites have also been in the center of concern for many parents because of safety
concerns and risks (Tynes, 2009). Other parents just simply do not want their children staring at
the computer too long. The risks and dangers of teen internet usage are constantly flooding
television shows, newscasts, and magazines, always warning parents to educate parents on teen
internet behaviours (Tynes, 2009). Sharing inappropriate information or disclosing “too much

30
information” is another concern that many adults have about teens that participate in social
networking online (DeSouza and Dick, 2008). In a recent study done on teens and their MySpace
participation, it was estimated that at least 65% of teens who had a MySpace account had very
personal information on their profile pages (DeSouza and Dick, 2008). This personal information
included where they live, their phone number and email addresses, where they attend school, where
they work, and a number of things that they enjoy doing in their spare time (DeSouza and Dick,
2008). Also, many teens, especially females, posted information about their sexual behaviour and
their alcohol and substance use (DeSouza and Dick, 2008). On the other side of the issue, there are
other adults and many professionals, including teachers and school faculty, who encourage the use
of social networking sites like Facebook because they allow students to connect with one another
and discuss school related issues (Alexander and Salas, 2008). Students can form online
communities in order to plan for a project, have group discussions about class material, or use the
SNS as a way to keep in contact when a student has been absent and needs to be updated on current
academic information (Alexander and Salas, 2008).

In response to the question of how much time adolescents spend on social network websites, it is
significant to note that there are other parents who are in favour of these sites (Smallwood, 2006).
Some parents are concerned about their children’s social lives and are grateful that they may have
an outlet for their potential depression and loneliness (Bryant, Sanders-Jackson, and Smallwood,
2006). In a study completed in 2006, almost 35% of parents of adolescents reported that they feel
that communication with others, in any form, is better than having no communication at all, and
therefore are fully supportive of their child’s internet use (Bryant, Sanders-Jackson, and
Smallwood, 2006).

2.3.4 Difficulties social media cause in school among the students

Social media networks, as well as other new forms of communication technology, are also a
concern to many school professionals because of the level of distraction they create within the
school (Greenfield and Subrahmanyam, 2008). Even though many schools have created many
strict rules that forbid the use of handheld technology during school activities or that block certain
social networking websites, many students are still able to connect during lecture hours as they

31
please (Greenfield and Subrahmanyam, 2008). This has caused distractions during instruction time
and has had a negative impact on the learning environment.

2.4 Theoretical Framework

The need for an adequate theoretical orientation in any research, effort cannot be over –
emphasised, such theoretical schemes not only guide research for significant relationships among
the limitless facts that exist in an environment but also make the important distinction between
simply knowing a fact and understanding its meaning. As a result, this section of the research is
devoted to making analytical problem explicit. Thus, for the purpose of this research, Social
information processing theory, media equation theory, diffusion of innovation theory and uses and
gratification theory were adopted to explain social media and academic performance amongst
undergraduates.

2.4.1 Social information processing theory.

Social information processing theory explains online information. The theory was developed in
1992 by Joseph Waither (Asemah 2011). Social information processing theory is an interpersonal
communication theory which suggests that online interpersonal relationship development might
require more time to develop than face-to-face relationships, but when developed, it has the same
influence as face-to-face communication. This means, the more students use social media, the
more they influence their disposition to studies, given the fact that friends from social media will
begin to exert influence on each other. Media equation theory, as noted by Griffin (2000), as
propounded by Byron Reeves and Clifford Nass. The theory proposes that media are equal to real
life and that electronic media in particular are being given human attributes. In most cases, people
talk to computer as if they were talking to human beings. More so, in most cases, you talk to your
television as if you are discussing with human beings, hence you talk to television sets as if you
are discussing with people. That is, people have personalised the media of mass communication
to the extent that they now see them, just the way they see human beings. Thus, Griffin (2000),
media are equal to real life. He further noted that what Reeves and Nass’s equation suggests is that
we respond to communication media as if they were alive. This theory says that people now treat
computers, television and the new media like real people and places.

32
2.4.2 Media equation theory

Going by the media equation theory, we tend to give human attributes to inanimate objects in our
homes. According to Griffin (2000), the practical implication of the media equation is that once
we turn on a television or boot up on computer, we follow all the rules of interpersonal interaction
that we have précised throughout life. Thus, the word interface is particularly apt when describing
human media relations. This natural social response goes way beyond occasional words yelled at
the television set or our frantic play for the computer to retrieve lost data. Reeves and Nass
maintain that the media equation is so basic that it applies to everyone; it applies often and it is
highly consequential.

2.4.3 Diffusion of innovation theory

Diffusion of innovation theory (DIO) developed by Rogers in 1962, is one of the oldest social
science theories. It originated in communication to explain how over time an idea, or product gains
momentum, and diffuses (spread) through a specific population or social system. Doing something
differently than what they had previously. The key adoption is that the person must perceive the
idea, behavior or product as new or innovative. It is through this that diffusion is possible.
Diffusion is the process of spreading a given idea or practice over time, via specifiable channels,
through a social structure such as neighbourhoods (Katz 2006). Their work on the diffusion of
innovations records that for a new idea or innovation to diffuse, there must be; (a). Awareness
stage; (b). Interest stage; (c). Evaluation stage and (d). Trial and adoption stage.

Different types of innovations require different kinds of adoption units; Bittner (1984) recognizes
that the media can lead someone into getting aware of the existence of an item. From there he gets
interested in, makes attempt to evaluate it, and gives it a trial touch before making up his mind to
acquire it. The diffusion of innovation theory by Rogers (1983) was set to examine how new ideas
are spread among people through media. It is a theory that seeks to explain how, why and at what
rate new ideas and technology spread through cultures. Adoption of a new idea, behavior, or
product does not happen simultaneously in a social system; rather it is a process whereby where
by some people are more apt to adopt the innovation than others. Everett Rogers, a professor of
rural sociology popularized the theory in his 1962 book; Diffusion of innovation. The categories
of adopters are; innovators, early adopters, early majority, late majority, and laggards (Rogers,
1962). The change agent center’s around the conditions which increases or decreases the likelihood

33
that a new idea would be adopted or not. That is to say, they help the audience in deciding on the
best idea to adopt by influencing their option about a particular situation. Good hart et al 1975 and
Bar wise et al 1982 thinks that a great deal of media use is actually habitual and unselective. It
relates the usefulness of the media and to what extent it can affect man.

2.4.4 Uses and gratification theory

Uses and gratification theory (UGT) is an approach to understanding why and how people actively
seek out specific media to satisfy specific needs. It was originated in the 1970 by Blumler and Katz
as a reaction to traditional mass communication research emphasizing the sender and the message.
It focuses on the question, ‘what media do to people’ but rather ‘what people do with the media’.
It discusses how users deliberately choose media that will satisfy given needs and allow one to
enhance knowledge, relaxation, social interaction, diversion or escape. Uses and Gratification
theory also called functional theory is concerned with the social and psychological origin of needs,
which generate expectation of the mass media which leads to different patterns of media exposure,
resulting in need gratification and other consequences, mostly unintended ones. (Kats, 1974). It is
purely audience centered and addresses needs like surveillance, excitement, guidance, relaxation,
tension release, socialization, escape and integration. To be able to gratify these needs, it must be
able to realize that the mass media audience may belong to the low, middle or high post brow
group. (Savary and Carico, 1971).

These uses (exposure to the media) and gratification (benefits) are determined by the needs of
members of the audience. Such needs may include information, entertainment, self-esteem and
prestige. Through the uses and gratifications research, communication scholars have shown that
everywhere, people selectively expose themselves to mass media content, choosing only those
media messages that would serve the function of satisfying or gratifying their needs. (Rosengren
1985). Therefore, uses and gratification approach emphasizes audience members motive for
making specific consumption choices and the consequences of that intentional media use. That’s
to say, they choose the content, make meaning of it and act on the meaning. It embraces the
interactive nature of media and its audience. It is audience centered and addresses needs such as
surveillance, identity, and socialization and information acquisition. Therefore, people’s needs are
generated by their individual differences. It could be based on sex, ethnic group, and educational

34
qualification. Because the needs are determined by who or what they are, and people use the mass
media for the purpose of gratifying these needs (Okunna, 1988).

2.5 Empirical Review of the studies

Many researchers such as Choney (2010), San (2009) and Enriquez (2010) studies on students’
use of the social media sites revealed a negative effect of the use of social media sites on students’
academic performance. According to the outcome, students’ academic performance is affected the
more they use Facebook. Social platforms are mainly used by students for socializing activities
rather than academic purpose (Oye, 2012). In addition, (Oye, 2012) said that majority of students
feel that social platforms have positive impact on academic growth. In a different research
conducted by Shana (2012) it was ascertain that students use platforms mainly for chatting and
making friends. ‘’The consequences of internet and social platforms on students’ academic
growth’’ a study than by Young (2006) it was seen that internet has spread its wings to reach
teenager’s school life. It was also observed by Young that students are more dependent on internet
to access info that pertain their academic life as well as entertainment. Additionally, Young said
that internet, though take a lot of time, and have less impact on studies. It was observed by Wang
(2011) that impact of social platforms rest on the degree of usage. Jeong (2005) observed that
internet addiction is significantly and negatively related to students’ academic growth, as well as
emotional attributes. Seo (2004) confirms Jeong statement when he opined that the negative
influence of internet is only on excessive users and not on all users. Rather (2013), avers that: the
social platforms which are being used today with great desire and enthusiasm have altered the way
of using internets in this modern age by defining online tools and utilities which allow users for
communication, participation and collaboration of information online. Today’s young generation,
especially teens and youth are using technology through innovative ways due to which they are
referred to as millennial and have changed the way they think, work and communicate even though
they are in formative years of their life. Today’s youth because of social platforms have become
technology addicts and are quite withdrawn.

Nielsen Media Research study conducted in June 2010 stated that almost 25% of students’ time on
the internet is spent on social networking sites (Jacobsen and Forste 2011). The American
Educational Research Association conducted a research and declared at its annual conference in
San Diego California (2009), that social media users study less and generate lower grade (Abaleta,
2014). San (2009), focused on the relationship between time spent on Facebook and the academic
35
performance of students. The overall findings indicated “more time on Facebook equals slightly
lower grades”. In his study, the average Facebook user had a GPA of 3.0 to 3.5, while the non-
facebook user had a GPA of 3.5 - 4.0. Also, the average Facebook user study for 1 – 5 hours per
week, while the non-facebook user would study 11 – 15 hours per week (Enriquez, 2010), revealed
that students who multi-task between social networking sites and home work are likely to have
20% lower grades than a student who does not have a social networking site. He believes that even
running a social networking site on the background on a student’s PC while studying or doing
homework could lower a student’s grade. He believes that “the problem is that most people have
Facebook or other social networking sites, their e-mails and may be instant messaging constantly
running in the background while they are carrying out their tasks”. Choney (2010), in looking at
the time spend on facebook and its effect on academic performance said a user of Facebook has
an average “GPA of 3.06, while non users have an average GPA of 3.82”.

Furthermore, a study conducted by (Karpinski and Duberstein (2009), of Ohio Dominican

university on college students who use social network have significantly lower grade point
averages (GPAs) than those who do not. They also mentioned that among various unique
distractions of every single generation, Facebook remains a major distraction of current generation.
According to Khan (2009), facebook users often time experience poor performance academically.
Similarly, Englander (2010), posit that social media is negatively associated with academic
performance of student and is a lot more momentous than its advantages. Internet addiction
consequently gave rise to internet usage within the last couple decades. Nalwa and Anand (2008),
recommended that addicted users prefer using internet setting back their personal and
responsibilities which ultimately leads to poor academic performance.

According to Kubey, (2010), impairment of educational performance and internet dependency are
correlated by utilizing synchronous communication programme including internet sites and
forums. Jocabsen and Forste (2011), found a negative relationship between the use of various
media, including mobile phones, and self-reported GPA among first year university students in the
United States. In Taiwan, Yen (2009), identified an association between mobile phone use and
respondents and report that respondents have allowed phone use to interfere with their academic
activities. Similarly, Hong et al. (2012), reported that daily use of mobile phones is correlated with
self-reported measure of academic difficulty among a sample of Taiwanese university students. In
a survey of Spanish high school students Sanchez-Martinz and Otero (2009), found a correlation

36
between “intensive” mobile phone use and school failure. However, other studies like Ahmed and
Qazi (2011), Hanqittai and Hsich (2010), Pasek and Hanqittai (2009), conducted on the same topic
revealed no correlation between social media and students’ academic performance. A study
conducted at Whittemore school of Business and Economic on one thousand, one hundred and
twenty-seven students revealed that there is no correlation between how much time is spent on
social networking sites and grades (Martin, 2009). Again, University of New Hampshire (2010)
study also revealed that students’ use of social media sites do not affect grades. A recent survey
showed that approximately ninety percent of teens in the United States have Internet access, and
about seventy-five percent of these teens use the Internet more than once per day (Kist, 2008). This
study also showed that approximately half of all teens who have Internet access are also members
of social media.

37
 CHAPTER THREE
METHODOLOGY

3.1 Introduction

This chapter focuses on the research design and the methodology adopted for the study. The
discussion here covers different sections. Research design, the study location, the study population,
sampling procedures, research instruments, methods of data collection, ethical consideration.
Therefore, the processes followed and instruments for data collection and analysis are clearly
specified in this chapter.

3.2 Study area

Osun State University (UNIOSUN) was established by Osun State Government pursuant to the
University Establishment Law passed by the State House of Assembly in December, 2006 and
signed into law by His Excellency, Prince Olagunsoye Oyinlola. The National Universities
Commission having reviewed the requisite documents, granted approval and formal recognition
to Osun State University as the 80th university in Nigeria and 30th State University. Osun State
University is set up as a conventional, multi-campus university charged with the production of
high quality, well–rounded, globally competitive and entrepreneurial graduates who are catalysts
for rapid and sustainable socio-economic development of Osun State and Nigeria. Although the
university is intended to be a conventional university, it optimises the application of Information
and Communication Technologies (ICTs) in its teaching, learning and research activities.

The University runs conventional academic programmes with slants that are relevant to
socio-economic development of Osun State and Nigeria and that will lead to the production of
globally competitive graduates. Its main campus is located at Osogbo and branch campuses in each
of the geopolitical zones of the State to ensure that quality university education is decentralised
and taken as close to all parts of Osun State as possible. The university place high premium on the
provision of entrepreneurial education with high ethical and moral standards for all its students.

38
3.3 Study design

The study design adopted for this study is survey and it is descriptive in nature. Samples were
drawn from the study population and inferences were then made about the population. Data
collection was used to utilise both quantitative techniques which include questionnaire and
qualitative techniques (interviews). Also, the study will make use of both primary and secondary
data as sources of information. Primary data were sourced with questionnaire administered on the
students who were involved in social media while interview guide were used to interview students.

3.4 Study population

Population means, all cases or individuals that fit a certain specification. According to kerlinger
(1981), defined population as” all members of any well-defined class of people, events, or subjects
which can be living or non-living things. The target population were the students of Osun State
University who have spent at least one full academic calendar (between 2016 – 2018 session) on
the University. The total population for the study will be drawn using purposive sampling
technique. The respondents, for the interview will be selected from students who were not involved
in social media. A total of ten interview will be conducted to elicit information from the
respondents. Students who are in the age cohort of 16 years and above and are currently domiciled
in the Faculties of Management and Social Sciences in Okuku campus were recruited for this
study.

3.5 Sampling method

This study adopted qualitative and quantitative method of data collection. The sampling method
employed for this study will be quantitative method of data collection, purposive sampling
technique. However, the qualitative data involves in-depth interviews techniques that were
employed to elicit information from both male and female who were willing to participate in this
study. The sampling method for the in-depth interview sessions will done with the use of snowball
sampling techniques. The justification of employing qualitative data collection (in-depth
interview) was that respondents who are students of Osun State University 16 years and above.
Conversely, 500 respondents will be selected randomly for the questionnaire that is 61 students in
each department, 15 at each level respectively.

39
3.6 Methods and instrument of data collection

Primary and secondary sources of data will be collected, Data for this study were personally
collected by the researcher through a combination of both in-depth interview and questionnaire
methods of data collection. The research was conducted in English language through the research
instrument purposely designed for the study. The questionnaire used for this study was purposely
designed to suit the study. The objective of the questionnaire was to find out the exposure and
academic performance of students of Osun State University. The questionnaire is designed to
contain both open and closed ended questions. Also, the questionnaire were structured into two
sections but with several other sub-sections. Section A of the questionnaire contained questions on
social demographic information about the students such as Sex, Age, Marital Status, Religion,
Ethnic Group, Educational Status, monthly expenses and Level of the respondents. Section B
contained information about find out the exposure and academic performance of students of Osun
State University.

3.7 Method of data analysis

The quantitative data was computer-processed and analyzed with the new statistical package for
social science (SPSS 20). Descriptive statistics, such as frequency distribution tables, percentage
distribution and charts. This level of analysis was used to provide a general descriptive of the
socio-demographic characteristics in line with the objectives. Similarly, the qualitative data were
gathered, sorted and content analysed.

3.8 Ethical consideration

The process of data collection for the study was guided by the following social science research
ethics: confidentiality beneficence, non-malfeasance and voluntariness. However, all information
collected in this research was given code numbers and no name was recorded. The research did
not cause any harm to the participant during the interview sections. Also, participation of
respondents was voluntary and was given consent form to fill.

40
 CHAPTER FOUR
DATA PRESENTATION

4.1 Socio-demographic characteristics of the respondents

This chapter describes the analysis of data followed by a discussion of the research findings. The

findings relate to the research questions that guided the study. Data were analyzed the was to find

out the exposure and academic performance of students of Osun State University. Data were

obtained from self-administered questionnaires, completed by respondents schooling in the Osun

State University, Okuku Campus. A total of 354 questionnaires were administered and 350 were

received.

The questionnaire comprised of two sections and data generated will be presented as follows:

Section A comprises of demographic data such as sex, age, religion, educational level, marital

status and ethnicityof the respondents.

Section B: comprises of the five objectives; to examine whether undergraduate students of Osun

State University are exposed to social media networks, to examine the frequency of exposure of

Osun State University students to social media, to determinehow many hours, the students spend

in social networking activities daily,to ascertain what student use social media for in Osun State

University andto ascertain how the use of social media has affected the academic performance of

the students of Osun State University.

4.1 Socio Demographic Variables

Descriptive statistical analysis was used to identify frequencies and percentages to answer all of

the questions in the questionnaire.

41
Table 4.1 presents the respondent’s socio-demographic characteristics. From the table, majority of

the respondents were female, while 28.0% were male. On the age of the respondents, majority

37.7% of the respondents’ ages fell between 21 – 25 years, 34.5 percent of the respondents ages

fell within 16 to 20 years. About twenty – two percent of the respondents were between 26 and 30

years of age and only 5.4 percent of the respondents aged 31 years and above. Furthermore,

majority of the respondents were Christians while their Muslim counterpart represented 37.4%

and only 5.4 percent of the respondents claimed other religious practice. On the respondent’s level

at the university, 35.1 percent of the respondents were in 400 levels, 28.5 percent of the

respondents were in 100 levels, 26.5 percent were in 200 levels while only 9.7 percent were in 300

levels as at the time of this survey.

Majority of the respondents (83.4%) were single as at the time of this study, 15.4 percent were

married, 0.8 percent were separated and only 0.2 percent were divorced. Lastly, ethnicity of the

respondent’s, majority 40.5 percent were of the Yoruba ethnic group, 34.5 percent were Igbo, 17.4

percent were Hausa and 7.4 percent represented other ethnic groups. That majority of the

respondents were of the Yoruba ethnic group is not unrelated to fact that the university is situated

in a Yoruba speaking state.

42
Table 4.1: Socio-demographic characteristics of the Respondents
Variables Frequency Percentage (%)
SEX OF THE RESPONDENTS
Male 98 28.0
Female 252 72.0
AGE OF THE RESPONDENTS
16 – 20 years 121 34.5
21 – 25 years 132 37.7
26 – 30 years 78 22.2
31 years and Above 19 5.4
RELIGION OF THE RESPONDENTS
Christianity 200 57.1
Islam 131 37.4
Others 19 5.4
LEVEL OF THE RESPONDENTS
100 Level 100 28.5
200 Level 93 26.5
300Level 34 9.7
400Level 123 35.1
MARITAL STATUS
Single 292 83.4
Married 54 15.4
Separated 3 0.8
Divorced 1 0.2
ETHNICITY OF THE RESPONDENTS
Yoruba 142 40.5
Igbo 121 34.5
Hausa 61 17.4
Others 26 7.4
TOTAL 350 100
Source: Field Survey, 2018

SECTION B

Research objective 1: To examine whether undergraduate students of Osun State University are
exposed to social media networks.

Table 4.2 showed that majority (44.5%) of the respondents owned an android phone, 12.2 percent

had computer, in which 7.7% possessed blackberry, while28.5 percent retained IPhone and only

6.8% owned other phone gadget as of the time of this study in UNIOSUN.

43
Table 4.2: Gadget owned by the respondents
Frequency Percentage (%)
Computer 43 12.2
Android phone 156 44.5
Blackberry 27 7.7
IPhone 100 28.5
Other 24 6.8
Total 350 100.0
Source: Field Survey, 2018

Table 4.3 showed that respondents accessed internet in UNIOSUN as at the time of this

investigation. This implies that all the respondents agreed that they have full access to internet.

Table 4.3: Respondents response on whether they access internet

Frequency Percentage (%)
Yes 350 100.0
No - -
Total 350 100.0
Source: Field Survey, 2018

Table 4.4illustrates that majority (97.1%) and significant number of the respondents confirmed

social networking sites existence, while 2.8% of the respondents were not aware that social

networks exist.

Table 4.4: Distribution of respondents on the awareness of social networking sites

Frequency Percentage (%)
Yes 340 97.1
No 10 2.8
Total 350 100.0
Source: Field Survey, 2018

Table 4.5 revealed that (35.7%) of the respondents were aware of the existence of Facebook. About

twenty-eight percent of the respondents were aware of twitter, in which 26.5% were aware of

Instagram, the total respondents 5.7% representing BB chat, while 2.8 percent 2go and only 1.1%

44
were aware of other networking site as at the time of this survey. Meaning that Facebook is mostly

recognize among UNIOSUN students.

Table 4.5: Distribution of respondents on the social networking sites known

Frequency Percentage (%)
2go 10 2.8
Instagram 93 26.5
Facebook 125 35.7
Twitter 98 28.0
BB chat 20 5.7
Others 4 1.1
Total 350 100.0
Source: Field Survey, 2018

Table 4.6 showed that majority (36.2%) of the respondents had account with Facebook. About

twenty-five percent of the respondents had account with Instagram, out of which 25.7% operate

on twitter site, 1.7% representing BB chat, while 0.8 percent had account with 2go and only 7.7

percent had account with other social networking site. This implies that UNIOSUN students

operated on Facebook site.

Table 4.6: Distribution of respondents on the social networking sites account

Frequency Percentage (%)
2go 3 0.8
Instagram 97 27.7
Facebook 127 36.2
Twitter 90 25.7
BB chat 6 1.7
Others 27 7.7
Total 350 100.0
Source: Field Survey, 2018

Table 4.7 indicated that (37.4%) of the respondents preferred Facebookaccount,31.7 percent of the

respondents preferred Instagram, in which 26.2% preferred twitter networking site, while 0.2%

preferred BB chat and only 4.2%preferred other social networking site.

45
Table 4.7: Distribution of respondents on the social networking sites preferred
Frequency Percentage (%)
Instagram 111 31.7
Facebook 131 37.4
Twitter 92 26.2
BB chat 1 0.2
Others 15 4.2
Total 350 100.0
Source: Field Survey, 2018

Research objective 2: To examine the frequency of exposure of Osun State University

students to social media

Table 4.8 showed the reason why students of UNIOSUN preferred to use social media networking

sites. Majority (47.1%) of the respondents believed that it is cheaper and reliable. About twenty-

two percent of the respondents believed it is faster, in which 15.4% believed that it has good

reception, while 5.7 percent believed that it opens multiple pages at the same time and only 9.7

percent represent other views. This infers that UNIOSUN students operated on social media

because it is easy to operate, cheap and reliable.

The interviewee (IDI/Female/22years/Student) comments support the above quantitative result.

“Social media networking sites are very easy and cheaper for me, most
of the time I woke up in the morning I can easily send message to my
friends across the globe with small data on my android phone especially
WhatsApp”.

Table 4.8: Reason why respondents preferred social networking sites

Frequency Percentage (%)
It is faster 77 22.0
It is cheap and reliable 165 47.1
It opens multiple pages at the same time 20 5.7
It has good reception 54 15.4
Others 34 9.7
Total 350 100.0
Source: Field Survey, 2018

46
Table 4.9 revealed that majority (57.4%) and significant number of the respondents browse from

their respective hostel, in which 7.1% make use of cyber cafe, while about twenty-five percent

browse from school and only 10.0 percent represent browse through other place. This infers that

UNIOSUN students surf on social media mostly when they’re in the hostel as at the time of this

investigation.

The interviewee (IDI/Female/24years/Student) comments support the above quantitative result.

“I check my account on social media network sites when I’m at home
doing nothing, just to relax and say hi to my friends and family”.

Another interviewee (IDI/Male/19/years/Student) said.

“I prefer to surf through internet when I’m in my hostel, because that is
the exact time I can chat with my peeps”.

Table 4.9: Distribution of respondents on where they browse

Frequency Percentage (%)
Hostel 201 57.4
Café 25 7.1
School 89 25.4
Others 35 10.0
Total 350 100.0
Source: Field Survey, 2018

Table 4.10 illustrated that majority (51.7%) and significant number of the respondentsoften go

online to browse. 18.5 percent of the respondents very often go online to chat with their family

and friends, while about twenty-five percent browse not very often go online to chat and only 10.0

percent go online not often to chat online. This infers that UNIOSUN students surf on social media

often as at the time of this investigation.

The interviewee (IDI/Female/27years/Student) comments support the above quantitative result.

47
 “I often go online to chat with my friends and also to know the latest

class updates”.

Table 4.10: Distribution of respondents on how they go online to browse

Frequency Percentage (%)
Very often 65 18.5
Often 181 51.7
Not very often 89 25.4
Not often 15 10.0
Total 350 100.0
Source: Field Survey, 2018

Research objective 3: To determine how many hours, the students spend in social networking
activities daily.

Table 4.11 showed that majority (37.4%) of the respondents spend four hours online surfing the

internet, in which 31.7% of the respondents spend six hours online to chat with their family and

friends, out of which about twenty-six percent surf internet for two hours while about twenty-five

percent browse not very often go online to chat and only 10.0 percent go online not often to chat

online. This infers that UNIOSUN students surf on social media often as at the time of this

investigation.

Table 4.11: Distribution of respondents on hours spent online to browse

Frequency Percentage (%)
Six hours 111 31.7
Four hours 131 37.4
Two hours 92 26.2
One hours 1 0.2
Others 15 4.2
Total 350 100.0
Source: Field Survey, 2018

48
Research objective 4: To ascertain what student use social media for in Osun State
University.

Table 4.12 revealed that majority (50.5%) and significant numbers of the respondents browse on

educational activities. About 18.2% browse on sports and news, in which 24.0% of the respondents

browse on entertainment, while about six percent browse go online to browse on politics and only

1.4% go online to browse on other things. This concludes that UNIOSUN students surf internet

for educational purpose as at the time of this investigation.

Table 4.12: Distribution of respondents on what they browse on while online

Frequency Percentage (%)
Education 177 50.5
Sports and news 64 18.2
Entertainment 84 24.0
Politics 20 5.7
Others 5 1.4
Total 350 100.0
Source: Field Survey, 2018

Table 4.13displayed that majority (40.2%) of the respondents derived satisfaction getting

information online, in which 28.8% of the respondents derived satisfaction through chatting online

with their family and friends, out of which about twenty-six percent derived satisfaction on

entertainment, while 0.2%derived it through pornography and only 4.2 percent of the total

respondent’s derivative satisfaction surfing internet on others.

49
Table 4.13: Distribution of respondents on satisfaction they derive from browsing online
Frequency Percentage (%)
Information 141 40.2
Affiliation (chatting) 101 28.8
Entertainment 92 26.2
Pornography 1 0.2
Others 15 4.2
Total 350 100.0
Source: Field Survey, 2018

Research objective 5: To ascertain how the use of social media has affected the academic
performance of the students of Osun State University.

Table 4.14 showed that about two-third (66.8%) of the respondents agreed that social media

significantly influence their academic career, while 28.5 percent disagreed and only 4.5% don’t

know if social media can influence their academics as at the time of this study.

Table 4.14: Distribution of respondents on if social media can affect academic performance
Frequency Percentage (%)
Yes 234 66.8
No 100 28.5
Don’t know 16 4.5
Total 350 100.0
Source: Field Survey, 2018

Table 4.15 revealed that (57.1%) of the respondents agreed that social media influence their

academic performance negatively, while 26.8 percent said it has influenced their academic

positively and only 16.0% of the respondents did not respond if social media influenced their

academics as at the time of this study.

50
Table 4.15: Distribution of respondents on if the uses of social media has influenced academic
performance
Frequency Percentage (%)
Positive 94 26.8
Negative 200 57.1
No response 56 16.0
Total 350 100.0
Source: Field Survey, 2018

Table 4.16 revealed that majority (61%) and significant number of the respondents agreed that

habit to stay on social network sites is a problematic issue that affects academic life of the students,

while 26.8 percent disagreed and only 12.0% insignificant of the respondents were undecided.

Table 4.16: Distribution of respondent’s addiction to online social networks as a problematic

issue that affects academic life
Frequency Percentage (%)
Strongly Agree 94 26.8
Agree 120 34.2
Undecided 42 12.0
Strongly Disagree 38 10.8
Disagree 56 16.0
Total 350 100.0
Source: Field Survey, 2018

Table 4.17 indicated that majority (65%) and significant number of the respondents agreed that

social networking sites distract them from their studies, while 28.5%insignificant of the

respondents disagreed and only 6.2% were undecided as at the time of this study.

Table 4.17: Distribution of respondent’s online social networks distraction from studies
Frequency Percentage (%)
Strongly Agree 108 30.8
Agree 120 34.2
Undecided 22 6.2
Strongly Disagree 48 13.7
Disagree 52 14.8
Total 350 100.0
Source: Field Survey, 2018

51
Table 4.18 showed that about two-third of (71.1%) and significant number of the respondents

agreed that hours spent online busy surfing the social media sites can never be compared to the

number of hours they spend on reading, while 22.5% insignificant of the respondents disagreed

and only 6.2% were undecided as at the time of this study.

Table 4.18: Distribution of respondent on hours spent online compared to hours spent while reading
Frequency Percentage (%)
Strongly Agree 131 37.4
Agree 118 33.7
Undecided 22 6.2
Strongly Disagree 37 10.5
Disagree 42 12.0
Total 350 100.0
Source: Field Survey, 2018

Table 4.19 indicated that majority (57.9%) of the respondents agreed that engaging with social

media had improved their grades, while 22.8% of the respondents disagreed and only 19.1 percent

were undecided as at the time of this study.

Table 4.19: Distribution of respondent on improvement of grades since they engaged into
social networking sites
Frequency Percentage (%)
Strongly Agree 103 29.4
Agree 100 28.5
Undecided 67 19.1
Strongly Disagree 46 13.1
Disagree 34 9.7
Total 350 100.0
Source: Field Survey, 2018

Table 4.20 showed that majority (62.7%) of the respondents disagreed that having unlimited access

to Facebook usually affects their academic performance negatively, while 32.8% of the

respondents agreed and only 4.2 percent were undecided as at the time of this study.

52
Table 4.20: Distribution of respondent on unlimited access to Facebook affecting their
academic performance negatively
Frequency Percentage (%)
Strongly Agree 70 20.0
Agree 45 12.8
Undecided 15 4.2
Strongly Disagree 100 28.5
Disagree 120 34.2
Total 350 100.0
Source: Field Survey, 2018

Table 4.21 indicated that majority (66.8%) of the respondents agreed that engaging in academic

discussions on twitter had improved their academic performance, while about twenty-two percent

of the respondents disagreed and only 10.2% were undecided as at the time of this study.

Table 4.21: Distribution of respondent on engagement in academic discussions on twitter and

improving academic performance
Frequency Percentage (%)
Strongly Agree 103 29.4
Agree 131 37.4
Undecided 36 10.2
Strongly Disagree 46 13.1
Disagree 34 9.7
Total 350 100.0
Source: Field Survey, 2018

Table 4.22 indicated that majority (82.5%) and significant proportion of the respondents agreed

that using of WhatsApp to disseminate information to colleagues about class update had improved

their academic performance, while 15.4 percent insignificant of the respondents disagreed and only

2.0% were undecided as at the time of this survey.

53
Table 4.22: Distribution of respondent on the use of WhatsApp to disseminate information
to class mate
Frequency Percentage (%)
Strongly Agree 200 57.1
Agree 89 25.4
Undecided 7 2.0
Strongly Disagree 20 5.7
Disagree 34 9.7
Total 350 100.0
Source: Field Survey, 2018

Table 4.23 showed that majority (71.1%) and significant proportion of the respondents agreed that

uniquely rely on information gotten from Wikipedia to do their assignments without consulting

other sources had improved their academic performance, while 22.5% of the respondents disagreed

and only 6.2% were undecided as at the time of this investigation.

Table 4.23: Distribution of respondent specially rely on information from Wikipedia to do

assignments without consulting other sources
Frequency Percentage (%)
Strongly Agree 131 37.4
Agree 118 33.7
Undecided 22 6.2
Strongly Disagree 37 10.5
Disagree 42 12.0
Total 350 100.0
Source: Field Survey, 2018

Table 4.24 revealed that majority (65.0%) of the respondents agreed that usage of Wikipedia for

research has helped improve their grades, while 28.5% of the respondents disagreed and only 6.2%

were undecided.

The interviewee (IDI/Male/23years/Student) comments support the above quantitative result.

“Most time once I have assignment to do, I consult Wikipedia sites to

easy the better idea and understanding on the topics before doing it”.

54
Table 4.24: Distribution of respondent on the usage of Wikipedia for research has helped
improve grades
Frequency Percentage (%)
Strongly Agree 108 30.8
Agree 120 34.2
Undecided 22 6.2
Strongly Disagree 48 13.7
Disagree 52 14.8
Total 350 100.0
Source: Field Survey, 2018

Table 4.25 showed that majority (62.7%) of the respondents disagreed that engaging in academic

forums on yahoo reduces rate of their understanding of which is having influence on their

academics’ performance, while 32.8% of the respondents agreed and only 4.2 percent were

undecided as at the time of this study.

Table 4.25: Distribution of respondent on engaging in academic forums on yahoo reduces

rate of understanding
Frequency Percentage (%)
Strongly Agree 45 12.8
Agree 70 20.0
Undecided 15 4.2
Strongly Disagree 100 28.5
Disagree 120 34.2
Total 350 100.0
Source: Field Survey, 2018

Table 4.26 illustrated that majority (69.9%) of the respondents agreed that use of materials gotten

from blogging sites to complement what had been taught in class, while 28.5% of the respondents

disagreed and only 1.4 percent representing the total number of the respondent that were

undecided.

The interviewee (IDI/Female/20years/Student) comments support the above quantitative result.

55
 “Information I received from one of the education blog has really
enhanced my academics performance because it supplements what I
was taught in class”

Table 4.26: Distribution of respondent on the usage of materials gotten from blogging sites
complement what has been taught in class
Frequency Percentage (%)
Strongly Agree 205 58.5
Agree 40 11.4
Undecided 5 1.4
Disagree 100 28.5
Total 350 100.0
Source: Field Survey, 2018

Table 4.27 proved that (47.4%) of the respondents disagreed that they will not perform well in

their academics even if they stop using social media, while about twenty-eight percent of the

respondents agreed and only 9.7 percent representing the total number of the respondent that were

undecided.

The interviewee (IDI/Male/23years/Student) comments support the above quantitative result.

“I don’t think to go online to chat with my friends should have effect on

my academic performance, since most of the time I get information on
the latest class updates”.

Table 4.27: Distribution of respondent on their performance even they stop using social media
Frequency Percentage (%)
Strongly Agree 88 25.1
Agree 67 19.1
Undecided 34 9.7
Disagree 106 30.2
Strongly disagree 61 17.4
Total 350 100.0
Source: Field Survey, 2018

In the study area the difference between mean of strategy to improve female child education is

identified with maximum mean value = 3.98 on the maximum scale of 5. Meaning that, the mean

56
average is very high reflecting that the respondents believe solely relying on information gotten

from Wikipedia to do assignments without consulting other sources. Moreover, the mean values

of 3.97 (Using materials gotten from blogging sites), 3.93 (usage of Wikipedia for research), 3.91

(Addiction to online social networks), 3.90 (Engaging in academic forums on yahoo reduces my

rate of understanding), 3.89 (engage in academic discussions on twitter), 3.80 (use of WhatsApp

to disseminate information), 3.35 (Hours spent online), 3.27 (improvement in grades), 3.18 (Online

social networks distract me from my studies), and 3.17 (unlimited access to Facebook and not

performing well academics even due to halt in social media). All the means above indicated show

that they were indicators of differences in the usage of social media affecting the academic

performance of the students of Osun State University as at the time of the investigation.

Table 4.28: Descriptive Statistics on the effects of the use of social media on the academic
performance of the students of Osun State University
N Minimum Maximum Mean Std.
Deviation

Addiction to online social networks is a problematic issue that affects my 350 1 5 3.91 1.319
academic life.
Online social networks distract me from my studies. 350 1 5 3.18 1.396
Hours spent online can never be compared to the number of hours I spend 350 1 5 3.35 1.231
reading.
There is no improvement in my grades since I became engaged into these 350 1 5 3.27 1.124
social networking sites.
I usually have unlimited access to Facebook and this has affected my 350 1 5 3.17 1.360
academic performance negatively.
I engage in academic discussions on twitter and this has improved my 350 1 5 3.89 1.414
academic performance.
I make use of WhatsApp to disseminate information to my class mate. 350 1 5 3.80 1.403
I Solely rely on information gotten from Wikipedia to do my assignments 350 1 5 3.98 1.364
without consulting other sources
The usage of Wikipedia for research has helped improves my grades. 350 1 4 3.93 1.400
Engaging in academic forums on yahoo reduces my rate of understanding. 350 1 3 3.90 1.301
I use materials gotten from blogging sites to complement what I have been 350 1 4 3.97 1.468
taught in class.
I will not perform well in my academics even if I stop using social media. 350 1 5 3.17 1.360
Valid N (listwise) 350

Source: Field Survey, 2018

57
4.3 Discussion of findings

Majority of the respondents were female, while 28.0% were male. On the age of the respondents,

majority 37.7% of the respondents ages fell between 21 – 25 years, 34.5 percent of the respondents

ages fell within 16 to 20 years. About twenty – two percent of the respondents were between 26

and 30 years of age and only 5.4 percent of the respondents aged 31 years and above. Furthermore,

majority of the respondents were Christians while their Muslim counterpart represented 37.4%

and only 5.4 percent of the respondents claimed other religious practice. On the respondent’s level

at the university, 35.1 percent of the respondents were in 400 level, 28.5 percent of the respondents

were in 100 level, 26.5 percent were in 200 level while only 9.7 percent were in 300 level as at the

time of this survey.

Majority of the respondents (83.4%) were single as at the time of this study, 15.4 percent were

married, 0.8 percent were separated and only 0.2 percent were divorced. Lastly, ethnicity of the

respondent’s, majority 40.5 percent were of the Yoruba ethnic group, 34.5 percent were Igbo, 17.4

percent were Hausa and 7.4 percent represented other ethnic groups. That majority of the

respondents were of the Yoruba ethnic group is not distinct to fact that the university is situated in

a Yoruba speaking state.

Majority (44.5%) of the respondents owned an android phone, 12.2 percent had computer, in which

7.7% possessed blackberry, while28.5 percent retained IPhone and only 6.8% owned other phone

gadget as of the time of this study in UNIOSUN. This implies that all the respondents agreed that

they have full access to internet. Majority (97.1%) and significant number of the respondents

confirmed social networking sites existence, while 2.8% of the respondents were not aware that

social networks exist.

58
About thirty-six percent of the respondents were aware of the existence of Facebook. About

twenty-eight percent of the respondents were aware of twitter, in which 26.5% were aware of

Instagram, the total respondents 5.7% representing BB chat, while 2.8 percent 2go and only 1.1%

were aware of other networking site as at the time of this survey. Meaning that Facebook is mostly

recognize among UNIOSUN students. Majority (36.2%) of the respondents had account with

Facebook. About twenty-five percent of the respondents had account with Instagram, out of which

25.7% operate on twitter site, 1.7% representing BB chat, while 0.8 percent had account with 2go

and only 7.7 percent had account with other social networking site. This implies that UNIOSUN

students operated on Facebook site. About thirty-seen percent of the respondents preferred

Facebookaccount, 31.7 percent of the respondents preferred Instagram, in which 26.2% preferred

twitter networking site, while 0.2% preferred BB chat and only 4.2% preferred other social

networking site.

Majority (47.1%) of the respondents believed that it is cheaper and reliable. About twenty-two

percent of the respondents believed it is faster, in which 15.4% believed that it has good reception,

while 5.7 percent believed that it opens multiple pages at the same time and only 9.7 percent

represent other views. This infers that UNIOSUN students operated on social media because it is

easy to operate, cheap and reliable. Likewise, majority (57.4%) and significant number of the

respondents browse from their respective hostel, in which 7.1% make use of cyber cafe, while

about twenty-five percent browse from school and only 10.0 percent represent browse through

other place. This infers that UNIOSUN students surf on social media mostly when they’re in the

hostel as at the time of this investigation. About (51.7%) and significant number of the respondents

often go online to browse. 18.5 percent of the respondents very often go online to chat with their

family and friends, while about twenty-five percent browse not very often go online to chat and

59
only 10.0 percent go online not often to chat online. This infers that UNIOSUN students surf on

social media often as at the time of this investigation.

Conversely, majority (37.4%) of the respondents spent four hours online surfing the internet, in

which 31.7% of the respondents spend six hours online to chat with their family and friends, out

of which about twenty-six percent surf internet for two hours while about twenty-five percent

browse not very often go online to chat and only 10.0 percent go online not often to chat online.

This infers that UNIOSUN students surf on social media often as at the time of this investigation.

Majority and significant number of the respondents browse on educational activities. About 18.2%

browse on sports and news, in which 24.0% of the respondents browse on entertainment, while

about six percent browse go online to browse on politics and only 1.4% go online to browse on

other things. This concludes that UNIOSUN students surf internet for educational purpose as at

the time of this investigation. About (40.2%) of the respondents derived satisfaction getting

information online, in which 28.8% of the respondents derived satisfaction through chatting online

with their family and friends, out of which about twenty-six percent derived satisfaction on

entertainment, while 0.2% derived it through pornography and only 4.2 percent of the total

respondent’s derivative satisfaction surfing internet on others.

About two-third (66.8%) of the respondents agreed that social media can influence their academic

career, while 28.5 percent disagreed and only 4.5% don’t know if social media can influence their

academics as at the time of this study. Also (57.1%) of the respondents agreed that social media

influence their academic performance negatively, while 26.8 percent said it has influenced their

academic positively and only 16.0% of the respondents did not respond if social media influenced

their academics as at the time of this study. Furthermore, majority (61%) and significant number

of the respondents agreed that habit to stay on social network sites is a problematic issue that

60
affects academic life of the students, while 26.8 percent disagreed and only 12.0% insignificant of

the respondents were undecided. Likewise, (65%) and significant number of the respondents

agreed that social networking sites distract them from their studies, while 28.5% insignificant of

the respondents disagreed and only 6.2% were undecided as at the time of this study. Meanwhile,

about two-third of (71.1%) and significant number of the respondents agreed that hours spent

online busy surfing the social media sites can never be compared to the number of hours they

spend on reading, while 22.5% insignificant of the respondents disagreed and only 6.2% were

undecided as at the time of this study.

Besides, about (57.9%) of the respondents agreed that engaging with social media had improved

their grades, while 22.8% of the respondents disagreed and only 19.1 percent were undecided as

at the time of this study. Additionally, (62.7%) of the respondents disagreed that having unlimited

access to Facebook usually affects their academic performance negatively, while 32.8% of the

respondents agreed and only 4.2 percent were undecided as at the time of this study. About (66.8%)

of the respondents agreed that engaging in academic discussions on twitter had improved their

academic performance, while about twenty-two percent of the respondents disagreed and only

10.2% were undecided as at the time of this study.

Majority (82.5%) and significant proportion of the respondents agreed that using of WhatsApp to

disseminate information to colleagues about class update had improved their academic

performance, while 15.4 percent insignificant of the respondents disagreed and only 2.0% were

undecided as at the time of this survey. 71.1 percent and significant proportion of the respondents

agreed that uniquely rely on information gotten from Wikipedia to do their assignments without

consulting other sources had improved their academic performance, while 22.5% of the

respondents disagreed and only 6.2% were undecided as at the time of this investigation.

61
Furthermore, (65.0%) of the respondents agreed that usage of Wikipedia for research has helped

improve their grades, while 28.5% of the respondents disagreed and only 6.2% were undecided.

Majority of the respondents disagreed that engaging in academic forums on yahoo reduces rate of

their understanding of which is having influence on their academics’ performance, while 32.8%

of the respondents agreed and only 4.2 percent were undecided as at the time of this study. Majority

of the respondents agreed that use of materials gotten from blogging sites to complement what had

been taught in class, while 28.5% of the respondents disagreed and only 1.4 percent representing

the total number of the respondent that were undecided.

Finally, about forty-seven percent of the respondents disagreed that they will not perform well in

their academics even if they stop using social media, while about twenty-eight percent of the

respondents agreed and only 9.7 percent representing the total number of the respondent that were

undecided.

62
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction

The broad objective of the study was to find out the exposure and academic performance of
students of Osun State University. Summary of the findings generated from the analysis of the
variables of the study, conclusion and recommendations.

5.2 Summary
The broad objective of the study was to find out the exposure and academic performance of
students of Osun State University. The study focused on Osun state university students of which
majority of the respondents were female, while 28.0% were male. On the age of the respondents,
majority 37.7% of the respondents ages fell between 21 – 25 years. Furthermore, majority of the
respondents were Christians, 35.1 percent of the respondents were in 400 level and single as at the
time of this study. Lastly, ethnicity of the respondent’s, majority 40.5 percent were of the Yoruba
ethnic group.

Objective 1: to examine whether undergraduate students of Osun State University are exposed to
social media networks. majority (44.5%) of the respondents owned an android phone, 12.2 percent
had computer, in which 7.7% possessed blackberry, while 28.5 percent retained IPhone and only
6.8% owned other phone gadget as of the time of this study in UNIOSUN. All the respondents
agreed that they have full access to internet. About (97.1%) and significant number of the
respondents confirmed social networking sites existence, while 2.8% of the respondents were not
aware that social networks exist. About thirty-six percent of the respondents were aware of the
existence of Facebook. About twenty-eight percent of the respondents were aware of twitter, in
which 26.5% were aware of Instagram, the total respondents 5.7% representing BB chat, while 2.8
percent 2go and only 1.1% were aware of other networking site as at the time of this survey.
Meaning that Facebook is mostly recognize among UNIOSUN students. Furthermore, (36.2%) of
the respondents had account with Facebook. About twenty-five percent of the respondents had
account with Instagram, out of which 25.7% operate on twitter site, 1.7% representing BB chat,
while 0.8 percent had account with 2go and only 7.7 percent had account with other social
networking site. This implies that UNIOSUN students operated on Facebook site. Also, majority

63
(37.4%) of the respondents preferred Facebook account, 31.7 percent of the respondents preferred
Instagram, in which 26.2% preferred twitter networking site, while 0.2% preferred BB chat and
only 4.2% preferred other social networking site.

Objective 2: to examine the frequency of exposure of Osun State University students to social
media. The finding showed that majority (47.1%) of the respondents believed that it is cheaper
and reliable. About twenty-two percent of the respondents believed it is faster, in which 15.4%
believed that it has good reception, while 5.7 percent believed that it opens multiple pages at the
same time and only 9.7 percent represent other views. This infers that UNIOSUN students operated
on social media because it is easy to operate, cheap and reliable. Also, revealed that majority
(57.4%) and significant number of the respondents browse from their respective hostel, in which
7.1% make use of cyber cafe, while about twenty-five percent browse from school and only 10.0
percent represent browse through other place. This infers that UNIOSUN students surf on social
media mostly when they’re in the hostel. Lastly, about (51.7%) and significant number of the
respondents often go online to browse. 18.5 percent of the respondents very often go online to chat
with their family and friends, while about twenty-five percent browse not very often go online to
chat and only 10.0 percent go online not often to chat online. This infers that UNIOSUN students
surf on social media often as at the time of this investigation.

Objective 3: to determine how many hours, the students spend in social networking activities
daily. Majority (37.4%) of the respondents spend four hours online surfing the internet, in which
31.7% of the respondents spend six hours online to chat with their family and friends, out of which
about twenty-six percent surf internet for two hours while about twenty-five percent browse not
very often go online to chat and only 10.0 percent go online not often to chat online. This infers
that UNIOSUN students surf on social media often as at the time of this study.

Objective 4: to ascertain what student use social media for in Osun State University. About
(50.5%) and significant number of the respondents browse on educational activities.
Approximately 18.2% browse on sports and news, in which 24.0% of the respondents browse on
entertainment, while about six percent browse go online to browse on politics and only 1.4% go
online to browse on other things. This concludes that UNIOSUN students surf internet for
educational purpose as at the time of this investigation. Furthermore, majority (40.2%) of the
respondents derived satisfaction getting information online, in which 28.8% of the respondents

64
derived satisfaction through chatting online with their family and friends, out of which about
twenty-six percent derived satisfaction on entertainment, while 0.2% derived it through
pornography and only 4.2 percent of the total respondent’s derivative satisfaction surfing internet
on others.

Objective 5: to ascertain how the use of social media has affected the academic performance
of the students of Osun State University. About two-third (66.8%) of the respondents agreed
that social media significantly influence their academic career, while 28.5 percent disagreed and
only 4.5% don’t know if social media can influence their academics. Also, (57.1%) of the
respondents agreed that social media influence their academic performance negatively, while 26.8
percent said it has influenced their academic positively and only 16.0% of the respondents did not
respond if social media influenced their academics. Likewise, majority (61%) and significant
number of the respondents agreed that habit to stay on social network sites is a problematic issue
that affects academic life of the students, while 26.8 percent disagreed and only 12.0%
insignificant of the respondents were undecided. Meanwhile, (65%) and significant number of the
respondents agreed that social networking sites distract them from their studies, while 28.5%
insignificant of the respondents disagreed and only 6.2% were undecided. Besides, about two-third
of (71.1%) and significant number of the respondents agreed that hours spent online busy surfing
the social media sites can never be compared to the number of hours they spend on reading, while
22.5% insignificant of the respondents disagreed and only 6.2% were undecided as at the time of
this study.

Furthermore, (57.9%) of the respondents agreed that engaging with social media had improved
their grades, while 22.8% of the respondents disagreed and only 19.1 percent were undecided.
About sixty-three percent of the respondents disagreed that having unlimited access to Facebook
usually affects their academic performance negatively, while 32.8% of the respondents agreed and
only 4.2 percent were undecided. Majority (66.8%) of the respondents agreed that engaging in
academic discussions on twitter had improved their academic performance, while about twenty-
two percent of the respondents disagreed and only 10.2% were undecided. About eighty-three
percent and significant proportion of the respondents agreed that using of WhatsApp to
disseminate information to colleagues about class update had improved their academic
performance, while 15.4 percent insignificant of the respondents disagreed and only 2.0% were
undecided. Also, (71.1%) and significant proportion of the respondents agreed that uniquely rely

65
on information gotten from Wikipedia to do their assignments without consulting other sources
had improved their academic performance, while 22.5% of the respondents disagreed and only
6.2% were undecided.

Meanwhile, (65.0%) of the respondents agreed that usage of Wikipedia for research has helped
improve their grades, while 28.5% of the respondents disagreed and only 6.2% were undecided.
Approximately, majority (62.7%) of the respondents disagreed that engaging in academic forums
on yahoo reduces rate of their understanding of which is having influence on their academics’
performance, while 32.8% of the respondents agreed and only 4.2 percent were undecided
Conversely, (69.9%) of the respondents agreed that use of materials gotten from blogging sites to
complement what had been taught in class, while 28.5% of the respondents disagreed and only 1.4
percent representing the total number of the respondent that were undecided. Finally, (47.4%) of
the respondents disagreed that they will not perform well in their academics even if they stop using
social media, while about twenty-eight percent of the respondents agreed and only 9.7 percent
representing the total number of the respondent that were undecided as at the time of this survey.

5.3 Conclusion

Based on the result from the findings of this study, showed that students were aware of the social
networking sites and they have access to them though social media have negative effects on
students, distracting them from their academic work, taking most of their productive time, and
such like, they also have benefits and can be used appropriately. For example, students can form
online communities in order to plan for a project, have group discussions about class material, or
use the social networking sites as a technique to keep in contact when a student who has been
absent needs to be updated on current academic information. Also, the findings of this study earlier
ones showed some noteworthy results. Findings also indicated that they are influenced to a great
extent by the social media negatively because attention of the limited attention given to their
studies instead they focused on chatting and music while their academic activities is ongoing and
the neglected will be left to suffer.

5.4 Recommendations
In view of this, results of this study recommend that lecturers should come up with a template on
how their students can maximize the benefits of social media, that is school management should
incorporate rules and regulations on the use of the social media let alone phones in the school, and

66
the management must be able to regularize the uses school Wi-Fi by the students. Social
networking sites should be expanded and new pages should be created to enhance academic
activities to avoid setbacks in the students’ Academic performance. The students should create a
balance between chit-chatting and academic activities. More attention should be directed to
research. There should be a decrease in the number of time spent by students when surfing the
internet. The impact of social media on the academic performance of students should focus more
on the positive side than on the negative side to achieve balance.

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 OSUN STATE UNIVERSITY, OSOGBO
FACULTY OF THE SOCIAL SCIENCES
DEPARTMENT OF SOCIOLOGY

STUDENT QUESTIONNAIRE

Dear Respondent,

I am a final year student of the Department of Sociology at Osun State University. This
questionnaire is designed to find out the exposure and academic performance of students of Osun
State University. Kindly answer the questions faithfully and truthfully as your responses will be
treated with utmost confidentiality and used strictly for research purposes.

Yours faithfully,
Akintayo, Rebecca O

SECTION A: SOCIO-DEMOGRAPHIC CHARACTERISTICS OF RESPONDENTS

Instruction: Tick as appropriate

1. Sex Male ( ) Female ( )

2. Age:…………

3. Religion: (a) Christianity ( ) (b) Islam ( ) (c) Others (specify):……………..

4. Level: (a) 100 ( ) (b) 200 ( ) (c) 300 ( ) (d) 400 ( )

5. Marital Status: (a) Single ( ) (b) Married ( ) (c) Separated ( ) (d) Divorced ( )

6. Ethnic Group: (a) Yoruba ( ) (b) Igbo ( ) (c) Hausa ( ) (d) Others (specify):
……………….

Section B

7. Which of the following do you own? (a) Computer [ ] (b) Android phone [ ] (c) Blackberry
[ ] (d) Other(s)………………………………………..

8. Do you have access to the internet? (a) Yes [ ] (b) No [ ]

71
9. Are you aware of social networking sites? (a) Yes [ ] (b) No [ ]

10. What are the social networking sites you know? (a) 2go [ ] (b) Instagram [ ] (b) Facebook
[ ] (c) Twitter [ ] (d) BB chat (e) Others specify……………………….

11. Which of the social networking sites do you have an account with? (a) 2go [ ] (b) Instagram
[ ] (b) Facebook [ ] (c) Twitter [ ] (d) BB chat (e) Others specify……………………….

12. Which of them do you prefer? (a) 2go [ ] (b) Instagram [ ] (b) Facebook [ ] (c) Twitter
[ ] (d) BB chat (e) Others specify……………………….

13. Why do you prefer it? (a) It is faster [ ] (b) It is cheap and reliable [ ] (c) It opens multiple
pages at the same time [ ] (d) It has good reception [ ] (e) Others
specify………………………….

14. If none, why? (a) Its consumed time [ ] (b) It is expensive [ ] (c) Its addictive nature [
] (d) I just don’t like it (e) Others specify……………………….

15. Where do you browse? (a) Hostel [ ] (b) Café [ ] (c) School [ ] (d) Others
specify……………………….

16. How often do you go online? (a) Very often [ ] (b) Often [ ] (c) Not very often [ ]
(d) Not often [ ]

17. How many hours do you spend while online? (a) 6 hours [ ] (b) 4 hours [ ] (c) 2 hours
[ ] (d) 1 hour [ ] (e) Others specify……………………….

18. What information do you browse on? (a) Education [ ] (b) Sports and news [ ] (c)
Entertainment [ ] (d) Politics (e) Others specify……………………….

19. What satisfaction do you derive from it? (a) Information [ ] (b) Affiliation(chatting) [ ]
(c) Entertainment [ ] (d) Pornography [ ] (e) Others specify……………………….

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 20. Do you believe that social media can affect your academic performance? (a) Yes [ ] (b) No
[ ] ( c) Don’t know [ ]

21. How has the use of Social Media influenced your academic performance? (a) Positive [ ]
(b) Negative [ ] (c) No response [ ]

SA- Strongly Agree, A- Agree, UD- Undecided D- Disagree, SD- Strongly

Disagree
S/N ITEMS SA A UD D SD
STUDENTS ADDICTIVENESS TO SOCIAL NETWORK AND ACADEMIC
PERFORMANCE
22 Addiction to online social networks is a problematic issue that affects my academic life.

23 Online social networks distract me from my studies.

24 Hours spent online can never be compared to the number of hours I spend reading.

25 There is no improvement in my grades since I became engaged into these social networking
sites.
EXPOSURE OF STUDENTS TO SOCIAL MEDIA NETWORK AND THEIR
ACADEMIC PERFORMANCE
26 I usually have unlimited access to Facebook and this has affected my academic performance
negatively.
27 I engage in academic discussions on twitter and this has improved my academic performance.

28 I make use of whatsapp to disseminate knowledge to my class mate.

29 I Solely rely on information gotten from Wikipedia to do my assignments without consulting
other sources.
USE OF SOCIAL MEDIA AND STUDENTS’ ACADEMIC PERFORMANCE
30 The usage of Wikipedia for research has helped improve my grades.
31 Engaging in academic forums on yahoo reduces my rate of understanding.

32 I use materials gotten from blogging sites to complement what I have been taught in class.
33 I will not perform well in my academics even if I stop using social media.

Thanks for your cooperation.

73