IMPACT OF SOCIAL MEDIA ON ACADEMIC PERFORMANCE OF STUDENTS IN

NIGERIA AIRFORCE COLLEGE OF NURSING SCIENCES KADUNA

Airforce Institute of Technology Kaduna
Faculty of Education, Department of Military Education Studies.
Olusegun Alaba Adebayo

Abstract
The main aim of this work was to examine the impact of social media on academic performance
of the students in the Nigeria Airforce College of Nursing Science, Kaduna four research
questions guided the study. To achieve this, the descriptive research design was adopted. The
study focused on students of Nigeria Airforce College of Nursing Science, Kaduna hence,
population consists of all set two (2) and set three (3) students. The convenience sampling
technique was used to select a sample of 126 students. A five point likert type rating scale
questionnaire type, titled impact of social media on academic performance of students in
Nigerian Air Force College of nursing sciences was used to collect data from the students. The
mean statistics and likert scale were used to analyze the data. Analysis of data collected shows
that all the research questions were favored. The analysis revealed that productivity of social
media has a great impact on the academic performances of the students. It was also observed
that a good and proper management of the students use of the social media platforms will yield a
positive impact on their academic performances. The researcher recommended that Government
through the Ministry of Educations should hold tight on institutions in making available
electronics facilities that will encourage students learning activities such as ICT and internet
base learning facilities as well as social networking sites should be expanded and new pages
should be created to enhance academic activities and avoid setbacks in the students’ academic
performance.

Introduction

Information and communication technology (ICT) has become an important source of

innovation and improvement of efficiency for many sectors across the globe. In the educational

sector, particularly, the application of ICT has become a critical part of the learning process for

post-secondary students both outside and inside the classroom setting. ICT is generally accepted

to mean all devices, networking components, applications and systems that combined allow

people and organizations to interact in the digital world. ICT is considered an extensional term

for information technology (IT) that stresses the role of unified communications and the

integration of telecommunications (telephone lines and wireless signals) and computers, as well
as necessary enterprise software, middleware, storage and audio visual, that enable users to

access, store, transmit, and manipulate information.

The government and other stakeholders in the educational sector such as university and other

higher institutions management and researchers across the world, have invested millions of

dollars to adopt ICT in the educational system during the last two decades. Most institutions that

have fully adopted internet have recorded immense advancement in the application of ICT and

internet for the improvement of learning methods, teaching activities, research methodology, and

the general development of education. It is however not clear, what impact the social

applications ICT such as the use of internet to enhance social community have on the

performance and achievement of students in higher institutions of learning. The social

community, which include all the social media platforms such as the Facebook, twitter,

Instagram, LinkedIn, Snapchat, Tiktok, Pinterest, Reddit, YouTube, WhatsApp to name but a

few. Everyone at every corners of the world connect on one or the other social media platform

with friends and family to either share or receive information on the issue of paramount interest

to them. It is also used in the educational circle to teach or learn or most importantly to exchange

vital information by the people of similar interest. The adoption of social media in the current

study is understood as a gradual switching over to automation of the educational process not only

in administrative activities like student’s admission, registration, and evaluation but also

developing a customized learning management system and transferring all the courses and the

related data onto it.

The internet is an attractive medium throughout the world that has impacted people in different

ways (Alabdulkareem, 2015). Students, amongst internet user population, have also been

impacted one way or the other, in particular the learning process and activeness in education. As
social media continues to grow in popularity, the authors agreed with the school of thought that

the use of technology through social media is vital in students’ academic succession. In the last

decade, the online world has changed radically (Ahn, 2013). It is quite evident that the use of

technology has brought with it a tremendous change in people’s lives, from personal to

professional lives as well as from the way people store, exchange and access information with

the option of sharing or social media usage in America have revealed that 90% of young adults

of ages between 18 to 29 use social media fully as compared to the less 35% -75% of the older

generation (Perrin, 2015).

This is to show that young people, particularly tertiary students, are more into social media as

compared to any other age group. This is a concern especially in developed countries like the

United States America and European countries (Johnson, 2013). Inquisitively, the fact that the

trend in the usage of social media and its impact is not well documented in literature amongst

African countries including Nigeria does not mean that this is not an issue of concern. The study

of this phenomenon has not yet penetrated the field of research as it has in the western countries.

Furthermore, this might be due to the fact that the study of social media is a new phenomenon in

accordance with the new trend of the use of internet and social media. The continued growth of

the cyberspace however, is clearly noticeable as it has brought with it permanent changes in the

way that students interact and socialize (Wolfe & College, 2014). Nevertheless, an alarming

concern over the use of social media has raised the eyebrows of many especially parents of

students in higher institute of learning about the way in which social networks are misused by

their children. Every day, many students are spending countless hours immersed on social media

such as Facebook, WhatsApp and YouTube (Wang et al 2011). According to Kemp (2015) the

world population stands at 7.3 billion and out of which, 3.1 billion are internet users, from which
over 2.02 billion are active social media users. This is a significant figure considering that it has

been only a little over 10 years since the development of social media, just following the

accessibility of internet. Surely this channel must have in some way or the other impacted

teaching and learning as it is a means through which information is carried and accessed. The

immersion of youth on social media has led to many scholars to focus on the impact of social

media on different aspects of life, including social relationships (see for example, Ahn, 2011;

Akbiyik, 2013; Eke, Omekwu& Jennifer, 2014; Hadebe, Owalabi & Mlabo, 2016). However, in

Africa, few studies have been conducted in Ghana, Nigeria and South Africa exploring the effect

of social media on student learning. In Botswana, Batane (2013) focused specifically on internet

access and use among young people. Hence, a gap has been noted with regards to the use of

social media and its effects on learning in tertiary institutions. Therefore, the study intends to

find out whether the use of social media is of benefit to student learning in Nigeria and elsewhere

in Africa. With the advent of social media, the world has become a small globe which is

connected together from every angle. Information, ideas, reasoning and views of different people

from different region of the world are brought together with the aid of the social media and

internet connection to be considered, examined, criticized and appreciated by people in the same

and other region of the world. The students’ academic performance refers to the enhancement of

the students’ current state of knowledge and skills reflected in their GPA and also in the

formulation of their personality and academic growth from lower levels of study to higher levels.

The rationale of studying academic performance in the context of ICT and social media adoption

is to present a significant relationship that exists between the two variables. This study is based

on the data collected from the students of the Nigeria airforce college of nursing sciences,

Nigeria Airforce Base, Kaduna.

Statement of Problem

All educational processes, planning, organization and development are targeted on the way of

achieving optimally the best academic learning of the students. Any academic process that is not

having students interest as paramount is a waste in the educational sector. The use of social

media has become eminent especially among the youth in tertiary schools. Most students spend

too much time on Facebook and other social media mainly pursuing unrelated school activities

and information sparingly or completely. This research work is aimed at considering the

relationship between the students’ academic performance in the face of their all time

involvement with various social media platforms to communicate with their friends and family.

What good or bad is this doing to their learning attitude and their overall performance in their

studies? Are they using the social media platform for amusement and merriment alone? Are they

exploring these platforms to enhance their academic performances? Is the bad influence the

platforms derailing them? In what better ways can they be guided on the use of the social media

platforms?

Objective of the Study

The main purpose of the study is to investigate on the impact of the use of social media platforms

on the academic performance of the students in the Nigeria Airforce College of Nursing Sciences,

Mando Igabi Local Government Area of Kaduna State. The research is specifically set to achieve the

following purposes:

1. To determine what influence the use of social media is having on students’ academic

performance.

2. To ascertain which of the social media platforms is encouraging students to do more on

their learning.
3. To find out how much time each student is spending in exploring on social media.

4. To investigate on how social media are distracting students both inside and outside the

learning area.

Research Questions

The following research questions guided the study:

 To what extent does the students in higher institution of learning are able to access the

social media platforms?

 At what rate (time spent) does the students in higher institution of learning uses social

media platforms?

 What types of activities are the higher institutional students engaging on with the social

media?

 What are higher institution students’ involvements on the social media learning based?

Significance of the Study

To the educational stakeholders, which include students, parents, school managers (academic and

none academic staff) and the governments, their main purpose of establishing formal education is

to pass down to upcoming generations qualitative knowledge that will allow students to take on a

career of their choice in any field of learning (Adepoju 2020). In order to achieve this, strong

emphasis must be placed on the way the students learnt and avoid all form of distraction that

might be causing their rate of learning and general overall performance of students in school. It

has been noted that one the major distractions students face in this age their uncontrolled use

computer and other telecommunication gargets especially in their use of internet to explore on

the social media platforms.

The use of social media platforms is in doubt a major of distractions for many higher level

students because the spent considerably larger amount of time in stuffing on the social media.

Many students are so uncultured that even with the presence of their lecturers in lecture hall they

are always engaged on the social media for non-educational purpose. This is seriously driving

out youth’s interest away from their academic pursuit and making move toward getting a quick

rich method of surviving in life.

Scope of the Study

The study uses random selection of interested individual students in the school of Nursing

Science, Nigeria Air Force base, Kaduna. The study compares the impact of the use of social

media among the higher institution students to their academic performance of these students. The

research will look at the effects of the volume of time students spent on social media in school

base assessment and their general attitude to learning. Conclusion will be drawn on these effects

and possible recommendations will be given.

Conceptual Review

The Computer

Computer is an electromechanical device that is capable of interpreting and executing program

commands for input, output, and storage, computational and logical operations. The four

fundamental components of the computer, called the hardware are:

 The Input Units: These are used to enter data into main computer memory. In

microcomputer; the primary input unit is keyboard. While large computers, have diverse

numbers and types of input devices such as tape drivers and disk drivers.

 The Output Unit: These are devices like the printer and cathode ray tube which are

controlled by program or software formatted to be printed or displayed on issue of command.

 Auxiliary storage devices: They are Common with large computers, which are magnetic

tape and magnetic disk. It is merely on extension of main computer memory.

 The Processing Unit: This consists of main memory and the central processing unit

(CPU). When the computer is programmed it is interpreted and executed by the CPU. The

instructions cause the computer to perform the input, arithmetic, logical, output and storage

operations.

Bonahene (1995) highlighted three-part role of the computer as:

 Increased speed: That computer saves time and resources, work that could be done

manually for a period of two weeks can be done in a minute with the help of computers.

 Reduced cost: It reduces development and operating cost even though the computer itself

is expensive.

 Improved quality; It improves quality of goods and services, because computers in some

manufacturing situations operate more reliably and precisely than the most skilled human

worker.

Kehinde (1999) identifies three main classes of computer and said they differ in terms of

principles of operation, hardware design and application which are:

 Analogue Computers

These are first successful computers that were built by an English Mathematician Edmund Ginter

in 1620. While in later years, modern ones were built, such one by John R. Razazzin and his

associates, which was the first general purpose, all electronic analogue machines. This machine

was built under the auspices of the United States National Defence Research Committee.
The analogue computers perform operation based on continuous variable such as length weight

and voltage. It has the capacity of solving differential equations, used in engineering systems and

also in the analysis of electronic power distribution.

 Digital Computers

The first was issued as a calculating machine and was constructed by a French scientist

philosopher called Blaise Pascal in 1642. However, the first modern automatic electronic digital

computer was constructed at the University of Pennsylvania by J. Presper Eckert and John W.

Mauchy in 1946. The digital computers constitute about 90% of the world’s contemporary

computers in use (Kehinde1999). It works with data in discrete form i.e. counts, lists, compares

and re-arranges. These bring digits in accordance with very detailed programmed instructions

stored within its memory cells. With capacity to adjust to the performance of systems without

human intervention and has brought about its utility in various sphere of life. It is used for

various manufacturing operations, machine tools, complex laboratory works and experiments

and also as hospital instruments. It is utilized in the aircrafts and spaceship industries, for

telephones, teaching, scientific researches and various forms of analysis.

 Hybrid Computers

It came as modern computers in the world in the late 1950s with a scored programme digital

processor linked with several analogue processors. The hybrid computer combines the

characteristics and advantages of the analogue and digital systems. It offers greater precision

than the former and more control capacity than the latter (i.e. digital). It has been used in nuclear

power plants, guided missile system and spacecrafts.

Categories of Computers as Identified by Banahene (1995):

 Microcomputers: These are found in appliance automobiles and personal computers.

Personal computers are widely used in the business environment by personnel at all levels. They

are often used in conjunction with specialized software packages that have gained almost

universal acceptances. Also is in increasingly important tool and integral part of the computing

facilities of most companies. Its major advantage is immediate access by the user. The computer

usually sits on desk and the user can access its processing capabilities through the use of a

software package.

 Minicomputers: These are larger than microcomputers. It is used by several user, small

company or department or schools. They handle 24, 32 or more bits at a time. They often come

with large disk or tapes as secondary storage devices. They are suited for engineering, scientific

applications, which do not require extensive input/output operations. They are intended for

organization which are sophisticated enough to write their own software.

 Mainframe computers: They are the large computers used by large companies,

government agencies and universities for their administrative work. They are used for payroll,

personnel record keeping and keeping tracks of orders or maintaining a list of all the items kept

on hand in a warehouse. It handles data and instructions of 36, 48 and 68 bits at a time. It has a

large processor. Storage capacities with one or more processors make it a faster and instruction

processing speeds. It processes hundreds of different peripheral devices (terminals disk and tape

drives, printers etc) for hundreds of different users at the same time.

 Super-computers: These are the fastest and the largest computers. They are mostly used

for research, for analyzing satellite data or for other problems like weather forecast. Speed is

measured by the number of complete multiplication or division (floating point operations) per
second. They are expensive to purchase and to operate. It can perform arithmetic calculations at

a speed of 160 million to 1.7 billion floating operations per second.

Computer in Education

This has two main applications; firstly, it is used as a teaching machine. It presents the

instructional materials to the student, interprets his response and works with the student at his

own pace. These applications of computer are called the Computer Assisted Instruction (CAI).

While the second major use is known as Computer Managed Instruction (CMI). Here, the

computer plays the administration of the school’s role in areas as: time table, budgetary control,

accountability of the school’s facilities and equipment and the management of the teaching and

learning process. It can also be used to store and update records of test performances and to give

a progress report on each student and a body of students in general.

Computer Assisted Instruction (CAI) is basically in five modes. (Aremu, 2002) which are

 Tutorial mode

 Drill and Practice,

 Simulation

 Games

(i) In the tutorial mode, the pattern followed is that of a branching programmed instruction

where information is presented bit by bit and with a question following, the answer i.e. the

students’ response is analyzed by the computer and an appropriate feedback is given.

(ii) Drill and Practice mode, the assumption is that the concept, rule or procedure has already

been taught to the student. The program now takes the learner through various examples and
allows him/her to practice problems also presented. This mode usually finds application in

mathematics drills, vocabulary building exercises, and spelling and so on.

(iii) The discovery mode tries to approximate laboratory learning. The student is expected

to solve problems presented through trial and error.

(iv) In the Simulation mode, the student is confronted with a scaled-down approximation of

a real life situation. This mode allows realistic practice without the expense or hazards

that would have been involved in real life. It funds application in aeronautics,

business management and laboratory experiments. The last mode

(v) This is game mode, involves pupils learning through a highly motivating framework, which

involves competition and or co-operation.

Other application of computers in education is the use of CD ROM (compact disk) facilities to

search for information and virtual learning through the internet. With the introduction of CAI,

learning stands out as the area of receiving most attention. Although the teaching of

mathematical oriented courses requires a well balance broad based educational system that

allows for thorough development of individual skills. Mathematics is self-stimulating and

motivating, very broad in scope but it can motivate the child to exert his mental and physical

ability in any direction of human endeavour. Furthermore, it has been empirically shown that:

 Computers can be used as a teacher or as an aid in the teaching learning process and

 Computers can be used with software to illustrate and consolidate the concepts taught in

mathematics course or as problem solving tools.

Factors Affecting Adoption and Use of Computers in Education

Below are factors adapted from Agbonlahor (2004) for use of computers in education:

 Attitude towards Computer:

The integration of computer technology in education has been found that although technological

and financial barriers were quite significant, educators and students’ attitudes, beliefs or

perceptions, and competencies were even more significant. Positive attitudes are widely

recognized as necessary condition for effective use and integration of computer in teaching and

learning process. Attitudes have also been found to affect perceptions, and hence, rates of

adoption and extent utilization of computer. It has been observed that educators are resistant to

change so changing attitude is a key factor in fostering computer adoption in education.

 Characteristics of individuals

Characteristics of individuals adopting computer technology innovators and other individuals in

key positions have been observed to have a significant impact on the variation in the degree of

technology (computer) adoption (Agbonlahor, 2004). It has been observed that the innovators

who were more cosmopolitan, better educated have greater prior experience with the innovation,

and have a positive attitude towards the innovation are likely to display higher levels of adoption.

In the educational setting, studies have also shown that characteristics such as age, level of

education, gender, rank, academic discipline, previous experience with computers, training and

personal innovativeness of educators, to varying degrees, affect use of computer. While others

such as influence of peers, early adopters etc.

. Organizational Factors

Organizational factors have been cited as antecedence to innovation adoption and such has a

strong direct effect on perceived ease of use, perceived enjoyment and social pressure. Others

found in organizational facilitation could make it easier for an adopter to use the technology

(computer technology) and help to remove obstacles to change in the implementation of the
innovations. Such organizational (school) initiatives could involve improving physical access to

computer, providing training, providing hardware and software support and so on.

 Communication Channels

Agbonlahor (2004) identified the mass media and interpersonal communication channels as

useful for the development of perceptions about a technology. Mass media channels are an

efficient way to communicate information (or create awareness) about any new technology

(including computer use) because their reach relative to cost is greater than for interpersonal

channels. Interpersonal channels however have a greater direct effect on the perceptions of

individuals.

The Roles of Teacher in Use of Computer Technology

Although, computers have proved effective in transmitting facts and concepts, the teacher is

needed to tie these fact and concepts into more global abstractions (Babalola, 1998). The

teachers need to use his experience to make the computer lesson more alive and effective.

Adaralegbe (1985) cited by Babalola (1998) said; the student must have the background in the

stuff of learning before discovery learning takes places. It is obvious that the computer can

supply that stuff. Knowing a few names and dates, for examples, can allow for a certain level of

understanding which will aid a student in further exploration and discovery. There are, however,

areas that cannot be fully taught by the computer; these are subjects like History and Literature,

for example, must be interpreted into a living picture after being reduced to a pile of bits and

bytes by the computer system.

Instructional Programmes
Babalola (1998) refer to instructional programme as a body of materials arranged to be readily

mastered by students. The essence of instruction, whether in the conventional classroom or under

computer control lies in the arrangement of the material to be learnt. Some instructional

programmes are extremely complex, especially those implemented on a computer because they

incorporate elements of the student’s current state of knowledge in order to make moment-by-

moment decision about what to teach next. Babalola (1998) states the following processes of a

dynamic instructional programme:-

 An estimate of the current state of the student’s knowledge is matched against the

material to be learnt in order to determine what should be taught next. This, in essence, is

referred to a Model of Student (MOS) a theoretical representation of the student’s current

knowledge of the subject matter being taught.

 Once the subject matter being taught is determined, the programme decides what

information would best accomplish the goal.

 Instruction is given, questions are asked and the computer records the student’s progress.

 The response information is used to determine what has been learnt and updates the

programme’s evaluation of the student’s current state of knowledge. This is called structure of

curriculum (SOC), the logical structure of the subject matter being taught. Two examples of

instructional program that are less complicated and which conform to the general scheme

described above are worth examining. These are linear program and branching program.

 Linear Program: The students’ progresses along a simple track from one frame to the

next. Each time an item is answered, the students move to the next regardless of whether the

responses are correct. Inspection of such linear program indicates how new information in
gradually introduced and elaborated, ensuring the student’s attention at every step by requiring a

response.

 Branching Program: This allows the learner to take different paths through the

curriculum. Each response is evaluated and this determines the next area of concentration.

However, when an error is detected, the student is assisted. The student who has done well in a

number of questions may be given an opportunity to “jump” ahead and those found wanting

might retrace steps to take an alternative route in an effort to resolve difficulties. Thus, branching

allows the learner to move through the material on a path designed to fit his aptitude and ability.

This process is continuously cyclical until the course has been completed.

Effective Instructional Procedures

The three important features for making programmed instructional procedure effective.

 Active Participation: The learner is actively interacting with the curriculum materials by

responding, practicing and testing each step of the material to be mastered. “Learning by doing”

is exemplified in contrast to the passive learning that takes place during conventional lecture.

 Information Feedback: The learner finds out with minimal delay whether his responses

are correct, otherwise errors can be corrected accordingly. Immediate feedback had been shown

to be important in a range of tasks in which immediate knowledge of result provides faster

learning.

 Individualization of Instruction:The learner moves ahead at his own pace. The rapid

learner can progress quickly through the materials, while the slower learner moves less rapidly,

at times diverted to a remedial program until the basic concepts have been mastered. These

instructional procedures, as implemented by the technological breakthrough are economically

feasible (Babalola, 1998). It is not unreasonable to expect that, in not too distance future;
computers will recognize spoken words and respond to students’ verbal questions. This will

eventually initiate a true dialogue between the student and the computer. Though, critics feel that

computers in education pose a threat to human functionality, use of computer, in reality, provides

the opportunity for greater development of individual potential. Computer Assisted Instruction

has provided to be a valuable asset in the teaching-learning process and not a device to displace

teachers.

Social Outcomes of use of Computer

The dire warning that computer Assisted Instruction will dehumanize the classroom by

educational philosophers who have never seen students busily working together on a personal

computer, are beginning to appear baseless (Babalola, 2013). O’shea et al (2015) cited by

Babalola (2013) report that it often fosters a comparative group atmosphere. When two or three

students are working together on a single computer, there is more collaboration, and cooperation

in problem solving. The students are typically immersed in trying to solve the problem instead of

blatantly competing to be the first person with his hand in the air, signifying triumph over others.

The prevailing consensus is that Computer Assisted Instruction is an asset in the classroom

situation. It tends to achievement motivation and the spirit of cooperation, an extremely power

academic mix. As a teaching aid, computer Assisted Instruction provides simulation of activities

that the student would have not ordinarily experienced in conventional situation. This is most

pertinent in science related courses where laboratory experiment could be too dangerous,

expensive or time consuming. Perhaps Computer

Assisted Instruction simulation can reverse the trend of students not being able to cope with

mathematics instruction.

Advantage of Instructional Uses of Computer

Babalola (2013) identified the following as some of the advantages of the use of computer in an

instructional setting.

 Where teachers are in short supply, such service isa very suitable method of assisting

students

 Students who have learning difficulties are given different representation, prepared by

different teachers so that the likelihood of eventual success is enhanced.

 Students can proceed at their rate of learning.

 Students who have learning difficulties or who do not relate well to specific teachers

often benefit from impersonal communication with computers, since they are not affected by

peer group pressure when communicating with the computer.

Other advantage of the use of computers is in monitoring the progress in learning particularly

regarding the learning rules, where practice is associated with immediate feedback and removal

of sophistication’s in learning and help students to compare theory and practice enhancing the

complete understanding of the topics (Mostoe, 2020).

Problem Associated with Instructional Uses of Computer

Non availability of the instructional package easily posed as a major problem in the use of

computer for instructional purpose (that is Computer Assisted Instruction) in Nigeria and other

countries in Africa.

Hawkins (1978) identifies, lack of interest and value for the computer, cost, manpower, lack of

time to construct course, ignorance and fear of the technology involved, difficulty of

constructing self-instructional package, getting teachers to make the initial involvement,

difficulty of fitting borrowed materials, level of adoption of materials to another plan, length and
stability of the establishment material, availability and utilization are also some of the major

problems.

The irregular power supply from PHCN (Power Holding Company of Nigeria) in Nigeria could

be seen as one of the greatest problems associated with instructional uses of computer.

Theoretical Review

This study employed gratification theory as to describe the relationship between social media

and academic performance. This theory was originated in 1970 by blumler and katz and known

as the functional theory. It explains why and how an individual selects specific media as to

specify their specific needs. Gratification theory emphasises on the question, ‘what media do to

people’ but rather ‘what people do with the media’ it describes how users make selection of

social media to satisfy their needs on information, entertainment, self-esteem and prestige.

Ndaku (2013) stated that people selectively exposes themselves to social media that would

satisfy their needs. For instance, certain students may use social media to ask any droughts

regarding their subject, their grade might be better. However, the social media might adversely

affect their academic performance as it used as a platform to solely communicate with peers,

playing games, online shopping or any other non-academic purpose (kolhar et al., 2021).

Empirical Review

Gonte and Samakabadi in their journal Lonaka JOLT vol 9 No 1, 2018. In their paper ‘the effect

of social media on student engagement and collaboration: the use of Facebook’ at Nigeria Air

Force college of nursing sciences.126 undergraduate students from Nigeria Air Force College of

nursing sciences was used as sample of the studies. Out of the 126 participants sampled, 42 were
set two students while 84 were set three students. The students completed a self-administered

questionnaire and returned the questionnaire correctly representing 100% response rate. The

researchers obtained information regarding the class list of registered students under Nigeria Air

Force College of nursing sciences from the college registry. The entire population relied on

sampling to acquire a section of Nigeria Air Force College of nursing sciences students to

observe. That was achieved through probability sampling technique which involves random

selection of the participants in the study. Since the representation of the participants was 100 in

total, we saw it vital to use probability sampling as every student in Nigeria Air Force College of

nursing sciences stood equal chance of being selected. Participants were divided according to

their level of study in which 126 participants were sampled through convenience sampling

technique as they all had equal chance of being selected.

The research was quantitative in nature hence the mean statistics and likert scale was used in data

analysis. Statistical data in the form of tabulations were used due to the fact that the data entry

was numeric. All responses were analyzed through the use of descriptive statistics comprising

frequencies, percentages, and charts. This paper concludes thus, it is important for the educators

to remember that even within strictly traditional institutions of higher learning, the informal

aspects of learning is still very much important.

YuboHouet’al, 2019. Journal of Psychosocial Research on Cyberspace, 13(1), article 4. In

their paper Social media addiction: its impact, mediation and intervention. The research examined

the relations of social media addiction to college students' mental health and academic

performance, investigated the role of self-esteem as a mediator for the relations, and further tested

the effectiveness of an intervention in reducing social media addiction and its potential adverse

outcomes. In Study a survey method is used with a sample of college students totaling 160 and
found that social media addiction was negatively associated with the students' mental health and

academic performance and that the relation between social media addiction and mental health was

mediated by self-esteem. The Study also developed and tested a two-stage self-help interventional

programme. They also recruited a sample of 38 college students who met criteria for social media

addiction to receive the intervention. The pattern of results remained identical. The partial

correlations between social media addiction and mental health, academic performance, and self-

esteem remained significant, rs(232) = -.29 (p <.001), -.15 (p = .048), and -.20 (p = .007),

respectively. Self-esteem and mental health were also significantly correlated, r(232) = .55, p

<.001, so were mental health and academic performance, r(232) = |.20, p = .007.

Results showed that the intervention was effective in reducing the students’ social media

addiction and improving their mental health and academic efficiency. The studies yielded original

findings that contribute to the empirical database on social media addiction and that have

important theoretical and practical implications.

Wael Sh. Basriet’al, 2018. Research Article on ICT Adoption Impact on Students’ Academic

Performance: Evidence from Saudi Universities. Hindawi Education Research International

Volume 2018. The study engaged respondents from four universities, two of which, namely, King

Abdulaziz University (KAU) and Damam University (DU), had fully adopted ICT in the

educational processes while the other two, namely, Northern Border University (NBU) and Baha

University (BAU), were in the process of adopting the ICT in their system. The study

encompasses a sample size of 1000 respondents, 250 students from each university. The students

were grouped into two categories of male and female for the ease of data analysis. The purposive

sampling technique assisted in getting a personal bias-free data because the respondents were

interested to participate in the study.

This study has made use of a close-ended questionnaire in order to collect data from selected

university students.After the completion of data collection, the researcher analyzed the data to

check whether there were identifiable errors, inconsistencies, and incompleteness. Structural

equation modeling (SEM) technique was used to measure the extent of university adoption of ICT

and the impact that this adoption had on the academic performance of students. The software

application AMOS-SPSS was used to establish the significant variations in the moderating

variables that influenced students’ academic performance in each category of respondents.

The finding of this study states that there has been an increased use of ICT particularly to search

for information related to studies. Adoption of ICT therefore is very high among the university

students are majority more user of ICT, at least for two hours in a day. Hence, there is need to

offer full support to students’ access of ICT as it has the potential to improve their academic

performance. At the same time, this has also been observed in this study that a majority of the

students who use the ICT for academic purposes are also involved in the use of social media

which consumes a lot of their time.

Research Design

This study adopted a Descriptive Research Design

Research setting

This study was carried out in Nigeria Air Force College of nursing sciences Kaduna. It is a

tertiary institution located in Nigeria Air Force Base Kaduna. The college is opposite 413 force

protection group, Nigeria Air Force base. The school is the only nursing school owned by the

Nigeria Air Force. The school offers general nursing.

Vision and mission statement of the school

Vision

To be one of the Nigeria’s leading nursing training institution.

Mission

To produce a professional nursing workforce that would deliver efficient and effective nursing

services in the Nigeria Air Force, Nigeria and the world at large

Target Population

The target population of the study includes all set two (2) and set three (3) Students in the

Nigerian air force college of Nursing sciences Kaduna. The population of the study is one

hundred and twenty-six (126) students.

Sample size

The entire population was used, so therefore no sample size was calculated.

Sampling Technique

There is no sampling technique used in this study.

Research Instrument

The study used structured questionnaire for the collection of data. The questionnaire contained

mostly close ended questions which were used to elicit information from the respondents as

regard the impact of social media on students’ academic performance.

A set questionnaire was designed, for the students to respond to with outmost sincerity. The

questionnaire is a likert-type indicating the levels of agreement with the statement contained

therein. All the items are scored by the following keys:

Strongly Agree……………………..1

Agree……………………………….2

Undecided…………………………..3
Disagree…………………………….4

Strongly Disagree…………………..5

Validation of Instrument

The instrument was validated by lecturers in the Nigeria Air Force college of Nursing Sciences,

Kaduna and my project supervisor for face and content validity. Validation was also done by

some concerned lecturers from other institutions, who gave their constructive criticism in terms

of face and content validity.

Reliability of Instruments

The researcher used pilot study to test for the reliability of the instrument. The researcher

distributed 20 questionnaires to the students. The questionnaires were found reliable in the sense

that the questions there in focused and captured the research questions and respondent responses

also answer the questions to a high degree of satisfaction.

Method of data collection

A total number of one hundred and twenty-six (126) students from set 1 and set 2 were used for

the study. 126 copies of structured questionnaire where distributed and retrieved on a spot.

Permission was sought from the commandant Nigeria Airforce College of nursing sciences to

conduct the research. Thereafter, the college commandant and stakeholders were contacted. The

respondent was appealed to, to respond to the questionnaires faithfully and the researcher

promised that the results were only needed for research work.

Method of Data Analysis

Mean statistics was used to analyse the data in form of tables to represent the analyzed data.

Likert scale was also used. Using the following criteria.

Criteria for Interpretation.

SD 1 SD 1-1.5

D 2 D 1.51-2.49

U 3 U 2.50-3.49

A 4 A 3.50-4.49

SA 5 SA >4.50

Ethical Consideration

The researcher sought permission from the school authority. Respondents participated

voluntarily, privacy and confidentiality was maintained in getting information from then

respondents by demanding for neither their names or address.

DATA PRESENTATION AND ANALYSIS

The findings of this study show responses obtained from 126 questionnaires that was distributed

and retrieved. Data were presented using tables and figures. This described the impact of the use

of social media on the academic performance of the students in the Nigeria Air Force College of

Nursing Sciences, Kaduna. Analysis followed the research questions posed.

Table 1.1: Distribution of respondents according to set

LEVELS FREQUENCY PERCENTAGE

Male Set two(2) 46 36.5

Female Set three(3) 80 63.5

Total 126 100.0

From the table 1.1 above, it is revealed that 46% of the student’s respondents selected for this

study was male, while 80% were female. In all, there were one hundred (126) selected
respondent students altogether comprising of set 2 and set 3 students respectively from the

Nigeria Air Force college of Nursing science who responded to the instruments.

Research Question 1: To what extent does the students in higher institution of learning are able

to access the social media platforms?

Items 1, 3, 5, 11 and 12 answered research question one

Table 1.2.1: Response to statement 1 of the students’ Questionnaire

S/N Statement SD D U A SA SUM MEAN REMARK

1. Students spent more time on 54 40 26 04 02 126 4.11 AGREED

social media then they
spend studying for
academics.

By making use of the means of the percentage responses, it is observed that the mean response

for statement 1 is 4.11. The mean result of 4.11 indicates that the respondents agreed with

statement 1 that students spent more time on social media than they spend studying for

academics.

Table 1.2.2: Response to statements 3 of the students’ Questionnaire

S/ Statement SA A U D SD SUM MEAN REMARK

3. Higher institutional 28 58 10 23 07 126 3.61 AGREED

learning students are
more involved in using
social media for
learning than using it
 for social contacts.

The mean result of 3.61 also indicates that the respondents agreed with statement 3 that higher

institutional learning students are more involved in using social media for learning than using it

for social contacts, this shows that their involvement in social media is not basically for

academic pursuit.

Table 1.2.3: Response to statements 5 of the students’ Questionnaire

s/n Statement SA A U D SD SUM MEAN REMARK

5 Students within the 55 55 6 10 0 126 4.23 AGREED

higher learning age
involve most in the use
of social media.

Also the mean result of 4.23 of statement 5 implies that the respondents agreed with the

statement 5, that students within the higher learning age involve mostly in the use of social

media than the students in other levels of learning. This shows that they have much time and

assess to the internet facilities than others.

Table 1.2.4: Response to statements 11 of the students’ Questionnaire

s/n Statement SA A U D SD SUM MEAN REMARK

11 Students in higher 45 55 3 23 0 126 3.97 AGREED

institutions have more
access to the use social
media.

While the mean result of 3.97 of statement 11, also shows that the respondents agreed with

statement 11 that students in higher institutions of learning have more access to the use of social
media and spend more time in stuffing social media than they do for studying. This in turn shows

that their learning activities would suffer at the expense of their activities on the social media

platforms.

Table 1.2.5: Response to statements 12 of the students’ Questionnaire

s/n Statement SA A U D SD SUM MEAN REMARK

12 Higher institutional 35 45 16 20 10 126 3.60 AGREED

students spend more
time in stuffing social
media than they do for
studying.

The mean result of 3.60 also shows that the respondents agreed with the statement 12 that

students in higher institutions have more access to the use of social media and spend more time

in stuffing social media than they do for studying.

Research Question 2: At what rate (time spent) does the students in higher institution of

learning uses social media? Items 2, 4 and 13 answered research question two

Table 1.3.1: Response to statements 2 of the Students’ Questionnaires

s/n Statement SA A U D SD SUM MEAN REMARK

2 Social media affects 40 60 16 08 02 126 4.02 AGREED

the rate of studying
among students in the
higher institutions of
 learning.

From the above table 1.3.1, it is observed that the mean response for statement 2 of the students’

questionnaire is 4.02. The mean result of 4.02 indicates that the respondents agreed with

statement 2 of the students’ questionnaire that social media affects the rate of studying among

students in the higher institutions of learning.

Table 1.3.2: Response to statements 4 of the Students’ Questionnaires

s/n Statement SA A U D SD SUM MEAN REMARK

4 Social media do more 35 45 16 30 0 126 3.67 AGREED

harm than good to
students learning
attitude and their
overall academic
performance.

From the above table 1.3.2, it is also observed that the mean response for statement 4 of the

students’ questionnaire is 3.67. The mean result of 3.67 indicates that the respondents agreed

with statement 4 of the students’ questionnaire that social media do more harm than good to

students learning attitude and their overall academic performance.

Table 1.3.3: Response to statements 13 of the Students’ Questionnaires

s/n Statement SA A U D SD SUM MEAN REMARK

 13 Time spent on social 30 45 6 30 15 126 3.36 UNDECIDED
media is mostly for
academic learning.

From the above table 1.3.3, it is observed that the mean response for statement 13 is 3.36. The

mean result of 3.36 also implies that the respondents is undecided with statement 13 that the time

spent on social media is mostly for academic learning.

Research Question 3: What types of activities are the higher institutional students engaging on

with the social media? Items 6, 10 and 15 answered research question three

Table 1.4.1: Response to statements 6 of the Students’ Questionnaires

s/n Statement SA A U D SD SUM MEAN REMARK

6 Students use social media 40 60 6 15 05 126 3.91 AGREED

platform more for amusement
and merriment than studying.

In table 1.4.1, the mean result of 3.91 indicates that the respondents agreed with statement 6 that

students use social media platform more for amusement and merriment than studying.

Table 1.4.2: Response to statements 10 of the Students’ Questionnaires

s/n Statement SA A U D SD SUM MEAN REMARK

10 There is more negative 40 55 6 25 0 126 3.87 AGREED

influence than positive
for social media users.
In table 1.4.2, the mean result of 3.87 indicates that the respondents agreed with statement 10

that there is more negative influence than the positive for higher learners’ social media users.

Table 1.4.3: Response to statements 15 of the Students’ Questionnaires

s/n Statement SA A U D SD SUM MEAN REMARK

15 There is need for 60 50 1 15 0 126 4.23 AGREED

parents and teachers
monitoring of students
activities on social
media.

In table 1.4.3, the mean result of 4.23 indicates that the respondents agreed with statement 15

that there is need for parents and teachers monitoring of the students’ activities on social media

in an attempt to moderate their excessiveness and control their uses of the platform.

Research Question 4: what are higher institution students’ involvement on the social media

platforms learning based? Items 7, 8, 9 and 14 answered research question four

Table 1.5.1: Response to statements 7 of the Students’ Questionnaires

s/n Statement SA A U D SD SUM MEAN REMARK

7 Social media will yield a 50 36 9 28 3 126 3.81 AGREED

positive impact if adopted
in educational learning

Based on the above table, the mean response for statement 7 is 3.81. The mean result of 3.81

shows that the respondents agreed with statement 7, that social media will yield a positive impact

if adopted in educational learning and controlled at the same time.

Table 1.5.2: Response to statements 8 of the Students’ Questionnaires

s/n Statement SA A U D SD SUM MEAN REMARK

 8 I will perform better in 41 45 10 30 0 126 3.77 AGREED
my academic if social
media is used in
delivering lectures.

Table 1.5.2 shows the mean response of statement 8 as 3.77. The mean result of 3.77 indicates

that the respondents agreed with statement 8, that they will perform better in their academic

pursuit, if social media is used in delivering lectures.

Table 1.5.3: Response to statements 9 of the Students’ Questionnaires

s/n Statement SA A U D SD SUM MEAN REMARK

9 Students are always 37 62 4 20 03 126 3.87 AGREED

cheerful and eager to
learn when teaching is
ICT or social media
base than conventional
classroom method.

Table 1.5.3 the mean response for statement 9 is 3.87. The mean result of 3.87 also shows that

the respondents agreed with the statement 9 that students are always cheerful and eager to learn

when teaching is social media base than conventional classroom method.

Table 1.5.4: Response to statements 14 of the Students’ Questionnaires

s/n Statement SA A U D SD SUM MEAN REMARK

 14 Cost of stuffing 35 45 16 25 05 126 3.63 AGREED
through the internet is
usually higher compeer
with the cost of other
studying materials

Based on the above table, the mean response for statement 14 is 3.63. The mean result of 3.63

depicts that the respondents agreed with statement 14, that the cost of stuffing through the

internet is usually higher compare with the cost of purchasing other studying materials.

Key Findings

1. The study discovered that students use social networking sites for searching for

information and entertainment.

2. It was revealed that social media affect student’s academic performance both positively

and negatively. The study found that even through social media creates an addiction which

decreases concentration in class, it increases students learning.

3. It was revealed that students perceived social networking sites as a tool for e-learning and

a good tool in helping them accomplish tasks. In addiction students perceived social media as a

good platform for expressing their feelings and ideals on issues.

Implication of findings with literature support

The findings of this study help to contribute to the body of literature on gratification theory

which identify the attributes of social media that have significant impact on academic

performance. This is conducted by analyzing the results. It further explains how users

deliberately select media to satisfy their needs and how it affects their performance.

Implication of findings to nursing

This study demonstrates that student nurses are using social media in their educational practices

both formally and informally. This use of social media has implications for teaching and learning

in nursing education. The authority must consider the purposes for which nursing students are

using social media, especially informally. One finding of the study suggested that nursing

students turned to social media to fill perceived gaps both academic and social in their learning

experience. If the school of nursing are aware that social media is being used by nursing students

for formal and informal teaching and learning purposes, it can be leveraged to achieve specific

competencies and learning objectives. Based on the study, we have highlighted

recommendations for nursing education policy and practice.

Limitations of the study

 There is not much research has been done regarding the impact of social media on

academic performance of the students. It was difficult to find a starting point to build on as the

majority of the studies conducted regarding the impact of social media was done either on the

college student’s academic performance, or the effects it causes psychologically, and even those

that were not conducted.

 Another limitation to this study was having a short period of time to conduct the research.

A result of this, is that the generalization of there being no relationship between the use of social

media on academic performance of students, is not 100% accurate.

5.5 Summary

This research was conducted to investigate on the impact on the use of social media on academic

performance of the students in the Nigeria Air Force College of Nursing Sciences Kaduna. A
convenience sampling technique was use for the selection. The samples were made of one

hundred (126) selected students within the college, this include set two students of forty-two (42)

and set three students of eighty-four (84) students. A structured questionnaire instruments used to

carry out the study. Which is :

 Impact of social media on academic performance of students in the Nigeria Air Force

college of nursing sciences Kaduna.

The instrument was duly validated before it was used. The data collected were subjected to

descriptive survey research design using the mean statistics and Likert scale. The research

showed that the impact of the use of social media on the academic performance of the students in

the Nigeria Airforce College of Nursing Science cannot be undermined and that effective

measures are to be put in place by the school academic management and all the educational stake

holders within the school in order to accurately manage the situation to better the students’

academic performances. The research also showed that if the impending situation is harnessed

completely by taking a measure toward complete adaptation of ICT and social media learning the

students’ academic performance will be more on the positive side.

In Conclusion

From the findings of this study, the following conclusions have been drawn. The use of the social

media platforms and ICT gadgets cannot be ruled out of the learning system and it is noted to be

an important tool to enhance academics for an excellent output achievable. School ICT centre

and installation of viable social media tools will help to improve the productivity of the teachers

and improve the performance of the students in their learning areas. Many higher learners’
students have more engagement on the social media than they do with their academics and so

this should be harness, to improve their educational performances.

By and large, the main conclusion from the finding of this study is that the use of social medial

in teaching and learning is better compared with conventional classroom method of learning in

most Nigeria institutions; hence it should be encouraged to make teaching/learning in school

easier with the provision of good electronics and ICT base learning facilities.

Government should also be more up and doing in putting in place, strict laws to mandate the use

of electronics and ICT devices in institutions to facilitate a conducive environment for teaching

and learning of higher students.

Recommendations

The problem of low performance of students in education can be improved through stimulating

and effective teaching/learning process to achieve the stated objectives in the National Policy on

Education. Based on the findings and conclusion of this study, the following recommendations

were made.

1. Effective and more practicable teaching and learning methods needs to be put in place to

improve students’ learning habit. This can best be done by the availability of facilities such as

standard school plant, functional laboratory, resourceful library and ICT centre.

2. Parents and other educational stakes holder should work together to monitor their

children and wards involvement on the social media platforms.

3. Government through the Ministry of Educations should hold tight on institutions in

making available electronics facilities that will encourage students learning activities such as ICT

and internet base learning facilities.

4. The government and private individual should provide grant for aiding computer base

instructional facilities in our tertiary institutions. Grants should be made available to educational

organization to procure computers to aid and enhance learning. Funding and encouragement of

research programmes in institutions of higher learning where computer related courses are

offered should be increased.

5. In-service training such as workshops, seminars and conferences should be organized for

lecturers to enable them prepares and develops on the use of internet and social media teaching

and learning techniques.

6. Students should better manage their study time in and prevent distractions that can be

provided by the social media. There should be a decrease in number of time spent by students

surfing the net.

5.8 Suggestions for further studies

 This study serves as a basis for further research study on social media and academic

performance of students.

 Similar studies should be conducted in other states of the federation so as to bring about

improvement in the academic performance of students through the use of social media networks

and to create more pages for research and academic activities, thereby avoiding distraction which

leads to deviation from their academic works.

 Further research may embark on study to distinguish student’s academic performance

with the attitude or behavior of students to recognize the relationship between them.
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