ROLE OF SOCIAL MEDIA ON STUDENTS’ ACADEMIC

PERFORMANCE: A STUDY OF DELTA STATE UNIVERSITY

STUDENTS

YOUNG, Oghenenyerovwo

DELTA STATE UNIVERSITY,

ABRAKA

NOVEMBER, 2021
 ii

TITLE PAGE

ROLE OF SOCIAL MEDIA ON STUDENTS’

ACADEMIC PERFORMANCE: A STUDY OF DELTA
STATE UNIVERSITY STUDENTS

YOUNG, Oghenenyerovwo
FSS/18/19/253465

A PROJECT SUBMITTED TO THE DEPARTMENT OF MASS

COMMUNICATION, FACULTY OF THE SOCIAL SCIENCES,
DELTA STATE UNIVERSITY, ABRAKA;

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR

THE AWARD OF A BACHELOR’S SCIENCE Of DEGREE
(B.Sc) IN MASS COMMUNICATION

NOVEMBER 2021
 iii

ABSTRACT

The effect of social media on students’ academic behaviour in Delta State University, Abraka
was examined in this study. Four research questions were formulated and answered in the
study. The study was investigated using students of Delta State University, Abraka as case
study. The descriptive survey research design was adopted. A sample of 110 students was
selected from the target population. Questionnaire was the instrument used for data collection.
Part A of the questionnaire contains the demographic data of the respondents while Part B
contains five sections; Section I – V which consists of statements which helped in answering
the research questions. This validated instrument was administered to the selected sample.
The stated research questions were analyzed with the use of the simple percentage method
and descriptive statistics such as mean and median. Based on the analysis, the following
results emerged from the analysis of data. The first finding revealed that the types of social
media sites utilized by students of Delta State University in ranking order of usage were
WhatsApp, Facebook, TIK-TOK, Youtube, LIKEE, Instegram, VSKET, Pinterest and Twitter
respectively. The second finding revealed that social media usage plays a role on students’
academic performance in Delta State University, Abraka. The third finding showed that to a
high extent student addictiveness to social media influenced their academic performance.
Finally, the fourth finding revealed that that social media usage has a negative role to play on
students’ study habit in Delta State University, Abraka. It was recommended that sstudents
should avail themselves of the prospects of using social media for academic purpose and that
students should create a balance between chit-chatting and academic activities while using
social media. More attention should be directed to their studies and research utilizing social
media.
 iv

CERTIFICATION

This is to certify that this research project was carried out by Young,

Oghenenyerovwo, in the Department of Mass Communication, Faculty of the Social

Sciences, Delta State University, Abraka.

______________________________ ____________________________
Prof. Ben U. Nwanne Date
(Project Supervisor)

__________________________ ________________________
Dr. (Mrs) Joyce Ogho Ogwezi Date
(Head of Department)

__________________________ ________________________
(External Examiner) Date
 v

DEDICATION

This research work is dedicated to Almighty God. It is also dedicated to my

father Mr. Solomon Young.

 vi

ACKNOWLEDGEMENTS

I am grateful to the Almighty God for His wisdom, strength and understanding given

to me to successful complete this research project. I am also grateful to my amiable supervisor

Prof. Ben U. Nwanne for his tireless efforts in ensuring that this project work was brought to a

conclusion. I am also indebted to Mr. Joshua Erubami for his touch of excellence which saw

to the completion of this research work. i also extend my gratitude to the Head of Department,

Mass Communication, Dr. (Mrs) Joyce Ogho Ogwezi for the wonderful role she played

during the period of this research. I also extend my appreciation to other lecturers and staff of

the Department most especially Dr. Patrick N. Ijeh, Dr. Emmanuel Ufuophu-Biri, Dr.

Majority Oji, among others and all non-teaching staff in the Department.

My heartfelt appreciation goes to my lovely parents especially to my daddy Mr Young

Solomon for their care, love and assistance which led to the successful completion of this

research. My appreciation also goes to my aunty Aunty Kate Young, Blessing Elue. I also

extend my heartfelt appreciation to my lovely husband Mr. Odafe Ulukpo for his love and

care. Many thanks go to my special friends who were together in the programme with me

especially Uyigue Judith, Bright, and Opong Nathaniel amongst others. I pray God to repay

their labour of love shown to me throughout the period of this research.

 vii

TABLE OF CONTENTS

Tittle Page...............................................................................................................................i
Certification...........................................................................................................................ii
Abstract.................................................................................................................................iii
Dedication............................................................................................................................vii
Acknowledgements ...............................................................................................................v
Table of Contents.................................................................................................................vii

CHAPTER ONE: 1INTRODUCTION1

1.1 Background to the Study............................................................................................1
1.2 Statement of the Problem...........................................................................................4
1.3 Objectives of the Study..............................................................................................6
1.4 Research Questions....................................................................................................7
1.5 Significance of the Study...........................................................................................8
1.6 Scope =0of the Study.................................................................................................9
1.7 Definition of Terms..................................................................................................10

CHAPTER TWO: .LITERATURE REVIEW AND THEORETICAL FRAMEWORK

2.1 Conceptual Review..................................................................................................11
2.1.1 The Concept of Social Media...................................................................................11
2.1.2 Types of Social Media Utilized by Students............................................................13
2.1.3 Social Media Usage on Students’ Academic Performance......................................16
2.1.4 Student’s Addiction to Social Media.......................................................................19
2.1.5 Social Media Usage on Students’ Study Habit........................................................21
2.2 Theoretical Framework............................................................................................23
2.2.1 Social Learning Theory............................................................................................23
2.2.2 Uses and Gratification Theory.................................................................................24

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Research Design.......................................................................................................26
3.2 Population of the Study............................................................................................26
3.3 Sample Size..............................................................................................................27
3.4 Sampling Techniques...............................................................................................27
3.5 Instrument of Data Collection..................................................................................27
3.6 Procedure for data Collection...................................................................................28
3.7 Techniques for Data Analysis..................................................................................28
 viii

3.7 Limitations of Study.................................................................................................29

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION OF

FINDINGS
4.1 Data Presentation.....................................................................................................30
4.2 Data Analysis...........................................................................................................31
4.3 Discussion of Findings.............................................................................................35
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATI0ONS. 38
5.1 Summary of the Study..............................................................................................38
5.2 Conclusions..............................................................................................................39
5.3 Recommendations....................................................................................................40
Questionnaire.......................................................................................................................42
References ........................................................................................................................ 40.
 1

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

No doubt, there is been improvements in communication technology which are celebrated

around the world has broadened the scope of communication using ICTs. Utilizing Information and

Communication Technologies for communication has changed the entire world into what is

commonly referred to in literature as a “Global village”.

But, like any technological innovation, social media technologies, like two sides of a coin,

has its negative and positive effect. Positively, it has brought knowledge to the forefront of

individuals as they have been informed, enlightened, and kept abreast concerning new

developments around the world developments. New technologies have in a long way exposed man

to better ways of executing things. Internet resources, which are mostly termed “Social networking

sites” vis-avis Facebook Messenger, Google Messenger, Twitter, Google talk, Yahoo Messenger,

WhatsApp messenger, Skype, among other platforms have been made available at the finger tips of

individuals to utilize..

The aforementioned social networking sites are utilized for social or interpersonal

interaction with known friends and new friends made online; that is, physical or internet friends

(Asemah & Edegoh, 2012 cited in Oshative, 2017)). The rapid emergence of technology has
 2

drastically been changed; no doubt, this has caused the utilization of technology as the best means

to seek the wide array of knowledge.

The utilization of new technology has brought its use as the best medium for

communication, whereby, most people around the world’s internet population make use of social

media sites. The Internet has become a part of today’s educational system as both teachers and

students heavily depend on Internet access for educational purposes. It has become more available

to students who have become heavy users of social media and started to have a positive attitude

towards its use as means of communicating with friends or as a learning tool (Pimmer et al. 2016).

In spite of the fact that people utilize social media to stay connected their loved ones

globally, it also enable them to use it for their own benefits in classes and studies (Gonzalez et al.

2016). The most utilized social media sites are Facebook, Google+, MySpace, Instagram, LinkedIn,

Pinterest, Snap chat, Tumblr, Twitter, We Chat, WhatsApp, and Wikia. Through the invention and

usage of social media, students now can exchange ideas, feelings, personal information, pictures

and videos at a truly astonishing rate which can boost their capacity to read, learn and performance

academically better (Oberst, 2017).

The students’ utilization of social media has reached a high level that has impacted on their

educational behaviour ranging from poor grammatical writing, and spelling study time, and worse

of diverting their attention from reading while socializing on social media. Students are spending so

of time meant for study on social media than on their studies and it has influenced their GPA in

terms of academic performance (Ndaku, 2016).

 3

Social media is a collection of Internet websites, services, and practices supports

collaboration, community building, participation, sharing and improving study habit and learning.

These technologies have attracted the interest of educationists who are looking for ways to engage

and motivate their students to be more active learners (Hughes 2019), thus improving their level of

learning and academic performance. A direct relationship exists between Social media usage and

the academic performance of students in universities.

However, the negative part of the evolution of technology has brought about predicament

like the bringing down societal norms and values of life which were held in high esteem among

students who are heavy users of social mediating engaged in interacting with others. Social media

platforms focus on building and reflecting interpersonal and social relationships among people that

share similar activities and or interests. With many displayed social media platforms on Internet,

many learners are tempted to relinquish their take home assignments and times for reading in liking

to chat with friends online. Students have become enmeshed to the online ramble at the moment,

especially using WhatsApp, Facebook etc

Obi, Bulus, Adamu & Sala’at (2012) pointed out that precious times that students ought to

have channeled towards studies have been enmeshed by the passion for chit-chatting online, and

most times students are busy discussing trivial issues online. Hence, the studies of many are

suffering a setback due to distraction caused by heavy use of. Obi et al. (2012), observed that the

utilization of social media tools plays a great role in the English and grammar usage of students.

This is seen in varied short codes for messaging and uses same in the classroom. They use things
 4

like 4 in place of for, U in place of You, D in place of The etc. and this could affect their class

assessment.

In spite of using social media tools to stay connected this attitude is said to enable them to

utilize this technology for their own benefits in classes and while conducting research (Gonzalez et

al. 2016). Wankel (2011) noted that utilizing social media will encourage students to go beyond the

normal utilization of social media in class and explore it and how it can be used for collaborative

learning. Carpenter et al. (2016) and Karle (2012) stated that primarily social media was invented to

help people in their multitasking activities.

In the same way, this technology is used in universities and tertiary education institutions to

assist students to be in touch with their surrounding smoothly (Yu et al. 2010). Tur et al. (2017)

and Cao et al. (2013) conducted research to find out and explore the outcomes as well as the

influence of using social media in classrooms and learning settings. Thus, this study was carried out

to ascertain the role of social media on students’ academic performance in Delta State University,

Abraka.

1.2 Statement of the Problem

Social networking sites although have been recognized as important resources for

educational sector, however, students use social media for the sake of engaging in fun, whiling

away time, meeting with new friends and making new friends and old ones. Although, it has been

noted that students spend a greater of their free time and even lecture hours participating in chit-
 5

chatting with family and friends; with many of them laying blames on social media for their

dwindling academic performance. This proves that only few students are aware of the opportunities

offered br social media in improving academic performance.

In recent times, students’ addiction to social media, level of exposure, and social media that

they are exposed to and the role it plays as a medium of interpersonal relationship among them and

as well as their level of learning and academic achievement has been greatly discussed among

stakeholder. No doubt students’ attention has been drawn away from their studies; they are more

serious chatting and making friends online. This, no doubt has a detrimental influence on their study

habit and their academics because inadequate reading will result to low grasping of the subject

matter. It is commonly seen students continue chatting in church and lecture halls which are

considered sensitive places.

Recently, social media have come to stay in our minds, irrespective of our status as students

and other users which is causing a lot of changes in our behaviour and this needs drastic measures

to be taken by all stakeholders in education. Therefore, It is necessary to examine the issues which

are trending which interferes the academic performance of students’ due to the excessive utilization

of social media. As a result of varieties of opportunities, vis-à-vis chatting, messaging, listening to

music, watching video, studying online, and a host of other opportunities, which can be harnessed

from the utilization of social media, students’ attention level of learning has been torn apart. The

question of whether the the opportunities from social media usage will be able to promote the

academic performance of students is a question this study tried to answer.

 6

It is therefore of importance for researchers to delve into the trending issues militating

against the academic performance of students emanating from social media utilization. As a result

of social media students’ attention has now been divided Whether these opportunities promote

academic performance is a question that needs to be answered. Thus, the statement of problem for

the study put in the form of a question is: What is the role of social media on students’ academic

performance in Delta State University, Abraka?

1.3 Objectives of the Study

The study is the role of social media and` students’ academic performance in Delta State

University, Abraka. The specific objectives are to:

(i) find out the types of social media sites utilized by students of Delta State University

(ii) find out the role of social media usage on students’ academic performance in Delta State

University, Abraka.

(iii) examine the level of student addictiveness to social media and its role on their academic

performance

(iv) ascertain the role of social media usage on students’ study habit in Delta State University,

Abraka.

1.4 Research Questions

This study provides answers to the following questions

 7

(i) What are the types of social media application utilized by students of Delta State

University?

(ii) What is the role of social media usage on students’ academic performance in Delta State

University, Abraka?

(iii) To what extent does student addictiveness to social media influence their academic

performance?

(iv) What is the role of social media usage on students’ study habit in Delta State University,

Abraka?

1.5 Significance of the Study

The significance of this study relates to the understanding of the role of social media plays

on the level of academic performance displayed by students’. This study will be important to

students, mass communication, and tertiary institution many ways.

For students, this study is important because it will reveal to the undergraduate students of

Delta State University on the role and relevance/importance of using social media on their academic

performance. The study will also help students to know the role of social media usage on their study

habit, learning and the problems they may come across while using social media.

The findings from this research will help in identifying the various/types of social media

available and utilized by Delta State University students. Therefore, this research work will be of
 8

benefit to academics, researchers and students of Delta State University by serving as a reference

tool.

This study will help government, policy makers, and especially the NUC in that they will be

aware of the benefits of the internet tool through social media usage in our academic institutions of

higher learning so that they can ensure that internet facilities are provided and effectively utilized

by students.

The result of the research would also be helpful to higher institutions in that it will help the

school authorities to improve and create a conducive atmosphere for the proper provision and

utilization of internet resources in the school where it will be available for students use. Through the

findings, government, non-governmental organisations and other stakeholders will know the

importance of adequate provision of the necessary internet facilities for students’ usage.

Similarly, studies such as this one would provide an indication of where changes are needed

to optimize on the use of internet resources especially the social media at higher institutions to

enhance academic performance. The study would be able to inform decisions on where additional

resources may be needed for higher institutions to consolidate any benefits that have so far been

gained from the social media utilization for learning and teaching purposes. Higher institutions may

also be sensitized on the need to come up with an Internet (social media) use policy that would

integrate its use in all academic programmes. Finally, the finding of this study will also be

significant to researchers, in that it will add to the stock of knowledge.

 9

1.6 Scope of the Study

This study aimed at examining the role of social media on students’ academic performance..

Factors such as the concept of social media, social media usage on: students’ academic

performance; study habit; students’ engagement in learning; types of social media sites utilized by

students and the problems encountered by students in social media usage were studied. The study

shall be delimited to Delta State University, Abraka. Hence, the study was restricted to

undergraduate students of the Faculty of Social Sciences, Delta State University, Abraka.

1.7 Definition of Terms

The following terms are defined for the purpose of this work
Computer – A computer is a device which receives or stores or process data quickly according to a

stored program.

Social Media: The term ‘Social Media’ often referred to as ‘social networking sites’ (SNSs)

generally refers to Internet-based locations that allow individuals and groups to interact.

They are Internet-based services which social interaction between two or more persons.

They include blogs, microblogs, video-sharing sites, and social networking (WhatsApp,

Instagram, Twitter, Facebook youtube and so on).

Social Networking – The use of internet to make information about yourself available to other

people especially people you share an interest with to send messages to them.

Social Networking Sites (SNSs) – An internet enabled platform where people display information

concerning themselves and having the ability to be sent to other people

 10

CHAPTER TWO

.LITERATURE REVIEW AND THEORETICAL FRAMEWORK

This chapter will look into the various aspects of this study with a view of reviewing what

has been done by others about the role of social media on students’ academic performance. This

chapter is presented under the following sub-headings vis-à-vis: the concept of social media, types

of social media utilized by students, social media usage on students’ academic performance,

sstudent’s addictiveness to social media, social media usage and students’ study habit, and

theoretical framework.

2.1 Conceptual Review

2.1.1 The Concept of Social Media

Social media has emerged as a term frequently used (and variously defined) to describe

different types of communication platforms and electronic ways of interacting. Social media is seen

as “technologies that eases social and interpersonal interaction, making it possible for participation,

and enable interaction among teachers and learners” (Bryer, & Zavattaro, 2011; Chen, & Bryer,

2012). Using the above,, social media can be seen to include tools such as electronic blogs,

audio/video tools, Internet chat rooms, social networking sites among others. While all of the

previous tools can and do facilitate interaction between and among users to various degrees, the

most of the social media utilized by students is through social networking sites (SNSs).
 11

The idea of “Social media” has existed for several decades as a way for people to

communicate in society and build relationships with others (Coyle & Vaughn, 2018). With upsurge

of technology for purpose of communication with its associated Internet popularity, “Social Media”

has become an activity that primarily carried out on the web, utilizing websites such as Facebook,

Bebo, Friendster, Youtube, Blogs, and Wikis (Coyle & Vaughn, 2018).

Social media a group based internet application which permits the creation and exchange of

content generated by users. Social media is a means of interacting between two more people in

which they have the ability to create, share, exchange and comment. Andreas and Michael (2010)

are of the opinion that It is a group of internet-based application which builds on the ideological

foundation which permits the creation and exchange generated content by users. Social media is one

of the main channels for chatting through social media tools or platforms such as Facebook,

Youtube, WhatsApp and many others. It has therefore been an increase in the use of social media

on Smartphones which has created the ability for individuals for browsing. The effect of social

media, in the view of Nielson, (2012) is that, internet users continue to spend more of their time on

social media than any internet resource.

According to Boyd & Ellison (2018), “Social Media is defined as a web-based service

which allows individuals to create a profile within a bounded system, and articulates a list of other

users with whom they share similar connection, and view and traverse their list of connections and

those made by others within the system”. At the most basic level it allows users to set up their

profiles online or personalize their homepages, and develop their online social network. The profile
 12

page acts as the user’s personal webpage which includes information ranging from their birth date,

religion, politics, gender, and hometown, favourite films, and what they like doing during their

spare time. In addition, users can design their page appearance, adding contents like photos, video

clips and music files.

2.1.2 Types of Social Media Utilized by Students

Chat rooms and bulletin boards in the early 1990s were the available types of Social

Networking in sight; they were helping individuals to connect and share interest with others. A little

feed; hook up sites for dating for those looking for partners and for mates. Communication

permitted people to be connected with friends in school.

In today’s university, much of the information is sought by students in both formal and

informal learning environment through social media. It has continuously consumed the everyday

lives of students. They were designed for the aim of collective connections. Coyle et al. (2018)

noted that in today’s society, students now access media platforms such as Youtube, Twitter,

Instagram, Facebook and even Google+ to be connected with other students or friends and also

share information around them.

One interesting thing concerning those who use social media is that they can solely interact

and engage with others only through presence of a web, without meeting in person. With other

generations, a lot of disapproval has been levied at the use of social media and the role it plays

students who are enmeshed in it in the way they use information and way and manner it is

distracting them from their studies.

 13

However, notwithstanding its distractive nature and influencing their learning habit and

performance, it offers numerous opportunities for their studies and connection to students that will

aid them in their studies and later life (Miller, 2013). With recent technological increase which is

used for communication with others and internet popularity, “Social media” is now an activity that

is carried primarily on the Web or Internet utilizing media platforms such as Facebook, MySpace,

Friendster, Bebo, and Xanga (Coyle et al., 2018). A social media site called Friendster which was

initiated for people to invite their loved ones and other in the early 20s, this platform allowed

people to invite their friends for the sole purpose of communicating with each other..

YouTube

The most population video social network sites visited by young people for the watching of

films are the YouTube. The YouTube video hosting service constitutes a social networking website

where individuals having internet access are able to upload video clips and the ender user to see

immediately is posted wide audiences. YouTube, being the largest vides video platform in the

world, it has played a significant role in many aspect of human activities. As the world's largest

video platform, YouTube has had impact in many fields, with some YouTube videos directly

shaping peoples behaviour.

Every imaginable video can be found on YouTube. The decisive role played by YouTube on

communication cab be ascertain from the video clips put on the platform by people or even
 14

organizations. In view of the above, pertinent question to ask is what is the influence brought about

by the YouTube media which is for the greater good of society.

Twitter

Launched in 2006, Twitter is a relatively new social media tool. In 2010 and 2011 (Cottle,

2011). With its limit 140-character, it provided users with the ability to key in questions,

information, and opinions to a global audience who are eagerly viewing their “feed” on digital

devices.

The literature on Twitter usage in the university classroom that does exist is generally

positive in nature (Tyma, 2011). For example, classrooms at Purdue University have been noted to

include Twitter during lecture as a method for students to ask questions and make comments.

Young (2009) argued that the instructor found that Twitter “alters classroom power dynamics and

signals to students that they’re in control.” Rankin (2009), at the University of Texas at Dallas, has

popularized her experiences with Twitter through a blog that features a student video on benefits of

the technology. Rankin instituted non-electronic methods for feedback as well (e.g. pen and paper

submissions) for those who did not want to use the technology – indicating that enjoyment of the

social networking site may also impact student outcomes. It may be noted that these social media

platforms has not been fully integrated into the Nigerian educational system.
 15

2.1.3 Social Media Usage on Students’ Academic Performance

The issue of whether social media helps or hurts a student’s academic performance is often

couched in larger issues identified with the overall use of social media (e.g., its psychological

effects; privacy and safety concerns; individual self-discipline and self-regulation concerns; human

adaptability concerns) (Zwart, Lindsay, Henderson, & Phillips, 2011; Anderson, & Rainie, 2012;

Rosen, 2011; Connolly, 2011).

Some social media encourage investigative-based and collaborative activities in higher

education. This open access for active participation can create opportunities for effective learning.

Linked with this principle of collaborative development among learners, social media enable

learners and teachers to share and publish information as a result of the learning activity (e.g.,

course materials such as course syllabus, course notes, assignments, test cases, etc) and invite

feedback from peers (Daly & Pymm, 2019). Daly & Pymm, (2019) noted that “Linked with this

principle of collaborative development among learners”, social media will enable learners and

teachers alike to share and publish information as a result of the teaching-learning activity and

invite feedback from peers.

Collectively, these benefits and risks all play a role in a student’s educational process to

various degrees and at various times. Just as there are conflicting benefits and risks associated with

the use of social media, there are also contradictory findings regarding its impact on students’

academic performance. Some researchers studying the impact of social media use (particularly the

use of SNSs) on college students’ academic performance found a negative effect; that is, higher
 16

usage typically leading to lower academic performance as measured by grades (Wang, Chen, &

Liang, 2011). Other researchers studying this same issue found either no-to-little relationship

between the use of social media and student academic performance (Ahmed & Qazi, 2011;

Hargittai & Hsieh, 2010), or actually an increase in student academic performance (Heibergert, &

Loken, 2011).

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 (2011) dichotomy between

digital natives (those born within the digital age) and digital immigrants (those born before the

digital age) 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.

Use of technology such as social media through the internet has been the most important

factor which can affect students’ academic performance positively or negatively. Shah et al. (2001)

proposed that users of social media can be affected; however, this effect is determined by the social

media type utilized. Users are affected positively by the informative use of social media while

having a negative impact of recreational use of social media on them. Also, Oskouei (2020)

revealed that social media is advantageous to both students and teachers if used as a tool of

knowledge creation and dissemination rather for pleasure seeking.

Martin (2019) reporting the studies conducted by Whittemore School of Business and

Economics on social media and grades noted tht social media affects students grade point average

(GPA). It was concluded that there is no correlation between how much time is spent on a social
 17

networking site and grades (Martin, 2019). The University of New Hampshire (UNH) agrees, and

believes that current college students grew up in the technology era and social networking is now

just a part of a student's daily routine. Their research show that '63% of heavy users received high

grades, compared to 65% of light users' (UNH, 2019). The University of New Hampshire said that a

majority of students use social networking for social connections and entertainment, but are also

using it for education and professional reasons.

Banquil et al. (2019) found that there is a dwindling of grades among student who use social

media. However, it has been observed that a positive correlation exists between use of Internet

utilization, social media and academic performance of student who utilize them for their studies.

Linda et al. (2006) noted in his study that learners utilizing the internet on frequent bases had a

higher score on the reading skills test skills.

According to Khan (2019) addicted social media users, such as users, often time

experience poor performance academically, because they devote precious time for reading their

books to social networking. Similarly, Nalwa and Anand (2013) in their study pointed that social

media affects that academic performance of students. According to Karpinski (2019) that users of

Facebook had a lower GPAs than students who did not. Karpinski and Duberstein (2019) also

pointed out the distraction associated with the use of Facebook remains a major distraction for the

poor performance of students.

Social media platforms, and other new forms of communication as well, are of utmost

concern to the vast majority of stakeholders because of the level distraction they create within the
 18

(Greenfield & Subrahmanyam, 2018) especially during teaching. Even though many schools have

created many strict rules that forbid the use of handheld technology during lectures, many students

are still able to connect during lecture hours as they please (Greenfield & Subrahmanyam, 2018).

This situation of chit9chatting while in the classroom causes distractions during the teacng-learning

process which in turn negatively affects the learning environment and eventually affects their

academic achievement.

2.1.4 Student’s Addiction to Social Media

On the internet, students involve themselves in different activities on the internet some of

which may turn out to be addictive to the student (Kuss and Griffiths, 2011). The general adoption

of social media can be a cause a cause for cause especially when to the gradual amount of time

spent online by students and all users alike. Students are now spending more of the study hour on

social media through Smartphone that are now abundant.

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. (Morahan-Martin & Schumacher, 2000) explain social media addiction as the excessive use

of the internet and the failure to control this usage which seriously harms a person’s life.

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.
 19

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 commonly seen students continue chatting in church

and lecture halls which are considered sensitive places. Most of heavy users of social media while

walking along busy highways are to enmesh chatting. Attention is now drifted from physical friends

to invisible friends, while important things like studying have been grossly affected in the process.

This circumstance has become a way of anxiety to many who uphold knowledge and skill

acquisition (McQuail 2008). Jeong (2005) noted that internet/social media addiction is significantly

and negatively related to students’ academic performance, as well as emotional attributes. Ogedebe,

Emmanuel & Musa (2012) in a study on Facebook and its relations to academic performance it was

noted in the study that the academic performance of students in selected who spend more time on

Facebook had a lower grade point average than those who spend fewer time.

Olubiyi (2012), revealed in their study that students who waste their time through idle chats

and other immoral acts had a lower academic performance than students who do not engage in such

activities. Students are so engrossed in the social media almost 24 hours online had little time for

their academics therefore negatively impacting their learning. The result is that quality time that

ought to be spent on academic research and other productive networking is lost.

2.1.5 Social Media Usage on Students’ Study Habit

 20

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, whatsapp and facebook chat is seen by

instructors and educators as frivolous time wasting and distraction from school work.

The introduction of social media in Nigeria is a welcome development looking at the

benefits it offers to users – information wise. The use of social media by students is also of

immense benefit especially in the area of being globally in keeping up with friends increasing the

level of social relations and the transfer or exchange of knowledge. However, when it becomes a

substitute for good reading competences among young people, it should give cause for concern.

Students nowadays, spend the better part of their time in school on one information technology

device or the other such as laptops, desktops, palmtops, iPods and smart-phones. On close enquiry,

one usually finds out that they are networking socially with friends, reading dailies and rarely

getting information on their various school courses (Onovughe, 2012). This seems to have reduced

interest in reading of materials, vocabulary development, and general knowledge, broadmindedness

which an individual gets from having a good reading habit. Virtually, information sought is

subjected to the use of these technological media especially for pleasure, to while away time and to

interrelate with friends and pen pals on facebook, twitter etc.

Information technology use, through social media usage, is now a means by which the

digital divide between the developed and developing countries are gradually closing up. Research

has established the fact that the most conspicuous users of social media are youths (Ofodu, 2012).
 21

In the past, undergraduates rely heavily on print materials such as newspaper for information

because they help to create and improve reading habits, knowledge, and awareness. They can be

part of good study habits for students in any area of specialization (Kumar, Singh& Siddiqui, 2011).

In Nigeria, Ibode & Isiugo-Abanihe (2011) in their study on redressing poor reading culture

among youths in Nigeria laments the phenomenon of poor reading culture, especially among youths

in Nigeria. The onset of social media the world over and in Nigeria in particular has revolutionized

the reading habits of young people especially in tertiary institutions. On one hand the new

technology has enhanced students’ learning experiences. It has created platforms for them to

interact with the world and network socially all round the world.

2.2 Theoretical Framework

This study is anchored on two theories; the first is the social learning theories propounded

by Albert Bandura, B. F. Skinner and Abraham Maslow while the second is the Uses and

Gratification theory.

2.2.1 Social Learning Theory

Bandura's Social Learning Theory, as social media made inroads into our living rooms;

much of social learning has been influenced by it, especially among the impressionable minds of

children and adolescents. The minds of adolescents are the most impressionable. This explains why
 22

they possess the ability to learn and comprehend quickly by picking up behaviors from their

environment. Behaviors are not necessarily taught to them - they are highly receptive to learning

through social media. Spending so much time in the virtual worlds affects the academic learning

abilities of young minds and the behavior of these youths. It is from the constant exposure to and

interaction in the virtual world as well as through chatting and video sharing that students pick up

many of their characteristics traits. There behavioral traits, learned as young adults, continue

throughout adulthood. These are potential influences of social learning patterns seen in grownups

(Vicera, 2017).

B. F. Skinner Operant Conditioning Theory is based upon the idea that learning is function

of change in overt behavior. Changes in behavior are the result of an individual's response to events

that occur in the environment. In the case of students who utilizing social media, the reason why

they are addicted to social media is the stimulus or the environment that drives them to practice

such (Vicera, 2017).

Psychological theory of needs theorized by Abraham Maslow pointed out that humans need

to feel a sense of belonging and acceptance, whether it comes from a large social group, such as

clubs, office culture, religious groups, professional organizations, sports teams, gangs, small social

connections or even social networking sites. They need to be love and be loved by others. In the

absence of these elements, many people become susceptible to loneliness, social anxiety, and

clinical depression. Behaviorist theorized that learning occurs through interactions with the

environments. Two other assumptions of this theory are that the environment shapes behavior and
 23

that taking internal mental states such as thoughts, feelings and emotions into considerations is

useless in explaining behavior (Vicera, 2017).

2.2.2 Uses and Gratification Theory

Use and gratification was developed in 1974 by Katz, Blumler and Gurevitch (Wimmer &

Dominick 2011). Basically, the theory places more emphasis on “what people do with media”

rather than “what media do to people” (Katz, 1959 cited in Idakwo, (2011:24). Uses and

Gratifications theory is the study of the gratifications or benefits that attract and hold audiences to

various types of media and the types of content that satisfy their social and psychological needs.

Social networking sites as new media of communication also lends itself to uses and

gratifications approach, in part due to its interactive nature (Grant, 2005:627). Uses and

gratifications research has typically focused on how media are used to satisfy cognitive and

affective needs involving personal needs and entertainment needs (Rubin, 2002:46). This

hypothesis specifically puts power in the hands of the crowd. Instead of expecting that media

messages have immediate, uniform impacts on the individuals who devour them, the Uses and

Gratifications point of view suggests that beneficiaries make planned, purposeful choices about the

media messages they open themselves to and at what recurrence taking into account individual

needs and cravings independent of its impact on them-positive or negative.

Relating this theory to this current study, it shows that students use Social networking sites

like Facebook, WhatsApp, and Twitter and many more just to satisfy their needs- which may either
 24

be physical or psychological- irrespective of the direction of its influence on their academic

performance. Besides, it offers explanations to suggest that students use this site for varying

reasons. In other words, users select media based on how well each one helps them meet specific

needs or goals. Hence, this study tries to find out how this uses and gratification derived from the

use of social media by students of Delta State University impacts on their academic performances.
 25

CHAPTER THREE

RESEARCH METHODOLOGY

This chapter focused on the method of data collection. It was described under the following

sub-headings vis-à-vis: research design, population of the study, sample size, sampling technique,

research instrument, validity of the instrument, method of data collection and method of data

analysis.

3.1 Research Design

This study is on the role of social media on students’ academic performance in Delta State

University, Abraka. The study will therefore employ the descriptive survey research design. A

descriptive research design provides the basis for the existing situation or present condition through

a systematic collection of facts and accurate information. This type of design, according to Sax

(1968), gives the researcher no room for interference with the normal existence of the research

conditions and situations.

3.2 Population of the Study

The population for this study is students of the Faculty of Social Sciences, Delta State

University, Abraka. The estimated population of students in the Faculty is 2358 students (Source:

Vice Chancellor’s Speech on Bridging Gender Gap, 2021).

 26

3.3 Sample Size

Selection of samples for the study was done using the simple random sampling technique.

The sample for this study was taken from the population size of 2358. The researcher decided due

to the large size to use 110 as sample. The sample size for the study was determined as suggested

by Shah (2011) that in a survey study the researcher can use sample ranging from 8% to 15%

3.4 Sampling Techniques

The non-purposive sampling technique was used in the selection of sample for the study.

Through this technique, the accidental or convenience sampling technique was adopted. In this type

of technique, the researcher makes use of respondents who are readily available or are willing to

participate in the study. This type of technique is deemed appropriate because the students of the

faculty may not be readily available to participate in the study if the simple random sampling

technique was used for the study.

3.5 Instrument of Data Collection

The instrument used in the collection of data is the questionnaire. The questionnaire which

is titled “effect of social media usage on students’ academic performance” is divided into two main

parts. Part A contains the personal data of the respondents. Part B, divided into six different

sections, holds information on the different areas which the study sought to provide answers to in

line with the research questions. This questionnaire is in the form of a closed ended questionnaire in
 27

which respondents are required to tick one option at a time. The closed ended questionnaire does

not allow the respondent to express himself or herself in writing.

3.6 Procedure for data Collection

The questionnaire will be personally administered by the researcher to the staff of libraries

in the three institutions used for the study. The questionnaire will be carefully monitored and

collected back immediately after completion to prevent loss and to ensure high response rate.

3.7 Techniques for Data Analysis

The data collected from the retrieved questionnaire was analyzed using simple percentage

and tables in the interpretation of results in the study. The percentage was calculated by dividing the

set of responses by the total number of questionnaire administered. The formula is given below:

NR__ x 100
TNQ 1
Where NR = Number of Respondents
TNQ = Total Number of Questionnaire Administered
100 = Constant

Furthermore, mean and standard deviation was used in the interpretation of data gathered

from the field. The cutoff point for accepting an item as agreed will be 2.5 which invariably mean

that a mean score of 2.5 and above will be acceptable. While any item whose mean is less than 2.5

will be considered rejected.

3.7 Limitations of Study

 28

The unresponsive attitude of the respondents to the questionnaire is a limitation to this

study. Some respondents were reluctant to volunteer information. This acted as a limitation to the

study. Time and financial constraint was also another limitation to the study..

The sample used for this study is also a limitation to the study. The researcher wished that

more students cutting across different faculties and departments were used. However due to

financial and time constraint a few sample was used

 29

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS

This chapter deals on analysis of data based on the responses to the questionnaire that was

completed and returned. It presents the analysis of data collected, and findings.

4.1 Data Presentation

Table 1: Demographic Variables

Demographic Variables Frequency Percentage (%)
Questionnaire
No. of retrieved 110 91.7
questionnaire
No. of un-returned 10 8.3
questionnaire
Total 120 100
Sex
Male 55 50%
Female 55 50%
Total 110 100
Age
16 – 20 years 52 47.27
21 – 25 years 47 42.73
26-above years 11 10
Total 110 100
Level of Students
100L 26 23.6
200L 39 35.5
300L 28 25.5
400L 17 15.5
Total 110 100

Table 1 shows the number of the retrieved or returned questionnaire was 110 (91.7%) out of

the total questionnaire distributed. This implies that there was 91.67% response rate for the

questionnaire. The analysis also shows that the sex distribution of the respondents were even as 55
 30

(50%) were male and female respondents respectively. Furthermore, Table indicates that 52

(47.27%) of the respondents’ were 16 – 20 years; 47 (42.73%) were 21 – 25 years; 11 (10%) were

26 – above years. Thus, respondents who within the age bracket of 16 – 20 years constituted the

majority of the respondents. Finally, it was revealed from the above analysis that 200 level students

constituted the majority of the sample with 39 (35.5%).

4.2 Data Analysis

Research Question One

What are the types of social media application utilized by students of Delta State University?

Table 2: TYPES OF SOCIAL MEDIA SITES UTILIZED BY STUDENTS

SN Which of the following VERY MODERATELY HARDLY
Social Media do you OFTEN USED USE
often utilize
1 Facebook 98 (89.09%) 12 (10.91)
2 Instagram 77 (70%) 30 (27.27) 3 (2.72)
3 LIKEE 79 (71.82%) 11 (12.72) 20 (18.18)
4 VSKET 73 (66.36%) 20 (18.18) 17 (15.45)
5 Palm chat 26 (23.64%) 11 (12.72) 73 (66.36%)
6 Pinterest 73 (66.36%) 30 (27.27) 7 (3.36)
7 Snapchat 97 (88.18%) 13 (11.82)
8 Telegram 16 (11.82%) 11 (12.72) 80 (72.72%)
9 TIK-TOK 97 (88.18%) 13 (11.82)
10 Twitter 73 (66.36%) 17 (15.45) 20 (18.18)
11 Wechat 29 (26.36%) 11 (10) 73 (66.36%)
12 WhatsApp 100 (90.91%) 10 (9.09%)
13 Youtube 82 (74.55%) 20 (18.18) 8 (9.09)

The result in Table 2 shows that 100 (90.91%) respondents utilize WhatsApp, 98 (89.09%)

utilize Facebook, 97 (88.18%) utilize Snapchat and TIK-TOK respectively, 82 (74.55%) of the
 31

respondents indicated Youtube, 79 (71.82%) indicated using LIKEE, 77 (70%) indicated Instegram;

73 (66.36%) indicated VSKET, Pinterest and Twitter respectively.

The able also indicated that the least utilized social media are, Wechat 29 (26.36%); Palm

chat 26 (23.64%) and Telegram 16 (11.82%). Therefore, it can be concluded that the types of social

media sites utilized by students of Delta State University in ranking order of usage are WhatsApp,

Facebook, TIK-TOK, Youtube, LIKEE, Instegram, VSKET, Pinterest and Twitter respectively.

Research Question Two

What is the role of social media usage on students’ academic performance in Delta State University,

Abraka?

Table 3: Mean and Standard Deviation Analysis of the role of social media usage on students’
academic performance
N = 110
ITEMS Mean SD Decision
1 Social media improves on my level of academic
2.02 .531 Reject
performance
2 The performance of heavy users of social media can be
2.72 .527 Accept
negatively affected
3 The open access for active participation in social media
usage has created opportunities for effective learning thus 2.69 .477 Accept
promoting better academic performance
4 Students benefit academically from the opportunity to
appropriately learn new ideas, and transform their learning 2.20 .445 Reject
to better performance
5 There is no academic gain from the use of social media 2.20 .541 Reject
Average mean 2.37

Table 3 revealed a mean of 2.02 (SD=0. 531) for item 1 indicating that most of the

respondents disagreed to the statement that “Social media improves on my level of academic
 32

performance”, a mean of 2.72 (.527) indicated “Agreed” to item 2 implying that “The performance

of heavy users of social media can be negatively affected”, a mean of 2.69 (.477) was reported for

item 3 in indicating that most of the respondents “Agreed” with the statement that “The open access

for active participation in social media usage has created opportunities for effective learning thus

promoting better academic performance” and, furthermore, a mean of 2.72 (.445) was reported for

item 4 indicating that most of the respondents disagreed with the statement that “Students benefit

academically from the opportunity to appropriately learn new ideas, and transform their learning to

better performance”. Finally, a mean of 2.20 (.541) was reported for item 5 indicating that majority

of the respondents disagreed with view that “There is no academic gain from the use of social

media”. The average mean of the table which is given as 2.37 is above the criterion level of 2.50 set

as bench mark for accepting an item. Thus, it can be concluded that social media usage plays

negative role on students’ academic performance in Delta State University, Abraka.

Research Question Three

To what extent does student addictiveness to social media influence their academic

performance?

Table 4: Mean and Standard Deviation Analysis of the extent to which student addictiveness
to social media influence their academic performance
N = 110
ITEMS Mean SD Decision
1 I spent most of my free time replying media messages than
2.71 .282 Accept
reading my books
 33

2 Addiction to online social media is a problematic issue

2.67 .277 Accept
that affects my academic life.
3 Online social media distract me from my studies. 2.78 .227 Accept
4 Hours spent online can never be compared to the number
2.80 .198 Accept
of hours I spend reading.
5 There is no improvement in my grades since I became
2.68 .292 Accept
addicted to social media.
Average mean 2.73

Table 4 revealed it was revealed that the entire 5 items had their means above the accepted

cut-off point mean of 2.50. The average-mean response of the respondents is 2.73. The criterion

level of 2.50 set as bench mark for accepting an item is below the average mean, it can be

concluded that to a high extent student addictiveness to social media influenced their academic

performance.

Research Question Four

What is the role of social media usage on students’ study habit in Delta State University, Abraka?

Table 5: Mean and Standard Deviation Analysis of social media usage on students’ study
habit in Delta State University, Abraka
N = 110
ITEMS Mean SD Decision
1 Social media sites have changed my habit of reading 2.59 .317 Accept
2 Social media sites are affecting the way I write in my
2.55 .304 Accept
everyday life
 34

3 Social media sites affect my study timings

2.75 .247 Accept
4 Social media sites affect a person’s study habits by taking
2.77 .214 Accept
away study time
5 Social media sites can be an effective tool for study 2.75 .265 Accept
Average mean 13.41

Table 5 revealed it was revealed that the entire 5 items had their means above the accepted

cut-off point mean of 2.50. Given the average-mean response of the respondents as 2.68 which is

above the criterion level of 2.50 set as bench mark for accepting an item, it can be concluded that to

a high extent social media usage has a role to play on students’ study habit in Delta State

University, Abraka.

4.3 Discussion of Findings

The first finding revealed that the types of social media sites utilized by students of Delta

State University in ranking order of usage are WhatsApp, Facebook, TIK-TOK, Youtube, LIKEE,

Instegram, VSKET, Pinterest and Twitter respectively. This implies that students in Delta State

University make use of different types of social media. This finding is in line with Coyle et al.,

2018) who revealed in their study that in today’s society, students now access media platforms such

as Youtube, Twitter, Instagram, Facebook and even Google+ to be connected with other students or

friends and also share information around them.

The second finding revealed that social media usage plays negative role on students’ academic

performance in Delta State University, Abraka. This finding is in line Banquil et al. (2019) who

found that there was a continuing drop of grades among student users of social networking sites.
 35

Enriquez (2010), in support of the above finding revealed that students who engage in chatting and

learn through informal environment chatting on social media and doing their homework have 20%

chances of their grades lowering compared to students who do not have a social media while

studying. Enriquez also noted that students who are engaged in utilizing their computers but have a

social media opened on the background while engaged in the informal learning environment could

lower their level of learning. He pointed out that "the problem is that most people still have their

social media running the background while doing their assignments". In support of the above, Shah

et al. (2001) proposed that student users of social media are affected by social media and its effect

reflected by the kind of social media utilized. On the long run, in support of the present finding,

Oskouei (2020) revealed that social media is advantageous to both students and teachers if used as a

tool of knowledge creation and dissemination rather for pleasure seeking. However, disagreeing

with the finding of this study, Linda et al., (2006) revealed a positive association between the

utilization of the internet, social media use and the academic achievement of students who are

heavy users. Students, who utilize the internet and social media frequently to aid the learning,

perform higher in their reading skills test and as well as thier grades improving

The third finding showed that to an extent student addictiveness to social media influenced

their academic performance. The above finding indicates that social media addictiveness is the

major reason why social media has a negative effect on students. Kuss and Griffiths (2011) noted

that students who use different social media in their activities become addicted to the online which

turns to hamper their academic achievement. Itodo (2011) in support of the above finding revealed

that there is an alarming level of social networking obsession by students; a trend which negatively
 36

influences students’ academic, social and spiritual lives. In according to the above finding, Jeong

(2005) revealed that internet/social media addiction is negatively affects to students’ emotional

attributes and academic achievement. Further lending credence to the above finding, Ogedebe, et al

(2012) revealed that the more time a student spends on Facebook, the lower his or her grade point

average will be. Hence, social media can have a negative effect on students when not rightly

used/utilized.

The fourth finding revealed that that social media usage has a negative role to play on

students’ study habit in Delta State University, Abraka. This finding implies that social media,

though with its positive nature, can have a negative effect on students’ study habit. Social media not

doubt interferes with students’ learning and studying habit. It interferes with students precious time

that should spent for their studies. This finding is in line with Cull (2011) who revealed that social

media has become distracting factor for students study habit.

.
 37

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATI0ONS

5.1 Summary of the Study

The effect of social media on Students’ Academic Behaviour in Delta State University was

examined in this study. The study was investigated using students of Delta State University, Abraka

as case study. Five research questions were formulated and answered. The design for the study was

anchored on the descriptive survey. A sample of 110 students was selected from the target

population.

A two part questionnaire was written by the researcher and validated by the supervisor of

the research. Part A of the questionnaire contains respondents’ demographic data while Part B

contains five sections; Section I – V which consists of statements which helped in answering the

research questions. This validated instrument was administered to the selected sample. The stated

research questions were analyzed with the use of the simple percentage method.

The following results emerged from the analysis of data

The first finding revealed that the types of social media sites utilized by students of Delta

State University in ranking order of usage are WhatsApp, Facebook, TIK-TOK, Youtube, LIKEE,

Instegram, VSKET, Pinterest and Twitter respectively. The second finding revealed that social
 38

media usage plays negative role on students’ academic performance in Delta State University,

Abraka.

The third finding showed that to a high extent students were addicted to social media

influenced their academic performance. Finally, the fourth finding revealed that that social media

usage has a negative role to play on students’ study habit in Delta State University, Abraka

5.2 Conclusions

Based on the results presented as well as the findings made, the following conclusions were

drawn.

(i) WhatsApp, Facebook, TIK-TOK, Youtube, LIKEE, Instegram, VSKET, Pinterest and

Twitter are the types of social media mostly utilized by students of Delta State University

(ii) Students’ academic performance in Delta State University, Abraka is negatively affected by

the role of social media usage.

(iii) that academic performance to a high extent is influenced by student addictiveness to social

media.

(iv) Students’ study habit in Delta State University, Abraka is affected by the negative role

played by social media usage

5.3 Recommendations
 39

In view of the findings and the conclusions made, the researcher therefore recommends the

following.

(i) Students should avail themselves of the prospects of using social media for academic purpose

(ii) Various counselling session in the form of seminars, symposium and lectures should be

designed for students on the ways of using social media for their academic gain with emphasis

also on the dangers in schools especially in universities.

(iii) Social media sites should be increased and new platforms that deal with educational

discussions should be made available.

(iv) Students should balance their level of chatting that has no educational gain and focus more on

chats that has to do with academic activities when utilizing social media. .

(v) Students should be advised to decrease the number of hours or time spent by students when

surfing the net.

(vi) Universities and or department should create a social media account for students which they

can engage themselves in for sharing of information concerning their course work.

(vii) Lecturers on their part should create blogs, twitter account or facebook account for their

various courses so that they can interact with their students on areas of difficulty or

coursework where they are unable to cover during lecture hours. Lecturers can also use this

platform in giving out assignment and study materials

 40

(viii) Students should reduce the number of hours they engage in social networking which do not

contribute to their learning academically.

 41

REFERENCES

Aguilar-Roca, N. M., Williams, A. E., & O’Dowd, D. K. (2012). The impact of laptop-free zones
on student performance and attitudes in large lectures. Computers & Education, 59, 1300-
1308. doi:10.1016/j.compedu.2012.05.002

Ahmed, I., & Qazi, F. T. (2011). A look out for academic impacts of social networking sites
(SNSs): A student based perspective. African Journal of Business Management, 5(12),
5022-5031.

Anderson P, Hepworth M, Kelly B, & Metcalfe R (2010). What is web 2.0? Ideas, technologies and
implications for education. Bristol: JISC, 1(1): 1-64.

Anderson, J. Q., & Rainie, L. (2012). Millennials will benefit and suffer due to their
hyperconnected lives. Washington, DC: Pew Research Center.

Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M. T. (2019). Investigating the impact of
video games on high school students’ engagement and learning about genetics. Computers
& Education, 53, 74-85. doi:10.1016/j.compedu.2008.12.020

Appel, M. (2012). Are heavy users of computer games and social media more computer
literate? Computers & Education, 59, 1339-1349. doi:10.1016/j.compedu.2012.06.004

Arnold, N., & Paulus, T. (2010). Using a social networking site for experiential learning:
Appropriating, lurking, modeling and community building. Internet and Higher Education,
13, 188-196. doi:10.1016/j.iheduc.2010.04.002

Astin, A. (2014). Student involvement: a developmental theory for higher education. Journal of
College Student Personnel, 25(4), 297–308

Bobda, S.A.(2011). The reading habits of some postgraduate high schoolstudentteachers at the
AdvancedTeacherTraining School(Ecole Normale Superieure) Yaounde. The 7th Pan
African Reading for Al l conference. Conference Programme and Book of Abstracts 11-
14th July, 2011.p 21

Boyd, D. & Ellison, N. (2018). Social network sites: Definition, history, and scholarship. Journal of
Computer-Mediated Communication, 13(1), 1-11. Retrieved from
http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html

Braunger, J & Lewis, O. (2016). Building a knowledge base in reading Netwark de: International
Reading Association.
 42

Bryer, T., & Zavattaro, S. (2011). Social media and public administration: Theoretical dimensions
and introduction to symposium. Administrative Theory & Praxis, 33(3), 327.

Bull G, Thompson A, Searson M, Park J, Young C, Lee J 2008. Connecting informal and formal
learning experiences in the age of participatory media. Contemporary Issues in Technology
and Teacher Education, 8: 100-107.

Cao, Y, & Hong, P. (2011). Antecedents and consequences of social media utilization in college
teaching: A proposed model with mixed-methods investigation. On the Horizon, 19(4): 297-
306

Chen, B., & Bryer, T. (2012). Investigating instructional strategies for using social media in formal
and informal learning. International Review of Research in Open and Distance Learning,
13(1), 87-104. Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/1027/2073

Connolly, M. (2011). Benefits and Drawbacks of Social Media in Education. Retrieved from
Wisconsin Center for Education Research:
http://www.wcer.wisc.edu/news/coverstories/2011/benefits_and_drawbacks.php

Cull, B.. (2011).Reading revolution: Online digital texts and implications for reading in academics.
First Monday Peer reviewed Journal on the Internetvolume16 Number 6-6. June 2011.

Dahlstrom, E. (2012). ECAR National Study of Undergraduate Students and Information

Technology. Louisville, US: EDUCAUSE Center for Applied Research

Daly, C., & Pymm, J. (2019). Podagogy – The iPod as a Learning Technology. Active Learning in
Higher Education, 10(1), 84-96.

De Souza, Z. and Dick, G. (2018). Information disclosure on myspace- the what, the why and the
implications. Pastoral Care in Education, 26, 143-157

Enriquez, J. (2010). Facebook and Other Online Social Networking Sites Can Lower Grades, Study
Says. Retrieved from http://seerpress.com/facebook-and-other-online-social-networking-
sites-can-lower-gradesstudy-says/6935/.

Fewkes, A. M., & McCabe, M. (2012). Facebook: Learning tool or distraction? Journal of Digital
Learning in Teacher Education, 28(3), 92-98

Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing:
Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-
 43

century social studies classroom. Social Studies, 101(2), 46-53.

doi:10.1080/00377990903284070

Geach, N. & Haralambous, N. (2019). Regulating harassment: Is the law fit for the social
networking age? The Journal of Criminal Law, 73, 241-257

Grant, I. (2005). Young; peoples’ relationship with online marketing practices: an intrusion too far?
Journal of Marketing Management, 21(5/6), 607-623.

Gray K, Chang S, & Kennedy G (2010). Use of social web technologies by international and
domestic undergraduate students: Implications for internationalizing learning and teaching
in Australian universities. Technology, Pedagogy and Education, 19(1): 31- 46

Greenfield, P. and Subrahmanyam, K. (2018). Online communication and adolescent relationships.

The Future of Children, 18, 119-140. Retrieved from: http://www.futureofchildren.org

Griffith S, & Liyanage L (2008). An Introduction to the Potential of Social Networking Sites in
Education. Proceedings of the Second Emerging Technologies Conference, University of
Wollongong, Wollongong, Australia, pp. 76-81.

Grosseck G. & Holotescu C. (2019). Can we use Twitter for educational activities? Proceedings of
the 4th International Scientific Conference: e-Learning and Software for Education,
Bucharest, Romania. Available at: http://adlunap.ro/eLSE_publications/papers/

Hargittai, & Hsieh (2010). Predictors and Consequences of Differentiated Practices on Soical
Network Sites. Information, Communication & Society, 13(4), 515-536.

Hetting H. R. & Knapp, N. F. (2011). Supporting underachieving readers in the elementary

classroom. The Reading Teacher, 55, (1) p, 27

Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education,
52, 78-82. doi:10.1016/j.compedu.2008.06.009

Hurt, N. E., Moss, G. S., Bradley, C. L., Larson, L. R., Lovelace, M. D., Prevost, L. B., … Camus,
M. S. (2012). The ‘Facebook’ effect: College students’ perceptions of online discussions in
the age of social networking. International Journal for the Scholarship of Teaching and
Learning, 6(2), 1-24. Retrieved from http://academics.georgiasouthern.edu/ijsotl/v6n2.html

Ibode, Felix &Isiugo-Abanihe, I.M. (2011). Redressing poor reading culture among youths in
Nigeria. The 7th Pan African Reading for All conference. Conference Programme and Book
of Abstracts 11-14th July, 2011.p 28
 44

Idakwo, L. (2011). The Use of Social Media among Nigerian Youths. Retrieved 9/7/2012 from:
http://www.slideshare.net/goldlami/the-use-of-social-media- among-Nigerianyouths

Junco, R., Heibergert, G., & Loken, E. (2011). The effect of Twitter on college student engagement
and grades. Journal of Computer Assisted Learning, 27, 119-132.

Kaplan, & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of
Social Media. Business Horizons, 53, 59-68.

Karl, K. & Peluchette, J. (2018). Social networking profiles: An examination of student attitudes
regarding use and appropriateness of content. Cyber Psychology and Behavior, 11, 95-97.
doi: 10.1089/cpb.2007.9927

Karpinski A (2019). A description of Facebook use and academic performance among

undergraduate and graduate students. Annual Meeting of the American Educational
Research Association, San Diego, Calif.

Karpinski, A, & Duberstein. (2009). A Description of Facebook Use and Academic Performance
among Undergraduate and Graduate Students. San Diego, California: American
Educational Research Association.

Kubey, Lavin, & Barrows (2001). Internet use and collegiate academic performance decrements:
Early findings. Journal of Communication, 51(2): 366-382.

Kuh, G. D. (2019). What student affairs professionals need to know about student
engagement. Journal of College Student Development, 50(6), 683-706.
doi:10.1353/csd.0.0099

Kumar, D., Singh, R. & Siddiqui, J.A.; (2011). Newspaper Reading Habits of University Students:
A Case Study of Chaudhary Charan Singh University, India. Library Philosophy and
Practice 2011 http://unllib.unl.edu/LPP/devendrakumae-singhsiddiqui.htm

Lamb, A., & Johnson, L. (2010). Bring back the joy: Creative teaching, learning, and
librarianship. Teacher Librarian, 38(2), 61-66.

Lenhart, A., Purcell, K., Aaron, S., & Zickuhr, K. (2010). Social media & mobile Internet use
among teens and young adults. Pew Internet & American Life Project. Retrieved from
http://pewinternet.org/Reports/2010/Social-Media-and-Young-Adults.aspx

Lin, P. C., Hou, H. T., Wang, S. M., & Chang, K. E. (2013). Analyzing knowledge dimensions and
cognitive process of a project-based online discussion instructional activity using Facebook
 45

in an adult and continuing education course. Computers & Education, 60, 110-121.
doi:10.1016/j.compedu.2012.07.017

Madge C, Meek J, Wellens J, Hooley T (2009). Facebook, social integration and informal learning
at university: It is more for socializing and talking to friends about work than for actually
doing work. Learning, Media and Technology, 34(2): 141-155.

Merten, M. & Williams, A. (2019). Adolescents’ online social networking following the death of a
peer. Journal of Adolescent Research, 24, 67-90.

Mesch, G. (2019). Parental mediation, online activities, and cyberbullying. Cyber Psychology and
Behavior, 12, 387-392. doi: 10.1089/cpb.2009.0068

Nalwa, K, & Anand, A. P. (2013). Cyber-Psychology Behavior.

doi:10.1089/109493103322725441. 6(6): 653-656.

Ofodu, G.O. (2012). Impact of Information and Communication Technologies on language learning
of undergraduates. Journal of International Education Research.

Onovughe, G. O. (2012). Internet Use and Reading Habits of Higher Institution Students. Journal of
Emerging Trends in Educational Research and Policy Studies (JETERAPS) 3 (1): 11-15.
Scholarlink Research Institute Journals, retrieved 24 th July, 2014 from
jeteraps.scholarlinkresearch.org

Osharive, P. (2017). Social media and academic performance of students in University of Lagos.
An Unpublished B.A(Ed) Degree in Educational Administration, University of Lagos

Oskouei, C. (2020). Social networking: Communication revolution or evolution? Bell Labs Journal
, 13-17.

Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students. San Francisco: Jossey-
Bass.

Pasek, J., & Hargittai, E. (2009, May). Facebook and academic performance: Reconciling a media
sensation with data. First Monday, 14(5-4).

Prensky, M. (2011). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.

Raeyaeckers, K. (2012). Research Note: ‘Young People and Patterns of Time consumption in
relation to Print Media. Journal of communication 17, (3) 369-383.
 46

Roblyer D, McDaniel M, Webb M, Herman J, Witty V (2010). Findings on Facebook in higher

education: A comparison of college faculty and student uses and perceptions of social
networking sites. The Internet and Higher Education, 13(3): 134-140

Rosen, L. (2011, August). Poke Me: How Social Networks Can Both Help and Harm Our Kids.
Washington, DC: American Psychological Association.

Rouis, Limayem, & Salehi-Sangari (2011). Impact of Facebook Usage on Students' Academic
Achievement: Role of Self-Regulation and Trust. Journal of Research in Educational
Psychology, 9(3), 961-994.

Rubin, A. (2002). Media Uses and Effects: A Uses-and-Gratifications Perspective. In J. Bryant &
D. Zillmann (Eds.); Media Effects: Advances in Theory and Research (pp.417–436). New
Jersey: Lawrence Erlbaum Associates, Inc.

Shah D. V., Kwak, N. & Holbert, R.L. (2001). Connecting‟ and „disconnecting‟ with civic life:
Patterns of Internet use and the production of social capital. Polit. Communication., 18: 141-
162.

Shah, H. (2011): How to calculate sample size in an animal study, Natl. J. Physiol. Pharmacol., 1
(1), 35 -39.

Singer, D. (2010). Twitter’s growth doubles, becomes more international. [Web log post]. Retrieved
from http://socialmediatoday.com/dirktherabbit/162555/twitter%E2%80%99s-growth-
doubles-becomes-more-international

Sonaike, S. A. (2004). The Internet and the dilemma of Africa’s development. Gazette: The
International Journal for Communication Studies 66. (6)

Tyma, A. (2011). Connecting with what is out there!: Using twitter in the large lecture.
Communication Teacher, 25(3), 175–181. doi: 10.1080/17404622.2011.579911

Vicera, C, R. (2017). Effects of social networking sites on the academic performance of the first
year based students of Naval State University Main, Naval, Biliran, Philippines.
International Journal of Engineering Sciences & Research Technology, , 5(8): August, 414
– 422

Wang, Q., Chen, W., & Liang, Y. (2011). The Effects of Social Media on College Students. The
Alan Shawn Feinstein Graduate School. Providence: Johnson & Wales University
 47

Wimmer, R.D. & Dominick, J.R. (2011). Mass media research: An introduction. Canada:
Wadsworth. www.tsuuniversity.edu.ng

Yu, A. Y., Tian, S. W., Vogel, D., & Kwok, R. C. (2010). Can learning be virtually boosted?: An
investigation of online social networking impacts. Computers & Education, 55, 1494-1503.
doi:10.1016/j.compedu.2010.06.015

Zwart, M. d., Lindsay, D., Henderson, M., & Phillips, M. (2011). Teenageers, Legal Risks and
Social Networking Sites. Victoria, Australia: Victoria Law Foundation.
 48

QUESTIONNAIRE

Dept of Mass Communication,

Delta State University Abraka,
P. M. B. 1
Delta State, Abraka.
Dear Respondent,

QUESTIONNAIRE

I am a 400 level student of the Department of Mass Communication carrying out a research

work on the “the role of social media on students’ academic performance”.

Please kindly assist to complete this questionnaire sincerely by ticking the boxes provided. I

sincerely solicit your cooperation as any information disclosed will be treated with utmost

confidentiality.

Yours sincerely,

Young Oghenenyerovwo

PART A:
PERSONAL DATA
Please tick (√) or supply where appropriate
1. Gender: Male ( ) Female ( )
2. Age: 16 – 20 years ( ) 21 – 25 years ( ) 26 – 30 years ( ) 31 – 35 years ( ) 36 – 40 years ( )
PART B: QUESTIONNAIRE
SECTION I:
TYPES OF SOCIAL MEDIA SITES UTILIZED BY STUDENTS
SN Which of the following Social VRTY MODERATELY HARDLY
Media do you often utilize? OFTE USED USE
N
1 Facebook
2 Instagram
3 LIKEE
4 VSKET
5 Palm chat
6 Pinterest
 49

7 Snapchat
8 Telegram
9 TIK-TOK
10 Twitter
11 Wechat
12 WhatsApp
13 Youtube
SECTION II:
ROLE OF SOCIAL MEDIA USAGE ON STUDENTS’ ACADEMIC PERFORMANCE
SN Agree disagree Not sure
1 Social media improves on my level of academic
performance
2 The performance of heavy users of social media
can be negatively affected
3 The open access for active participation in social
media usage has created opportunities for effective
learning thus promoting better academic
performance
4 Students benefit academically from the opportunity
to appropriately learn new ideas, and transform
their learning to better performance
5 There is no academic gain from the use of social
media

SECTION II:
ROLE OF SOCIAL MEDIA USAGE ON STUDENTS’ STUDY HABIT
SN Agree disagree Not sure
1 Social media sites have changed my habit of reading
2 Social media sites are affecting the way I write in
my everyday life
3 Social media sites affect my study timings

4 Social media sites affect a person’s study habits by

taking away study time
5 Social media sites can be an effective tool for study

SECTION III:
 50

STUDENTS ADDICTIVENESS TO SOCIAL NETWORK AND ACADEMIC

PERFORMANCE
SN Agree disagree Not sure
1 I spen.t most of my free time replying media messages than
reading my books
2 Addiction to online social media is a problematic issue that affects
my academic life.
3 Online social media distract me from my studies.
4 Hours spent online can never be compared to the number of hours
I spend reading.
5 There is no improvement in my grades since I became addicted to
social media.

SECTION IV:
EFFECT OF SOCIAL MEDIA USAGE ON STUDENTS’ ENGAGEMENT IN LEARNING
SN Agree disagree Not sure
1 Social media use increases the level of learning in
students
2 Social media sites help you with your assignment
3 Social media can be addictive and prevent students
from engaging in their academic work
4 Social media distracts students’ level of
engagement in learning
5 Social media usage encourages online group
learning discussion