CHAPTER
ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Since the last few decades’
technology has tried to fulfill its role in helping humanity leading to the
substantial medium of interaction in the social world as well as in teaching
and learning over the years, Social networking has become an
international trend and has spread its reach to almost every corner of the
world. With
these advancements a major concern arises as in this age of huge technological
development social networking sites are becoming more and more popular among
students in ever section secondary, collage and tertiary institutions. That
in higher education (colleges and university) has explored the exciting
opportunities new technologies bring to institutions, educators and students.
Technology has changed the way people interact and has brought about the
emergence of an open social platform such as social media that allows the
inhabitants of this planet earth to connect with each other making the world a
global village.
(Owusu, R. B. 2016)
Social
media such as Facebook, Twitter, Google Plus, Flickr, Wechat whatsApp and many
more, are being used in learning for the purpose of convenient communication
with other students and potentially with others outside the class such as
students of the same topic and subject experts. The advent of social media has
impacted significantly on how students learn and the mode instructors teach. In
today higher education settings, social media are has influence instructors, students,
and others to cooperate with each other on the tasks of knowledge construction
in learning and teaching environments. Social media applications can strengthen
class material and positively influence discussions collaborative work, and
authoring. Educators and researchers are constantly experimenting with social
media technologies hoping to stimulate critical thinking skills, collaboration,
and knowledge construction. However, the fact that these media are generally
open to the world implies a need to carefully consider its’ benefits, impacts
and risks of openness as well as need for ongoing communication with students
in order to address their concerns and deal with issues in the use of social
media as they arise.
Social networking sites although has been
recognized as an important resource for education today, studies however shows
that students use social networking sites such as Facebook for fun, to kill
time, to meet existing friends or to make new ones (Ellison, Steinfield, and
Lampe 2007). Although it has been put forward that students spends much time on
participating in social networking activities, with many students blaming the
various social networking sites for their steady decrease in grade point
averages (Kimberly, Jeong and Lee, 2009), it also shows that only few students
are aware of the academic and professional networking opportunities the sites
offered.
According to Kuppuswamy and Shankar
(2010), social network websites grab attention of the students and then diverts
it towards non-educational and inappropriate actions including useless
chatting. Whereas on the other hand, (Liccardi, Ounnas, Massey, Kinnunen, Midy,
& Sakar. 2007) reviewed that the students are socially connected with each
other for sharing their daily learning experiences and do conversation on
several topics. Tinto (1997) argued that extracurricular activities and
academic activities are not enough to satisfy some student those who are
suffered by social networking isolation. This shows that social networks are
beneficial for the students as it contributes in their learning experiences as
well as in their academic life. Trusov, Bucklin, & Pauwels (2009) noted
that the Internet is no doubt evolution of technology but specifically social
networks are extremely unsafe for teenagers, social networks become hugely
common and well-known in past few years. According to Cain (2009) social
network websites provide ease of connecting people to one another; free 5 of cost and after connecting one can post
news, informative material and other things including videos and pictures etc.
Wiley and Sisson (2006) argued that the previous studies have found that more
than 90% of tertiary school students use social networks. In the same way
Ellison et al (2007) stated that the students use social networking websites
approximately 30 minutes throughout the day as a part of their daily routine
life. This statement shows the importance of social networking websites in
students’ life. Lenhart and Madden (2007) revealed through a survey that
students strongly recommend social networking websites to stay in touch with
friends to keep informed and aware.
However, some significant percentages of students in higher institutions
in Nigeria have gone extremely far in taking advantage of these social media
processes to the extent that most of their academic activities are in one way
or the other depending on it. As it was made realistic that; human being is a
social animal, he need other people around him to perform better. Known clearly
that;
Traditional learning environment is benefiting
from maximization of social interaction among students; similarly, the online
learning may not be an exception.
1.2 STATEMENT OF PROBLEM
Social media now a day is a global market and the most important sort of information, since the advent of social
media sites in the 1990s, in recent times social media have been a major stay
in the minds of students and the world at large thereby causing a lot of
drastic measure by students, teacher and even educational administrators at
large. It is believed in some section that
the academic performance of students is facing a lot problems and challenges.
The educational system in Nigeria is faced with so many challenges which have
certainly brought about a rapidly decline in the quality of education. There is
a deviation, distraction and divided attention between social media activities
and their academic work. It is observed that students devote more attention to
social media than they do to their studies. (Osharive 2015). It is therefore of
great importance to explore some of the trending issues facing students’
academic performance as a result of social media. Students at all levels of
learning now have divided attention to studies, as a result of available opportunities to be harnessed from social media.
With the explosive growth in the number and
use of social media in everyday communication method for individuals and
organizations, there has been a corresponding increase of its incorporation in
teaching and learning in higher institution. In view of this,
the study set to examine how social presence amongst Nigerian students in
higher learning affects their academic performance and the gap of the existing
literature on the differences between male and female higher learning students
in social presence and difference in student’s social presence in Yusuf Maitama
Sule University Kano.
1.3 OBJECTIVES OF THE STUDY
The purpose of this study generally
is to examine the impact of Social Media on higher learning perceived Academic
Performance of students in Yusuf Maitama Sule University; the following
research objectives are stated to guide the study:
1. To
examine the relationship between social presence and academic performance
2. To
ascertain how the use of social media has effect the academic performance of
the students in Yusuf Maitama Sule university
3. To
ascertain the difference in students’ usage of social media network by gender.
1.4
RESEARCH QUESTIONS
1. What is the
Perception of Yusuf Maitama Sule Students’ with regard to Social Presence?
2. To what extent has social media
support students learning?
3. is there any
statistically significant relationship between Students’ Social presence and
their perceived Academic performance
1.5 SCOPE AND LIMITATION OF THE STUDY
The study is basically centered on the impact of social presence on academic
performance in higher learning institution of Kano state. This work
however did not include any secondary or primary school in Kano state
metropolitant, the study
will comprise students in Yusuf Maitama Sule University.
1.6 SIGNIFICANCE OF THE STUDY
This study is significant to the teachers, parents and students. This
study will help the teachers of the school to know the influence that social
media has on their students, so as to assist them to enlighten and create awareness
to the students on the possible influence it has on them. The study is of
significant to parents in the sense that they will know the possible effects
these social media usage has on their children, so as to serve as watch-dog to
their children on the usage of the social networking site.
The study will enable the students of the
higher level so that they will be aware that, apart from the social benefits of
this social networking site, using the sites more than necessary will pose
possible dangers to their health. It will be relevant in assisting students in
understanding the diversity of social media. It will provide relevance material
for students and other researchers undertaking similar research. The study will
help researchers with more information on the Influence of social media on
student’s academic performance.
1.7
Operational Definition of Terms
Social
Media: They are forms of electronic communication which
facilitate interactive base on certain interests. Social media include web and
mobile technology
Media:
Are
all those media technologies that are intended to reach a large audience by
mass communication. “They are messages communicated through a mass medium to a
number of people.
Academic:
It
is concerned with Studying from books as opposed by a practical work.
Students:
Someone
who is Studying at a University or School. Someone who is very interested in a
particular subject.
Academic
performance: Is the extent in which one operates
effectively in an academic domain.
Presence:
Means the existence of someone or something in a place or space at a particular
time.
Social
presence: Stands as the feeling of one’s or other people
existence in interactive atmosphere or space.
CHAPTER
TWO
REVIEW
OF LITERATURE
2.1 Introduction
This chapter reviewed some of the
numerous works done by scholars and researchers which are directly related to
this research work. In doing so, this chapter examined and reviewed the
following areas; the concept of social media Impact of Social Media on Student Academic life, Academic
Performance, Media and student academic life in higher Education and the
theoretical framework.
2.2 Concepts of Social Media
Social media continuously keeps
changing and as such it is difficult to assign a fixed definition to it as
Jacka and Scott (2011), argued that ‘’there is no single recognized definition
for social media’’. However some scholars have defined it in different
perspectives over the past years. (Selwyn 2012). Defined social media as the application that allows
users to converse and interact with each other; to create, edit and share new
forms of textual, visual and audio content, and to categorize, label and
recommend existing forms of content Social media therefore denotes to the wide
collection of Internet based and mobile services that connect people together
to communicate, participate, collaboratively interact, discuss and exchange
ideas and information on an online community. The kind of Internet services
commonly associated with social media (sometimes referred to as “Web 2.0”)
include the following:
Weblog. Weblogs or
blogs, as they are branded, are easily created and updateable websites
that allow authors to publish to the Internet instantly, hence allowing
instructors and students to communicate easily. Basically a blog is an
online journal in which pages are usually displayed in reverse chronological
order. Blogs can be hosted for free on websites such as Word Press,
Wikis. participant
is allowed to modify any page or
create a new page using her Web browser”(Dewing 2010). Anyone can add and edit what has already been
published. One well known
example is Wikipedia, a free online encyclopedia that makes
use of wiki technology.
Social Bookmarking: interact by tagging website and
searching through website book marked by others (Blink list, simple). (Osharive
2015)
Social Network
sites. Boyd and Ellisonn (2007) defined social
network sites as public web-based services that allow users to develop a
personal profile, identify other users with whom they have a connection,
read and react to postings made by other users on the site, and send and
receive messages either privately or publicly. These web based
services allow individuals to construct a public or semi public
profile within a bounded system. Among the most popular are
Facebook and LinkedIn.
Social media refers to the means of
interaction among people in which they create, share, exchange and comment
among themselves in different networks. Andreas and Michael (2010) are of the
opinion that social media is a group of internet based application that builds
on the ideological foundation and allows the creation and exchange of users –
generated content. Social media has become one of the major channel of chatting
through platforms such as 2go, BB chat, blogger and wiki a. There has been an
increase in the mobile social media which has created new opportunity for
browsing.
Drury (2008) defines social media as “online
resources that people use to share content: video, photos, images, text, ideas,
insight, humor, opinion, gossip, news”. Safko and Brake (2008) further defined
social media as “activities, practices, and behaviors among communities of
people who gather online to share information, knowledge, and opinions using
conversational media. Conventional media are Web-based applications that make
possible for one to create and easily transmit content in the form of words,
pictures, videos, and audios”. Different researcher explained their perspective
regarding social media and we support Drury’s definition as it explains the
role of social media in a precise statement. Social media has certainly became
a global platform where sharing data internationally has become an
international trend.
in views of Nielsen (2012) is that, students
continue to spend more time on the social media than any site. The total time
spent on social media across mobile devices increased by 37%, 121 billion
minutes in July 2012 compared to 88 billion minutes in July 2011.
Kaplan and Haenlein (2010) classified social media into six
different classes as follows:
1. Collaborative Project (Wikipedia)
2. Blogs and Micro blogs (Twitter)
3. Content Communities (Youtube)
4. Social Networking Site (Facebook; 2go; BB chat)
5. Virtual Game World (World of war craft)
6. Virtual Second World (Second life)
Technology includes the blogs, picture sharing, music sharing, crowd
sourcing, e-mail, instant messaging and voice over. These services could be
integrated via social network aggregation platforms.
2.3 Concept of Social presence
Social Presence concept has taken from
research of Short, Williams, and Christie (1976) in the field of social
psychology and communication. The term has been defined as the “degree of
salience of the other person in the interaction and the consequent salience of
the interpersonal relationships”. In the other words, social presence is the
interlocutors in a communication medium perceive each other as real. Short et
al (1976) claim that social presence is a quality and attribute of the
communication media.
Rourke, Anderson, Garrison, and Archer
(2001) defined social presence as the ability of learners to project themselves
socially and affectively into a community of inquiry and a present a template
for assessing social presence in computer mediated communication through
content analysis of web-based conferencing transcripts.
Tu (2002) mentions that social presence is a
complicated construct and involves privacy, social relationships, communication
styles, the nature of the task, feedback, and immediacy, among other items. He
developed a 42-item questionnaire that identified social context, online
communication, and interactivity as factors that comprise social presence.
The concept of social presence was not
originally designed for technology based communication. Initially it was
studied for face-to-face, audio and television communication. In technology
based communication research, social presence is used to understand
interpersonal effects. According to Tu (2002), social presence is a dynamic
variable and its degree is based upon the user’s perception as well as the
characteristics of the communication medium. Some researchers have recognized
the importance of social presence and they indicated Social presence is an
important factor in improving instructional effectiveness. Richardson and Swan
found that students reporting higher perceived social presence online also
perceived that they learned more and were more satisfied with their
instructors.
(Tu &
Mclsaac, 2002). They concluded that the finding suggest that social presence
positively influence the level of interaction and they suggest that this can be
fostered by considering the characteristics of the learners, by choosing
appropriate computer-mediated communication (CMC) media and by choosing
appropriate instructional design elements.
2.4 Academic Performance
Academic performance is defined as the performance a student has
maintained in his/her academic career. Academic performance at university level
is considered up to the mark if the student has persistently maintained his
GPA. However, external factors may affect on student’s academic performance
such as social media usage. In light of this, our objective is to investigate
the effect of social media on academic performance of students and to determine
whether it has a negative or positive relationship.( Hasnain, 2015)
2.5 Impact of Social Media presence on Student Academic life
Over the years many studies have been
conducted and social media has depicted both positive as well as negative
effect on the academic performance of the students. There are certain factors
that influence the relationship between social media and academic performance
such as how long students use social networking sites? What time of the day do
they use these sites the most? According to Pasek, More and Hargittai (2009)
the use of social media has a positive relationship with academic performance.
According to their research the students with higher grades tend to spend more
of their time on social media such as facebook, whatapp, tweet and so on.
Furthermore, Paul, Baker and Cochran (2012) suggested that a negative
relationship exists between time spent by students on social networking sites
and their academic performance.
From the above we understand that the
impact of social media presence on higher learning student’s perceived academic
performance has a negative as well as positive impact. The explanation of the
negative and positive impact can be summarize below
2.5.1 Positive impact of social
media
Social
media provides students a new mechanism for a familiar exercise. It provides
students a direct medium by which to publicly evaluate and comment on their
campus environments, institutional policies, classes, professors, and
administration and fellow students in real-time. Social media zips through our
campuses nearly unseen, dragging behind it the heavy weight of social
injustices and complicated Jurisprudence accumulated from decades of student speech
(Gurcan 2015). Given social media’s potential for positive impact, no one is
suggesting we pull the breaks on it, and in many ways the technology is already
out of our grasp (Owusu
b.r 2016)
Today’s students communicate via social
media, and that If you say absolutely no social media, you are cutting off an
important relationship with students, technology as an online teacher use of
technology via the use of a variety of tools such as Skype, text, email,
Facebook and twitter. Social media open up new ways for collaboration and
discussion in the sense that, it offers a great deal of content posting,
coping, sharing and search ability by easily using online search tools.
Students today use social media anywhere and at any time where internet
connection is available in order to meet their educational needs Dewing, 2010).
Students use social media to communicate with their Teachers as a group outside
of class and to plan school events and what not, it also allowed students to
get help on school work from teachers during the evening, weekends, and holidays
so that they never fell behind.
As we have seen above there is a great
number of positive impact of social media for the student as well as teaching
and learning situation in general, and its gnarly linked in increasing student
academic performance this because students be aware of the new knowledge of
their school through media and make them aware to communicate with their friend
and teacher within and outside the school
2.5.2 Negative impact of social
media
The use of social media also been associated
with physical and mental health as well as can have adverse impact on family
life and can affect the students performance.
According to Akhtar (2013) excessive usage
of social media can become an addiction especially among students and it can
cause academic problems. The author suggested that interne addiction can cause
a fall in time spent on studies, major drop in grades, low interest in
extracurricular activities and lack of interest in classes.
Moreover, internet addiction among children
has been associated with psychological and mental problems such as anxiety,
depression and the feeling of loneliness. In certain researches social media
has depicted a positive academic interaction and scholars have supported
internet usage among students. However, adverse impact of social media has
outweighed the positive aspects. First, excessive usage of social media has
shown negative impact on student’s physical, psychological and family health.
Moreover, excessive usage has also been associated with sleep deprivation,
insomnia and chronic illnesses (O’Keeffe and Pearson, 2011).
2.6 social presence and academic performance
The previous paragraph contained the explanation of
the social presence, academic performance and the impact of social media. This
section contains the desiccation of the social presence and academic
performance base on the related previous literature.
Studies conducted in higher education have
shown that social presence has a significant impact on interaction, student
persistence, satisfaction, improved learning, and motivation (Garrison &
Anderson, 2003; Gunawardena & Zittle, 1997; Richardson & Swan, 2003;
Tu, 2002b).
According to Khan U (2009), social media
users often time experience poor performance academically. Similarly,
Englander, Terregrossa & Wang (2010) posit that social media is negatively
associated with academic performance of student and is a lot more momentous
than its advantages. Internet addiction consequently gave rise in internet
usage within the last couple of decades. Nalwa & Anand (2003).recommended
that addicted users prefer using internet setting back their personal and
professional responsibilities which ultimately leads to poor academic
performance. In the same vein, Karpinski (2009) pointed out that social media
users devoted lesser time to their studies in comparison to nonusers did and
subsequently had lower GPAs. Karpinski & Duberstein. (2009).Also mentioned
that among various unique distractions of every single generation, Social media
remains a major distraction of current generation.
Rechardson & Swan (2003) examined
social presence in online environment and its relationship to students’
performance and satisfaction with the instructor. Analyses of data showed a
relationship between social presence, students’ performance, and satisfaction
with instructors. They found social presence is a predictor of students’
performance.
Tu and Mcisaac (2002) hypothesized that
social presence would increase interaction in the online classroom. The
researchers used both qualitative and quantitative methods to study of social
presence. Qualitative data were collected using observation, interview, and
document analysis. Based on their analysis, the redefined social presence as
“the degree of felling, perception, and reaction to another intellectual entity
in the CMC environment” (Tu & Mclsaac, 2002,). They concluded that the
finding suggest that social presence positively influence the level of
interaction and they suggest that this can be fostered by considering the
characteristics of the learners, by choosing appropriate computer-mediated
communication (CMC) media and by choosing appropriate instructional design
elements.
Another researcher Piciano (2002) after he conduct his research he examined performance in online environment in
terms of social presence of student in that research social presence was
encouraged using techniques fostering a sense of presence and sense of
community. Overall, the findings suggested a strong relationship among perception
of interaction, social presence, and learning. In addition, it was found that
while perception of social presence did not have a significant relationship to
scores on the course exam, it did have a positive, statistically significant
relationship to performance on written assignment.
Our
research objective is to investigate the impact of social media presence on
higher learning student’s perceived academic performance on Yusuf Maitama Sule
University, Previous studies have not explored every medium of social media
such as Twitter and Instagram and their impact on student’s academic
performance, In order to understand the relationship between social media usage
and its impact on academic performance we have developed the following theory
on social media learning.
2.7 Theoretical framework
The
purpose of Social media participation can differ from one individual to
another; however the scenario can be explained better by the following
theories;
2.7.1 Bandura’s Social Learning
Theory
Observation
of other’s behavior and acquiring knowledge is called social learning according
to social psychologists. Theories stated by them are known as social learning
theory. We do not blindly respond to environmental stimuli. We pick up and
choose options, decisions based on our own insight and past experience. This we
do through observational or vicarious (Learning through indirect experience)
learning, by incorporating and imitating the behavior of those around us. The
people keenly observe the behaviors of others i.e. parents, family members,
friends and teachers etc.
Human
beings are likely to think about the relationship between their behavior and
its consequences. They are able to tolerate the costs and pleasantries, because
behavior is not shaped by immediate consequence, but it expects long-term
benefits. E.g. students.
Human
development is best described as a continuous equal interaction between people
and their environments. Direct experiences constitute the most effective and a
powerful source of one’s learning.
To
this extent, we can be of the opinion that some students actively participated
in the social media for the fact that they saw their friends doing so, and others believe that; such a
thing improve their learning ability in one way or the other; in other word ;
their academic activities are better when they discuss on group.
2.7.2 Use and gratification theory
A
classical study by Blumler and Katz (1974), based on investigation with mass
communication background, posited that people (the audience of media) have
always been passive users of the media. The proponents of the theory postulated
that people, by personal choices, adopt a media based on their needs for
gratifications. They showed, therefore, that the choices made (among several
competing choices) by the audience are justifiable according to needs or goals.
It is viewed that this theory relates well with knowing why students choose to
participate in social networking sites.
It
has been argued that the theory focuses only on the consumption of what the
media offers. However, it tends to be of key help in seeing the related
dynamics between social presence and personal gratifications. The theory
provides perspectives on why people use the media. The reasons noted include
having companionship, excitement, relaxation, social interaction and for
information gathering.
Following
the study in 2008 by Kara Krisanic (a Master student at the University of
Missouri-Columbia), Frogot et al (2013), reported a comprehensive list of what
were found to be the strongest predictors for the use of social media. They
showed that using social media serves to fulfill the following needs:
information/updates of information, entertainment, discussion, connection,
product inquiry, commerce and impression management.
2.7.3 Theory of Student Involvement
Another
theory in line to the explanation of student involvement in social platforms is
the student involvement theory; originally the theory was developed by
Alexander W. Astin in 1984, it highlights the influences of mediating factors
between the personal and psycho-social amount of commitments that students give
to attain desired learning outcomes. Astin (1999) defines students’ involvement
as “the amount of physical and
psychological energy that the student devotes to the academic experience”.
This theoretical model suggests that a highly involved student is one who… “Devotes considerable energy to studying,
spends much time on campus, participates actively in student organizations, and
interacts frequently with faculty members and other students”. The
detached student is directly the opposite of this quoted definition of involved
student. So students participate in such a thing because the academic
activities have become fully integrated in the social networking process.
In
whatever angle one looks at the situation; students actively participate in
social networking platforms for one purpose or another, the present study is to
examine how such reasons might be in connection with academic performance
improvement.
2.8 Chapter Summary
There
are many issues concerning students of Yusuf Maitama Sule University and the
use of social media and the impact of their presence perceived academic
performance, on one hand, there may be benefits for students who use these
sites properly and appropriately. Other research suggests that there are clear
risks involved when students become too consumed with the Internet and social
networking websites. It was discovered that social networking sites are the
most common used social media networks among students and also Wikipedia has
the main resort point for students for research purposes. Students engage
themselves with one activity or the other on the various social media on day to
day activities. The theory was presented on the social media and learning such
as Bandura’s social learning theory, use and gratification theory and theory of
student involvement, finally this chapter concluded by summarizing the whole
chapter
2.6 Empirical Studies
A
substantial body of research has accumulated over decades concerning the impact
of social media on students’ academic achievement. Some of these studies were
conducted at different environments and level of education. A look into these
studies, their findings and shortcomings will provide insight into the problem
painted in this investigation.
Peter
O. (2015),conducted a study on Social media and academic performance of
students in university, the study focuses on university students, it employed
the popular descriptive survey design in which a sample of 378 students were
used as the respondents. The study uses correlation statistical analysis. The
findings in the study revealed a very significant relationship between use of
social media and students’ academic performance, however; no gender difference
was notified from the study in the use of social media use among the university
students.
In
addition to this, another study conducted by Spears L.R. (2012), he find that
Social Presence, Social Interaction, Collaborative Learning, and Satisfaction
in Online and Face-to-Face Courses influences satisfaction more than face
–to-face learning, in the study, a survey was used in which 236 respondent
answers the questionnaire, purposive sampling technique was used in the study
and t-test was the statistical analysis procedure.
Also
in another related study by Sudha S and Kavitha ES D (2016) , in which the
effect of social networking on students’ academic performance: the perspective
of faculty members of Periyar university, Salem was made as the problem of
investigation, an evaluative design was used in the study, a questionnaire was
used as data collection instrument. Simple random sampling was employed in the
study. The result shows that Positive impacts of Social networking sites to
student academic performance has statistically significant interrelationship
between faculty members’ perceptions on negative and positive impacts of social
networking sites on students’ academic performance.
2.7 Chapters Summary
The
study on social presence and academic performance was conducted in many
countries as a result of the rapid advancement of information technology,
though it is insufficient in African countries; similarly, it can be observed
that must of this studies were conducted in Universities as higher learning
places, in contrary, this study is unique in the sense that it is more
conclusive by involving all learning institution beside the universities.
TABLE OF EMPIRICAL REVIEW
|
s/n
|
Author(s)/ Year
|
Title of study
|
Country
|
Method/Design
|
Instrument (s)
|
Data analysis
|
Major Findings
|
|
1
|
WaleedMugahed,
Al Rahmi and MohdShahizanUsman, Musa M.A. (2014)
|
The
Improvement of Students’ Academic Performance by Using Social Media through
Collaborative Learning in Malaysian Higher Education
|
Malaysia
|
Quantitative
Descriptive Survey
|
Quantitative
Questionnaire
|
Correlation
|
StatisticallysignificantModerate
positive relationship between interactivity with teachers and peers was
confirmed.
|
|
2
|
Osharive Peter
(2015)
|
Social media
and academic performance of students in university of Lagos
|
Nigeria
|
Quantitative
Descriptive Survey
|
Quantitative
Questionnaire
|
Correlation
/t-test
|
Use of social
media has significant influence on the academic performance/ and no gender
difference was observed.
|
|
s/n
|
Author (s)/ Year
|
Title of study
|
Country
|
Method/Design
|
Instrument (s)
|
Data analysis
|
Major Findings
|
|
3
|
Lajoy Renee
Spears (2012)
|
Social
Presence, Social Interaction, Collaborative Learning, and Satisfaction in
Online and Face-to-Face Courses
|
USA
|
Descriptive
Survey
|
Questionnaire
|
t-test
|
Online
learning influences satisfaction more than face –to-face learning
|
|
4
|
Charles H. F.
Davis III, Regina Deil-Amen, Cecilia Rios-Aguilar, and Manuel Sacramento
González Canché (2014)
|
2 Social
Media, Higher Education, and Community Colleges: A Research Synthesis and Implications
for the Study of Two-Year Institutions
|
USA
|
Descriptive
survey
|
Questionnaire
|
Correlation
|
Positive
relationship between social media use and college engagement and academic
performance if SMT is used in effective and appropriate ways
|
|
5
|
Sudha S and
Kavitha ES Dr (2016)
|
The effect of
social networking on students’ academic performance: the perspective of
faculty members of periyar university, salem
|
India
|
Evaluative
design
|
Quantitative:
questionnaire
|
Average means/
Correlations
|
Positive
impacts of SNSs to student academic performance/statistically significant
interrelationship between faculty members’ perceptions on negative and
positive impacts of SNS on students’ academic performance.
|
|
6
|
Bernard John
Kolan and Patience EmefaDzandza (2018)
|
Effect of
Social Media on Academic Performance of Students in Ghanaian Universities: University
of Ghana,
|
Ghana
|
Descriptive
survey
|
Quantitative
Questionnaire
|
Correlation
|
Significant
relationship between social media and academic performance
|
|
8
|
HiraHasnain,
AnumNasreen and HamzaIjaz (2015)
|
Impact of
social media usage on academic performance of university students
|
Pakistan
|
Survey
|
Quantitative:
Questionnaire
|
Correlation
|
Negative
correlation between social media use and academic performance
|
|
9
|
WaleedMugahed
Al Rahmi and MohdShahizan Othman (2014)
|
The Impact of
Social Media use on Academic Performance among university students: A Pilot
Study
|
Malaysia
|
Descriptive
survey
|
Quantitative:
questionnaire
|
Correlation
|
Statistically
significant positive relationship between interactivity with the teachers and
interactivity with peers
|
|
10
|
AdebiyiAyodele,
AkinbodeMosunmola, OkuboyejoSenanu, Agboola, Gbenga, Oni Aderonke (2015)
|
Social
Networking and Students' Academic Performance: the Role of Attention Deficit,
Predictors of Behavior and Academic Competence
|
Nigeria
|
Descriptive
survey
|
Quantitative:
Questionnaire
|
Correlation
|
Positive relationship between
student academic
competence, student time
management and academic performance
|
|
11
|
Mete Akcaoglu
and Eunbae Lee (2016)
|
Increasing
Social Presence in Online Learning through Small Group Discussions
|
USA
|
Descriptive
survey
|
Quantitative:
Questionnaire (Online)
|
t-test
|
Small group size
in asynchronous online
discussions influence students’
perception of social presence
|
|
s/n
|
Author (s)/ Year
|
Title of study
|
Country
|
Method/Design
|
Instrument (s)
|
Data analysis
|
Major Findings
|
|
12
|
M.
Owusu-Acheaw and Agatha Gifty Larson (2015)
|
Use of Social
Media and its Impact on Academic Performance of Tertiary Institution
Students: A Study of Students of Koforidua Polytechnic, Ghana
|
Ghana
|
Survey
|
Quantitative:
Questionnaire
|
Descriptive
statistics of simple percentage
|
Knowledge of social media influence use of social
media
|
|
13
|
M Joan S Leafman, Kathleen Mathieson &
Helen Ewing (2013)
|
Student
Perceptions of Social Presence and Attitudes
toward Social Media: Results of a Cross-Sectional Study
|
USA
|
Descriptive,
cross-sectional survey design
|
Quantitative:
Questionnaire
|
correlation
|
Use of social
media tools can relate development of social presence via self-disclosure,
student motivation and perceived learning and also promote a comfortable
classroom climate.
|
|
14
|
David Annand
(2011)
|
Social
Presence within the Community of Inquiry Framework
|
Canada
|
Content analysis
|
|
|
Relative
influence of group-based social presence categories on the learning process
|
|
15
|
LawalAbubakar
(2014)
|
Effect of
multimedia in teaching Islamic studies curriculum on the academic performance
of junior secondary school students of Kaduna state
|
Nigeria
|
Quasi-experiment
design
|
Quantitative:
Questionnaire
|
t-test
|
There is no significant
differences between students exposed to multimedia and those exposed
without it in teaching and learning
|
|
s/n
|
Author (s)/ Year
|
Title of study
|
Country
|
Method/Design
|
Instrument (s)
|
Data analysis
|
Major Findings
|
|
16
|
Thomas G.
Reio, Jr. and Susan J. Crim (2006)
|
The Emergence
of Social Presence as an Overlooked Factor in Asynchronous Online Learning
|
Brazil
|
Content
analysis
|
Questionnaire
|
correlation
|
Web-based
computer-mediated communication relate understanding of how learners’ needs,
experiences, and perspectives
|
|
17
|
Murat Tezer,
Ata Taşpolat, Ömer Sami Kaya and
HamzaFatihSapanca (2017)
|
The impact of
using social media on academic achievement and attitudes of prospective
teachers
|
|
Survey
|
Qualitative:
Focus Group Discussion
|
correlation
|
Positively
relationship between prospective teachers’ attitudes towards social media and
their academic achievement.
|
|
s/n
|
Author (s)/ Year
|
Title of study
|
Country
|
Method/Design
|
Instrument (s)
|
Data analysis
|
Major Findings
|
|
18
|
Raymond
OwusuBoateng and AfuaAmankwaa(2016)
|
The Impact of
Social Media on Student Academic Life in Higher Education
|
Beiging China
|
Empirical
design
|
Qualitative:
semi - structured interview
|
correlation
|
Social medial
c associated with an increased tendency
for young people to multitask.
|
|
19
|
Holly Hollis
and Rick Houser (2015)
|
The Impact of
Social Media on Social Presence and Student Satisfaction in Nursing Education
|
Alabama (U.S)
|
Survey(
counterbalance design
|
Quantitative:
Questionnaire
|
t-tet
|
Undergraduate
nursing students who use social media combined with a standard online
platform during a segment of the course did not have significantly higher
grades compared to those using the standard online platform during a segment
of the course.
|
|
20
|
Sandra
OkyeadieMensah and Ismail Nizam (2016)
|
The impact of
social media on students’ academic performance- a case of Malaysia tertiary
institution
|
Malaysia
|
Descriptive
and Explanatory
|
Quantitative:
questionnaire
|
Descriptive
and regression means
|
There is a
positive and significant
relationship between
Nature of Usage
with students’ academic performance
|
|
21
|
Godwin P.
Dzvapatsva, ZoranMitrovic and Anthony D. Dietrich (2014)
|
Use of social
media platforms for improving academic performance at Further Education and
Training colleges
|
South Africa
|
Descriptive
survey
|
Questionnaire
and interview
|
Correlation
|
Use of social
media correlate academic performance
|
|
22
|
Thuseethan,
S., and Kuhanesan, S. (2015)
|
Influence of
Facebook in Academic Performance of Sri Lankan University Students
|
Sri-lanka
|
Survey
|
Quantitative:
Questionnaire
|
Regression
|
Time and the
frequency of using Facebook were predictors of academic performance, as well
as quality of life
|
|
23
|
Ezekiel S.
Asemah, Ruth A. Okpanachi, and Leo O.N. Edegoh (2013)
|
Influence of
Social Media on the Academic Performance of the Undergraduate Students of
Kogi State University, Anyigba, Nigeria
|
Nigeria
|
Survey
|
Questionnaire
|
correlation
|
Exposure of
the undergraduate students of Kogi State University has effect on their
academic performance.
|
|
24
|
Zehui Zhan and
Hu Mei (2013)
|
Academic
self-concept and social presence in face- to-face and online learning:
Perceptions and effects on students’ learning achievement and satisfaction
across environments
|
China
|
Online survey
|
Questionnaire
|
t-test
|
No significant
difference was found on academic self-concept between FTF and online students.
|
|
25
|
Okereke,
C. Ebele and Lucky U. Oghenetega
(2014)
|
The Impact of
Social Media on the Academic Performance of University Students in Nigeria
|
Nigeria
|
Descriptive:
Causal-comparative
|
Questionnaire
|
Simple
percentages
|
Extreme use of
social media discourage performance
|
|
26
|
Joseph
oyeoyetunde (2017)
|
Influence of Face booking and Social Media
Use on Academic Performance among Nigerian Undergraduate Social Sciences
Students
|
Nigeria
|
Survey
|
Questionnaire
and In-depth interview
|
Correlation.
|
No
statistically significant relationship between use of Facebook and academic
performance
|
|
28
|
WaleedMugahed
Al Rahmi and MohdShahizan Othman
|
The Impact of
Social Media use on Academic Performance among university students: A Pilot
Study
|
|
Survey
|
Questionnaire
|
Correlationship
|
relationship
between the student academic performance (SAP) with interactivity with peers
(INT_P), interactivity with the teacher (INT_T), engagement(ENG) and
collaborative learning (CL) were analyzed
|
|
29
|
AdhiSusilo
(2014)
|
Exploring
Facebook and Whatsapp As Supporting Social Network
Applications
For English Learning In Higher Education
|
Malaysia
|
content
analysis
|
online
qualitative interviews, and
|
correlation
|
Facebook
relates to English language learning
|
|
30
|
Oluwalanu S.B,Omowale
A, Kayode O.J (2014)
|
Adapting
social media for formal learning in Nigeria:
challenges and
prospects
|
Nigeria
|
Survey Design
|
Questionnaire
|
Correlation
|
traditional
media, and now the social media sites can enhance
learning
|
CHAPTER
THREE
METHODOLOGY
3.1 Introduction
This
chapter presents the method and procedure that was applied in this study. It
was organized under the following sub-headings: Research Design, Population of
the Study, Sample and Sampling Technique, Research Instrument, Validity of the
Instrument, Reliability of the Instrument, Data Collection procedure, and
Method of Data Analysis
3.2 Research design
The
research design adopted for the study was a descriptive survey, Mucher and
Denis (2001) defined the term survey research as sample of people through pools
and questionnaire designed to elicit their opinion attitude and sentiment about
a specific topic of research. This design is considered adopted because it
enables the researcher to generate data through the standardized collection
procedures based on highly structured research instrument(s) and well defined
study concepts and related variables.
3.3 Population and Sample of the
study
3.3.1 Population of the study
The population of the study comprises individuals of a particular type or a
more restricted part of that group. We mean all the members of a real or
hypothetical set of people, events or objects to which we generalize the result
of our research in Yusuf Maitama Slue University. The university has five (5)
deferent faculties with the population of 6227 student (school survey 2018)
which the sample would be drown from the population. Table 3.1 show the
background of the population
Table
3.1 the background of the population
|
Faculties
|
Male
|
Female
|
Total
|
|
Education
|
917
|
1,317
|
2,234
|
|
Humanities
|
620
|
608
|
1,228
|
|
SMS
|
899
|
689
|
1,588
|
|
Science
|
205
|
405
|
610
|
|
Basic
medical science
|
257
|
310
|
567
|
|
Total
|
2,898
|
3,329
|
6227
|
Source:
School Survey: 2018
3.3.2 Sample sixe
The minimum sample should comprise about 361 undergraduate students to
be selected from all faculties of Yusuf Maitama Slue University. This figure
was determined based on the minimum sample size suggestions by Krejcie and
Morgan (1970). According to their guidelines, for a population size of
approximately 6227 about 361 respondents must be sampled in order to meet the
minimum sample size requirement (see Table 3.2).
Table 3.2 Krejcie and Morgan's
(1970) Guidelines for Determining Minimum SampleSize from a Given Population
|
N
|
S
|
N
|
S
|
N
|
S
|
N
|
S
|
N
|
S
|
|
10
|
10
|
100
|
80
|
280
|
162
|
800
|
260
|
2800
|
338
|
|
15
|
14
|
110
|
86
|
290
|
165
|
850
|
265
|
3000
|
341
|
|
20
|
19
|
120
|
92
|
300
|
169
|
900
|
269
|
3500
|
246
|
|
25
|
24
|
130
|
97
|
320
|
175
|
950
|
274
|
4000
|
351
|
|
30
|
28
|
140
|
103
|
340
|
181
|
1000
|
278
|
4500
|
351
|
|
35
|
32
|
150
|
108
|
360
|
186
|
1100
|
285
|
5000
|
357
|
|
40
|
36
|
160
|
113
|
380
|
181
|
1200
|
291
|
6000
|
361
|
|
45
|
40
|
180
|
118
|
400
|
196
|
1300
|
297
|
7000
|
364
|
|
50
|
44
|
190
|
123
|
420
|
201
|
1400
|
302
|
8000
|
367
|
|
55
|
48
|
200
|
127
|
440
|
205
|
1500
|
306
|
9000
|
368
|
|
60
|
52
|
210
|
132
|
460
|
210
|
1600
|
310
|
10000
|
373
|
|
65
|
56
|
220
|
136
|
480
|
214
|
1700
|
313
|
15000*
|
375
|
|
70
|
59
|
230
|
140
|
500
|
217
|
1800
|
317*
|
20000
|
377
|
|
75
|
63
|
240
|
144
|
550
|
225
|
1900
|
320
|
30000
|
379
|
|
80
|
66
|
250
|
148
|
600
|
234
|
2000
|
322
|
40000
|
380
|
|
85
|
70
|
260
|
152
|
650
|
242
|
2200
|
327
|
50000
|
381
|
|
90
|
73
|
270
|
155
|
700
|
248
|
2400
|
331
|
75000
|
382
|
|
95
|
76
|
270
|
159
|
750
|
256
|
2600
|
335
|
100000
|
384
|
3.4 Sampling technique
The
technique used for selecting the sample in this study is Cluster sampling technique; this is due to the fact
that the institutions are naturally spread over a very large area are and this
is done in order to have a full representation of all the subjects.
3.5 Research instrument
The most important technique used for getting
information in this study is the self-developed questionnaire that was made
with guidance from the supervisor as well as contribution of experts from
faculty of education especially in the area of psychology and tests and
measurement.
The questionnaire was divided into two
sections (A and B). Section A was for collection of information on personal
data of respondents that include; age of respondent, gender, faculties and
level of study. While Section B consisted of questions or items that elicited
responses from the respondents with response options: Strongly Disagree (SD)
Disagree (D) Neutral (N) Agree (A), and Strongly Agree (SA)
3.6 validity and reliability of the
instrument
3.6.1 Validity of the Instrument
Validity is the most important characteristic
to consider when constructing or selecting a test or measurement technique. A
valid test is one which measures what it is intended to measure. The instrument
used for collecting information in this study was face validated by the experts;
similarly, the content validity was also critically scrutinized.
3.6.2 Reliability of the instrument
Reliability
refers to the degree to which a measuring procedure gives consistent results.
That is, a reliable test is a test which would provide a consistent set of
scores for a group of individuals if it was administered independently on
several occasions. There are methods available for ascertaining reliability for
a given instrument. The method used for attaining reliability for the
instrument in this study is Cronbach’s Alpha technique for ascertaining the
internal consistency of the items in the study. The scores for the test were
collected through piloting.
3.7 Data collection procedure
The data needed for this study was collected
through distribution of the questionnaire to the students of Yusuf Maitama Sule
University and subsequently it was collected after responding to the questions
provided in it.
The researcher collected the needed data
through the use of questionnaire and it’s administered to al faculties. The
administration of the questionnaire was carried out by the researcher. A total
361 copies of the questionnaire were distributed to elicit responses from the
students and retrieved on the spot by the researcher. A total of 6 questionnaires
were missing while 5 were wrongly filled leaving the researcher with 324 valid
questionnaire
3.8 Data analysis
In consideration with the objective and
research question stand to be answered by this study. A descriptive statistic
using correlation and t-test was considered appropriate for the analysis of
data in the study.
CHAPTER FOUR
DATA
PRESENTATION AND ANALYSIS
4.1
Introduction
This
chapter presents the analysis of the data collected from the student of Yusuf
Maitama Sule University, regarding to their academic use of social media and
their perceived academic performance, and learning gains resulting from their
use of the social media. The primary purpose of research was to document the
extent of social media among the students of Yusuf Maitama Sule University and
to profile the various uses of social
media for learning. Additionally, the study sought to understand the
relationship between students’ academic use of the application with learning
gains and perceived academic performance.
In order to achieve the above objectives,
four research questions were posed in the study, namely:
4.
What is
relationship between social presence and academic performance?
5. How was the use of social media
influence the academic performance of the students in Yusuf Maitama Sule
university
6. Is there gender difference in the
student’s usage of social media network?
7. To what extent has social media support students learning?
The presentation of the study's results is
divided into three sections the
first section presented the distribution of respondents of the study on the
bases on Age, Gender, Faculty and Level of study, the second part projected the
analysis of data collected in this study as well as interpretations beneath
each table of analysis for explanation and ingesting by the audience, the
chapter ends with a brief summary.
4.2 Distribution of respondents based on Age
The respondents consisted of 350 students of
Yusuf Maitama Sule University from five different faculties; Table 4.1 presents
their demographic profile by age,
Table 4.1 presents Distribution of respondents based on Age
|
Students Age range
|
Frequency
|
Percentage
|
|
16-20yrs
|
148
|
42.3
|
|
21-25yrs
|
148
|
42.3
|
|
26-30yrs
|
38
|
10.9
|
|
31-35yrs
|
12
|
3.4
|
|
36 and above
|
4
|
1.1
|
|
Total
|
350
|
100%
|
Source: Field study (2018)
In the table 4.1 above, it can be
observed that; the respondents for the purpose of this study are classified
into five different age categories of range, the smallest age range is that of
16-20 years which are 148 in number constituting to 42.3% of the total sample,
they are coincidently having same frequency with those in the age category of
21-25 years which also constitute another 42.3% of the total sample, however,
those with age category of 36 and above are contributing the lowest percentage
in the sample. Similarly, the trend of the age categories shows that
respondents’ frequency
and percentage decreases with
increasing age.
4.2 Distribution of respondents based on Gender
This
section contained the distribution of respondent base on gender between the
students of Yusuf Maitama Sule University. Table 4 Distribution of Students by gender
Table 4.2
Distribution of Students by gender
|
Students gender
|
Frequency
|
Percentage
|
|
Male
|
147
|
42.0
|
|
Female
|
203
|
58.0
|
|
Total
|
350
|
100%
|
Source: Field study (2018)
In the table 4.2 above, it can be
observed that; in regard to gender, it is imperative that male contributes
42.0% of the sample as they appear to be 147 in number, the females respondents
are 203 in number which is equivalent to58.0% of the total sample; this means
the number of female might have a tendency to outnumber the males across the
faculties. This might be attributed to the geographical location of the
University for been located in the City center where majority of parents
prepare securing admission in Universities having campuses in proximity with
metropolitan area.
4.4 Distribution of respondents
based on Faculty
This
part is tray to Distribution of respondents based on five deferent faculties we
have in the university table 4.3 shows the Distribution of students’ Faculty.
Table 4.3 Distribution of students’ Faculty
|
Faculty
|
Frequency
|
Percentage
|
|
Education
|
86
|
24.6
|
|
Sciences
|
59
|
16.9
|
|
SMS
|
59
|
16.9
|
|
Humanities
|
50
|
14.3
|
|
BMS
|
96
|
27.4
|
|
Total
|
350
|
100%
|
Source: Field study (2018)
In
the table 4.3 above, it can be observed that; there are five different
faculties in the University were this study was conducted, the students with
highest number of respondents are those in Basic Medical Science with 96
respondents constituting 27.6% of the total sample, the second faculty is
Faculty of education with 86 respondents constituting 24.6% of the total sample
in the study. Going by the distribution of the sample across the faculties, the
respondents were evenly distributed across the faculties.
4.5 Distribution of respondents
based on Level
The university consist four levels which include
many numbers of students, the students responses base on level are tabulated in
Table 4.4
Table
4.4 Distribution of Students’ base on Level.
|
University
Level
|
Frequency
|
Percentage
|
|
Level 100
|
94
|
26.9
|
|
Level 200
|
113
|
32.3
|
|
Level 300
|
52
|
14.9
|
|
Level 400
|
91
|
26.0
|
|
Total
|
350
|
100%
|
Source: Field study (2018)
In
the table 4.4 above, it can be observed that; all the students across the
levels were included in the study for responding to the questionnaire so that
enough information will be obtained to satisfy the audience, level 200 students
have the highest number of respondents with 113 constituting 32.3% of the total
sample in the study. The second largest level among the respondents is those in
level 100 with 94 respondents constituting 26.9% of the total sample. The
difference in the sample of the students responding to the questionnaire might
be linked to the variation in the admission across years in question.
4.6
Analysis of Research Questions
The data analyses in this study as explained in the
preceding chapter of methodology are presented in form of descriptive and
inferential statistics. The result is presented under each research
question/hypothesis
Research
Question One (1): What is the
Perception of Yusuf Maitama Sule Students’ with regard to Social Presence?
Table
4.5 Students Perception on Social Presence
|
s/n
|
Items on Perception
|
SD
|
D
|
N
|
A
|
SA
|
Mean
|
Std
|
|
1
|
Whenever
I need help in the course’s materials, I email the instructor
|
76
(21.7)
|
89
(25.4)
|
61
(17.4)
|
8
5(24.3)
|
39
(11.1)
|
2.78
|
1.33
|
|
2
|
The
use of What’s App to deliver any course provide a chance for Social
interaction
|
35
(10.0)
|
37
(10.6)
|
43
(12.3)
|
142
(40.6)
|
93
(26.6)
|
3.63
|
1.26
|
|
3
|
During
my study, I have chance to get to know other participants
|
25
(7.1)
|
35
(10.0)
|
48
(13.7)
|
148
(42.3)
|
94
(26.9)
|
3.72
|
1.17
|
|
4
|
The
instructor does not take long to respond to me when I needed him through
Social media
|
50
(14.3)
|
82
(23.4)
|
99
(28.3)
|
74
(21.1)
|
45
(12.9)
|
2.95
|
1.24
|
|
5
|
I
easily communicate to other students through social media
|
28
(8.0)
|
21
(6.0)
|
26
(7.4)
|
118
(33.7)
|
157
(44.9)
|
4.01
|
1.22
|
|
6
|
Lecturers
are always available to attend us through Social media
|
84
(24.0)
|
88
(25.1)
|
91
(26.0)
|
47
(13.4)
|
40
(11.4)
|
2.63
|
1.29
|
|
7
|
Through
media I have feeling of belonging to a community
|
19
(5.4)
|
39
(11.1)
|
64
(18.3)
|
151
(43.1)
|
77
(22.0)
|
3.65
|
1.10
|
|
|
Grand
Mean/ Standard Deviation
|
3.34
|
1.23
|
|||||
Source:
Field Study (2018)
From
the above table 4.5 it can be observed that, from the responses obtained from
the participants, the individual means score on each items was computed as well
as the standard deviations, the only items with mean scores below 3.00 decision
rule are item 1,4 and item 6, this means their respective means score indicated
low perception on social presence; however, the grand mean computed of the
general items shows significantly high perception with regard to social
presence as the grand mean recorded 3.34 and the grand standard deviation was
1.23,the rise in the value of the standard deviation might be attributed to the
variation obtained in responses from item 1, 4 and 6 respectively.
1. Research Question two (2): To what extent has social media support students learning?
Table
4.6 Students Perception on Academic performance in regard to Social presence
|
s/n
|
Items
on Perception
|
SD
|
D
|
N
|
A
|
SA
|
Mean
|
Std
|
|
1
|
Through
my presence in Social media I get more ideas on our class projects
|
22
(6.3)
|
29
(8.3)
|
48
(13.7)
|
129
(36.9)
|
122
(34.9)
|
3.86
|
1.17
|
|
2
|
Through
my presence in Social I get more ideas in assignments from my colleagues
|
22
(6.3)
|
25
(7.1)
|
48
(13.7)
|
122
(34.9)
|
133
(38.0)
|
3.91
|
1.16
|
|
3
|
With my presence in Social media it is
easier for me to reach all my classmates at one time
|
20
(5.7)
|
29
(8.3)
|
39
(11.1)
|
121
(34.6)
|
141
(40.3)
|
3.95
|
1.66
|
|
4
|
My knowledge increases through my presence
in Social media
|
32
(9.1)
|
46
(13.1)
|
54
(15.4)
|
123
(35.1)
|
95
(27.1)
|
3.58
|
1.26
|
|
5
|
I
am able to do better in Exams after my presence in Social media
|
53
(15.1)
|
65
(18.6)
|
75
(21.4)
|
78
(22.3)
|
79
(22.6)
|
3.18
|
1.37
|
|
|
Grand Mean/
Standard Deviation
|
3.69
|
1.12
|
|||||
Source: Field Study
(2018)
From
the above table 4.6 it is clearly revealed that; all the individual items have
average mean scores greater than 3.00 decision rule, similarly; the grand mean
is recorded also at 3.69. This means that students’ perception on academic
performance in regard to Social presence is having a significantly high
perception. This means that respondents were of the opinion that their Social
presence has positively affected their academic performance. In other word,
Social presence has contribution on academic performance.
Research
question 3: is there any
statistically significant relationship between Students’ Social presence and
their perceived Academic performance
Table
4.7 Regression between Social presence and Academic Performance
|
Variable
|
B
|
SE B
|
β
|
T
|
P
|
|
Constant
|
7.07
|
0.93
|
|
7.57
|
0.00
|
|
Social
Presence
|
0.49
|
0.39
|
0.56
|
12.49
|
0.00
|
Source: Field Study (2018)
From
the above table 4.7 It can be observed that; the value computed under column B
as constant which is 7.07 means that for every one unit increase in the
independent variable (Social Presence as predictor), the response variable
(Academic Performance) increases by 7.07.Meanwhile, the P-value is less than
Alpha (P<0.05), and this is indicating strong evidence to reject the null
hypothesis. That is to say; there is significant relationship between Social
presence and Academic performance and the magnitude of the relationship is
indicated by the standardized Beta column was recorded at correlation
coefficient of 0.56; this shows a positive substantial relationship between
Social Presence and Academic Performance.
4.8
CHAPTER SUMMARY
This chapter has
explained the analyses undertaken and the results of the analyses which
involved descriptive statistics and correlation. In general, our research has examined
and evaluated the underlying impact of social media usage on student’s academic
performance. Our analysis was set out
with the objective to assess student’s attitudes and behavior patterns towards
social media usage. As our results suggest, social media has an inverse
relationship with academic performance. Social media platform is a vast field
where communication barriers are diminishing and access to data has grown
significantly. If social media is used in a positive manner it can help
students and youth in gaining knowledge that can be used to enhance their
academic performance.
CHAPTER
FIVE
SUMMARY,
CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This
chapter presents an overview of the research along with a summary of its major
findings, followed by discussions relating the findings to previous empirical
research. In light of the findings, the study makes some recommendations and
suggestions for further research.
5.2
overview of the study
In the era of advanced information
and communication technology social media become the most accepted applications
being used by students of higher learning institutions. As has been identified
in the previous chapters, students use different kind of social media such as
facebook WhatsApp tweeter eskimi e-mail and many more application for different
purposes, such as sharing information, chatting with friends, receiving
information, sharing knowledge, academic activities, and many others. However,
depending on how the student makes use of that kind of application, it might
have either a positive or a negative impact on him/her.
Much research has been conducted on the
positive and negative impacts of using social media on students’ academic
performance With regard to the latter, Wellens and
Hooley (2009) based on the universities in the U.K. The study showed negative
relationship between Facebook and the academic performance of students.
However, the study didn’t focus on which students were using Facebook and what
time of the day they used it the most. Moreover, the sample used for the study
was homogenous thereby restricting their research findings. Furthermore, Paul,
Baker and Cochran (2012) suggested that a negative relationship exists between
time spent by students on social networking sites and their academic
performance.
Another
study was conducted by Suhail and Bargees (2006) on the affect of social
networking in Pakistan and they used the Internet Effect Scale (IES) for their
study to determine the effect of certain factors consisted of seven dimensions
namely: behavioral problems, educational problems, internet abuse,
interpersonal problems, psychological problems and positive effects. Their
research finding suggested positive as well as negative aspects of social
media. The relationship between spare time spent on the internet showed
positive relationship and suggested that the time spent on internet has
affected student’s interpersonal, educational, psychological and physical
factors. On the other hand, the study also recommended that internet can also
help students to enhance their academic performance.
The researcher adopted the ex-post
facto research design and utilized the cross-sectional survey method to get
data for the above research questions. A total of 350 undergraduate’s students
from Yusuf Maitama Sule University filled out a 12-item self-developed
questionnaire measuring impact use of social media on higher learning,
perceived academic performance. Thereafter, the data were analyzed
descriptively as well as with a bivariate correlation. The discussion of the
key results is presented in this chapter.
5.3 DISCUSSIONS OF THE RESULTS
The
discussion of the results in this section is carried out based on the research
questions posed in the study. As mentioned earlier, there are seven research questions.
Hence the discussion will be presented under seven subsections or subheadings.
5.3.1
Research Question 1: What is the Perception of Yusuf Maitama Sule
Students’ with regard to Social Presence?
5.3.2 Research Question 2: To what extent has social media
support students learning?
5.3.3 Research Question 3: is there any statistically significant relationship
between Students’ Social presence and their perceived Academic performance
5.4 LIMITATIONS OF THE STUDY
The
study has two identified limitations, one concerning construct measurement and
the other concerning sample size and sampling.
Construct Measurement: The study was limited in its
measurement of the two major constructs, i.e. the Perception of Yusuf Maitama Sule Students’ with regard to Social
Presence?, And the Perception of Yusuf Maitama Sule Students’ on
their academic performance with regard to Social Presence? Few items were used as indicators
of each, making the measurement of the constructs rather inadequate and
constrained. Furthermore, the indicators of academic performance did not really
reflect the exact nature of performance, defined as a clear demonstration of
understanding, concepts, skills, ideas and knowledge (Tuckman, 1975). In
addition to the indicators, grades should have been used to indicate academic
performance.
Population
and Sample Size: The
population of this study consisted all under graduate students in the Yusuf
Maitama Sule University. The study can be generalized to the students of
Universities and collies in Kano state because they share the same
characteristics with other students.
5.5
RECOMMENDATIONS FOR THE STUDY
Based
on the findings, the study makes the following recommendations are made:
1. Seminars
should be organized in the various schools or faculties to enlighten students more
about the possible implications of social media usage on their academic
performance.
2.
Students
should be educated on the influence of Social media on their academic
performance.
3.
Students
should be monitored by teachers and parents on how they use these sites.
4.
Teachers
should ensure they use the social media as a tool to improve the academic
performance of students in schools
5.
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 the number of time
spent by students when surfing the net.
6.
Social
Networking Sites should be expanded and new pages should be created to enhance
academic activities and avoid setbacks in the students’ academic performance.
7.
The
students should create a balance between chit-chatting and academic activities.
More attention should be directed to research.
8.
The
use of Social media network by students should focus on the academic relevance
of those sites instead of using them for negative purposes.
5.6 SUGGESTIONS FOR FURTHER STUDIES
1.
This
study serves as a basis for further research study on Social media and the
academic performance of students.
2. 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.
