University of Nebraska - Lincoln

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Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln

Spring 3-9-2023

Effects of Social Media on Students’ Academic Performance in

Nigerian Universities: A Case Study of University of Jos
Joyce Siman Mangden
[email protected]

Rhoda Danladi Diyoshak CLN

University of Jos, Nigeria, [email protected]

Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac

Part of the Scholarly Communication Commons

Mangden, Joyce Siman and Diyoshak, Rhoda Danladi CLN, "Effects of Social Media on Students’
Academic Performance in Nigerian Universities: A Case Study of University of Jos" (2023). Library
Philosophy and Practice (e-journal). 7651.
https://digitalcommons.unl.edu/libphilprac/7651
 EFFECTS OF SOCIAL MEDIA ON STUDENTS’ ACADEMIC PERFORMANCE IN
NIGERIAN UNIVERSITIES: A CASE STUDY OF UNIVERSITY OF JOS

MANGDEN JOYCE SIMAN [email protected]

AND

DIYOSHAK RHODA DANLADI CLN [email protected]

ABSTRACT
The Internet, and in particular, social media platforms such as Facebook, Whatsapps, Youtube
and many others, are obviously “overtaking the world” and could be regarded as “a global
consumer phenomenon”. Social media usage is one of the most common activities among
children, adolescents, and emerging adults nowadays. It offers today’s youth a portal for
entertainment and communication and it is becoming one of the main platforms for accessing
information and news. This aggressive adoption of social media among the younger generation
could be attributed to their up to date knowledge of the latest technology and convenient
accessibility to these social networking tools. This study examines the effect of social media on
Library and Information Science students' academic performance, University of Jos. Simple
random sampling technique was adopted. Questionnaire was used as the instrument for data
collection. The responses of 90 out of 92 respondents were collected, scored, and analyzed using
descriptive statistics based on the research questions. The findings revealed that the internet was
used to connect with other people for academic or commercial purposes; it also indicated that
students use different social media on daily basis for different purposes which also served as a
distraction. In the light of the above, the study recommended that seminars should be organized
in various faculties and departments. Lecturers could adopt new strategy by channeling
assignments or discussions on social media. The university authority should restrict access to
free social media sites. The study therefore concluded that acquiring information both locally and
internationally is no longer a struggle as compared to the olden days. Most students used social
media to collaborate with one another on assignments and lecture notes which further enhanced
their ability to use social networking sites for improved academic performance.
 INTRODUCTION

The advent of the internet in the 1990s led to major developments in the world of

communication, hence the introduction of social networking sites (SNSs). This advancement led

to proliferation of information on the internet whereby two-third (2/3) of the internet world’s

population visit social networking sites (SNSs) (Camilia, Sajoh, & Dalhatu, 2013), thus serving

as communication and connection tools. Today, communication is as easy as walking into a

neighbor’s residence to deliver a piece of information or vice versa through the use of social

media. Social media is fast changing the public discourse in the society and is setting trends

and agenda in topics that ranges from environment and politics, to technology and the

entertainment industry (Asur and Huberman, 2010). Advances in Internet technologies have

spurred compelling changes on how students interact, communicate, learn, and build knowledge

as well as collaborate to enhance academic performance. The adoption of social media among

the younger generation, according to Vorderer (2016) could be attributed to their familiarity with

these technologies and the ease of accessing information with these tools. For instance, they can

access social media from their cell phones any time any place. This encourages them to use

social media not only for receiving and retrieving information, but also for connecting with

others.

Problem statement

The internet is one of most growing sources of information and cannot be underestimated. The

researchers have observed that so many studies have been conducted on the effect of social

media on student’s academic performance in different institutions which none has been

conducted in the University of Jos. This prompted the researchers to find out the reasons why

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students spend hours with their phones on daily basis and how relatively effective this is to their

academic performance. This research therefore seeks to investigate the level of engagement of

students on social media and its effect on the academic performance of library and information

science students, University of Jos.

Objectives of the study

1. To identify the different social media used by the students of University of Jos.

2. To determine the frequency of use of social media by the students.

3. To examine the reasons for using social media by the students.

4. To determine the effect of social media on the academic performance of the students.

5. To identify strategies that will be put in place to remedy the situation.

Research questions

1. What are the different social media used by the students of the University of Jos?

2. What is the frequency of use of social media by the students?

3. What are the reasons for using social media by the students?

4. What is the effect of social media on the academic performance of the students?

5. What strategies should be put in place to remedy the sit

SIGNIFICANCE OF THE STUDY

This research will be a trusted academic source and pave way for scholars, lecturers and students

to know the positive and negative impacts of social media on undergraduates' academic

performance in the University of Jos and beyond. It will also encourage students to use social

media beneficially as effective communication tools as well as educational media to improve

their knowledge and skills while being cautious of the negative implications.

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 THEORETICAL FRAMEWORK

Social media offers today’s youth a portal for entertainment and communication and it is one of

the main platforms for accessing information and news. This study aims to explore

undergraduate students’ perception of using social media on their academic performance and

relate it to their actual academic performance, thus, the study employs Uses and Gratification

Theory which identifies the needs and motives behind online media usage. According to Olise &

Makka, (2013) the theory was developed by Elihu Katz in the early 1970’s. Uses and

gratification theory suggests that social media users have power over their media consumption

and assume an active role in interpreting and integrating media into their own lives and that they

are responsible for choosing media to meet their desires and needs to achieve gratification (Olise.

Uses and gratification of the social media approach focuses on why and how people use social

media to satisfy their needs (Larose, Mastro & Eastin, 2001). This approach is applicable to this

study as it seeks to examine why and how students use social media; be it for academic purposes,

entertainment or otherwise.

Review of related literature

The concept of social media

Social media keeps changing continuously, 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. For

instance, Kaplan and Haenlein (2010), defined social media as a group of internet- based

applications that build on the ideological and technological foundations of Web and allow the

creation and exchange of user-generated content. The Oxford Dictionary (2011), also defined

social media as “websites and applications used for social networking”. Another definition of

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social media is that it is a ‘’communication channel which is very popular, extremely fast and

broad, has proven to be highly effective, as well as trusted by billions of people, to share and

discover content concerning individuals, brands, information, entertainment and know how’’

(Dearborn, 2014).One characteristics that all these definitions support is that social media

involves some form of communication between individuals over the internet.There has been

tremendous improvement since this era and today there exist uncountable social networking sites

either developed for local use, specific purpose or international use. Kaplan and Haenlein (2010),

classified social media into six (6) different categories as follows;

1. Collaborative project (wikipedia)

2. Blogs and micro blogs (twitter)

3. Content communities (youtube)

4. Social networking sites (FB, 2go, BB chat)

5. Virtual game World (world of war craft)

6. Virtual second world (second life)

This classification has been useful to scholars and individuals for easy identification and study of

a particular social media type, but today a difficulty may arise due to the high proliferation of

social media and one may wonder which group a new developed social media type fits into.

Social media is considered to be the fastest growing web application in the 21 century and this

rapid development is being backed by technological advancement (Heyam, 2014).

Influence of social media on students’ academic performance

Social media can influence students’ academic performance positively or negatively according to
the following factors:
Ability to use information: Social media improved student’s ability to absorb and use information

effectively. Since the introduction of these social media networks, students’ academic life has

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moved to a different dimension and several studies have affirmed that social media plays an

important role on students in higher education including the study conducted by Wheeler,

Yeomans and Wheeler (2008); Rifkin, et’ al. (2009), who recognized four (4) major advantages

of social media usage by students in higher education which included the ability to use

information for enhancing relationship, improving learning motivation, offering personalized

course material, and developing collaborative abilities.

Facilitates learning: Social media has contributed greatly in facilitating learning in the 21st

century. Yunus and Salehi (2012), argued that students gained more vocabulary, improved their

writing skills and reduced their spelling mistakes through social media usage .In fact as an

educational tool, social media enriches learning by giving both students and teachers the

opportunity to connect in new and very exciting ways thereby encouraging flexible mode of

learning. It is stated that flexible learning expands the choice on what, when and how people

learn. It supports different styles of learning including E-learning which is highly patronized

across the globe (Pappas, 2013). Other scholars; O’keeffe and Clake-pearson (2011), in their

study also revealed that social media benefits students by connecting them to one another on

assignments and class projects. This can also improve collaboration among students.

Familiarity with new Technology: By spending much time working with new technologies,

students develop more familiarity with computers and other electronic devices. With the

increased focus on technology in education and business, students build skills that will help

enhance their creativity. By spending so much time working with new technologies, students

develop more familiarity with computers and other electronic devices.

Aside positive influences, social media also affects student’s performance negatively. Studies

generally imply that social media is mainly used by university students to socialize rather than

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for academic pursuits. Raacke and Bonds-Raacke (2008) found out that college students around

the age of 20 with accounts on Myspace or Facebook use these systems “to keep in touch with

old friends” (96.0%), “to keep in touch with present friends (91.1%), “to post/look at pictures”

(57.4%), “to make new friends” (56.4%), and “to locate old friends” (54.5%). But only 10.9

percent stated that they used it “for academic purposes”, and only (12.9%) listed their courses on

their profiles

Cyberbullying: Cyberbullying is a category of bullying that occurs in the digital realm or

medium of electronic text. ‘‘It is any behavior performed through electronic or digital media by

individuals or groups that repeatedly communicates hostile or aggressive messages intended to

inflict harm or discomfort on others’’ (Tokunaga, 2010). Cyberbullying is one of the serious

threats in the social media environment and has called for a number of studies to determine its

causes. The causes of cyberbullying according to Calvete, et’ al. (2010), was significantly related

with the use of proactive aggression, justification of violence, exposure to violence and less

perceived social support of friends.

Privacy concerns: This is another concern that everyone involved in social networking is faced

with. The rate at which people post or share fake information calls for alarm and it is difficult to

ascertain that, what people say and post are truly who they are. Individuals’ private information

is publicly displayed on some of these social networks and malicious people take advantage and

perpetrate all kinds of harassment. It is also argued that the privacy options offered by most

social networking sites (SNSs) do not provide users with the flexibility needed to handle

conflicts with individuals who have different conceptions of privacy (Preibusch, et’ al., 2007).

Over-reliance on information without fact-checking: Indeed a number of studies including but

not limited to the study of Kuppuswamy and Shankar 2010,; Osharive, 2015 & Maya, 2015),

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among others have revealed unequivocally that social media can be problematic to students’

academic life if caution is not taken in its usage. Many students rely on any information they see

on social media and the web without verifying the source. This can be hazardous considering the

fact that there is fake news, rumour, misinformation, disinformation and the like which requires

constant verification.

Methods and procedure

Research Design is used to describe a number of decisions which need to be taken regarding the

collection of data before the data is collected. The research design adopted for this study is

survey. Ohaja (2003) defines a survey as the study of the characteristics of a sample through

questioning, which enables a researcher to make generalization concerning his population of

study. The survey design is chosen because it is considered the most appropriate when studying a

large population. The population comprised of 300 and 400 level students in the department of

library and information science, university of Jos with a total number of 308 students. Table 3.1

below shows the population distribution according to levels of study.

Table 3. Population and Sample

S/N Level of Students Population Sample

1. 400 Level 145 43

2. 300 Level 163 49

Total 308 92

Source: Field Survey, 2019

This study applied the Simple Random Sampling technique to select sample from the two

levels. The principle behind the choice of simple random sampling is because it gives everybody

in the population a chance to be part of the sample. To determine the sample size of this study,

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the recommendations of Ali (2006) and Roscoe (1975) which said, if a population is large, only a

small size that the researcher can manage well ought to be sampled. Thus, 30% of the accessible

population was ideal for the study. The instrument used in gathering information is

questionnaire. The decision to use questionnaire was arrived after considering the nature of the

data to be collected and the relative low cost of producing it.

Questionnaires were proportionally distributed by the researchers to 300 and 400 level

undergraduate students of Library and Information Science Unit, University of Jos.

The study utilized descriptive statistics for analysis of data and results presented in tables,

frequency distribution and percentages for coherence and explicit interpretation.

Results

Response Rate

Out of 92 questionnaires administered, 90 were filled, returned and found usable. Thus 97.8%

response was recorded as shown below:

Table 4.1: Response Rate

Number of Questionnaires No. of Responses Percentage Retrieved

Number of Questionnaire Administered 92 100%

Number of Questionnaire Retrieved 90 97.8%

Number of Questionnaire not Retrieved 2 2.2

9
 Response Rate

Number of
questionaire not
retrieved , 2.20%,
2%
number of questionaire not
retrieved
number of questionaire
retrieved

Number of
questionaire
retrieved ,
98.70%, 98%

Fig. 1: Showing the number of questionnaire administered and retrieved.

Demographic Information of the Respondents

Table 4.1.2: Distribution of Respondents by Gender
Gender Frequency Percentage (%)

Male 43 47.8%

Female 47 52.2%

Total 90 100%

Source: Field Survey, 2020.

The gender distribution of the respondents in table 4.2 above indicated that 43(47.8%) are males

and 47(52.2%) are females. There are more female students than the males.

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 Distribution of Respondents by Gender

Sales, Male, Male

Sales, Female,
47.80%, 48% Female
52.20%, 52%

Fig. 2: Distribution of Respondents by Gender

Table 4.1: Distribution of Respondents by Age

Age Range Frequency Percentage

20-24 40 44.4%

25-29 20 22.2%

30-34 20 22.2%

35-39 9 10.1%

40 and above 1 1.1%

Total 90 100%

Source: Field Survey, 2020.

Table 4.1 above shows the distribution of respondents by age. 40(44.4%) are between 20-24

years, 20(22.2%) are between 25-29 years, also, 20 respondents (22.2%) are between 30-34

years, 9 respondents (10.1%) are between 35-39 years. Lastly, 1 respondent (1.1%) is between

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40 years and above. This is a clear indication the younger population are more in number as

shown below:

20-24, Age Ranges, 44.40%

A C H A20-24
T SHOW I N G T30-34
25-29 H E D I S35-39
T R I B U 40
TIO N above
and OF
RESPONDENTS BY AGE

25-29, Age Ranges, 22.20%

30-34, Age Ranges, 22.20%

35-39, Age Ranges, 10.10%

40 and above, Age Ranges, 1.10%

Fig. 3: Showing the Distribution of Respondents by Age

Table 4.2: Marital Status of Respondents

Marital Status Frequency Percentage (%)

Single 76 84.4%

Married 13 14.5%

Others(widowed, divorced) 1 1.1%

Total 90 100%

Source: Field Survey, 2020.

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Table 4.2 above shows the distribution of the respondents according to their marital status which

shows that 76(84.4%) of the respondents were single, 13 (14.5%) are married, 1(1.1%) was

divorced. However, none of the respondent was a widow. There were more single respondents in

the population of the study.

A chart showing marital status of respondents

, Others(widowed
Married, 15.50%, and divorced),
15% 1.10%, 1%

Single
Married
Others(widowed and divorced)
Single, 84.40%,
84%

Fig. 4: Showing the Marital Status of the Respondents

Table 4.3: Distribution of Respondents by Level
Level Frequency Percentage (%)

300 47 52.2%

400 43 47.8%

Total 90 100%

Source: Field Survey, 2020.

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Table 4.3. above shows the distribution of respondents according to their level which indicates

that 47(52.3%) are from 300 level while 43 (47.7%) are from 400 level. This means there are

more respondents from 400 level.

C H A R T D I S T R I B U T I O N 400
OF R E S P O N300
level D E Nlevel
TS BY LEVEL

400 level, 52.20%

300 level, 47.80%

Fig. 5: Showing the Distribution of Respondents by Level

4.1.6 Research Questions

Research Question 1: Which of the social media sites do you utilize/use most?

Table 4.1.6: Different Social Media used by LIS Students

S/No. Social Media Site Most Used Moderately Rarely Used Not Used At All
Used

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1 Facebook 46 51.1% 38 42.2% 5 5.6% 1 1.1%
2 Whatsapp 48 53.3% 31 34.5% 9 10% 2 2.2%
3 Twitter 31 34.4% 18 20% 5 5.6% 36 40%
4 Youtube 44 48.8% 35 38.9% 6 6.7% 5 5.6%
5 Instagram 44 48.9% 19 21.1% 20 22.2% 7 7.8%
Source: Field Survey, 2020.

Table 4.1.6 above shows the frequency of the different social media used by LIS Students

of the University of Jos. 46(51.1%) of the respondents mostly used Facebook, followed by

38(42.2%) moderately used Facebook, and 5(5.6%) rarely used face book and lastly 1(1.1%)

does not used face book at all. Whatsapp which is the second social media used by LIS students,

48(53.3) mostly used whatsapp, 31(34.5%) moderately used whatsapp and 9(10%) rarely used

whatsapp and lastly 2(2.2%) do not used whatsapp at all. 31(34.4%) mostly used twitter,

18(20%) moderately used twitter, 5(5.6%) rarely used twitter and 36(40%) of the students do not

used twitter at all. 44(48.8%) of the respondents mostly used Youtube, 35(38.9%) moderately

used Youtube, 6(6.7%) rarely used YouTube and 5(5.6%) do not used Youtube at all. On

Instagram, 44(48.9) of the respondents mostly used it, 19(21.1%) moderately used instagram,

20(22.2%) rarely used instagram and 7(7.8%) do not used instagram at all. This shows that, the

respondents often use the social media such as Whatsapp, Facebook Youtube and Instagram.

Research Question 2: What is the frequency of use of social media by the LIS students in
the University of Jos?

Table 4.1.7: Frequency of Use of Social Media

Use of Social Media Frequency Percentage %
Daily 87 96.7
Weekly 3 3.3

15
Monthly 0 0.0
Quarterly 0 0.0
Source: Field Survey, 2020.

Table 4.1.7 shows the frequency of use of social media by the LIS students, 89(96.7%) indicated

that LIS student use social media daily and only 3(3.3%) use social media weekly. This simply

mean that almost all of the respondent used social media on daily basis.

Research Question 3: What are your reasons for using social media as a student?
Table 4.1.8: Reasons why LIS Students Use Social Media
S/N Reason why Strongly Agree Disagree Strongly Total
students use agree Disagree
social media
1 Collaborate 53 58.9% 15 16.7% 13 14.4% 9 11.1% 90 100%
with class mate
on assignment
2 Access 36 40% 47 52.2% 2 2.2% 5 5.6% 90 100%
literature
3 To be up to 34 37.8% 40 45.8% 9 10% 7 7.7% 90 100%
date with
current news
and events
4 Keep up with 44 48.8% 38 42.2% 6 6.8% 2 2.2% 90 100%
friends
5 For leisure 27 30% 35 38.8% 20 22.2% 8 8.9% 90 100%
6 For 49 54.4% 13 14.4% 18 20% 10 11.1% 90 100%
entertainment
Source: Field Survey, 2020.

Table 4.1.8 shows the reason why LIS students use social media. From the responses

presented, 53(58.8%) strongly agreed that they used social media to collaborate with class mates

on assignment while 15(16.7%) agreed that they used social media to also collaborate with class

mates on assignments, 13(14.4%) disagreed that they do not collaborate with class mate on

assignment, while 9(11.1%) strongly disagreed that they do not used social media to collaborate

16
with class mates on assignments. 36(40%) of the respondents strongly agreed that they used

social media to access literature, 47(52.2%) also agreed that they used social media to access

literature, while 2(2.2%) disagreed that they do not used social media to access literature and

5(5.6%) strongly disagreed that they do not used social media to access literature. To be up to

date with current news and events and 34(37.8%) strongly agreed that they used social media,

and 40(45.8%) agreed that they used social media to be current with news and events, 9(10%)

disagreed with the fact that they do not used social media to be up to date with current

happenings and 7(7.7%) strongly disagreed that they do not used social media to be up to date

with current news and events. 44(48.8) of the respondents strongly agreed that they used social

media to keep up with friends, 38(42.2%) agreed that they used social media to keep up with

friends, while 6(6.8%) disagreed and 2(2.2%) strongly agreed that they do not used social media

to keep up with friends. For leisure 27(30%) agreed that they used social media for leisure,

35(38.8%) strongly agreed that they used social media for leisure, 20(22.2%) disagreed and

8(8.9%) strongly disagreed. 49(54.4%) strongly agreed that they used social media for

entertainment and 13(14.4%) agreed while 18(20%) strongly disagreed and 10(11.1%) strongly

disagreed that they do not used social media for entertainment. From the findings it shows that

the respondents use social media for their academic works, leisure and entertainment.

Research Question 4: In what ways do social media affect your academic performance as a
student?

Table 4.1.9: Effects of Social Media on LIS Student’s Academic Performance

S/N Ways social Strongly Agree Disagree Strongly Total
media affects agree Disagree
student
academic
performance

17
1 Distraction 45 50% 16 17.8% 21 23.3% 8 8.9% 90 100%
2 Affects reading 16 17.8% 31 34.4% 21 25.6% 20 22.2% 90 100%
ability
3 Affects writing 41 45.6% 14 15.5% 30 33.3% 5 5.6% 90 100%
skills
4 Affects 15 16.6% 30 33.3% 10 11.1% 35 38.9% 90 100%
student’s
thinking ability
Source: Field Survey, 2020.

Table 4.1.9 above shows the effects of social media on LIS student’s academic

performance, majority of the respondent strongly agreed that social media served as a distraction

as indicated by 45(50%). Followed by 16(17.8%) agreed that social media served as a distraction

to their academic performance and 21(23.3%) disagreed that social media served as a distraction

while 8(8.9%) strongly disagreed that social do not distract them.41(45.6%) of the respondents

strongly agreed that social media does not affects their reading ability as students, 31(34.4%)

agreed that social media does not affects their reading ability while 21(23.3%) disagreed and 20

(22.2%) strongly agreed that social media does not affects their reading ability. 41(45.6%)

strongly agreed that social media affects their writing skills, 14(15.5%) agreed that social media

affects their writing ability while 30(33.3%) disagreed that social media does not affects their

academic performance and 5(5.6%) strongly disagreed that social media does not affects their

writing ability. 15(16.6%) strongly agreed that social media affects students’ thinking ability,

30(33.3%) agreed while 10(11.1%) disagreed and 35(38.9%) strongly disagreed that social

media does not affects students’ thinking ability.

Research Question 5: What are the strategies to be adopted to remedy the situation?
Table 4.1.10: Strategy to be adopted to remedy the Situation
S/N Strategies to be adopted to remedy Strongly Agree Disagree Strongly
the situation Agree Disagree

18
1 Free data server such as Wi-Fi on 10 11.1 20 22.2 15 16.7 45 50
campuses should be used strictly for
academic purposes.
2 Creative tasks such as practical 20 22.2 43 47.8 10 11.1 17 18.9
assignment should be given to
students that involve critical thinking
which they cannot copy from each
other .
3 Awareness should be created on the 53 58.9 20 22.2 12 13.3 5 5.6
effect of social media on student
academic performance
4 Lecture note and assignments should 10 11.1 15 16.7 30 33.3 35 38.9
be uploaded online.
Source: Field Survey, 2020.

Table 4.1.10 above shows the strategy to be adopted to remedy the situation. The number

of respondent represented by 10(11.1%) strongly agreed free data server such as Wi-Fi on

campuses should be used strictly for academic performance, 20(22.2%) agreed while 15(16.7%)

disagreed and 45(50%) strongly disagreed that free data should be used strictly for academic

purposes. That awareness should be created on the effect of social media on student academic

performance, followed by. 20(22.2%) agreed and 43(47.8%) strongly agreed that creative tasks

such as practical assignment should be given to students that involve critical thinking which they

cannot copy from each other, while 10 disagreed and 45(50%) strongly agreed that creative tasks

such as practical assignment should be given to students that involve critical thinking which they

cannot copy from each other. 53(58.9%) strongly agreed and 20(22.2%) strongly agreed that

awareness should be created on the effect of social media on student academic performance

while 10(11.1) disagreed and 17(18.9%) strongly disagreed that awareness should be created on

19
the effect of social media on student academic performance. 10(11.1%) strongly agreed and

15(16.7%) agreed that lectures note and assignment should be uploaded online while 30(33.3%)

disagreed and 35(38.9%) strongly agreed that lectures note and assignment should be uploaded

online.

DISCUSSION

The study was conducted to investigate the effect of social media on student’s academic

performance in Nigeria Universities, a case study of University of Jos.

The findings revealed that students of University of Jos are well exposed to social media

networks; all 90 respondents use one social media platform or the other. Whatsapp 48(53.3%),

Facebook 46(51.1%), twitter 31(34.4%), Instagram 44(48.9%) and Youtube 44(48.9%). This

corroborates the findings of Wiley and Sisson (2006), that previous studies have found that more

than 90% percent of tertiary school students use social media. The research also revealed the

frequency of use of social media which indicated that 87(96.7%) used social media daily while

3(3.3%) used social media weekly. This shows that all the respondent used social media on daily

basis and this comes with implications as it was earlier revealed by the study conducted by

Kirschner and Karpinski (2010), that over-involvement or obsession with social networking sites

(SNSs) by students can have negative and positive impacts on their academic performance.

The study thus revealed the main reason why LIS students use social media and how helpful it is

to them in their academic. It also helps them to disseminate knowledge to their peers such as to

collaborate with each other on assignment, to access literature and to be up to date with current

news and events. This was earlier revealed by O’keeffe and Clake-Pearson (2011), that social

media benefit students by connecting them to one another on assignments and class projects. In

the same direction Salvation and Adzhruddin (2014), concluded in their study that, students are

20
able to formulate group discussions to exchange ideas and communicate to their teachers as well

as call on friends about assignments on social networking sites (SNSs). Indeed one cannot

dispute the fact that social media networks contribute immensely to students’ academic life when

used judiciously.

The findings also showed that social media also served as a distraction and it also affects

their writing skills. This finding corroborates the arguments made by some scholars such as

Khan and Englander (2010) whose findings suggested that social media is a nuisance to students’

academic life.

Lastly the research also revealed that awareness should be created on the effect of social

media on students’ academic performance to enhance their usage on social media without

affecting their academic performance and creative tasks, such as practical work be given to

students that involved critical thinking to avoid copying work from each other.

CONCLUSION

It is without doubt that social media is and will remain an important tool in human life as far

communication is concerned. Today mankind is harvesting tremendously from its existence not

only in mere communication point of view but also in most scholarly activities. Acquiring

information both locally and internationally from friends, lecturers or experts is no longer a

struggle as compared to the olden days and the internet is the ultimate master behind this

21
success. The research revealed that social media influenced students’ academic life positively,

helped them acquire new skills and broaden their horizon but at the same time, students must be

cautious so as not to become distracted and addicted to social media.

Recommendations

In the light of the findings, the following recommendations were made;

1. Seminars should be organized in the various faculties and department to enlighten

students more about the possible implications of social media on their academic

performance.

2. Lecturers can adopt new strategies by channeling assignments or discussions on social

media platforms to help inculcate the habit of using these sites for academic work.

3. Students must minimize the time they spend on social media to avoid being obsessed by

these sites for unnecessary chatting.

4. The university authority should also restrict access to free social media sites that may be

prone to distracting students’ attention during school.

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