The Impact of Social Media usage on the Academic Performance of University

Students in Nigeria

Abstract

The article works is on impact of social media on the Academic performance of

University students in Nigeria. Causal-comparative research design was adopted.
The Four tertiary institutions used for study- Nnamdi Azikiwe University-Awka,
Delta State University, Abraka, Madonna University Okija campus and Anambra
State University. Population of this study comprised of all the students in various
departments in each schools. The total population selected through purposive
sampling technique are twenty- five students in each school and the total
therefore are hundred undergraduates and. Capture sampling is the method used
to administer the instrument. Findings show that social media usage among
students is not for academic purposes. Found out that the following are often
used by students -Facebook 40(40.81%), WhatsApp 20(20.40%) 2go/Skype
14(14.28%) and while Myspace, Twitter, badoo, Blogs/web scholars, Google+/
Social bookmarking are not often used by undergraduates in the four universities
for the study. Another finding showed that students in the four universities use
social media for reaching out to close/distance friends and general information
about life. The researchers proffer solutions to social media impact on education
performance of students in Nigeria.

Keywords: Social media (websites), educational performance, Students and

Universities

1.1 Introduction

In the 21st century education has shifted to a technology based which is one of
the most rapid facilities you can think of. Therefore, social media (networking)
technology is an integrating tool of education that improved national
development in the education sector. Social media have affected communication
between people in educational community positively since the past decades.
Now, life is made easy by this media for development academically, socially, and
politically for any that is connected to it(Oghenetega, Oyenike & Ugeh, 2014). In
recent times, there has been a great to adopt e-learning systems in institutions of
higher learning in the country. The rapid growth in technology, especially the
internet, has made e-learning systems to have great impact on the users. Several
discussions, opinions and projects have emerged in areas of e-learning especially
from a social networking context, and application of ICT to solve both academic
and administrative problems of schools, most notably higher institutions of
learning (Awodele, Idowu, Anjorin, Adedire & Akpor, 2009). In an information
hungry world social media is an import way to equip the undergraduates for
employment of graduation. In an Clark increasingly competitive business
environment. There is pressing need to prepare the undergraduates to be job
creators instead of job seekers. There is pressing need to raise the awareness of
undergraduates in the use of social networks to enhance their careers prospects.
Many universities suffer from a lack of application or use of appropriate
technologies. This affects the overall set academics objectives and impairs the
goal of any existing or new e-learning system. It is obvious that the traditional
teaching approach is no longer meeting the needs to prepare undergraduates to
function effectively and satisfactorily in today’. Furthermore Oghenetega and
Ejedafiru (2014) submits that social media have affected communication between
people in educational community positively since the past decades. Now, life is
made easy by this media in different areas such as academically, socially, and
politically for any that is connected to it. Social networking sites are web-based
services that allow individuals to construct a public or semipublic profile within a
bounded system, to articulate a list of other users with whom they share a
connection, and view and traverse their list of connections and those made by
others within the system (Boyd and Ellison, 2007). Different social groups in
Nigeria such as Nigerian Library Association (NLA) can establish contacts and
online forum. Social Network Sites (also called Social Networking Services or
Social Networking Communities), are those Internet systems that have at their
heart the personalized profile (Tapscott & Williams, 2006,). Some of the
prominent examples include: Facebook, LinkedIn, Twitter, and MySpace. Social
networking sites are two-way transparent communication that encourage a
feedback mechanism; connecting people with shared interest. Social networking
sites allow librarians to adopt a new role by placing themselves into a social realm
with users. By reading blogs, group postings, and message boards, the librarian
becomes an active participant, who is able to anticipate and advise patrons as
needs arise. Linking to patron profiles also keeps the library within the
consciousness of users, potentially increasing interaction. Courtney (2007) is of
the viewed that social network site, as user is a participant, a co-creator, and a
builder of knowledge. The dynamic nature of this technology enables users to
have an open access to knowledge and contribute local content on the social
network space.

Education is the bedrock for meaningful development of any country. Education

plays crucial and cardinal role in the development of human resources of a
country. A country cannot develop beyond the level of education of its citizenry
who form the country’s human resources. Secondary School education is the
bridge between the primary and tertiary levels. The importance of secondary
education made the Federal Government of Nigeria to state the broad aims of
secondary education as “preparation for useful living within the society and for
higher education”. Today, education is significantly shifting from traditional
classroom setting to a more advanced technology based settings which is one of
the most rapid developments anyone can imagine. The world has changed rapidly
by the evolution of technology; this has resulted into the use of technology as the
best medium to explore the wide area of knowledge. Technology has helped both
teachers and students alike to be better informed, enlightened, as well as keep
up-to-date with the ever dynamic and changing world. Today’s emerging
technology such as the social media is taking a firm place in education as well as
in many people's lives to the point that it has become difficult to imagine an
individual who at least once a day did not check for updates in the social media.

Nwoburuoke and Eremie referred to social media as the means of interactions

among people in which they create, share and/or exchange information and ideas
in virtual or online communities and network. Social media creates the
opportunity to network with other people who share similar or common interest,
dreams and goals. Kim and Kim stated that social media are the emerging digital
communication channels which create a user oriented information sharing ground
where any individual can generate or subscribe information content as both
information provider and consumer. Buettner sees social media as computer
mediated tools that allow people or companies to create, share or exchange
information, career interest, ideas, pictures/ virtual communities and networks.
Social media are referred to as social, simply because they allow communication
with friends whether physical or internet friends, class mates, teachers, and
principals, among others so easily and effectively. Social media networking sites
include: Twitter, Yahoo Messenger, Facebook Messenger, WhatsApp messenger,
Blogger, Instagram, Youtube, Telegram, Skype, Google talk, Google Messenger,
iPhone and Androids.
Social media has emerged to be one of the most important communication tools.
It exist so as to ease communication among people regardless of the expanse,
making it open for people to easily share information, files such as pictures and
videos, create blogs, send messages, and conduct real-time conversations. For
example, with WhatsApp messenger, communication through mobile phones has
become easier, faster and cheaper. It is cheaper when compared to the other
phone messaging. A teacher can chat as well as exchange files such as voice
messages, audio, videos and documents with his/her students from anywhere
through WhatsApp. Social media such as Facebook, Twitter, Instagram, Telegram,
among others have brought tremendous improvement in the communication
system which enhances learning. With the aid of the internet, students can form
their own page, have access to news and current affairs, and receive class notes
via email sent to them by their class teachers. An additional benefit of social
media is that they are frequently free to use or merely require marginal
investment, therefore eliminating a potential barrier to its adoption. Wheeler,
Yeomans and Wheeler stated that there has been various overview and opinions
which recognized four major advantages of social media use in secondary school
education. These include, enhancing relationship among students, improving
learning motivation, offering personalized subject materials, and developing
collaborative abilities. This means that social media activities have the potential of
enhancing student contact and is used to improve their participation in class,
particularly where introverted students are involved.
Although social media has been recognized as an important resource for
education today, one can however argue that the reason most students in
secondary schools tend to perform poorly in their academic pursuit might be as a
result of their over indulgence in social media. While many minds might be quick
to blame the poor quality of teachers, they might have to re-think and consider
why they are yet to hear of the Facebook frenzy. Ellison stated that students use
social media such as Youtube, Facebook and Instagram for fun, to kill time, to
meet existing friends or to make new ones. Olubiyi noted that, students are now
engrossed in social media that even during class hours, some students are busy
pinging, whatsapping or facebooking. Obi, Bulus, Adamu and Sala’at had observed
that the use of these social media networking sites also affects students’ use of
English and grammar. The students are used to short forms of writing words in
their chat rooms to the point that they tend to forget, and use the same in their
classrooms and even during examinations. Students use things like ‘4’ in place of
‘for’, ‘U’ in place of ‘You’, ‘D’ in place of ‘The’, and this could impact on their
academic performance.
Academic performance is the outcome of the extent to which a student, teacher
or institution has achieved their educational goals. This is commonly measured by
examinations or continuous assessment; however there is no general agreement
on how it is best tested or which aspects are most important, either procedural
knowledge such as skills nor declarative knowledge such as facts (Annie, Howard
& Mildred in Osharive). The role of academic performance as one of the
predictors of students’ success, academic placement in schools and the level of
employability in an individual’s career cannot be overstated. Therefore,
stakeholders such as parents or guardians, teachers, students, and well-wishers
are concerned with the ways students can enhance their academic performance.
In today’s world where technology is increasingly invading all economic sectors
education inclusive, secondary school students are seen to be exposed to smart
phones and computers. They spend time on the internet making use of social
media applications accompanying these smart phones and computers. Precious
times that ought to have been channeled towards learning and academic pursuit
have been diverted by the passion for meeting new friends online, and in most
cases, they are busy engaging in unimportant discussions at the expense of their
academic work. Thus, there might be an influence between the use of social
media and students’ academic performance, bearing in mind that social media
tend to bridge the gap between two or more persons.

1.2. Statement of the Problem

The educational system in Nigeria is faced with so many challenges which have
certainly brought about rapid decline in the quality of education. Students'
academic performance has particularly experienced drastic decline, as a result of
poor classroom participation, low grades in internal and external examinations. It
appears that students are addicted to social media platforms such as Facebook,
Twitter, Whatsapp, Instagram, Tiktok, MySpace, LinkedIn, Mebo, Email, Youtube,
Zoom, Blogs, among many others. Students use most of their time in chatting on
issues unrelated to their studies. Some students apparently fail to pay attention
to their class teachers, as they chat and observe other social media activities.
Student’s attention has been shifted from visible to invisible friends, while
important matters such as academic work might be affected in the process.
Asemah and Edegoh, 6 described this situation affirming that it is a common sight
to see students chatting in sensitive and highly organized places such as churches,
mosques and classrooms, even on the highway. This has become a major
challenge which has negatively influenced their academic performance and has
become a source of worry to many who believe in knowledge and skill acquisition.
This study therefore examined the impact of social media on academic
performance of selected secondary schools in Edo South Senatorial District, Edo
State.
Social media has become an integral part of daily life for millions of individuals
worldwide, particularly among college students. While these platforms offer
unprecedented opportunities for communication, collaboration, and information
sharing, concerns have arisen regarding their potential impact on academic
performance. Understanding how social media influences students' academic
outcomes is essential for educators, administrators, and policymakers as they
navigate the increasingly digital landscape of higher education.

1.3 Define the Issue of Concern: Impact of Social Media on Academic

Performance

The pervasive use of social media among college students raises questions about
its effects on their ability to focus on academic tasks, manage time effectively, and
achieve educational goals. Studies suggest that social media usage can lead to
distractions, reduced study time, and decreased academic performance indicators
such as grade point average (GPA) and exam scores. Conversely, some argue that
social media enhances learning through information sharing, collaboration on
academic projects, and access to diverse perspectives.

The multifaceted nature of social media's impact on academic performance

necessitates a nuanced examination. Factors such as platform usage patterns,
individual behaviors, and socio-cultural influences all play roles in shaping how
social media interacts with students' academic lives. By exploring these dynamics,
we can better understand the mechanisms through which social media influences
educational outcomes.

Why It’s Important to Study This Phenomenon

Understanding the relationship between social media and academic performance

holds several critical implications:

1. Educational Policy and Practice: Universities and colleges can develop

evidence-based policies and guidelines to promote responsible social media
use among students. This includes strategies for managing digital
distractions, fostering digital literacy, and integrating social media into
educational activities effectively.
2. Student Well-being: Excessive social media use has been linked to stress,
anxiety, and sleep disturbances among students, which can indirectly
impact academic performance. By identifying these connections,
institutions can implement support services and resources to promote
students' mental and emotional health.
3. Pedagogical Innovation: Educators can leverage social media platforms to
enhance teaching and learning experiences. Understanding how students
engage with social media can inform the design of interactive and
collaborative learning environments that capitalize on digital
communication tools.
4. Research and Scholarship: Scholars and researchers can contribute to the
growing body of knowledge on digital media's impact on education. By
synthesizing existing research and conducting empirical studies, they can
uncover new insights into effective educational practices in the digital age.
5. Global Perspectives: The impact of social media on academic performance
varies across cultural contexts and geographical locations. Studying this
phenomenon at institutions like the University of Lagos provides insights
that can inform educational strategies globally, particularly in diverse and
multicultural settings.

1.4 Objectives of the Study

Understanding the multifaceted relationship between social media usage and
academic performance among college students, particularly at the University of
Lagos, requires clear and specific research objectives. This section outlines the
goals and aims of the study, guiding the exploration of how social media
influences educational outcomes and providing a roadmap for the subsequent
chapters.

Specific Goals and Aims of the Research

1. To Explore Social Media Usage Patterns:

o Investigate the types of social media platforms predominantly used
by students at the University of Lagos.
o Analyze the frequency, duration, and purposes of social media usage
among UNILAG students.
o Identify trends in social media usage across different demographic
groups (e.g., age, gender, academic discipline).
2. To Examine the Impact on Academic Performance Metrics:
o Evaluate the relationship between social media use and academic
performance indicators such as GPA, exam scores, and class
attendance.
o Explore how different patterns of social media usage (e.g., active
engagement vs. passive consumption) correlate with academic
outcomes.
o Investigate the influence of social media on students' study habits,
time management skills, and overall academic productivity.
3. To Identify Mediating and Moderating Factors:
o Identify factors that mediate the relationship between social media
usage and academic performance (e.g., self-regulation, motivation,
digital literacy).
o Explore how contextual factors (e.g., academic workload, peer
influence) moderate the impact of social media on educational
outcomes.
o Examine the role of technological factors (e.g., device usage, access
to internet) in shaping students' social media behaviors and
academic performance.
4. To Provide Recommendations for Educational Practices:
o Based on findings, provide evidence-based recommendations for
educational institutions, policymakers, educators, and students.
 o Suggest strategies for promoting responsible social media use among
college students to enhance academic success.
o Propose guidelines for integrating social media into educational
practices effectively, including strategies for leveraging social media
for learning and engagement.
5. To Contribute to Academic Discourse:
o Contribute to the scholarly understanding of how social media
impacts academic performance within the context of higher
education.
o Synthesize existing literature, identify gaps in research, and propose
directions for future studies.
o Offer insights into the implications of social media use on student
well-being, institutional policies, and pedagogical strategies.

By pursuing these objectives, the study aims to provide a comprehensive analysis

of how social media influences academic performance among college students at
the University of Lagos. The findings will contribute to broader discussions on
digital media's role in education and inform practical strategies for optimizing
social media use in educational settings. Subsequent chapters will delve into
literature review, research methodologies, findings, and implications, building
upon these objectives to offer a nuanced understanding of this significant area of
study.

This expanded section outlines specific research objectives that delve deeply into
various aspects of social media's impact on academic performance, providing a
robust framework for your literature review and subsequent research chapters.
Each objective can be supported with empirical evidence, theoretical frameworks,
and case studies to enrich the analysis and conclusions of your study.

1.5 Research Questions

To comprehensively explore the relationship between social media usage and

academic performance among college students, the literature review will address
the following key research questions:
1. What are the predominant patterns of social media usage among college
students at the University of Lagos?

 How do students at the University of Lagos engage with different social

media platforms (e.g., Facebook, Instagram, Twitter, TikTok)?
 What are the primary purposes of social media usage among UNILAG
students (e.g., social networking, information seeking, entertainment)?
 How does social media usage vary across demographic factors such as age,
gender, and academic discipline?

2. How does social media use impact academic performance metrics such as
GPA, exam scores, and study habits among students at the University of Lagos?

 What is the correlation between time spent on social media and academic
performance indicators (e.g., GPA, exam performance)?
 How does the frequency of social media usage relate to students' study
habits (e.g., procrastination, concentration)?
 What are the perceived benefits and drawbacks of social media use on
academic outcomes according to UNILAG students?

3. What factors mediate or moderate the relationship between social media

usage and academic performance among college students?

 How do individual factors (e.g., self-regulation, motivation) influence the

impact of social media on academic success?
 What role do contextual factors (e.g., academic workload, peer influence)
play in moderating the relationship between social media use and
educational outcomes?
 How does technology-related factors (e.g., access to devices, internet
connectivity) affect social media behavior and academic performance?

4. How can educational institutions, policymakers, educators, and students

optimize social media use to enhance academic success at the University of
Lagos?

 What are effective strategies for promoting responsible social media use
among college students?
 How can social media be integrated into educational practices to support
learning, engagement, and collaboration?
  What policies and guidelines should be implemented to mitigate the
negative impacts of social media on academic performance while
maximizing its benefits?

5. What are the broader implications of social media use on academic

performance within the context of higher education, particularly at the
University of Lagos?

 How does social media usage impact student well-being, mental health,
and overall academic experience?
 What are the implications of social media use for institutional policies,
pedagogical practices, and student support services?
 What are the future directions for research and practice in understanding
and leveraging social media in educational settings?

1.6 Significance of the Study

Understanding the intricate relationship between social media usage and

academic performance among college students holds profound significance for
educators, policymakers, researchers, and students themselves. This section
explores why studying this phenomenon is crucial and outlines the potential
benefits that can emerge from such research.

Importance of Understanding the Relationship between Social Media and

Academic Performance

Social media platforms have become integral to modern communication and

social interaction, shaping various aspects of individuals' lives, including
education. The impact of social media on academic performance is a topic of
increasing concern and interest due to several reasons:

1. Digital Transformation of Education: As educational institutions

increasingly adopt digital technologies, understanding how social media
influences learning outcomes becomes imperative. Social media can
enhance communication, collaboration, and access to information, but it
can also pose distractions and challenges to students' academic focus.
 2. Student Engagement and Well-being: Social media use has implications for
student well-being and mental health, which are closely linked to academic
performance. Excessive use or misuse of social media may contribute to
stress, anxiety, and reduced academic motivation among students.
3. Educational Policy and Practice: Evidence-based insights into the
relationship between social media and academic performance can inform
the development of effective policies and guidelines for managing digital
distractions and promoting responsible social media use among students.
4. Pedagogical Innovation: Understanding how students interact with social
media can inspire innovative teaching practices that leverage digital
platforms for active learning, engagement, and collaboration in educational
settings.
5. Global Perspectives: The impact of social media on academic performance
varies across cultural contexts and geographical locations. Research
conducted at institutions like the University of Lagos can provide insights
applicable to diverse educational environments globally.

Potential Benefits of the Study

1. Enhanced Educational Practices: Research findings can guide educators in

optimizing social media use to foster learning, critical thinking, and digital
literacy skills among students.
2. Improved Student Support Services: Insights into the relationship between
social media and academic performance can inform the development of
support services that promote student well-being and academic success.
3. Policy Recommendations: Evidence-based recommendations can influence
institutional policies related to social media use on campus, including
guidelines for students, educators, and administrators.
4. Empirical Contribution: The study contributes to the scholarly literature by
synthesizing existing research, identifying gaps, and proposing future
directions for studying social media's impact on education.
5. Practical Applications: Findings can be translated into practical strategies
for managing digital distractions, enhancing time management skills, and
fostering a balanced approach to social media use among students.
6. Community and Stakeholder Engagement: Engaging stakeholders (e.g.,
students, faculty, administrators) in discussions about social media use can
promote awareness and responsible digital citizenship within the university
community.
1.7 Purpose of the Study

The main aim of this article is to know the impact of social media (websites) in
academic performance of undergraduates in Nigeria. Specifically objectives are
to:

1. Investigate whether there is any impact social media contributes to

educational of undergraduate students.
2. Determine the level of educational standard of students that use social media
in universities of Nigeria.
3. To ascertain how the use of social media has influence the academic
performance of the students in University of Lagos.
4. To ascertain the difference in students’ usage of social media network by
gender.
5. To ascertain how age has influence on students’ usage of social media
network.

1.8 Research Hypotheses

The following hypotheses are generated by the researcher and was tested in
this study:
1. Students’ addictiveness to social network has no significant influence
on their academic performance.
2. Student’s exposure to social media network has no significant
influence on students’ academic performance.
3. Use of social media do no significantly influence on the academic
performance of the students in University of Lagos.
4. There is no significant difference between male and female student
usage of social media network.
5. Age does not have significant influence on the use of social media.

1.9 Scope of the Study

The focus of this research work is to primarily study the Influence of social media
on the academic performance of students. The study will comprise students in
University of Lagos. The work is limited to Nnamdi Azikiwe University-Awka,
Delta State University, Abraka, Anambra State University, Uli and Madonna
University Okija which span through four Universities in Nigeria.

LITERATURE REVIEW

2.1 INTRODUCTION

This chapter reviewed some of the numerous works done by scholars and
researchers which are directly related to this research work. In doing so, this
chapter examined and reviewed the following areas;

∙ The concept of social media

∙ Students addictiveness to social media

∙ Students exposure to social media

∙ Influence of social media network on students’ academic performance ∙ Usage

of social media and students’ academic performance

∙ Gender usage Of social Media

∙ Usage of social media by age

∙ Social media in the classroom

∙ Problems of social media

∙ Summary of Literature Review

2.2 Concept of social media

Social media is that means that employs mobile and web based technology to
create highly interactive platforms via which individuals and community share,
co-create, discuss and modifies user-generated content (Kietzmannn, 2012).
Social media is a phrase being tossed around a lot. It is a website that does not
just give you information but interact with you while giving you information. It is
a group of internet based application that allows the creation and exchange of
users generated content. It is easy to confuse social media with social news
because we often refer to members of the news as the media. Adding to it, that
social news site is also social media site. Some media website includes:

∙ Social Bookmarking: interact by tagging website and searching through

website book marked by others (Blink list, simple).

∙ Social News: interact by voting for articles and commenting on them (Digg,
propello).

∙ Social Networking: interact by adding friends, commenting on photo and

profiles, sharing groups for discussions (Facebook, 2go, BB chat)

∙ Social Photo and Video Sharing: interact by sharing photos or videos and
commenting on the user submission. (Youtube and Fliki).

∙ Wikis: interact by adding articles and editing existing articles. (Wikipedia,

wikia).

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.

The internet usage effect of social media, in views of Nielsen (2012) is that,
students continue to spend more time on the social media than any site. The
total time spent on social media across mobile devices increased by 37%, 121
billion minutes in July 2012 compared to 88 billion minutes in July 2011. Kaplan
and Haenlein (2010) classified social media into six different classes as follows:
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 Mobile Social Media

When social media is used in combination with mobile devices, it is called mobile
social media. Social media is a group of mobile marketing application that allows
the creation and exchange of users generated content. Due to the fact that
mobile social media runs on mobile devices, it differs from traditional social
media as it incorporates new factors such as the current location of the user,
time delay between sending and receiving. According to Kaplan (2002), social
media can be divided into four types:

▪ Space-timers (location and time sensitive): exchange of message with relevance

for specific location and time (Face book, 2go, BB chat)

▪ Quick-time (time sensitive): transfer of traditional social media application to

mobile services to increase immediacy (posting twitter messages, status update
[2go], and updating display picture [dp] [bbm]).

▪ Space-locators (location sensitive): exchange message with relevance for one

specific location which are tagged to certain place (yelp, sype).

▪ Slow-timers (neither location nor time sensitive): transfer traditional social

media application to mobile devices (reading a wikipedia entry).
Social Networking Sites

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

∙ Impact of Social Networking Site

∙ Features

∙ Social Networking and Education

∙ Constraints in Education

Impacts of Social Networking Sites

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

Features of Social Networking Sites

According to the Boyd and Ellison (2007) article entitled “Why Youth Heart, Social
Networking Site: the role of networked publics in teenage life?” It shares a variety
of technical features that allows individuals to construct a public or semi-public
office, articulate list of their users that they share connection with and view their
list of connections within the system. In an article titled ‘social networking sites’
definition and scholarship, Boyd and Ellison adopt Sunden’s (2003) description of
profiles as unique pages where one can type oneself into being a profile is
generated from answer to question, such as age, location and interest. Some site
allows users upload pictures’, add multimedia content or modify the look of their
profile. For instance, 2go allows the user to update their status and change
profile pictures and BB chat that allows them change display picture, name and
status. They allow them search for users and share a list of contact and there are
sections dedicated to comments from friends and other users. To protect their
privacy, they have a control that allows users to choose who can view their
profile, contact and add them to their list of contacts.

Social Network and Education

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

Constraints of Social Networking in Education

In the past, social networking were viewed as a distraction and offered no

educational benefit. Blocking this social network was a form of protection for
students against wasting time, bullying and privacy protection. In an educational
setting, 2go and BB chat is seen by instructors and educators as frivolous time
wasting and distraction from school work. Cyber bullying has been an issue of
concern with social networking site. An online survey based on 9-19 years old
and above discovered that students received bulling comments online. Social
networking, often include a lot of personal information posted publicly and many
believe that sharing personal information and the easy communication vehicle
that social networking opens the door to sexual predators. However, there is
evidence of contradiction to this; 69% of social media using teens and 85% adults
said people are mostly kind to one another. The national school board
association reports that almost 60% of the students who use social network talk
about educational topics online and more than 50% talk about school work. Yet
the vast majority of school district has stringent rules against nearly all forms of
social media during school hours. Social networking focused on supporting
relationship between teachers and students which are now used for learning.
Some sites like Ning-for teachers and Term wiki-learning Centre were created to
support this. Social media are also emerging as online year book for private and
public use. It allows anyone from the general public to register and connect to
others. It allows participant the opportunity for just in time learning and
engagement and prescribed curriculum. Jerkins (2006) described it as
participatory culture. It creates space for learners which James (2004) suggest
affinity space and dispersion of expertise and relatedness for learning.

Social Networking and Nigeria

Social networks are increasingly gaining momentum in the world of information

and communication. It has without doubt altered the conventional method of
news gathering and dissemination, a confirmation of what seems to be paradigm
shift from print and broadcast media to the more effective and efficient rave of
the moment. Social networking played a pivotal role in information and
communication in Nigeria last year, event that will forever stick to our memories.
It all started with the removal of fuel subsidy on New Year day in 2012. This event
showed the overwhelming power of networking. Daily protest were organized
and sustained for about a week in social networks. It was a powerful tool that it
was rumored that the president considered suspending their operations. Another
incident is the case of Cynthia Okojie who was murdered by “Facebook’s friends”.
The role of social network is quiet overwhelming in this scenario considering the
very fact that this ordeal started and ended on Facebook, it wowed everyone. It
proved that social networks are becoming tools in the hands of government and
weapons for criminals. One of the most shocking and angering thrillers ever was
the video and pictures of the “Aluu4”. It was a horrible site to behold, inhumanity
at its peak. It was evidently one of the biggest news that rocked 2012. It wasn’t
the first “criminals” were butchered and burnt alive by angry uncivilized barbaric
mobs. The difference between Aluu4 and other similar occurrences was simply
the presence of social networking which led to empathy from the public and
resultant involvement of the government. Social Networking Sites (SNS) have
been popular since the year 2002 and have attracted and fascinated tens of
millions of Internet users (Boyd & Ellison, 2007). Though only a few have gained
worldwide publicity and attention, the Federal Bureau of Investigation estimated
that there are over 200 different site that are used for social networking (Duven
& Timm, 2008). Most people who are members of these sites, such as Facebook
(over 400 million users) and MySpace (over 100 million users) participate in them
on a daily basis (Duven & Timm, 2008). Each person who becomes a member of a
SNS has the opportunity to create his or her own webpage or “profile” which is
supposed to be seen as a reflection of that person’s personality (Tufekci, 2008).
By using this personal profile, one can build an entire social network based on his
or her own personal preferences (Boyd & Ellison, 2007). The idea behind most of
this phenomenon, as with many websites, is to help people feel socially
connected and part of a community, even though they may be sitting home alone
at their computer (Coyle & Vaughn, 2008). Participants may connect with other
people they know through school, work, or an organization, or they may meet
complete strangers from all over the world (Coyle & Vaughn, 2008). They do this
by searching for people and adding them as “friends” so that they may share
information with them and other networks that those people may be a part of
(Boyd & Ellison, 2007). Being “friends” in the SNS world simply means that two
profiles have been linked together (Tufekci, 2008). This, in turn, expands a
person’s network greatly, so that they may meet and share information with
even more members (Coyle & Vaughn, 2008).

In addition, being “friends” with someone on a SNS allows a person to

communicate in a variety of ways such as sending private and public messages,
participating in on-line games, commenting on photos that have been posted,
sharing music or movie preferences, responding to journal entries, and much
more (Livingstone, 2008). In one author’s opinion, “Creating and networking
online content is becoming an integral means of managing one’s identity, lifestyle
and social relations” (Livingstone, 2008, 394). A click of a button may mean the
loss or gain of a friendship, and a friendship on a SNS may be with someone who
is not a friend in “real life” (Livingstone, 2008). Though there are several options
for “privacy” on these sites, research has shown that the public aspect of sharing
information is what draws many to join and participate (Duven & Timm, 2008).
Privacy has a new definition when referring to Social networking sites, since just
becoming a member requires a person to give certain personal information
(Duven & Timm, 2008). Some sites, like Facebook, started as a way for college
students to connect and having an “edu” email address was required for signing
up (Tufekci, 2008). Now, this site is open for all users, which also increases the
amount of people who may have two accounts: One for private use, and one for
business or school use (Tufekci, 2008). When conceptualizing why these sites
appeal to so many people, it is significant to note that each SNS focuses on the
presentation of self and social status (Tufekci, 2008). Each person who joins a SNS
must choose a picture to post on their personal profile, which is the picture that
will be used as a representation of themselves (Barker, 2009). Some people use a
recent picture of their face or a photo of a group of friends, while others choose
a different image that they want to represent them or their values (Barker, 2009).
Either way, this picture is significant when looking at a SNS because it shows how
each individual would like to be seen by others (Barker, 2009). Social status is
also a very important part of SNSs because it is plays a role in how each individual
is viewed on their profile by others (Tufecki, 2008). Most SNS will show how
many “friends” a person has, as well as how many people have written to that
person lately (Tufecki, 2008). Because of this, many SNS members will seek out
people to connect with, even though they may not personally want to be linked
with specific people (Tufecki, 2008). Adolescents and college-aged individuals are
especially interested in having a lot of friends, because many worry what others
will think if they do not have as many friends as their peers (Barker, 2009). Not
only does joining a SNS help gain and preserve popularity, but selecting the
perfect pictures to post are also very important aspects of the experience (Siibak,
2009). According to a recent study done on visual impression management and
social networking sites, approximately 60% of adolescents will spend more time
selecting which pictures to post on their profile than actually communicating with
others (Siibak, 2009). This shows that these SNSs are not just for keeping in touch
with classmates and meeting new people, they are used to build adolescent
identities (Siibak,2009) because social networking sites are used primarily by
adolescents and young adults.

Examples of SNS
There are varieties of social networks like 2go, WhatsApp Messenger, blackberry
Messenger, facebook, and twitter for people to have access to. 2go is a Social
Networking Site, chat, and instant messaging (IM) application. It enables users to
chat on their mobile phones free. You can meet users and 2go users as friends.
Chat rooms on different topics are opened where you can join in the discussion
and socialize with others and also, 2go have gateways that enable users chat with
friends on Gtalk, Mxit, and facebook. One of the greatest points of 2go chat is its
simplicity and light weight, making it available to lots of low-end phones. 2go
runs on any java enabled phone, Nokia, LG, Samsung, and Sony Ericson.
Blackberry users can use 2go on their Pc as part of an experimental service by the
company and with it, they can chat anywhere and anytime of the day as they so
please. WhatsApp Messenger is a proprietary cross-platform instant messaging
subscription service for Smartphone’s and selected feature phones that uses the
internet for communication. In addition to text messaging, users can send other
images, video, and audio media messages as well as their location using
integrated mapping features. Blackberry Messenger is propriety internet-based
instant messenger application included on blackberry devices that allows
messaging between blackberry users. It was developed by the manufacturer of
the blackberry research in motion (RIM); messages sent via blackberry messenger
are sent over the internet and use the blackberry pin system, so communication
is only possible between blackberry devices. Pinging allows you to connect to
friends using a ping ID, something akin to blackberry pin but easier to
remember because you can pick it yourself. Once you’ve shared your pin or found
friends via email or twitter, you can send text, messages, photos, videos and
voice memos. Pretty much anything you might want to send to a friend can be
sent using pin. Messages are in real time over the data network and pushed to
the recipient. Once a message is sent, a little S or D and a tick with an R indicating
the message has been sent and read. Ping chat also packs group messaging and
social profiles, which allows you to display a photo, status and some information
about yourself to confirm contacts and through these, one is connected to the
whole world.
Facebook allows anyone who claims to be at least 13 years old to become a
registered user of the website. Users must register before using the site, after
which they may create a personal profile, add other users as friends, exchange
messages, and receive automatic notifications when they update their profile
(Roblyer 2010). Additionally, users may join common-interest user groups,
organized by workplace, school or college, or other characteristics, and
categorize their friends into lists such as "People from Work" or "Close Friends"
(Rapacki, 2007). Twitter is an online social networking service that enables its
users to send and read text based posts of up to 140 characters known as
“tweets.Users can also follow the updates of friends they “follow,” send them
direct messages, reply publicly to friends, or just post questions or comments as
their current status (Sorav , 2010). In many ways this social network site (twitter)
continually provides social network for people at all ages. Twitter as a social
network plays a role in communication throughout the world in the sense
providing online services to share information with others and connect with them
by creating a profile that may include a personal web page and a blog. It has been
argued by (Jonah 2013) that twitter affects behavior by causing psychological
disorder via addiction to the access of the social network. Also twitter affects
behavior because the network is open to all (Jaclyn 2011).

Parental Involvement and Social Media

Parent- child conflicts have also become more of an issue since the sudden
escalation of online social networking (Greenfield & Subrahmanyam, 2008).
Research has shown that students who have a strong sense of communication
and closeness with one (or more) parent or guardian have a better chance at
academic success (Greenfield & Subrahmanyam, 2008). With adolescents hooked
on the Internet and other forms of technology and their language changing with
new acronyms and code words that can only be learned through this technology,
the gap between parents and children has gotten larger (Greenfield &
Subrahmanyam, 2008). Many parents do not understand their children, and
cannot find a way to relate to their virtual worlds. This, in turn, causes distress in
the household and may ultimately lead to a barrier between parent, child, and
communication about school work and grades (Greenfield & Subrahmanyam,
2008).

Benefits of Social Networking

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

Student’s addictiveness to social media

On the internet, students engage in a variety of activities some of which may be

potentially addictive. (kuss and Griffiths, 2011). The mass appeal of social media
on the internet could be a cause for concern, particularly when attending to the
gradually increasing amount of time students spend online. Undergraduates
spend more time on Facebook, Twitter and other social media through
smartphones that are now in abundance among these youths. Many student
cannot go for two-three hours without checking and updating their profiles on
these social networks even at the detriment of other activities such as
educational and career pursuit. (Morahan- Martin and Schumacher, 2000)
explain social media addiction as the excessive use of the internet and the failure
to control this usage which seriously harms a person’s life. In an article on the
Daily Trust newspaper, Itodo (2011) posits that there seem to be an alarming rate
of social networking obsession among students today; a trend that could affect
their academic, social and spiritual lives negatively if not properly controlled.
Many concerned parents have expressed grave concern that they could hardly get
the attention of their children and wards, as they seem to have been carried
away by the fascinating world of social networks. Some youths are such social
freaks that they have now carved out for themselves a world of fantasy and
illusion for detached from reality. Bello (2012) of the Sunday Observer observes
that if the dangerous trend of social media network “obsession” if left unchecked
could further affect an already collapsing education system in Nigeria. The reason
students are performing poorly in school these days might not be farfetched.
While poor quality of lecturers can quickly take the blame, one might think
harder if the phrase “Facebook frenzy” has not been heard of. It is a common
sight to see a youth chatting in sensitive and highly organized places like church,
mosque and lecture venues. Some are so carried away that even as they are
walking along the high way, they keep chatting. Attention has been shifted from
visible to invisible friends, while important ventures like study and writing are
affected in the process.

This phenomenon has become a source of worry to many who believe in

knowledge and skill acquisition (McQuail 2008). Jeong (2005) noted that internet
addiction is significantly and negatively related to students’ academic
performance, as well as emotional attributes. In a study of 884 students of
different universities in Nigeria, (Olowu & Seri 2012). Indicated that students in
Nigeria are spending too much time on social networking sites at the detriment
of other necessary things such as their studies. They explained that Youths’ use of
these social networking sites even point towards obsession. The youths have
made the social media their top priority and continued to need more usage in
order to feel satisfied In Ogedebe, Emmanuel & Musa (2012), a study on
Facebook and Academic Performance in Nigeria Universities was carried out on
122 university students; they tested six hypotheses to know the effect of
Facebook on the academic performance of students in selected universities. The
study tested among other hypotheses that the more time a student spends on
Facebook, the lower his or her grade point average will be. In Olubiyi (2012), the
author observed that the bone of contention of the social media is the obsessive
attitude of Nigerian youths towards its use. He pointed out that students waste
their time through idle chats and other immoral acts. Students are so engrossed
in the social media networks that they are almost 24 hours online. Even in
classrooms and lecture theatres, it has been observed that some students are
always busy pinging, 2going or Facebooking, while lectures are on. The result is
that quality time that ought to be spent on academic research and other
productive networking is lost.

Students Exposure to Social Media

It has been observed in recent times that students have unlimited access to the
internet as well as the social media. Students connect with computer to send and
receive information’s anywhere on the globe. The manufacturing and distribution
of equally sophisticated cellular phones has complicated the situation, as
students no longer need to visit a cybercafé before they send and receive
messages. Some school are so equipped that there is internet connection made
available within the school premises as well as in the library. Online Wikipedia
and blogs are the main resource centers for students as attention have been
shifted from making research in the library to overall dependence on theses
social platforms. It is a common thing to see a student reading in the library and
putting the books aside on hearing the sound of a ping on the phone.

According to a joint study by Campus2Careers and Study Breaks on the use of

mobile devices among students discovered that, an average undergraduate
spend 3.6 hours a day with their cell phones and smartphones, while spending
less time with computers, TV’s, handheld gaming devices and e-readers.

Influence of Social Media Network on Student Academic Performance

Though there have been many social, economic, and environmental factors that
have added to the pressure of university students in the past ten years, the drop-
out rate for students is still a major national problem (Bowen,2008). Current
statistics show that university students in Nigeria are under increased pressure
due to higher academic standards in other countries, and it has become more
important than ever for educators to encourage graduation and further
education (Bowen, 2008). However, with more and more students being
preoccupied with social media networks and technological social lives, how will
this affect their studies? It is estimated that even those students who do
graduate high school, one out of three does not have possess the knowledge and
skills that would lead him or her to the next level, such as college or an advanced
trade school (Bowen, 2008). The top academic areas that many school
professionals are concerned about are English (ELA) and advanced literacy
(Williams, 2008). The current generations of teens live in a fast-paced
technological world with many different types of communication happening all at
the same time. For example, he or she may be on the computer on a SNS, while
also talking on the phone, sending instant messages to a friend, and emailing
someone else all at the same time (Williams, 2008). While there may be some
advantages to this, such as the teen learning how to type faster and multi-task
many things at once, there may also be a breakdown in much of that
communication (Williams, 2008). Literacy has also taken a dive in the past
decade, which has caused many educators to question what can be done to help
students improve their reading, writing, speaking, and thinking- all of the most
basic skills for a successful future (Wise, 2009). As one researcher stated,
“Literacy is, in reality, the cornerstone of student achievement, for any student,
in any grade” (Wise, 2009, 373). The question that many school professionals
have with regards to communication is whether or not a tertiary institution
student is able to follow school curriculum in courses like English or Language
Arts (Williams, 2008). Also, will it be possible to teach them without the use of
multi-tasking and using new forms of technology.

Usage of Social Media and Students’ Academic Performance

The social media engages students and have to be examined as entrepreneurs of

understanding. The medium of internet is marketing with increase in its
programs. The interactive character of online conditions has extended with social
networking. Hooking up through social networking began as being a niche
activity, though time it's a phenomenon. The web sites are employed in many
ways like developing metropolitan areas, speaking, blogging etc. Additionally
different institutions even nowadays are developing groups on several Websites
(Saba Mehmood 2013). The improved usage of Websites has become a
worldwide phenomenon for quite some time. What began out as being a hobby
for several computer literate people has converted to a social norm and
existence-style for individuals from around the globe (Nicole Ellison, 2007).Teens
and teenagers have especially recognized these internet sites to be able to
contact their peers, share information, reinvent their personas, and showcase
their social lives Nicole Ellison,(2007).While using the increase of technology
helpful for getting together with others along with the recognition on the
internet, Internet sites are now being an activity that's done mainly on the web,
with Websites Vaughn, Coyle (2008).

According to Khan 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.

Gender Usage Of social Media

When reviewing the literature related to gender and adolescents, results are
mixed as to which group spends more time on the Internet as well as on social
media networks (Lin & Subrahmanyam, 2007). Studies have shown that boys
have been online more than girls in previous decades because of earlier forms of
technology such as video or computer games (Lin & Subrahmanyam, 2007). Girls
have reported that they use social media for things like chatting and downloading
music (Giles & Price, 2008). Because of this, one may hypothesize that girls will
be more likely to be attracted to social media networks and other online social
groups (Giles & Price, 2008). According to most research done on the topic, the
number of teenage girls and boys who communicate on these social media
networks are equally divided (Bonds-Raacke & Raacke, 2008). Research has
shown that though girls and boys are both likely to have a SNS account, the
reasons for the accounts may vary based on gender (Bonds-Raacke & Raacke,
2008). For girls, social networking sites are primarily placed to reinforce pre-
existing friendships; for boys, the networks also provide opportunities for flirting
and making new friends (Bonds Raacke & Raacke, 2008) .Girls are also more likely
than boys to post sexually explicit pictures of themselves, and to talk about
sexual activity in public forums (Rafferty, 2009). However, boys are more likely to
create an account simply because they are trying to meet a significant other, or
because they are already in a relationship with someone who has requested
them to join (Bonds-Raacke & Raacke, 2008). Girls are also more likely than boys
to share personal information about their daily lives (Merten & Williams, 2009).
Results of a recent study involving Facebook, MySpace, and Xanga showed that
though most teenagers aged 13-17 used these sites for fun and positive reasons,
55% of girls shared personal stories about depression, anxiety, and relationship
problems (Merten & Williams, 2009). Only 15% of boys shared any personal
information besides their hobbies, interests, and friendships (Merten & Williams,
2009). This study also showed that adolescents use SNS when dealing with a
death of a peer, and use forums and member profiles to help their grieving
process (Merten & Williams, 2009). In a recent study, it was shown that boys
seem to benefit more from social media use and communication technology than
girls do (Peter & Valkenburg, 2009). This was hypothesized because boys tend to
have more difficulty expressing their thoughts and emotions face-to-face with
others than girls do (Peter & Valkenburg, 2009). The early stages of social
networking, as mentioned earlier, included web technology such as AIM, which
helped many “chat” with others on the computer rather than in person (Peter &
Valkenburg, 2009). The number of teenagers, both male and female, participating
on social networking sites is staggering, and this may explain why certain
problems arise from these sites that have become a major problem in today’s
society.
Usage of Social Media by Age

In the beginning years of personal computers and Internet access, social media
websites were used primarily for information gathering and research (Alexander
& Salas, 2008). In the past several years, the Internet has become the center of
communication between people, as well as being their prime source of
entertainment (Alexander & Salas, 2008). It has also become the tool used for
almost every project or paper that a student will write in high school, and in their
later years in college (Alexander & Salas, 2008). In recent studies, university
students have shown to be the greatest consumers of the Internet, particularly
for social interactions (Lin & Subrahmanyam, 2007). Social networking sites, as
well as email, instant messaging, blogging, and online journals have completely
changed the way that adolescents interact and gather information (Bonds Raacke
& Raacke, 2008). Teenagers have become accustomed to this lifestyle much more
than older generations have in recent years, as this way of living is all they know
(Lewis, 2008). Teenagers now use the social media for the majority of their daily
activities and information gathering, as opposed to older generations who used
resources like the television or newspaper (Lewis, 2008). A recent survey showed
that approximately ninety percent of teens in the United States have Internet
access, and about seventy-five percent of these teens uses social media more
than once per day (Kist, 2008). This study also showed that approximately half of
all teens who have Internet access are also members of social networking sites,
and use the Internet to make plans and socialize with friends (Kist, 2008). As one
researcher stated, “Teens use the social media as an extension of their
personality, to show their friends – and the world – who they are, what they care
about, and to build connections with other like-minded people” (Goodman, 2007,
84). It is estimated that the vast majority of teenagers in Nigeria visit at least one
social networking site approximately twenty times each day (Peter & Valkenburg,
2009). There is often controversy as to whether or not students should be able to
freely use social media for communicating with others (Tynes, 2009). Parents in
particular are strongly cautioned by the media and school officials about online
predators and the influence of certain websites on teenagers (Tynes, 2009). They
may use Internet services such as Cyber Nanny to block certain websites and
keep records of what their children may be looking at on the Internet (Tynes,
2009). Other parents make house rules about when the Internet may be used or
insist that the computer be located in a central area of the house so that they
may monitor what is being looked at by their teen (Tynes, 2009). Social
networking sites have also been in the center of concern for many parents
because of safety concerns and risks (Tynes, 2009). Other parents just simply do
not want their children staring at the computer too long. The risks and dangers of
teen internet usage are constantly flooding television shows, newscasts, and
magazines, always warning parents to educate parents on teen internet
behaviours (Tynes, 2009). Sharing inappropriate information or disclosing “too
much information” is another concern that many adults have about teens that
participate in social networking online (DeSouza & Dick, 2008). In a recent study
done on teens and their MySpace participation, it was estimated that at least
65% of teens who had a MySpace account had very personal information on their
profile pages (DeSouza & Dick, 2008). This personal information included where
they live, their phone number and email addresses, where they attend school,
where they work, and a number of things that they enjoy doing in their spare
time (DeSouza & Dick, 2008). Also, many teens, especially females, posted
information about their sexual behaviour and their alcohol and substance use
(DeSouza & Dick, 2008).

On the other side of the issue, there are other adults and many professionals,
including teachers and school faculty, who encourage the use of social
networking sites like Facebook because they allow students to connect with one
another and discuss school related issues (Alexander & Salas, 2008). Students can
form online communities in order to plan for a project, have group discussions
about class material, or use the SNS as a way to keep in contact when a student
has been absent and needs to be updated on current academic information
(Alexander & Salas, 2008). In response to the question of how much time
adolescents spend on social network websites, it is significant to note that there
are other parents who are in favour of these sites (Bryant, Sanders-Jackson, &
Smallwoood, 2006). Some parents are concerned about their children’s social
lives and are grateful that they may have an outlet for their potential depression
and loneliness (Bryant, Sanders-Jackson, & Smallwood, 2006). In a study
completed in 2006, almost 35% of parents of adolescents reported that they feel
that communication with others, in any form, is better than having no
communication at all, and therefore are fully supportive of their child’s internet
use (Bryant, Sanders-Jackson, & Smallwood, 2006).

Cyber-Bullying

Participating in online social networks also increases the likelihood of being

victimized online, or, cyber-bullied (Mesch, 2009). Cyber-bullying is the use of
communication technology, such as SNSs, to harm or “bully” others (Mesch,
2009). Forms of cyber bullying include harassing emails, web pages, hateful
instant messages, text messages, and cruel posts on social networking sites
(Mesch, 2009). The result of being a victim of cyber bullying can be
embarrassment, feelings of belittlement, low self-esteem, and even suicide
(Mesch, 2009). Because the Internet allows students to remain anonymous on
websites or create false profiles, cyber-bullying has become a serious issue
(Mesch, 2009). One national poll showed that over 13 million children between
the ages of 6 and 17 have reported victims of cyber-bullying (Mesch, 2009).
Research has also shown that an adolescent is more likely to harass or harm
another student if they are not together face-to-face, which also can make a
social networking site a perfect place for trouble to manifest (Mesch, 2009).
However, there is no current legislation that protects students from this type of
harassment, even though there are laws for more traditional types of bullying
(Geach & Haralambous, 2009).

Peer Pressure

According to recent research about social media networks and Internet usage,
social networking sites like Facebook and MySpace have become so popular that
many university students will get an account even if they do not want to (Peter,
Schouten, & Valkenburg, 2006). This shows that joining a SNS signifies more than
just going on a website; it is way of “fitting in” with peers, just like many other
types of groups in high school (Peter, Schouten, & Valkenburg, 2006). In fact, SNS
may be predictors of self-esteem and well being in students, and they have
become a fundamental role in student’s life (Peter, Schouten, & Valkenburg,
2006). A student stated in a research study by Dr. Danah Boyd at Berkeley
University: “If you’re not on MySpace, you don’t exist” (Boyd, 2007).

Social Media in the Classroom

Having social media in the classroom has been a controversial topic for the last
several years. Many parents and educators have been fearful of the
repercussions of having social media in the classroom (Kist 2012). As a result, cell
phones have been banned from classroom and schools have blocked many
popular social media websites. However, despite adult’s apprehensions, students
are using social media. Schools have realized that they need to incorporate these
tools into the classroom and rules are changing. The Peel District School Board
(PDSB) in Ontario is one of many school boards that has begun to accept the use
of social media in the classroom. In 2013, the PDSB introduced a “Bring Your Own
Device” (BYOD) policy and have unblocked many social media sites. Fewkes and
McCabe (2012) have researched about the benefits of using Facebook in the
classroom. In early 2013, Steve Joordens, a professor at the University of Toronto,
encouraged the 1,900 students enrolled in his introductory psychology course to
add content to Wikipedia pages featuring content that related to the course. Like
other educators, Joordens argued that the assignment would not only strengthen
the site’s psychology-related content, but also provide an opportunity for
students to engage in critical reflection about the negotiations involved in
collaborative knowledge production. However, Wikipedia’s all volunteer editorial
staff complained that the students’ contributions resulted in an overwhelming
number of additions to the site, and that some of the contributions were
inaccurate. Facebook represents a potentially useful tool in educational contexts.
It allows for both an asynchronous and synchronous, open dialogue via a familiar
and regularly accessed medium, and supports the integration of multimodal
content such as student-created photographs and video and URLs to other texts,
in a platform that many students are already familiar with. Further, it allows
students to ask more minor questions that they might not otherwise feel
motivated to visit a professor in person during office hours to ask (Moody 2010).It
also allows students to manage their own privacy settings, and often work with
the privacy settings they have already established as registered users.

Facebook is one alternative means for shyer students to be able to voice their
thoughts in and outside of the classroom. It allows students to collect their
thoughts and articulate them in writing before committing to their expression.
Further, the level of informality typical to Facebook can also aid students in self-
expression and encourage more frequent student and instructor and student-and-
student communication. Twitter also promotes social connections among
students. It can be used to enhance communication building and critical thinking.
Domizi (2013) utilized Twitter in a graduate seminar requiring students to post
weekly tweets to extend classroom discussions. Students reportedly used Twitter
to connect with content and other students. Additionally, students found it “to
be useful professionally and personally”. Junco, Heibergert, and Loken (2011)
completed a study of 132 students to examine the link between social media and
student engagement and social media and grades. They divided the students into
two groups, one used Twitter and the other did not. Twitter was used to discuss
material, organize study groups, post class announcements, and connect with
classmates. Junco and his colleagues (2011) found that the students in the
Twitter group had higher GPAs and greater engagement scores than the control
group. Gao, Luo, and Zhang (2012) reviewed literature about Twitter published
between 2008 and 2011. They concluded that Twitter allowed students to
participate with each other in class (back channel), and extend discussion outside
of class. They also reported that students used Twitter to get up-to-date news
and connect with professionals in their field. Students reported that
microblogging encouraged students to “participate at a higher level” Since the
posts cannot exceed 140 characters, students were required to express ideas,
reflect, and focus on important concepts in a concise manner. Some students
found this very beneficial. Other students did not like the character limit. Also,
some students found microblogging to be overwhelming (information overload).
The research indicated that many students did not actually participate in the
discussions, “they just lurked”. YouTube is the most frequently used social media
tool in the classroom (Moran, Seaman, & Tinti-Kane 2012). Students can watch
videos, answer questions, and discuss content. Additionally, students can create
videos to share with others. Sherer and Shea (2011) claimed that YouTube
increased participation, personalization (customization), and productivity.
YouTube also improved students’ digital skills and provided opportunity for peer
learning and problem solving. Eick & King (2012) found that videos kept students’
attention, generated interest in the subject, and clarified course content.

Problems in Schools

Social media networks, as well as other new forms of communication technology,

are also a concern to many school professionals because of the level of
distraction they create within the school (Greenfield & Subrahmanyam, 2008).
Even though many schools have created many strict rules that forbid the use of
handheld technology during school activities or that block certain social
networking websites, many students are still able to connect during lecture hours
as they please (Greenfield & Subrahmanyam, 2008). This has caused distractions
during instruction time and has had a negative impact on the learning
environment.

Summary of Literature Review

There are many issues concerning students in University of Lagos and social
networking site participation. 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. However, Undergraduates spend more time on Facebook,
Twitter and other social media through smartphones that are now in abundance
among these youths. Many student cannot go for two-three hours without
checking and updating their profiles on these social networks even at the
detriment of other activities such as educational and career pursuit. Smart
phones, android phones as well as tablets were seen to be the major ways
through which students gain easy access to the internet to be on the various
social media network platforms.

Again, this chapter discussed the age usage as well as the gender usage of social
media websites. According to most research done on the topic, the number of
teenage girls and boys who communicate on these social media networks are
equally divided. Majority of students in Nigeria visit at least one social
networking site approximately twenty times each day. Cell phones have been
banned from classroom and schools have blocked many popular social media
websites due to the repercussion the social media might have on the academic
performance of students.

Hence, for the purposes of this research project, the researcher will examine the
level of student addictiveness to social media, how often they use them, how
they use them, and how this is affecting their academic studies. A comparison
will also be made between male students and female students, since much
research has shown a difference in SNS participation based on gender as well as
in age. At the conclusion of this research project, there will be a better
understanding regarding students in University of Lagos and whether or not they
are able to balance a life of social networking and academic performance.

RESEARCH METHODOLOGY

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, Method of Data Collection, and Method
of Data Analysis

Research Design

The research design adopted for the study was a descriptive survey. This design is
considered apt 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.

Population of the Study

The population in this research are all the full time undergraduate students in the
University of Lagos in 2013/2014 session. The total population comprised 24,661
undergraduate full time students.

Sample and Sampling Technique

A total sample size of 378 students were randomly selected using confidence
interval of 5 and confidence level of 95% (0.05) from the total population of
24,661 full-time students in the University of Lagos.

Research Instrument

A well-constructed and self-developed questionnaire titled “Social Media and

Academic Performance of Students Questionnaire (SMAAPOS)” was used to get
the desired information from the students. The questionnaire was divided into
two sections (A and B). Section A was for collection of information on personal
data of respondents while Section B consisted of questions that elicited
responses from the respondents with response options: Strongly Agree (SA),
Agree (A), Disagree (D) and Strongly Disagree (SD).

Validity of the Instrument

The designed questionnaire was submitted to the project supervisor for vetting,
correction and approval before distributing it to the respondents.

Reliability of the Instrument

The reliability of the research instrument was determined using a split half test
using the odd and even numbered items to form the two halves. The two halves
were administered to a sample of students from a university not selected for the
main study. The Pearson Correlation Coefficient was used to determine the
reliability of the instrument. A co efficient value of 0.65 indicated that the
research instrument was reliable; hence it was adopted for getting the desired
information for the study.

Method of Data Collection

The researcher collected the needed data through the use of questionnaire and
its administration in the selected faculties. The administration of the
questionnaire were carried out by the researcher. A total of 378 copies of the
questionnaire were distributed to elicit responses from the students and
retrieved on the spot by the researcher. A total of 22 questionnaires were
missing while 32 were wrongly filled leaving the researcher with 324 valid
questionnaires.

Method of Data Analysis

Responses from the questionnaire were analyzed using the descriptive statistics
of frequency counts and percentage, and inferential statistics of Chi-square(x 2).
Descriptive statistics of frequency counts and percentages were used in analyzing
demographic variables and research questions while the inferential statistics of
Chi-square(x2) was also used to test the stated hypotheses at 0.05 level of
significance.

DISCUSSION OF FINDINGS

The finding of this study shows that Students’ addictiveness to social network has
a significant influence on their academic performance. Social media have become
a major part of the lives of the students of today. The hypothesis which states
that Student’s exposure to social media network has no significant influence on
students’ academic performance was tested. In testing this hypothesis, table 9
was used. The finding of this study shows that Student’s exposure to social media
network has significant influence on students’ academic performance. This
corresponds with the findings of Olubiyi (2012) which states that these days’
students are so engrossed in the social media that they are almost 24 hours
online. Even in classrooms and lecture theatres, it has been observed that some
students are always busy pinging, 2going or Facebooking, while lectures are on.
Times that ought be channeled towards learning, academic research and
innovating have been crushed by the passion for meeting new friends online, and
most times busy discussing trivial issues. Hence most students’ academics suffer
setback as a result of distraction from the social media. The third hypothesis
which states that Use of social media do no significantly influence the academic
performance of the students in University of Lagos was tested as well. In testing
this hypothesis, table 10 was used. The finding of this study shows that Use of
social media has significant influence on the academic performance of the
students in University of Lagos. This goes in line with the observations of Nicole
Ellison, (2007) which noted that, the improved usage of Websites has become a
worldwide phenomenon for quite some time. What began out as being a hobby
for several computer literate people has converted to a social norm and
existence-style for individuals from around the globe. The finding of this study
shows that the there is no significant difference between male and female
student usage of social media network. This is in line with the findings of Lin &
Subrahmanyam, 2007 which noted Studies have shown that boys have been
online more than girls in previous decades because of earlier forms of technology
such as video or computer games. The hypothesis concerning age does not have
significant influence on the use of social media was tested using table 12. The
finding of this study shows that age influence the use of social media. This is in
line with the findings of Lewis, 2008 which noted that Teenagers now use the
social media for the majority of their daily activities and information gathering, as
opposed to older generations who used resources like the television or
newspaper.

Summary of the Study

This study investigated social media and academic performance of the students
in University of Lagos. The descriptive survey research design was adopted in the
study. A sample of 378 respondents was selected from a population of 24,661 full
time undergraduate students in the selected university using confidence interval
of 5 and confidence level of 95% (0.05).A simple random sampling technique was
used for the selection, where seventy five (75) students were randomly selected
from five (5) randomly selected faculties in the University of Lagos. A self-
developed Likert-type scale titled “Social Media and Academic Performance of
Students Questionnaire (SMAAPOS)” thoroughly scrutinized by the project
supervisor was used for data collection. The instrument was validated and found
to be reliable. It was personally administered by the researcher. The data
collected were analyzed with the use of descriptive statistics of frequency count
and percentage, and the hypotheses were tested using the inferential statistics of
Chi-square (χ²) at 0.05 level of significance. The results obtained showed that,
Students’ addictiveness to social network has a significant influence on their
academic performance; Student’s exposure to social media network has
significant influence on students’ academic performance; Use of social media has
significant influence on the academic performance of the students; there is a
significant influence on student’s usages of social media network by age.

Conclusion

The result from the findings of this study showed that, though Social media have
negative effects on teenagers such as lack of privacy, distracting students from
their academic work, taking most of their productive time, and such like, they
also have benefits and can be used appropriately. For instance, students can form
online communities in order to plan for a project, have group discussions about
class material, or use the Social networking sites(SNS) as a way to keep in contact
when a student who has been absent needs to be updated on current academic
information.

The findings of this study and earlier ones showed some noteworthy results. The
first independent variable influencing the academic performance of students,
that is, social media participation was negatively related with students’ outcome,
while the other independent variables were positively related with students’
outcome. The results of this study suggest that lecturers should come up with a
template on how their students can maximize the benefits of Social media, that
school management should incorporate rules and regulations on the use of the
social media in the school and, that the government should put in place adequate
control measures to regulate their use among students and lecturers.

Recommendations
  In the light of the findings of this study, the following recommendations are
made:
 Students should be educated on the influence of Social media on their
academic performance.
 Students should be monitored by teachers and parents on how they use
these sites.
 Teachers should ensure they use the social media as a tool to improve the
academic performance of students in schools.
 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.
 Social Networking Sites should be expanded and new pages should be
created to enhance academic activities and avoid setbacks in the students’
academic performance.
 The students should create a balance between chit-chatting and academic
activities. More attention should be directed to research.
 The use of Social media network by students should focus on the academic
relevance of those sites instead of using them for negative purposes.

Generalizability of the Research Findings

The population of this study consisted all under graduate full-time students in the
University of Lagos. The study can be generalized to the students in Universities in
Lagos state because they share the same characteristics with other students.

Suggestions for Further Studies

This study serves as a basis for further research study on Social media and the
academic performance of students. Similar studies should be conducted in other
states of the federation so as to bring about improvement in the academic
performance of students through the use of Social media networks and to create
more pages for research and academic activities, thereby avoiding distraction
which leads to deviation from their academic works.
Reference

A.C. Karpinski, 2009. “A description of Facebook use and academic performance

among undergraduate and graduate students,” paper presented at the Annual
Meeting of the American Educational Research Association, San Diego, Calif.

Alexander, J. and Salas, G. 2008. Technology for institutional enrollment,

communication, and student success. New Directions for Student Services, 124,
103-116. Andreas M., Haenlein Michael (2010). "Users of the world, unite! The
challenges and opportunities of social media". Business Horizons 53 (1). p. 61.
doi:10.1016/j.bushor.2009.09.003.

Amos Alunyo Bello (2012) Effects of Social Networking on Nigerian

youths/Students
Nigeriaobservernews.com/26022012/Sundayobserver/features.html. (Retrieved
12/072012).

Annie Ward, Howard W. Stoker, Mildred Murray-Ward (1996), Achievement and

Ability Tests - Definition of the Domain. Educational Measurement, 2, University
Press of America, pp. 2–5, ISBN 978-0-7618-0385-0

Asemah, E.S and Edegoh, L.O.N. (2012). Social media and insecurity in Nigeria: a
critical appraisal. Being a paper presented at the 15th National Conference of
African Council for Communication Education, which took place at the
conference Hall of Federal University of Technology, Minna, Nigeria.

Barker, V. (2009). Older adolescents’ motivations for social network site use: The
influence of gender, group identity, and collective self-esteem. Cyber Psychology
and Behavior, 12, 209-213.
Bonds-Raacke, J. and Raacke, J. 2008. MySpace and facebook: Applying the uses
and gratifications theory to exploring friend-networking sites. CyberPsychology
and Behavior, 11, 169-174.

Bowen, G. (2008). Preventing school dropout: The eco-interactional

developmental model of school success. The Prevention Researcher, 16, 3-8.
Retrieved from http://www.TPRonline.org

Bryant, J.A., Sanders-Jackson, A., and Smallwood, A. (2006). IMing, text

messaging, and adolescent social networks. Journal of Computer-Mediated
Communication, 11, 10. Retrieved from:
http://jcmc.indiana.edu/vol11/issue2/Bryant.html.

Boyd, D. 2007. Why youth (heart) social network sites: The role of networked
publics in teenage social life. MacArthur Foundation Series on Digital Learning-
Youth, Identity, and Digital Media Volume. Cambridge, MA: MIT Press. 1-26.

Boyd, D. and Ellison, N. (2007). Social network sites: Definition, history, and
scholarship. Journal of Computer-Mediated Communication, 13(1), 1-11.
Retrieved from http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html.

Boyd D.M. and Elision N.B (2007). Timeline of the launch dates of many major
Social Networking Sites.

Cain, J. (2009). Pharmacy students’ Facebook activity and opinions regarding

accountability and e-professionalism.American Journal of Pharmaceutical
Education, 73(6), Article: 104.

Coyle, C., & Vaughn, H. (2008, summer). Social networking: Communication

revolution or evolution? Bell Labs Technical Journal, 13(2), 13-17.

De Souza, Z. and Dick, G. (2008). Information disclosure on myspace- the what,

the why and the implications. Pastoral Care in Education, 26, 143-157.

Domizi, D.P. (2013). Microblogging to foster connections and community in a

weekly graduate seminar course. TechTrends, 57(1), 43-51.
 Duven, C. and Timm, D. (2008). Privacy and social networking sites: New
directions for Student services.

Eick, C.J. & King, D.T. (2012). Non-science majors’ perceptions on the use of
YouTube video to support learning in an integrated science lecture. Journal of
College Science Teaching, 42(1), 26-30.

Englander F, Terregrossa RA, Wang Z (2010). Educational Review, 62(1): 85 -96.

Fewkes, A. and McCabe, M. (2012). Facebook: Learning Tool or Distraction?

Journal of Digital Learning in Teacher Education, 28(3), Retrieved from
http://eric.ed.gov/?id=EJ972449.

Mesch, G. (2009). Parental mediation, online activities, and cyberbullying.

CyberPsychology and Behavior, 12, 387-392.

Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of
research on microblogging in education published in 2008- 2011. British Journal
of Educational Technology, 43(5), 783-801.

Gao, Luo,& Zhang. (2012). Tweeting for learning: A critical analysis of research on
microblogging in education published in 2008- 2011. British Journal of
Educational Technology, 43(5), 783-801.

Geach, N. and Haralambous, N. (2009). Regulating

harassment: Is the law fit for the Social networking age? The

Journal of Criminal Law, 73, 241-257.

Goodman, J. (2008) Click first, ask questions later: Understanding teen

online behavior. Australasian Public Libraries and Information

Services, 20(2), 84-85. Retrieved From:

http://www.search.informit.com.au
Greenfield, P. and Subrahmanyam, K. (2008). Online communication and

adolescent relationships. The Future of Children, 18, 119-140.

Retrieved from: http://www.futureofchildren.org.

Hoyle, E. (1986). Policies of School Management, Suffolk. The press ltd.

H.Vaughn, C. a. (2008). Social networking: Communication revolution or

evolution? Bell Labs Journal, 13-17.

Jaclyn Cabral (2011) Is Generation Y Addicted to Social

Media? The Elon Journal of Undergraduate Research in

Communications. Vol. 2 (1).5-14 spring 2011.

Jenkins, Henry Convergence Culture: Where old and new media collide.

New York: New York University Press, 2006.

Jeong, T.G. (2005). The effect of internet addiction and self-control

on achievement of elementary school children. Korean Journal of

Yeolin Education. Vol 5 (3). Jonah, A. (2013). Social networking: the

new Nigeria. The bug (8th edition). P. 2. Junco, R., Heiberger, G., &

Loken, E. (2011). The effect of Twitter on college student

engagement and grades. Journal of Computer Assisted Learning,

 27(2), 119-132. Kaplan, A. M., & Haenlein, M. (2010). Users of the

world, unite! The challenges and opportunities of Social Media.

Business horizons, 53(1), 59-68.

Karl, K. and Peluchette, J. (2008). Social networking profiles: An

examination of student attitudes regarding use and

appropriateness of content. CyberPsychology and Behavior, 11,

95-97.

Karpinski, A. C. & Duberstein, A. (April 16, 2009). A description of

Facebook use and academic performance among undergraduate

and graduate students. In Poster presented at the meeting of the

American Educational Research Association, San Diego, CA.

Kist,W. (2012). Class get ready to tweet: Social media in the classroom.

Our children. Retrieved from

http://files.eric.ed.gov/fulltext/EJ991339.pdf.

Kist, W. (2008). “I gave up myspace for lent”: New teachers and

social networking sites. Kietzmann, H. (2012). "Social media? Get

serious! Understanding the functional building blocks of social

media". Business Horizons 54: 241–251.

 Kuppuswamy, S., & Narayan, P. (2010). The Impact of Social Networking

Websites on the Education of Youth. International Journal of

Virtual Communities and Social Networking (IJVCSN), 2(1), 67-79.

Kuss D. J and Griffiths M. D. (2011). Online Social Networking and

Addiction-A Review of the Psychological Literature Int. J. Environ.

Res. Public Health 2011, 8, 3528- 3552; i: 10.3390/ijerph8093528.

Kyoshaba M (2009). Factors affecting academic performance of

undergraduate students at Uganda Christian University. Retrieved

December 4, 2013 from

http://mak.ac.ug/documents/Makfiles/theses/Kyoshaba

%2520Martha. Pdf.

Lenhart, A., & Madden, M. (2007). Teens, Privacy & online social networks:

How teens manage their online identities and personal

information in the age of My Space. Washington, DC.

Lewis, S. (2008). Where young adults intend to get news in five years.

Newspaper Research Journal, 29(4), 36-5, Retrieved from:

http://findarticles.com/p/ articles/mi_qa3677/ is_200810/

ai_n39229321/
Liccardi, I., Ounnas, A., Pau, R., Massey, E., Kinnunen, P.Lewthwaite, S.,

Midy, A., & Sakar, C. (2007). The role of social networks in

students’ learning experiences. ACM SIGCSE Bull 39(4), 224-237.

Lin, G. and Subrahmanyam, K. (2007). Adolescents and the net: Internet

use and wellbeing.Adolescence, 42(168), 659-675. Retrieved

from: http://findarticles.com/ p/articles/ mi_m2248/

is_168_42 /ai_n27483301/

Livingstone, S. (2008). Taking risky opportunities in youthful content

creation: Teenagers’ use of social networking sites for intimacy,

privacy and self-expression. New Media Society, 10, 393-411.

Moran, M., Seaman, J., Tinti-Kane, H. (2012). How today’s higher

education faculty use social media. Retrieved from

http://www.pearsonlearningsolutions.com /pdfs/pearson-social-

media survey-2012-color.pdf.

Morahan-Martin, J., & Schumacher, P. (2000). Incidence and

correlates of pathological Internet use among college students.

Computers in Human Behavior, 16, 13–29. McQuail, D. (2008).

Mass communication theory (5th ed). California: Sage Publishers.

 Merten, M. and Williams, A. (2009). Adolescents’ online social

networking following the death of a peer. Journal of Adolescent

Research, 24, 67-90.

Morahan-Martin, J., & Schumacher, P. (2000). Incidence and

correlates of pathological Internet use among college students.

Computers in Human Behavior, 16, 13–29.

Nalwa, K. & Anand, A. P. (2003). Internet addiction in Students: a cause

of concern. Cyber psychology and Behavior, 6(6), 653-659.

Nicole Ellison, C. S. (2007). The benefits of Face book "Fiends;" Social

Capital and College Students' Use of OnlineSocial Network Sites.

Journal of Computer Mediated Communication.

Nielsen."State of the media: The social media report 2012".Featured

Insights, Global, Media + Entertainment. Retrieved 9 December

2012.

Obi N. C., Bulus L. D. Adamu G. M. &Sala’at A. B. (2012). The Need for

Safety Consciousness among Youths on Social Networking Sites.

Journal of Applied Science and Management (JASM) 14(1).

Oche M and Aminu A. (2010). Nigeria: Social Networking and the

Future of Students. Ogedebe, P. M., Emmanuel, J. A., & Musa, Y.

(2012).