INFLUENCE OF SOCIAL MEDIA NETWORKS ON ACADEMIC

PERFORMANCE OF UNIVERSITY STUDENTS IN MONTSERRADO COUNTY

Prepared by:
Solomon Kpayeh

ID#: 4582

Supervised by:

A Research Submitted in Partial Fulfillment of the Requirements for the Award of

Bachelor Degree in Information Technology

June, 2023
 CERTIFICATION

I, the undersigned, certify that I have read and hereby recommend for acceptance by the National
Institute of Transport, research entitled, “Influence of social Media Networks on Academic
Performance of University Students in Montserrado County: a case study of Starz University of
Science and Technology undergraduate students” in partial fulfillment of the requirements for the
award of Bachelor’s Degree in Information Technology at the Starz University.

……………………………… ………………

Supervisor Signature Date

i
 DECLARATION

I, Solomon Kpayeh the undersigned, declare this my original work and have not been submitted
to any other college, institution or university other than the Starz University for academic credit.

Candidates Name: Solomon Kpayeh

Candidate Signature: ……………… Date …………………..

Supervisor’s Name:

Signature ………………………… Date ………………

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 ACKNOWLEDGEMENTS
First and foremost, I would like to thank my research supervisor, _____, her door was always
open and welcoming whenever I need a question, she steered me in the right direction, supported
me mentally and the most of all, she pushed me to my limits. I would like also to thank my peers,
especially classmates whom had helped me in gaining insights. I am really grateful and indebted
to their very valuable and helpful comments on my work.

I must acknowledge my genuine gratitude to my family Brother Joseph F. Kettor, Brother Tambe
Kpayeh, Brother Isaac F. Kpayeh, Brother Daniel N. Kpayeh, Pastor Francis H. Kpayeh, Brother
Patrick SK. Kpayeh, Pastor Ezekiel S. Kpayeh, Brother Samuel Kpayeh, Beloved Sister Comfort
K. Kpayeh, Rebecca S. Kpayeh, and Alice S. Kpayeh who provided me with continuous support
and encouragement in both getting my bachelor’s degree and also completing it and providing me
with unfailing help throughout my research and writing process and also my years of study. They
always lifted me up through my ups and downs and this accomplishment would not have been
possible or completed without them; thank you for guiding me in the right direction. Especially
Our Pa, Pastor Henry S. Kettor and his wife, Mother Elizabeth T. Kettor for their support, words
are inadequate to express may God keep you people alive for you people to eat the fruit of your
labor. To my beautiful Love in person of Jemimah F. Kpayeh and my Children Zebedee SK.
Kpayeh, Francis SK. Kpayeh, Ezekiel TK. Kpayeh and Samuel FK. Kpayeh for support and care
towards my academic sojourn.

And also not forgetting my Honorable, Honorable Hilary G. Gibson for timely advice given to me
when I was almost giving up he brought me back on track, I was to say thanks, Sir.

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 DEDICATION
I dedicate this work to God Almighty first and whoever may be inspired, so that they learn that
persistence is the key to success.

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 ABBREVIATIONS AND ACRONYMS
GPA: Grade Point Average

ICT: Information Communication Technology

ISP: Internet Service Provider

SMN: Social Media Network

TCP/IP: Transmission Control Protocol/Internet Protocol

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 Table of Contents

CERTIFICATION ........................................................................................................................... i
DECLARATION………………………………………………………………………………….ii

ACKNOWLEDGEMENTS ........................................................................................................... iii

DEDICATION .............................................................................................................................. iiv
ABBREVIATIONS AND ACRONYMS ....................................................................................... v
LIST OF TABLES……………………………………………….………………………….……ix

LIST OF FIGURES…………………………………………………………………….…………x

ABSTRACT .................................................................................................................................... x
CHAPTER ONE ............................................................................................................................. 1
INTRODUCTION .......................................................................................................................... 1
1.1 Background to the Study ....................................................................................................... 1
1.2 Statement of the Problem ...................................................................................................... 3
1.3 Purpose of the Study ............................................................................................................. 4
1.4 Research Questions ............................................................................................................... 4
1.5 Rationale of the Study ........................................................................................................... 4
1.6 Significance of the Study ...................................................................................................... 5
1.7 Scope of the Study................................................................................................................. 5
CHAPTER TWO ............................................................................................................................ 6
LITERATURE REVIEW ............................................................................................................... 6
Introduction ................................................................................................................................. 6
2.1 Theoretical Review ............................................................................................................... 6
2.1.1 Bandura's Social Learning Theory ................................................................................. 6
2.1.2 Psychological theory of needs ........................................................................................ 7
2.2 Empirical Review .................................................................................................................. 7
2.2.1 Current usage of social networks on academic issues .................................................... 7
2.2.2 Challenges of using social media networks in academic performance ........................ 10
2.2.3 Addiction to social networking sites and its effects on academic performance. .......... 12
2.3 Conceptual Framework ....................................................................................................... 14
2.4 Research Gap....................................................................................................................... 14

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 2.5 Definitions of Terms ........................................................................................................... 15
CHAPTER THREE ...................................................................................................................... 16
RESEARCH METHODOLOGY.................................................................................................. 16
3.1 Introduction ......................................................................................................................... 16
3.2 Research Design .................................................................................................................. 16
3.3 Population of the Study ....................................................................................................... 16
3.4 Target Population ................................................................................................................ 17
3.5 Sampling Design ................................................................................................................. 17
3.6 Data Collection.................................................................................................................... 18
3.7 Validity and Reliability ....................................................................................................... 18
3.7.1 Validity ......................................................................................................................... 18
3.7.1 Reliability ..................................................................................................................... 19
3.8 Data Processing and Analysis ............................................................................................. 19
3.9 Ethical Consideration .......................................................................................................... 19
CHAPTER FOUR ......................................................................................................................... 20
DATA PRESENTATION AND INTERPRETATION OF FINDINGS ...................................... 20
4.1 Introduction ......................................................................................................................... 20
4.2. Response Rate .................................................................................................................... 20
4.2.1 Total Number of Respondents ...................................................................................... 20
4.2.2 Gender of Respondents................................................................................................. 20
4.2.3 Age of the Respondents ................................................................................................ 21
4.2.4 Respondents Program ................................................................................................... 22
4.2.5 Respondents year of study ............................................................................................ 22
4.2.6. Online social networking sites used the most by students........................................... 23
4.2.7. Time spent on SNS by students ................................................................................... 24
4.3 Current usage of online social networking sites.................................................................. 25
4.4 Challenges of using social media networks in academic performance ............................... 27
4.4.1 SNS are source of distraction ....................................................................................... 27
4.4.2 Social networks influence laziness ............................................................................... 28
4.5 Students' addiction to social networking sites and its effects on their academic
performance............................................................................................................................... 29

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 4.5.1 Hours spent online ........................................................................................................ 29
4.5.2 SNS addiction influences academic performance ........................................................ 30
4.6 Effects of engaging in social network on academic performance ....................................... 30
4.7 Discussion of Findings ........................................................................................................ 31
CHAPTER FIVE .......................................................................................................................... 33
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS................................................. 33
5.1 Introduction ....................................................................................................................... 33
5.2 Summary ............................................................................................................................. 33
5.3 Conclusion........................................................................................................................... 34
5.4 Recommendation................................................................................................................. 35
5.4.1 Recommendations for further research......................................................................... 35
REFERENCES ............................................................................................................................. 36
APPENDIXES .............................................................................................................................. 41
Appendix I: Research Questionnaire......................................................................................... 41

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 LIST OF TABLES

Table 4.1 Gender of the Respondents.........................................................................20

Table 4.2 Ages of the Respondents..............................................................................21

Table 4.3 Respondents by Program...............................................................................21

Table 4.4 Respondents by year of study........................................................................22

Table 4.5 Online social networking sites used the most by students..............................23

Table 4.6 Time spent on SNS by students.......................................................................24

Table 4.7 Current usage of online social networking sites...............................................25

Table 4.8 SNS are source of distraction...........................................................................27

Table 4.9 Social networks influence laziness....................................................................28

Table 4.10 Hours spent online...........................................................................................29

Table4.11 SNS addiction influences academic performance.............................................30

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 LIST OF FIGURES

Figure 2.1 Conceptual Framework………………………………………………….14

ABSTRACT
Social networking sites have changed the way people interact and communicate. Most

undergraduate students who are members to these online networking sites spend numerous hours

on these sites at the expense of study time. This research paper looked at the influence of social

media networking sites on academic performance among University students in Montserrado

County: A case study of Starz University undergraduate students, UMU and AME. The study

focused on students as the respondents and used questionnaire as a tool of study. The total

population was 7500; while after computing using Taro Yamen’s formula, the sample size was 99

out of which 28 (28.3%) had incomplete questionnaires and were thus excluded from analysis

leaving 71 respondents for analysis. The 71 respondents left for analysis was 71.7% of the original

sample. Cross-sectional survey research design employed the use of the closed survey

questionnaire. The survey questionnaire was administered to students at Starz University, UMU

and AME, Montserrado County. Data was analyzed using descriptive statistics with the aid of the

Statistical Package for Social Sciences (SPSS). The findings of this study shed insight on how

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students use online social networking sites, the time spent and the kind of information required.

The study also provides recommendations on how online networking can be used in order to

improve academic purposes. The significance of this study was to the university students to know

how best to use social media networks as tool for improving their academic performance, to

scholars in furthering the relationship between social networking and academic performance, to

the government and other stakeholders in improving the implementation of universities in

Montserrado County.

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 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Internet has changed the way people interact. Communication and access to information has been
made easier. Use of internet is now not only about communication through emails but is also a
platform on which people interact. Today it is possible to attend a classroom being taught abroad
while seated somewhere in rural Liberia or give evidence directly to an international court in real
time with no need to travel, thanks to internet. Sunitha and Narayan (2010) observe that internet
is now more about blogs; podcasts, Facebook, WhatsApp, and Twitter tools and technology also
called social networking sites a recent phenomenon. Social network sites are the web-based
services that allow individuals to (1) construct a public or semi-public profile within a bounded
system, (2) articulate a list of other users with whom they share a connection, and (3) view and
navigate their list of connections and those made by others within the system (Boyd and Ellison,
2007).

Most of the members to these social networking sites are University Students who are still in
Montserrado County. Al-Rahma and Othman (2013) inform that there is no doubt that social media
has gained wider acceptability and usability and is also becoming the most important
communication tools among university students. A large percentage of university students in
Montserrado County especially Starz University, UMU, and AME spend their time online either
using smartphones or their computers and other handheld gadgets such as iPods and tablets
browsing these social networking sites. Students in all levels of education seize every opportunity
they get to access social networking sites to check on status on Facebook, WhatsApp and what is
trending on Instagram and Twitter. Teenagers have learnt to multitask as they switch from one
SNS to another.

Kamaku & Mberia (2014) define Social networking is the activity of creating personal and
business relationships with other people especially by sharing information, personal messages,
etc., on the Internet. Social networking sites (SNS) such as MySpace, Facebook, Instagram, and
Twitter are popular with teens. Using social networks does not only provide us with fun moments

1
but also they give us the unlimited bond with friends and relative no matter the distance available.
Also, people use social networks for sharing different resources and look for jobs.

The increasing influence of social sites like Twitter, Facebook and Instagram has gained attention
as the most viable communication choice for the bloggers, article writers and content creators
(Purvis & Savarimuthu, 2010). Students are able to share and communicate with one another and
can access different materials on a particular topic for academic purpose or even self-development.
Another positive impact of social networking sites is that they unite people on a huge platform for
the achievement of some specific objective.

However, social network does not go without its defects. One of the negative effect of social or
networks is that it leads to addiction. It put off the focus and attention of students in academic
performance. It lowers their motivational level. Students trust on technology and the internet so
much instead of learning the practical knowledge and expertise. In social networks people share a
lot of inappropriate contents which has negative impact and influence on modern university
students.

On the other hand, Academic performance (or academic achievement) is the outcome of education;
the extent to which a student, teacher or institution has achieved their educational goals (Al-Deen
& Hendricks, 2012). Academic performance is commonly measured by examinations or
continuous assessment.

With modern University Students spending a lot of their afterschool time in organized activities,
it is important to understand the influence that these activities can have on academic performance.
University Schools usually offer a variety of additional activities for today’s students.

In order to integrate all students, the activities often ranges from Internet access, get together
activities to soccer practice (Purvis & Savarimuthu, 2010). These additional activities have a
positive influence on academic performance.

Therefore, as more students rush to join and continue using SNS the question that comes to mind
is, are these SNS having an impact on their academic performance or not. This study intends to
find out the impacts of online social networking sites on academic performance of students in
Montserrado County Universities to be precise, Starz University, UMU, and AMEU.

2
1.2 Statement of the Problem
Social Networking websites content is least monitored and these sites though popular with
teenagers, do have many issues such as addiction and even online bullying which can have
adverse effects on their academic performance.

Kalra and Manani (2013) argue that excessive use of these sites not only have long lasting effect
on psyche of students but also affects the physical, mental and social aspect of life. They further
add that sometimes these sites also affect the academic achievement of the students because they
don‘t want to leave that particular feeling and thus their concentration stands divided. Many
students have lost their interest in their studies as they spend most of their time on these sites (Kalra
& Manani, 2013). Boyd (2007) states that what started as a hobby for some computer literate
people has become a social norm and way of life for people all over the world.
Banquil and Chua (2009) came up with a conclusion that social networking sites do affect one‘s
academics adversely and cause a gradual drop of grades of students. They attribute this to the
student investing his or her time in social networking sites instead of their studies. It is therefore
vital to investigate whether apart from communicating if there is any other role that these social
networking sites play in school going students’ life. It is with the above background that this study
sought to find out the effects of social networking sites usage by students in university on their
academic performance. It seeks to find out whether whatever information obtained from these
networks by students serves the users for academic purposes.

A few studies in relation to academic performance have been conducted. These, however have
centered on various variables, such as grades and social network use in other sectors, mainly in
corporate sector (Baruah, 2012). Additionally, the use of social media among students has reached
high levels and has affected their study time, poor grammar and wrong spellings when socializing
on social media as well as diverting their attention from their studies (Ndaku, 2013). Students
spend much of their study time on social networks than in their academic undertakings and it has
affected their Grade Point Average (GPA).

The study finds it important to conduct this study on the role social network participation plays in
the performance of students in Universities in Liberia, Montserrado County. This study believes
this will add a new dimension and also fill the research gap in terms of the effect of social media
on students’ academic performance in Liberia, Montserrado County.

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1.3 Purpose of the Study
The general objective of the study is to analyze the impacts of social networks on academic
performance of University students in Liberia, Montserrado County.

To determine the current usage of social network on academic issues

1) To investigate the challenges of using social media networks in academic performance and
2) To examine students' addiction to social networking sites and effects of it to their academic
performance.

1.4 Research Questions

Therefore, research questions for study were:

1) What is the current usage of social network on academic issues?

2) What are the challenges of using social media networks in academic performance? and

3) To what extent would student addictiveness to social network influence their academic
performance?

1.5 Rationale of the Study

According to DataReportal, there were 1.15 million internet users in Liberia in January
2022. Liberia’s internet penetration rate stood at 22.0 percent of the total population at the start of
2022 accessed the worldwide web last year through their mobile phones, According to Internet
Live Stats, there were 395,063 internet users in Liberia in 2016 which is 8.6% of the population.
This trend is increasing day by day among the young people of our country most especially
universities students in Monsterrado County. Parents and teachers who are anxious about the
effects of SNSs can see this work and reflect on the positive and negative effects of SNS’s. The
increasing dependency on technology for basic communication also brings the importance of
analyzing how social networking is affecting our daily processes.

Moreover, there was a need to find out about various social networking sites which are influencing
the everyday life and of course the knowledge and skill of modern students.

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1.6 Significance of the Study
The findings of this study will enable university students (Starz University, United Methodist
University and African Methodist Episcopal Universit) to know how best to use social media
networks as tool for integrating themselves in the globalized world without affecting their
academic performance. Also the findings will be useful for lecturers and other educational
stakeholders on knowing their students on using extra-curricular issues on social media networks
and taking appropriate actions toward facilitating the establishment of comprehensive and
sustainable system of educating youth on how to use social media networks.

This study will help scholars and researchers with more information on the impact of social media
on the student’s academic performance. It will also provide relevance material for students and
other researchers undertaking similar research.

1.7 Scope of the Study

The focus of this research work was to primarily study the effects of social networks on the
academic performance of students. The study focused on students of Starz University, United
Methodist University and African Methodist Episcopal University.

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 CHAPTER TWO

LITERATURE REVIEW

Introduction
Increased internet use and social networking has become very popular in the recent years.
Everyone nowadays is a member to at least one social networking site where they have created a
personal profile online which they use to interact. Teenagers and young adults have especially
embraced these sites as a way to connect with their peers, share information, reinvent their
personalities, and showcase their social lives (Boyd, 2007). Teenagers spend most of their free
time on the internet and social networking. As opposed to older generations who used resources
like the television or newspaper, teenagers now use the Internet for the majority of their daily
activities and information gathering (Lewis, 2008).

2.1 Theoretical Review

The theories considered for this study were: social Learning theory, and Psychological theory of
needs.

2.1.1 Bandura's Social Learning Theory

This study is anchored on theories propounded by Albert Bandura, B. F. Skinner and Abraham
Maslow. Bandura's Social Learning Theory, as social media made inroads into our living rooms;
much of social learning has been influenced by it, especially among the sensitive minds of children
and adolescents. Adolescents have the most sensitive minds, which explain their ability to learn
and comprehend and quickly pick up behaviors from their surrounding environment. Behavior
patterns do not necessarily have to be taught to them - they are highly receptive to learning through
social networking. As media and its various forms have gradually intruded into most households,
social learning theories have identified the influence of media in shaping the social behavior of
adolescent and children. Social networking sites are virtual worlds for the internet users. Spending
so much time in the virtual worlds affects the academic learning abilities of young minds and the
behavior of these youths. It is from the constant exposure to and interaction in the virtual world as
well as through chatting and video sharing that students pick up many of their characteristics traits.
There behavioral traits, learned as young adults, continue throughout adulthood. These are
potential influences of social learning patterns seen in grownups.
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2.1.2 Psychological theory of needs
Psychological theory of needs as conceived by Abraham Maslow pointed out that humans need to
feel a sense of belonging and acceptance, whether it comes from a large social group, such as
clubs, office culture, religious groups, professional organizations, sports teams, gangs, small social
connections or even social networking sites. They need to be love and be loved by others. In the
absence of these elements, many people become motionless to loneliness, social anxiety, and
clinical depression.

2.2 Empirical Review

2.2.1 Current usage of social networks on academic issues

The usage of Social Networking Sites among university students is growing rapidly all over the
world. Evidently Social Networking Sites have become a significant part of the lives of these youth
(Gemmill and Peterson: 2006). Compared with any other group of people the usage of Social
Networking Sites among university students is more, mainly because they are attracted extensively
to the new technology and particularly to the opportunity it offers for creating social networks.

Keol Lim and Ellen B Meier (2012) in their study clearly highlighted how and why Korean
students use Social Networking Sites and what are the advantages they find by using Social
Networking Sites. The study as such begins with the explanation of how the number of
international students getting admission in U S universities has increased. It also refers to
psychological experiences of international students such as disorientation, nostalgic depressive
reactions, and feelings of isolation, separation and defenselessness. However, international
students may have limited ways to cope with stress, which could lead to stress-related illnesses
such as anxiety or depression. Hence these limitations make it hard for international students to
acclimatize (adjust) themselves new circumstances.

Bicen and Cavus (2010) valued the usage of Social Networking Sites among students in the
department of computer education instructional technology and found which social networking
sites are the most preferred by students. The study revealed that use and sharing of knowledge on
Internet is made an integral part of university students’ lives. Results show that Live Spaces and
Facebook are the commonly used sites by the students.

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Folorunso (2010) conducted a survey among students of the University of Agriculture, Abeokuta
in Nigeria and tested the attributes of Diffusion of Innovations (DOI) theory towards usage pattern
of Social Networking Sites. Demographic data of the study revealed that majority of users were
college students. The five constructs i.e. Relative Advantage, Complexity, Compatibility,
Observability and Reliability were used to test the impact on the attitude and trust regarding Social
Networking Sites and to determine how attitude would impact on the intention to use it. The study
(2010) concluded that the attitude of university students towards Social Networking Sites does
positively affect the intention to use the technology.

Miller, Parsons and Lifer (2010) conducted a survey among students, about the use of social
networking sites and the appropriateness of the content that they post. The responses indicate that
students routinely post content that is not appropriate for all audiences, especially potential
employers. Considering how extensively the press has covered the negative impacts of
inappropriate posting, the fact that students know of continuing the practice is surprising.

Park (2010) explores the usage of Social Networking Sites by different university users. He studied
three groups of users' (undergraduate, graduate and faculty) at Yonsei University in Seoul, South
Korea. The analysis indicated that the three groups of users demonstrated distinct patterns of use
of social networking sites. The study stipulated that undergraduates used the profile service more
than the community service while graduates used the community service more than the profile
service. Yet most of the faculty members were not active users.

Lack, Beck and Hoover (2009) investigated the usage of Social Networking Sites by undergraduate
psychology major. They found that majority of students using Facebook and their account
information have publicly accessibility and some user profiles have content of a questionable
nature on their publicly viewable accounts. They suggest that formal education must be presided
to students regarding the usage of these sites.

Petter Bae Brandtzaeg and Jan Heim (2009) in their study state that there are many motivational
reasons for using Social Media Networking Sites among people and college students particularly.
Brandtzaeg and Heim draw their findings, after the investigation on peoples’ subjective
motivational reasons for using Social Networking Sites, by performing a quantitative content
analysis for 1,200 qualitative responses from Social Networking Sites users. Further, the study

8
(2009) made several attempts to understand the choice, use, diffusion, adoption and acceptance of
Social Networking Sites among university students.

As Won Kim and Sang-WonLee (2009) rightly pointed out that today the university students use
numerous Social Networking Sites, to stay connected with their friends, discover new “friends”
and to share users created contents, such as photos, videos, blogs and etc. In order to explore factors
affecting university students’ motive for using Social Networking Sites.

In addition, Mikolaj Jan Piskorski (2009) in his study, “Understanding the Uses of Social
Networks”, cites that people love to look at pictures, which is the killer application of all online
Social Networking Sites. Piskorski hypothesizes that people who post pictures of themselves can
show they are having fun and are popular without having to boast. Another attraction of photos is
that they enable a form of voyeurism. Social networks enable a very delicate way to peer into
someone’s life without really interfering. The study also postulated deep gender difference in the
use of sites. The biggest usage category is men looking at women they do not know, followed by
men looking at women they know and women look at other women they know.

Coyle and Vaughn (2008) in their study examined the literature on Social Networking Sites and
conducted a survey on how university students are engaged in social networking. They found that
the main purpose of using Social Networking Sites is to keep in touch with friends. They also
indicate that these are used for merely trivial communication with friends. These sites are simply
new form of communication that is evolving over time with the aid of technology.

Goodman (2007) examines how college students engage with technology principally that involved
in Social Networking Sites. He explores how students use Social Networking Sites, which Social
Networking Sites and programs they find more appealing than others and also tries to understand
the major reasons for the increasing usage of Social Networking Sites among college students.
Further he rightly pointed out “Social Networking Sites are not part of students’ lives these days,
actually they are their lives”. Youths are not only the early adopters of most of the new
technologies but they are also among the most sophisticated users as well.

Subrahmanyam (2007) conducted a study to assess the use of online and offline Social Networking
Sites among the university students of a large urban university in Los Angeles. The study revealed

9
that the students often utilized Social Networking Sites to connect and reconnect with their friends
and family members.

Additionally, there have been numerous research conducted in various countries on the
understanding of the amount, reasons, and manner in which students use online social
networking sites.

2.2.2 Challenges of using social media networks in academic performance

Englander (2010) proclaimed that internet usage is negatively associated with academic
performance of student users and destructive impact of internet usage is far more significant than
its advantages. Internet addiction has come forth as a result of striking boost in internet usage over
the past few decades. Nalwa and Anand (2003) proposed that addicted users prefer using internet
setting back their personal and professional responsibilities and this ultimately leads to poor
academic performance.

Trusov, Bucklin, and Pauwels (2009) noted that the Internet is no doubt evolution of technology
but specifically social networks are extremely unsafe for teenagers, social networks become hugely
common and well-known in past few years.

While using SNSs, issues of privacy, identity protection, and professionalism must be paid
attention as proposed by Mattingly (2010) but a contrasting finding was given by Sengupta and
Chaudhuri (2010) that SNSs memberships are not connected with online abuse of teenagers.

Kirschner and Karpinski (2009) state that users of Social Networking Sites devote lesser time to
their studies than the non-users and subsequently had lower grades in their academic courses.
Further Karpinski (2009) says that among various unique distractions of every generation, Social
Networking Sites have been proved as the major distraction of current generation.

American Educational Research Association conducted a research and it was declared on its annual
conference in San Diego, California (2009) that users of Social Networking Sites study less and
generated lower grades eventually (21stcenturyscholar.org). Similarly, Banquil and Burce (2009)
found a continuing drop of grades among student who were users of social networking sites.

10
Paul, Baker & Cochran (2012), in his research on effect of online social networking on student
academic performance found that there is statistically significant negative relationship between
time spent by students on online social networks and their academic performance.

In addition, Boogart and Robert (2006) declared that use of SNSs and Facebook have detrimental
impacts on academic performance of student users. Subsequently, Grabmeier (2009) observed that
students having lower GPAs were mostly those who log in any SNS. Internet abuses are increasing
at an alarming rate and stressing a serious need to promote usage regulations among student users.

In a Nigerian research study, Seyi (2012) focused on the negative impact of engaging excessively
and undue attention to online socialization to the harm of academics. This study posits that the
21st century brought with it the advent of the new media with its fast tracking means of sending
and receiving information via internet in our contemporary society, the new media has gained
popularity as its been used for entertainment, networking and academics. It also pointed out that
social networking was provided a boost due to ideas from young generation. The use of Facebook
was associated with co-curricular activities, which might be considered a positive influence by
social media (Junco, 2012a).

Kubey, Lavin and Barrows (2001) proposed that damage of academic performance and internet
dependency are correlated with the use of synchronous communication applications including
Social Networking Sites and chat rooms.

Khan (2012) using the theory of Erikson (1953) noted that in this age of life a student cannot
differentiate between his identity and role inside society and he cannot solve the conflict within
his role in society and his real identity, to resolve this confusion student get attracted to social
networking websites because in between social networking websites he or she finds a virtual life
and friends which cannot let him or her (student) to be bored even for single moment.

However, many researchers have also found a positive association between use of Social
Networking Sites and academic performance of university students. Students, using internet more,
scored higher on reading skills test and had higher grades as well (Linda; 2006). Moreover it has
been found that the usage of the Social Networking Sites is helpful for remedy in case of some
psychological problems including low life-satisfaction and low self-esteem (Ellison; 2007).

11
2.2.3 Addiction to social networking sites and its effects on academic performance.
Social media addiction is considered as a kind of internet addiction (Kuss & Griffiths, 2012).
Individuals who spend too much time on social media have a desire to be notified of anything
immediately, which can cause virtual tolerance, virtual communication and virtual problem.
Behaviors that force the person into these actions can be explained as social media addiction.

Turne & Serenko (2012) have identified three notionally different perspectives to explain the
formation of social network addiction: Cognitive-behavioral model; this model emphasizes that
‘abnormal’ social networking arises from maladaptive cognitions and is amplified by various
environmental factors, and eventually leads to compulsive and/or addictive social networking.
Social skill model; this model emphasizes that ‘abnormal’ social networking arises because people
lack self-presentational skills and prefer virtual communication to face-to-face interactions, and it
eventually leads to compulsive and/or addictive use of social networking. Socio-cognitive model;
this model emphasizes that ‘abnormal’ social networking arises due to the expectation of positive
outcomes, combined with internet self-value and deficient internet self-regulation eventually leads
to compulsive and/or addictive social networking behavior (Griffiths, 2013).

The transition from normal to problematic social media use is seen as an important mechanism to
alleviate stress, loneliness or depression for the individual, so they become more active with more
social media. This ultimately leads to many problems and intensifies the unwanted mental states
of the individual (Xu & Tan, 2012). Brown & Bobkowski (2011) stated that social media use can
lead to harmful behaviors such as aggression, personality disorder, unhealthy diet, early sexuality,
tobacco and alcohol use in young people. As a result, the psychological dependence level in social
sharing develops when this repetitive situation is repeated in order to get rid of the unwanted mood
in social media use.

The researchers conducted in different countries revealed that internet usage addiction is not
limited to university students, but also includes secondary school and high school students (Al-
Menayes, 2015). Individuals who spend 8.5 to 21.5 hours online per week are considered to be
addicted (Yang & Tung, 2007).

12
According to the scale published in 2012 by Andreassen, there are five factors that indicate a
dependence level on Facebook; 1 mood swings, relevance, tolerances, withdrawal conflicts in real
life.

Mood swing: the social network is a means through which a person feels better or more self-
assured (increased level of excitement or escape). This is the first stage usually hidden with a false
sensation of satisfaction experienced upon navigating social networks.

Relevance: the user is unable to stop thinking about social networks (even when outside of the
network, imagining circumstances of the past or future that must be published), in such a way that
the tool slowly starts to dominate his/her life.

Tolerance: this relates to the time devoted to the tool and the control level it has attained. Generally,
it is common to spend more time on the social network, updating pictures or posting comments,
as a way to look for the same pleasant sensations experienced before in a shorter period of time.
Without noticing, the dependent person loses control of the situation slowly, starting to substitute
daily activities for more time navigating.

Withdrawal: self-discipline and its effects can be cited here; generally, when social network
addicts do not have access to the internet, they become irritated, anxious and frightened, and there
are changes in sleeping or eating patterns as well as signs of depression.

Conflicts in real life: when use of social networks is excessive it compromises real life
relationships with relatives and friends. This is the most common moment to perceive evidence of
the problem, but addicts feel incapable of reducing or simply stopping use. This is when there is a
loss of control over one’s behavior, possibly compromising academic performance.

13
2.3 Conceptual Framework

Figure 2.1: Conceptual Framework

SOCIAL
INFLUENCE

TIME SPENT
ON
ACADEMIC USE OF SOCIA
ACADEMIC
ACTIVITIES NETWORKING
PERFORMANCE
SITES
SOCIAL LIFE
STYLE

MARKS

Source: Researcher (2019)

This theoretical framework shows the dependency and independency of factors gender, frequent
use of networking sites. Use of social networking websites depends upon the above four factors so
use of social networking is dependent and the above four are independent variables; whereas, the
academic performance depends upon the use of social networking websites in this case, academic
performance is a dependent variable and the use of social networking sites is an independent
variable.

2.4 Research Gap

Various studies have not come up with a concrete consensus on the effects of social networks
usage on academic outcomes to date. This is partially due to the number of limited studies
examining the educational impacts of SNS usage. Available studies outside Liberia have also
focused on internet access via computers only despite the tremendous growth in mobile phone

14
technology that provides cheap and easily accessible internet services. This study explored the
impacts of social networks on academic performance. These studies have also not focused on the
role of self-usefulness for self-regulated learning during access to social media or even compare
social media users and non-users due to very few or non-users of social media in educational
institutions. Therefore, this study aimed at filling the gap.

2.5 Definitions of Terms

Academic: It is concerned with Studying from books as opposed by a practical work.

Academic Performance: Refers to a student's success in meeting short- or long-term goals in

education.

Media: Are all those media technologies that are intended to reach a large audience by mass
communication. They are messages communicated through a mass medium to a number of people.

Social Media: They are forms of electronic communication which facilitate interactive base on
certain interests. Social media include web and mobile technology.

Social Networking Sites: A website where people put information about them and can send to
others.

Social Networking: The use of internet to make information about yourself available to other
people especially people you share an interest with to send messages to them.

Students: Someone who is Studying at a University or School. Someone very interested in a

particular subject.

15
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction
This chapter focuses on research methodology that was used in the study. It provides a detailed
description of the research approach adopted in this study. Research design, target population,
research instruments, data collection and analysis methods used were presented in the subsequent
sections.

3.2 Research Design

Adekeye (2016, p.17) stated that “research design means the structuring of investigation aimed at
identifying variables and their relationship, it is used for the purpose of obtaining data to enable
the investigator test hypothesis or answer research question by providing procedural outline for
conducting research.”

This cross-sectional survey research design employed the use of a closed survey questionnaire
developed to assess demographics, social network use, and the impact of social network on
academic performance of students at Starz University, United Methodist University and African
Methodist Episcopal University in Montserrado County. The defining feature of a cross-sectional
study is that it can compare different population groups (university students for this present study)
at a single point in time. Also, under cross-sectional analysis, researchers record information about
their subjects without manipulating the study environment. This research design helped in
acquiring the individuals’ views through research questionnaire.

3.3 Population of the Study

The National Institute of Transport has over 7500 registered students as at May 2019 according to
SONIT (2019). This study targeted undergraduate students of the National Institute of Transport
because of their background diversity and exposure to social networks with a larger percentage
using the internet. Students of the National Institute of Transport are provided with the Internet
access through wireless connection, and therefore, the chances for them accessing online social
networks via social media are very high. On the same basis of their diverse background, only
undergraduate students from the Institute’s campus were chosen for this study.

16
3.4 Target Population
Population is defined as all individuals or cases that fit a certain specification. Moreover, according
to Kerlinger (1981) defines population as “all members of any well-defined class of people, events,
or subjects which can be living or non-living things.”

Starz University, UMU and AMEU was selected for the study, with an estimated total population
of 7500 students SONIT (2019). The total population for the study is that total number of students
in this campus of NIT.

3.5 Sampling Design

Generally, deciding on a sample is not given to chance but by severe faithfulness to laid down
principles (Nwankwo, 2006). Hence, the sample for this study was determined using the Taro
Yamen’s formula for drawing sample (Nwankwo, 2006):

𝑁
𝑛=
1 + 𝑁(𝑒)2

Where:

n = sample size

N = population size (7500)

E = level of significance usually 0.1

7500
𝑛=
1 + 7500(0.1)2

7500
𝑛=
1 + 7500 ∗ 0.01

7500
𝑛=
1 + 75

7500
𝑛= 𝑛 = 99
76

17
Therefore, the sample was 99. So, after acquiring the sampled size, the questionnaires were
distributed based on random sampling.

3.6 Data Collection

The study used questionnaire as a research instrument. A questionnaire is a list of questions to be
answered by a respondent to get their views about a subject. It is preceded by a covering letter,
introducing the researcher, explaining the purpose of the research and soliciting assistance in
providing the required information (Zohrabi, 2013).

Questionnaire was divided into four (4) sections: section A addressed the items on the demography
of respondents, while section B to D answered the research questions. The survey questionnaire
was administered to students Starz University, UMU, AMEU, in Montserrado County, Liberia.
The main locations for the distribution were at the Students Centre and Canteens/Cafeterias.

Data was collected using the questionnaire which the researcher administered face-to-face to the
respondents. Researcher distributed the copies of questionnaire to the respondents, expecting to
retrieve more than 90 copies (or more than 80%).

3.7 Validity and Reliability

3.7.1 Validity
To improve content validity in the survey, Fowler (2002) has proposed following criteria: 1)
relevance of items, 2) clarity of wording, 3) absence of biased words and phrases, 4) use of
Standard English, 5) clarity of instructions, and 6) formatting (Fowler, 2002). Based on the
feedback provided by the supervisor and students, the survey was revised former to administering
to the subjects. Special attention was given to relevance of survey questionnaire and clarity of
instructions for this research. Before launching the survey questionnaire, it was verified that survey
was going to fulfill the research purpose.

The supervisor and peers examined thoroughly the questionnaire used for this present study to
ensure comprehension, precision, and clarity.

18
3.7.1 Reliability
Reliability can be ensured by minimizing sources of measurement error like data collector bias.
Data collector bias was minimized by the researcher’s being the only one to administer the
questionnaires, and standardizing conditions such as exhibiting similar personal attributes to all
respondents, e.g., friendliness and support. Pilot testing was carried out by the researcher to
identify any flaws on the questionnaire to reduce errors of measurement and test for consistency.

3.8 Data Processing and Analysis

Chesnay (2014) defines data analysis as the process of systematically applying statistical and/or
logical techniques to describe and illustrate, condense and recap, and evaluate data. Data was
analyzed using descriptive statistics with the aid of the Statistical Package for Social Sciences
(SPSS). This involved a critical assessment of each response and examining it using thematic
interpretation in accordance with the main objectives of the study and then presented in narrative
quotes in the report.

3.9 Ethical Consideration

According to Shamoo and Rensik (2009), it is very important for the researcher to observe and
obey ethical norms in conducting their research due to the following reasons; Norms promote the
aims of the research, ethical standards promote the values that are essential to cooperative work,
ensure that researchers are held accountable to the public, help to build public support for research,
promote a variety of other important moral and social values.

The researcher in this study l observed the voluntariness of the respondents and did not force them
to obtain information, respect of privacy, respect of secrecy and confidentiality, not deceiving
respondents. These details were only collected for statistical purposes. This paper mainly focused
on numeric and qualitative data. The data was stored in a password protected environment.

19
 CHAPTER FOUR

DATA PRESENTATION AND INTERPRETATION OF FINDINGS

4.1 Introduction
This chapter presents, discusses and interprets the findings of the study discussed under each
objective. Descriptive statistics were used to analyze the data collected. The chapter also provides
the major findings and results of the study.

4.2. Response Rate

The study initially sought to ascertain the general information on the respondents involved in the
study with regards to the year of study, age, and gender. The demographic information points at
the respondents’ suitability in answering the questions on the effects of influence of social media
networks on academic performance of university students in Montserrado County, Liberia: a case
of Starz University, United Methodist University and African Methodist Episcopal University
Students.

4.2.1 Total Number of Respondents

A total of 99 respondents were served with questionnaires out of which 28 (28.3%) had incomplete
questionnaires and were thus excluded from analysis leaving 71 respondents for analysis. This
response rate was considered appropriate for analysis and reporting as supported by Mugenda and
Mugenda (1999) indicating that a response rate of 70% and above is excellent.

4.2.2 Gender of Respondents

Table 4.1: Gender of the Respondents

Gender Frequency Percent

Male 29 40.8

Female 42 59.2

Total 71 100

Source: Researcher (2019)

20
From Table 4.1, majority of the respondents were male at 59.2 percent with 42 respondents and
female 40.8 percent which is 29 respondents. Therefore, the findings show that male respondents
were more involved in the study due to their rate of response whereas female respondents had low
percentage compared to males.

4.2.3 Age of the Respondents

Table 4.2.: Age of the Respondents

Age Frequency Percent

20-25 years 35 49.3

26-30 years 22 31

31-35 years 14 19.7

Total 71 100

Source: Researcher (2019)

From the Table 4.2, Majority of the respondents were in the age bracket of 20-25 years (n=35,
49.3percent) followed by 26 – 30 (n=24, 33.8percent). The age bracket with the least number of
students was 31-35 bracket with (n=14, 18.4percent). These findings matches with Charlene Li et
al., (2007) who estimated that students are more likely to use social networking websites; nearly
47 percent of teenagers (12 to 17year olds) and 69 percent of young adults (18 to 21year olds)
and 20 percent of adults (18+) use social networking sites, and only 20 percent use them to
contact other people.

21
4.2.4 Respondents Program
Table: 4.3. Respondents Program

Program Frequency Percent

BBA 16 22.5

BPLM 18 25.4

BLTM 24 33.8

BHRM 13 18.3

Total 71 100.0

Source: Researcher (2019)

Table: 4.3, presents that most of the students under study are BLTM (Bachelor Degree in
Logistics and Transport Management) 33.8 percent (n=24) followed by Bachelor Degree in
Procurement and Logistics Management (BPLM) 18 which is 25.4 Percent of the sampled
population. BBA and BHRM have the least number of respondents with 16 (22.5 Percent) and
13(n=18.3) respectively.

4.2.5 Respondents by year of study

Table: 4.4. Showing respondents by year of study

Year of study Frequency Percent

First year 10 14.1

Second year 25 35.2

Third year 30 42.3

Fourth year 6 8.5

Total 71 100.0

22
Source: Researcher (2019)

From the Table: 4.4, the highest number of sampled students were in third year (n=30; 42.3
Percent) followed by second year students (n=25; 35.2 percent) while the least were fourth year
students (n=6; 8.5 Percent). The variations were much influenced by accessibility of respondents.

4.2.6. Online social networking sites used the most by students

Students are able to get online from various platforms. Some of the various places include at home,
at the cyber café, at the malls, and some at school among others. While at home they can access
through their smart phones and laptops, and at school.

Figure 4.5.: Showing online social networking sites used the most by students

SNS Frequency Percent

Instagram 10 14.1

WhatsApp 31 43.7

Facebook 24 33.8

Snapchat 6 8.5

Total 71 100.0

Source: Researcher (2019

Students are able to get online from various platforms. Some of the various places include at home,
at the cyber café, at the malls, and some at school among others. While at home they can access
through their smart phones and laptops, and at school they can use the computer labs that have
networked computers. From the above table 4.5, most students are using WhatsApp with a 43.7
percent response rate followed by Facebook with a 33.8 percent response rate. The popularity of
WhatsApp is attributed to it being an instant messaging application that runs on mobile phones
and can be used while one is on the go and thus allowed multitasking which students are known
for.

23
The researcher found out that students felt WhatsApp to be more interactive than the other sites.
Facebook has a substantive percentage because it’s an application that has been there for a while
and enables students to tag each other especially pictures.

In addition, it allows connectivity with many users without necessarily having their contact
numbers. Instagram and SnapChat had 14 percent and 8.5 percent response rate respectively with
many students finding the two sites less interesting.

4.2.7. Time spent on SNS by students

The concern of time on social media networks has been one of the most debated ones as many
researchers have given several sights on the subject.

Table 4.6.: Showing time spent by students on online social networking sites in a day

Duration (Time) Frequency Percent

All day 11 15.5

Less than 30 minutes 14 19.7

More than 1 hour 28 39.4

Less than 1 hour 18 25.4

Total 71 100.0

Source: Researcher (2019

From the table 4.6 above, it was established that most students spend more than an hour on SNS
with a 39.4 percent (n=28) response, less than one hour 25.4 percent (n=18) response and 19.7
percent (n=14) less than 30 minutes. The 15.5 percent (n=11 spends all day on SNS were found to
be those with continuous internet connectivity and may not be necessarily active all day but were
logged in. Rithika and Selvaraj (2013), suggest that students who spend more time on social media
may have difficulty balancing their online activities and their academic preparation. This will in
turn affect their academic performance. Additionally, this has been justified by Paul, Baker,
Cochran (2012) in one of their written articles also proved that social media platforms affect

24
students’ academic performance. The researchers further said that as time spent on social platforms
increases, the academic performance of students is seen to deteriorate.

4.3 Current usage of online social networking sites

Table 4.7.: Showing the current usage of online social networking sites based on the information
sought from on SNS. The objective here was to determine the key activities that students focus on
while browsing social networks, thus the findings were as follows

Table 4.7 showing Internet usage

Information seek on Frequency Percent

Sports 24 33.8

Current affairs 9 12.7

Academic 10 14.1

Documentary 28 39.4

Total 71 100.0

Source: Researcher (2019)

Wiley and Sisson (2006) argued that the previous studies have found that more than 90% of college
students use social networks. Table 4.6 above, shows that from the questionnaires it was
established that most students does use SNS, and they usually seek information on documentary
with a 39.4 percent (n=28) response. Documentary content involved material which is intended to
both entertain and inform.

Information about music artists and movie stars on their latest endeavors can be considered
documentary. The research found out that such information was highly sought by the students due
to the need to know the latest music that has been released by their favorite musicians and the need
to keep up with the changing trends in clothing and fashion. This finding matches with Khan
(2012) who noted that the most popular activities done by students and users on social networking
sites revolve around looking at profiles of one another, searching for someone here and there, or

25
updating one ‘s own profile, eavesdropping (sensing other activities on social networking websites
and analyzing their posts).

On the sports aspect, the research meant information about games, teams and athletes. Sport was
ranked second with a 33.8 percent (n=24) response saying they seek sports information on SNS.
Many of the respondents follow their favorite teams in the English and other European premier
leagues.

In this research current affairs meant news and information that was trending and making headlines
at the particular moment. Current affairs had the least response with 12.7 percent (n=9) which
implies that very few students if any seek information of this subject matter on SNS.

The lower response on current affairs could be attributed the lack of interest in matters relating to
politics, governance, conflict resolution and environmental issues that are less interesting to the
students.

Academic/ complementary education required information that is meant to enhance their education
and complement what the students had learnt in school. Academic / complementary education had
14.1 percent response. It was established that students would hardly seek Academic /
complementary education through online SNS but rather would opt for group discussion and
reliance on class notes and teachers.

The research established that the 14.1 percent (n=10) was very little time spent online in relation
to academic thus showing the very little devotion to academic matters when on SNS.

Moreover, students were asked if their friends are on social network site, where all students (100
percent) claimed that their friends are on social network sites. This is because of better access
technological devices such as mobile phones and computers that increased the changes of engaging
in social networking. Students were also asked if their classmates have formed a discussion group
on any social network sites and if they use this group(s) for class projects.

Additionally, 83.1 percent of students (n=59) agreed that they have been using SNS for engaging
into group(s) discussions for class projects, while 84.5 percent (n=60) agreed to be using social
networking sites to share class notes. 87.3 percent of the students (n=62) acknowledged the

26
assistance of social networking sites on academic issues, such as receiving notes and easing their
access to their lecturers. These findings are interpreted in the following figures.

Kuppuswamy and Shankar (2010) argue that social network websites grab attention of the students
and then divert it towards non-educational and inappropriate actions including useless chatting
time killing by random searching and not doing their jobs. However, many researchers also found
a positive association between use of internet and SNS and academic performance of the student
users.

4.4 Challenges of using social media networks in academic performance

This section focused on the challenges of SNS on academic performance of students. This was a
critical question since it determines how social networks affect students academically.

Therefore, 63.4 percent (n=45) responded that using social networks affects their privacy of
personal information. The findings to some extent relate to the discussions generated by Mattingly
who proposed that while using SNSs, issues of privacy, identity protection, and e professionalism
must be paid attention Mattingly (2010) but also, There is no significant influence of
privacy/security problems on students’ academic performance. This is so, because of the changes
that are been made frequently on these social media platforms which could have the concentration
of students on their studies and thus affect their test or examination score.

4.4.1 SNS are source of distraction

Table 4.8 That SNS are source of distraction

Response Frequency Percent

Neutral 21 29.6

Agree 50 70.4

Total 71 100

Source: Researcher (2019)

27
From table 4.8 above, the findings show that majority of respondents at 70.4 percent (n=50)
reported that browsing social media distracts them from learning (That SNS are source of
distraction). This can be supported by Benzie (2007) noted that the Canadian government
prohibited employees from Facebook.com. In the same way Boyd & Ellison (2007) also
pointed out that the U.S. Congress has proposed legislation to ban youth from accessing social
networking websites in schools and libraries. With these studies it is evident that SNS usage is
a distraction especially to students.

4.4.2 Social networks influence laziness

Table 4.9 Social networks influence laziness

Response Frequency Percent

Neutral 12 16.9

Agree 59 83.1

Total 71 100

Source: Researcher (2019)

From table 4.9 above, the findings shows that 83.1 percent (n=59) responded that social networks
impacts unproductive behaviors such as laziness on task oriented behavior where they can be
distracted from task at hand. However, 45.1 percent (n=32) of the sampled students claimed that
the use of SNS takes up time as they spend a lot of time browsing social media which affects their
health and academic life. Many students have lost their interest in their studies as they spend most
of their time on these sites (Kalra & Manani, 2013).

28
4.5 Students' addiction to social networking sites and its effects on their academic
performance.
According to the outcome, students’ academic performance is affected the more they use
Facebook. Social platforms are mainly used by students for socializing activities rather than
academic purpose (Oye, 2012).

4.5.1 Hours spent online.

The findings shows that 39.4 percent (n=28) of the respondents responded that addiction to online
social networks is a problematic issue that affects their academic life. Furthermore, online social
networks distract me from my studies was a response from 25.4 percent (n=32) respondents. ‘’The
consequences of internet and social platforms on students’ academic growth’’ a study than by
Young (2006) it was seen that internet has spread its wings to reach teenager’s school life. It was
also observed by Young that students are more dependent on internet to access info that pertain
their academic life as well as entertainment. Additionally, Young said that internet, though take a
lot of time, and have less impact on studies. It was observed by Wang (2011) that impact of social
platforms rest on the degree of usage.

Table 4.10 hours they spend online.

Response Frequency Percent

Disagree 20 28.2

Neutral 19 26.8

Agree 32 45,1

Total 71 100

Source: Researcher (2019)

From table 4.11 above, about the hours spent online 19.7 percent of the respondents claimed that
the hours they spend online cannot be compared to the number of hours spent reading. However,
15.5 percent of respondents responded that there is no improvement in their grades since they
became engaged into these social networking sites. This can be proved by other studies (such as
Kubey, et al., 2001) also produced strong evidence that low academic performance scores were

29
also found out to be directly related to long hours on SNS, whose findings again concur with the
findings in this study (Dawson, 2008). The findings in this study and those found elsewhere
conclude that there is, therefore, need for monitoring and control of access to SNS by university
students to enhance their academic performances.

4.5.2 SNS addiction influences academic performance.

Table4.11 SNS addiction influences academic performance.

Response Frequency Percent

Strongly agree 28 39.4

Agree 18 25.4

Disagree 14 19.7

Strongly disagree 11 15.5

Total 71 100

Source: Researcher (2019)

From the table above, the findings shows that 28 (39.4 percent) of the participants’ responded with
Strongly Agree that Students’ addictiveness to social network has a significant influence on their
academic performance, 18 (25.4 percent) Agree, 14 (19.7 percent) Disagree, while 11 (15.5
percent) strongly Disagree. The findings matches and are supported by the studies which showed
that students who performed poorly at school had spent five time (x5) more hours online than those
who performed well (Muhingi, et al., 2015).

4.6 Effects of engaging in social network on academic performance

A study by Rithika and Selvaraj (2013) in Indonesia came out with a number of results in relation
to social network participation and academic performance. The results of the study showed that
there was a significant impact of social media usage on student’s academic performance. The
authors stated that there is a connection between late submission of assignments and time spent on
social networking sites. They concluded that there is a significant negative impact of social
network participation on students’ performance through the use of mobile technologies as these

30
increases the frequency and flexibility of visits to these sites. In addition, this current study further
revealed that majority of the respondents (97.3 percent) agreed on sharing class activities on social
network sites or to facilitate class discussions.

Majority of respondents (75 percent) also added that their social network sites may distract
students from engaging in academic activities, hence hindering their academic performance. This
was supported by Malaney (2005) who found that 8.9 percent of students in 2000, and 4.4 percent
in 2003, reported that their grades had suffered as a result of too much time spent on the Internet
as well as on social media networks. This was supported by the study of Kirschner and Karpinski
(2010), who found a “significant negative relationship between Facebook use and academic
performance.

Further, a high number of respondents (97.7 percent) also confirmed that social networking has
helped ease access to their lecturers, while 97.4 percent confirmed the increased interaction among
students. This is so because some students can spend time on social media platforms and yet their
performance for the semester or academic year still remains the same which is similar to some
cited researches earlier in the course of study. This finding is supported by the research work of;
Anne (2011) states that social networking sites provide an avenue for students join to interesting
groups that allow them to learn new skills in area of their choice.

4.7 Discussion of Findings

Findings show that the undergraduate students of Starz University, UMU, and AMEU have access
to social media and that the extent to which the students have access to social media is high. This
is evident in all respondents admitting to taking some hours in the day accessing social networking
sites (see figure 4.2.3). The implication of this is that Starz University, UMU, and AMEU students
have access to social media. This is mainly because they use social media for various purposes as
reported by all respondents when they were asked what areas do they share on social network:
infotainment with a 39 percent and Sport was ranked second with a 34 percent as the leading areas
mentioned. This is in line with the uses and gratifications theory which says that audience members
use the media to satisfy various purposes.

In line with the outcome of this study to understand students’ academic performance by using
social media in higher education, the following have been discovered: To acquire a general

31
satisfaction of social media since it encourages and facilitates student utilization of social media
for collaborative learning and boost the education and experience with a student. In terms of
interactivity with students on social network sites, such Facebook, email, Whatsapp, and other
platforms, and acquired a higher percentage when it comes to students’ academic performance at
the Starz University, UMU, and AMEU since it influences it to be simple for student to go over
questions along with other students through social media. It is easy to be networking with students
and interacting with them because it is the same age, class and education level.

The findings also show that students who spend more time on social media are likely to affect their
academic performance. This is because, instead of reading their books, they spend their time
charting and making friends via the social media and this will definitely have negative effect on
their academic performance, because when you do not read, there is no way you can perform well
academically.

32
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction
This chapter presents a summary, recommendations and suggestions for further research based on
the results of the study. The findings were based on the objectives of the study.

5.2 Summary
The purpose for this study was to analyze of the effects of social media networks on academic
performance of university students in Montserrado with Starz University, UMU, and AMEU
undergraduate students as the case study. The study findings discussed in the previous chapter can
be summarized as follows:

On the current usage of online social media network sites, the study found out that students highly
use SNS for different purposes such as seeking infotainment on SNS, followed by sports,
academic/complementary education. The infotainment content included latest information on
music released by their favorite musicians and the changing trends in clothing and fashion. On
sports, students sought information about the English and other popular European premier leagues
and also famous athletes. Another kind of information sought by the students was academic/
complementary education. On this, the study established that students sought and shared
information that supplemented what they had learnt in school and also new knowledge.

The study found out that the students had less interest on information concerning current affairs.
This is because the current affairs issues revolve on issues to do with politics and environmental
matters which are of less concern to the students as per the study.

The study also sought to investigate the challenges of using social media networks in academic
performance, students use social networking sites for various reasons. On this aspect the study
ascertained that the users of Social Networking Sites devote lesser time to their studies which
contribute to poor academic performance. Apart from that, the study found out that browsing social
media distracts them from learning (That SNS are source of distraction).

33
Additionally, students responded that social networks impacts unproductive behaviors such as task
oriented behavior where they lack focus on tasks at hand. They also responded that using social
networks affects their privacy of personal information.

The responses on challenges of usage of SNS on academic performance was high because the
networks that the students have may not necessarily have the same academic need as them. In
addition, most students were found to disassociate themselves with academic matters while online
and just concerned about keeping in touch with each other and following up on matters such as
fashion trend and music.

The study also sought to examine students' addiction to social networking sites and effects of it to
their academic performance.

From the study 63.4% (n=45) of the participants’ responded with Strongly Agreeing that Students’
addictiveness to social network has a significant influence on their academic performance. As of
the respondents, they felt that the SNS negatively affects their academic performance because they
spend a lot of their time online instead of studying. Respondents also responded that there is no
improvement in their grades since they became engaged into these social networking sites. The
respondents indicated that most students spent over one hour in a day on SNS at the expense of
study time.

5.3 Conclusion
Most, if not all, of university students at Starz University, UMU, and AMEU, actively engage in
social networking sites. This is because it is cheap, accessible and user friendly. Social networking
was found to have positive effects on learning outcomes for those students who used it for learning.
However use of social networking for entertainment, pass time and socialization had some
negative effects on learning outcomes. Similarly social networking while attending lectures, group
work and private reading is counterproductive. From the collected and analyzed, it can be
concluded that the exposure to social media by students of Starz University, UMU, and AMEU is
high and this has positive effect on their performance.

The study has revealed that despite the benefits that come with the participation of students on
social media networks, it could impact negatively on their academic performance if not used
properly.

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A lot of benefits abound in the use of social media networks such as sharing information and ideas,
improving reading skills etc. Despite the benefits that comes with the participation of students on
social media networks, its misuse could affect the academic life of the student and thereby their
performance. Normally, social networking sites chosen by people would compete with other
sources of information. Therefore, social media networks compete with academic work for
students’ attention. It is therefore the responsibility of the student to make the right decision in
relation to the use of social network sites.

5.4 Recommendation
In consideration with the conclusions of the study the following recommendations are forwarded.
First, that every individual should recognize underlying problems that may support ones social
networking addiction and should strengthen relationship with friends in real life. Second, that
individual must modify ones internet use step by step and computer use should be monitored and
set clear limits. Third, every individual must set reasonable internet use goals and stick to them
and routine to break social networking site usage patterns should be altered. Fourth, seek out
friends and acquaintances who “couldn’t care less" about the internet and should connect to the
offline world. Lastly, internet should be treated as a significant tool in education rather than purely
self-entertainment and manage the internet and computer use in a useful way.

5.4.1 Recommendations for further research

The researcher recommends for an in-depth study and critically looking at the performance
variation of a particular student over time when he/she was using and when he/she was not using
SNS. A study could also be done on the impact of SNS on academic performance of students in
other universities and compare the findings with the ones in the urban areas. As suggested by
Savita Gupta & Liyaqat Bashir (2018), “Further research can be conducted to determine the
relationship of social networking usage with the academic performance of students.” (P: 222).

35
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 APPENDIXES

Appendix I: Research Questionnaire

Introduction

My name is Solomon Kpayeh, a student at Starz University. The purpose of this study is to
examine the INFLUENCE OF SOCIAL MEDIA NETWORKS ON ACADEMIC
PERFORMANCE OF UNIVERSITY STUDENTS IN MONTSERRADO COUNTY
at Starz University, UMU, and AMEU.

You are assured that your response will remain CONFIDENTIAL. Please answer all questions and
remember there is no right or wrong answer. Thank you.

Please read carefully and provide the appropriate answer for each statement.

Section A: General Information

1. Gender: Female ( ) Male ( )

2. Age ___________________________

3. Program___________________________

4. Year of study? ___________________________

4. Which online social networking sites do you use the most?

KEY: Extremely Often-EO; Very Often-VO; Often-O; Rarely-R; Not at all-NT

Online Social Networking site EO VO O R NT

Facebook
Instagram
WhatsApp
SnapChat

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5. How many hours per day do you engage in social networking?

(a) More than 1 hour ( ) (b) Less than 1 hour ( ) (c) Less than 30 mins ( ) (d) All day ( )

Section B ։ Current Usage of Social Networks on Academic Issues

What is the current usage of social network on academic issues?

ITEMS SD D N A SA
i. I share study material on social networks that
helps other students who are weak in studies
performance
ii. I engage in discussion groups with my
classmates

iii. I participate in group work activities

iv. We often communicate with the lecturer on the
class issues

v. I receive comments, feedbacks, and materials

from
Classmates

Vi I use social networks to do my homework

I use social networking to inform colleagues

Vii of links
and resources related to our course
I use materials from online to complement
Viii what I have been taught in class

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SECTION C։ Challenges of Using Social Media Network in Academic Performance

What are the challenges of using social media networks in academic performance?

ITEMS SD D N A SA
I I face difficulties engaging in face to face
communication skills
Ii Social networks are distractions to my studies
Iii I experience bullying from other students
IV Social networks facilitate laziness
V I solely rely on information gotten from social
networks to do my assignments without
consulting other sources
Vi I will not perform well in my academics even if
I stop using social media
Vii Online social networks distracts me from my
studies

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SECTION D։ Addictiveness to Social Network and Academic Performance

To what extent would student addictiveness to social network influence their academic
performance?

SD = strongly disagree D= Disagree N=Neutral A=Agree SA = strongly agree

ITEMS SD D N A SA
I Hours spent online cannot be compared to the
hours I spend reading
Ii Addiction to online social networks is a
problematic issue that affects my academic life
Iii It is difficult to improve one’s grades once they
engage into these social networks
Iv I feel uneasy when I don’t get enough time to
access my social networks
V I rely on information gotten from social networks
to do my assignments without consulting other
sources
Vi social networks distracts me from my studies

Thank you!

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