CHAPTER ONE

INTRODUCTION
1.1 Background to the Study
There is enormous celebration on the planet today because of the imminent and
change in the communication pattern which has helped the scope of communication by
means of Information and communication technology (ICTs).
The New media has emerged to be one of the most vital communication means. It
exist so as to ease communication problem among people regardless of the expanse, making
it open to people to easily share information, files and pictures and videos, create blogs and
send messages, and conduct real-time conversations. These systems are referred to as social
media, simply because they allow communication with friends, course mates, teachers,
project supervisors, lecturers etc so easily and effectively. New media which are a form of
electronic communication that has become the highest activity on the internet.
According to Kim and Kim, (2010) “New media are the emerging digital
communication channels which create a user oriented information sharing ground where any
people can generate or subscribe information content as both information provider and
consumer”. Buettner, (2016) sees new media as “computer mediated tools that allow people
or companies to create, share exchange information, career interest, ideas, pictures/ virtual
communities and networks”
The world is today celebrating the improvements in communication technology
which has broadened the scope of communication through Information and Communication
Technologies (ICTs). Modern Technology in communication no doubt has turned the entire
world into a “Global village”. But as it is, technology like two sides of a coin, bring with it
both negative and positive sides. It helps people to be better informed, enlightened, and
keeping abreast with world developments. Technology exposes mankind to a better way of
doing things. New media networking sites include: Twitter, Yahoo Messenger, Facebook
Messenger, Whats app messenger, 2go messenger, Skype, Google talk, Google Messenger,
iPhone and Androids. These networking sites are used by most people to interact with old
and new friends, physical or internet friends ( Asemah and Edegoh, 2012).
The world has been 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.

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 The evolution of internet technology has led to its use as the best medium for
communication whereby, two-third of the world’s internet population visits social
networking or blogging sites, thus, serving as a communication and connection tool. Social
networking sites (SNSs) are online Communities of Internet users who want to communicate
with other users about areas of mutual interest, whether from a personal, business or
academic perspective (William ,Boyd, Densten, Chin, Diamond & Morgenthaler 2009).
The millions of social networking sites have transformed the thought of global village
into a reality whereby billions of people communicate through social networking sites.
Numerous benefits have been obtained through distant communication through the use of
social networking sites.
Educational excellence or performance plays an important role in an individual
placement, be it in the academic institutions or job placement. Due to this, many people are
concerned with the ways they can enhance their academic performance. The emphasis on
academic excellence which is also prevalent worldwide has encouraged many studies about
the conditions promoting it. The role of academic performance as one of the predictors of
one’s life success and also in the aspect of academic placement in schools to higher
institutions as well as the level of employability in one’s career is inevitable (Kyoshaba,
2009).
Educational performance, which is measured by the examination results, is one of the
major goals of a school. Hoyle (1986) argued that schools are established with the aim of
imparting knowledge and skills to those who go through them and behind all this is the idea
of enhancing good academic performance. Academic performance or achievement is the
outcome of education, the extent to which a student, teacher or institution has achieved their
educational goals.
Educational performance is commonly measured by examinations or continuous
assessment but there is no general agreement on how it is best tested or which aspects are
most important, procedural knowledge such as skills or declarative knowledge such as facts
(Annie, Howard & Mildred, 1996).
A direct relationship exists between New Media usage and the academic performance
of students in universities. However, the darker side within technological evolution has
resulted in dilemmas such as the setback of real values of life especially among students who
form the majority of users interacting through the use of social networking sites.
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 Online social networking sites focus on building and reflecting social associations
among people who share interests and or activities. With so many social networking sites
displayed on the internet, students are tempted to abandon their homework and reading times
in preference for chatting online with friends. Many students are now addicted to the online
rave of the moment, with Facebook, Twitter etc. Today most youths and students possess
Facebook accounts. The reason most of them perform badly in school might not be far-
fetched.
While many minds might be quick to blame the poor quality of teachers, they might
have to think even harder, if they have not heard of the Facebook frenzy (Oche &
Aminu .2010).
Olubiyi (2012) noted that these days’ students are so engrossed with the New 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 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 New
Media. In (Obi, Bulus, Adamu & Sala’at 2012), it was observed that the use of these sites
also affects students’ use of English and grammar. The students are used to short forms of
writing words in their chat rooms; they forget and use the same in the classrooms. They use
things like 4 in place of for, U in place of You, D in place of The etc. and this could affect
their class assessment.
Social networking sites although has been recognized as an important resource for
education today, studies however shows that students use social networking sites such as
Facebook for fun, to kill time, to meet existing friends or to make new ones (Ellison,
Steinfield, and Lampe 2007). Although it has been put forward that students spends much
time on participating in social networking activities, with many students blaming the various
social networking sites for their steady decrease in grade point averages (Kimberly, Jeong
and Lee, 2009), it also shows that only few students are aware of the academic and
professional networking opportunities the sites offered.
1.2 Statement of the problem

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 The world today is a global market in which the internet is the most important sort of
information. Since the advent of New Media sites in the 1990s, it is assumed in some
quarters that the academic performance of students is facing a lot of neglect and challenges.
The educational system in Nigeria is faced with so many challenges which have certainly
brought about a rapidly decline in the quality of education. There is a deviation, distraction
and divided attention between social networking activities and their academic work. It is
observed that students devote more attention to new media than they do to their studies.
In recent times the new media have been a major stay in the minds of students and the
world at large thereby causing a lot of drastic measure by students, teacher and even
educational administrators at large. It is therefore of great importance to explore some of the
trending issues facing students’ academic performance as a result of New Media. Students at
all levels of learning now have divided attention to studies, as a result of available
opportunities to be harnessed from New Media. Whether these opportunities promote studies
is a question that needs to be answered. Thus, the problem this study investigates is the
Pattern of New Media Utilization and its Influence on Educational Performance of Students
tertiary institutions.
1.3 Research Objectives
i. To examine the level of students’ utilization of new media facilities and the influence
on their educational performance.
ii. To determine the new media network that the students are more exposed to and the
influence on their educational performance.
iii. To examine the purpose of new media usage among tertiary institution students;
iv. To ascertain the education and information behavior of undergraduate students on
new media usage.

1.4 Research Questions

i. What is the level of students’ utilization of new media facilities and what influence
has it on students’ educational performance?
ii. Which new media network are students exposed to the most and what influence does
it have on students’ educational performance?
iii. For what purpose do students of tertiary institutions use new media facilities?

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 iv. What are the education and information behavior of undergraduate students on new
media usage?

1.5 Scope of the Study

The general purpose of this study is to investigate the Pattern of New Media
Utilization and its Influence on Educational Performance of tertiary institution Students in
Kwara State. Specifically, the scope of this study is limited to undergraduate students in
Federal Polytechnic Offa Kwara state.

1.6 Significance of the Study

According to Ikoja-Odongo (2000), the significance of a study can be measured by
the contributions that it makes to the people under investigation and the society as a whole. It
is anticipated that this study will be useful in understanding the Pattern of New Media
Utilization and its influence on the surveyed institution (Federal Polytechnic Offa).
Results of this study will assist the management of the Polytechnic and library to take
note of the new media usage pattern of students and how they can capitalize on it to achieve
the institutional objectives.
Findings from this study will also help the Polytechnic administrators to understand
the pattern of new media utilization among students. Knowing this will help them in their
policy making. Also, findings from this study will add to the existing body of knowledge in
new media utilization and educational performance. Hence, it is expected that study will
provide a rich source of empirical data for other studies that are related to new media usage
pattern on educational performance.

1.7 Definition of Operational Terms

New Media: Means of mass communication using digital technologies such as the internet.
Utilization: The action of making practical and effective use of something.
Influence: The capacity to have an effect on the character, development, or behavior of
someone or something, or the effect itself.
Educational Performance: Academic performance is the measurement of student
achievement across various academic subjects. Teachers and
education officials typically measure achievement using
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classroom performance, graduation rates and results from
standardized tests.

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 CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
Literature review, according to Oyewole and Olorede (2014; p.39) is basically a
summary of what the academic literature reveals about the subject under investigation.
Researchers are to know that literatures are many but they are to review only those that are
available and closely related to their studies alone (Ajala, 2012; p.54).
This chapter aims at reviewing existing researches and provides a framework for
understanding the evaluation of Pattern of New Media Utilization on Educational
Performance of Students in Higher Institution. This chapter also reviews the relevant
literatures that are pertinent to the topic of this study.
2.2 Conceptual Framework
For better understanding of this discussion, this section begins with conceptual
clarifications.
2.2.1 History of New Media
To understand New Media we need to explore its history. The Internet started out as a
massive Bulletin Board System (BBS) that allowed users to exchange software, data,
messages, and news with each other (Kaplan &Haenlein, 2010). In 1979, Duke University
graduate students Tom Truscott and Jim Ellis teamed up with the idea of networked
communication over computers for exchange of information.
The discussion of new media goes side by side with the concept of Social media
platforms while the former explains the evolvement of social interaction facilities, the later is
discussed as the channel through which social interaction takes place. With Social Media
platforms as subset of the new media, there exist the channels through which Patterns of new
media usage can be assessed.
This idea of New media was executed in 1980 (Kaplan and Haenlein, 2010) and
“Usenet” was launched worldwide, which was the first genuine attempt at social networking.
Various discussion groups were held covering a wide variety of topics from humanities,
sciences, business, politics, computers, and other areas. The discussion forums on these
websites were called “newsgroups” (Goldsborough, 2005). By 1992, Internet became one of
the most popular networking tools, which linked researchers and educators. Marc Andreessen
headed a team at NSF centers which successfully developed a browser to develop NCA
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Mosaic or popularly known as Mosaic. In less than 18 months of its introduction, Mosaic
became the browser of choice for almost over a million users.
This set off an exponential growth in the area of decentralizing information and
connecting people and led to the development of Microsoft’s Internet Explorer (Andreessen,
1993). Founded in October 1998 by Bruce Ableson and Susan Ableson, “Open Diary” was
the next attempt at social networking. This website brought together people from various
fields who wrote diaries or blogs, as we now call them, on a common platform to share their
views and perspectives on various topics (Kaplan and Haenlein, 2010). As the Internet
matured and became more widely available in the late 1990’s, there was an explosion of New
Media websites.
In 1999, New Media websites like Blogger and Faceparty appeared, and post-2000,
Wikipedia, Picasa, Friendster, Flickr and other sites were created. The number of active
monthly users each of these New Media sites generates is given below. The social
networking site Facebook is currently one of the leaders in New Media, with video sharing
site YouTube a close second. Growth of social networking, a revolution in social networking
came with the advent of newer social networking websites, based on Web 2.0.
In 2002, Friendster used the concept of degrees of separation. It promoted the idea of
social networking by creating rich bonds among people who knew each other directly or via
certain friends and provided a common platform for them for social interaction. With the
success of Friendster, many other social networking sites followed. LinkedIn, launched in
2003, created a professional platform for work-based interaction. It is more than a mere
playground for teenagers and classmates. LinkedIn is a serious platform for working people
who want to connect with other professionals and to expand their contact networks. As of
January 2014, LinkedIn reported 300 million registered users on its website
(https://www.linkedin.com/about-us). MySpace, which was also launched in 2003, has
almost 10 times fewer (36 million as on October 2013) monthly active users than LinkedIn.
However, Facebook, launched in 2004 for Harvard students and opened to the general public
in 2006, is currently the most frequented social networking website.
As of September 2014, Facebook claims 1.35 billion active users
(https://newsroom.fb.com/company-info/). To put this number in perspective, if Facebook
was a country it would be the second most populous nation, second only to China.

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2.2.2 Concept of New Media
Over the years, many scholars have been able to distinctively define and clarify the
concept of New Media. In their definition and clarification, the concept of New Media has
been used interchangeably with social networking site. Likewise, in this section, the word
will be used interchangeably. In defining New Media, Kaplan and Haenlein (2010) gave a
general definition of New Media in consideration of Web 2.0 and User-Generated Content.
According to them New Media is a group of internet-based applications that build on the
ideological and technological foundations of Web 2.0 and that allows the creation and
exchange of User Generated Content. They also went further to describe New Media as a
group of internet-based applications that build on the ideological and technological
foundations of Web 2.0 and that allow the creation and exchange of user-generated content.
Nwanton, Odoemalamn, Orji-Egwu, Nwankwo and Nweze (2013) defines New Media as
those internet-based tools and services that allow users to engage with each other, generate
contents, distribute and search for information online.
Parr (2010) defines New Media as the use of electronic and Internet tools for the
purpose of sharing and discussing information and experiences with other human beings in
more efficient ways. On the other hands, Jantsch (2008) considers New Media as the use of
technology combined with social interaction to create or co-create value. According to
Merriam-Webster dictionary (2017), New Media is a form of electronic communication (as
websites for social networking and microblogging) through which users create online
communities to share information, ideas, personal messages, and other content (as videos)
while Dykeman (2008) acknowledged New Media as “the means for any person to: publish
digital, creative content; provide and obtain real-time feedback via online discussions,
commentary and evaluations; and incorporate changes or corrections to the original content”
(Dykeman, 2008).
Bryer and Zavatarro (2011) described social media as technologies that smooth the
progress of social interaction, make possible collaboration, and enable deliberation across
stakeholders. These technologies now include blogs, wikis, media (audio, photo, video, text)
sharing tools, networking platforms, and virtual worlds. Social Media Online (2011) defines
social media as primarily internet-and mobile-based tools for sharing and discussing
information by users. The term, according to Andreas and Michael (2010), refers to “a group
of Internet based applications that build on the ideological and technological foundations of
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Web 2.0, and that allow the creation and exchange of user-generated content." Drury (2008)
describes social media as online resources that people use to share content: video, photos,
images, text, ideas, insight, humor, opinion, gossip, news.
Safko and Brake (2009) further defined social media as “activities, practices, and
behaviors among communities of people who gather online to share information, knowledge,
and opinions using conversational media. Kietzmannn, Silverstre, McCarthy and Leylan
(2012) describes social media as the platform 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. Social media, as defined by Bryer and Zavatarro
(2011) are technologies that facilitate social interaction, make possible collaboration, and
enable deliberation across stakeholders. These technologies now include blogs, wikis, media
(audio, photo, video, text) sharing tools, networking platforms, and virtual worlds.
Social Media Online (2011) defines social media as primarily internet-and mobile-
based tools for sharing and discussing information by users. The term social media,
according to Kaplan and Haenlein (2010) refers to “a group of Internet-based applications
that build on the ideological and technological foundations of Web 2.0, and that allow the
creation and exchange of user-generated content” (p. 61).
Web 2.0 was coined by Darcy DiNucci in 1999 to describe interactive social websites
which allow users to interact and collaborate with each other in a social media dialogue.
Davis, Canche, Deil-Amen and Rios-Aguilar (2012) refer to social media technology (SMT)
as web-based and mobile applications that allow individuals and organizations to create,
engage, and share new user generated or existing content, in digital environments through
multi-way communication. Through this platform, individuals and organizations create
profiles, share and exchange information on various activities and interests. An interesting
aspect of social media is that, it is not limited to desktop or laptop computers but could be
accessed through mobile applications and smart phones making it very accessible and easy to
use. Examples of these social media platforms both on the web and mobile application
include Facebook, Twitter, YouTube, Whatsapp, Instagram, blogs etc.
According to Boyd and Ellison (2007), “social networking sites are web-based
service platform that enable individuals to create a public or semi-public profile within a
bounded system, articulate a list of other users with whom they share a connection, and view
and navigate their list of contacts and those made by others within the system” (p. 21). These
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sites are used to interact with friends, peers and others that are found in groups on these sites.
The sharing of information ranges from news, debates, gossips, feelings or statement of
mind, opinions, research etc. Curtis (2011) affirms that social media appear in many forms
including blogs and microblogs, forums and message boards, social networks, wikis, virtual
worlds, social bookmarking and video sharing.
According to Junco (2012), social media are collections of internet websites, services,
and practices that support collaboration, community building, participation, and sharing.
Nwangwa and Omotere (2014) simply regards social media as comprising online
applications for social networking sites, social bookmarking and sharing tools, social citation
tools, blogging and micro blogging tools, virtual worlds, e-conference presentation sharing
tools, audio and video tools, e-project management tools, and research and writing
collaboration tools; primarily developed to foster user-centered social interaction. Social
media can be seen as either web based or application based media of communication that
allows registered individual to share ideas, thoughts, opinions, interact and collaborate with
other registered users all over the world.
The inclusion of application based media of communication is largely due to the
ability to make use of social media on mobile gadgets such as Smart phones, Tablets,
iPhones, symbian and Java phones. The scope of social networking sites as information
sources have been discussed by different scholars e.g., (Dugan et al., 2008; Skeels & Grudin,
2009; Steinfield, DiMicco, Ellison, & Lampe, 2009; Morris et al., 2010). They noted that:
i. Only humans can provide certain types of information such as opinions, advice and
recommendations.
ii. The information sources are personally known to the user to a greater or lesser
extent, and are therefore trusted sources and have cognitive authority.
iii. Users can provide localized (geographically specific) information, and current or
time sensitive information.
iv. Information provided by users are customized for the requestor.
v. Social contacts can perform intermediary functions of researching, synthesis and
packaging of information.
vi. Users are able to broadcast a question to a known group of people • Users can obtain
emotional and social support.

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2.2.3 Categories of New Media
There are already thousands of new media applications and new ones are emerging.
Social media as a subset of new media is constantly evolving and its uses are changing
and expanding (Cohen, 2011). In addition, "New media is different things to different
people" (Ham, 2011). All these factors make it difficult to categorize social media
applications. Considering that new media come in diverse forms, Kaplan and Haenlein
(2010) tried to classify social media into six distinct categories:
i. Collaborative projects (for example Wikipedia)
ii. Blogs and Microblogs (for example Twitter)
iii. Content communities (for example YouTube)
iv. Social networking sites (for example Facebook)
v. Virtual game worlds (for example World of Warcraft)
vi. Virtual social worlds (for example Second Life)
Out of these six categories of new media tools, three categories (blogs and micro
blogs, content communities, collaborative projects and social networking sites) are the
most relevant application of new media used among higher institutions. On other hand
Mangold and Faulds (2009) described new media more broadly. According to them, new
media can encompass every software program or website with which a person shares
ideas, thoughts, pictures, audio, music, video and other content. They have
subcategorized social media into fifteen different categories, which includes the
following (Mangold &Faulds, 2009):
1. Social Networking Sites (e.g. MySpace, Facebook, Faceparty)
2. Creative works sharing sites: i. Video sharing sites (YouTube) ii. Photo sharing sites
(Flickr) iii. Music sharing sites (Jamendo) iv. Content sharing combined with
assistance (Piczo) v. General intellectual property sharing sites (Creative Commons)
3. User-sponsored blogs (Cnet.com)
4. Company sponsored websites/blogs (Apple Weblog)
5. Company-sponsored cause/help sites (click2quit.com)
6. Invitation-only social networks (ASmallWorld.net)
7. Business networking sites (LinkedIn)
8. Collaborative websites (Wikipedia)
9. Virtual Worlds (Second Life)
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 10. Commerce Communities (eBay, Amazon, Craigslist, iStockphoto)
11. Podcasts
12. News delivery sites (Current TV)
13. Educational material sharing (MIT Open Course Ware, TED)
14. Open Source Software communities (Linux, Mozilla)
15. Social bookmarking sites allowing users to recommend online news stories, music,
videos etc.
2.2.4 Classification of Social Media
Just as much as multiplicity in social media definitions, there are also diverse classes
of applications and platforms that symbolize social media. Therefore, it is necessary to
summarize some general types of social media in order to set boundaries between what
belongs to social media and what is not. According to Mayfield (2008), there are basically
seven kinds of social media, including social networks, blogs, wikis, podcasts, forums,
content communities and micro blogging.
Kaplan and Haenlein (2010) propose a similar classification of social media which
includes collaborative projects, blogs and microblogs, content communities, social
networking sites, virtual game worlds, virtual social worlds. In this study, the classification
by Mayfield will be considered as the criterion in evaluating whether a platform belongs to
New media or not.
 Social Network Sites (SNSs)
Social network sites or social network services allow people to establish
personal webpages and then connect with friends for the purpose of sharing
information and communication (Mayfield, 2008). Just like the majority of social
media applications and 23 platforms, the bonds made on social network sites are
primarily based on user’s social networks in real life and users are encouraged to
provide real personal information. In that sense, social networks sites along with other
social media tools merely provide platforms for real world friends to communicate in
the virtual world. Nevertheless, social network sites nowadays are far more than just
platforms rather it has gradually been integrated into people’s daily life. The original
version of social network sites dated back to 1995 where community such as
classmates.com tried to help people find back their old friends and school mates by
having people’s email addresses linked to each other. It was not until early 2000s,
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 with the development of user profile functions, social network sites entered the
second stage and the new generation of social network sites emerged and became
popular soon (Taprial&Kanwar, 2012). The best examples are Friendster in 2002 and
MySpace in 2003. The real fever of social media sites started with the birth of
Facebook founded by Mark Zuckerberg and his colleagues in 2004. By the end of
December 2013, it had 1.23 billion active users monthly worldwide. Almost all the
basic functions of social network sites can be found in Facebook and it keeps
delighting people with new features and innovation (e.g. timeline, maps).
 Blogs
The term ‘blog’ appeared as both noun and verb in 1999 which is shortened
form of ‘Web log’ (Andrew, 2009). Blogs are online journals and it is most often
arranged in the chronological order containing text, data, images and other media
objects recorded and retrievable through a web browser. There are number of features
that distinguish blogs from portal website and other general websites. Blogs tend to
write in a personal tone and conversational style. There is usually a topic before
bloggers start to write. Blogs are flexible and extensive in the way that bloggers can
create links and make references from other sources which enable both readers and
bloggers track back while they are reading blogs. Blogs also allow comments and
subscription which promote online interaction and form of community groups.
Bloggers and wikis are the most two popular blog platforms.
 Wikis
Wikis are websites that allows people to add, modify or delete contents in
collaboration with others (Mayfield, 2008). Usually a wiki is supported by a database
that keeps track of all changes, allowing users to compare changes and also revert to
previous version. All previous contributions are stored permanently and all actions
are visible and reversible in wikis (Andrew, 2009). Different from the traditional
printed encyclopaedias, the open-access authoring environments of wiki causes the
content to be divergent without a standard style or format. This means wikis require
rigorous version control afforded by the system (Emigh & Herring, 2005). The most
popular wiki is Wikipedia, an online encyclopaedia that was started in 2001. It has

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 now more than 4.5 million articles in English alone as well as articles in other nine
languages (Mayfield, 2008).
 Podcasts
The definition of podcast by Merriam-Webster dictionary is a program (as of
music or talk) made available in digital format for automatic download (Merriam-
Webster.com, 2017). Audio and video files are published on the internet that allows
users to subscribe to. The feature of subscription truly represents the sociability and
community characteristics of social media. People have long been able to upload
video and audio files on the internet, but with the subscription feature, each individual
is doing their own marketing by notifying subscribers as soon as they have updates.
This enables everyone to build their own audiences and communities which is the
basic formation of social media. Apple’s iTunes is the most widely used podcast
platform around the world. The podcast can be either listened to on the computer or
downloaded onto mobile devices with iTunes application.
 Forums
The internet forum is also known as community bulletin board or message board.
The formation of forum starts with a group of people who share the same interests or
would like to discuss a specific topic. Forum can be considered as the longest form of
online social media. Not surprisingly, forum has a strong sense of community with
one or several administrators serve the role as moderators that regulate improper posts
on the forums. The discussion on the forum is called thread in which different forums
members participate for the purpose of online debate, enquiring advice or seeking
help, etc. The threads do not necessarily started by the administrator and unlike blogs
which is owned and managed by the bloggers, threads are started by any members in
the forums who want to discuss and share something with others (Mayfield, 2008).
 Content
Communities’ Content communities can be regarded as a combination of social
network sites and podcasts. It shares some common features from these two social
media forms. However, content community has a particular focus on sharing a certain
type of content such as photo, video, music and bookmarks (Mayfield, 2008).
Examples of popular content communities are Flickr, Instagram (both focusing on

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 sharing photography), YouTube (world’s largest video sharing service), delicious
(bookmarks)
 Microblogs
Literally, microblogs are supposed to be mini versions of blogs. However,
microblog is more than just a blog. It combines the basic elements of blogs with the
functions of instant messaging and social networking from other social media
platforms. Twitter is no doubt the dominant player in the mirco-blog field with over
200 million active users. Tweets are the messages send by users through various
platforms including twitter websites, mobile device applications and SMS. Messages
are limited to 140 characters which is the most obvious feature of ‘micro’ blog.
Different users treat twitter for different purpose but the fundamental aim is to simply
keep in touch with own networks and share thoughts or start conversation even
though nowadays following celebrities have become a trend.
2.2.5 Characteristics of Social Media
With the mature of Web 2.0 technology, new media has reached almost everyone
around the world as long as you have electronic devices connected to Internet. It has already
been integrated into part of our daily life. Nevertheless, when people are discussing the
widely circulated new social media, very few have truly understood the essence of new
media. Understanding the characteristics of social media is not only important for individuals
but also crucial for students. Even though thousands of articles and blog posts have been
discussing new media from different aspects, there is quite little theoretical literature which
systematically describes the properties of new media. Mayfield (2008) pointed out five
fundamental characteristics that are shared by almost all social media platforms:
participation, openness, conversation, community and connectedness.
Taprial and Kanwar (2012) identify five properties that are more powerful and
distinguish the new media from the traditional media. They are: Accessibility, Speed,
Interactivity, Longevity and Reach. Based on the literature on new media, nine
characteristics can be summarized as follow:
 Community
Community in social media share same features with other online and virtual
communities, which are formed based on people who share the same interests or

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 background. However, there are differences in which the network formed in social
media is often an extension of the network in the real world and trust in social media
network is usually higher than other communities.
 Connectedness
Social connectedness is defined as interpersonal, community, and general
social ties (Teixeira, 1992). From Mayfield’s point of view, connectedness is closer to
integration in the sense that sites, resources, and people are connected through links
and shared by users on various social media platforms.
 Openness
Almost all the social media platforms are free to join and anyone can use
social media as medium to create, edit, communicate, consumer and comment
contents (Mayfield, 2008). Social media creates an atmosphere that encourages
participation and sharing information.
 Speed
One of the advantages of online social network compared with real life network is
the communication and spread speed. In contrast of traditional WOM, where opinions
may disappear into thin air, online WOM spreads consistently results in viral effect.
Contents published on social media platforms are instantaneous and are available to
everyone in your network as soon as they are published. (Taprial&Kanwar, 2012)
 Accessibility
Like the traditional media which relies on technology and platforms to function,
the same applies to social media which is the product of web 2.0 technologies and
user generated content. The development of different electronic devices, anyone can
access social media anywhere and anytime as long as it is connected to internet.
 Participation
Burgoon et al. (2000) defines participation as the extent to which two or more
parties are actively engaged in the interaction in contrast to lurking, passively observing
or monologues. As mentioned before, social media encourages participation and
feedbacks. One party creates content and shares on the platform to arouse the interest of
the other party so that they will actively contribute and give feedbacks. From this point of
view, the line between media and audience becomes blurred as everyone can become

17
 creators, communicators, readers and consumers of contents on the platforms and each
individual’s identity is shifting all the time (Mayfield, 2008).
 Conversation
Traditional media communicates in one way in which content is created by media
and distributed to audience while social media is based on user-generated content which
means everyone becomes the source for communication. This means two-way or multi-
way communication is formed in the social media which aims at fostering interaction
among users and other parties.

2.3 New Media Tools Preferred by Students

In recent years, New media platforms have experienced a massive growth in
membership (Barker, 2009), particularly among students (Lenhart & Madden, 2007).
Over 90% of young adults (18-25 year olds) are reported to have an active profile on
a social networking site in Nigeria (Comscore, 2011). Similarly, Salawu and Caruso (2008)
stated that social-networking sites now constitute an integral part of daily communication
practices for many university students.
In a survey conducted by Bagget and Williams (2012), students contracted that social
media is a means of connection amongst individuals and is used as means to share common
interests, ideology, thoughts and perceptions about issues. Social media represents useful
tools for communication and education, and provides an opportunity for networking in any
profession. With time constraints and demanding class schedules, social media helps students
to multitask because they do not want to spend time creating multiple individual messages
(Al-Sharqi, Hashim&Kutbi, 2015).

2.4 Theoretical Framework

Two key theories formed the foundation for this study. They are:
 Diffusion of Innovation Theory
 Uses and gratification theory
2.4.1 Diffusion of Innovation Theory
Diffusion of Innovation Theory (DIT) developed by E. M Rogers in 1962, is one of
the oldest social science theory. It originated in communication to explain how over time an

18
idea or product gains momentum, and diffuses (spread) through a specific population or
social system. Doing something differently than what they had previously. The key adoption
is that the person must perceive the idea, behavior or product as new or innovative. It is
through this that diffusion is possible. Diffusion is the process of spreading a given idea or
practice over time, via specifiable channels, through a social structure such as
Neighborhoods. (Katz Blumer & Gurevitch, 1974).
Their work on the diffusion of innovations records that for a new idea or innovation
to diffuse, there must be:
i. Awareness stage
ii. Interest stage
iii. Evaluation stage
iv. Trial and adoption stage.
Different types of innovations require different kinds of adoption units; Bittner (1989)
recognizes that the media can lead someone into getting aware of the existence of an item.
From there he gets interested in, makes attempt to evaluate- it, and gives it a trial touch
before making up his mind to acquire it. The diffusion of innovation theory by Rogers (1983)
was set to examine how new ideas are spread among people through media. It is a theory that
seeks to explain how, why and at what rate new ideas and technology spread through
cultures. Adoption of a new idea, behavior, or product does not happen simultaneously in a
social system; rather it is a process whereby where by some people are more apt to adopt the
innovation than others. Everett Rogers, a professor of rural sociology popularized the theory
in his 1962 book; Diffusion of innovation. The categories of adopters are; innovators, early
adopters, early majority, late majority, and laggards (Rogers, 1962).
The change agent center’s around the conditions which increases or decreases the
likelihood that a new idea would be adopted or not. That is to say, they help the audience in
deciding on the best idea to adopt by influencing their option about a particular situation.
Good hart et al 1975 and Bar wise et al 1982 thinks that a great deal of media use is actually
habitual and unselective. It relates the usefulness of the media and to what extent it can affect
man.
2.4.2 Uses and Gratification Theory
Uses and Gratification Theory (UGT) is an approach to understanding why and how
people actively seek out specific media to satisfy specific needs. It was originated in the 1970
19
by Blumler and Katz as a reaction to traditional mass communication research emphasizing
the sender and the message. It focuses on the question, ‘what media do to people’ but rather
‘what people do with the media’. It discusses how users deliberately choose media that will
satisfy given needs and allow one to enhance knowledge, relaxation, social interaction,
diversion or escape.
Uses and Gratification theory also called functional theory is concerned with the
social and psychological origin of needs, which generate expectation of the mass media
which leads to different patterns of media exposure, resulting in need gratification and other
consequences, mostly unintended ones. (Kats, 1974). It is purely audience centered and
addresses needs like surveillance, excitement, guidance, relaxation, tension release,
socialization, escape and integration. To be able to gratify these needs, it must be able to
realize that the mass media audience may belong to the low, middle or high post brow group.
(Savary&Carico, 1971).
These uses (exposure to the media) and gratification (benefits) are determined by the
needs of members of the audience. Such needs may include information, entertainment, self-
esteem and prestige. Through the uses and gratifications research, communication scholars
have shown that everywhere, people selectively expose themselves to mass media content,
choosing only those media messages that would serve the function of satisfying or gratifying
their needs (Rosengren 1985).
Therefore, uses and gratification approach emphasizes audience members motive for
making specific consumption choices and the consequences of that intentional media use.
That’s 52 to say, they choose the content, make meaning of it and act on the meaning. It
embraces the interactive nature of media and its audience. It is audience centered and
addresses needs such as surveillance, identity, and socialization and information acquisition.
Therefore, people’s needs are generated by their individual differences. It could be based on
sex, ethnic group, and educational qualification. Because the needs are determined by who or
what they are, and people use the mass media for the purpose of gratifying these needs
(Okunna, 1988).

2.5 Empirical Review

This aspect examines different research works, their aims, objectives, findings,
submissions, recommendations e.t.c which are relevant to this study.
20
 Hsieh (2006) in the article “Research on Web Search Pattern and Behaviour” which is
a review of the studies conducted between 1995 and 2000 on Web search behavior. The
reports of the studies on students on their pattern of information seeking and behavior on the
web. The findings were that most of the studies on students described their interaction with
the web and research as well as search patterns. Many studies investigated effects of selected
factors on search behaviour, including information organisation and presentation, type of
search task, web experience, cognitive abilities, and affective states.
It shows that as users gain more experience with the web, their need will expand.The
growth of the amount of information on the web has affected information seekers’ use of the
web. It shows that 57% of internet users search the web each day and searching is the most
popular activity after email. The study found out that 83% of the respondents used the
internet for gathering information related to academic studies, and 73.85 used it for
nonacademic work. Therefore, it shows that the internet has become one of the most
important information sources for many users.
Thompson (2003), in his study on information seeking behavior of undergraduate
students noted that they preferred to start research with search engines and students preferred
to seek help from peers or from faculty and not consult library staff or seek assistance from
library web sites.
Similarly, Van-Scoyoc and Cason (2006), in their study to examine undergraduate
students’ information seeking behaviour at the University of Lagos also found that students
used search engines and web portals at 76 percent of the time and class websites was used
almost as frequently at 71 percent of the time.
Moreover, another empirical study which is related to this work is a research
conducted by Folorunso, Vincent, Adekoyo and Ogunde (2010), at University of Agriculture
Abeokuta, Ogun State, Nigeria. They studied ‘Diffusion of Innovation in social Networking
sites among tertiary institution students.’ One of the major findings of the study shows that
the respondents had attempted to try social networking sites before adopting its uses. Thus,
the users of the sites often examine it and probably know the gratifications they could derive
from the media before accepting to use any of them Folorunso, et al, (2010).
In addition, Haridakis and Hanson (2009) examined one of the social media,
Youtube, in a study entitled, “social interaction and co-viewing blending mass
communication reception and social communication”. The major finding of the researchers
21
was that, “…while people watch videos on you Tube for some of the same reasons identified
in the studies of television viewing, there is a distinctly social aspect to Youtube use that
reflects its social networking characteristics”. Therefore the study reveals that the viewers of
the YouTube medium perceived it as sharing certain features with television but in addition it
has some social media properties.

22
 CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
Research methodology is described as the overall research design and strategy
(Johnson & Christensen, 2012) that a researcher uses to execute research. Research
methodology is a discipline specific approach and process of research (Kinash, 2006).
Creswell (2009) explained that research method involves the technique of data collection,
analysis and interpretation that researchers propose for their studies. Based on these
definitions, research can be understood to be a systematic way of finding answers to
questions, and the scientific way of attaining the accuracy of a given situation. This chapter
contains the general procedure for the conduct of the study. It therefore gives detail
information on the following: research design, population of the study, sample and sampling
techniques, instrumentation, psychometric properties of the instrument, validity of research
instrument, reliability of research instrument, procedure for administration of the instrument,
procedure for scoring and method of data analysis
3.1 Research Methodology
Research Methodology refers to the overall strategy that is implored to integrate the
different components of the study in a coherent and logical way, thereby, ensuring that the
research problem is effectively addressed. It will constitute the blueprint for the collection,
measurement and analysis of data for the study.
This study will adopt descriptive design, a component of survey method. It will adopt
descriptive design in order to collect the required data from students of Federal Polytechnic
Offa.

3.2 Population of the Study

According to Oloyede and Adejare (2012), Population can be referred to as living or
non-living things; it may be people, animals or things that the study is essentially carried out
to investigate. The population for this study are Mass Communication HND 1 Students of
Federal Polytechnic Offa

23
3.3 Sample Size and Sampling Technique
Bamidele (2002) cited in Oloyede and Adejare (2012) defined sampling as the
selection of a part to represent a whole. This means the exact number of respondents which
the researcher studied out of the whole population. Sampling is necessary because the entire
population cannot be studied as it may be large and cannot be controlled.

In carrying out this research, the Taro Yamane model was adopted in determining the
sample size from the entire population. The Taro Yamane formula sampling model is shown
below;

n= N
(1+N (e)2
Where;
n signifies the sample size
N signifies the population under the study (536)
e signifies the margin error (0.10)
n= 536
1+ 536 (0.10)2

n= 536
1+ 536 (0.01)

n= 536
1+5.36
n= 536
6.36
n= 99.5 (approximately 100 Sample Size)

The sampling technique is a method used by the researcher to select the respondents
for the study. The researcher here will use Simple Random Sampling Technique in selecting
the respondents as every resident in the town has an equal chance of being selected for the
study.

24
3.4 Instrumentation (Data Collection Instrument)
Instrument for data collection is the tool which a researcher used in eliciting required
information from the sample selected. The type of instrument to use for a research depends
on the type of data to be collected and probable the method of research adopted. For the
purpose of this study, The questionnaire will be administered as the instrument for data
collection and it will be of two parts. Part A will ask questions on the demography of the
respondents while the Part B will be structured in line with the research questions.
The instrument used in collecting data for this research work will be Questionnaire
because it is the suitable instrument when survey method is adopted for a research work.
The researcher will use structured questionnaire i.e. close-ended questionnaire
containing series of relevant questions to elicit information from the target population of the
study.

3.5 Reliability of Research Instrument

According to Reinard (1994), reliability is “a test of the stability of a measure”,
toward confirming the “internal consistency” of the measure (p. 233). The Questionnaire will
be prepared using simple language in order to ensure clarity of representation. Questions on
the Questionnaire will be structured and arranged sequentially, while they were also made to
be mutually exclusive.
Questionnaire as already noted was the principal instrument used for data collection.
The questionnaire for this study had close-ended (structured) questions which were divided
into two sections (section A and B). Section A comprised of questions relating to the
demographic data of respondents, while section B had questions relating to the objective of
the study.

3.6 Validity of Research Instrument

Validity is the extent to which the research instrument appropriately measures what it
sets out to measure. Certain steps were taken to ascertain the validity of the instrument for
this study. The researcher developed the preliminary draft of the research instrument based
25
on concepts and inquiries identified in the review of related literature. The draft was cross-
checked to ensure that all items on the instrument were in correlation with the objectives of
the study.
The instrument (Questionnaire) passed through the scrutiny of the researcher’s
supervisor as well as other academics in the field of mass communication that is well
acquainted with the survey method. Their observations and corrections served as input in
developing the final draft of the Questionnaire.

3.7 Data Collection Procedure

To collect data for this study, the researchers personally administered the close-ended
questionnaires to the selected respondents and it was collected on the spot after completing it
(self-administration).

3.8 Method of Data Analysis

Data collected from the selected respondents would be presented, analyzed and
interpreted statistically using tables. Each question on the questionnaire will be presented in a
separate table to analyze and interpret the response from the samples selected.

3.9 Ethical Consideration

According to Bryan and Bell (2007), ethical consideration is an accumulation of
value and principles that address questions of what is good or bad in human affairs. This
research is ethically concerned as it honors human voluntary participation without forcing
them to treat the research instrument (Questionnaire). The respondents will be fully informed
about the research being conducted especially as with who and what group is funding it, how
the findings will be used, if there are any potential adverse impacts of their participation and
who will have access to the findings.

26
 CHAPTER FOUR
DATA ANALYSISAND PRESENTATION
4.1 Introduction
This chapter is the presentation and analysis of the data obtained in the study. A total
of 100 Questionnaires were administered and all returned, thereby making the return rate one
hundred percent (100%).

Table 4.1: Age Group of Respondents

Variables No. of Respondents Percentage (100%)
18-20 years 25 25
21-25 years 55 55
26-30 years 18 18
31 years Above 2 2

Total 100 100

Table 4.1 shows the age grade of the respondents, 25 respondents representing 25%
are within the range of 18- 20; 55 respondents representing 55% are within the range of 21-
25; 18 respondents representing 18% are within the range of 26-30 years; 2 respondents
representing 2% are within the age range of 31-35 years and above.
Table 4.2: Sex of Respondents
Variables No. of Respondents Percentage (100%)
Male 24 24
Female 76 76
Total 100 100%

Table 4.2 shows that 24 respondents representing 24% are male while the remaining
76 respondents representing 76% are female.

27
Table 4.3: Educational Qualification of Respondents
Variables No. of Respondents Percentage (100%)
ND 35 35
HND 65 65

Total 100 100

Table 4.3 shows that 35 respondents representing 35% are ND students while 65
respondents representing 65% are HND students.
Table 4.4: New media platforms used by respondents
Variables No. of Respondents Percentage (100%)
Facebook 30 30
Whatsapp 33 33
YouTube 7 7
Twitter 13 13
All of the Above 17 17
Total 100 100%

Table 4.4 shows that 30 respondents representing 30% make use of Facebook as their
major new media platform, 33 respondents representing 33% make use of whatsapp as their
major new media platform, 7 respondents representing 7% make use of youtube as their
major new media platform, 17 respondents representing 17% make use of Twitter as their
major new media platform while 17 respondents representing 17% make use of facebook,
whatsapp, youtube, and twitter as their new media platforms.

28
Table 4.5: Respondents’ frequency of new media usage for communication
Variables No. of Respondents Percentage (100%)
Very Often 46 46
Often 38 38
Rarely 16 16
Total 100 100%

Table 4.5 above shows that 46 respondents representing 46% use new media very
often for communicating with friends, 38 respondents representing 38% use new media often
for communicating with friends while 16 respondents representing 16% make use of social
media platforms rarely for communicating with friends.

Table 4.6: Respondents purpose for using new media

Variables No. of Respondents Percentage (100%)
Study 18 18
Recreation 22 22
Chatting 43 43
Downloading and streaming 17 17
Total 100 100%

Table 4.6 shows that 18 respondents representing 18% make use of new media for
study, 22 respondents representing 22% make use of new media for recreational purpose, 43
respondents representing 43% make use of new media for chatting with friends while 17
respondents representing 17% make use of new media for downloading and streaming.

29
Table 4.7: Respondents means of accessing their new media platforms
Variables No. of Respondents Percentage (100%)
Smart phone 75 75
Laptop 25 25

Total 100 100%

Table 4.7 shows that 75 respondents representing 75% access their social media
platforms through the means of smart phone while 25 respondents representing 25% access
their social media platforms through the means of Laptop.

Table 4.8: New media helps in improving educational performance of Federal Polytechnic
Offa students
Variables No. of Respondents Percentage (100%)
Strongly Agree 38 38
Agree 25 25
Neutral 25 25
Disagree 12 12
Strongly Disagree 0 0
Total 100 100%
Source: Field Survey (2021)
Table 4.8 shows that 38 respondents representing 38% Strongly Agree that New
media helps in improving educational performance of Federal Polytechnic Offa students, 25
respondents representing 25% Agree that New media helps in improving educational
performance of Federal Polytechnic Offa students, 25 respondents representing 25% are
neutral to the fact that New media helps in improving educational performance of Federal
Polytechnic Offa students while 12 respondents representing 12% Disagree that New media
helps in improving educational performance of Federal Polytechnic Offa students.

Table 4.9: New media has a degree of influence on students’ attitude towards academics
Variables No. of Respondents Percentage (100%)
Strongly Agree 26 26

30
Agree 55 55
Neutral 15 15
Disagree 4 4
Strongly Disagree 0 0
Total 100 100%
Table 4.9 above shows that 26 respondents representing 26% strongly agree that New media
has a degree of influence on students’ attitude towards academics, 55 respondents
representing 55% agree that New media has a degree of influence on students’ attitude
towards academics, 15 respondents representing 15% indicated to be neutral while 4
respondents representing 4% disagree that New media has a degree of influence on students’
attitude towards academics.

Table 4.10: New media contribute more to student’s academic excellence

Variables No. of Respondents Percentage (100%)
Strongly Agree 15 15
Agree 40 40
Neutral 25 25
Disagree 15 15
Strongly Disagree 5 5
Total 100 100%

From table 4.10above, 15 respondents representing 15% strongly agree that New
media contribute more to student’s academic excellence, 40 respondents representing 40%
agree that New media contribute more to student’s academic excellence, 25 respondents
representing 225% indicated to be neutral, 15 respondents representing 15% disagree that
New media contribute more to student’s academic excellence while 5 respondent
representing 5% strongly disagree that New media contribute more to student’s academic
excellence.

31
Table 4.11: New media enhances teaching-learning process among Federal Polytechnic
Offa students
Variables No. of Respondents Percentage (100%)
Strongly Agree 38 38
Agree 25 25
Neutral 25 25
Disagree 12 12
Strongly Disagree 0 0
Total 100 100%

Table 4.11 above shows that 38 respondents representing 38% strongly agree that
New media enhances teaching-learning process among Federal Polytechnic Offa students, 25
respondents representing 25% agree that New media enhances teaching-learning process
among Federal Polytechnic Offa students, 25 respondents representing 25% are neutral as to
the fact that New media enhances teaching-learning process among Federal Polytechnic Offa
students while 12 respondents representing 12% disagree that New media enhances teaching-
learning process among Federal Polytechnic Offa students.

Table 4.12: New media contributes to the body of research among students of Federal
Polytechnic Offa
Variables No. of Respondents Percentage (100%)
Strongly Agree 38 38
Agree 25 25
Neutral 25 25
Disagree 12 12
Strongly Disagree 0 0
Total 100 100%

From table 4.12 above, 38 respondents representing 38% strongly agree that new
media contributes to the body of research among students of Federal Polytechnic Offa, 25
respondents representing 25% agree that new media contributes to the body of research

32
among students of Federal Polytechnic Offa, 25 respondents representing 25% are neutral as
to the fact that new media contributes to the body of research among students of Federal
Polytechnic Offa while 12 respondents representing 12% disagree that new media contributes
to the body of research among students of Federal Polytechnic Offa

33
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
This study examines the Pattern of New Media Utilization and its influence on
Educational performance of tertiary institution students. Questionnaires were administered to
one hundred students of Federal Polytechnic Offa, Kwara State who were selected using Taro
Yamane Sampling model.
The study is divided into five chapters; the first gave a background to the study,
statement of the problem, objectives of the study, research questions, and significance of the
study, scope of the study, justification of the study and definitions of operational terms as
peculiar to the research.
The second chapter of this research work deals with review of relevant literature. The
review made a notable attempt towards examining the stands of various authors and scholars
as with concept of new media, media of mass communication, new media usage, patterns and
influence of the new media on students’ academic performance. This chapter also has several
reviews of related studies (empirical review). The chapter also includes a theoretical
framework which discuss a couple of mass communication theories and it relevance to this
study. In a nutshell, the work of scholars, their postulations, theoretical assumptions and
literary documents were consulted and reviewed was done for reasonable generalization,
coupled with the findings of the study itself.
Chapter three of this work deals with the research methodology adopted. The
researchers used descriptive design, a component of survey method of research for collecting
the required data. Simple Random Sampling Technique coupled with the descriptive survey
method of research which involves the use of questionnaire as research instrument was
deployed. The total of one hundred students of Federal Polytechnic Offa that were selected
randomly formed the sample of this study.
In chapter four, the data gathered through the use of questionnaire as aforementioned
in the third chapter of this study was analyzed using statistical table. Also, interpretations of
the findings were made in line with responses gotten from respondents. The data were
analysed based on the one hundred questionnaires that was issued out and completely
returned by respondents.

34
 Consequently, data obtained from respondents show that indeed, students of Federal
Polytechnic Offa make use of new media and they make use of it for various purposes such
as chatting, getting information, and for other social purposes. Findings also revealed that
students mostly make use of new media for social purposes.
Conclusion
The result from the findings of this study showed that, though new media have
negative effects on students 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 showed some noteworthy results. It shows that new media
influences the academic performance of students, that is, new media participation was
negatively 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 new
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. Also, Students should be monitored by teachers and parents on how they use
these sites. Lecturers on the other should ensure they use the social media as a tool to
improve the academic performance of students in schools.

35
 REFERENCES
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. (2013). Influence of New Media on the Academic
Performance of the Undergraduate Students of Kogi State University, Anyigba,
Nigeria. Journal of Research on Humanities and Social Sciences Vol .3(12)
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.
Buettner, R. (2016) Getting a Job via Career oriented Social networking sites: The weakness
of Ties. 49th Annual International Conference on systems sciences. Kauai, Hawaii:
IEEEE. Doi:10.13140/RG. 2.1.3249.2241
Hoyle, E. (1986). Policies of School Management, Suffolk. The press ltd.
Kim, Y., Kim, M. and Kim, K. (2010) Impact of New Media on students’ academic
performance -A study of students of University of Abuja. (An undergraduate project
submitted to Department of mass communication management and social sciences
Caritas University
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
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).

36
 APPENDIX
DEPARTMENT OF MASS COMMUNICATION
THE FEDERAL POLYTECHNIC OFFA, KWARA STATE

QUESTIONNAIRE
Dear Respondent,
I’m an ND II student of the above named institution conducting a research on
“Pattern of New Media Utilization and its Influence on Educational Performance of
Tertiary institution Students”.
This is in partial fulfillment of the requirement for the award of National Diploma
(ND) in Mass Communication from the Federal Polytechnic Offa, Kwara State.
You can be rest assured that information provided shall be treated with utmost
confidentiality and be used for academic purpose only.
Kindly answer each question appropriately as we anticipate your co-operation.
Thanks.

INSTRUCTION
Kindly tick [√] the option that best suit your response to the questions
PART A
1. Age Range (a) 18-20 years [ ] (b) 21-25 years [ ] (c) 26-30 years [ ] (d) 31 Years and
Above.
2. Sex (a) Male [ ] (b) Female [ ]
3. Educational Qualification (a) ND/NCE [ ] (b) HND

PART B
1. Which new media platform(s) do you use? (a) Facebook [ ] (b) Whatsapp [ ] (c)
YouTube [ ] (d) Twitter [ ] (e) All of the Above.
2. How often do you utilize new media for communication (a) Very often [ ] (b) Often [
] (c) Rarely [ ]
3. For what purpose do you make use of new media platforms? (a) Study [ ] (b)
Recreation [ ] (c) Chatting [ ] (d) Downloading videos and streaming [ ]

37
4. How do you get access to your social media platforms? (a) Via Smartphone [ ] (b) Via
Laptop [ ]
5. Do you agree new media is good ways of improving educational performance of
students in tertiary institutions? a) Strongly agree [ ] (b) Agree [ ] (c) Neutral [ ] (d)
Strongly disagree [ ] (e) Disagree [ ]
6. New media has a degree of influence on students attitude towards academics (a)
Strongly agree [ ] (b) Agree [ ] (c) Neutral [ ] (d) Strongly disagree [ ] (e) Disagree
[ ]
7. New media contribute more to students academic excellence (a) Strongly agree [ ] (b)
Agree [ ] (c) Neutral [ ] (d) Strongly disagree [ ] (e) Disagree [ ]
8. New media enhances teaching-learning process among Federal Polytechnic Offa
students (a) Strongly agree [ ] (b) Agree [ ] (c) Neutral [ ] (d) Strongly disagree [ ]
(e) Disagree [ ]
9. New media contributes to the body of research among students of Federal Polytechnic
Offa (a) Strongly agree [ ] (b) Agree [ ] (c) Neutral [ ] (d) Strongly disagree [ ]
(e) Disagree [ ]
10. New media has recently gained prevalence among Federal Polytechnic Offa students (a)
Strongly agree [ ] (b) Agree [ ] (c) Neutral [ ] (d) Strongly disagree [ ] (e)
Disagree [ ]

38