EFFECT OF SOCIAL MEDIA ON STUDENTS OF TERTIARY INSTITUTIONS:

UNIVERSITY OF ILORIN AS A CASE STUDY

BADMUS SHINA IBRAHIM

11/15CI024

A Dissertation submitted in partial fulfillment of the Requirements for the Masters of

Arts Degree in Peace and Development Studies, Centre for Peace and Strategic Studies,
University of Ilorin

AUGUST, 2019.

i
 CERTIFICATION

This is to certify that this is an original project done by Badmus Shina Ibrahim with Matric

No: 11/15CI024, titled “Effect of Social Media on students of tertiary institutions University

of Ilorin as a case study.” It has been read and approved as partial fulfillment of the

requirements for the award of Masters of Arts, in peace and development studies University

of Ilorin, Ilorin, Kwara State, Nigeria.

------------------------------ ------------------------
Dr. J. M. K. Mbombo Date
(Project Supervisor)

------------------------------ -----------------------

Prof. Noah Yusuf

(Director, CPSS) Date

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Date

------------------------------- --------------------
External Examiner Date

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 DEDICATION

This project is dedicated to the Almighty God for seeing me through the course. It is

also dedicated to my wife, family and friends for their love and support.

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 ACKNOWLEDGEMENTS

I sincerely appreciate Almighty God for his love, protection, guidance, and wisdom
for making this work a success.

Special thanks go to my project supervisor, Dr J.M.K Mbombo for his assistance in

supervising my project. I also appreciate my distinguish lecturers in the centre for Peace and
Strategic Studies, namely; Prof. Sesay, Dr. Adimula, Dr. Raji, Dr. Animashaun, and Dr.
Babatunde.

Also my profound and heartfelt appreciation goes to my Parents Alhaji Sheu Magaji
Adebayo and Alhaja Sikirat Adebayo for their spiritual and financial support. I also
appreciate my siblings Adebayo Kabir Kayode, Adebayo Hassanat, Adebayo Lateef,
Adebayo Abubakar, Abubakar Tajudeen, Hussein Hussein and Babatunde Ahmad may God
crown their efforts with success.

My special thanks also goes to my friends who were there for me during the course of
my study.

Finally, my appreciation goes to my wife for her love and co-operation during the
course of my study. God Almighty bless you all. Amen.

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 TABLE OF CONTENTS

Pages

Title Page i

Certification ii

Dedication iii

Acknowledgements iv

Table of Contents v

List of Tables

List of Figures

Abstract vii

CHAPTER ONE: INTRODUCTION

1.0 Introduction 1
1.1 Background of the Study 2
1.2 Statement of the Problem 3
1.3 Research Objectives 5
1.4 Research Questions 5
1.5 Significance of the Study 5
1.6 Scope of the Study 6
1.7 Limitation of the Study 7
1.8 Definition of Terms 7

CHAPTER TWO: LITERATURE REVIEW

2.1 Conceptual Discourse 8

2.2 Review of Related Literature 10

2.3 Theoretical Framework 37

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction 45

3.2 Research Design 45

3.3 Study Population 46

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3.4 Sampling Size and Sampling Technique 46

3.5 Source of Data

47

3.6 Data Presentation and Analysis 47

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1 Presentation and Analysis of Research Data 49

4.2 Discussion of the Research Objectives using the findings 52

CHAPTER FIVE: CONCLUSION AND RECOMMENDATION

5.1 Summary of the Study 62

5.2 Conclusion 62

5.3 Recommendations 63

5.5 Suggestions 64

REFERENCES 66

APPENDICES

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 ABSTRACT

The study examines the effect of social media on students of University of Ilorin as a
case study. The rationale behind the study is to find out whether the exposure of the students
to social media has on their academic performances. The paper uses three communication
theories; namely: The use of gratification theory, the magic bullet theory and the
technological determination theory.

The survey research method was adopted, employing the questionnaire as an

instrument of data collection. The findings show that the student of Unilorin have access to
social media and that their exposure to social media is to a very great extent.

Findings also shows that exposure to social media has both positive and negative on
the students and that the is majorly negative which means that social media has only done
more harm than good to Unilorin students. Findings also show that facebook, whatsapp are
the most used social media by Unilorin students.

Based on the findings, the study concludes that exposure to social media by Unilorin
students has negative on their academic performance. To this end, the paper recommends
that the students should pay minimal attention to social media and focus more on their
academic activities.

Key words: , Social Media, Student, Tertiary Institution, Unilorin.

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 CHAPTER ONE

INTRODUCTION

1.1. Background to the Study

This Research examines the Effect of social media on students of Tertiary Institutions

within the University of Ilorin. Today, messages can reach audiences and target groups in real

time and they can generate changes and tendencies. Crowds are becoming more powerful

through technology, because technology has the ability to unite them. According to Susan

Greenfield, an Oxford University researcher in her article The Quest For identity in the 21st

Century, on Daily Mail UK 14th September, 2010, a growing numbers of students discover

the potential of the World Wide Web and as they become active parts of it and as technology

becomes even more advanced, expanded, accessible and sophisticated, current forms

communication will transform, taking advantage of the crowd sourcing phenomenon.

The research will find out what these social media are, what are their use in the lives

of the university and their implications on their behavior. New information Technology (IT)

is everywhere and has dramatically altered the way we live. These tools have become

elements of life in Nigeria merely because they open many doors to youth and allow them to

interact freely and markedly unlike at any other time in history. In Nigeria, colleges and

universities campuses have been hit by new generations of youth coming from high schools

with quite a decent knowledge about information technology and how to use its tools,

especially cellular phones and computers. While any technology can be put to good or bad

use, depending on the user, many parents have bought their children cellular phones and PCs

so they may use them appropriately and ively, mainly for learning purposes as well as

knowing where they at any time and come to their help if they need it.

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 Speed of Internet has changed the way people receive the information. It combines the

immediacy of broadcast with the in-depth coverage of newspapers making it perfect sources

for news and weather information. Even with the multimedia excitement of the web,

Electronic mail (email) is the most frequently used application of the Internet. Many people,

who have access to the Internet at school, home and at work place use the Internet for no

other purpose than to send to receive the mail. It‘s not just friends and co-workers that are

receiving email. Wherever you look, the web is providing email addresses. This has made

communication between the strangers easier than ever. Chatting is one of the more popular

activities on the Internet , people can talk to anyone across the world.

Introduction of social media networking sites has facilitated communication. These

are web-sites where users can create a profile and connect that profile to others to form an

explicit personal network. They are web-based services that allow individuals to:

a) Construct a public or semi-public profile within a bounded system

b) Articulate a list of other users with whom they share a connection

c) View and traverse their list of connections and those made by others within the

system. The nature and nomenclature of these connections may vary from site to site.

Through social media, people can use networks of online friends and group

memberships to keep in touch with current friends, reconnect with old friends or create real

life friendships through similar interests or groups. Besides establishing important social

relationships, social media members can share their interests with other likeminded members

by joining groups and forums.

Some networking can also help members find a job or establish business contacts.

Most social media websites also offer additional features. In addition to blogs and forums,

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members can express themselves by designing their profile page to reflect their personality.

The most popular extra features include music and video sections. The video section can

include everything from member generated videos from hundreds of subjects to TV clips and

movie trailers (Youtube). It is therefore the aim of this study to establish the impact that these

social media has on academic performance on unilorin students.

1.2 Statement of the Problem

This study will try to find out the Social Media Effect on student of University of

Ilorin. Technology has many positive aspects but, in the wrong hands, it can become

dangerous. For the young people it is experiments to do what they feel is good or exciting to

them and the friends and at the same time avoid adult supervision. Livingstone (2008) opines

that for teenagers, the online realm may be adopted enthusiastically because it represents their

space, visible to the peer group more than to adult surveillance, an exciting yet relatively safe

opportunity to conduct the social psychological task of adolescence to construct, experiment

with and present a reflexive project of the self in a social context, as well as, for some, for

flouting communicative norms and other risk-taking behaviors.

Technology has brought about social media which is a valuable tool but is somewhat

misused by today‘s youth. The two main forms that the youth use to access social media are

cell phones and the Internet which have brought about major changes in their lifestyle. With

the current exposure and easy access that the youth are able to get out of these mediums, this

study will establish the impacts it has have on the students. Issues that are expected to arise

out of this research include exposure to problematic materials, online victimization of

students, exposition to unnecessary online marketing and advertising, exposure to dangerous

online behaviors, issues of identity theft, the emergence of digital divide and generation gap

between parent and the students. According to Ritchel, Matt in an article, Growing up Digital,

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Wired for Distraction.” on The New York Times 21 Nov. 2010, others include wastage of

time, building of shallow and harmful relationships, and, eventually, causing rather than

alleviating, users‘ depression, loneliness, social isolation, and withdrawal among others.

1.3 Research Objectives

The goal of this research is to address the Effect of social media on academy

performance on Unilorin students, most especially on the way they are using these medium

and the consequence.

Specific Objectives are:

i. To determine whether University of Ilorin students uses social media during lectures

ii. To determine the types of social media the student uses during lecture hours

iii. To determine whether there are gender differences in the use of social media among

University of Ilorin students during lecture hours.

iv. To determine the implication of the use of social media to education.

1.4 Research Questions

The following research questions guided the study:

1. Do students of Unilorin uses social media application in their lecture rooms during

lecture hours.

2. What are the social media the student uses during lecture hours.

3. Are there gender differences in the use of social media among the students during

lecture hours?

4. What are the educational implications of using social media in the lecture rooms.

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1.5. Significance of the Study

It is hoped that the findings of this study will bridge the gap of lack of sufficient

information on the Effect of social media on tertiary institutions. The findings of this study

may also be useful to the policy makers in various sectors of the government. For instance, in

the educational sector curriculum developers will be informed when developing curriculum

for the students.

In the health ministry, it will help doctors especially those dealing with counseling of

the youth to know which tools to use to ively communicate to the students. The results of the

study are likely to influence further scholarly research by other researchers who may be

interested in this field of knowledge and initiate appropriate mitigation.

1.6 Scope of the Study

The study seeks to find out the influence of social media among unilorin students.

While the study recognizes that new interactive technologies have impacted on other age

groups outside the students bracket, and as such this study will limit itself only to the students

of University of Ilorin.

1.7 Definition of Terms

Social media are applications that enable people to interact with each other and build

social networks that increase social capital. This massive phenomenon is changing the way

we create and use content. As communication suggested, the definition of social media is

vague. In the broadest sense, it describes a form of publishing in which stories are exchange

rather than published within the community.

Castells (2000) describes the network society as a culture that is constructed virtually.

In addition, the network societies is based on the idea of using computer-mediated

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communication (CMC) to promote cooperation between two or more individuals and build

social capital.

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 CHAPTER TWO

LITERATURE REVIEW
Conceptual Discourse

Today the internet has taken a firm place in people’s lives. It is difficult to imagine a

young man who at least once a day did not check for updates in social networks and did not

go through the news lines. The modern reality requires us to stay in touch and keep abreast of

the latest news and trends. However, does this trend affect the performance of students? Our

world was divided into online and off-line. Social media are online technology platforms thus

help to connect people together for the news. It is used to build relationship among people.

Which their helps, we can communicate with each other, even on different continents, listen

to music, read books, look at photos and much more. Social media have greatly simplified

our lives and tightly tied to ourselves.

During the time spent discovering individuals for acquaintances, younger’s go into

different connections and get the chance to speak with a relatively boundless number of

individuals and premium gatherings. With a wide range of identities, take in a considerable

measure of stories, have the opportunity to trade supposition and talk about issues important

to them. Therefore, users of social networks, in most cases, are a representative of the

younger generation. International journal of advanced: information technology (IJAIT)

Vol.II. No 4/5. October 2018

According to scientists, social networks are especially dangerous for teenagers as they

form a false impression that love and friendship are easy to conquer and just as easy to

destroy. In addition, young people who are inequiated with the fast stream of internet life, the

truth may appear to be excessively doll, and they can have a go at, making it impossible to

“restore” it by making imprudent activities some are supporters of the use of social media.
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They claim that the latter provide access to knowledge and help exchange information

quickly. Others think that student use social medial primary to communicate about everything

except studies and that they only distract from the learning process. The use of social media

to have access to basic information is quick as possible.

Many universities and schools around the world restrict the access to social networks

within its buildings. They justify this by helping students concentrate on their studies. On the

other hand, they deny the opportunity to use the humorous minerals available on these

resources, such as scientific videos on YouTube. The setting of the study is the one of the

college in eastern province of Saudi Arabia, the Jubail University college (JUC). JUC is an

affiliate of the Royal Commission for Juhul &Yamba. It was established in 2006 to achieve

the objectives of the Royal Commission, in developing human resources and to provide the

Saudi manpower with high education and training so that they can properly manage the

kingdoms growing economy in its various sectors. The aim of this study is to find out the

impact of social media on academic performance of selected college. To achieve this,

existing studies will be analyzed, as well as survey among respondents will be conducted. 50

Respondents are randomly selected among many others that are actively using social media.

To shed light on the positive and negative sides of using social media in general as

well as discover its s on academic performance, existing studies were reviewed. Studies

found exit that academic of scanders who spent most of their line interacting using social

media are positive because they were able to share and generate ideas and concepts related to

their studies. These social media sites are helpful in their academic work. A similar study

revealed that online social media had improved the communication between the faculty

members and students which facilitate the communication of the correct information and

improve understanding and the development of the ideas and outcomes. Based on the

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information collected, it is noticeable to say that the use of the social media during the lecture

time is not recommended.

2.2 Review of Related Literature.

Different researchers have conducted research to ascertain the influence of social

media on users; for example, Moon (2011) in a study on “impact of Facebook on

undergraduate academic performance”, averred that social media have negative impact on.

According to the result, the more use Facebook, the more it affects their academic

performance. As we can see, the research done by “Moon” does not cover the influence of

Social Media in University of Ilorin which my work will put justice to. Similarly, Oye (2012)

notes that most of the younger use social networking sites mainly for socializing activities,

rather than for academic purpose. Oye (2012) further observed that most of them do feel that

social networking sites have more positive impact on their academic performance. As we can

see, the research done by “Oye” does not cover the influence of Social Media on students of

University of Ilorin which my work will do justice to. In another study conducted by Shana

(2012), it was revealed that the use social network was mainly for making friends and

chatting. The result showed that only 26 percent of the respondents indicated that they use

social media for academic purpose. As we can see, the research done by “Shana” does not

cover the influence of Social Media in University of Ilorin.

The internet technologies have particularly attracted the attention of researchers

(Omoniyi and Quadri, 2013; Bisht, 2013; Archibong et al, 2010 quoted in Tswere et al,

2013). As we can see, the research done by “Omoniyi, Quadri and Bisht” does not cover the

influence of Social Media in University of Ilorin. Of particular interest are the relationships

between information technologies and the social dynamics including demographic factors

such as gender, age and technological experience among other factors. Although this area of

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information technology has attracted a number of researchers worldwide, this is not so in

Zimbabwe where research in general is rather limited. Tswere et al, (2013) argued that there

is a dearth of literature on internet related digital competencies linked to university teaching,

research and demographics characteristics in Zimbabwe. As we can see, the research done by

“Tswere” does not cover the influence of Social Media in University of Ilorin.

Chilanana et al, (2008) researched on the state of e-learnig at Universites in

Zimbabwe. They realized that e-learning was still grassroots at most of the universities.

Tswere et al, (2013) researched on the use of information technology in University Academic

Business at Chinhoyi University in Zimbabwe. Their findings revealed that there is a

significant relationship between university academics digital competence and their gender

and experience in using the internet, that is male academics’ IT competencies were higher

than those of females. A significant inverse relationship was also observed between digital

competence and age of respondents. The finding led to the conclusion that university

academics were fairly competent in using the internet for research and faced challenges in

using the internet as a teaching tool.

In a similar research Hargital and Shafer (2006) established that males perceived

themselves as more competent than females while Tufekei (2008)’s study found that women

were four to five times more likely than men to use social networking sites. Sheldon (2008)

study realized that overall women usually used the social media for maintain relationships

with family and friends, passing time and entertainment while men generally used it meet

new people.

Current research about SMS in South Africa, South African Social Media Landscape

(2014) says Facebook has become the leading social network in South Africa overtaking

Mxit (6 million users) for the first time. The study showed that Facebook has 9.4 million

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active users in South Africa, up from 8.8million in 2013. The s of the competing instant

messaging services like Whatsapp and 2Go, as well as from the growth of social networking

on phones is felt as well. About 86% of Facebook users and 85% of Twitter users are

accessing these tools on their phones.

Omoniyi and Quadri (2013) researched in Nigeria on teacher ICT competency and

they found that the majority of school teachers lack perquisite ICT competencies. Their

findings also revealed that teacher competencies are neither influenced by teaching

experience nor academic qualifications. In a similar study, Ojadokun and Owolabi (2003)

realized that their respondents were more able to use the internet research than they did for

teaching purposes. While Social Media (SM) has brought a lot of good in the entire life of

scholars the following researches have shown that Social Media has contributed negatively in

the academic performance of university.

Schill (2011) confirmed that SM sites have negatively impacted on the ’ academic

work through procrastination of school work in order to catch up with friends. A lot of time is

spent on SM sites such as Facebook, My Space or Linkedin, YouTube, Blogs and Twitter,

Martin (2008). In a research conducted in June 2011, Jacobsen and Fersolediscovered that the

university students used almost 25% their time on the internet chatting on SM websites. The

research also revealed that multitasking resulted in the use of SM as electronic media while

studying and socializing with friends. Consequently, this has resulted in lack of concentration

and poor performance. The researchers also reported that out of a sample of 102 respondents,

57% confessed that SM had contributed to their low performance.

Another research carried out at Ohio State University on the relationship between SM

and grades revealed the same results with the one above in that they too found out that

college students who used Facebook spent less time on studying and resultantly had lower

11
grades than those who did not use SM networking sites(Kaipedou et al. 2011). The research

further showed that 90% of students wasted time on entertainment, 80% admitted that they

posted and responded to friends messages while working on their assignments and this

definitely affected negatively their academic performance. This shows that some are unable

to balance their academic work with social life. Lenski (2006) echoes the same sentiments by

reporting that most of university students who spend much of their time on the computer fail

to maintain their work in their studies. Martz (2004)’s report revealed that most followers of

the internet have had academic repercussions.

Nelsen (2011) explains some of the disadvantages of social networking among

students. One of the major disadvantages is that social networking can be a big waste of time

that sucks 17% of the internet down to non-productivity as are distracted from their studies to

spending valuable time on games or other non-academic related activities. Another

disadvantage relates to health issues.Sigman (2009) reported that too much time spent on

social networks has caused extensive mental and health problems. For instance, some

individuals have experienced withdrawal symptoms, that is, they have retreated from the

actual interaction with fellow humans. Regular recreational or social activities have been

ignored and the result is anxiety, distress, boredom and loneliness. The doctor further related

that lack of face to face networking could alter the way genes work; upset immune responses,

hormone levels and the function of arteries therapy negatively affecting mental performance.

Martz (2004) reports a research carried at Indiana State University by Christine

Macodonald and Robert on Cyber bullying. They found out that almost 22% of

collegestudents said that social networks can be tools of malicious behavior as they were

harassed or bullied online. Yet, on the other hand the opposite was true as themselves used

SM sites to bully or intimidate teachers and staff. In a telegraph report, online, Donna

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Cosnato, Sales Management professional reported that 40% of students spent their time

posting messages, disregarding spending time in face to face interactions with their peers.

This behavior barred them from developing social skills for future success. Online

socialization has robbed them of the privilege to learn how to resolve conflicts in the outside

world. In a nutshell, the above reports have clearly shown that the use of social media, social

media, when handled recklessly, can contribute negatively to ‘academic’ performance. SM

can cause both social and health hazards to students and hence their performance in school

will definitely be affected.

The advanced and improved usage of social media platforms such as Facebook has

become a worldwide phenomenon for quite some time. Though it all started as a hobby for

several computer literates it has changed to become a social norm and existence-style for

around the world (Nicole, 2007). According to Nicole, (2007), teenagers have especially

recognized these social media platforms to be able to contact their peers, share information,

reinvent their personal and showcase their social live.

Facebook users often experience poor academic performance. Also Karpinski (2009)

stated that social media has a negative association with academic performance which is much

greater than the advantages derived through the use of social media platforms. People around

the globe have been addicted to the internet which has given rise to more using social media

more often than before. Nalwa andAnand (2003) advised and recommended that those who

are addicted users love to use the internet which has given rise to more users love to use the

internet to set back their personal and professional responsibilities in which the final outcome

is poor academic performance.

It was highlighted in the finding of Karpinski (2009) that social media platforms

(Facebook, Whatsappetc) users usually devote lesser time to their studies as compared to non

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users and subsequently has lower GPAs. It was also mentioned by karpinski, & Duberstein

(2009), that among the major distraction of current generation that social media platform

(such Facebook, whatsappetc)remains a major distractions. According to Kubey, Lavin and

Barrow (2001), there is a correction between academic performance and the dependency on

social media platforms.

Researchers have conducted different studies to find out the influence of social

platforms users, for instance a study on “impact of Facebook on undergraduates academic

performance” stated that social platforms have negative impact on students. According to the

outcome, academic performance is affected the more they use Facebook. Social platforms are

mainly used by for socializing activities rather than academic purpose (Oye, 2012). In

addition (Oye, 2012) said that majority of students feel that social platforms have positive

impact on academic growth. In a different research conducted by Shana (2012) it was seen

that internet has spread its wings to reach teenager’s school life. It was observed by Young

(2006) that teenagers are more dependent on internet to access information that pertains to

their academic life as well as entertainment. Additionally, Young said that internet, though

take a lot of time, has less impact on studies. It was observed by Wang (2011) that impact of

social platforms rests on the degree of usage.Jeong (2005) observed that internet addiction is

significantly and negatively related to academic growth, as well as emotional attributes. Seo

(2004) confirms Jeong’ statement when he opined that the negative influence of internet is

only on excessive users and not on all users. Rather (2013) contends that the social platforms

which are being used today with great desire and enthusiasm have altered the way of using

internets in this modern age by defining online tools and utilities which allow users for

communication, participation and collaboration of information online. Today’s young

generation, especially teens and youths are using technology through innovative way due to

which they are referred to as millennial and have changed the way they think, work and
14
communicate even though they are in formative years of their life. Today’s youth because of

social platforms have become technology addicts and are quite withdrawn.

(a) Social Media

The term “Social Media” is defined as the application that allows users to converse

and interact with each other; to create, edit and share new forms of textual, visual and audio

content, and to categorize, label and recommend existing forms of content (Selwyn 20129).

Social Media therefore do to the wide collection of internet based and mobile service that

connect people together to communicate participate, collaboratively interact, discuss and

exchange ideas and information on an online community. The kinds of internet services

commonly associated with social media include the following:

 Webing, Weblogs or blogs, as the are branded are easily created and updatable

watching that allow authors to publish to the internet instantly, hence allowing

instructors andlearners to communicate easily. Basically a blog is an online journal in

which pages are usually displayed in reverse chronological order. Blogs can be hosted

for free on websites such as Word Press, Tumbir and Blogger.

 Wikis. A wiki is a collective website where any participant is allowed to modify any

page or create a new page using her web browser. Anyone can add and edit what has

already been published. One well known example is Wikipedia, a free online

encyclopedia that makes use of wiki technology.

 Social bookmarking. Bookmarking sites allow users to organize and share links to

websites. This enables users to produce a searchable personalized internet. Examples

include raddit, slumble upon and Digg.

 Social network sites. Boycil and Elison (2007)defined social network sites as public

web-bsed services that allow users to develop a personal profile identity other users

with whom they have a connection, read and react to postings made by other users on
15
 the site, and send and receive messages either privately or publicly. These web based-

services allow individuals to construct a public or semi-public profile within a

bounded system. Among the most popular are Facebook and Linkedin.

 Status update services. The kind is also known as micro blogging services, status

updates services such as Twitter or events and to see updates tweeted by others. These

are limited list that are certain to revolution quickly, probably could be by our own

contributions to the field.

(b) Social Media and student academic life in higher education

Academic life in this context is described as the activity that relates to the work done

in colleges and universities especially which involves studying and reasoning rather than

practical or technical skills. Higher education on the other hand is an educational level that

primarily describes post 15 learning that takes place at the universities as well as other

colleges and institutions that awards academic degrees and professional qualification.

A side most deliberations of social media being perceived is either on the way

straightforward or the very philosophical emergent numbers of educationalists exploring and

aspiring in this field are beginning to consider the possible significance and likely

implications of social media for education practice and provision specially in terms of higher

education. Social media constitute an increasingly important context in one’s academic

everyday lives. Indeed, some critics talk of social media as self-networked, acknowledging

avenue serving as a key site for sociality and identify recognition in many people’s lives

(Pspachariessi, 2010). The apparently charging nature of a student, who is entering

university, will ultimately see the significance of social media in higher education in a

practical sense, the attribute of social media reflects a highly connected, collective and

creative qualities application that are more flexible, fluid and accelerated in nature.

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 Social media are therefore associated with an increased tendency for young people to

multitask, to rely on a digital jugging of daily activities and commitments. More subtly, the

reason with young people associated with the autonomous nature of social media allowing an

increased control over the nature and form of what they do as well as where when and how

they do it. As Tapscott and Williams (2007) argue young people are not content to be passive

consumes, and increasingly satisfy their desire for choice, convenience, customization, and

control by designing, producing and distributing products themselves.

For many educationalists the existence of social media in higher education settings is

essential if universities are to connect with these students. For instance social networking

sites such as WeChat which is predominant in China, linkedin and the lipped classroom such

as schoology are now being used by universities as alternative spaces in which students can

adapt to the university lifestyle through interacting online with peers and faculty. Certainly,

many universities now maintain profiles and groups on social networking sites such as

Facebook, wherestudents and faculty can interact, share resources and express learner voice.

Social media poses a liberal environment for students to discuss, share their views and

opinions easily and freely on issues that otherwise would not have been done in a normal

traditional classroom, just as Mason and Rennie (2007; 199) reasoned that shared community

spaces and inter group communications are a massive measure of what excites young people

and therefore should contribute to their persistence and motivation.

A similar study revealed that online social media had improved the communication

between the faculty member and which facilitate the communication of the correct

information and improve understanding and the development of the ideas and the comes.

Based on the information collected, it is noticeable to say that the use of the social media

during the lecture time is not recommended. Mcmsah&Naam coached in their study that

17
social media platforms has a significant impact on academic performance in Malaysia tertiary

institutions.

It is evident that there exists a relation between social media and their impact on the

youth’s change in behavior. Consequently, messages can reach audiences and target groups in

real time and they can generate changes and tendencies. Today, young generations grow up

having great contact with different kinds of social media. They are easily acquiring “digital

literacy” and live in a digital world to which adults are only ‘naturalized citizens’. Tapscott

(1988) talks of growing up in a digital environment referring to the youth as the “Net

Generation”. Children are socializing in a hybrid virtual space, learning in innovative ways,

creating a new language and practicing multicultural values (Tapscott, 1998). The main

characteristics of the “N-Gen” culture are: independence, emotional and intellectual

openness, inclusion, free expression and strong views, innovative, preoccupation with

maturity, pleasure by the investigation, immediacy, and sensitivity to corporate interest,

authentication and trust (Tapscott, 1988).

Survey results suggests that gaps between parents and children happens in different

ways: internet expertise, awareness of risk, acknowledgement of domestic regulation in place,

and in what parents believe their children are doing versus what they are actually doing

(Livingstone and Bober, 2005). Anxieties about the safety, health and balanced use of social

media can be classified in three main groups: worries about the exposition to unwanted

material, online victimization and the practice of dangerous online behaviors. What activities

do young people do online? With whom do young people establish relationships? How much

time do young people invest online activities? What online behaviours do young people

demonstrate? What is the impact of the online interaction in life and in youth development?

18
 Therefore, this study is based on a theoretical approach that considers young people as

active agents who can manipulate, adapt, create, and disseminate ideas and products through

communication technologies (Berson and Berson, 2005). According to Tapscott (1988), the

digital literacy possessed by youth has given power to children in their relations with adults

as well as authority in the world. Children are authorities on the internet. Also, technological

modern developments have contributed to the democratization of the family, especially in

countries that are pioneers in Information Communication Technologies (ICT). The

domestication of media used by youths can be seen “diverse individuals versus socially

stratified culture, and nationally versus global identities and community” (Livingstone and

Bober, 2005). The anxieties about “the solitary nature of new media use is contrasted by

worries about lost community traditions and values” (Livingstone and Bober, 2005).

More specifically in relation to our aim the intensive or high levels of online

participation or internet use has been associated with online risk. But, the simple use of

internet cannot predict risk. From the development perspective, it can be argued in relation to

the use of internet by youth that “the multiple sensory inputs are demanding on cognitive

resources and can overwhelm children’s capacity to engage in thoughtful decision making

(Berson and Berson, 2005). At an early age, children are not aware of the risks, and they

require adult supervision. During adolescence, a child’s ability to make life choices is still

under development (Berson andBeron, 2005). In fact, adolescents have especially been often

considered as vulnerable to risky behaviours like the consumption of drugs or alcohol.

However, some of the online behaviours performance by children as well as

adolescents classified as risky behaviours should be better classified as ‘online challenging

behaviours’ since these onlinebehaviours are commonly practised by youths today. In the

most cases these behaviours are not associated with negative consequences. Many of these

19
behaviours are encouraged or reinforced by the very structural characteristics of the virtual

space, and sometimes the manifestation of certain behaviours is necessary in order to

participate with others in cyberspace and enjoy the full benefits of online applications (i.e

publish photos in social networks, chat, interact or build associations or groups with strangers

in video games).

Therefore, social media has an impact on the youth in various ways. For instance,

with regard to exposure to problematic material, the internet has changed the way the

consumption of pornography takes place. People have greater possibility to access

pornography through their own initiative or accidentally. Research has revealed that the 57

percent of 9 to 19 years old, have come into contact with online pornography. Their

encounters with pornography happened in different ways. The most common was in pop-up

advert, open porn sites accidentally when looking for something else or in junk mail. Also 22

percent of 9-19 year old, daily and weekly users have accidentally ended up on a site with

violent or gruesome pictures, and 9 percent on a site that is hostile or hateful to a group of

people (Livingstone and Bober, 2005). Additionally, a survey of risk, impact and prevention

found that using the internet intensively, taking risk online, going to chat rooms, and using

the computer in other people’s homes are the most predictive behaviours associated with

exposure to sexual material on the internet.

In addition, exposition to advertising and consumption of virtual items is also on the

rise. Thus, the youth are constantly exposed to different types of marketing, not only by

visiting web pages, but also through the practice of their favourite hobbies. Virtual online

communities and video games include exposition of real life marketing inside the virtual

settings. Some communities transform children’s play into a way of gathering information

(Chung and Grmies, 2005). New kinds of games and virtual communities come into the

20
picture when the user spends money to enhance the gaming experience (e.g subscriptions,

purchasing virtual items). Many of these virtual spaces are based on a real economic

infrastructure where users Real Trade Money (RTM) in order to buy, sell, and exchange

virtual items or virtual money (Ortiz, A. 2007).

Social media has also resulted in online sexual victimization among the youth. The

Youth Internet Safety Survey, conducted by Crimes Against Children Research Center at the

University of New Hamsphere interviewed 1,501 youth ages 10 to 17 years that frequently

use the internet found that the 19 percent of youth (77 percent were 14 years or older) have

received an unwanted sexual solicitation via the web; only 24 percent of teens told a parent

about the solicitation (29 percent told a peer); and 5 percent of teens were not worried by the

sexual online solicitation. Consequently, harassment among peers has become unlimited

thanks to the youth’s access to the modern technologies. Bullying has occurred in a new

territory, online (Li, 2006). Studies suggest that offline bullying usually increases in middle

school but online harassment happens later and continues into high school (Wolak et al,

2006).

This technology has also resulted in the development of dangerous online behavour.

Thus, not only the exposition to unwanted material has been considered as a serious risk, but

also the participation and the facility to become a member of controversial groups. Some

youth may identify strongly with this sort of material and they may feel validated and

encouraged to practice it.A study found that “engaging in many different kinds of online

risky behaviours explain online interpersonal victimization more than engaging in specific

individual behaviours”. Engaging in online risky behavior takes place while youth is using

the internet with friends or peers.

21
 Other forms of dangerous online behavior include bullying. Studies have often found

an overlap between cyber bullying offenders and victims. Although, it is recognized that

adults belled minors, it is not precisely known how common it is (Wolak et al, 2006). Other

studies point out minors, it is not precisely known by people of their same age (Hinduja and

Patchin, 2009 in enhancing child safety & online technologies, 2008 for internet & society at

Harvard University, 2008). Males are more likely to be bullies and cyber bullies than females

(Li, 2006).

It is also obvious that social media has led to increased online socialization among the

youth. An internet connection allows new ways to establish fellowship an support previous

‘based in real life’ relationship chats, forums, web pages and the most recent web 2.0

technologies allow people to interchange information and socialize in very creative ways. A

Swedish study revealed that to be a member of one or several virtual communities is

common. Approximately 55 percent of the youth 12 to 16 years old is member in some

virtual community. The 67 percent of the girls and the 42 percent of the boys are number of

one of these communities.

Anxieties about youth’s online relationships lend to be regarding to the contact and

socialization with strangers, and also regarding the use of technological tools to harm or

molest someone as well as to be bulled. The majority of internet-initiated connections

involving youth appear to be friendship related, nonsexual, and formed between similar-aged

youth and known to parent” (Wolak et al 2002). Thus in order to outline with satisfaction the

impact of social media on the youth, one has to consider the impact of socially interactive

technologies (SITs). SITs, such as instant messaging and text messaging, are beginning to

redefine the social networks of today’s youth. By offering fast–paced, inexpensive, online

communication, SITs allows for new online youth social networks to form and evolve these

22
online networks, in turn, may affect the offline social and friendship networks in which youth

are immersed.

Much has been said about the prevalence of technology in the lives of adolescents.

Reports in the press and surveys from parents find points of view that range from exuberant,

discussing how socially-interactive technologies can save youth from social isolation and

depression, to alarming. Focusing on how constant use of these technologies fosters anti-

social behavior (Turow, 1999). Does not cover the influence of Social Media in of

University of Ilorin which my work will put justice to. The reality, of course, lies somewhere

in-between these two extremes. As with the adoption and use of any other technology, there

are a variety of factors that affect how SITs are used on an individual level. As well as group

dynamics that come into play. This theoretical content is vital to preliminary understanding of

new technology’s usage. However, it does not delve into the heart of some of the more

interesting questions. Such as what group dynamics influence youth so adopt particular

technologies or to use them in a particular manner, or how using these technologies actually

affects how children and adolescents communicate with one another.

For example, do youth use these less-rich media technologies to obtain emotion,

psychological, and other forms of support from their peers? Do SITs reflect the same

friendship networks that already exist? Part of the issue is that although social groupings of

adolescents are often these technologies actually affects how children and adolescents

communicate with one another.

For example, do youth use these less- rich media technologies to obtain emotional,

psychological, and other forms of support from their peers? Do SITs reflect the same

friendship networks that already exist? Part of the issue is that although social groupings of

adolescents are often mentioned as being an important part of online and offline

23
communication, research looking at social networks is relatively uncommon. Moreover, the

few studies that have been conducted on the social networks facilitated by SITs have not

collected or analyzed social network data (Kavarngh, carroil, rasson, zin, &reese, 2005); does

not cover the influence of Social Media in of University of Ilorin which my work will put

justice to. nor is there any network data or analysis in research on adolescent use of these

technologies. Network approaches can be used to understand the communication dynamics of

an entire network (e.g. a group of friends at school or in a chat room), of subsets of a network

(e.g, a cheque of “popular” kids at school and how they affect the network as a whole) and of

individuals within the networks (e.g. early adopters of instant messaging). For this reason,

network analysis is an important perspective to employ.

Another area of research that is under-developed concerns the s of socially interactive

technologies on teen and pre-teen individuals (Livingstone &Bober. 2005). The inclusion of

pre-adolescents and adolescents is important because they incorporate technology-mediated

communication more strongly into their social lives than do adults (Brown, Mounts,

Lamborn, &stinberg, 1993; Madden &Rainie, 2003). Moreover, although there has been

considerable research about email communication and instant messaging,There has been

relatively little research on text messaging. This is surprising since the low-cost, mobile

nature of text messaging has made it very popular among adolescents in many areas of world

(Eldridge &Grinter, 2001; Griner&Elderidge, 2001, 2003; Grinter&Palen, 2002). It appears

as though youth may have similar social uses for text messaging as they have for instant

messaging (IM), email, and mobile phones; text messaging may often be used in conjunction

with these other technologies in multi-tasking (Lenhart, Madden, &Hitlin, 2005). The Pew

Internet & American Life Project identified text messaging as an important future direction

for research; the most recent report issued by the Project is the first to include this technology

(Lehnahrt, Madden, &Hitlin, 2005).

24
 The new social networks, such as Instagram, Facebook, Twitter, etc., can affect the

behavior and academic performance of the universities’ students; therefore we can analyses

their using to know its direct influence on them. The idea is to show why these social media

catch the attention of universities’ students so quickly. The social networks are considered as

another communication and sharing resources. It is important to know the features that are

included in these social networks which can add benefits for educational environment and

encourage teachers and students for more interactive sessions and the value added for

academic performance. When the words of social networks are mentioned automatically one

thinks of distraction and negative results at inappropriate times, but actually this idea is

different at the academic environment while there are many benefits of using the different

types of Social Medias in order to enhance the communication between the academic

faculties with the students and also for the educational process.

Using the tools from the educational perspective of social networks are important as

they can be our best allies in education; however, it uses within school hours which has an

impact on student learning and performance. However, this project aims to expose the impact

of social media in the academic performances. An analysis of juvenile behavior will be

reviewing documents related to the topic, also conducting interviews to find out what Bahrain

having universities’ think about the issue, what the immediate behaviors are after interacted

in.

2.3 History of New Media

New media refers to on-demand access to content anytime, anywhere, on any digital

device, as well as interactive user feedback, creative participation and community formation

around the media content. Most technologies described as new media are digital, often having

characteristics of being manipulated, networkable, dense, compressible, and interactive.

25
Some examples may be the Internet, websites, computer multimedia, video games, CD-

ROMS, and DVDs. Until the 1980s media relied primarily upon print and analog broadcast

models, such as those of television and radio. The last twenty-five years have seen the rapid

transformation into media which are predicated upon the use of digital technologies, such as

the Internet and video games. Andrew L. Shapiro (1999) argues that the "emergence of new,

digital technologies signals a potentially radical shift of who is in control of information,

experience and resources" (Shapiro cited in Croteau and Hoynes 2003: 322). W. Russell

Neuman (1991) suggests that whilst the new media have technical capabilities to pull in one

direction, economic and social forces pull back in the opposite direction. According to

Neuman, "We are witnessing the evolution of a universal interconnected network of audio,

video, and electronic text communications that will blur the distinction between interpersonal

and mass communication and between public and private communication" (Neuman cited in

Croteau and Hoynes 2003: 322).

2.4 Interactivity and the New Media

The convergence of new methods of communication with new technologies shifts the

model of mass communication, and radically reshapes the ways we interact and communicate

with one another. Interactivity is present in programming work, such as video games. It's also

viable in the19 allow for new online youth social networks to form and evolve. New text-

based technologies are picking up where phones left off. Email and text messaging allow for

rapid, asynchronous communicationwithin one‘s peer network: IM allows for synchronous

communication among many friends at once. Because so much of the discussion about the

use of technology for connecting interpersonally uses the term social networking, we need to

begin by looking at the concept of a social network.

26
 A social network is a social structure made of individuals (or organizations) called

̳nodes, ‘which are tied (connected) by one or more specific types of interdependency

(http://en.wikipedia.org/wiki/Social_network). Personal and organizational social networks

are common among those who have shared interests, attitudes, beliefs, kinships, and needs.

Youth subculture groups in neighborhoods and on school campuses provide long-standing

examples of social networks. Today, open and restricted access social sites are burgeoning on

the internet. Most establish networks of diverse members from a wide geographic spectrum

who learn about each other and about a variety of topics and have numerous interchanges.

Sites allow members to design personal profiles, blogs, and forums that reflect direct

expression of images and statements they want to convey.

As described by Livingstone (2008), social networking sites enable communication

among ever-widening circles of contacts, inviting convergence among the hitherto separate

activities of email, messaging, website creation, diaries, photo albums and music or video

uploading and downloading. From the user‘s viewpoint, more than ever before, using media

means creating as 20well as receiving, with user control extending far beyond selecting

ready-made, mass-produced content.

As youth culture assimilates communication technology, the rapid pace of change

makes it difficult to grasp the nature and scope of what is happening, never mind appreciating

all the positive and negative implications. There are suggestions that the changes are

fundamentally transforming the concept of community. These and a host of other matters

related to youth and social networking through new technologies are topics for ongoing

exploration and discussion.

2.5 Use of Social Media

27
 In 2006, Bryant, Sanders-Jackson, and Smallwood reported the main findings related

to youth use of socially interactive technologies: Youth are using new interactive

technologies (SITs) to enhance communication among friends and family, to make plans with

one another, and to maintain social contact outside of their day-to-day face-to-face

conversations.These technologies have been adopted by teens relatively quickly because

IMing and Text messaging are more convenient, less expensive, and faster than traditional

technologies.Research in this arena has shown that although preference for using SITs to

communicate is definitely on the rise, and the use of SITs has surpassed that of email, youth

still tend to hold in-depth, important conversations offline.

2.6 Theoretical Framework

This study uses three communication theories: the uses and Gratification Theory, the

Magic bullet theory and the Technological Determinism Theory.

2.6.1 The Uses and Gratification Theory

Uses and Gratifications Theory (UGT) is an approach to understanding why and how

people actively seek out specific media to satisfy specific needs. The driving question of

UGT is: Why do people use media and what do they use them for? UGT discusses how users

deliberately choose media that will satisfy given needs and allow one to enhance knowledge,

relaxation, 28 social interactions/companionship, diversion, or escape. It assumes that

audience members are not passive consumers of media. Rather, the audience has power over

their media consumption and assumes an active role in interpreting and integrating media into

their own lives.

Unlike other theoretical perspectives, UGT holds that audiences are responsible for

choosing media to meet their desires and needs to achieve gratification. This theory would

28
then imply that the media compete against other information sources for viewers'

gratification.

Assumptions of the Theory:

The audience is active and its media use is goal-oriented

The initiative in linking need gratification to a specific medium choice rests with the

audience member

The media compete with other resources for need satisfaction

People have enough self-awareness of their media use, interests, and motives to be able to

provide researchers with an accurate picture of that use.

Value judgments of media content can only be assessed by the audience

2.6.2 Hypodermic Needle Model

The hypodermic needle model (also known as the hypodermic-syringe model,

transmission-belt model, or magic bullet theory) suggests that an intended message is directly

received and wholly accepted by the receiver. The model is rooted in 1930s behaviorism and

is largely considered obsolete today. The "Magic Bullet" or "Hypodermic Needle Theory" of

direct influence s was not as widely accepted by scholars as indicated. The magic bullet

theory was not based on empirical findings from research but rather on assumptions of the

time about human nature. People were assumed to be "uniformly controlled by their

biologically based 'instincts' and that they react more or less uniformly to whatever 'stimuli'

came along" (Lowery & De Fleur, 1995, p.400).

The "Magic Bullet" theory assumes that the media's message is a bullet fired from the

"media gun" into the viewer's "head" (Berger 1995). Similarly, the "Hypodermic Needle

Model" suggests that the media injects its messages straight into the passive audience

(Croteau, Hoynes 1997). This passive audience is immediately affected by these messages.

The public essentially 32 cannot escape from the media's influence, and is therefore
29
considered a "sitting duck" (Croteau, Hoynes 1997). Both models suggest that the public is

vulnerable to the messages shot at them because of the limited communication tools and the

studies of the media's s on the masses at the time (Davis, Baron 1981).

The phrasing "hypodermic needle" is meant to give a mental image of the direct,

strategic, and planned infusion of a message into an individual. But as research methodology

became more highly developed, it became apparent that the media had selective influences on

people. Lazarsfeld disproved the "Magic Bullet" theory and "Hypodermic Needle Model

Theory", through elections studies in "The People's Choice" (Lazarsfeld, Berelson, Gaudet

1944/1968). Lazarsfeld concluded that the s of the campaign were not all powerful to the

point where they completely persuaded "helpless audiences", a claim that the Magic Bullet,

Hypodermic Needle Model, and Lasswell asserted. These new findings also suggested that

the public can select which messages affect and don't affect them. Lazarsfeld's debunking of

these models of communication provided the way for new ideas regarding the media's s on

the public. Lazarsfeld introduced the idea of the two step flow model of communication in

1944. Elihu Katz contributed to the model in 1955 through studies and publications (Katz,

Lazarsfeld 1955). The two step flow model assumes that ideas flow from the mass media to

opinion leaders and then to the greater public (Katz, Lazarsfeld 1955). They believed the

message of the media to be transferred to the masses via this opinion leadership.

Opinion leaders are categorized as individuals with the best understanding of media

content and the most accessibility to the media as well. These leaders essentially take in the

media's information, and explain and spread the media's messages to others (Katz, 1957).

Thus, the two-step-flow model and other communication theories suggest that the media does

not directly have an influence on viewers anymore. Instead, interpersonal connections and

even selective exposure play a larger role in influencing the public in the modern age

(Severin, Tankard 1979).

30
2.6.3 Technological Determinism Theory

Technological Determinism states that media technology shapes how we as

individuals in a society think, feel, act, and how the society operates as we move from one

technological age to another (Tribal-Literate-Print-Electronic-Social media). The theory was

developed by Marshall Mcluhan in1962. It explains that individuals learn and feel and think

the way we do because of the messages they receive through the current technology that is

available. The radio which was the example used required people to listen and develop a

sense of hearing. Television engages both hearing and visual senses. We then transfer those

developed senses into our everyday lives and we want to use them again. The medium is then

our message. Social media brought about by emerging technology requires people to listen

and engaged often. People then interpret the messages sent to them from social media in their

everyday life. Humans do not have much free will at all. Whatever society as a whole is using

to communicate, they too will use to communicate.

Therefore they will adapt to the medium they are using so that they can send and

receive messages like everyone else. We know that there is one truth by observing what has

happened over time. As the medium changes so does society's way of communicating. People

can only use the medium for which it was created (phone for talking over lines or electronic

mail for talking via computer).If the medium is impersonal (mobile phone) then the message

too is impersonal. This theory is objective in that everyone will act and feel the same no

matter what the medium they are using provided that they are using the same medium.Values

are not involved because evidence is seen strictly through observation.

The theory explains that when new systems of technology are developed, the culture

or society is immediately changed to reflect the senses needed to use the new technology. The

theory predicts that with every new system of media technology, society will change and

31
adapt to that technology.It explains that there is a simple cause and analysis between the

introductions of new technology and the changes in society's way of thinking, feeling, acting,

or believing

2.6.4 Klapper Reinforcement or Limited s Theory

In 1960 Joseph Klapper at Colombia University was concerned that average people

exaggerated the power of media. He introduced what he called phenominist theory. With this

theory he argued that media rarely have any direct s and are relatively powerless when

compared with other social and psychological factors such as social status, group

membership, strongly held attitudes, education and so forth. His theory is often referred to

now as ―reinforcement‖ theory because a key assertion is that the primary influence of

media is to reinforce (not change) existing attitudes and behaviors. Instead of disrupting

society and creating unexpected social change, media generally serve as agents of the status

quo, giving people more reasons to go on believing and acting as they already do. He argued

that there simply are too many barriers to media influence for drastic changes to occur except

under very unusual circumstances. Klapper‘s theory insists that ordinarily media does not

serve as a necessary and sufficient cause of audience s, but rather functions among and

through a nexus of mediating factors and influences.

He also explains that these mediating factors are such that they typically render mass

communication a contributory agent, but not as the sole cause in a process of reinforcing the

existing conditions. Regardless of the condition in question and regardless of whether the in

question, be social or individual, the media are more likely to reinforce than to change.

Klapper‘s theory also assumes that mass communication does function in the service of

change; one of the two following conditions is likely to exist.

The mediating factors he says will be found to be inoperative and the of the media

will be found to be direct; or the mediating factors, which normally favour reinforcement,

32
will be found to be impelling toward change. Klapper did not exclude that media could have

direct s on audience ―There are certain residual situations in which mass communication

seems to produce direct s, or directly and of itself to serve certain psychophysical functions.

2.7 Relevance of the Theories to the Study

The theories describe the framework under which the media is supposed to operate.

They explore the similarities between social media and the audience‘s perception and

opinion. The theories study seeks to determine the correlation between the youth and their

daily usage of the internet and interactive media, and to bring out the s experienced. This will

determine the suitability of the models to the s of using social media in campuses. With

everyone electronically mailing each other today, there is no longer a need to write a joke

down to remember it. You can just forward it to a friend. We also do not communicate with

distant friends as over the telephone anymore. We have started to only communicate through

the impersonal use of the internet. The theories try to explain how youth have developed and

what they have changed. These theories provide way to see why this has happened. The

theories explain the simple cause and analysis between the introduction of new technology

and the changes in youth's way of thinking, feeling, acting, or believing.

33
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

Research methodology refers to the approach by which data is extracted to be clearly

understood. Wiersman (1996) states that the development of strategy for conducting research

is the third step after identifying a problem and completion of the literature review. This

chapter will therefore discuss the following: research design, target population, sampling size

and sampling techniques, data analysis and presentation. This study will be conducted in

University of Ilorin, Nigeria.

3.2 Research Design

Research design involves the planning, organization, collection and analysis of data

so as to provide answers to questions such as: what techniques will be used to gather data?

What sampling strategies and tools will be used? And how will time and cost constraints be

dealt with? (Leedy, 1993). The researcher proposed to use the descriptive survey design to

gather data relating to the impact of social media among the youth on behavior change,

attitude and perception. A descriptive survey aims at describing the distribution of a

phenomenon in a population and thereby establishing the facts (percentages and frequencies).

34
According to Saunders et al., (2003) descriptive survey has a broad appeal for planning,

monitoring and evaluating policies. Price, (2001) says that any researcher who adopts the

descriptive research design attempts to produce data that is holistic, contextual, descriptive in

depth and rich in detail.

3.3 Study Population

The target population refers to the specific group relevant to a particular study.

Mugenda et al (2003) explain that a population is a group of individuals or objects that have

the same form of characteristics. They are the totality of cases that conform to certain

specifications, which defines the elements that are included or excluded in the target group.

The target population for this study is University of Ilorin, Nigeria. It was established in

1975, University of Ilorin is a non-profit public higher education institution, located in the

urban setting of the medium-sized city of Ilorin (population range of 500,000-1,000,000

inhabitants), Kwara.

3.4 Sampling Size and Sampling Techniques

A sample is a smaller number or the population that is used to make conclusions

regarding the whole population. Its purpose is to estimate unknown characteristics of the

population. Sampling therefore is the systematic process of selecting a number of individuals

for a study to represent the larger group from which they were selected (Gay, 2011). The

process of sampling takes in to account various issues and will depend on the organization

type, purpose, complexity, time constraints and previous research in the area. There are two

types of sampling techniques employed by researchers - probability and non-probability

35
sampling. Probability sampling, as the name suggests, is based on the idea that people

selected as the sample will be representative of a cross-section the population under study.

Non-probability sampling is conducted without such knowledge about whether those

included in the sample are representative of the population (Denscombe, 2003). The study

proposes to use probability sampling. Probability sampling methods are those in which every

item in the entire population has a known chance of being included in the study sample. The

selected process is chiefly random and independent of the person doing the research. This

method produces unbiased estimates with measurable precision that requires relatively little

knowledge about the population. Due to time and cost constraints, the sample will be

purposively drawn in University of Ilorin. A total of 50 students from the university will be

issued with a questionnaire to fill in for the study. The sample size is in keeping with the

qualitative research which emphasizes depth of focus instead of quantity of information.

Generally, in qualitative research, the sample size for small-scale research should be in the

region of about 5 to 8 participants after which the likelihood of repeated findings is increased

greatly (Henning, 2004).

3.5 Source of Data

There are numerous ways of collecting data and these depend on the purpose and aims

of the research. In this study data is collected by means of questionnaires. Data collection

involves contacting the members of the population that will be sampled in order to collect the

required information about the study (Saleemi, 1997). The researcher will employ the

services of research assistants who will be given a time frame for collection of the data for

analysis.

3.6 Data Analysis and Presentation

36
 Data analysis consists of the examining, categorizing, tabulating or otherwise

recombining the evidence to address the initial propositions of the study. The data obtained

from the questionnaires are analyzed using a technique called "open coding". This technique

involves a process of breaking down, examining, comparing, conceptualizing and

categorizing data (Leedy, 1993). Open coding enables the researcher to classify and

categorize data so that patterns can be discovered and conclusions drawn. The researcher

makes up codes as she progresses through the data. In this way the researcher searches for

common dominant themes that appear in the transcripts of the data. Once codes are awarded

to different segments, the researcher groups and categorize related codes. The categories are

named, using the codes as a guide. The categories begin to show themes that can be used in

the discussion of the inquiry (Denscombe, 2003; Leedy, 1993). Once the researcher has

saturated themes that have emerged from the analysis, these themes become a basis for

discussion. Descriptive statistics will be used in analysis of the data and this will be presented

in frequencies and percentages.

3.7 Limitations of the Studies

The study is limited by time and financial resources and as result the researcher will

have to source for more financial resources and use alternative means. Since a few similar

studies have been done especially in institutions of higher learning, there is limited literature

on the area of influence of social media on academic performance especially in the context of

University of Ilorin. Another expected limitation is that the students fail to give correct

information on the basis of invasion of their privacy even though the researcher has explained

to them that the study is purely for academic purposes and not motivated by any other

interests whatsoever.

37
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.1 Introduction

This chapter dealt with data presentation and its interpretation. The results of the

study were presented and discussed in relation to the research questions outlined in chapter

one. This study aimed at investigating the impacts of social media among the student of

University of Ilorin. The case study was on University students, in University of Ilorin. In

analysis, data from questionnaire was coded and analysed into quantitative summary reports

using the statistical package for social sciences (SPSS) version 22.0. Data was keyed into the

program under specific category from which analysis was run to obtain descriptive statistics

in the form of frequencies and percentages. SPSS was used to arrive at reliability among

multiple measures of variables of the study, by use of the Cronbach‘s alpha coefficients to

establish the nature of relationships between the stated variables.

Table 1: Research Questions

S/No Question A O ST N TOTAL

1 Do you have mobile phone? 46 2 2 0 50

38
2 Do you receives or make calls during lecture hour? 8 10 22 10 50

3 Do you switch off your mobile phone during lecture 11 6 18 15 50

period?

4 Do you browse for information during lectures? 8 12 19 11 50

5 Do you snap pictures during lectures? 5 10 13 23 51

6 How often do you use social network? 26 14 8 2 50

7 Which Social Network do you prefer to use? 10 22 11 7 50

8 How often do you use mobile phone to access Social 35 9 5 1 50

Network?

9 Do you feel any changes in your attitude because of using 11 12 13 14 50

Social Network?

Where A = Always, O = Often, ST = Some Times and N = Never

Table 2: Research Questions

S/No Question N P

1 How does the usage of Social Media Influence your life Style? 9 42

2 How does the usage of Social Media Influence your choice of profession 6 44

in future?

3 How does the usage of Social Network impacted on your performance? 10 40

4 How the usage of Social Media benefited you as a user? 7 43

5 Is Media only an observer or weight it play a solution oriented role during 30 20

a conflict?

6 How does the new Media coverage increase the objectivity of the media 14 36

and information provided to the public?

7 Are you a member of multiple Social Networking sites? 21 29

39
 8 Do you visit your Social Networking Site with no goal or specific purpose 21 29

in mind?

9 Are you usually surprised by how much time you spend on a Social 20 30

Networking Sites?

10 Have you ever said no to an activity with your family or friends because of 25 25

Social Networking Sites?

11 Has anyone ever commented on how much time you spend on Social 23 27

Networking Sites?

12 Has Social Media done you more harms than good? 27 23

Where N = Negative and P = Positive

Respondent Profile

4.2 Gender of Respondent

Gender Distribution

The study sought to know the gender distribution of the respondents. From the

responses, the majority (56%) were male while the female were 44% as shown in Table 3.

The gender imbalance is not likely to affect the study as the nature of the research and

questions asked were not gender sensitive and any unlikely error as a result of the gender

imbalance may be tolerated. However given that most of the responses in the research

questions relied on opinions and perceptions, the gender distribution is expected to

accommodate the perceptions and opinions of either gender.

Table 3: Gender Distribution

Gender Frequency Percentage

40
 Male 28 56

Female 22 44

Total 50 100

4.6 Age bracket of the respondents

The study wanted to know how old the respondents were. Majority (56%) of the respondents

were between 18-20 years, which is the appropriate age in University of Ilorin. 32% were 21-

25 years, 12% were between 25 years above. The study managed to include respondents that

were at different age brackets and therefore are likely to be at different stages of their

department and faculties. These representation may strengthen the study given the findings

will reflect the ideas and opinion from different categories of respondents.

Table 4: Age Bracket of the Respondents

Age Frequency Percentage

18-20 28 56

21-25 16 32

25-above 6 12

Total 50 100

4.7 Education Level of Respondent

Level of study of the Respondents

The study sought to find out the level of study of the respondents considering that the

level of study was likely to have an influence on their capacity to sufficiently respond to the

questions asked. From the responses, the majority (30%) were first year, 26% were second
41
year , 24% were third year and 20% were fourth year . Considering that the respondents were

drawn from the four levels of study, it shows that the data collected had adequately varied

views and opinions representative of every level as shown in Table 5.

Table 5: Educational Level of Respondent

Education Frequency Percentage

Level

100 Level 15 30

200 Level 13 26

300 Level 12 24

400 Level 10 20

Total 50 100

4.8 Data Analysis

Table 6: Effect of social media on students of tertiary institution

S/No Question Mean STD

1 Do you have mobile phone? 1.12 0.435

2 Do you receives or make calls during lecture hour? 2.68 0.978

3 Do you switch off your mobile phone during lecture period? 2.72 1.107

4 Do you browse for information during lectures? 2.64 1.005

5 Do you snap pictures during lectures? 3.06 1.038

6 How often do you use social network? 2.30 0.953

7 Which Social Network do you prefer to use? 1.70 0.886

8 How often do you use mobile phone to access Social Network? 1.42 0.758

9 Do you feel any changes in your attitude because of using Social 2.74 1.103

42
 Network?

Where N = Negative and P = Positive

From table 6 above, mean scores ranged from highest to lowest. The highest mean score

(Mean = 3.06) shows that there are highly involved in Question 5 than others while the

lowest mean score (Mean = 1.12) shows that there are less involved in Question 1.

Table 7: Positive and Negative influence of social media on students of tertiary

institutions.

S/No Question Mean STD

1 How does the usage of Social Media Influence your life Style? 1.18 0.388

2 How does the usage of Social Media Influence your choice of 1.12 0.328

profession in future?

3 How does the usage of Social Network impacted on your performance? 1.20 0.404

4 How the usage of Social Media benefited you as a user? 1.14 0.351

5 Is Media only an observer or weight it play a solution oriented role 1.60 0.495

during a conflict?

6 How does the new Media coverage increase the objectivity of the 1.28 0.454

media and information provided to the public?

7 Are you a member of multiple Social Networking sites? 1.42 0.499

8 Do you visit your Social Networking Site with no goal or specific 1.40 0.495

purpose in mind?

9 Are you usually surprised by how much time you spend on a Social 1.40 0.495

Networking Sites?

10 Have you ever said no to an activity with your family or friends 1.50 0.505

43
 because of Social Networking Sites?

11 Has anyone ever commented on how much time you spend on Social 1.46 0.503

Networking Sites?

12 Has Social Media done you more harms than good? 1.54 0.503

From table 7 above, mean scores ranged from highest to lowest. The highest mean score

(Mean = 1.60) shows that the are highly involved in Question 5 than others while the lowest

mean score (Mean = 1.12) shows that the are less involved in Question 2.

Between-Subjects Factors

Gender Female 22

Male 28

Level 100.00 15

200.00 14

300.00 12

400.00 9

Descriptive Statistics

Dependent Variable: Social Media

Std.

Gender Level Mean Deviation N

Female 100.00 2.1111 .78174 9

200.00 2.0000 1.73205 3

300.00 2.3333 .51640 6

400.00 2.2500 .50000 4

44
 Total 2.1818 .79501 22

Male 100.00 2.5000 .83666 6

200.00 2.4545 1.12815 11

300.00 2.5000 1.22474 6

400.00 2.0000 1.22474 5

Total 2.3929 1.06595 28

Total 100.00 2.2667 .79881 15

200.00 2.3571 1.21574 14

300.00 2.4167 .90034 12

400.00 2.1111 .92796 9

Total 2.3000 .95298 50

Tests of Between-Subjects s

Dependent Variable: Social Media

Type III Sum

Source of Squares Df Mean Square F Sig.

Corrected Model 1.801a 7 0.257 0.253 0.968

Intercept 221.756 1 221.756 218.123 0.000

Gender 0.389 1 0.389 0.383 0.540

Level 0.473 3 0.158 0.155 0.926

Gender * Level 0.732 3 0.244 0.240 0.868

45
Error 42.699 42 1.017

Total 309.000 50

Corrected Total 44.500 49

a. R Squared = .040 (Adjusted R Squared = -.119)

From the above table, p-value is 0.868. It means that there was no statistically significant

difference in mean of social media influence between gender and education level of the

student because p-value = 0.868. (p<0.05) that p-vale 0.868 is less than 0.05 confidence level.

Major findings of the study

The study sought to investigate influence of social media on students of tertiary

institutions, using University of Ilorin as a case study. This chapter presents a summary of the

major findings of the study. The chapter further offers a summary on the data collected,

analysis of data, discussions of the findings on each research question and the logical

interpretation emanating from the findings. Finally the chapter makes recommendations on

possible areas for further research

Table 3 in chapter four shows that both the male and female engage in using social

media. The majority, 56% were male while the female were 44%. According to Table 4 it

shows that majority of student who engage more on social media were at the age of 18-20.

The study further find out that most of the student were on social media with facebook,

whatsapp, instagram, snapchat and twitter topping the list. Most of the respondent used their

mobile phones to access the internet.

Table 5, in chapter four shows that the majority 30% who use social media more

frequently were the first year student (100 level) because they are very much new to the

46
internet. The study further wants to find out the influence of social media on student of

tertiary institution University of Ilorin. Here, the study shows the positive and the negative

impact of social media on the students. As it is stated at Table 6, are highly involved in

snapping pictures during lectures, this causes lack of concentration which may later result to

failure at the end of a session. With this, social media has impacted negatively on student of

tertiary institution. The findings further showed that it made the student lazy and most of

them admitted to waste of time that would otherwise have gone to doing other better things

like reading as indicated in Table 6 Question 8. Table 6 Question 2 also shows another

negative influence of social media on Unilorin , student indulge in whatsapp call and snap

chatting during lecture hours as indicated in Table 6 Question 2.

The study tried to examine the positive influence of social media on University of

Ilorin. From the user viewpoints, social media makes planning easier as the student

communicate through various platforms provided in it. They can either post messages on

each other’s walls in facebook or send direct messages to mobile phones via whatsapp. They

mostly use social media for communicating between their friends and families. The fact that

social media is part of them especially having been born in this era of emerging technology,

most felt that they could not do without it. They depended on it for various positive things

such as research and contacts with old friends and getting on the loop of what was happening

either in their circles, nationally or internationally as indicated in Table 1 Question 4. Table 7

Question 5 shows the highest mean score (mean= 1.60) which indicates that social media has

helped a lot by playing a solution oriented role during a conflict. Social media plays a lot of

roles in eradication of conflict especially in Nigeria. In Table 7 Question 12 gives a low mean

the student disagree that social media as done more harm than good. This means, that the

social media has more positive influence on University of Ilorin .

47
 CHAPTER FIVE

SUMMARY, CONCLUSIONSAND RECOMMENDATIONS

5.1 Summary of the study

As stated above, the study sought to find out the influence of social media on students

of tertiary Institutions, particularly in University of Ilorin.Study objectives were formulated

and research questions were derived from the objectives. Copies of a Questionnaire were the

instruments used in collection of data. Quantitative data collected, was then coded and

inputted in statistical package for social science (SPSS). The results were carefully analyzed

and presented to represent the actual situation on the ground. Qualitative data was closely

analyzed qualitatively and important information extracted from what the respondents said.

The data was then presented making relevant citations in comparison with the studies that had

been done earlier and that related to the topic of study. Summary and conclusions were

derived from the findings of the study.

5.2 Conclusion

From the user viewpoints, social media makes planning easier as the student

communicate through various platforms provided in it. They can either post messages on

each other’s walls in Facebook or send direct messages to mobile phones via whatsapp. They

mostly use social media for communicating between their friends and families. The fact that

48
social media is part of them especially having been born in this era of emerging technology,

most felt that they could not do without it. They depended on it for various positive things

such as research and contacts with old friends and getting on the loop of what was happening

either in their circles, nationally or internationally. As it is stated at Table 6, are highly

involved in snapping pictures during lectures, this causes lack of concentration which may

later result to failure at the end of a session. With this, social media has impacted negatively

on student of tertiary institution. The findings further showed that it made the student lazy

and most of them admitted to waste of time that would otherwise have gone to doing other

better things like reading as indicated in Table 6 Question 8. Table 6 Question 2 also shows

another negative influence of social media on Unilorin , student indulge in whatsapp call and

snap chatting during lecture hours as indicated in Table 6 Question 2.

5.3 Recommendations

i. Lecturers and the school authorities should discourage the use of social media

usage in the lecture rooms or during academic programs of the school.

ii. There should be rules and regulation against the use of social media such rules

should be well stated with appropriate measures and guide lines for its

enforcement. This is important because it allowed to be freely used by the students

in the lectures rooms, lecture room would turn to be like market place or Public

Square. It would also breed ill feelings among poor students who could not afford

to purchase or lack the opportunity to purchase it.

iii. The need to be trained on better usage of the social media so as to minimize time

wastage on chatting and other irrelevant engagements that are not of major

importance on their lives.

iv. All the stakeholders and especially Communication Commission of Nigeria and

network providers’ needs to come up with means of filtering information that

49
 reaches the young people through social media platforms. This will help minimize

exposing them to pornographic and other unwarranted materials.

v. Parents and security agencies should monitor activities of the young people on

social media in order to protect them from sex pest and pedophiles.

vi. In order to communicate ively to the young people schools and government

agencies should adopt social media as one of their means of communication.

vii. To avoid having a generation that does not have face to face communication

skills, all the stakeholders should consider organizing social events that the

student will use to interact and mingle with each other physically.

viii. The findings of this study should be used in policy formulation at levels of

learning that they are inclusive such as high schools and universities and in

government agents that deal with the student.

5.4 Suggestions

i. Since the study targeted on the general social media, a study can be done further

on the specific social media platform, such as Facebook or Twitter.

ii. While the study recognized that social media has impacts on other age groups

outside the student bracket, and as such this study limited itself only to the

students of Unilorin. Therefore, a similar study can be done on other age groups

outside the student bracket.

iii. The study focused itself only on University of Ilorin that is based around Nigeria,

as opposed to other institutions outside the stated realm of orientation or

geographical boundary .Similar studies can be done outside University of Ilorin.

50
 APPENDIX

UNIVERSITY OF ILORIN
FACULTY OF ARTS
CENTRE FOR PEACE AND STRATEGIC STUDIES

Dear Student

This questionnaire is designated as part of my Msc. programme titled “The influence

of social media on student of tertiary institution, Unilorin as a Case study”. The major aim of

the study is to examine the influence of social media on academic performance of students of

tertiary institution.

I request you to kindly answer this questionnaire and give me the benefit of your

views. I assure you that the data you share with me will be used only for the purpose of this

research and will be kept confidential.

Thank you in advance.

Name: __________________________________________________________

Matric. No: ______________________________________________________

Gender: _______________________________________________________

51
 Age: _________________________

Marital Status: _________________

Educational level: ______________

Faculty: ______________________

Language: ____________________

Religion: _____________________

S/N QUESTIONS Always Often Some Never

times
1. Do you have mobile phone?
2. Do you receives or make calls during lecture
hour?
3. Do you switch off your mobile phone during
lecture period?
4. Do you browse for information during
lectures?
5. Do you snap pictures during lectures?
6. How often do you use social network?
7. Which Social Network do you prefer to use?
8. How often do you use mobile phone to access
Social Network?
9. Do you feel any changes in your attitude
because of using Social Network?

Negative Positive
10. How does the usage of Social Media influence your life style?
11. How does the using of Social Media influences your
choice of profession in future?
12. How does the usage of Social Network impacted on your
performance?
13. How the usage of Social Media benefited you as a user?
14. Is Media only an observer or weight it play a solution oriented
role during a conflict?
15. How does the new Media coverage increase the
objectivity of the media and information provided to the public?
16. Are you a member of multiple Social networking sites

52
 17. Do you visit your Social networking site with no goal or specific
purpose in mind?
18. Are you usually surprised by how much time you spend
on a Social networking site?
19. Have you ever said no to an activity with your family or friends
because of Social networking sites?
20. Has anyone ever commented on how much time you
spend on Social networking sites?
21. Has Social media done you more harms than good?

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