Abstract
The rapid advancement of social media platforms has significantly altered the academic landscape of Nigerian universities. This study investigates the impact of social media usage on the academic performance of undergraduate students in the Department of Mass Communication, University of Lagos. Employing a descriptive survey design, data were collected from 200 randomly selected respondents using a structured questionnaire. The study adopted the Uses and Gratifications Theory as its theoretical framework. Findings revealed that excessive social media usage negatively correlates with academic performance (r = -0.62, p < 0.05). The study recommends that university authorities develop digital literacy programmes to guide students on responsible social media use.
Keywords: Social media, academic performance, undergraduate students, Nigeria, digital literacy.
Chapter One: Introduction
1.1 Background of the Study
Social media has become an integral part of daily life for university students across Nigeria. Platforms such as WhatsApp, Instagram, Twitter (now X), and TikTok have transformed communication patterns, information sharing, and social interaction among young people (Okafor & Nwosu, 2021). The proliferation of smartphones and affordable internet access has further accelerated this trend, making social media accessible to students from diverse socioeconomic backgrounds.
1.2 Statement of the Problem
Despite the potential benefits of social media for academic purposes, there is growing concern among educators and parents about its negative impact on students' academic performance. Studies have documented that students spend an average of 4-6 hours daily on social media platforms, time that could otherwise be devoted to academic activities (Adeyemi, 2022). This study therefore seeks to empirically investigate the relationship between social media usage and academic performance among undergraduate students.
Chapter Two: Literature Review
2.1 Conceptual Framework
Social media refers to internet-based platforms that enable users to create, share, and exchange information and ideas in virtual communities and networks (Kaplan & Haenlein, 2010). For the purpose of this study, social media is defined as any web-based or mobile application that allows individuals to create and share content, communicate, and participate in social networking. Academic performance, on the other hand, is conceptualised as the measurable outcomes of a student's learning, typically expressed through Cumulative Grade Point Average (CGPA) and examination scores.
2.4 Gap in Literature
While numerous studies have examined social media and academic performance globally, there is a dearth of research specifically focusing on Nigerian university students in the Mass Communication discipline. Unlike Okafor (2021) who studied engineering students, and Ibrahim (2020) who focused on secondary school pupils, this study uniquely examines undergraduate Mass Communication students — a group whose academic curriculum inherently involves media engagement, creating a distinctive context that prior studies have not addressed.
Chapter Three: Research Methodology
3.3 Sample Size and Sampling Technique
The sample size was determined using the Taro Yamane formula: n = N/1+N(e)², where N = 1,200 (total population), e = 0.05 (margin of error). This yields a sample size of 300 respondents. Stratified random sampling was employed to ensure proportional representation across all levels.
Table 3.1: Sample Size Calculation
| Parameter | Value |
|---|
| Population (N) | 1,200 |
| Margin of error (e) | 0.05 |
| Calculated sample (n) | 300 |
3.5 Validity and Reliability
The instrument was validated by three experts in Mass Communication and Research Methodology. A pilot test conducted on 30 respondents yielded a Cronbach Alpha coefficient of 0.83, indicating high reliability (Nunnally, 1978).
Chapter Four: Data Presentation and Analysis
4.1 Demographic Profile of Respondents
Table 4.1: Distribution of Respondents by Gender
| S/N | Gender | Frequency | Percentage (%) |
|---|
| 1 | Male | 120 | 60% |
| 2 | Female | 80 | 40% |
| Total | 200 | 100% |
Table 4.1 reveals that 120 (60%) of the respondents were male while 80 (40%) were female. This finding is consistent with the population distribution in the study area (Adeyemi, 2022).
Table 4.2: Mean Responses on Social Media Impact
| S/N | Item | Mean | Std Dev | Decision |
|---|
| 1 | Social media improves academic research | 3.82 | 0.71 | Accepted |
| 2 | Social media distracts from studying | 4.10 | 0.65 | Accepted |
| Grand Mean | 3.96 | 0.68 | Accepted |
Chapter Five: Summary, Conclusion and Recommendations
5.1 Summary
This study investigated the impact of social media on the academic performance of undergraduate students in the Department of Mass Communication, University of Lagos. A descriptive survey design was adopted, with data collected from 200 respondents using a structured questionnaire. The Uses and Gratifications Theory provided the theoretical underpinning for the study.
5.2 Conclusion
The findings of this study confirm that social media usage has a significant negative impact on the academic performance of undergraduate students when used excessively and without purpose. However, when used strategically for academic research and collaboration, social media can serve as a valuable educational tool. The relationship between social media and academic performance is therefore not inherently negative but is mediated by the nature and frequency of use.
5.3 Recommendations
Based on the findings, the following recommendations are made: (i) University authorities should develop and implement digital literacy programmes that educate students on responsible social media use; (ii) Lecturers should integrate social media into their teaching strategies to channel students' online engagement productively; (iii) Students should set daily time limits on social media usage during academic periods.