EFFECT OF SOCIAL MEDIA ON THE ACADEMIC PERFORMANCE OF STUDENTS
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EFFECT OF SOCIAL MEDIA ON THE ACADEMIC PERFORMANCE OF STUDENTS
Abstract
The study looked into the impact of social media on academic achievement of students at Delta State University Abraka, with four primary questions serving as a guide. The survey strategy for the study was based on a 16-item questionnaire delivered to 130 respondents at Delta State University. The results were analysed using simple percentages.
The study discovered that respondents spend more than 6 hours per day on social media, that the majority of the respondents use social media sites to connect with friends, that social media contributes to the academic excellence of the respondents because it allows them to discuss assignments with friends, and that there is a significant relationship between student academic performance and social media use.
Based on the findings, the study recommended that social networking sites be expanded and new pages be made to improve academic activities in order to avoid setbacks in students’ academic performance; and that students strike a balance between chit-chat and academic activities. More attention should be given to research.
The management of Delta State University, Abraka should create an accessible internet café or expand the bandwidth of her wireless internet connection so that students can cut down on private internet charges; Students should be conscious of the time they spent on social media sites in order to have more time for their classroom activities and homework;
Students should be conscious of the time they spent on social media sites in order to have more time for their class. kids’ access to social media should be governed by policies that promote educational and helpful information rather than unrestricted internet use, which can be detrimental to kids’ social and intellectual development.
Chapter one
INTRODUCTION
1.1 Background of the Study
The usage of the Internet in the educational setting has provided simple access to a wide range of materials, resulting in a major increase in information sharing. Furthermore, the widespread adoption of this sharing has resulted in other benefits, such as the ability to use these resources at any time and from any location.
Although the efficiency of this technology is evaluated using a proportion of the anticipated results in student achievement, the outcome is not exact and difficult to measure.
As a result, much research has been undertaken over time to better understand the causes of this scenario (Sahin Y. G., Balta S, and Ercan T. 2010).
The internet revolutionised the media environment. It signalled the start of technological revolution and socialisation, as well as an increased thirst for information about everything. This gradually evolved into social media, which is primarily about people (Samuel Olaniran, 2014).
The internet has elevated the process of information distribution, making it more than just a medium for socialisation or information seeking. With this advancement, consumers are driving content (Dominick, 2013) in ways never seen before. This has resulted in transformations in more than one medium, with new trends emerging on a regular basis.
According to Shapiro (quoted in Croteau and Hoynes, 2003, p. 322), new digital technologies could lead to a significant shift in power over information, experience, and resources. In discussing new media, Crosbie (2002) identified three types of communication media.
He classified interpersonal media as one-on-one, mass media as one-to-many, and new media as individualisation media or many-to-many. The term “new media” refers to the growth of digital, computerised, or networked information and communication technologies in the latter part of the twentieth century.
According to Flew (2008), new media technologies are characterised by manipulation, networkability, density, compressibility, interaction, and impartiality. Neuman, as described in Croteau and Hoynes (2003), adds that new media will change the definition of geographic distance, allowing for a massive increase in the volume and speed of communication.
It will also enable interactive communication and allow previously independent modes of communication to overlap and interconnect.
Social media, a type of new media, exemplify these characteristics because they have erased geographical distance in global contact (Carley, cited in Flew, 2002). Information sharing or interaction occurs at the speed of light, making it nearly difficult to estimate the volume of communication that occurs concurrently in multiple locations.
Kaplan and Haenlein (2010) define social media as media that is intended to be distributed through social interaction and is developed utilising highly accessible and scalable publishing strategies.
It employs internet and web-based technology to convert broadcast media monologues (one-to-many) into social media conversations (many to many).
Adelabu (2011) defines social media as having three components: concept (art, information, or meme), media (physical, technological, or verbal), and social interface. One of the features that distinguishes social media is its interactive possibilities.
Social media is revolutionising how individuals receive and share information in ways that have never been seen before. According to Adelabu (2011, p. 614), one of the benefits of social networking is its high level of engagement, which allows for meaningful conversations among users.
According to Picard, as reported in Adelabu (2011, p. 615), social media and blogs allow users to express themselves and interact with others who share their interests.
Digital tools offer a low-cost way for the public to engage in discussions and raise awareness of issues that traditional news sources may have neglected.
1.2 Concept of Social Media
Social media are computer-mediated technologies that enable people to create, share, and exchange information, ideas, and photos/videos within virtual communities and networks.
Social media is defined as “a set of Internet-based applications that build on the ideological and technological foundations of Web 2.0 and enable the creation and exchange of user-generated content.”
Furthermore, social media relies on mobile and web-based technology to develop highly interactive platforms on which individuals and communities may share, co-create, discuss, and alter user-generated content.
They make significant and widespread improvements to communication between enterprises, organisations, communities, and individuals (Kietzmann H., Jan; Kristopher Hermkens, 2011).
These changes are the subject of the new area of techno-self studies. Social media differs from traditional or industrial media in numerous respects, including quality, reach, frequency, usability, immediacy, and permanence.
Pavlik and MacIntoch, John and Shawn (2015) describe social media as a dialogic transmission system, with numerous sources and many recipients. This is in contrast to traditional media, which uses a monologic transmission model (one source to several recipients).
Internet use has a variety of consequences. According to Nielsen, internet users still spend more time on social media sites than any other sort of website. At the same time, overall time spent on social media in the United States via PC and mobile devices climbed by 99 percent to 121 billion minutes in July 2012, up from 66 billion minutes in July 2011.
Tang, Gu, and Whinston (2012) describe how the benefits of social media participation for content providers have expanded beyond social sharing to include reputation building, career chances, and monetary revenue.
1.2.1 Social Networking Sites
Boyd and Ellison (2007) define social network services as web-based services that enable users to create a public or semipublic profile within a confined system, communicate with other users, and view the pages and details supplied by other users within the system.
Social networking websites have evolved as a combination of personalised media experiences and social contexts for engagement. The behaviours that distinguish social networking sites from other forms of computer-mediated communication include the usage of profiles, friends, and comments or testimonials.
Profiles are publicly viewed, friends are publicly articulated, and comments are publicly visible.
Users that join social networking websites must create a profile of themselves by filling out a form. After completing out the forms, users are expected to provide information about their personality traits and personal appearance.
Some social networking sites require images, but the majority of them ask for information such as age, preferences, likes, and dislikes. Some social networking services, such as Facebook, allow users to personalise their profiles by adding multimedia content (Geroimenko and Chen, 2007).
1.2.2 Characteristics of Social Networking Sites.
Social networking services provide detailed information on the individual and his network, which can be used for a variety of business objectives. According to Ateeq Ahmad (2011), some of the primary characteristics of social networking platforms include:
They serve as a resource for advertisers seeking to promote their businesses to targeted clients via word-of-mouth.
They provide the groundwork for a new teacher-student connection by offering more interactive sessions online.
They encourage the usage of integrated advertising within online videos.
They offer a place for budding artists to showcase their work.
1.2.3. A Brief History of Social Networking Websites.
The first social networking website, Sixdegrees.com, was created in 1997. This company was the first of its kind; it allowed users to display their profiles, send a list of friends, and then contact them.
However, the company did not fare well and collapsed three years later. The reason for this was that many people who used the internet at the time had not developed many social networks, leaving limited opportunity for manoeuvre.
It should be noticed that there were further components that indicated about social networking sites. For example, dating services allowed users to provide their profiles but did not allow them to share other people’s websites.
Furthermore, there were certain websites that connected old classmates, but the lists could not be shared with others. (Cassidy, 2006 Following this, Live Journal was created in 1999.
It was intended to facilitate one-way journal exchanges between pals. Another Korean firm, CY World, added some social networking capabilities in 2001.
This was followed by the Lunar Storm in Sweden that same year. They contain features such as diary pages and friend lists. Furthermore, Ryze.com has established itself in the market.
It was founded with the goal of connecting business executives in San Francisco. Friendster, LinkedIn, Tribe.net, and Ryze all managed the company. The latter company had the lowest success rate of all the others.
However, Tribe.net specialised in business, whereas Friendster began well but did not stay long (Cohen, 2003). Friendster, Myspace, Facebook, Downlink, Ryze, SixDegrees, Hi 5, LinkedIn, Orkut, Flicker, YouTube, Reddit, Twitter, FriendFeed, BharatStudent, and Floper are some of the most popular social networking sites, particularly among young people.
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