SOCIAL MEDIA USAGE AND ACADEMIC PERFORMANCE OF SCIENCE EDUCATION UNDERGRADUATES IN PUBLIC UNIVERSITIES IN EBONYI STATE, NIGERIA: STUDENTS’ PERSPECTIVES
| Authors | Contact |
|---|---|
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Dr. Mbamalu Oby Justina Department of Science Education, Alex Ekwueme Federal University Ndufu Alike, Ebonyi State, Nigeria |
obymbamalu@gmail.com |
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Agu Chinomso Nnanyere Department of Science Education, Alex Ekwueme Federal University Ndufu Alike, Ebonyi State, Nigeria |
aguchinomso2015@gmail.com |
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Nwofe Lucy Lynda Department of Science Education, Alex Ekwueme Federal University Ndufu Alike, Ebonyi State, Nigeria |
Abstract
This study investigated the influence of social media usage on the academic performance of undergraduate science education students in public universities in Ebonyi State, Nigeria. An ex-post facto survey research design was adopted for the investigation. Four research questions guided the study and two null hypotheses were tested at the 0.05 level of significance. The population comprised 2,876 undergraduate science education students drawn from the Faculty of Education in the two public universities in Ebonyi State: Ebonyi State University (EBSU), Abakaliki, and Alex Ekwueme Federal University Ndufu-Alike (AE-FUNAI). Using the Taro Yamane (1967) formula, a sample of 364 students was drawn using proportionate stratified sampling and simple random sampling techniques, of which 354 instruments were retrieved and analysed. The instrument for data collection was a researcher-structured 18-item questionnaire (Social Media Usage and Academic Performance Questionnaire, SMAPQ) and an academic performance proforma. Face and content validity were established by three experts in Educational Measurement and Evaluation, Computer Education, and Science Education respectively. Internal consistency was determined using the Cronbach alpha method and yielded a reliability coefficient of 0.91. Data were analysed using frequencies, percentages, means, standard deviations, and independent samples t-test at the 0.05 alpha level. Findings revealed that science education undergraduates were undecided on the influence of information overload from social media sites on their academic performance; there was a significant gender difference in perceptions of information overload influence, with males reporting higher susceptibility; and both male and female students agreed that peer interactions through social media positively influenced their academic performance with no significant gender difference. Based on the findings, it is recommended that science educators develop structured social media engagement protocols that leverage peer interaction benefits while implementing strategies to mitigate the adverse effects of information overload on student academic performance.
Keywords
Social Media Usage; Peer Interaction; Academic Performance; Science Education; Public Universities
