Impact Of Social Media Use On The Psychological And Academic Problems Of Undergraduate Students

Impact Of Social Media Use On The Psychological And Academic Problems Of Undergraduate Students
Abstract
This study was carried out on the impact of social media use on the psychological and academic problems of undergraduate students using university of Lagos as a case study. The study specifically was aimed to determine the extent undergraduate students utilize social media, find out whether the use of social media has influenced the behavioral pattern of undergraduate students, ascertain whether the use of social media has negatively affected students attitude towards social interaction, ascertain whether the use of social media has negatively affected students interest and commitment to learning and investigate whether the use of social media has negatively influenced students academic attainment in universities. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprised of undergraduate students from university of Lagos. In determining the sample size, the researcher conveniently selected 160 respondents and 141 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, while the hypotheses were tested using Pearson correlation statistical tool, SSPS v23. The result of the findings reveals that the extent undergraduate students utilize social media is high. Further findings showed that the use of social media has influenced the behavioral pattern of undergraduate students. Therefore, it is recommended that universities in parents and guardians should pay more attention to their children and wards usage of mobile phones, and other internet services to ensure proper as well as positive utilization. To mention but a few.
Table of Content
Chapter One:
Introduction
- 1.1 Background of the Study
- 1.2 Statement of the Problem
- 1.3 Objective of the Study
- 1.4 Research Questions
- 1.5 Research Hypothesis
- 1.6 Significance of the Study
- 1.7 Scope of the Study
- 1.8 Limitation of the Study
- 1.9 Definition of Terms
- 1.10 Organizations of the Study
Chapter Two:
Review of Literature
- 2.1 Conceptual Framework
- 2.2 Theoretical Framework
- 2.3 Empirical Review
- 2.4 Chapter Summary
Chapter Three:
Research Methodology
- 3.1 Research Design
- 3.2 Population of the Study
- 3.3 Sample Size Determination
- 3.4 Sample Size Selection Technique and Procedure
- 3.5 Research Instrument and Administration
- 3.6 Method of Data Collection
- 3.7 Method of Data Analysis
- 3.8 Validity of the Study
- 3.9 Reliability of the Study
- 3.10 Ethical Consideration
Chapter Four:
Data Presentation and Analysis
- 4.1 Data Presentation
- 4.2 Analysis of Data
- 4.3 Answering Research Questions
- 4.4 Test of Hypotheses
Chapter Five:
Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
- References
- APPENDIX
- QUESTIONNAIRE
Chapter One
Introduction
1.1 Background to the Study
The increased use of Social Networking Websites has become an international phenomenon in the recent years. What started out as a hobby for some computer literate people has become a social norm and way of life for people from all over the world (Boyd, 2007). Teenagers and young adults have especially embraced these sites as a way to connect with their peers, share information, reinvent their personalities, and showcase their social lives (Boyd, 2007).
Online social networks (OSNs) have permeated all generations of Internet users, becoming a prominent communications tool, particularly in the student community. Thus, academic institutions and faculty are increasingly using social networking sites, such as Facebook and LinkedIn, to connect with current and potential students and to deliver instructional content. With the increase of technology used for communicating with others and the popularity of the Internet, Social Networking€ has become an activity that is done primarily on the Internet, with sites like MySpace, Facebook, Bebo, Friendster, and Xanga (Coyle et al., 2008).
Students now use the Internet for the majority of their daily activities and information gathering, as opposed to older generations who used resources like the television or newspaper (Lewis, 2008). A recent survey showed that approximately ninety percent of teens in the United States have Internet access, and about seventy-five percent of these teens use the Internet more than once per day (Kist, 2008). This study also showed that approximately half of all teens who have Internet access are also members of social networking sites, and use the Internet to make plans and socialize with friends (Kist, 2008).
Tuckman (1975) defined performance as the apparent demonstration of understanding, concepts, skills, ideas and knowledge of a person and proposed that grades clearly depict the performance of a student. Hence, their academic performance must be managed efficiently keeping in view all the factors that can positively or negatively affect their educational performance. Use of technology such as internet is one of the most important factors that can influence educational performance of students positively or adversely.
Shah et al. (2001) proposed that student users are affected by the internet and this impact is determined by the type of internet usage. They are positively affected by the informative use of internet while having drastic impact of recreational use of internet on them. Also, Oskouei (2010) proposed that internet is advantageous to both students and teachers if used as a tool of knowledge creation and dissemination.
Several studies have been done regarding social networking and grades. Whittemore School of Business and Economics (University of New Hampshire, England) recently conducted a survey of over 1,000 students. They asked questions regarding which social network sites were used, how much time they spent on a site, what their grade point average (GPA) was, and what they were going to school for. It was concluded that there is no correlation between how much time is spent on a social networking site and grades (Martin, 2009).
Facebook has attracted considerable attention among researchers. As a social networking site, it offers an online platform on which users create profiles, generate and share contents and information, and interact with other known and unknown contacts (Boyd and Ellison, 2007).
However various students participate in networking activities differently, depending on their personalities and cultural backgrounds. Several studies note people’s internet-related attitudes; their interests and activities vary with their age, gender and personality traits (Hofstede and Hofstede, 2005 Nazir et al., 2009). Cultures are delineated by the relevant countries’ history, politics, and socio-economic situations. Cultural background also influences people from that culture through social learning processes and human natures, which shape their common characteristics. Each person is associated with a group of others who represent their native region; yet interacting with the external environment and communities contributes to modeling characteristics that subsequently affect attitudes and behavior (Hofstede and Hofstede, 2005 Nazir et al., 2009). Differences in cultural background and characteristics suggest a need to address the impact of students’ Facebook usage in various settings, which prompt questions about unpredictability of the Facebook among students with different characteristics and in different cultural context.
1.2 Statement of the Problem
Student’s use of social networking continues to create challenges and issues for higher education professionals and keeping abreast of these challenges has proved difficult because of the speed at which new technologies are being introduced. Potential risks or drawbacks identified with the use of social media include risks of psychological disorders and health problems such as anxiety, depression, poor eating habits, and lack of physical exercise; increasingly short attention spans and subverted higher-order reasoning skills such as concentration, persistence, and analytical reasoning among frequent users of social media; a tendency to overestimate one’s ability to multi-task and manage projects; and technology being seen as a substitute for the analytical reasoning process (Anderson, & Rainie, 2012). Collectively, these risks all play a role in a student’s educational process to various degrees and at various times. Other negative side effects of social networking websites include the following:
The lack of privacy on social network site can cause many problems in an adolescent’s life. Among the networks of people who are linked together on these sites, there is little that is not shared. Anything written on the site can be viewed by others, and this can often cause conflict. For example, if a teen is browsing through some of her classmates’ profile pages and notices that they all went to a party the night before and she was not invited. Though this could happen even without social network sites, it makes it much easier to find out what other people are doing just by the click of a button (DeSouza & Dick, 2008).
Participating in online social networks also increases the likelihood of being victimized online, or, cyber-bullied. Cyber-bullying is the use of communication technology, such as SNSs, to harm or bully others. Forms of cyber-bullying include harassing emails, web pages, hateful instant messages, text messages, and cruel posts on social networking sites. The result of being a victim of cyber-bullying can be embarrassment, feelings of belittlement, low self esteem, and even suicide (Mesch, 2009).
Despite the fact that a relatively large number of social network sites (SNS) including Facebook was initially created for learning purposes, there is some evidence that most SNS users show almost no attitudes towards finding academic information. Thus, it is possible that students are spending their time on visiting SNS instead of doing their course requirements. For example, a survey conducted by de Villiers (2010) has shown that only an insignificant number of students (9 out of 200) who are studying at the University of South Africa claimed that they were using Facebook for academic purposes. Even though more than a half of the respondents had a Facebook account (105 students), only 5% of them were involved in the learning process with the help of social network sites (de Villiers, 2010).
Research has also shown that an adolescent is more likely to harass or harm another student if they are not face to face, which also can make a social network sites a perfect place to trouble to manifest. However, there is no current legislation that protects students from this type of harassment, even though there are laws for more traditional types of bullying (Geach & Haralambous, 2009).
1.3 Objectives of the Study
The study’s overall purpose is to investigate the impact of social media use on the psychological and academic problems of undergraduate students. The study, on the other hand, was focused on achieving these precise goals.
- Determine the extent undergraduate students utilize social media.
- Find out whether the use of social media has influenced the behavioral pattern of undergraduate students.
- Ascertain whether the use of social media has negatively affected students attitude towards social interaction.
- Ascertain whether the use of social media has negatively affected students interest and commitment to learning.
- Investigate whether the use of social media has negatively influenced students academic attainment in universities.
1.4 Research Questions
The study will be guided by the following questions;
- What is the extent undergraduate students utilize social media?
- Has the use of social media influenced the behavioral pattern of undergraduate students.
- Has the use of social media negatively affected students attitude towards social interaction?
- Has the use of social media negatively affected students interest and commitment to learning?
- Has the use of social media negatively influenced students academic attainment in universities?
1.5 Research Hypotheses
The following hypothetical statements serve as a direction on which the work will be premised:
H01: There is no significant relationship between social media and students’ academic performance in tertiary institution
H02: There is no significant relationship between social media and students’ attitude towards education.
1.6 Significance of the Study
This study will enable government to know the adverse state of social media and its effect on students’ academic performance so as to provide rules and regulation through which the problems could be resolved or curbed.
It will also be of great importance to the students by broadening their knowledge about both positive and negative use of social media and it effect on academic performance.
It will also help the society to appreciate the effective use of social media as an agent of political, social and religious development of a community which can influence them into passing the right judgment and taking the right decision that affect their lives and existence.
1.7 Scope of the Study
The research work examines the impact of social media use on the psychosocial and academic problems of undergraduate students with a view to explore University of Lagos. The research is confined to the institution under study.
1.8 Limitation of the Study
Financial Constraint
Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
Time Constraint
The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
1.9 Definition of Terms
Social Media:
Social media refers to the means of interactions among people in which they create, share, and exchange information and ideas in virtual communities and networks.
Student Performance:
This shows the result of students’ assessment, test and examination. It can be said to be the accomplishment of students achievement measured against preset known standards of accuracy, completeness, etc
Psychosocial:
It relates to the interrelation of social factors and individual thought and behavior.
1.10 Organization of the Studies
The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.
Chapter Five
Summary, Conclusions and Recommendations:
5.1 Introduction
This chapter summarizes the findings on the impact of social media use on the psychological and academic problems of undergraduate students using university of Lagos as a case study. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was on the impact of social media use on the psychological and academic problems of undergraduate students using university of Lagos as a case study. The study specifically was aimed to determine the extent undergraduate students utilize social media, find out whether the use of social media has influenced the behavioral pattern of undergraduate students, ascertain whether the use of social media has negatively affected students attitude towards social interaction, ascertain whether the use of social media has negatively affected students interest and commitment to learning and investigate whether the use of social media has negatively influenced students academic attainment in universities.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 141 responses were validated from the enrolled participants where all respondents are undergraduate students from university of Lagos.
5.3 Conclusions
Based on the findings of this study, the researcher made the following conclusion.
- The extent undergraduate students utilize social media is high.
- The use of social media has influenced the behavioral pattern of undergraduate students.
- The use of social media has negatively affected students attitude towards social interaction.
- The use of social media has negatively affected students interest and commitment to learning.
- The use of social media has negatively influenced students academic attainment in universities.
5.4 Recommendations
Based on the findings of the study, the following recommendations are proffered.
- Parents and guardians should pay more attention to their children and wards usage of mobile phones, and other internet services to ensure proper as well as positive utilization.
- Students need to be properly guided, and informed on the negative influence of social media sites so that they mostly use them for academic progress in other to minimize the negative aspects.
- Caregivers, guardians, educators and policymakers need to educate students on effective usage and time management, thereby placing a check on students’ activities both in the school and at home, in other not to spend valuable time on irrelevant activities while using the social media.
- The school authorities should have a strict rule on the use of handheld devices during school hours. Students should be taught the importance of using educative websites instead of entertainment sites, and to explore the best practices of social media sites rather than the negative side of it.
- Educational psychologists should get the students informed and warned about pornography, sexing, cyberbullying, fraud, online theft so as not to fall victims or commit cyber-crimes and to overcome identity crises.
- Teachers and school administrators should also inform adolescents the negative effects of wrong usage of social media sites. They should ensure that when in school and particularly during lessons, social media usage should not be allowed.


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