Perception Of Undergraduate Students In Nigerian Universities About WhatsApp Social Media As A Teaching And Learning Tool

Perception Of Undergraduate Students In Nigerian Universities About WhatsApp Social Media As A Teaching And Learning Tool

Abstract

This study was carried out to examine the perception of undergraduate students in Nigerian universities about whatsapp social media as a teaching and learning tool using UNILAG as a case study. Specifically, the study examined the perception of undergraduate student on if Whatsapp promotes effective online teaching and learning process. The study also evaluate the perception of undergraduate students on if Whatsapp allows learners and instructors to interact effectively. The study further Identify the perception of undergraduate students on the benefits of Whatsapp as teaching and learning tool. Lastly, the study ascertain the perception of undergraduate students on the challenges in the use of Whatsapp as a teaching and learning tool. A total of 77 responses were validated from the survey. From the responses obtained and analyzed, the findings revealed that Whatsapp promote effective online teaching and learning process. Also, Whatsapp allow learners and instructors to interact effectively. Furthermore, the benefit of using whatsapp as a teaching and learning tool is because it allows for free calls and video calls, communication with students, teachers and centres in remote areas such as rural areas, other countries and the surrounding community, it is ideal for courses taught online and reminders and notifications. The study therefore recommend that university management should ensure that they integrate the social media applications in library service delivery and learning system. For instance, the library can offer reference services on library social media platforms. Also, Students should embrace the use of social media for academic purpose such as sharing of ideas, communication and searching for academic information.

Table of Content

• Title Page
• Certification
• Dedication
• Acknowledgement
• Table of Content
• List of Tables
• Abstract

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 hypotheses
• 1.6 Significance of the study
• 1.7 Scope of the study
• 1.8 Limitation of the study

Chapter Two:

Review of Literature

• 2.1 Conceptual Framework
• 2.2 Theoretical Framework

Chapter Three:

Research Methodology

• 3.1 Introduction
• 3.2 Research Design
• 3.3 Population of the study
• 3.4 Sample size determination
• 3.5 Sample size selection technique and procedure
• 3.6 Research Instrument and Administration
• 3.7 Method of data collection
• 3.8 Method of data analysis
• 3.9 Validity of the study
• 3.10 Reliability of the study
• 3.11 Ethical consideration

Chapter Four:

Data Presentation and Analysis

• 4.1 Data Presentation
• 4.2 Answering Research Questions
• 4.3 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

• 5.1 Summary
• 5.2 Conclusion
• 5.3 Recommendation
• References
• Appendix

Chapter One

Introduction

1.1 Background of the Study

Internet technologies have impacted how individuals generate and distribute knowledge, as well as the nature of social media communication, during the previous few decades (Aburub & Alnawas, 2019). According to Alasmari & Zhang (2019), social media is getting more popular among the young and old as a result of its ability to address people’s socialization demands. As a result, they have successfully changed users’ interaction processes and have become a significant component in teaching and learning processes (Bere & Ramber, 2016). According to Bansal and Joshi (2014), students are surrounded by social media platforms such as WhatsApp (an instant messaging tool), which influences their communication dynamics and modifies their teaching and learning processes. WhatsApp, according to Embi (2016), is a social media tool that facilitates interaction between people and groups, offers a variety of social feedback alternatives, and aids in the construction of tangled social relationships. In other words, WhatsApp supports both synchronous and asynchronous communication. WhatsApp, according to El-Messiry (2016), is a social network that allows for quick communication. Considering communication is at the heart of educational activities, this suggests that the platform may be utilized to promote education. In other words, WhatsApp provides a route for teachers to communicate with students in a more timely and seamless communication (Deshen, 2014). It can also help students communicate more effectively and provide a new learning communication. Furthermore, according to Lin (2015), WhatsApp is a discussion tool that provides a good setting for online interactions, in which teachers may present various topics to engage learners in the discussion or to think through and gather opinions on any subject. Educators may use the platform to extend their teaching and learning to students after they leave class.

Furthermore, Cano (2014) stated that WhatsApp, as a mobile learning tool, allows for greater kinds of inclusion because learners are all different; some are more extroverted, while others are more introverted, and some have visual and other hearing issues (Infante, 2011). In any case, WhatsApp makes it easier for more introverted students to participate. Those who can express themselves well in writing have more self-assurance. Those with visual impairments can use voice messages to get the information. Hearing impaired people can read the entire article and upload a video that can be interpreted by a sign interpreter (Ogundare, 2017). This tool is extremely beneficial to attention deficit students since they may read or hear the material, pause or go on, and repeat it as many times as they like (Oliveira, 2013).

Additionally, WhatsApp is an excellent tool for motivating and stimulating students. Involving students in the teaching-learning process is critical to achieving both the curriculum’s and students’ personal objectives (Besel, 2018). When asking questions or discussing interests, students might feel more at ease using WhatsApp than they would in a face-to-face lesson. In view of the above, , the purpose of this study is to examine WhatsApp as a social media tool for teaching and learning in Nigerian tertiary institutions.

1.2 Statement of the Problem

The importance of excellent communication in teaching and learning cannot be over emphasized. Communication between professors and students can be synchronous or asynchronous, according to Leonardi (2014). During class, synchronous communication is most usual. Because instructors and students are frequently in the same physical location, this is the case. Synchronous communication occurs in schools with Learning Management Systems (LMS) or video conferencing services, regardless of physical location or the physical presence of learners at the specific place (Zaidieh, 2012). He also stated that having a synchronous means of communication between instructors and learners, particularly before or after classes, is a challenge for schools without an LMS (Bere, 2016). Other issues students have include finding it difficult to cope with the LMS due to the amount of mobile data consumed throughout the study session, as well as the fact that some students lack the necessary systems to access the platform. Hence , WhatsApp tends to be a tool that encourages synchronous communication: educators can engage with students, student interactions with educators, and students can communicate with peers (Deshen, 2014).

According to El-Messiry (2016), WhatsApp is one of the most widely utilized social networking platforms. It supports text messages, phone and video calls, photo, audio, and video file attachments, stickers or emoticons, and links to website addresses (Clement, 2020). Because of the difficulties universities have had with LMS and the substantial qualities of WhatsApp, it has now been expanded to teaching and learning in tertiary institutions in order to promote effective and unconstrained teaching and learning. WhatsApp served as a platform for continual teaching and learning during the COVID-19 pandemic. This is because the platform allows educators to create and distribute educational writing content, voice recordings, videos, and podcasts, with the added benefit that students can read, watch, and listen to the contents as many times as they want or need. (2019, Alasmari).

In view of the above the study is focused on examining WhatsApp as a social media tool for teaching and learning in tertiary institutions in Nigeria.

1.3 Objective of the Study

The purpose of the study is to examine perception of undergraduate students in Nigerian universities about whatsapp social media as a teaching and learning tool.

Specifically, the study will attain the following objectives:

1. To examine the perception of undergraduate student on if Whatsapp promotes effective online teaching and learning process
2. To evaluate the perception of undergraduate students on if Whatsapp allows learners and instructors to interact effectively.
3. To Identify the perception of undergraduate students on the benefits of Whatsapp as teaching and learning tool.
4. To ascertain the perception of undergraduate students on the challenges in the use of Whatsapp as a teaching and learning tool .

1.4 Research Question

1. Does Whatsapp promote effective online teaching and learning process?
2. Does Whatsapp allow learners and instructors to interact effectively?
3. What are the benefits of Whatsapp as a teaching and learning tool?
4. What are the challenges in the use of Whatsapp as a teaching and learning tool?

1.5 Significance of the Study

Although the use of WhatsApp has been so prevalent in the recent times, most lecturers and key stakeholders in tertiary institutions in Nigeria are yet to understand and accept WhatsApp as a reliable and effective tool for learning processes, this study will serve as a medium to communicate, educate and get both lectures and students apprised on the usefulness of WhatsApp not just as tool for interpersonal communication but also as a facilitator of effective teaching and learning practices. More so, this study will also unveil the various challenges faced by students and instructors, as well as the ways to manage those challenges.

Additionally, subsequent researchers will use it as a literature review. This means that other students who may decide to conduct studies in this area will have the opportunity to use this study as available literature that can be subjected to critical review. Invariably, the result of the study contributes immensely to the body of academic knowledge with regards to WhatsApp as a social media tool for teaching and learning in tertiary institutions in Nigeria.

1.6 Scope of the Study

The study will examine WhatsApp as a social media tool for teaching and learning in tertiary institutions in Nigeria. The study will further determine if Whatsapp promotes effective online teaching and determine if Whatsapp allows learners and instructors to interact effectively, as well as identify the benefits of Whatsapp as a teaching and learning tool. The study will also delve into the ascertaining the challenges in the use of Whatsapp in teaching and learning tool. Hence the study will be delimited to University of Lagos.

1.7 Limitation of the Study

In the course of carrying out this study, the researcher will experience some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents.

In addition, there will be an element of researcher bias. Here, the researcher will possess some biases that may reflect in the way the data was collected, the type of people to interview or sample, and how the data that will be gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions may not be downplayed.

More so, the findings of this study will be limited to the sample population in the study area; hence, they may not be suitable for use in comparison to other universities.

Chapter Five

Summary, Conclusion and Recommendation

5.1 Summary

In this study, our focus was on the perception of undergraduate students in Nigerian universities about whatsapp social media as a teaching and learning tool using University of Lagos as a case study. The study specifically was aimed at highlighting the perception of undergraduate student on if Whatsapp promotes effective online teaching and learning process, evaluate the perception of undergraduate students on if Whatsapp allows learners and instructors to interact effectively, Identify the perception of undergraduate students on the benefits of Whatsapp as teaching and learning tool, and ascertain the perception of undergraduate students on the challenges in the use of Whatsapp as a teaching and learning tool. A total of 77 responses were validated from the enrolled participants where all respondent are drawn from lecturers and students of UNILAG.

5.2 Conclusion

Based on the finding of this study, the following conclusions were made:

1. Whatsapp promote effective online teaching and learning process.
2. Whatsapp allow learners and instructors to interact effectively.
3. The benefit of using whatsapp as a teaching and learning tool is because it allows for free calls and video calls, communication with students, teachers and centres in remote areas such as rural areas, other countries and the surrounding community, it is ideal for courses taught online and reminders and notifications.
4. The challenges in the use of Whatsapp as a teaching and learning tool is the loss of official data ,Absence of internet network, Less productivity and Policy violation

5.3 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

1. The benefits of social media can never be overemphasized; therefore university management should ensure that they integrate the social media applications in library service delivery and learning system. For instance, the library can offer reference services on library social media platforms.
2. Students should embrace the use of social media for academic purpose such as sharing of ideas, communication and searching for academic information.
3. The library management should embrace the use of social media for current awareness services, selective dissemination of information and other services in the library.

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Frequently Asked Questions

How common is the use of WhatsApp among university students?

A cross-sectional study design was followed in which 154 university students completed a questionnaire. The results showed that participants had access to smart phones and WhatsApp. The use of WhatsApp was common among participants.

How do Jordanian students use WhatsApp in higher education?

Jordanian students were already users of smartphones and WhatsApp. They had positive perceptions of the use of WhatsApp to support their learning. The use of WhatsApp in higher education does not require costly infrastructure for the students or their universities, as the students have the required software and hardware in their hands all the time.

Does WhatsApp disseminate information to students in Zimbabwe?

The purpose of this study was to explore the impact of WhatsApp usage in disseminating information to students at the Management, Zimbabwe Open University’s Mashonaland West Regional Campus. The adoption of new media technologies is rapidly becoming a trend in educational environment.

Why do students use WhatsApp in the classroom?

The use of WhatsApp to be fun. This belief was in their personal and students enjoyed using people and exchange ve perceptions would into their learning.