EFFECT OF SOCIAL MEDIA ON STUDENTS ACADEMIC PERFORMANCE OF KASHIM IBRAHIM UNIVERSITY MAIDUGURI, BORNO STATE, NIGERIA
Abstract
This study investigated the effects of social media usage on the academic performance of undergraduate students at Borno State University (referred to as Kashim Ibrahim University in some sections), with a focus on platform preferences and gender differences. A survey research design was employed, utilizing a structured questionnaire administered to a simple random sample of 200 Part II students from the Faculty of Arts and Education. Data were analyzed using frequency counts and percentages. Findings revealed that Facebook (100%) and WhatsApp (95%) were the most commonly used platforms, followed by YouTube (70%), Telegram (65%), and Instagram (65%). Overall, social media exerted a predominantly positive influence on academic performance, with 95% of respondents reporting assistance in completing homework/assignments, 75% noting enhanced knowledge acquisition, and 65% indicating improved understanding and performance. Negative effects, such as distraction (35%) and reduced study time relative to online hours (55%), were reported by a minority. Gender differences were evident in platform usage: male students predominantly used WhatsApp (45%), Snapchat (45%), and Facebook (30%), while female students favored Twitter (35%), Instagram (25%), TikTok (20%), and YouTube (15%). Regarding impacts, social media positively affected male students' academic outcomes more than females', though both genders acknowledged benefits in assignment completion (males: 50%; females: 45%).The study concludes that strategic, academically oriented use of social media enhances learning outcomes, while excessive non-academic engagement poses risks. Recommendations include awareness campaigns on time management, faculty guidance on educational platform integration, and policy frameworks to promote responsible usage. Suggestions for further research include comparative studies across universities and exploration of platform-specific effects on diverse academic disciplines.
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