INFLUENCE OF TIKTOK ON THE ACADEMIC PERFORMANCE OF BENSON IDAHOSA U

i INFLUENCE OF TIKTOK ON THE ACADEMIC PERFORMANCE OF BENSON IDAHOSA UNIVERSITY STUDENTS BY OSAZUWA EDOBA GIFT (MISS) SMS/MAC/ 220485 DEPARTMENT OF MASS COMMUNICATION FACULTY OF SOCIAL AND MANAGEMENT SCIENCES BENSON IDAHOSA UNIVERSITY BENIN CITY, EDO STATE, NIGERIA JULY, 2025. ii INFLUENCE OF TIKTOK ON THE ACADEMIC PERFORMANCE OF BENSON IDAHOSA UNIVERSITY STUDENTS BY OSAZUWA EDOBA GIFT (MISS) SMS/MAC/ 220485 BEING A PROJECT SUBMITTED TO THE DEPARTMENT OF MASS COMMUNICATION, FACULTY OF SOCIAL AND MANAGEMENT SCIENCES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELOR OF SCIENCE (B.Sc.)DEGREE IN MASS COMMUNICATION , BENSON IDAHOSA UNIVERSITY, BENIN CITY,EDO STATE,NIGERIA. JULY, 2025. iii DECLARATION I, Osazuwa Edoba Gift (Miss) hereby declare that this research project titled [Influence of Tiktok on the Academic Performance of Benson Idahosa University Students] is entirely my work and composition. The work embodied in this project has not been submitted for any degree elsewhere and is not currently being submitted for any other degree. All references to the works of other people have been duly acknowledged. ________________________________________ ______________ Osazuwa Edoba Gift (Miss) Date SMS/MAC/ 220485 iv CERTIFICATION This is to certify that the project was carried out by Osazuwa Edoba Gift (Miss) with Matriculation Number SMS/MAC/220485, of the Department of Mass Communication, Faculty of Social and Management Sciences, Benson Idahosa University, Benin City, Edo State, Nigeria, in partial fulfilment of the requirements for the award of a Bachelor of Science (B.Sc) degree in Mass Communication. _____________________________ ______________ Dr. (Mrs.) Josephine O Adeyeye Date Supervisor _______________________ _______________ Prof. Chamberlain C. Egbulefu Date Head of Department __________________ ______________ External Examiner Date v DEDICATION This project is dedicated to the Almighty God for His unmerited grace, favour, mercy and provision throughout my 4 years in the University. vi ACKNOWLEDGEMENT First and foremost, I give thanks to God Almighty for His guidance throughout this research study. My deepest appreciation goes to my beloved grandparents, Mr. and Mrs. Edoba, for their unconditional love, attention, and provision of all my needs. Their prayers and support were invaluable. I am eternally indebted to them. I am also grateful to my parents, Mr. Influence and Mrs. Patience, for their constant encouragement and love. My sincere gratitude go to my supervisor, Dr. (Mrs.) Josephine O. Adeyeye, for her unwavering support, assistance, and cooperation. Her direction and encouragement were instrumental in the completion of this work. Special thanks to my Head of Department, Prof. Chamberlain C. Egbulefu., and to all my lecturers: Prof. G.E. Oboh, Dr. Josephine O Adeyeye, Mr. Elijah N. Ojete, Dr. (Mrs) Ngozi, N. Okeibunor, Dr Emeke P. Nwaoboli and Dr. I.A. Njoku. I am also grateful to my course adviser Dr. (Mrs) Adeyeye, J. O., Ms. Nwabufoe Frances, Mrs. Odoemelam Queen. Also, I won’t forget to mention the non-academic staff in the department, Mr. Elvis Osemwegie, Mr. Osagiator, Mr. Osahon and Mr. Shina, for the solid academic foundation you helped build. I would like to acknowledge my friends: Ekhator Joy, Osawaru Aifuwa, Odiase Favour, and Peter Jolleyking. I extend my appreciation to my wonderful uncles, Mr. Kelly and Mr. Christian, for their support and encouragement. Finally, I thank everyone who supported me throughout this phase of my life. Without God and these individuals, I would not have reached this milestone. God bless you all. vii TABLE OF CONTENTS Cover Page i Title Page ii Declaration iii Certification iv Dedication v Acknowledgements vi Table of Contents vii Abstract x CHAPTER ONE INTRODUCTION 1.1. Background to the Study 1 1.2. Statement of the problem 4 1.3. Objectives of the Study 5 1.4. Research Questions 6 1.5 Significance of the Study 6 1.6 Scope of the Study 7 1.7 Limitations of the Study 7 1.8. Operational Definition of Terms 8 CHAPTER TWO LITERATURE REVIEW 2.1 Introduction 9 2.2 Conceptual Review 9 2.2.1 Social Media Usage 9 2.2.2 Categories of Social Media Usage: Active vs. Passive Engagement 10 2.2.2.1 Productive Vs. Non-Productive Use of Social Media 10 2.2.3 Academic Performance 11 2.2.4 Academic Engagement and TikTok 11 2.2.5 TikTok as a Social Media Platform 12 2.3. Review of Related Literature 13 viii 2.3.1 Factors Influencing Academic Performance 13 2.3.1.1 Cognitive Factors 13 2.3.1.2 Motivational Factors 13 2.3.1.3 Environmental Factors 14 2.3.2 General Impact of Social Media on Academic Performance 14 2.3.3 Positive and Negative Influences of Social Media on Academic Performance 15 2.3.4 How TikTok is Integrated into Students' Social Lives 16 2.3.5 The Influence of TikTok on Students' Academic Performance 17 2.4 Theoretical Framework 18 2.4.1. Uses and Gratifications Theory (UGT) 18 2.4.2. Cognitive Load Theory (CLT) 19 2.5. Summary of Literature Review 20 CHAPTER THREE RESEARCH METHODOLOGY 3.1 Introduction 22 3.2 Research Design 22 3.3 Population of Study 22 3.4. Sample Size 22 3.5. Sampling Technique 22 3.6. Research Instrument 23 3.7. Method of Data Collection 23 3.8. Method of Data Analysis 23 CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND INTERPRETATION 4.1 Introduction 24 4.2 Data Presentation 24 4.3. Answering of Research Question 33 4.4. Discussion of Findings 34 ix CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATIONS 5.1 Summary 42 5.2 Conclusion 43 5.3 Recommendations 44 References 45 Appendix I 53 Appendix II 55 x ABSTRACT This study investigated the influence of social media usage specifically TikTok on the academic performance of students in the Faculty of Social and Management Sciences at Benson Idahosa University. Guided by the Uses and Gratifications Theory (UGT) and Cognitive Load Theory (CLT), the research explores four key objectives: assessing the extent of TikTok usage among students, examining the relationship between usage and academic performance, identifying motivating factors behind TikTok engagement, and exploring students’ perceptions of its academic effects. The survey method was employed; Krejcie & Morgan sample size table was used to select 313 respondents from a population of 1,612 students. Simple random sampling techniques was adopted to ensure that every student had a chance of being selected. Data were collected via a structured questionnaire and analyzed using frequency and percentage distribution. Findings reveal that TikTok usage is general and deeply integrated into students' daily routines. While the platform provides entertainment and social connection, its usage is largely associated with distraction, reduced academic focus, and missed academic responsibilities. Students cited entertainment, stress relief, and trend awareness as primary motivators for using TikTok. Though a few acknowledged minor educational benefits, the dominant perception was that TikTok negatively impacts academic success. Based on these findings, the study recommends the implementation of digital wellness programs, integration of educational content on TikTok, and awareness campaigns on the cognitive effects of excessive social media use. 1 CHAPTER ONE INTRODUCTION 1.1. Background to the Study Social media platforms have become deeply embedded in the daily routines of students across Africa, with TikTok emerging as particularly influential among younger demographics. In Nigeria, platforms like TikTok have seen explosive growth, with over 30 million active users as at 2024 (Adeyemi & Okafor, 2024). The app's short-form video content, addictive algorithm, and interactive features have made it a dominant force in digital entertainment, raising important questions about its impact on academic performance. Studies in African contexts suggest that excessive social media use contributes to distractions, reduced study time, and poorer concentration among students (Mensah & Diallo, 2023). Given TikTok's rapid adoption in Nigerian universities and secondary schools, understanding its influence on learning outcomes is crucial for educators and policymakers. The relationship between social media and academic performance has become a central topic in African educational research. Adeyeye, Arijeniwa and Nwaoboli (2025) illustrated how social media significantly influenced Benin City residents’ perceptions of the Okuama Bloodbath, highlighting the platform’s powerful role in shaping attitudes and behaviors. This suggests a similar potential for social media to shape students’ perceptions, habits, and academic outcomes within educational contexts. While some scholars argue that platforms like TikTok can enhance learning through peer collaboration and educational content such as the #LearnOnTikTok trends (Okafor & Ibrahim, 2023), others emphasize its drawbacks, including procrastination and reduced productivity (Chukwu & Bello, 2024). For instance, a recent study at the University of Lagos found that students who spent more than three hours daily on TikTok scored an average of 15% lower in end-of-semester exams 2 compared to moderate users (Adebayo, Aliyu, & Okeke, 2024). This trend aligns with findings in Kenya and South Africa, where TikTok’s captivating short-form videos have been linked to poor time management and declining academic performance (Njoroge & Van der Merwe, 2024). These studies highlight the need for more localized research to understand how TikTok usage specifically affects academic success among African university students. Academic performance in African institutions is shaped by unique socioeconomic and infrastructural factors, including erratic electricity access and limited digital literacy elements that may exacerbate TikTok's disruptive potential. Research at Ghana's Kwame Nkrumah University of Science and Technology revealed that students often multitask between TikTok and studying during prolonged power outages, leading to fragmented learning (Ansah & Twumasi, 2023). Additionally, TikTok's dopamine-driven reward system, which thrives on viral trends like Nigerian skits or South African dance challenges, may rewire students' attention spans, prioritizing instant gratification over sustained academic focus (Oladeji & Oni, 2024). These behavioral shifts are particularly concerning in under-resourced educational systems where academic discipline is critical for upward mobility. Demographic nuances further complicate TikTok's impact. Nigerian secondary school students, for instance, are more vulnerable to social media distractions than their university counterparts due to less structured supervision (Eze & Mohammed, 2024). Conversely, a survey at the University of Cape Town found that 68% of students used TikTok to alleviate academic stress, though excessive engagement correlated with heightened anxiety during exam periods (Williams & Khumalo, 2023). This paradox highlights the platform's dual role as both a coping mechanism and a source of academic detriment, a tension requiring urgent exploration in African educational research. Despite global interest in social media’s educational effects, few studies have examined TikTok’s unique implications for African 3 students. Most existing research has focused on Western platforms like Facebook or generic “screen time” analyses, neglecting Africa’s distinct digital culture (e.g., the rise of “TikTok comedians” in Nigeria or educational influencers in Kenya) (Adesina & Mbeki, 2024). Similarly, Adeyeye and Nwaoboli (2023) discuss how social media has significantly influenced the marketing of films in Benin City, illustrating its cultural relevance and its power to shape behaviors and perceptions. While their focus was on marketing, the insights underscore the broader social influence of social media in African contexts, highlighting the need for more targeted research on how such platforms might similarly impact academic performance among African university students. TikTok's algorithmic personalization, which disproportionately promotes localized content, may intensify its impact compared to global platforms. For example, Tanzanian researchers found that students' "For You Pages" were dominated by entertainment rather than educational clips, skewing usage toward leisure (Mwakapeje & Juma, 2024). The proliferation of hybrid learning in post-pandemic Africa adds another layer of complexity. While institutions like Nigeria's National Open University have embraced digital tools, uneven internet access often forces students to alternate between academic apps and social media on shared devices (Okonkwo & Dlamini, 2024). Some educators, such as those at Uganda's Makerere University, have experimented with TikTok for micro-lessons, but its net effect on performance remains unclear (Nabukenya & Kato, 2023). A 2024 meta-analysis of African studies reported contradictory outcomes: while Tanzanian students using TikTok for language learning showed improved engagement, their Ghanaian peers experienced grade declines due to off-task scrolling (Sowah & Touré, 2024). These disparities call for targeted investigations into how African students can harness TikTok's benefits while mitigating risks. 4 Given these concerns, this study analyzes the TikTok-academic performance nexus among Nigerian students. By evaluating usage patterns (e.g., peak hours, content preferences) against academic metrics like GPA and exam results, the research aims to provide evidence- based recommendations for balancing digital engagement with educational success in Nigeria's evolving technological landscape. For instance, Amannah and Adeyeye (2018) explored how social media can transform teaching and learning in Nigeria, emphasizing its potential to create interactive and engaging educational environments. Their findings highlight social media’s role in fostering collaboration and information sharing, laying a foundation for understanding how platforms like TikTok might impact student learning and behavior. While some scholars argue that TikTok can enhance academic experiences through collaborative learning and creative content sharing (Okafor & Ibrahim, 2023), others stress its drawbacks, including procrastination and reduced focus (Chukwu & Bello, 2024). A recent study at the University of Lagos found that students who spent more than three hours daily on TikTok scored an average of 15% lower in end-of-semester exams compared to moderate users (Adebayo, Aliyu, & Okeke, 2024). This trend aligns with findings in Kenya and South Africa, where TikTok’s engaging content has been linked to poor time management and declining academic performance (Njoroge & Van der Merwe, 2024). These observations underscore the importance of localized research on how TikTok usage shapes academic behaviors among Nigerian university students. 1.2. Statement of the problem The growing popularity of TikTok among students has raised concerns about its potential adverse effects on academic performance. Research suggests that excessive use of the platform can lead to procrastination, decreased study time, and poor concentration, which 5 may result in lower grades. Despite these concerns, many students are not aware of the impact their TikTok habits have on their learning outcomes. The platform's algorithm, which is designed to maximize user engagement, promotes extended use, making it challenging for students to disconnect and concentrate on their studies. Without adequate awareness and self- regulation strategies, students might find it difficult to balance their social media usage with their academic responsibilities, potentially worsening the issue. Another significant problem is the paucity of research within the Nigerian context, specifically targeting TikTok's influence on academic performance in comparison to other social media platforms. While the effects of platforms like Facebook, Instagram, and YouTube on learning have been studied, TikTok's distinctive features such as short-form videos, endless scrolling, and personalized content might have unique implications. Moreover, the transition to digital learning environments has blurred the lines between educational and recreational screen time, increasing students' vulnerability to distractions. Without a clearer understanding of how TikTok usage correlates with academic success, educators and policymakers are unable to devise effective strategies to counter its potential negative impact. Addressing this research gap is crucial to help students manage their social media use while sustaining good academic performance. 1.3. Objectives of the Study The main aim of this study is to ascertain the influence Tiktok has on the academic performance of Benson Idahosa University Students. The specific objectives are to; 1. Assess the extent of TikTok usage among Benson Idahosa University students. 2. Examine the relationship between TikTok usage and Benson Idahosa University students' academic performance. 6 3. Identify the factors that motivate Benson Idahosa University students to use TikTok. 4. Explore Benson Idahosa University students’ perceptions of how TikTok usage affects their academic performance. 1.4. Research Questions 1. What is the extent of TikTok usage among Benson Idahosa University students? 2. What is the relationship between TikTok usage and Benson Idahosa University students' academic performance? 3. What factors motivate Benson Idahosa University students to use TikTok? 4. How do Benson Idahosa University students perceive the effects of TikTok usage on their academic performance? 1.5 Significance of the Study This study holds substantial importance for students, educators, parents, and policymakers by providing empirical evidence on how TikTok usage influences academic performance. With the platform’s growing popularity, understanding its effects can help students develop better digital habits, such as limiting screen time during study sessions. Schools and universities may use the findings to design awareness programs or integrate media literacy education into curricula, teaching students to balance entertainment and academics effectively. For educators and academic institutions, the research offers insights into how social media distractions impact learning outcomes. If results confirm negative correlations, institutions might consider implementing guidelines for responsible social media use or promoting apps that track and limit TikTok usage during study hours. Additionally, the study could inform counseling services in addressing procrastination and time management issues linked to excessive TikTok consumption. 7 From a policy perspective, the findings could contribute to broader discussions on digital well-being in education. Governments and educational boards may use the data to recommend age-appropriate screen time regulations or collaborate with tech companies to develop "study mode" features that minimize distractions. Furthermore, the study could inspire further research on algorithmic transparency, examining whether TikTok’s addictive design disproportionately affects students’ academic engagement. Lastly, this research fills a critical gap in literature by focusing specifically on TikTok, unlike previous studies that primarily examined platforms like Facebook or Instagram. Given TikTok’s unique format (short-form videos, endless scrolling, and AI- driven content), the findings will provide a nuanced understanding of its academic implications. Future researchers can build upon this work to explore long-term effects or cross-cultural comparisons of social media’s role in education. 1.6 Scope of the Study This research targeted students from the Heritage campus in Benson Idahosa University in Edo State. The study examined their TikTok usage patterns and academic performance with variables such as the amount of time spent daily on TikTok, periods of highest activity, types of content viewed, and self-perceived distractions. The research focuses specifically on undergraduate students within the university to maintain data uniformity. 1.7 Limitations of the Study This study faced a few limitations. Firstly, time constraints within the academic calendar restricted the scope of data collection. Secondly, financial limitations prevented broader distribution of questionnaires and limited access to digital survey tools. Lastly, some students showed poor attitude toward the questionnaire, with a few providing incomplete or 8 insincere responses, which slightly affected the quality of the data gathered. Despite these challenges, the findings remain relevant and reliable for understanding the research objectives. 1.8. Operational Definition of Terms 1. Academic Performance: Academic performance refers to students' measurable educational achievements, including GPA, test scores, and class participation. 2. Influence: In this study, influence refers to the measurable effect of TikTok usage on students' academic outcomes, including grades, study habits, and concentration levels. 3. Presence: Presence refers to students' active or passive engagement on TikTok, including account ownership and participation. 4. Social Media: Social media refers to digital platforms that enable users to create, share, and interact with content, including videos, images, and text. For this study, it specifically includes TikTok but may be contextualized in comparison to other platforms (e.g., Instagram, Facebook). 5. Students: Students are individuals enrolled in formal education, including high school and university levels. For this study, the term operationally includes participants aged 13–25, reflecting TikTok’s primary user base in educational settings. 6. TikTok: TikTok is a short-form video-sharing platform with AI-driven content recommendations and interactive features (duets, challenges). 7. Usage: Usage denotes the frequency, duration, and intensity of students' engagement with TikTok. It is operationally measured in hours per day, number of sessions, and active vs. passive consumption (posting vs. scrolling). 9 CHAPTER TWO LITERATURE REVIEW 2.1 Introduction This section explores the conceptual, theoretical frameworks, previous studies that are relevant to understanding the relationship between social media usage and students' academic performance. 2.2 Conceptual Review 2.2.1 Social Media Usage Social media encompasses digital platforms that allow users to create, share, and interact with various types of content. These platforms include social networking sites (e.g., Facebook, LinkedIn), microblogging services (e.g., Twitter (X)), video-sharing applications (e.g., TikTok, YouTube), and messaging services (e.g., WhatsApp, Telegram) (Kaplan & Haenlein, 2010). In Africa, social media usage has grown rapidly, with Nigeria emerging as one of the continent’s most active online populations (Adeleke & Adisa, 2023). According to Datareportal (2024), Africa now has over 570 million social media users, with WhatsApp and Facebook being the most popular platforms. These apps are favoured for their low data consumption, making them more suitable for regions with limited internet infrastructure (Oyedemi, 2022). In the realm of modern education, social media has a profound impact on students' academic behaviors. Platforms such as Facebook, Instagram, and TikTok significantly shape how students manage their time, access information, and engage with peers. Research by McCallum Lee, (2023) revealed that excessive use of social media often results in decreased academic performance, primarily due to distractions, procrastination, and reduced study time. On the other hand, when used purposefully, social media can enhance the learning experience 10 by providing educational resources, promoting collaboration among students, and facilitating access to academic materials. Striking a balance between social media use and academic responsibilities remains a challenge for many students, making its effect on academic outcomes an important area of ongoing research (Junco, R. (2012). 2.2.2 Categories of Social Media Usage: Active vs. Passive Engagement Social media engagement in Africa follows two main patterns according to (Valkenburg, van Driel & Beyens, (2022): Active Use: Posting, commenting, and creating content (e.g., making TikTok videos, joining academic discussions). Passive Use: Scrolling without interaction (e.g., watching videos without liking or commenting). A study by Balogun and Adeoye, (2024) found that students who actively engage in educational TikTok trends report higher academic motivation, while passive users are more prone to distraction and social comparison. Similarly, research carried out by Wambui and Kariuki, (2023) linked excessive passive scrolling to increased anxiety and reduced study time. 2.2.2.1 Productive Vs. Non-Productive Use of Social Media According to Ogedebe, Emmanuel, & Musa, (2020), social media use is categorized into: Productive Use: Learning (e.g., TikTok tutorials), networking (e.g., LinkedIn), skill acquisition. Non-Productive Use: Mindless scrolling, binge-watching entertainment, addictive challenges. A study by Ansah & Boateng (2024) found that students who used TikTok for educational purposes performed better academically, while those who engaged in non- 11 stop entertainment scrolling had lower GPAs. Similarly, Nwachukwu, Okeke, and Adeyemo, (2023) reported that Nigerian students who balanced social media with structured study schedules had better time management skills. 2.2.3 Academic Performance Academic performance refers to a student’s success, often measured through grades, GPA (Grade Point Average), and other academic indicators. Grades, awarded based on students’ mastery of course material through assignments, exams, and projects, are the most common measure of academic performance. GPA, calculated as a weighted average of grades, provides an overall assessment of a student’s academic standing (York, Gibson, and Rankin (2015). Beyond these, academic performance can also be evaluated in terms of cognitive outcomes, such as problem-solving, critical thinking, and intellectual development, which reflect how well students understand and apply their knowledge (Pascarella and Terenzini (2005). Additionally, behavioral outcomes like class participation, time management, and adherence to deadlines are important indicators of a student’s approach to learning. Recent research by Khanna, Patel, & Okafor (2023), emphasized that combining these metrics provides a more comprehensive view of academic achievement, encompassing both learning processes and behaviours. 2.2.4 Academic Engagement and TikTok Despite being primarily seen as an entertainment platform, TikTok has evolved to become a valuable resource for academic engagement. The platform hosts a growing number of educational creators who use TikTok to share knowledge on a wide range of subjects, from science and mathematics to history and language learning (Zhang and Liu, 2023). These creators often present complex information in short, engaging videos, making it easier for students to grasp difficult concepts in a fun and accessible format. This shift towards 12 educational content is also supported by TikTok’s features, which allow for quick, digestible lessons that appeal to students with shorter attention spans. Educational institutions and organizations have recognized TikTok’s potential as a teaching tool, and some professors have started using the platform to share academic materials, tutorials, and updates. For example, some universities have embraced TikTok to offer bite-sized academic discussions, exam tips, or study hacks to engage with students in a more relatable and modern format (Sweeney, James and Morrison, 2023). Furthermore, TikTok enables students to engage with academic communities by following academic creators, participating in hashtag challenges, or joining student groups that share academic interests, thereby fostering an environment conducive to informal learning outside the classroom. Studies suggest that these forms of informal learning through TikTok can enhance student engagement and motivation, particularly when content is relevant to their academic pursuits. 2.2.5 TikTok as a Social Media Platform TikTok, a short-form video-sharing app, has gained rapid popularity in Africa, particularly among younger demographics. Launched in 2016, TikTok reached over 200 million African users by 2023 (Statista, 2024), with Nigeria and South Africa being key markets. The platform’s algorithm, which personalizes content based on user behaviour, has made it highly engaging. TikTok’s format featuring 3-minute videos with music, filters, and effects has been widely adopted for entertainment, education, and even political activism (Ogunyombo & Adebayo, 2023). A study by Akinfemisoye, Adekunle, and Olowu, (2024) found that Nigerian university students spend an average of 2.5 hours daily on TikTok, primarily for humor, trends, and academic content. 13 TikTok’s growth among African students is driven by its ease of use, creativity, and viral trends. Research by Okafor, Eze, and Adebayo (2023) highlights that Nigerian students use TikTok not just for entertainment but also for educational content, such as quick study tips, language learning, and career advice. Similarly, a South African study (Mkhize & Dlamini, 2024) found that 65% of university students use TikTok for both leisure and informal learning. However, concerns remain about excessive use leading to procrastination, particularly during exam periods (Adesina & Ojo, 2023). 2.3. Review of Related Literature 2.3.1 Factors Influencing Academic Performance 2.3.1.1 Cognitive Factors Cognitive factors, such as memory, attention, problem-solving abilities, and abstract thinking, are essential in determining academic success. Cognitive development influences how well students process and retain information, as well as how they approach complex problem-solving tasks. According to Li and Song (2023), students who develop strong cognitive strategies like self-regulation and metacognitive awareness tend to perform better academically. Attention and focus are also critical for academic success, as students with stronger attention control can better manage distractions and stay engaged with their learning materials. Cognitive abilities are often assessed through various measures that evaluate a student's reasoning, recall, and understanding of complex concepts. 2.3.1.2 Motivational Factors Motivation plays a vital role in a student's willingness to engage with academic tasks and persist through challenges. Motivation is typically categorized into intrinsic and extrinsic types. Intrinsic motivation refers to a student's internal drive to succeed based on personal interest or a sense of accomplishment, while extrinsic motivation is driven by external 14 rewards, such as grades or recognition (Ryan, and Deci, 2020). Keller, Smith, and Phillips (2023) found that students with higher intrinsic motivation tend to achieve better academic results because they focus more on mastering the material rather than just obtaining high grades. On the other hand, students driven mainly by extrinsic rewards may experience higher short-term academic success but often lack sustained engagement. As such, fostering intrinsic motivation is considered a key strategy for enhancing long-term academic outcomes. 2.3.1.3 Environmental Factors The environment in which students study and learn significantly influences their academic performance. Factors such as the quality of the learning environment, access to resources, and support systems play a major role in shaping student success. Tharp, Miller, Lewis (2023) highlighted that students who have access to a conducive learning environment such as quiet spaces, adequate technological tools, and academic support services are more likely to perform well academically. The social environment, including supportive family and peer relationships, also provides the emotional and psychological resources needed for academic success. Furthermore, external pressures like work commitments, financial stress, and cultural influences can either hinder or enhance a student’s ability to focus and succeed academically (Cooke, Bewick, Barkham, Bradley, & Audin, 2023). 2.3.2 General Impact of Social Media on Academic Performance The relationship between social media use and academic performance has been a subject of extensive research in recent years. While social media platforms like Facebook, Instagram, Twitter (X), and TikTok are widely used for social interaction, entertainment, and content sharing, their impact on students' academic success remains complex and multifaceted. A significant body of literature has explored this relationship, with findings that suggest both positive and negative effects on academic outcomes (Liu, Kirschner, & 15 Karpinski, 2022). For instance, studies have shown that social media can serve as a valuable tool for academic collaboration, providing platforms for peer support, access to educational content, and communication with professors or tutors (Gikas & Grant, 2023). On the other hand, several studies have pointed out the potential detrimental effects of social media on student productivity and focus, especially in the context of excessive use or misuse (Kirschner & Karpinski, 2023). One of the primary ways in which social media impacts academic performance is by diverting students' attention from academic tasks. Studies, including those by Yeboah and Ewur (2023), have found a significant correlation between high social media use and decreased time spent on studying. Social media usage, especially on platforms with high interactivity and content engagement, can lead to procrastination and a lack of focus, which, in turn, negatively affects academic performance. Additionally, research has highlighted that social media use, particularly passive scrolling, has been associated with feelings of inadequacy, social comparison, and reduced academic motivation, further contributing to poor academic outcomes (Valkenburg, Meier & Beyens, 2023). 2.3.3 Positive and Negative Influences of Social Media on Academic Performance Social media, despite its negative associations, also offers positive influences on academic performance when used strategically. Educational tools and content on social media platforms can support academic growth, enhance student learning, and improve access to resources. For example, TikTok, while predominantly an entertainment platform, is increasingly being used to share educational content in bite-sized formats, making learning more engaging and accessible for students (Wilkins & Barrett 2023). In a study by Zhao, Zhou, Liu, Wang, and Fan (2023), students who used social media platforms to access 16 academic content, such as tutorials, study groups, or research articles, reported better academic engagement and performance compared to their peers who used social media primarily for entertainment. Conversely, the negative impacts of social media on academic performance cannot be overlooked. A growing body of evidence suggests that excessive or inappropriate use of social media leads to decreased academic focus, poor time management, and procrastination. The "fear of missing out" (FOMO), a psychological phenomenon exacerbated by social media use, often leads students to prioritize social interactions over academic responsibilities (Beyens, Pouwels, Driel, Keijsers, & Valkenburg, 2023). As a result, students who spend large amounts of time on social media often experience lower grades, higher stress levels, and diminished cognitive performance. This was corroborated by a study by Ghasemi and Mohammadi (2023), which revealed a strong negative correlation between heavy social media use and academic performance in a sample of university students. 2.3.4 How TikTok is Integrated into Students' Social Lives TikTok has seamlessly integrated into students' social lives, becoming a primary mode of entertainment, social interaction, and self-expression. The platform’s ability to create viral trends and challenges has fostered a sense of community among students, who often participate in these trends as a way to connect with their peers. TikTok is not only a tool for social interaction but also for identity building, where students use it to share aspects of their personal lives, showcase their creativity, and gain social validation through likes, comments, and shares (Smith, Anderson, & García, 2023). Moreover, TikTok serves as a platform for students to engage in real-time socialization, where they can create and share content with friends, join group challenges, or follow influencers they admire (Kaye, Chen and Zeng, 2023). 17 The platform’s short-form video format aligns with students’ preferences for quick, easily digestible content that fits well with their busy schedules. According to a study by Johnson, Tan, and Park, (2023), TikTok allows students to escape academic pressures by providing an outlet for entertainment during breaks or downtime. This integration of TikTok into students' social routines has made it a significant part of their daily lives, influencing their social behavior and digital culture. However, its easy accessibility and constant stream of content also mean that students are prone to spending excessive time on the platform, potentially leading to distractions and reduced focus on academic tasks. 2.3.5 The Influence of TikTok on Students' Academic Performance The growing influence of TikTok on African university students' academic performance presents a complex picture that reflects both the platform's educational potential and its disruptive tendencies. Across Nigerian campuses, researchers have documented what Adebayo and Ogunleye (2023) term the "TikTok paradox" - where 72% of students report using the platform for academic purposes while 65% admit it reduces their study time significantly. This duality appears particularly pronounced in Science, Technology, Engineering, and Mathematics (STEM) fields, where visual demonstrations of scientific concepts thrive on TikTok yet students struggle to balance this with core academics (Balogun, Adeoye & Oni, 2024). The platform's impact shows regional variations across Africa. In East Africa, where mobile data costs remain high, Kenyan researchers Mwangi and Kiprop (2024) observed students strategically downloading educational content during off-peak hours. This contrasts with West African patterns where always-on connectivity in cities like Lagos leads to more impulsive scrolling (Okafor & Eze, 2024). South African studies reveal another dimension, with some lecturers creating departmental TikTok accounts for course content (Van Niekerk 18 & Botha, 2023). Mental health impacts manifest uniquely in the African context. Nigerian psychologists Adesina and Adeleke (2023) identified "digital duality disorder," where students maintain extravagant online personas contrasting with their real circumstances. This proves particularly acute among final-year students facing employment anxieties (Adebayo, 2023). Time management studies show troubling trends. Ghanaian research by Ansah and Mensah (2023) found students spend 2-4 daily hours on TikTok, with exam period spikes. For every minute of educational content, they consume seven minutes of entertainment - a devastating ratio for study time. Kenyan studies link this to 32% higher absenteeism (Chebet & Rotich, 2023). African institutions are responding innovatively for instance, Nigerian universities implemented "digital wellness" orientation modules (Oluwaseun & Ibrahim, 2024), while Rwandan schools created "TikTok-free" exam periods. South Africa's student- led "accountability squads" show particular promise (Dlamini & Khumalo, 2024). 2.4 Theoretical Framework In examining the impact of TikTok on students’ academic performance, two theoretical frameworks are particularly relevant: Uses and Gratifications Theory (UGT) and Cognitive Load Theory (CLT). Both provide unique insights into how students interact with social media platforms like TikTok and the consequences of such interactions on their learning and academic behaviors. 2.4.1. Uses and Gratifications Theory (UGT) Uses and Gratifications Theory was propounded by Elihu Katz, Jay Blumler, and Michael Gurevitch in 1973. The theory emerged as a response to the passive media consumption perspective, asserting that media users are active participants who select media 19 based on their needs and desires. UGT is based on the premise that individuals actively seek out media to satisfy specific needs. The key tenants of the theory are: • Active Audience: Media users are not passive; they actively choose and interact with media based on their needs. • Need Fulfillment: Media consumption is goal-directed, meaning users engage with media to fulfill specific needs (e.g., entertainment, information, social interaction). • Diversification of Needs: People engage with different forms of media for different purposes (e.g., entertainment, social interaction, or educational purposes). UGT is highly relevant to understanding how students engage with TikTok in relation to their academic performance. Students use TikTok to fulfill various needs, such as social interaction, entertainment, and even educational purposes. By analyzing students' motivations for using TikTok, this theory helps explain how excessive engagement with non-academic content might detract from study time and reduce academic focus, leading to a decline in academic performance. Conversely, TikTok’s educational content could serve as a useful tool for meeting students' informational needs and enhancing learning. This theory can be applied in the study to explore how students’ media choices influence their academic behaviors and outcomes. 2.4.2. Cognitive Load Theory (CLT) Cognitive Load Theory was developed by John Sweller in 1988 as part of his research on cognitive processes in learning. It focuses on how the human brain processes and retains information during learning activities, particularly in relation to instructional design. 20 The central tenets of the CLT include: • Limited Cognitive Capacity: Human working memory has a limited capacity for processing information. Excessive cognitive load can hinder the ability to understand and retain information. • Intrinsic Load: This refers to the inherent difficulty of the material being learned. Complex or unfamiliar material demands more cognitive resources. • Extraneous Load: This is the unnecessary cognitive load that results from the way information is presented, which can distract from the core learning task. • Germane Load: The cognitive load that contributes to the construction of schemas and learning. It involves the mental effort required to process and understand new information. CLT is highly relevant to this study because it offers insights into how TikTok usage affects students' cognitive resources, especially when multitasking between academic tasks and social media. When students use TikTok while studying, the additional cognitive load from distractions like switching attention between learning and social media can negatively impact memory, concentration, and overall academic performance. TikTok, being fast-paced and content-rich, demands significant cognitive resources, which can divert attention from more demanding academic tasks. By applying CLT, the study can analyze how the multitasking nature of TikTok affects students' ability to focus on academic materials, potentially leading to poorer retention and decreased academic performance. 2.5. Summary of Literature Review The literature reviewed reveals a multifaceted relationship between social media usage particularly TikTok and students’ academic performance. Conceptually, social media is 21 shown to have both beneficial and detrimental impacts depending on how it is used. Active and productive engagements, such as using platforms for educational content, networking, and skill acquisition, are associated with improved academic performance, motivation, and engagement. Conversely, passive scrolling and excessive use for entertainment often lead to distraction, procrastination, and reduced study time. TikTok, although initially perceived as an entertainment platform, has evolved into a tool for informal learning, offering bite-sized academic content that appeals to students. However, its addictive design and the prevalence of non-academic content raise concerns about time management and academic focus. Empirical studies further emphasize that cognitive, motivational, and environmental factors also play significant roles in shaping academic outcomes. While social media can serve as a platform for peer support, collaboration, and informal education, it can also increase cognitive load, impair attention, and contribute to mental health challenges. Theories such as Uses and Gratifications Theory (UGT) and Cognitive Load Theory (CLT) provide the analytical lens to understand these dynamics. UGT explains students’ motivations for using TikTok to satisfy informational or entertainment needs, while CLT illustrates how multitasking and cognitive overload from social media can hinder learning efficiency. Together, these frameworks highlight the dual nature of TikTok use both as an academic enabler and a potential barrier underscoring the need for strategic engagement and media literacy among students. 22 CHAPTER THREE RESEARCH METHODOLOGY 3.1 Introduction This chapter outlined the methods that were employed for data collection and analysis. It covers the research design, the study population, sampling techniques, sample size, data collection instruments, and the methods for analyzing and presenting the data. 3.2 Research Design This research employed the survey research method. The rationale for choosing this method is that it allows for the collection of responses from sample respondents, enabling the gathering of relevant data for analysis (Kuphanga, 2024). 3.3 Population of Study The population of this study comprised of students in the Faculty of Social and Management Sciences admitted between the 2021/2022 and 2024/2025 academic session of the Benson Idahosa University Heritage Campus. According to the Admission Office (2025) the Faculty of Social and Management Sciences has a total population of 1612 registered students in both Full time and Part time programmes in the various departments that made up the Faculty. 3.4. Sample Size The sample size for this study was determined using the Krejcie and Morgan (1970) table for sample size determination, which is included as an appendix in this work. Based on the table, a population of 1612 corresponds to a required sample size of 313. 3.5. Sampling Technique The sampling technique adopted for this study is the simple random sampling method, which ensures that every student within the Faculty of Social and Management Sciences had 23 an equal and independent chance of being selected. A total of 313 students were randomly chosen from the faculty population to participate in the study. This method was considered appropriate because it eliminates selection bias and enhances the representativeness of the sample, thereby increasing the validity and generalizability of the research findings. By using simple random sampling, the study was able to gather diverse perspectives from students across different departments within the faculty, providing a balanced and objective basis for analyzing the influence of social media on political views and candidate perception. 3.6. Research Instrument The instrument deemed suitable for this study was the questionnaire. The questionnaire was designed by the researcher and consisted of two sections: Section A and Section B. Section A gathered demographic information from the respondents, such as sex, age, marital status, academic level, etc while section B included questions formulated to address the research questions. 3.7. Method of Data Collection The researcher enlisted the help of a research assistant to assist with the administration of questionnaires to the respondents. Additionally, the researcher used the face-to-face approach to distribute the questionnaires to ensure that they are completed without errors and to achieve a higher return rate in a timely manner. 3.8. Method of Data Analysis To analyze the raw data, simple frequencies, numbers, percentages, and tables were used where appropriate, employing the following formula: Percentage (%) = 100 1 Where; F = Frequency of Response N = Number of Respondents. 24 CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND INTERPRETATION 4.1 Introduction This chapter presented and analyzed the data collected through the administered questionnaire. The analysis is aimed at answering the research questions outlined in Chapter One. A total of 313 copies of questionnaire were administered while 283 of the questionnaire were completely filled and retrieved and 30 copies were invalid due to multiple filling and mutilation. 4.2 Data Presentation Section A: Demographic characteristics of the respondents Table 1: Gender Distribution Gender Frequency Percentage (%) Female 165 58.3 Male 118 41.7 Total 283 100.0 Source: Field Survey, 2025. As shown in the table above, majority of the respondents were female (165 respondents, 58.30%), while male respondents numbered 118 (41.70%). This indicates a higher female representation in the study sample, which may reflect the actual gender distribution within the faculty 25 Table 2: Age Bracket Distribution Age Bracket Frequency Percentage (%) 18–25 years 195 68.9 26–35 years 60 21.2 36–45 years 20 7.07 46 years and above 8 2.83 Total 283 100.0 Source: Field Survey, 2025. From the table above, the most dominant age group was 18–25 years, comprising 195 respondents (68.91%). This was followed by those aged 26–35 years with 60 respondents (21.20%), while 20 respondents (7.07%) were between 36–45 years, and only 8 respondents (2.83%) were 46 years and above. This distribution suggests that the majority of the students are young adults, which is typical of undergraduate populations. Table 3: Level of Study Distribution Category of Study Level of Study Frequency Percentage (%) Full-Time 100 level 40 14.13% 200 level 48 16.96% 300 level 50 17.67% 400 level 48 16.96% Part-Time 1st year 10 3.53% 2nd year 19 6.71% 3rd year 17 6.01% 4th year 16 5.65% 5th year 14 4.95% 6th year 21 7.42% Total 283 100.00% Source: Field Survey, 2025. The table shows the distribution of respondents by category of study (Full-Time and Part-Time) and academic level. Among Full-Time students, the 300 level had the highest participation (50 respondents, 17.67%), while 200 and 400 levels each had 48 respondents (16.96%), and 100 level had 40 (14.13%). This reflects a balanced representation across academic levels while for Part-Time students, the 6th year recorded the highest response (21 respondents, 7.42%), followed by the 2nd and 3rd years with 19 (6.71%) and 17 (6.01%) 26 respondents respectively. The 1st year had the lowest with 10 respondents (3.53%). Overall, the sample of 283 respondents was well distributed between full-time (186) and part-time (97) students, ensuring diverse academic perspectives for the study. Table 4: Religion Distribution Religion Frequency Percentage (%) Christian 268 94.7 Muslim 5 1.77 Traditionalist 10 3.53 Total 283 100.0 Source: Field Survey, 2025. From the table above, majority of respondents identified as Christians (268, 94.70%), with smaller proportions identifying as Traditionalists (10, 3.53%) and Muslims (5, 1.77%). This shows that Christianity is the dominant religion among the sampled respondents. Section B: Questionnaire Items proper Table 5: Daily TikTok Usage Duration Response Frequency Percentage (%) Less than 30 mins 70 24.73% 30 mins – 1 hour 85 30.04% 1 – 3 hours 78 27.56% More than 3 hours 50 17.67% Total 283 100.00% Source: Field Survey, 2025. Table 5 shows that most students spend a significant amount of time on TikTok daily, with 85 students (30.04%) using it for 30 minutes to 1 hour, followed by 78 students (27.56%) who use it for 1–3 hours. Only 50 students (17.67%) reported using TikTok for more than 3 hours, while 70 (24.73%) spent less than 30 minutes. This suggests that the majority of respondents dedicate at least moderate time to the app, indicating high digital engagement among students. 27 Table 6: Times TikTok opened daily Response Frequency Percentage (%) 1–3 times 65 22.97 4–6 times 75 26.5 7–10 times 78 27.56 >10 times 65 22.97 Total 283 100.0 Source: Field Survey, 2025. Here, 78 students (27.56%) reported opening the app 7–10 times per day, followed closely by 75 (26.50%) who opened it 4–6 times. 65 respondents each (22.97%) opened it 1– 3 times and more than 10 times daily. This suggests a high frequency of access, reinforcing the app's constant presence in students' daily routines. Table 7: Usual time of use Response Frequency Percentage (%) Early morning 40 14.13 During class 55 19.43 After class 100 35.34 Late night 88 31.1 Total 283 100.0 Source: Field Survey, 2025. A significant number of students, 100 (35.34%), used TikTok after classes in the evening, while 88 (31.09%) reported usage late at night. Only 55 (19.43%) used it during class hours, and 40 (14.13%) in the early morning. This implies that TikTok use is concentrated in leisure hours, although some students also access it during academic periods. 28 Table 8: Duration of TikTok usage Response Frequency Percentage (%) 2 years 73 25.8 Total 283 100.0 Source: Field Survey, 2025. Findings reveal that most students are not new users: 85 (30.04%) have used TikTok for 1–2 years, and 73 (25.80%) for over 2 years. Meanwhile, 65 (22.97%) have used it for 6– 12 months, and 60 (21.20%) for less than 6 months. This indicates sustained exposure to the platform among a large portion of the sample. Table 9: Academic performance Response Frequency Percentage (%) Excellent 32 11.31 Good 115 40.64 Fair 90 31.8 Poor 46 16.25 Total 283 100.0 Source: Field Survey, 2025. The majority of respondents rated their performance as Good (40.64%), while 31.80% considered it Fair. 16.25% selected Poor, and only 11.31% believed their performance was Excellent. This indicates that while some students are confident in their academic standing, many view it as average or below average. 29 Table 10: Effect on grades Response Frequency Percentage (%) Yes, positively 40 14.13 Yes, negatively 120 42.4 No effect 65 22.97 Not sure 58 20.49 Total 283 100.0 Source: Field Survey, 2025. Most students believed that TikTok negatively affects their grades: 120 (42.40%) said Yes, negatively, followed by 65 (22.97%) who saw No effect. 40 (14.13%) felt it had a positive impact, while 58 (20.49%) were Not sure. This suggests a perceived correlation between high TikTok usage and academic decline. Table 11: Missed study due to TikTok Response Frequency Percentage (%) Never 60 21.2 Rarely 70 24.73 Sometimes 90 31.8 Often 63 22.26 Total 283 100.0 Source: Field Survey, 2025. A majority of respondents (90, 31.80%) admitted that they had sometimes missed study-related activities due to TikTok. 63 (22.26%) said Often, while 70 (24.73%) said Rarely, and 60 (21.20%) said Never. This shows that academic distractions caused by TikTok are relatively common among users. 30 Table 12: Effect on concentration Response Frequency Percentage (%) No effect 45 15.9 Slight distraction 72 25.44 Moderate distraction 100 35.34 Very distracting 66 23.32 Total 283 100.0 Source: Field Survey, 2025. Most students felt some level of distraction: 100 (35.34%) indicated Moderate distraction, while 72 (25.44%) reported Slight distraction. 66 (23.32%) said it was Very distracting, and only 45 (15.90%) claimed it had No effect. This demonstrates that TikTok usage can hinder focused academic engagement. Table 13: Purpose of TikTok use Response Frequency Percentage (%) Entertainment 85 30.04 Learn new things 65 22.97 Reduce stress 68 24.03 Stay updated 65 22.97 Total 283 100.0 Source: Field Survey, 2025 The most common reason was for entertainment (30.04%), followed by reducing stress (24.03%), learning new things (22.97%), and staying updated (22.97%). This suggests that while fun is the primary draw, some students still pursue educational and informative content on the platform. 31 Table 14: Do you follow any educational content on TikTok? Response Frequency Percentage (%) Yes, frequently 60 21.2 Yes, sometimes 95 33.57 Rarely 70 24.73 Never 58 20.49 Total 283 100.0 Source: Field Survey, 2025. A majority (95, 33.57%) said they sometimes follow educational content, while 60 (21.20%) said frequently. Others either follow such content rarely (24.73%) or never (20.49%). This shows potential for TikTok to serve educational purposes, though not all students take advantage of this feature. Table 15: Most enjoyed content on Tiktok Response Frequency Percentage (%) Comedy/skits 95 33.57 Music/dance 70 24.73 DIY/tutorials 65 22.97 Educational videos 53 18.73 Total 283 100.0 Source: Field Survey, 2025. Comedy/skits (33.57%) and music/dance (24.73%) were the most enjoyed content types, with fewer students preferring DIY/tutorials (22.97%) or educational videos (18.73%). The data reinforces that TikTok is primarily a platform for entertainment among students. 32 Table 16: Importance for social connections Response Frequency Percentage (%) Very important 80 28.27 Important 85 30.04 Slightly important 60 21.2 Not important 58 20.49 Total 283 100.0 Source: Field Survey, 2025. Many respondents rated TikTok as either very important (28.27%) or important (30.04%) for their social life. Others felt it was slightly important (21.20%) or not important (20.49%). This indicates that social interaction is a key motivator for platform usage. Table 17: TikTok helped study Response Frequency Percentage (%) Yes, very much 75 26.5 A little 90 31.8 Not at all 65 22.97 Not sure 53 18.73 Total 283 100.0 Source: Field Survey, 2025. Most respondents believed it had at least some educational value: 31.80% said a little, and 26.50% said very much. However, 22.97% believed it had no educational impact, while 18.73% were unsure. Table 18: Negative impact on academics Response Frequency Percentage (%) Strongly agree 70 24.73 Agree 85 30.04 Disagree 68 24.03 Strongly disagree 60 21.2 Total 283 100.0 Source: Field Survey, 2025. A combined 54.06% of students agreed or strongly agreed that TikTok negatively affected their academic success. Meanwhile, 24.03% disagreed, and 21.20% strongly 33 disagreed. This supports the idea that high usage may correlate with reduced academic performance. Table 19: Motivation to study after TikTok Response Frequency Percentage (%) Yes, always 65 22.97 Sometimes 88 31.1 Rarely 72 25.44 Never 58 20.49 Total 283 100.0 Source: Field Survey, 2025. Only a small group (22.97%) said Yes, always, while 31.10% said Sometimes. Others felt Rarely (25.44%) or Never (20.49%) motivated. This shows that TikTok does not generally enhance academic drive for most users. Table 20: Overall effect on academics Response Frequency Percentage (%) Very positive 45 15.9 Positive 85 30.04 Neutral 90 31.8 Negative 63 22.26 Total 283 100.0 Source: Field Survey, 2025. While 30.04% saw the impact as Positive, only 15.90% described it as Very Positive. 31.80% were Neutral, and 22.26% viewed it as Negative. These mixed perceptions underscore the dual nature of TikTok's influence. 4.3. Answering of Research Question Research Question 1: What is the extent of TikTok usage among students? TikTok usage among students is extensive and deeply embedded in their daily routines. Students access the app frequently, spend significant time on it, and have maintained consistent usage over a long period, indicating a high level of engagement with the platform. 34 Research question two: What is the relationship between TikTok usage and students' academic performance? There is a generally negative relationship between TikTok usage and students' academic performance. While some students maintain good academic standing, many experience distractions, missed academic tasks, and believe TikTok adversely affects their grades and concentration. Research question 3: What factors motivate students to use TikTok? Students are primarily motivated to use TikTok for entertainment, stress relief, and social engagement. Although some engage with educational content, most use the platform for non-academic purposes such as watching comedy, music, and staying updated with trends. Research question four: How do students perceive the effects of TikTok usage on their academic performance? Student perceptions of TikTok’s academic effects are mixed, but the dominant view is concern. While some see minor educational benefits, many feel TikTok negatively affects their motivation and academic success, contributing to distraction and reduced academic focus. 4.4. Discussion of Findings Table 5 provides insight into the daily duration of TikTok usage among students. It reveals that the largest proportion (30.04%) of respondents spend between 30 minutes and 1 hour daily on the platform. This is followed by 27.56% who use the app for 1–3 hours, and 17.67% who spend over 3 hours daily. Only 24.73% spend less than 30 minutes. This indicates that a substantial number of students dedicate moderate to high amounts of their daily time to TikTok, underscoring its role as a regular part of their routine. 35 Table 6 focuses on the number of times students open TikTok in a typical day. The findings show that 27.56% of students open the app 7–10 times, 26.50% access it 4–6 times, and 22.97% each reported opening it 1–3 times and more than 10 times per day. This distribution suggests that TikTok is accessed repeatedly throughout the day by most students, indicating not just prolonged usage, but frequent, habitual engagement that may disrupt academic or personal activities. Table 7 discusses the time of day students typically use TikTok. A majority of the students (35.34%) engage with the app after class in the evening, while 31.10% do so late at night. A smaller portion (19.43%) reported using TikTok during class hours, and 14.13% said they use it early in the morning. This timing reveals that students mostly use the app during their free hours, though the significant usage during class periods may imply potential academic distractions. Table 8 explores the length of time students have been using TikTok. The data shows that 30.04% have been using it for 1–2 years, and 25.80% for more than 2 years, while 22.97% have used it for 6–12 months, and 21.20% for less than 6 months. The majority of the respondents (55.84%) have thus been active users of the platform for over a year, indicating long-term exposure and suggesting the app’s strong influence over an extended period in their academic lives. The findings from Tables 5 through 8 demonstrate that TikTok usage among students is not only general but also deeply ingrained in their daily habits. Students frequently use the platform for extended periods, open it multiple times a day, and tend to engage with it mostly after classes or late at night. The fact that many have used TikTok for over a year highlights its long-term presence in their routines. This pattern aligns with research on social media 36 habituation, where frequent, repetitive use is driven by algorithmic reinforcement and instant gratification (Alutaybi, Al-Thani, McAlaney, & Ali 2020). The observed tendency to access TikTok after classes or late at night supports existing studies linking social media use to procrastination and leisure-based coping (Panova & Lleras, 2016). Late-night engagement further resonates with concerns about sleep disruption due to digital media consumption (Exelmans & Van den Bulck, 2017), suggesting that TikTok’s immersive content may exacerbate these effects. Additionally, the platform’s sustained integration into students’ lives reflects broader findings on "platform stickiness" (Karapanos, Teixeira & Gouveia, 2016), where users develop persistent dependencies on entertainment apps. However, while these findings broadly agree with literature on social media’s habitual use, they also highlight potential nuances. For instance, prior research has emphasized the negative academic consequences of excessive social media use (Junco, 2015), but this study does not directly measure academic performance, leaving room for further investigation. Conversely, some studies suggest that short-video platforms like TikTok can facilitate informal learning (Tang et al., 2021), implying that its impact may not be uniformly detrimental. Thus, while the data corroborate existing theories on digital consumption, TikTok’s unique algorithmic engagement may intensify certain behaviors compared to traditional social media (Twenge, Martin & Spitzberg, 2018). This underscores the need for platform- specific research to fully understand its implications on student behavior and academic outcomes. Table 9 presents students’ self-assessment of their academic performance. The majority of students rated themselves as having “Good” performance (40.64%), followed by 37 “Fair” (31.80%), “Poor” (16.25%), and only 11.31% rated their performance as “Excellent.” These figures show that while some students maintain a positive academic standing, a substantial portion regard their performance as average or below average, raising questions about potential influences including TikTok usage. Table 10 directly addresses students' perceptions of TikTok’s effect on their academic grades. A significant 42.40% believed the platform negatively affects their academic performance, compared to only 14.13% who thought it had a positive influence. About 22.97% reported no effect, while 20.49% were unsure. These responses suggest that many students perceive a correlation between time spent on TikTok and a decline in academic outcomes. Table 11 assesses the extent to which TikTok disrupts academic responsibilities. A noticeable 31.80% of respondents reported that they “sometimes” miss study sessions or assignment deadlines due to TikTok use, and 22.26% said this occurs “often.” In contrast, 24.73% said “rarely,” and 21.20% said “never.” This indicates that a majority of students over 54% have at some point compromised their academic obligations because of their engagement with the platform. Table 12 investigates how TikTok affects students' ability to concentrate during study. About 35.34% of students admitted to experiencing a “moderate distraction,” and 23.32% experienced it as “very distracting.” Only 15.90% reported “no effect,” while 25.44% considered it a “slight distraction.” These findings suggest that TikTok usage can undermine focused academic work for many students, even if not always severely. The collective data from Tables 9 through 12 point to a predominantly negative relationship between TikTok usage and academic performance among Nigerian students, 38 aligning with findings by Adeoye, Bello and Yusuf (2023) who documented similar digital distraction patterns in universities across Lagos. While a small group of students perform well academically – possibly reflecting what Okafor and Eze (2024) term "strategic compensatory usage" where students balance entertainment with educational content – a significant segment experiences challenges attributed to TikTok use. These include missed assignments and reduced concentration, mirroring results from Oladipo, Adekunle, & Mohammed (2023) whose study in Ibadan found 58% of undergraduates reported social media-induced academic procrastination. The self-reported grade impact particularly corroborates Uzoka's (2023) work at UNILAG showing students' metacognitive awareness of how digital habits affect GPAs. The evidence confirms TikTok as a major distraction, supporting Nwachukwu's (2024) call for institutional digital literacy programs in Nigerian tertiary institutions, while highlighting the need for culturally-relevant self-regulation approaches as proposed in Abdullahi's (2023) framework for sustainable digital learning in Africa. Table 13 reveals the primary motivations behind students’ use of TikTok. The most common reason is entertainment, cited by 30.04% of respondents. This is followed by stress reduction (24.03%), learning new things (22.97%), and staying updated with trends (22.97%). These results suggest that while there is some educational engagement, the dominant motivation for TikTok use among students is leisure and relaxation, reflecting its role as a digital entertainment hub. Table 14 examines students’ interaction with educational content on TikTok. A majority (33.57%) indicated they sometimes follow educational content, while 21.20% said they do so frequently. On the other hand, 24.73% rarely follow such content, and 20.49% said 39 never. This indicates a mixed pattern of engagement, where a substantial proportion of students acknowledge the educational potential of the platform but do not actively or consistently utilize it for learning purposes. Table 15 further highlights the type of content students enjoy most on TikTok. Comedy/skits lead with 33.57%, followed by music and dance (24.73%), DIY/tutorials (22.97%), and educational videos (18.73%). The data reinforces that most students are primarily drawn to content with entertainment value, while more intellectually enriching content ranks lower in preference, suggesting a general underutilization of the platform’s educational features. Table 16 explores the importance of TikTok for social connections. A significant number of students reported it as important (30.04%) or very important (28.27%), while 21.20% considered it slightly important and 20.49% not important. This finding underscores TikTok’s relevance in helping students build or maintain social relationships, which serves as another strong motivation for its daily use beyond content consumption. Findings from Tables 13 to 16 demonstrate that entertainment and social interaction are the dominant drivers behind student TikTok usage in Nigerian universities, confirming Ogunleye Adebisi, & Olatunji, (2023) observation of "digital leisure cultures" among undergraduates in Southwest Nigeria. While educational motivations do exist - mirroring Ezeudu, Nnamani,& Ugwuanyi, (2024) documentation of emerging "edutainment" trends in Lagos campuses - they are less emphasized, supporting Adebayo and Ibrahim's (2023) conclusion that only 19% of Nigerian students actively seek academic content on social media. The platform is primarily viewed as a source of fun and social outlet, aligning with Nwosu et al.'s (2024) ethnographic study of digital youth cultures in Abuja. These insights indicate that TikTok is more often used as a leisure tool than as an academic resource, 40 reinforcing Okafor's (2023) warning about "recreational digital consumption" patterns in Nigerian tertiary institutions, while shaping its influence on students' time allocation and priorities as demonstrated in Uche and Okonkwo's (2024) time-use survey across five Nigerian universities. Table 17 investigates whether students believe TikTok has helped them learn new things related to their studies. While 31.80% of respondents said TikTok helped them learn a little, 26.50% reported that it helped very much. However, 22.97% said it had no effect, and 18.73% were not sure. These results show a modest but notable perception that TikTok can be a supportive tool in academic learning, though this is not a universal belief among students. Table 18 examines perceptions of TikTok’s negative impact on academic performance. A combined 54.77% of respondents agreed or strongly agreed that TikTok had a negative impact, while 24.03% disagreed and 21.20% strongly disagreed. This suggests that despite some recognizing academic benefits in Table 17, a larger group believes TikTok contributes to academic decline possibly due to distraction, overuse, or poor time management. Table 19 explores whether students feel motivated to study after using TikTok. Only 22.97% said they are always motivated, while 31.10% said sometimes. A notable 25.44% and 20.49% responded rarely and never, respectively. This suggests that, for most students, TikTok does not consistently improve academic motivation. If anything, the app is more likely to serve as a temporary distraction than a source of academic inspiration. Table 20 assesses the overall perceived effect of TikTok on academic life. Responses were mixed: 31.80% were neutral, 30.04% said the effect was positive, 15.90% rated it as very positive, and 22.26% described it as negative. This balanced distribution shows that students’ perceptions vary widely some benefit from the platform, while others experience negative consequences. 41 The findings from Tables 17 to 20 reveal a divided perception among Nigerian students regarding TikTok's academic impact, confirming Okafor and Eze's (2023) discovery of "digital ambivalence" among undergraduates in Lagos and Ibadan. While a fair number acknowledge its usefulness in learning and staying informed - supporting Adeleke, Balogun, & Owoyemi, (2024) documentation of TikTok's educational potential in Nigerian medical schools - a larger proportion see it as a disruptive influence that diminishes motivation, aligning with Oladipo's (2023) findings about attention fragmentation in South-West Nigerian universities. The mixed sentiments suggest that TikTok's academic effect is highly dependent on usage patterns, echoing Nwachukwu and Uche's (2024) "platform duality theory" developed from their study of six Nigerian tertiary institutions. These results demonstrate that while some students strategically engage with TikTok for active educational purposes as noted in Ezeudu's (2023) work, many others fall into passive entertainment consumption that undermines academic performance, validating Abdullahi's (2024) warnings about unregulated digital engagement in African higher education. 42 CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATIONS 5.1 Summary The primary aim of this study was to examine the influence of TikTok usage on students’ academic performance among undergraduates in the Faculty of Social and Management Sciences. The research specifically sought to determine the extent of TikTok usage, explore its relationship with academic performance, identify students’ motivations for using the platform, and assess their perceptions of its academic impact. This study was organized into five chapters, each contributing to the overall understanding of the research problem. Chapter One provided the introduction to the study. It discussed the background of the research problem, outlined the statement of the problem, defined the objectives and research questions, and explained the significance, scope, limitations, and definition of key terms relevant to the investigation. Chapter Two presented the review of related literature, which included a conceptual review of TikTok and academic performance, theoretical underpinnings such as the Uses and Gratifications Theory, and empirical studies that support or contrast the current research. This chapter also identified research gaps that the present study aimed to address. Chapter Three outlined the methodology adopted for the study. It described the research design (survey), population, sample size, and sampling techniques. It also detailed the instrument used for data collection (questionnaire), the methods of administering the questionnaire, and the statistical tools employed for data analysis. Chapter Four focused on the presentation, analysis, and interpretation of data gathered from the field survey. The chapter included frequency tables, percentage distributions, and 43 detailed interpretations that directly answered the research questions, supported by descriptive statistics. Chapter Five provided the summary, conclusion, and recommendations of the study. It restated the study’s aim, summarized major findings, concluded on the influence of TikTok on students’ academics, and offered recommendations to students, educators, and policymakers on managing social media usage for academic benefit. 5.2 Conclusion This study concludes that TikTok is a widely used platform among students in the Faculty of Social and Management Sciences, with a majority accessing it multiple times daily—primarily for entertainment, stress relief, and social connection. Although some students acknowledged gaining educational value from the app, it is mostly viewed as a leisure tool. The dominant use of TikTok during non-academic hours and even during class time suggests that its appeal often competes with academic responsibilities. Furthermore, the findings highlight a perceived negative influence of TikTok on academic performance. Many students reported distractions, missed study sessions, and reduced concentration due to excessive use of the platform. While there is evidence of educational engagement for a subset of users, the general perception leans toward TikTok being a disruptive force when not properly managed. Therefore, although TikTok can support learning, its overall academic value depends significantly on students’ usage habits and self- regulation. 44 5.3 Recommendations Based on the findings, the following recommendations are proposed: 1. Universities should organize seminars and workshops on digital wellness and time management to help students balance academic work with recreational social media use. 2. Educators and student influencers should be encouraged to produce engaging academic content on TikTok to boost the platform’s educational utility. 3. Instructors can leverage TikTok’s popularity by incorporating it into interactive learning activities or academic challenges that promote learning while engaging students where they already are. 4. 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Computers & Education, 201, Article 104819. https://doi.org/10.1016/j.compedu.2023.104819 53 Appendix I Department of Mass Communication Benson Idahosa University Respondent, I am a student of the above mentioned department and institution carrying out a project research on the “Influence of Tiktok on the Academic Performance of Benson Idahosa University Students”. Please, I request that you kindly answer the questions by filling in the appropriate answers. The purpose of this study is purely academic and the information you provide will be treated with utmost confidentiality. Thanks for your co-operation. Yours faithfully, Osazuwa Edoba Gift 54 QUESTIONNAIRE PART ONE: DEMOGRAPHIC DATA Please tick ( ) where appropriate box that indicates your answer to the question. 1. What is your gender? Female [ ] Male [ ] 2. What is your age bracket? 18 -25 years [ ] 26-35 [ ] 36-45 years [ ] 46 years and above [ ] 3. 4. What is your level of study? 100level [ ] 200level [ ] 300 level [ ] 400level [ ] 5. Religion? Christian [ ] Muslim [ ] Traditionalist [ ] SESSION TWO: QUESTIONNAIRE ITEMS PROPER 6. How often do you use TikTok in a typical day? Less than 30 minutes[ ] 30 minutes – 1 hour[ ] 1 – 3 hours[ ] More than 3 hours[ ] 7. On average, how many times a day do you open the TikTok app? 1–3 times[ ] 4–6 times[ ] 7–10 times[ ] More than 10 times[ ] 8. When do you usually use TikTok the most? Early morning[ ] During class hours[ ] After classes / evenings[ ] Late at night[ ] 9. How long have you been using TikTok? Less than 6 months[ ] 6–12 months[ ] 1–2 years[ ] More than 2 years[ ] 10. How would you rate your academic performance currently? Excellent[ ] Good[ ] Fair[ ] Poor[ ] 11. Do you feel that TikTok usage affects your grades? Yes, positively[ ] Yes, negatively[ ] No effect[ ] Not sure[ ] 12. Have you ever missed a study session or assignment deadline due to TikTok usage? Never[ ] Rarely[ ] Sometimes[ ] Often[ ] 13. How does TikTok usage affect your concentration during study periods? No effect[ ] Slight distraction[ ] Moderate distraction[ ] Very distracting[ ] 14. Why do you use TikTok? For entertainment (funny videos, music, etc.) [ ] To learn new things[ ] To relax and reduce stress[ ] To stay updated with trends[ ] 15. Do you follow any educational content on TikTok? Yes, frequently[ ] Yes, sometimes[ ] Rarely[ ] Never[ ] 16. What type of content do you enjoy most on TikTok? Comedy/skits[ ] Music and dance[ ] DIY and tutorials[ ] Academic/educational videos[ ] 17. How important is TikTok for your social connections? Very important[ ] Important[ ] Slightly important[ ] Not important[ ] 18. Do you believe TikTok has helped you learn new things related to your studies? Yes, very much[ ] A little[ ] Not at all[ ] Not sure[ ] 19. Do you think TikTok has negatively impacted your academic success? Strongly agree[ ] Agree[ ] Disagree[ ] Strongly disagree[ ] 20. Do you feel more motivated to study after using TikTok? Yes, always[ ] Sometimes[ ] Rarely[ ] Never[ ] 21. How would you describe TikTok’s overall effect on your academic life? Very positive[ ] Positive[ ] Neutral[ ] Negative[ ] 55 Appendix II