CHAPTER 1

INTRODUCTION

1.1 Background to the Study

In time past, students had always depended on traditional method of learning as correspondence

and other book materials were used to enhance the student’s studies. During the said period,

teachers could lecture the students without the aid of any modern technology and students would

engage themselves in academic activities by listening to their classroom teachers, consulting

book materials for assignment and by organizing face to face group learning in order to facilitate

their academic performance.

Surprisingly, the advent of social media has relatively changed all that as students around the

world are increasingly exploring technologies that encourage learning.

According to Cambridge English dictionary, social media are websites and computer programs

that allow people to communicate and share information on the internet using computer and

mobile phones. Social media are online communities of internet users who want to communicate

with other users of mutual interest whether from personal to business or academic perspective

(Williams, Boyd, Densten, Chin, Diamond and Mogenthaler, 2009).

Academic performance on the other hand means different things to different people depending

on the context within which it is used. Melissa (2018) defined academic performance as a means

of determining how well students meet standards set out by authorities such as educational

institutions, regulatory bodies or other agencies. Rechelle (2018) described academic

performance as achievement made within and outside classroom where certain academic criteria

and successes are determined.

1
Nevertheless, social media have become an integral part of people’s life as this technology

enable people, including students to network with friends and associates, share photographs,

academic contents, interact in games and real time conversation. The ever increasing

proliferation of mobile technologies has increased the case of social media, more especially in

the tertiary institutions where technology is transforming the way students communicate,

collaborate, interact and learn (Paul, 2013).

Several authors have researched on the use of social media and academic performance of

students in higher school of learning with the aim of improving students’ academic performance.

Although the results of such research are in divergent opinions as to whether social media is a

barrier or facilitator of academic performance.

While most of the studies conducted in the developing countries like Nigeria suggested that

social media is barrier to academic performance (Ezekiel, Ruth and Leo, 2013). They asserted

that students are addicted to the use of social media in Nigeria and this takes most of their times.

The author’s maintained students have developed the habit of chatting even in highly organized

places of worship like church, mosque and even in lecture halls. They opine that social media is

a barrier to academic performance of students as most students who engage in the use of social

media perform poorly in their studies. In line with the above assertion, Oberiri (2016) argued that

most of the platforms used by students are Facebook, twitter, Whatsapp etc. and that the students

use this social networking sites to interact and share interests, beliefs, businesses etc. whereas,

little or no time is given to academic activities. This is because social media have not been fully

harnessed in developing countries for effective academic utilization. The reason is that most of

the institutions of developing countries still depend on traditional learning process which are not

learner centered. However, while some researchers view social media as a barrier to student’s

2
academic performance, majority of researchers revealed that social media is a facilitator and can

significantly improve students’ academic performance (Bety and Susan, 2013). This is evidenced

in developed countries such as United States of America etc.

Moreso, Adidi and David (2010) maintained that interactive social media is a great tool that

allow students to access, create and share knowledge by uploading picture, videos and other

learning materials that will improve their academic performance Ganiyi and Akinreti (2011)

stated that the emergence of social media has increased interaction among people thus making

them producers and consumers of information simultaneously. In the same vein, Paul (2013)

emphasized that social media is a good facilitator of academic performance.

From the foregoing, some researchers have maintained that social media are barrier to students’

academic performance while others have argued vehemently by asserted that social media is a

facilitator to academic performance of student in tertiary institutions. However, there seems to

be a lacuna in the Rivers State tertiary institutions’ policies regarding to regulation of students’

use of social media for academic performance, hence the reason for this study.

1.2 Statement of the Problem

Social media is believed to be the most popular and fascinating channel of socialization

(Daramola, 2005). Since the emergence of social networking sites in 1990’s it is assumed by

some persons that the academic performance of students in higher institutions is deteriorating;

secondly, students are being distracted, they deviate from studies and even exhibit divided

attention between social networking sites and academic activities. More so, it has been alleged

that students devote more time than they do to their academic works. Regarding to this, the

3
question this research work is out to answer is; how do social media usage affect the behavioral

pattern of youths in Rivers State

1.3 Aim and Objectives of the Study

The main purpose of the study is to critically examine how utilization of social media affect

behavioral pattern of youths in Rivers State

Specifically the study seeks to achieve the following;

1. To find out various social media sites the youths access or utilize

2. To find out how often they use the sites

3. To determine how many hours the students spend in social media networking activities

daily.

4. To ascertain how the use of social media has affected behavioral pattern of youths in

Rivers State

1.4 Significance of the Study

The study will be of significant importance to students, lecturers, school administrators, vice

chancellors and the general public at large as the study will expose the effect of social media

utilization of academic performance with respect to reading, writing, comprehension and

listening in tertiary institutions of Rivers State. It will add to existing knowledge of social media

literature. More so, the information or report will help policy makers to be acquainted of the

influence and relevance of social media education in higher schools of learning. The study also

promises to be of immense importance to the students, parents and researchers. It will facilitate

the efforts of subsequent researchers who would want to embark on further studies on the subject

matter. The parents are not left out as they will also benefit from it. Thus it will help them

monitor and guide their children with respect to social media contents and influences.

4
The students stands a position to sit in the intellectual hall of this wealth of knowledge to feed,

wine and dine with this delicacy of knowledge that will acquaint them with both negative and

positive effects of social media contents, usage and expose them to the deep of knowledge and

discourage social decadence in Rivers State tertiary institutions and beyond.

1.5 Scope of the Study

The study is limited to all the youths in Obio/Akpor LGA of Rivers State

1.6 Research Questions

1. What social media sites do youths in rivers state use or have access to?

2. How often do the youths in rivers state go online?

3. How many hours do the youths spend on social media activities per day?

4. How have the utilization of social media sites affected the youths in rivers state?

1.7 Research Hypotheses

HO1 There is no significant relationship between social media utilization and youth’s

behavioral pattern.

HO2 There is a significant relationship between youth use of different social media and

behavioral pattern

1.8 Limitation of the Study

Some of the challenges encountered in the study includes:

Financial Limitation: - This is one of the major constraints, which has limited the extensiveness

of this work.

Time Constraints: - The time given for this research work was not enough to get

comprehensive information about the study.

5
1.9 Definition of Key Terms

The following are the key words used in the study;

Social Media: They are form of electronic communications which facilitates interaction based

on certain interests. It includes web and mobile technology. (Kaplan and Helen, 2010) defined

social media as a group of internet based application that allows the creation and exchange of

user generated content.

Social networking: The use of internet to make information about yourself available to other

people especially people you share an interest with, to send messages to them.

Social networking sites: A website where people put information about them and can send to

others.

Media: Are all those media technologies that are intended to reach a large audience by mass

communication. They are messages communicated through a mass medium to a number of

people (Bittner, 1980).

Academic Performance: is how well a student meets standard set by the school in terms of

measurement of grades especially on test, homework and class activities (Melesse J. Bell, 2018).

Utilization: It is the action of using something by making practical and effective use of it.

6
 CHAPTER 2

LITERATURE REVIEW

2.1 Conceptual Framework

Each section presents the conceptual history to the sciences that support the current work. This

also describes the method, the current problems as well as scholarly opinions on solving the

problem mentioned.

2.1.1 Concept of use of Social Media by students:

There is a growing number of social media users globally. According to Whizzky (2018), out of

the total world population of 7.6 billion, there are 4.2 billion internet users worldwide. The

publisher explained further that out of the 4.2 internet users, there are more than 3 billion active

users of social media worldwide and the persistently grows by 7% yearly, (Smart, 2018). This

indicates that active social media users constitute about 71% of global internet users. Further

report stated that more than 64% of brands are using two or more media platforms. More

discovery shows that 81% of all small and medium businesses around the world use some kind

of social platform. Smart (2018) posits that social media users grow by 121 million between

second quarter of 2017 and third quarter of same year. There is an assumption that new users are

joining the platform every 15 seconds as Facebook messenger and Whatsapp handles 60 million

messages per day Whizsky (2018).It has been alleged that Saudi Arabia has the highest media

penetration of 99%, with Taiwan, North Korea, Singapore, Ghana, Kenya following the lead

while Nigeria has the lowest penetration level.

7
Generally, the use of social media globally is increasing as companies across industries connect

directly to consumers through social media which has great opportunities. This is especially due

too heavy users, who spend over three hours per day on social media. It has been discovered that

generation x (ages between 35-49) spends the most time in social media. This group of society

are estimated to spend 7 hours per week on social media (Sean, 2017).

Nielsen (2017) revealed that 25% of females spend most of their time on social media in relation

to 19% of their males’ counterpart, and this has spread across cultures.

2.1.2 Concept of the use of social media by students in United State of America

In the United State of America, it was observed in a study conducted by [Smart, 2018] on social

media penetration on smartphone owners between the ages 18 and above. It indicated that

between October to December, 2018 Facebook dominated the landscape not only did it take the

top spot, but its other platforms like messenger and Instagram also took 2 nd and third places

respectively. Facebook messenger recorded a wonderful 47% penetration and Instagram came 2 nd

for engagement. The rate of social media usage in America has drastically increased compared to

a decade ago as 76% of Americans now use media network as against 7% usage rate year’s back.

There is no doubt, social media penetration in both developing and developed nations of the

world is great as America witness overwhelming up shoot in the rate of media usage.

2.1.3 Concept of use of Social media by students in Nigeria

In Nigeria, there is an ever increasing use of social media by students, most internet users spend

considerable time exploring the media sites as more students are attracted to the platforms on a

daily basis and recently, the rate at which university students frequent the sites is overwhelming.

Although, 75% of online population uses social media; a report showed that the number keeps

increasing on both blogging and others social networking platform Punch Newspaper (2017).

8
This can be linked to students’ quest for information and their zeal to enhance learning through

online platform.

According to Nielsen (2016), the size of global student’s daily use of social media is really mind

blowing; as at June, 2016, there were 80 million tweets daily and billions of messages on the

Facebook platform, while in Nigeria, Titiola (2018) revealed that there are about 60 thousand

students in Nigerians who log on the social media monthly.

More so, according to Tech point Africa (2018), Nigeria is mobile first as approximately 75

thousand Nigerians students access the Facebook platform through mobile devices. In the same

vein, the report maintained that as at February 2016, Facebook released its last official report

which showed that over 80 thousand Nigerians students used Facebook actively monthly

Techpoint Africa (2018).

This showed that between 2016 and 2018, about 20 thousand more Nigerians students were

active on Facebook. This to a greater extent demonstrates that mobile penetration in Nigeria

universities is significantly increasing and social media usage is also growing.

In most Nigerian higher institutions, there is also a sharp rise of students use of social media

Therefore, social media tool can be a very important tool for any type of organizations to thrive

in Nigeria.

2.1.1Different Social media sites used by students worldwide

1. Facebook: This is the largest and widely used social networking site. Facebook was

founded by Mark Elliot Zuckerberg and host of four other co-students/roommates,

namely; EduardoSaverin, Andrew McCollum, Austin Moskovitz and Chris Hughes. It

was founded on February 4, 2004 at Harvard college and currently has its base in Metro

Park, Califonia, USA: Facebook has approximately 2.23 billion users as at 2019

9
 (PriitKallas, 2019). Though it was initially created to facilitate student’s

relationship/communications in Harvard College but currently, it has gained a universal

prominence, allowing users to network with friends and relations, call, sell on-line market

or promote business, brand & products. It also allows users to create their own profiles,

upload photos and communicate with other users.

2. YouTube: This is a community content site that houses about 1.9 billion users. It was

founded by Jawed Karin, Steve Chen, Chad Hurley on February 14, 2005 and launched

same day. It embodies streams of videos, creator video app; video management, comment

sections subscriber notification etc.

3. Instagram: This social networking medium was created by Kelvin Systrom and Mike

Krieger in 2012. It has over one billion users (PriitKallas, 2009). It is used in sharing

photos and video clips, it helps convert your clips into works of art by applying multi-

filter to photos. It can post to other social media allow followers “comment” or “like”.

4. Ozone: This is a Chinese social networking site and blogging site. It was founded by

Tencent in 2005 and has over 563 million users (PriitKallas, 2009). It enables users to

share photos, watch videos, listen to songs, write blogs, maintain diaries etc.

5. Weibo: This is another Chinese social networking site that was launched by the founder,

Sin a Corp on August 14, 2009. It has user population of 376 million (priitKallas, 2009).

It is a micro-blogging social media and it’s known for its hybrid mix of Facebook and

twitter features.

6. Twitter: this is a platform that allows user to tweet or post short messages, to convey

message to the world, promote businesses or shops etc. it was created by Jack Dorsey,

10
 Noah Glass, Biz Stone, Evan Williams on March 21, 2006 and launched on July 15,

2006. It has about 363 million users (Kallas, P. 2019).

7. Reddit: this is an American social networking site. It was founded by Alexis Ohanian,

Steve Huffman, and Aaron Swartz on June 23, 2005 and has over 330 million users

(PrittKallas, 2019). It helps users submit content and later vote for the content to

determine whether the content moves up or down which is organized based on area of

interest (subreddits).

8. Pinterest: This networking platform was founded by Ben Silbermann, Evan sharp and

Paul Sciarra in 2010. It has user population of 200 million (trictKallas, 2019). It allows

for photo sharing and bookmarking. The platform enables users to find ideas for project

and save them. It can also help users plan travel agenda, etc.

9. Ask For: this social medium was founded by Mark TexebinOsakarsLiepins, Valerijs,

Vesnakous and Klavs Sinks and launched in 2010, it has a user size of 160 million

persons (PriitKallas, 2019).

10. Tumbiri: This is a micro blogging platform, it was founded by David Karp in 2007 and

has about 115 million users (PrittKallas, 2019). It is used to find and follow things the

users like. It’s also used in posting multimedia and has the flexibility to customize things.

11. Flickr: it was founded by Stewart Butter field and Caterina Fake. It has about 112 million

user and was launched on February 10, 2004. It is a photo/video sharing site, has

universal one terabyte auto backup etc.

12. Google Plus: It was founded by Vic Gundotra, Bradley Horowitz and launched on June

28, 2011. It has user population of 111 million. It enables users to stay in touch with

11
 people by sharing messages, photos, videos, useful link sites etc. it also facilitate video

conferencing etc.

13. LinkedIn: This platform was founded by Reid Hoffman, Alllen Blue, Eric Iy, Jean-lue

Vaillant, Lee Hower on December, 2002. It is an ideal site to comment with different

businesses locate and hire ideal candidate etc.

14. Vkontakte (VK): This is a Russian networking site though similar to facebook but has

most of her users in Russia. It was created by PavelDurov, Nikolai Doruv, Yitschak,

Mirilashvili, Lev Benzumovich levier on September, 2006 and has over 97 million users

worldwide (PriitKallas, 2019). It has user interface, allows for media and files sharing

and streaming, it can share, download and stream media files and its mostly used by 16

years -30 years age bracket.

15. Odnoklassniki: this platform was founded by Albert Popkov and launched on March 4,

2008. It has a user population of over 71 million (PriitKallas, 2019). It focuses on sharing

photographs with old classmates, it has features that allows users to rate the photo of

other. Users can see who viewed their profile, it allows for chatting with friends etc.

2.2 Theoretical Framework

The theoretical framework is the procedure that can hold or support a theory of a research study.

The theoretical framework introduces and describes the theory that explains why the research

problems under study exist.

2.2.1 Watson Theory of Learning

An American psychologist, Watson (1883-1923), (1920) contributed to the field of psychology

by detaching psychology from mechanistic and mentalist welfare. He made popular the concept

that the nervous system can explain all forms of behavior. Watson stresses that for proper

12
understanding of learning process, one need to understand the brain and how it functions. His

theory of learning is based on the tenet that all types of learning can be lessened to stimulus

response (S-R) connections. He propounds that when a stimulus and response take place at the

same time in close contiguity the tie between them is strengthen. How powerful the stimulus

response bond depends on how often S-R is repeated.

Watson’s second theory is known as recency, implying that the most recent response is

strengthened more by its consistent occurrence than its earlier response. It conducted his

experiments with rats. Through the experiment conducted it was realize that laying emphasis on

a subject matter aids quick understanding. In teaching one is expected to lay much emphasis on

the objectives of the lesson or subject been learnt so as it could be inculcated into the mind of the

learners. In teaching one is expected to lay much emphasis on the objectives of the lesson or

subject been learnt so as it could be inculcated into the mind of the learners.

2.2.2 Guthrie’s Theory of Learning

Guthrie (1886-1959), Guthrie (1946) of Washington University was the foremost advocate of

stimulus-response (S-R) theory of association by continuity. His theory is similar to that of

Watson’s law of frequency in favor of principles of posterity. Guthrie carried out an experiment

with cats in puzzle box. The experiment involved the use of puzzle box, of special design, in

which the front box was made of glass to enable an observer to unrestrained observation and

photographic recording. Another important characteristic of the box was an addition of a special

release mechanism, comprising a post suspended from the top. The post was designed in such a

way that a small pressure by the animal (cat) from any direction will prompt the door to open, for

it to catch the fish. The movement of the post will activate a camera to snap the cat’s movement

while responding. A dish of fish was put inside the puzzle box. The glass door was to enable the

13
cat to see the dish of fish at every movement. Guthrie observed that upon entering the box the

cat’s first movement was the usual “trial and error” associated with every animal placed in a box.

Guthrie stressed that the importance of stimulus over responses makes no provision for satisfiers,

annoyers or reinforcement in his theory of learning. His theory proved that learning takes place if

emphases are laid on the subject matters. Repetition during learning processes aids quick recall

of the subject matter as it helps and enables the learner to recall what was taught. The system

will automatically identify the sign language when it’s been shown to the screen.

2.3 Empirical Studies

This section focuses on the research works of scholars that are related to the current study

2.3.1 Overview of social media

Social media, otherwise known as social networking sites or social networking services are

online interaction sites where people exchange ideas and even make comments regarding any

information (Boyd & Ellision, 2008). They are platforms which people explore to build social

networks or social relationships with other persons who share similar personal interest, activities,

backgrounds or real-life connections. The social network service is distributed across various

networks; they are computer networks, linking people, organizations and knowledge. Social

media vary in format and number of features, they can incorporate the range of information and

communication tools, operating on desktops, laptops, mobile devices such as smartphone, tablets

android etc. They have feature, digital photo/video/sharing and web blogging diary entries on

line etc. Andreas and Michael (2010) described social media as a group of internet based

applications that are built on the technological foundations of web 2.0 that allows for the creation

and exchange of user generated contents. Social media can be grouped into four classes and these

include;

14
 i. Blogs-SNSS (Facebook, twitter, Instagram etc.)

ii. Community’s content- YouTube etc.

iii. Collaborative projects- Wikipedia

iv. Virtual world’s- second life etc.

The total number of available social media sites worldwide is not certain and this could be as a

result of frequent development of more social networking sites and the extinction of some

unpopular ones. However, according to anexa ranking, about 314 social networking sites are

available worldwide and this include; Facebook, Tencent QQ, We-chat, Qzone, Tumbir,

Instagram, Flickr, Meet-up, Meet-me, Tik-Tok, discord, spreely, Quora, Vero, Douban, Mixi,

Tout, twitter, Google plus, Baidu-Tiebu, Skype, Viber, Sina, Weibo, line, Snapchat, YY,

Vkontakte (VK), Pinterest, Linkedin, Telegram, Reddit, Taringa, Foursquare, Renren, Tagged,

Badoo, MySpace, Stumbleupon, The Dots, Kiwi box, sky rock, Delicious, Snappish, Reverb

Nation, Devian Art, Buzz net, Gaia Online, Funny or die, Friendster, Live Journal, Xanga, Xing,

Visdeo, My heritage, Flixter, Care2, Cafemom, Revelry, Nextdoor, Wayn, Cellufun, YouTube,

Vine, Classmates etc.

Hermkens and Kietzman (2011) stated that social media eases communication among people

regardless of their geographical location thereby making it open to everyone to easily share

information such as files, pictures, videos etc. It enables people to create blogs and send instant

message through real-time conversations. It also allows for communication with friends,

families, course mates project supervisors, administrators and lecturers in an easy and effective

way. Due to high social interest of people, social media are now the highest electronic

communication activity on the internet. While there authors observed social medial in a generic

form, Sherifa et al (2016) observed that the ever-increasing use of social media by teenagers and

15
young students is drawing the attention of researchers around the world. The researcher

identified social media as one of the most used technology in recent times, more especially by

teens and young students. They maintained that teenagers use social media to experiment with

their identities and connect with families and friends for several reasons.

This is in line with Strasburgeret al (2009) perception of social media where they described

peering as an important features of young stars, therefore they use social media as platform to

create friendship. This makes them spend most of their times with friends on social media and

most of the value for such socialization is based on relationships. Due to teens enthusiasm

towards peering, young people are attributed to social interaction as they learn to form and

maintain intimate friendship. Thus, social media creates an ideal platform to easily socialize. As

such, peer groups become primary resource for emotional support (Allen et al, 2010).

Contributing, Neelotpaul and Arit (2013) revealed that the emergence of social media has

enhanced the means of communication over the internet. They maintained that social media is an

emerging digital communication channels for creating user oriented information sharing platform

where people can subscribe or generate information.

2.3.2 Different social media sites used by Youths in Nigeria

According to Statista.com, published in legit.com and written by George Ibenegbu (2019), there

are about 90 million active users of internet in Nigeria. Statistics of social media users listed the

following as 10 most visited sites by Nigerian students.

1. Whatsapp: It is currently the number one messenger in Nigeria as 41% of Nigerian

students have installed the app.

16
 2. Facebook: Facebook lost its first position and now the second widely used social

platform by students in Nigeria with almost 41% of Nigerian students registered in the

platform.

3. Instagram: This site holds the third position now in Nigeria, as 25% of university

students prefer this medium for their social activities.

4. YouTube: Most Nigerian students prefer this medium to watch YouTube videos. About

25% of students in Nigeria constantly watch YouTube videos.

5. Facebook Messenger: Most Nigerian students prefer using this site for sending and

receiving messages.

6. Google Plus: Most university students in Nigerian prefer using it to share messages,

photos, video, useful links, sites etc.

7. Twitter: Most Nigerian students prefer using this medium to access and post the current

event within their domain

8. Snapchat: The fascinating features of this site get many Nigerians students attracted as

features like snap ads, filters, lenses, vertical video ads with attachment etc are all

embedded in this platform.

9. Skype: 7% of students in Nigeria are connected to it.

10. Linkedin: 6% students in Nigeria are clients to it.

(Legit.com, 2018)

2.3.1 Youth preference for the use of a particular social media

Learning constitutes a process of activities involving multidimensional interactions within

geographical, temporal and cultural enclave called institution. These interactions includes student

to student, teacher to student or student to world interactions. This is referred to as curricula and

17
extra-curricular activities Chaudhari (2010). In recent times, social media websites are used to

influence these interactions. Most universities are investing on internet, computer, media

technologies etc. with the purpose of using them to improve student’s performance. However,

there is growing concern as to whether the investments has achieved the goal of improving

student’s performance or teacher’s productivity.

This perception has prompted the researcher to explore use of one of these technologies (social

media) to improve academic performance of students in Rivers State.

The purposes for students use of social media could differ from one social networking site to the

other, from one age bracket to the other or from one region to the other, as these are possible

purposes for student’s use of social media.

The user of YouTube for instance may explore the site to view community content like video

while the users for Instagram may use it to share photos. Students in America mostly use social

media for academic activities while Asian and African are believed to use social media to

express their opinion and establish useful connections respectively (Bridgestock, 2013).

Nevertheless, it has been argued in some quarters that students mostly use social media for

academic activities such as sharing academic materials, forming learning communities etc. (Bety

and Susan, 2013) and this is most evidenced in United States of America. More so, Aditi and

David (2010) maintained that interactive social media are mostly used by students to improve

learning by uploading videos and learning materials .The rate at which students explore the

social media nowadays has promoted learning as some students in this part of the world are

beginning to use social media for sharing academic information, forming learning community,

research purposes, Paul (2013). However, some of the studies conducted in developing countries

18
like Nigeria, posited that social media are used by students for chatting and other non-academics

activities Ezekiel, Ruth and Leo, 2013).

In the same vein, Oberiri (2016) maintained that students use social media to interact and share

interests, beliefs, businesses etc. whereas, little or no time is given to academic activities. In a

research conducted by Lamp Elison & Steinfield (2017), it was observed that students use social

media mostly to stay in touch with friends.

However some general purpose for the use of social media suggests as follows;

1. To stay in touch with what friends are doing (42%)

2. To stay up to date with news and events (41%)

3. To fill up spare time (39%)

4. To find funny and entertainment content (37%)

5. General networking with other people (34%)

6. Because friends are already in them (33%)

7. To share photos and videos with others (32%)

8. To share opinion (30%)

9. For research (29%)

10. To meet new people (27%) etc.

(Seoff Desreumaux, 2018)

2.3.3 Social Media and academic performance:

The relationship that exists between social media and academic performance cannot be over

emphasized as the priority of this work tends to examine such relationship, even though there

seems to be some degree of differences in terms of negative and positive effects, an overview of

previous study by other researchers on this subject matter will be of great benefit.

19
2.3.3.1 Social Media in Education

The impact of social media is not restricted to business only but spreads to other spheres of

human endeavors. Honestly speaking, in recent times, social media world is greatly influencing

education. The revolution of social media has engulfed the entire organizations including

education and scholars as they look forward to leveraging on the potentials of the nascent

technology for educational purposes (Magda and Horna, 2012).

Although, there are divergence views as to whether social media is a barrier or facilitator to

education, Ezekiel, Ruth and Leo (2013) argued that students are addicted to the use of social in

Nigeria and this take most of their times. They maintained that students chat even, in highly

organized places of worships, like churches mosques and even in lecture halls. They posited that

social media is a barrier to academic performance as students who indulge in theuse of social

media perform poorly in class.

In the above argument, Oberiri (2016) noted that most of the channels used by students are

Facebook, twitter, Whatsapp as they use them to interact and share information relating to

common interest, friendship, relationships, beliefs and businesses etc. While little or no attention

is given to academic activities. He maintained that social media has not been harnessed in most

of the developing nations for effective academic utilization as most institutions in these

developing nations still rely on traditional learning process.

Magana and Hana (2012) asserted that although social media can be harmful to young students

such that they lose focus on school and reduce their academic performance, they pointed out that

social media can be beneficial for both teachers and adult students in enhancing teaching and

learning. This is achievable in young stars if it is properly and responsibly used under the

monitoring of parents and teachers.

20
However, despite the negative perception of social networking sites on students’ performance, it

can also serve as a facilitator to students’ academic performance. it is no doubt that online

learning has gone viral recently, as many higher institutions are devising means of teaching their

courses online via different social media channels. This is because provision of learning

materials online is adjudged beneficial to students.

According to Bety and Susan (2013) social media is a good facilitator and can significantly

improve students’ academic performance. Paul (2013) posited that social media networking sites

are facilitators of academic performance. He disclosed that social media platforms like Facebook

whatsapp, twitter, Google +, My-space are increasingly visible in educational settings in

developed nations as it promotes learning. In the same vein, Elhan and Ali (2014) disclosed that

rapid technological innovation has change the world as learning has also changed from

traditional method to a sophisticated online community learning. They explained further that due

to the popularity of mobile and computer technologies, use of chalkboard and markers has now

become obsolete as the use of multimedia presentation, social networks and blogging has

become the modern learning tools.

In their contribution, Than and Werner (2005) stated that the world today has become the vast

store house of information due to technological advancement and use of internet and other

technologies in making learning interesting.

Moreso, Aditi and David (2010) maintained that interactive social media is a great learning

community where students can access, create and share knowledge by uploading video, files,

pictures and other learning materials that will improve their academic performance .

Liccard, et al (2007) stated that social media is no longer a tool for communication only, but are

widely used in education, as lectures are usually mediated by social media technologies and

21
academic engagements like peer assessments, collaborative work and intellectual discuss.

Research has shown that 30% of students use social media for post and blogs communications

while 52% use online podcasts, video, Wilkes and blogs to access educational materials.

2.4 Summary of Review

There are misconceptions about students’ use of social media and their academic performances,

although the reason for the emergence of some social media like Facebook, Whatsapp etc. was

not originally for academic purposes but in recent times, a lot has been observed in the students’

use of social media.

In the accounts of that and Werner (2005) Bety and Suasan (2010), Alham and Ali (2014) Aditi

and David (2010), Luccardiet al (2007) and many more, it was posited that social media is a

good facilitator of academic performance. On another note, Leo (2013) pointed out the addictive

influence of social media on students while Whizsky (2018), Smart (2018) etc. asserted that there

is a high rate and consistent increase on social media usage.

However, HadiAshana (2018) Lamp Edison and Steinfield (2017), argued that students make use

of social media for non-academic activities which results to the wastage of their resource

fulltime.

From the fore-going, it has been clearly observed that students have great zeal for the use of

social media but tend to misuse it resulting from poor school media regulation. It has also been

noticed that some social media sites like Google plus etc. have a great deal of potentials that can

be harnessed for good academic performance. Unfortunately, the previous researchers failed to

22
take cognizance of a holistic approach on this problem as to include school media policies which

would curtail the misuse of the media and expand the social media sites to accommodate and

promote learning, hence the reason for this present study.

CHAPTER 3

RESEARCH METHODOLOGY

This chapter discussed the research type and method that were employed in carrying out the

research. These are discussed under the following sub-headings

3.1 Research Design

3.2 Area of the study

3.3 Population of the Study

3.4 Sample and sampling Techniques

3.5 Instrument for data Collection

3.6 Validation of the instrument

3.7 Reliability of the Instrument

3.8 Data Analysis

3.1 Research Design

The researcher adopted the experimental research design, because the study seeks to establish

what relationship exists between two or more variables.

3.2 Area of the Study

23
 The study covers all communities’ youths in Obio/Akpor local government area of Rivers

State.

3.3 Population of the Study

All youths in Obio/Akpor local government area of Rivers State constitute the study’s

population.

S/N NAME OF COMMUNITIES AGE GRADES AGE GRADES AGE GRADES PER

PER PER COMMUNITY (36-

COMMUNITY (18- COMMUNITY 49)

25) (26-35)

1 Rumuolumeni 100 110 200

2 Nkpolu 100 137 144

3 Rumueme 100 126 300

4 Rumuodara 80 120 234

5 Ogbogoro 18 22 15

6 Orazi 40 40 50

7 Wimpy 50 50 35

8 Rumokoro 15 18 23

24
 9 Choba 27 19 32

10 Total no of youths per Community 530 642 1033

3.4 Sample and Sampling Techniques

The sampling technique used was the Taro Yamane’s method (www.uniprojectmaterial.com).

The method indicates that the sample size of any population can be determined by simply using

the Taro Yamane’s method. The method is expressed mathematically as shown below

N
n= 2
1+ N (e)

Here population (N) = 2205

Margin error (e) = 0.05

2205
n= 2
1+2205 (0.05)❑

2205
n=
1+2205 (0.0025)

2205
n=
1+5.5125

25
 2205
n= =300
6.5125

n=300

Therefore the sample size for this study was 300. This represents 18% of the production.

3.5 Instrument for Data Collection

The instrument used for data collection was the questionnaire, titled the impact of social

media trend on behavioral pattern of youth’s questionnaire (IOSMTOBPOYQ). The

questionnaire will be made up of twenty (20) items structured as; Strongly Agreed (SA), Agreed

(A), Disagreed (D) and Strongly Disagreed (SD).

3.6. Validity of the Instrument

The survey instrument was tested for face validity. The items contained in the questionnaire were

presented to the project supervisor to assess the suitability of the item. The corrections and

suggestion were incorporated in the work by the researcher. This instrument was also tested for

content validity and it was considered valid and appropriate for the study. Hence, the instrument

was judged valid in terms of face and contest validation

3.7 Reliability of the Instrument

The instrument was considered reliable based on the kuder-Richardson estimates (K-20 and K-

21). A pre-test was conducted in the ten communities used for the study, using five research

26
questions in each school. Data obtained was calculated using kuder-Richardson k-20 relation and

the result obtained was 0.96. According to Wali (2002) as in Uwazie (2008), a pre-test result of

0.55 to 1.00 in research is accepted to indicate that the instrument is reliable, hence the

instrument was reliable.

3.8 Data Analysis

The mean and percentage statistical procedure were used for analyzing the data collected from

the field, and the hypotheses were tested using the Chi-square at 0.05 level of significance. The

formula for the chi-square statistic is expressed bellow

x =∑ ¿ ¿ ¿
2

Where0= observed frequency (case)

E = expected frequency (case)

∑ = summative of all items

27
 CHAPTER 4

DATA PRESENTATION, ANALYSES AND DISCUSSION OF RESULTS

4.1 Introduction

This chapter presents the data generated from the field. The data were generated from the 300

respondents that constituted the sample of the study.

Research Question 1: To what extent do youths use social media?

Mean of the item in questionnaire (key: Strongly Agree = 4, Agree = 3, Disagree = 2, Strongly

( 4+3+2+1)
Agreed = 1; Criterion mean = =2.5 indicates that the questionnaire item is accepted.
4

Table 4.1: use of social media by youths

S/N Item Youths Response Total Mean Remark

4 3 2 1

1. Do Youths use social Accepted

media? 150 50 50 50 300 3.0

28
 2. Do Youths discuss Accepted

issues found in social 120 30 100 50 300 2.7

media

3. Do Youths use social Accepted

media for e- learning 120 30 100 50 300 2.7

4. Do Youths compare Accepted

information from 120 30 100 50 300 2.7

social media with

what is found in

books?

5. Do Youths use social Accepted

media for research? 120 30 100 50 300 2.7

Table 4.1 indicates that the mean values of items 1, 2, 3, 4 and 5 are 3.0,2.7,2.7,2.7,2.7

respectively and are all greater than mean (2.5) and are accepted. That youths agreed that they

(students) use social media, discuss issues found in social media, use social media for e-

learning, compare information from social media with what is found in books and use social

media for research. Also, the grand mean indicated that student students use social media

Research Question 2: What are the different social media sites student’s uses?

Table 4.2: different social media sites used by youths

S/N Item Youths Response Total Mean Remark

4 3 2 1

6. Do youths use face Accepted

29
 book to receive and 150 50 50 50 300 3.0

provide information to

other Youths?

7. Is YouTube often Accepted

watched and accessed 120 30 100 50 300 2.7

by Youths?

8. Do Youths habitually Accepted

use twitter, Google plus 120 30 100 50 300 2.7

and Instagram?

9. Are snapshot, Skype Accepted

and LinkedIn used by 120 30 100 50 300 2.7

your Youths on regular

basis?

10. Do Youths use Accepted

WhatsApp to form chat 120 30 100 50 300 2.7

group?

Table 4.2 Table 4.2 indicates that the mean values of items 1, 2, 3, 4 and 5 are 3.0, 2.7, 2.7, 2.7,

2.7 respectively and are all greater than mean (2.5) and are accepted use face book to receive and

provide information to other students, uses YouTube often to watched and accessed by students,

habitually use twitter, Google plus and Instagram, use snapshot, Skype and LinkedIn on regular

basis and use whatsapp to form chat group. Also, the grand mean indicated that student students

use social media.

30
 Research Question 3: Why do Youths prefer the use of a particular social media?

Table 4.3: youth preference in the use of social media

S/N Item Youths Response Total Mean Remark

4 3 2 1

11. Is e-learning a Accepted

preference for Youths 103 100 10 87 300 2.6

use of social media.

12. Interactive social media Accepted

a preference by Youths 120 120 20 40 300 2.9

to improve their learning

culture through

downloading learning

materials including

videos, charts and maps.

13. Interaction and sharing Accepted

of online materials 100 120 40 40 300 2.9

preference for Youths

use of social media.

14. Research work a Accepted

preference for Youths 170 30 45 55 300 3.1

use of social media

15. Fun and entertainment 20 100 150 30 300 3.0 Accepted

31
 preference for Youths

use of social media.

Table 4.3 table 4.3 indicates that the mean values of items 1, 2, 3, 4 and 5 are ,2.6 2.9, 2.9, 3.1,

3.0 respectively and are all greater than mean (2.5) that students agreed that e-leaning is a

preference for students use of social media, interactive social media is a preference by students to

improve their learning culture through downloading learning materials including videos, charts

and maps, interaction and sharing of online materials preference for student’s use of social

media, research work is a preference for students use of social media and fun and entertainment

preference for students use of social media.

Research Question 4: What are the activities in social media that influence youth’s behavior

pattern?

Table 4.4: social media activities that affects youths

S/N Item Youths Response Total Mean Remark

4 3 2 1

16. Youth’s knowledge of Accepted

learning sites improve 100 100 30 70 300 3.2

their study habits.

17. Youths develop skill of Accepted

exploring subject sites 210 50 10 30 300 3.5

to aid academic

performance.

18. Youths use academic Accepted

32
 chat group to aid 150 70 30 50 300 3.2

learning.

19. Youths explore social Accepted

media for their research 70 100 28 102 300 2.5

work.

20. Youths have Accepted

knowledge of fun and 176 30 80 14 300 3.5

entertainment site that

aid learning.

Table 4.4 indicates that the mean values of items 16, 17, 18, 19 and 20 are 3.5, 3.2, 2.5, and 3.5

and are greater than the criterion mean (2.5) and are accepted. That youths agreed that youths

knowledge of learning sites improve their study habits, students develop skill of exploring

subject sites to aid academic performance, students use academic chat group to aid learning

students explore social media for their research work and student have knowledge of fun and

entertainment site that aid learning

33
4.2 Test of Research hypotheses

HO1: There is a significant relationship between social media utilization and behavioral pattern

Table 4.6: Summary of regression analysis on the relationship between use of social media

and youth’s behavioral pattern

A. Model Summary

Model R R Square Adjusted R Std. Error of

Square the Estimate

1 .222a .049 .047 .82952

a. Predictors: (Constant), behavioral pattern

B. Coefficientsa

Model Unstandardized Coefficients Standardized T Sig.

Coefficients

B Std. Error Beta

(Constant) 16.757 .593 28.235 .000

Students_Performance .156 .034 .222 4.519 .000

34
a. Dependent Variable: Use_of_Social_Media

C. ANOVAa

Model Sum of Squares Df Mean Square F Sig.

Regression 14.049 1 14.049 20.417 .000b

1 Residual 271.110 394 .688

Total 285.159 395

a. Dependent Variable: Use of Social Media

b. Predictors: (Constant), behavioral pattern

The table above showed the summary of regression analysis on the relationship between youth’s

behavioral pattern and use of social media in the Rivers State (OBIO/AKPOR LGA). Part A

showed that the use of social media variable only account for 4.9% (0.049x100) based on the R-

square value use of social media by the Rivers State. Part B shows a very positive relationship

between the two variables (B= 0.156). The regression equation y=16.76+0.156x indicating that

an increase in the use of social media variables will lead to an increase in student’s academic

performance of the Rivers State youths. From Part C, the F-statistic (20.417) shows that there

was significant contribution of the independent variable (motivation) to product variable (F1,

394=20.417, p<.05). This implies that the use of social media variables contribute significantly

to student’s academic performance of the Rivers State youths. Therefore, the null hypothesis was

accepted at 0.05 alpha level.

35
HO2: There is a significant relationship between youth use of different social media and

behavioral pattern

Table 4.7: Summary of regression analysis on the relationship between youth’s use of

different social media and behavioral pattern

Model Summary

Model R R Square Adjusted R Std. Error of

Square the Estimate

1 .187a .035 .018 8.38416

a. Predictors: (Constant), Students Performance

B. Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) 90.304 7.740 11.667 .000

Students_Performance .755 .521 .187 1.448 .945

36
a. Dependent Variable: Different Social Media Site Use By Students

C. ANOVAa

Model Sum of Df Mean Square F Sig.

Squares

Regression 147.334 1 147.334 2.096 .945b

1 Residual 412.200 394 70.294

Total 559.534 395

a. Dependent Variable: Different Social Media Site Use By Students

b. Predictors: (Constant), Students Performance

The table above showed the summary of regression analysis on the relationship between

student’s use of different social media and academic performance in the Rivers State

(OBIO/AKPOR). Part A showed that student’s use of different social media variables only

account for 3.5% (0.035x100) based on the R-square value use of different social media by the

Rivers State youths. Part B shows a very positive but weak relationship between the two

variables (B= 0.19). The regression equation y=90.30+0.76x indicating that an increase in use of

different social media variables will lead to an increase academic performance in the Rivers State

(OBIO/AKPOR). From Part C, the F-statistic (2.09) shows that there was no significant

contribution of the independent variable (use of different social media) to youths behavioral

pattern variable (F1, 58=.2.09, p>.05). This implies that the use of different social media

variables do not contribute significantly to behavioral pattern in the Rivers State

(OBIO/AKPOR). Therefore, the null hypothesis was rejected at 0.05 alpha level.

37
4.3 Summary of the Result

4.3 Discussion of Results

This section discusses the results of this study

4.3.1 Summary of results

i. The youths has accesses to so many social media sites that they usually use.

ii. There is a relationship between the use of social media and youths behavioral pattern in

OBIO/AKPOR LGA of Rivers state

iii. The youths usually spend almost the entire 24 hours of their day on different social media

sites.

The analysis in table 4.1 above shows that the mean values of items 1, 2, 3, 4 and 5 are 3.0, 2.7,

2.7, 2.7, 2.7 respectively and were all greater than mean (2.5) and were accepted indicating that

youths uses Facebook, Twitter, Instagram, Wechat etc which indicates that the youths are

conversant with so many social media sites in OBIO/AKPOR Local Government Area of Rivers

State. The result gotten indicates that a large class size has a negative effect on the behavioral

patterns of youths in OBIO/AKPOR Local Government Area of Rivers State.

The analysis in table 4.2 shows that the youths of Obio/Akpor LGA of Rivers State usually go

online almost every 10mins interval they are online. The result indicates that the mean values of

items 6, 7, 8, 9, 10 are less than (2.5) and are therefore rejected showing that long time spent on

38
social media has a negative influence on the behavioral pattern of youths in OBIO/AKPOR

Local Government Area of Rivers State.

The analysis in table 4.3 the youths send close to 22hours of there 24hours on social media in

OBIO/AKPOR local government area of Rivers State. The result obtained indicates that the

mean values of items 13 and 14 are greater than criterion mean (2.5) and are accepted indicating

the youths spend close to 20hours of there 24hours on social media that in OBIO/AKPOR LGA.

While the mean values of items 11, 12 and 15 are less than the criterion mean (2.5) which the

youths send close to 18hours of there 24hours on social media in OBIO/AKPOR LGA. The

result gotten from the study shows that youths spends more time in social media in

OBIO/AKPOR Local Government Area.

The analysis in table 4.5shows the x 2 calculated of 27793.4 is higher than the x2 critical value of

203.422 at 160 degree of freedom and 0.05 level of significance. The null hypothesis was

therefore rejected meaning that there is a significant relationship between social media and

youth’s behavioral pattern in OBIO/AKPOR local government area of Rivers State. This reveals

that social media is highly in use by youths in OBIO/AKPOR local government area of Rivers

State. From the above result it’s been seen and confirmed that the use of social media by the

youths OBIO/AKPOR local government area of Rivers State has a negative effect on their

behavioral pattern.

39
 CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

The study investigated study is to critically examine how utilization of social media affects

behavioral pattern of youths in Rivers State. Four research questions and two research hypothesis

were stated to ascertain the level of the relationship between youths and the effects of the

utilization of social media on behavioral of youths Rivers State.

Chapter two concentrated on literatures related to the study. Related literatures were reviewed

under the following sub-headings: conceptual frame work, theoretical frame work and empirical

frame work. Chapter three basically deals with research design, population of the study, sample

and sampling techniques, instrument for data collection, validity of instrument, reliability of the

instrument, method of data collection and method of data analysis. Chapter four looked at the

presentation of data and analysis of the data. The data collected was analyzed using SPSS as a

statistical tool. Chapter five looked at the following sub-headings: summary, conclusion,

recommendation to the study on the utilization of social media effects and academic performance

of students in Rivers State tertiary institutions and suggestions for further studies.

40
5.2 Conclusion

This study examined utilization of social media and its effects on academic performance of

students in Rivers State tertiary institutions. The mean items for the entire five research question

were above the critical mean of 2.50. This indicates that the respondents accepted all the

questions formulated.

Furthermore, null hypotheses one and four were accepted meaning that the use of social media

and students ‘activities in social media variables contribute significantly to student’s academic

performance of the Rivers State universities students why hull hypothesis two and three were

rejected meaning that use of different social media and students ‘preference for the use of a

particular social media variables do not contribute significantly to student’s academic

performance of the Rivers State universities students. The researcher thereby concludes that

effective use of social media by youths of Rivers State

5.3 Recommendations

Based on the findings of this study, the following were recommended;

1. Government through the institutions authorities in the state should encourage students to

adequate continue the use of social media to enable them take apt advantage of the

introduction of social media.

2. Vice chancellors and other school administrator within the shores of the institutions

should encourage students to concentrate or chose a particular social media that provides

them with the needed academic support

41
 3. Vice chancellors and other school administrator within the shores of the institutions

should encourage students to concentrate or chose a particular social media that provides

them with the needed academic support

4. Vice chancellors and other school administrator within the shores of the institutions

should encourage students to concentrate or chose a particular social media that provides

them with the needed academic support.

5.4 Suggestion for Further Study

The study prescribed ways that social media has introduced the new ways of accessing

information. The researcher is of the view that there should be proper monitoring and

supervision and assessment of the social media by the students. It is also the view of the

researcher to suggest to other readers to include other institutions in further studies.

42
 REFERENCES

Adebisi, R.O. & Onye, M.A. (2013). Toward implementation and sustainability of lesser class

size

services in FCT International Journal of Science and Education, 10(1), 49-69.

Adidi, R.O. (2011). The issue of large class size: The prospects and Challenges. Journal of

instructional Psychology, 37 (1), 24 – 31.

Agba S.A (2010). Nigeria’s national policy on large class size: A critical appraisal. Journal of

Science and Education, 10(1), 49-69.

Ambrose, A.S. (2005). Towards implementation and sustainability of lesser Class size services in

FCT: Some critical issues on the large class size. International Journal of Science and

Education, 10(1), 49-69.

Anashie T.I (2005) towards implementation and sustainability of lesser class Size services in

FCT:

Some critical issues on the large class size.

43
Asayai, S.D (2004), Roles of supportive services for the large class size in tertiary institutions.

Journal of Nigerian Association of Class room Management, International Journal of

Education, 1(2), 41-50.

Allen F.G (2010), issues on teaching method most appropriate for teaching. International

Journal,

24(2), 190-197.

Boyd, S.A and Ellision S.D (2010), how does large class size affect the Academic standing of

students in academic settings. International Journal of the Indian academy of applied

psychology, 35(2), 299-303.

Boneroning D.W (1905-1960), theory on learning in a large class size International Journal, 5(1),

154-155.

Daramola (2005), how does teaching method aid understanding in the class Room, Journal of

teaching and understanding in schools, 12 (1), 1 – 5.

Elvis H.T (2013), what are the implication of large class learning on student academic strength in

the university education system, International Journal for Research in Education, 32(1),

38-46.

Guthrie G.R (1886-1959), Social learning theory Englewood, (A Rorbing publishing. New York

Hermkens and kietzman (2011), towards implementation and sustainability of lesser class size

services in FCT: Some critical issues. Journal of Advocacy and Class size, 65(4), 65-78.

44
Huddleston S.F and Union D.E (2007), theories on learning in a large class size and its

implication

on the student. Europe Journal of Psychology, 8(2), 263-274.

Ihenacho, I. J. (1988). Remedial studies and teacher education issues in the National Policy on

teaching and learning. International Journal of Science and Education, 12(4), 110-169.

Jerimiah E.C (2009) Problems of extreme large class size in the Nigeria schools. New Delhi,

Anmol publication. Ltd. Indian

Magada & Horna (2012) theory on effect of larger class room. Belmont, California:

Wadsworth Publisher.

Melissa (2018) theory on the reduction of class size its negativity. International Journal of

Educational Learning, 18(5), 149-169.

Paul (2013). Theories of human psycology and students’ academic performance Policy

International Journal of Adjustment Psychology, 9(1), 52-62.

PritKallas and Pallas F.M (2007) Remedial studies and teacher education issues In the National

Policy International Journal of Developmental Psychology, 7(1), 54-69.

Rechelle (2018) educational performance of people that are having behavioral problem

Smart E.J & Whizsky E.C (2018) roles of the government in the execution of Effectiveness in

the

45
 area of teaching and learning International Journal of Science and Education, 15(2), 89-

109.

Wali C.B (2002) statistic on checking reliability International Journal of Mathematics and

Education, 10(1), 49-69.

Watson J.B (1883-1923) theory on learning International Journal of Psychology of Learning and

Education, 50(1), 49-69.

Williams, Boyd, Densten, Chin, Diamond and Mogenthaler, 2009 journal on behavioral patterns

of community youths in USA 55(2), 42-51.

Yamane, T. (1973) statistics, an introductory analysis, 2nd edition. New York harper and row

APPENDIX I

UTILIZATION OF SOCIAL MEDIA

SECTION A: DEMOGRAPHIC DATA OF RESPONDENTS

Name of Community: ---------------------------------------------------------------------------------------

Community of Respondent: ---------------------------------------------------------------------------------

18-25 26-35 36-49

Section B. Tick (√ ) appropriately.

46
S/N ITEMS SA A D SD

Use of social media by youths

1 Do Youths use social media?

2 Do Youths discuss issues found in

social media

3 Do Youths use social media for e-

learning

4 Do Youths compare information

from social media with what is

found in books?

5 Do Youths use social media for

research?

Different social media sites used

by Youths

6 Do youths use face book to receive

and provide information to other

Youths?

7 Is YouTube often watched and

accessed by Youths?

47
8 Do Youths habitually use twitter,

Google plus and Instagram?

9 Are snapshot, Skype and LinkedIn

used by your Youths on regular

basis?

10 Do Youths use WhatsApp to form

chat group?

Youth preference in the use of

social media

11 Is e-learning a preference for

Youths use of social media.

12 Interactive social media a

preference by Youths to improve

their learning culture through

downloading learning materials

including videos, charts and maps.

13 Interaction and sharing of online

materials preference for Youths use

of social media.

48
14 Research work a preference for

Youths use of social media

15 Fun and entertainment preference

for Youths use of social media.

Social media activities that affect

Youths

16 Youth’s knowledge of learning sites

improve their study habits.

17 Youths develop skill of exploring

subject sites to aid academic

performance.

18 Youths use academic chat group to

aid learning.

19 Youths explore social media for

their research work.

20 Youths have knowledge of fun and

entertainment site that aid learning.

49