STUDENTS’ PERCEPTION OF THE USE OF SOCIAL MEDIA FOR COLLABORATIVE LEARNING AS A MEANS OF IMPROVING THEIR ACADEMIC PERFORMANCE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Education is at the heart of a country’s development; it empowers individuals intellectually as well as in terms of skill acquisition. Furthermore, research has shown that a society with a strong, stable, and effective educational system possesses not only a formidable tool for combating and eliminating poverty, but also a solid foundation for developing a sustainable economy. When the US Embassy in Nigeria declares that education is the most important thing in any society, it emphasizes the importance of a strong educational system even more “”A solid educational system is seen as a necessary condition for success on all levels, from the individual to society to the economy.” Manu Goel (2008) supports this idea by observing that “the standard
The percentage of a nation’s human resource that is literate is simply determined by the percentage of its population that is literate.” This means that education is essential for a country seeking both human and sustainable development. Perhaps the most fascinating interpretation of education’s role in reformation is articulated by (Licuanan 2003).
With the incorporation of social media into education, students can now acquire necessary knowledge with ease and convenience. Social media platforms are rapidly gaining popularity in Nigeria and around the world as a means of interpersonal and public communication. Social media are modern forms of interactive communication that allow people to connect and exchange ideas. What distinguishes social media from more traditional modes of communication is its interactive nature, which allows audience members to participate. Participate from anywhere on the planet. According to McQuail (2010), social media differs from traditional mass media in that “previous mass communication was mostly unidirectional, whereas new forms of communication are largely participatory.” This participatory aspect gives modern media an unprecedented level of popularity. Social media platforms, by definition, have the ability to educate, enlighten, entertain, and “inflame” their audiences. This capability is most likely what Osahenye (2012) refers to as the “unstoppable might” of social media. It is critical to investigate how Nigerian students interact with new modes of communication as a new phenomenon. This is due to the fact that a student’s contribution as a youth has the potential to make or break a nation. Okolloh, cited by Essoungou (2010), stated that “modern communication technology is It lowers the entry barriers for everyone to participate and be heard.” It is one of the few ways that young Africans can circumvent the system’s inefficiencies that allow the status quo to persist.” This research will help determine whether or not students’ use of social media should be restricted. This is understandable, as the dispositions of a community’s members may form the media that exist there, much as Anim (2007) observes succinctly that “societies significantly impact the operations and functions of the media that operate inside such societies.” The method in which social media was used, as well as the role it played in the recent Arab Spring rebellion that shook the Middle East, lend credence to the aforementioned.
The statement of an academic. Social media sites, like radio and television stations, have proliferated throughout Nigeria and are likely to continue to do so as technology advances; however, the issue is that the goals for which consumers use the new media remain hidden. This is what Folorunso, Vincent, Adekoya, and Adewale (2010) observed when they claimed that social media networking sites are becoming more popular in Africa than ever before and are universally welcomed by young people. However, the extent to which these sites are adopted by their users is unknown, as people’s perceptions of this technology appear to differ.”
The rise of social media networks and web 2.0 technologies has been meteoric (Lenhart 2010), with social media technology permeating every aspect of users’ personal lives. Lives by creating content, sharing photos, commenting on or enjoying material, and participating in games. This spread is most noticeable in higher education institutions, where technology has altered students’ communication, collaboration, and learning. In this context, social media could be defined as a set of technological platforms that facilitate collaboration and community building (Joosten, 2012). Although experts have yet to agree on a precise definition of social media (Kaplan & Haenlein, 2010), the term is commonly defined in terms of social networking sites, blogs, Wikis, multimedia platforms, and virtual social worlds (Barnes & Lescault, 2011). This research focuses on networking sites, which demonstrate the pervasive presence of social media platforms like Facebook, Myspace, and LinkedIn. Indeed, social networking sites are comparable to social media platforms.
networking or online social networks in the sense that they are web-based and allow users to create personal profiles, exchange content, and communicate with other system users (Boyd & Ellison, 2007). Other studies employ the more recent term web 2.0 to refer to both social networks and other forms of social media (Gruzd, 2011). The goal of this study is to look into the relationship between the intent to use social media for collaborative learning and participation among undergraduate students at the University of Benin.
The potential for social media to improve interaction and cooperation in order to benefit learning was recognized early on (Desilets & Paquet, 2005; Knobel & Lankshear, 2006; Richardson, 2006), and significant research has been conducted to date in higher education institutions. Nonetheless, despite scholarly interest in the benefits,
The empirical research literature in the education sector is rather limited in terms of social media applications (Bryant, 2007; Burnett & Merchant, 2011; Lankshear & Knobel, 2011). This research will fill gaps in knowledge about the use of social media for collaborative learning among undergraduate students at the University of Benin in Edo State.
1.2 THE PROBLEM’S STATEMENT
Today, the internet is without a doubt the most important and dependable source of information. It is impossible to overestimate the growing importance of students and other educated people using social media as a source of information. As a result, students devote more time and attention to social media than to their studies, which has a negative impact on their academic performance and will continue to do so if they do not learn to balance the two (Osharive, 2015). Furthermore, Maya (2015) discovered that media consumption leads to poor academic performance, low self-esteem, and a lack of interest in educationally focused occupations. Academic excellence is essential in an individual’s life, whether at home, in a social or professional setting, in an institution, or even among peers. Academic achievement is highly valued because of the critical role it plays in an individual’s life in terms of success and respect in all areas of life. As a result, students must think about ways to improve their academic performance (Kyoshaba, 2009). Furthermore, studies have found that social media has an impact on students’ English language proficiency, particularly when taking tests. They communicate with friends using shorthand (wot, wat instead of what, dz, ds instead of this, dz).
instead of the, urs, urz instead of yours) and get used to making the same mistakes during tests (Obi, Bulus, Adamu, & Sala’at, 2012). Social networking platforms are now used by students at all levels of higher education. The goal of this study is to determine students’ perceptions of using social media for collaborative learning through a case study of undergraduate students at the University of Benin in Edo State.
1.3 THE STUDY’S OBJECTIVES
The primary goal of this study is to investigate students’ perceptions of using social media for collaborative learning to improve their academic performance. Other goals of this research include:
i. To ascertain the extent to which social media platforms are available to undergraduate students at the University of
Benin is a collaborative learning environment.
ii. Determine which social media platforms are available for collaborative learning to undergraduate students at the University of Benin in order to improve their academic performance.
iii. To investigate the effects of undergraduate students at the University of Benin using social media platforms for collaborative learning.
iv. To investigate the challenges of undergraduate students at the University of Benin using social media platforms for collaborative learning.
1.4 QUESTIONS FOR RESEARCH
This study will address the following research questions:
i. To what extent are social media platforms available for collaborative learning to undergraduate students at the University of Benin?
ii. Which social media platforms are available for collaborative use to undergraduate students at the University of Benin?
educating themselves in order to improve their academic performance?
iii. What are the consequences of undergraduate students at the University of Benin using social media platforms for collaborative learning?
iv. What are the challenges of undergraduate students at the University of Benin using social media platforms for collaborative learning?
1.5 THE STUDY’S IMPORTANCE
This study is extremely important. To begin, the findings of the study will provide an overview of the various social media platforms for academic excellence, providing critical information for future research in these areas. Similarly, the study will provide policymakers with information and advice. As a result, planners and other social scientists will find the findings extremely useful. Finally, this research helps
the knowledge base of students, instructors, and researchers working in the field of e-learning. The goal of research is to expand the boundaries of knowledge. As a result, this study will be conducted with the same goal in mind, particularly in the field of online learning. It will undoubtedly contribute to knowledge expansion in the following ways. To begin, the study will demonstrate the predictive value of selected variables in predicting academic achievement, specifically sociodemographic variables, prior computer abilities, and time management status. Finally, the study will benefit the government by demonstrating how providing adequate learning facilities can result in improved academic performance in our country’s postsecondary institutions.
1.6 STUDY OBJECTIVES
This study is primarily concerned with investigating students’ perceptions of the use of
Use of social media for collaborative learning to improve academic performance. This study is specifically focused on determining the extent to which social media platforms are available to undergraduate students at the University of Benin for collaborative learning, determining which social media platforms are available to undergraduate students at the University of Benin for collaborative learning in order to improve their academic performance, and examining the effects of undergraduate students at the University of Benin’s use of social media platforms.
Respondents for this study will be students from the University of Benin in Edo State.
1.7 THE STUDY’S LIMITATIONS
As with any human endeavor, the researcher encountered minor setbacks while conducting the study. Because there was a scarcity of literature on the subject due to the nature of the discourse, the researcher incurred additional financial expenses and spent additional time sourcing for relevant materials, literature, or information, as well as during the data collection process, which is why the researcher chose a small sample size. Furthermore, the researcher conducted this investigation in conjunction with other scholarly endeavors. Furthermore, because only a small number of respondents completed the research instrument, the findings cannot be generalized to other secondary schools outside the state. Regardless of the constraints encountered throughout the investigation, all aspects were minimized to ensure the best outcomes and the most productive results.
1.8 TERM DEFINITION
Academic performance: the degree to which a student has met his or her short- or long-term educational objectives. Academic achievement is represented by cumulative GPA and completion of educational degrees, particularly bachelor’s degrees.
Collaborative Learning is a teaching and learning approach in which groups of students work together to solve a problem, complete a task, or create a product.
Perception is the way something is perceived, understood, or interpreted.
Social media is a computer-based technology that allows people to share ideas and information while also creating virtual networks and communities. Social media, by definition, is internet-based and allows users to easily exchange personal information and other content, such as videos and photos.
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