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 nation's growth; it empowers individuals both intellectually and in terms of skill acquisition. Additionally, research has demonstrated that a society with a robust, stable, and effective educational system inevitably possesses not just a formidable tool for combating and eliminating poverty, but also a solid basis upon which to develop a sustainable economy. The importance of a strong educational system to any society is highlighted further when the US Embassy in Nigeria declares that education is the "most critical strategy to community (national) development." A solid educational system is seen as a necessary condition for success on all levels, from the person to society to the economy." Manu Goel (2008) corroborates this notion when he observes that "the quality of a nation's human resource is simply determined by the percentage of its population that is literate." This means that education is critical for a nation that aspires to both human and sustainable development. Perhaps the most enthralling interpretation of education's involvement in the reformation process is articulated by (Licuanan 2003).

The integration of social media into education has enabled students to acquire necessary knowledge with ease and convenience. Social media platforms are rapidly gaining popularity as a way of interpersonal and public communication in Nigeria and around the world. Social media are contemporary forms of interactive communication that enable individuals to connect and exchange ideas. What differentiates social media from more traditional modes of communication is its interactive aspect, which enables audience members to engage from anywhere in the globe. McQuail (2010) distinguishes social media from conventional mass media by stating that "previous mass communication was mostly unidirectional, whereas new forms of communication are largely participatory." This participatory quality endows modern media with an unparalleled level of popularity. By their very nature, social media platforms have the ability to educate, enlighten, entertain, and "inflame" their audiences. This capability is likely what Osahenye (2012) refers to as the social media's "unstoppable might." As a fresh phenomena, it is vital to investigate how Nigerian students interact with the new modes of communication. This is because a student's contribution as a youth has the potential to create or break a nation. According to Okolloh, cited by Essoungou (2010), "modern communication technology is one of the few ways that young Africans may circumvent the system's inefficiencies that allow the status quo to persist." It reduces the entrance barriers for everyone to participate and be heard." This study will aid in determining whether or not students' usage of social media should be controlled. This is understandable, as the dispositions of the members of a community may form the media that exist there, much as a cerebral media expert 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 employed and the role it played in the recent rebellion that shook the Middle East, dubbed the Arab Spring, lend validity to the aforementioned academic's statement. As with radio and television stations, social media sites have proliferated throughout Nigeria and are certain to continue to do so as technology develop; nevertheless, the issue is that the goals for which consumers utilize the new media remain hidden. This is what Folorunso, Vincent, Adekoya, & Adewale (2010) noticed when they argued that social media networking sites are growing more popular in Africa than they have ever been and are universally welcomed by youngsters. However, the extent to which these sites are adopted by their users is unknown, as it appears that people's perceptions of this technology vary."

The rise of social media networks and web 2.0 technologies has been monumental (Lenhart 2010), with social media technology infiltrating every part of users' personal lives through content creation, photo sharing, commenting on or enjoying material, and game involvement. This spread is most pronounced at institutions of higher learning, where technology has altered students' communication, collaboration, and learning. In this context, social media might be defined as a collection of technical platforms that facilitate cooperation and community building (Joosten, 2012). Despite the fact that experts have yet to agree on a precise definition of social media (Kaplan & Haenlein, 2010), the word is frequently defined in terms of social networking sites, blogs, Wikis, multimedia platforms, and virtual social worlds (Barnes & Lescault, 2011). This study focuses on networking sites, which exemplify the pervasive presence of social media platforms such as Facebook, Myspace, and LinkedIn. Indeed, social networking sites are comparable to social networking or online social networks in that they are web-based and enable users to build personal profiles, exchange material, and communicate with other system users (Boyd & Ellison, 2007). Other studies use the more contemporary phrase web 2.0 to refer to both social networks and other forms of social media (Gruzd, 2011). The purpose of this study is to investigate the association between intent to utilize social media for collaborative learning and participation among undergraduate students 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 study has been undertaken in higher institutions of learning to date. However, despite scholarly interest in the advantages of social media applications, the empirical research literature in the education sector is rather restricted (Bryant, 2007; Burnett & Merchant, 2011; Lankshear & Knobel, 2011). This study will fill in the gaps about the usage of social media for collaborative learning among undergraduate students at University of Benin, Edo State.

1.2 STATEMENT OF THE PROBLEM

Today, the internet is unquestionably the most significant and dependable source of information. The expanding importance of students and other educated persons use social media as a source of information cannot be overstated. Thus, students devote more time and attention to social media than to their studies, which negatively impacts their academic performance and, if they do not learn to balance the two, will continue to do so (Osharive, 2015). Additionally, Maya (2015)'s study discovered that media consumption results in worse academic performance, low self-esteem, and decreased interest in educationally focused professions. Academic greatness is critical in an individual's life, whether it be in the home, social, or job environment, in an institution, or even among peers. Academic achievement is heavily emphasized due to the critical significance it plays in an individual's life in terms of success and respect in all aspects of life. As a result, students must consider measures to improve their academic performance (Kyoshaba, 2009). Additionally, studies have found that social media has an effect on students' grasp of the English language, particularly while writing tests. They utilize short-handwriting to communicate with pals (wot, wat instead of what, dz, ds instead of this, d instead of the, urs, urz instead of yours) and become accustomed to making the same errors during tests (Obi, Bulus, Adamu, & Sala'at, 2012). Today, students at all levels of higher education are utilizing social networking platforms. The purpose of this research is to ascertain students' perceptions on the usage of social media for collaborative learning by conducting a case study of undergraduate students at University of Benin, Edo State.

1.3 OBJECTIVES OF THE STUDY

The primary objective of this study is to examine students' perception of the use of social media for collaborative learning as a means of improving their academic performance. Other objectives of this study are:

i.          To determine the extent social media platforms are available to undergraduate students at the University of Benin for collaborative learning.

ii.        To determine which social media platforms are available to undergraduate students at the University of Benin for collaborative learning in order to improve their academic performance.

iii.      To examine the effects of the use of social media platforms by undergraduate students at the University of Benin for collaborative learning.

iv.      To investigate the challenges of using social media platforms by undergraduate students at the University of Benin for collaborative learning.

1.4 RESEARCH QUESTIONS

The following research questions will be answered in this study;

i.          To what extent are social media platforms available to undergraduate students at the University of Benin for collaborative learning?

ii.        Which social media platforms are available to undergraduate students at the University of Benin for collaborative learning in order to improve their academic performance?

iii.      What are the effects of the use of social media platforms by undergraduate students at the University of Benin for collaborative learning?

iv.      What are the challenges of using social media platforms by undergraduate students at the University of Benin for collaborative learning?

1.5 SIGNIFICANCE OF THE STUDY

This study is really significant. To begin, the study findings will present an overview of the various social media platforms for academic excellence in order to provide critical information for future research in these areas. Similarly, the study will give information and advice that may be beneficial to policymakers. As a result, the findings will be critical for planners and other social scientists. Finally, this study contributes to the knowledge base of students, instructors, and researchers working in the field of e-learning. Research is undertaken with the goal of expanding the frontiers of knowledge. Thus, this study will be conducted with the same purpose, particularly in the realm of online learning. It will surely help to knowledge expansion in the following ways. To begin, the study will demonstrate the predictive value of chosen variables, particularly sociodemographic variables, prior computer abilities, and time management status, in predicting academic achievement. Finally, the government will profit from the study since it will demonstrate how providing proper learning facilities may result in improved academic performance in our country's postsecondary institutions.

1.6 SCOPE OF THE STUDY

Broadly, this study is focused on examining students' perception of the use of social media for collaborative learning as a means of improving their academic performance. Specifically, this study is focused on determining the extent 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, examining the effects of the use of social media platforms by undergraduate students at the University of Benin for collaborative learning and investigating the challenges of using social media platforms by undergraduate students at the University of Benin for collaborative learning.

Students from the University of Benin, Edo State will serve as respondents for this study.

1.7 LIMITATIONS OF THE STUDY

As with any human endeavor, the researcher experienced small impediments while performing the study. Due to the scarcity of literature on the subject as a result of the discourse's nature, 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. Additionally, the researcher conducted this inquiry in conjunction with other scholarly pursuits. Additionally, because only a small number of respondents were chosen to complete the research instrument, the results cannot be applied to other secondary schools outside the state. Regardless of the limits faced throughout the investigation, all aspects were reduced to ensure the best outcomes and the most productive research.

1.8 DEFINITION OF TERMS

Academic performance: the extent to which a student has achieved his/her short or long-term educational goals. Cumulative GPA and completion of educational degrees especially bachelor's degrees represent academic achievement.

Collaborative Learning: is an educational approach to teaching and learning that involves groups of students working together to solve a problem, complete a task, or create a product.

Perception: the way in which something is regarded, understood, or interpreted.

Social media: computer-based technology that facilitates the sharing of ideas and information and the building of virtual networks and communities. By design, social media is internet based and offers users easy electronic communication of personal information and other content, such as videos and photos.

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