Influence of Social Networking on Business Education Student’s Academic Performance
CHAPTER ONE
OBJECTIVE OF THE STUDY
The main purpose of this study is to determine how social networking influence business education students’ academic study.
Specially, it is to ascertain:
- The challenges experienced by business education students in the implementation of the use of social networking
- The ways to curb business education students’ addiction towards social networking
- The extent to which social networking sites responsible for business education students’ academic performance.
- The implications of using social networking sites by business education students
- The rate of usage of social networking sites by business education teachers affects their student attitude towards social networking.
CHAPTER TWO
REVIEW OF LITERATURE
INTRODUCTION
Our focus in this chapter is to critically examine relevant literatures that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps.
Precisely, the chapter will be considered in three sub-headings:
CONCEPTUAL FRAMEWORK
THEORETICAL FRAMEWORK
EMPIRICAL REVIEW
CHAPTER SUMMARY
Academic Performance
Academic performance or “academic achievement” is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represent academic achievement.
Academic achievement is commonly measured through examinations or continuous assessments but there is no general agreement on how it is best evaluated or which aspects are most important—procedural knowledge such as skills or declarative knowledge such as facts. Furthermore, there are inconclusive results over which individual factors successfully predict academic performance, elements such as test anxiety, environment, motivation, and emotions require consideration when developing models of school achievement.
Butter (1987) found home-work to be a correlate of academic performance. The author has stated that homework bear positive relationship with learning outcomes when it is relevant to the learning objectives. Lockheed et al. (1991), indicated that lack of motivation and professional commitment produce poor attendance and unprofessional attitudes towards students which in turn affect the performance of students academically.
Babyegeya (2002:22) has revealed a number of factors that affect students’ academic performance. One of the factors is how students actually learn or intend to learn and what teachers actually teach. In his view, other factor – like shortage of books and materials, teaching and teacher education affect students’ academic performance. He adds that the type of teachers, their experience professional, qualifications and commitment to work may contribute to the students’ achievements. In addition to his findings, he insists on instruction time in which students spend in actual learning activities. The author contends that the more they understand the better they perform.
Academic performance as measured by GPA
Unlike the variables of regulation of time and study environment (attention) and effort regulation (motivation), there have been studies conducted on the impact social media usage has on academic performance, specifically cumulative GPA. Several studies investigating the impact of social media on academic performance were conducted (Apuke and Iyendo, 2017; Peter, 2015; Waqas et al., 2016). In one study, the students were given surveys that inquired about their daily social media usage, whether they used social media sites while completing university work, which sites they used more often, and their GPA (Peter, 2015).
CHAPTER THREE
RESEARCH METHODOLOGY
Area of Study
300 and 400 level in the department of vocational technical education in University of Benin, Benin City form the area study.
Research Design
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the descriptive survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
DATA PRESENTATION
ANSWERING RESEARCH QUESTIONS
Question 1: What are the challenges in the use of social networking sites by business education students towards their academic performances?
From the responses obtained as expressed in the table above, all the respondents constituting 100% said yes to all the options provided.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS:
Introduction
This chapter summarizes the findings into the “influence of social networking on business education student’s academic performance using University of Benin, Benin City as case study”. The chapter consists of summary of the study, conclusions, and recommendations.
Summary of the Study
In this study, our focus was to determine how social networking influence business education students’ academic study. The study specifically was aimed at identifying the challenges experienced by business education students in the implementation of the use of social networking; identifying the ways to curb business education students’ addiction towards social networking; examine the extent to which social networking sites responsible for business education students’ academic performance; identifying the implications of using social networking sites by business education students and investigate the rate of usage of social networking sites by business education teachers affects their student attitude towards social networking.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 120 responses were validated from the enrolled participants where all respondent are active 300 and 400 level students in the University of Benin, Benin City.
Conclusions
Based on the finding of this study, it was concluded that:
- Time consumption, resulting to neglect of other activities, Receiving unwanted and distractive messages or videos, Laziness towards academic activities, Loss of interest towards lectures and lack of fund for data subscription are the challenges encountered by business education students in the use of social networking sites towards their academic performances.
- There are ways to curb business education students addiction towards social networking.
- Social networking sites are responsible for students’ poor academic performance in business education.
- Poor academic Performance, Loss of focus which results to inadequate lectures comprehension, Loss of interest in academic activities, Use of tuition fee for data subscription and Development of health issues due to constant use of phone and computers are all the implications of using social networking sites by business education student.
- Lecturers can influence business students attitude towards social networking
Recommendations
- The usage of devices during lectures should be limited and/or prevented because of negative impacts on students’ concentration in the lecture hall;
- The research should be performed on students at different levels in order to generalize the findings.
- While mobile phones have data limit, there should also be a policy regulating the use of social media and educating people on its profitable use. This is because one cannot totally stop the usage of social media applications by students but with the right education and strategy, its use can be productive and the performance of students can be improved if they are duly informed.
- Students who are heavy users, should moderate the use of the sites to avoid addiction and create a balance between their offline and online lives while using the sites.
REFERENCE
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