INFLUENCE OF DIGITAL MEDIA USAGE ON STUDENT’S ACADEMIC

PERFORMANCE

CHAPTER ONE

INTRODUCTION
1.1 Background of the Study

Digital media refers to the electronic means of storing, transmitting, and replaying data

and information through digital devices and networks. These devices include personal

computers, mobile phones, and other interactive devices that allow for multimedia content

and communication on a global scale. The content of digital media is typically audio,

video, graphics, and text that has been transmitted or stored electronically.(Taylor and

Kent, 2014).

Digital media offers new prospects for the education system. Using computers and the digital

media makes the learning process more interesting and diverse and leads to increase in cognitive

activity. Many different kinds of digital media resources enrich the teacher and student’s

activities (ethan zuckermann, 2015).Several people now rely so much on the digital media ,

harnessing its benefits for information sharing, collaboration, etc. The digital media has largely

improved effectiveness and efficiency of both students and workers by simplifying their work. It

offers a platform for interaction and resource sharing, where millions of people participate and

engage in the creation and exchange of information (Sherry turckle, 2018).

It is a relatively novel source for scholarly resources and contains huge quantities of information

that vary a great deal regarding its content, aim, target, group, and reliability. Hence, it is

important that the end user is aware of the diverse information available on the digital media and

educated in the criteria by which the information content should be accessed (Emeka&Nyeche,

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2016). More over, virtual and augmented reality technology have revolutionized the way

we experience media and entertainment. A study by statista projected that the global

virtual reality market will reach a value of 21.5 billion US dollars in 2022. Demonstrating

the increasing demand for immersive digital experiences (Statista,2022).

With increasing impact of information and communication technologies on higher education, all

those concerned with higher education are attempting to grasp how ICT could help in

modernizing the process of teaching, learning and research. Students use the digital media as a

hub for research in their various fields of study. This is evident in the way the students consult

the digital media for assignments, presentations, research works and examinations

(Emeka&Nyeche, 2016). The Digital media is now a very essential tool and required by the

knowledge-based society for managing and searching information, communication, research and

learning. With the Digital media, a borderless world is realized. The use of digital media

technology will make it easier for people to obtain several information and the latest information

quickly and effectively. The use of the Digital media is useful to the world, especially to students

(Shahibi&KuRusli, 2017).

1.2 Statement of the Research Problem

Looking around the globe, the digital media has occupied an enormous space in the education

area and application of the digital media for academic pursuit has become trendy. Books and

other printed information are almost substituted by electronic resources (Dorji, 2015).

The digital media is an invaluable source of information used by students for their projects and

assignments. The use of the digital media gives the students an easy and prompt access to the

information they seek, thereby motivating them to search for information more often.

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Many of the aforementioned studies emphasize on how the digital media has occupied an

enormous space in the education area, how digital media has become relevant to students for

their projects and assignments, how it help lecturers to prepare lecture guides using number of

sites.

Little attention was given to negative effects and distractions it has on students academic

performances such as, non educative activities, time wasting on social media , bad effects it has

on students performances.

this study aims to measure the nature of digital media use, time spent on the digital media and

the effectiveness of the use of digital media services and its effects on students’ academic

performances in Abubakar Tafawa Balewa University Bauchi, after the covid19 pandemic.

1.3 Research objectives

The general goal of the study is to examine the influence of the Digital media usage on students’

academic performance. This study aim:

i. to examine the motives of students’ activities on the digital media.

ii. to find out how much time the students spend on the digital media.

iii. to investigate the Effectiveness of digital media use on academic performance.

1.4 Research Questions

This study will be guided by the follow Research Questions.

1. Which motives does the students access the digital media?

2. How much time is spent using the digital media?

3. How does digital media services affects student’s academic performance?

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1.5 Significance of the Study

The study will be important for school authorities in forming the policies that will guide the use

of the institutions’ digital media facilities, such as services that will be allowed on their network.

It will also be helpful to the students to understand what use of the digital media will aid their

academic performance and which will have an adverse effect on their academics. The outcome

of this study can help enlighten individuals on how to appropriate their time on the digital media

and help promote optimum utilization of the digital media.

1.6 Scope of the study

This study will cover regular undergraduate students of the faculty of education

Abubakar Tafawa Balewa University Bauchi. The study will not cover all the students of the

faculty of education but science education students only. Also the study will not cover the

400level students as they are currently on Teaching Practice and unavailable for evaluation. In

addition, It is not restricted to any gender and will be conducted between the 2021/2022

academic session.

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1.7 Definition of Terms

Digital - Refers to the use of electronic devices, such as computers, smart phones, tablets,
and digital cameras, that operates using binary code.

Media - Serves as a tool for mass communication, enabling information to reach a wide
audience simoultaneously.

Digital media – Digital media is a digitized content that can be transmitted over the digital

media or computer networks

Academic performance – Is the extent to which a student, teacher or institution has attained

their short or long-term educational goals.

Student – A learner, or someone who attends an educational institution.

Influence – The effect on the character, development, or behavior of someone or something.

Usage – The action of using something.

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 CHAPTER TWO

LITERATURE REVIEW
2.1 Introduction

The essence of literature review is to convey the knowledge and ideas that have been established

on a topic and what their strengths and weaknesses are(Taylor, 2006).This chapter will review

literatures related to the study. It will explore the nature of digital media use among students,

frequency of digital media usage, the challenges militating against digital media usage, preferred

location of digital media access and its effect on the performance of students, among others.

2.2 Conceptual Review

2.2.1 The Concept of Digital media

Technological changes have always been seen as strong evolutionary, force but the advent of

digital media has been the most colossal. It has shaken almost all spheres of personal, social and

professional human life. Right from the mere ways of interaction to the running of huge systems,

we are utilizing the conveniences provided by the existence of Digital media. Developments

made in the Digital media applications are beyond our imagination. Significant benefits have

been drawn from digital media being a connection and communication tool (Ahmed &Qazi,

2011).

The digital media proffers a very easy and convenient way to meet the needs of finding the

information we want. News and a variety of necessary information are readily available at a

click. By simply typing a website address or search for it with the search engines, in seconds, the

information we seek we get (Puspita&Rohedi, 2018). Emeka and Nyeche (2016) opined that, the

digital media can be conceived as a rich, multi-layered complex ever-changing channel for

information dissemination and a medium for collaborative interaction between individuals and

6
computers, without regards for geographical limitation of space. To the digital media users, the

digital media is a global community, one with a very active life.

Over the last decades, access to the digital media has improved immensely and is available in

many places such as homes, offices, travels, schools, government agencies, etc.(Yebowaah,

2018). The use of computer and access to online resources are comparatively important to

students(Akende&Bamise, 2017). The Digital media has opened the door to a new way of

learning. The wealth of information available therein far exceeds that of any physical library

(Ivwighreghweta&Igere, 2014).With the advent of the digital media, Leaner is not dependent on

teacher for interaction and teachers can deliver lecturers virtually to unknown learners.

Therefore, in this era, teachers and students can carry out their work on the digital media in ways

that are similar to the traditional ways that they learn, teach and study in libraries, classrooms,

laboratories, seminars, conferences and so on. The digital media can provide access to essentially

unlimited sources of information not conventionally obtainable through other means. The digital

media has broken down barriers of communication access from anywhere in the world

(Emeka&Nyeche, 2017).

2.2.2Negative Impact of the Digital media on Students

The use of ICT and more specifically the Digital media has fundamentally changed the

conventional methods of teaching and learning in higher education institutions around the globe

(Agabi, Agbor, Ololube &, 2015). Online media used in teaching are efforts to make

improvements or to enhance the quality of teaching and learning process.

However, Owusu-Acheaw, & Larson (2015) in their study revealed that the use of social media

sites had affected academic performance of the students negatively and that there was direct

7
relationship between the use of social media sites and academic performance. Below are some of

the ways the digital media affects students negatively:

Face to face, social skills are not exercised. At this stage of students’ life, they are learning about

the world around them. While the Digital media is supposed to bring people together, the fact

that people only talk online instead of making an effort to meet each other is sending wrong

messages to students and children. The digital media affects students by depriving them of face-

to-face, genuine communications that can teach them.

Decreasing creativity. Because everything can be found on the digital media, students do not

have to make more efforts or look for more ways to know the answer to homework, or even to

their own questions. With the digital media, they do not need to pay any more attention, or think,

or make more effort, because everything they need to know is just within a click of a button.

Time is spent on the digital media instead of studying. There is what is called nonessential digital

media use, when people tend to aimlessly surf the digital media for information that they cannot

even retain or remember after hours in a session.

Less family time. Excessive digital media usage also steals away time for family. For example,

instead of enjoying dinnertime together, children are engrossed in their devices even while on the

dining table.

Staying up late. Some students stay up late at night just poring over random things on the digital

media. This is very harmful to the growing minds of students. Also, when they wake up the next

day, they have low energy and tend to not pay attention or even fall asleep in class.

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As a result, it is imperative for both parents and teachers to ensure that students have limited

access to digital media and materials on the web. It is also up to them to ensure that students are

using their time on the web responsibly.

2.2.3 Digital media access and academic performance

The Digital media is an inseparable part of today's educational system (Ivwighreghweta&Igere,

2014). It provides an environment where millions of people participate and engage in the

creation and exchange of information (Soegoto&Tjokroadiponto, 2018). The use of digital media

is one of the major factors affecting the academic performance and social life of university

students. (Essays, UK, 2018).Ngoumandjoka (2012) categorized digital media users as heavy

and light users. He opined that, academic work is the key motive while students use the digital

media. He suggested that heavy users were found to use the digital media more for recreational

purpose than the light digital media users. His study also revealed that the more the digital media

is used for academic work the more it is perceived to exert a positive influence on academic

grades. In a study conducted by Ogedebe (2012), majority (79%) of the respondents accepted

that their academic performance has improved by using the Digital media.

2.2.4 Time Spent on the Digital media by the students

Research findings have shown that excessive use of Digital media adversely affects one's

physical health, family life, and academic performance (Akhter, 2013).Often the student does not

have time to absorb the information received during lessons due to time spent on the Digital

media (Talaue, AlSaad, AlRushaidan, AlHugail, &AlFahha, 2018). While controlled use of the

digital media can have positive influence on students’ academic performance (Yebowaah, 2018),

It has been recently reported that adolescents today spend a significant amount of their time on

the digital media for multiple purposes (Ogedebe, 2012).Lately, individuals are being addicted to

9
the Digital media for various reasons, such as pornography, Digital media gambling, online

shopping, and searching for non-important information or chatting for a very long time (Alam,

Hashim, Ahmad, Chel-Wel, Nor & Omar, 2018), making them to spend so much time on the net

for non-beneficial activities. The number of hours spent on digital media will affect the grades of

students depending on if the digital media is used for academics or social purposes (Essays, UK,

2018). Social networking sites have become more and more popular among students, and a major

concern have arose over how the use of social media sites among undergraduate students affects

their academic performances (Celestine &Nonyelum, 2018). Students spending a lot of time on

the Digital media can do more harm than good (bridges of Hope, 2017).

2.3 Empirical Review

Emeka andNyeche (2016) conducted a study on the Impact of Digital media Usage on Academic

performance of undergraduate students at the University Of Abuja, Nigeria. The researchers

employed the Survey method using questionnaires as the instrument for data collection. The

result revealed that the use of Digital media is a beneficial tool to students and enhances their

skills and capability, which will assist them in studies and professional life.

Alam, Hashim, Ahmad, CheWell, MohdNor, and Omar (2014) also conducted a research to

study the negative and positive consequences on excessive usage of the Digital media among

young adults. As such, there is no dependent and independent variable in the

study .Questionnaire survey was conducted. Four hundred (400) respondents were approached of

which 205 responded. From the data analysis the researcher found that Digital media can have

both negative and positive impact on students’ performance.

A study by Ogungbeni,Adekanye, Bamigbose andSulaiman(2016) investigated the appropriate

and inappropriate use of Digital media among undergraduates in Nigeria. The result shows that

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majority of the respondents (57.7%) agreed that most journal articles they access are from the

digital media. 67.0% of the respondents read dictionaries on the digital media. However, only

41.2% agreed that they download electronic books from the digital media. 49.5% of the

respondents are not aware of policy regulating the use of digital media in their university

student’s handbook. For library guide, 64.0% of the respondents agreed that there is no policy on

the use of digital media in their library guide. These results coupled with the personal

observation of the authors are pointers to the fact that there are no enough policies to regulate the

use of digital media in Nigerian universities.

Islam, Malik, Hussain, Thursamy, Shujahat, &Sajjad (2018) conducted a study on the Motives of

excessive Digital media use and its impact on the academic performance of business students in

Pakistan. The study was quantitative in nature and a cross-sectional design was employed. A

sample of 350 business students were considered for the study. The results revealed that

entertainment, social interaction, information seeking, and economic motives play a significant

role in excessive Digital media usage, and excessive Digital media usage have a negative impact

on the academic performance of students.

Hasnain, Nasreen, &Ijaz (2015) carried out a research to study the relationship between the use

of social media and students’ academic performance in Pakistan. The results suggest, social

media has an inverse relationship with academic performance. However, Social media platform

used in a positive manner can help students and youth in gaining knowledge, that can be used to

enhance their academic performance.

Ahmed, Ahmed-Zakariyyah, and Ahmed (2018) in their study examined the influence of digital

media usage on senior school Biology students’ in Osun Central Senatorial District, Nigeria. The

research was descriptive and of the survey type. Six hundred (600) students and 20 schools were

11
selected for this study using simple random sampling technique. The instrument used was a

researchers’ designed questionnaire. The study revealed that access to digital media contributes

positively to the achievement of biology students, it was further revealed that student who use

digital media for academic purpose and those who do not use it for academic purpose perform at

almost the same level. Hence, the impact is not that significant.

Dorji(2015) conducted a research to study the Impact of the Digital media on Academic

Performance of the students at the tertiary level of Education in Bhutan. The research was

quantitatively descriptive in nature. The researcher employed questionnaire to collect primary

data from the respondents using the convenience sampling technique. Data accumulated from the

field was analyzed using SPSS software. The researcher found that depending on the digital

media to do academic tasks, for providing the relevant course information and as a reliable

academic source contribute to the academic achievement of the students.

Akhter (2013) conducted a study on the relationship between internet addiction and academic

performance of university undergraduates. Convenient sampling technique was used to draw the

sample and four hundred (400) students filled the self-reported questionnaires. The data

generated was analyzed using SPSS version 17, and it was found that, internet addiction have

negative impact on the academic performance of the students.

Ivwighreghweta and Igere (2014) in their research, Impact of the Internet on Academic

Performance of Students in Tertiary Institutions in Nigeria, employed the survey research design

and questionnaire was the instrument used to collect data. Six thousand (6000) copies of

questionnaire were randomly distributed through the help of research assistants. Five

thousand(5000) completed copies were retrieved and found usable. The data was analyzed using

descriptive statistics. The study found that majority of the respondents were computer literate

12
and that they make use of the internet mainly, for academic activities. Power outage, slow

internet speed, lack of computer terminals, too many hits or information overload, insufficient

computer were some of the problems militating against effective internet access.

Ogedebe (2012) conducted a research at University of Maiduguri Nigeria on students’ academic

performance and internet usage. A questionnaire was designed and administered to students. The

investigation shows that 79% of the respondents accepted that their academic performance

actually improved by using the internet, as 13% thought otherwise, 8% made no response to that

question. When respondents were asked on how internet services have helped their academic

pursuit? The study shows that 8% believed that their GPA has improved remarkably as a result

of the use of the Internet, 6% of the respondents agreed that their GPA has been declining, 28%

responded that it aids them in preparing better for CA and semester examinations, while 22%

were indifferent about the options and therefore did not respond. Majority of the respondents

constituting 36% of the total respondents refused to respond to the question.

Wickramanayake and Muhammad (2018) in their study, Social media use by undergraduate

students of education in Nigeria: a survey, employed a stratified sampling technique to draw the

sample, and 242 teacher, students were selected as a sample from three higher educational

institutions in Gombe State, Nigeria. A questionnaire survey method was used to collect the data.

Data was analyzed by means of simple and inferential statistics. The researchers found that,

majority of the students access social media via their mobile phones and social media was

extremely popular for education, entertainment and communication among them. The students

also preferred educational and informational communities to other social media communities.

The study further revealed that effective social media usage among students enhanced their

different types of skills including learning. Unstable electricity connections, security and privacy

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issues, internet costs and unreliable internet connections were recorded as some barriers

concerning students’ social media use.

Ekenze, Okafor , Ekenze, NwosuaandEzepue (2017) conducted a research on the Value of

Internet Tools in Undergraduate Surgical Education: Perspective of Medical Students in a

Developing Country at the College of Medicine, University of Nigeria, Enugu. The researchers

undertook a cross-sectional survey of 2013 and 2014 graduating medical class of the College,

using structured self-administered questionnaire. The survey assessed the knowledge, utility, and

application of Internet tools in surgical education. The researchers found that most of the

respondents believe that the tools may have utility in surgical education. However, to further

consolidate and enhance learning experience, it may be useful to integrate this learning modality

with the traditional mode of teaching through a well thought out curriculum modification. 46.7%

of the respondents had formal training on information technology. 90.6% of those trained on ICT

use Internet for education/learning compared to 88.4% (107/121) of those without ICT. 89% of

respondents indicated that Internet tools could be effectively applied in surgical education

specifically in areas of lectures, assignments, real-time procedure demonstration, case discussion,

and interaction with surgical experts. The key benefits are utility as a regular self-assessment tool

and offer of flexible learning schedule. Fifty-two percent strongly agree that combination of the

use of Internet tools with the traditional teaching may give better learning outcome. The major

challenges were; cost of accessing Internet, lack of facility with the technology, and network

availability. Availability of affordable Internet, improvement of training on ICT and

encouragement of the use of these tools by faculty were the major suggestions to address the

challenges.

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2.4 Theoretical Review

Is a critical examination and synthesis of existing theories, concepts, and frameworks

related to a specific research topic. It aims to provide an overview of the current state of
knowledge, identify gaps, and propose theoretical perspectives or models that can advance
understanding in the field.
2.4.1 User and gratifications theory

Few theoretical frameworks have been utilized in explaining the impact of Digital media usage

on users’ academic performance. The uses and gratifications framework, previously been applied

to a wide range of mass media usage and interpersonal communication areas, has been used to

explain expected positive outcomes associated with Digital media use (LaRose, Mastro, &Eastin,

2001). According to the uses and gratifications theory, users accept a media such as the Digital

media, in order to satisfy different needs. Researchers report that Digital media users have

primarily accessed the Digital media for communication, entertainment, and for seeking

information (Gross, Juvonen, & Gable, 2001). It is obvious that the Digital media is used to

gratify individuals’ needs, yet it is less clear which online activity individuals find most

gratifying. Gratification may be based on cultural values, such as respect for one’s elders or

expectation for educational excellence. People normally use the Digital media for three key

reasons; communication, entertainment, and for seeking information but it is yet unclear the

primary motivator for Digital media use.

2.4.2 Time displacement theory

The time displacement hypothesis, which stems from the reduction hypotheses, assumes that

adolescents have a limited amount of time (Mutz, Roberts, & van Vuuren, 1993). Therefore

increased amounts of time in non-educational use of the Digital media may hinder adolescents’

academic achievement. When adolescents increase the time they spend online engaging in social

15
and or recreational activities, time sacrifices will be made in other areas, such as studying,

reading, and doing homework (Neuman, 1991). This displacement may happen because the

Digital media, which entertains adolescents with stimulating images as well as visual and

auditory effects, is more attractive and immediately pleasing than school-related activities.

2.5 Research Framework

Independent variables

Nature of digital media

Dependent
activities
variables

Academic performance

Time spent on the digital media

Source: Researcher

Figure 1: Research framework

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2.6 Summary of Literature Review

Based on existing literature, the digital media have both negative and positive impact on the

academic performance of the students, depending largely on the nature of activities and level of

digital media addiction of the students. Ngoumandjoka (2012) categorized digital media users as

heavy and light users. He opined that, heavy users were found to use the digital media more for

recreational purposes than the light users. He also suggested that the more the digital media is

used for academic work, the higher the chances of the students to achieve better academic

grades. Despite the enormous benefits the Digital media offers, many Nigerian students are still

not able to take full advantage of it for several reasons. The general power outage in the country

affects them in accessing the digital media. Other challenges facing them include network

failure, poor Digital media searching skill, Inability to afford the service, etc. (Udende&

Azeez2010).

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 CHAPTER THREE

RESEARCH METHODOLOGY
3.1 Introduction

As indicated in the title, this chapter covers the research methodology of the study. In this part of

the report, the author outlines the research strategy, method, approach, the methods of data

collection, selection of the sample, the research process, type of data analysis, the ethical

considerations and the limitations of the project (Abdullahi, Samadi, &Gharleghi, 2014). The

methodology or methods section explains what you did and how you did it, allowing readers to

evaluate the reliability and validity of the research. It should include; the type of research

conducted, how you collected your data, how the data was analyzed and tools or materials used

in the research as well as the rationale for choosing these methods. The methodology section is

normally written in past tense (McCombes, 2019).

3.2Research Design

Singhry (2018) defined research design as the general structure, plan or decision about how

research questions and objectives can be operationalized into a coherent project. Research design

is a plan to answer your research question. A good research design ensures that the data you

obtain will help you answer your research questions more effectively (Lee, 2017). This is a

quantitative study, and in order to ensure the desired goals and objectives of this research, the

survey research design was adopted as the study is concerned with the collection of data for the

purpose of describing and interpreting existing circumstances, prevailing practices, attitudes, etc.

(Emeka and Nyeche 2016).The respondents will be administered questionnaires, where the

academic performance, frequency of digital media usage and the nature of digital media use

among the respondents will be measured.

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3.3Sample and Sampling Technique

Sampling Technique means the process of choosing a sample from a population (Singhry, 2018).

This study employed the simple random sample in selecting the students.

3.4 Sample size

The sample size for this study will be determined based on the table for determining sample size

as suggested by krejcie and Morgan (1970). The sample of the population from the table is 285.

3.5 Source of Data

The data to be sourced in this study includes both primary and secondary data. According

Singhry (2018), Primary data refers to new data that have not been collected before. The primary

data in this study will be sourced from the respondents using the questionnaire, while the

secondary data will be derived from previous studies and students records from the department.

3.6 Research Instruments

The questionnaires which is a device used in getting information through answers to questions,

by using a form in which the respondents (students) fill by themselves in relation to the

objectives of the study will be used.

3.7 Method of Data Collection

For the purpose of this study, a questionnaire will be self-administered to the respondents to

examine the effect of the digital media on their academic performance.

3.8Method of Data Analysis

The collected data will be coded and entered into the Statistical Package for Social Sciences

(SPSS) program according to each variable of the study for analysis. Simple frequency,

19
percentage, arithmetic mean and standard deviation will be used for analyzing the data, to

explain the phenomena under study.

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 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.1 Introduction

This chapter deals with the presentation, analysis and interpretation of the data collected from the

respondents. It employs the research design and methodology indicated in the preceding chapter.

In carrying out this research work, the data was gathered through self-administered

questionnaire. Most ingredients of the questionnaire were adapted from the research report of

Saeed (2015) and Dorji. (2015). A total of 285 questionnaires were distributed, out of which 267

were retrieved and used for the analysis. All 267 respondents’ details were keyed into SPSS, and

the individual data were analyzed on a group basis. Methods of data analysis include coding and

entering of data into Statistical Package for Social Sciences (SPSS). Descriptive statistics

consisting of frequencies, percentages, means, and standard deviations test were used in the

analysis.

4.2 Characteristics of the Respondents

Table 1: Demographic Characteristics

Personal information Frequency Percentage
Gender
Male 170 63.7
Female 97 36.3
Age
16-20 80 30
21-25 138 51.7
26-30 39 14.6
Above 30 years 10 3.7
course department

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Biology 40 15
Chemistry 26 9.7
Computer 115 43.1
Integrated Science 16 6.0
Mathematics 18 6.7
Physics 52 19.5
Digital media Experience
Less than a year 51 19.1
1-2 71 26.6
3-4 56 21.0
5 years above 89 33.3
Source: fieldwork 2023

Table 1 shows the details regarding demographical features of respondents of this study. Gender

wise, majority of the respondents were Male (63.7%) and remaining were Female (36.3%) so

both sub-categories represent a good strength. The age group shows that the majority students

are between 21 and 25 years old, which represents 51.7 percent of the group. While 30% are

between the age of 16-20 years, 14.6% between 26-30 years and 3.7% are above 30 years or

above. The table also shows the distribution of the respondents from the sampled options within

the department. It revealed that majority (43.1%) of the respondents were from computer science

education, 19.5% from physics, 15% from Biology, 9.7 from chemistry and 6.7 from

mathematics education. The respondents’ digital media experience as displayed in the table

shows that, most of the respondents (33.3%) have at least 5 years’ experience of digital media

usage. 26.6% indicated that they have 1-2 years’ experience of using the Digital media, 21%

agreed they have been using the medium for about 3 to four years, while the least set among the

group (19.1%) are new to the Digital media as they have less than a year experience of using it.

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4.3 Data Presentation and Analysis

Table 2: Students preference for using the Digital media.

Frequency Percentage (%)

Social networks 123 46.1

Online Video/Music 25 9.4

Online games 11 4.1

Academics 108 40.4

Source: field work 2023

Figure 2 shows the students preference for using the Digital media. 46.1% of the respondents

indicated that their preference for using the Digital media is social media, 40.4% indicated that

they prefer using the Digital media for academic purposes, 9.4% of the respondents indicated

that their preferred usage of the Digital media is online music/videos, while 4.1% of the

respondents indicated that they prefer using Digital media for online games. This means that, the

respondents are using the Digital media mainly for social media (recreational purposes),

academics, online music/video and online games respectively.

Table 3: Nature of students’ activities on the Digital media

Activities Frequency Percentage (%)
Academic usage
Yes 264 98.9
No 3 1.1

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Social usage
Yes 252 94.4
No 15 5.6
Online games
Yes 101 37.8
No 166 62.2
Access to Religious contents
Never 21 7.9
Rarely 100 37.5
Often 109 40.8
Always 37 13.9
Accessing pornography
Never 187 70.3
Rarely 59 22.2
Often 18 6.8
Always 3 1.2
Online relationship
Yes 112 41.9
No 155 58.1

Source: fieldwork 2023

Figure three shows that 98.9% of the respondents are utilizing the Digital media for academic

purposes while 1.1% percent of them do not use it for academics. 94.4% of the respondents

engage in social Digital media use while only 5.6% do not. 37.8% of the respondents use the

Digital media for online games while 62.2% do not use the Digital media for online games.

Considering religious utilization of the Digital media, 40.8% of the respondents often uses the

Digital media for accessing religious contents, 37.5% rarely use it to access religious contents,

24
13.9 are always using it and 7.9% never use it for religious purposes. The table also shows the

students use of the digital media in accessing pornographic contents. It shows that, 70.3% of the

students are not involved in such usage, 22.2 rarely use it, 6.8% often use it and 1.2% are always

involved in such usage. Also displayed in the table is the respondents’ involvement in online

relationships, where 58.1% indicated that there have never been in an online relationship while

41.9 agreed they have either been in it or currently involved in one.

Table 4: favorite website

Frequency Percentage (%)
Google.com 97 36
Facebook.com 72 27
Goal.com 40 15
Others 19 7.3
No response 39 14.7
Source: Fieldwork, 2023
As clearly shown in figure 4, it can be seen that 36% of the respondents often use Google’s

website, 27% use Facebook platform and 15% frequents goal.com while 7.3% visit other

websites. 14.7% of the respondents neglected the question. The question was intended to find

out the kind of Websites frequented by the respondents. In order to infer the nature of their

online activities.

Table 5: Where do you primarily access the digital media?

Frequency Percentage (%)
Home 42 15.7
Mobile phones 187 70
School Digital media facility 33 12.4
Others 5 1.8
Source: fieldwork 2023

25
Figure 5 shows that 70% of the respondents access the Digital media via their mobile phones,

15% are accessing Digital media through their home digital media facilities, 12.4% via school

Digital media facilities and 1.8% through other means. This means that only 12.4% are utilizing

the school Digital media facilities, which is significantly low, considering the amount of

investment the management of this very institution has committed to the development of the

facilities. Hence, the need to enhance students access to the school Digital media facilities. The

finding corresponds with that of

Table 6: when do you use the Digital media mostly

Frequency Percentage

5-10am 35 13.1

10am-1pm 53 19.9

1pm-7pm 33 12.4

7pm-12am 121 45.3

12am-5am 25 9.4

Source: fieldwork 2023

From figure 6, majority (45.3%) of the respondents prefer to browse between the hours of 7 pm

and 12 am, 19.9% between 10 am and 1pm, 13.1% between 5 am and 10 am, 12.4% during the

hours of 1pm and 7 pm. 9.4% of the total respondents prefer to browse overnight. It can be

concluded that majority of the respondents constituting 45.3% of the total respondents prefer to

browse between 7pm and 12 am. This implies that, most of the respondents are not using the

digital media during class sessions.

Table 7: On an average day, how much time do you spend using the Digital media?
Frequency Percentage

26
Never Use 4 1.5

Less than an hour 49 18.4

1-2 hours 90 33.7

2-3 hours 61 22.8

Above 3 hours 63 23.6

Source: fieldwork 2023

The table, figure 7 shows that most (33.7%) of the respondents use the digital media for between

1 to 2 hours per day, 23.6% spend above 3 hours every day using the Digital media, 22.8% spend

between 2 to 3 hours on the Digital media each day, 18.4% spend below an hour on the Digital

media while 1.5% hardly use it on a daily basis. This shows that, the respondents (students) are

not spending excessive time on Digital media usage.

Frequency Percentage (%)

Never use 17 6.4

Less than an hour 73 27.3

1-2 hours 136 50.9

3-4 hours 32 12.0

5 hours above 9 3.4

Table 8: How much time in a day do you spend using the digital media for academic purposes?

Source: fieldwork 2023

It could be observed from the figure above (figure 8) that 50.9% of the respondents use the

digital media to conduct academic activities for between 1 to 2 hours per day, 27.3% for less

than an hour, 12% for between 3 and 4 hours, 6.4% hardly use it daily and 3.4% for at least 5

hours per day.

27
Table 9: How much time in a day do you spend on social digital media usage (e.g. Facebook)?
Frequency Percentage (%)

Never 16 6

less than an hour 97 36

1-2 hours 87 32.6

3-4 hours 45 16.9

Above 5 hours 20 7.5

No response 2 1

Source: fieldwork 2023

Figure 9 displays how much time the respondents spend on social Digital media usage. It shows

that majority (36%) of the respondents engage in social activities on the Digital media for less

than an hour per day, 32.6% for 1-2 hours, 16.9% for between 3 and 4 hours, 7.5% spend over 5

hours per day and 6% do not engage in it at all. While 1% ignored the question. This shows that

majority of the respondents are not engaged in addictive usage of the social media since over

70% spends below 2 hours on social Digital media usage per day(as can be seen from the table).

Table 10: I usually spend more time on the Digital media than I intended
Frequency Percentage (%)
Never 20 7.5
Sometimes 186 69.7
Often 44 16.5
Always 15 5.6
No response 2 0.7
Source: fieldwork 2023

28
Figure 10 displays the extent of students’ control of their digital media usage. It shows that,

69.7% of the respondents sometimes find it difficult to control their Digital media usage, 16.5%

often find themselves in this struggle, and 5.6% always find themselves in this situation. Only

7.5% indicated that they have no issue controlling their Digital media usage. This shows that

majority of the respondents sometimes find it difficult to manage the amount of time they spend

on the Digital media. This can be very costly as it can lead to a replacement of the time needed to

complete other academic activities.

Table 11: I go to sleep late at night because of engagement in social Digital media usage
Frequency Percentage (%)

Never 61 22.8

Sometimes 139 52.1

Often 52 19.5

Always 15 5.6
Source: fieldwork 2023
Figure 11 shows that, 52.2% which covers the majority of the respondents sleep late at night due

to engagement in social digital media usage, 22.8% indicated that they are not affected by this

factor, 19.5% often and 5.6% always sleep late at night due to this. This can lead to not just poor

academic performance but some complicated health issues as well. A lack of sleep will make the

students less efficient in classes, the following day. A repeated occurrence will lead to some

health problems for the students which can even compound their poor academic performance.

Table 12: I cannot cut down the time I spend on social digital media usage
Frequency Percentage (%)

Never 56 21

Sometimes 135 50.6

29
Often 54 20.2

Always 22 8.2
Source: fieldwork 2023
Figure 12 shows that majority of the respondents (50.6%) sometimes struggle to reduce the time

they spend on Digital media usage, 21% feel they can cut down their Digital media usage, 20.2%

often struggle to reduce their time on the digital media and 8.2% are always struggling to cut

down their time on the Digital media.

Table 13: I get less time for academics due to excessive engagement in social Digital
media usage
Frequency Percentage (%)

Never 137 51.3

Sometimes 80 30.0

Often 40 15.0

Always 10 3.7
Source: fieldwork 2023

Figure 13 shows that 51.3% of the respondents indicated that their Digital media usage is not

affecting the time for their academics, 30% sometimes have not enough time for their studies due

to involvement in Digital media activities, 15% often find little time for their studies because of

Digital media usage and 3.7% always find no time for their studies as a result of the involvement

in online activities.

Table 14: Digital media usage and academic performance

SD D N A SA Mean Std. Dev.

30
I depend on the Digital 36 34 71 81 45 3.2434 1.26130
media for most of my
13.5% 12.7% 26.6% 30.3% 16.9%
academic tasks

The Digital media is a 22 8 19 105 113 4.0449 1.16571

reliable source of academic
8.2% 3.0% 7.1% 39.3% 42.3%
information

The Digital media can help 11 13 19 103 121 4.1610 1.03342

me improve my academic
4.1% 4.9% 7.1% 38.6% 45.3%
performance

I prefer using the Digital 6 31 66 90 74 3.7303 1.05948

media to the other sources
2.2% 11.6% 24.7% 33.7% 27.7%
of academic information
(such as textbooks)

Using Digital media will 16 9 13 112 117 4.1423 1.07008

enable me to accomplish
6% 3.4% 4.9% 41.9% 43.8%
tasks more quickly

The advantages of the 10 26 45 93 93 3.8727 1.10988

Digital media outways its
3.7% 9.7% 16.9% 34.8% 34.8%
disadvantages

I have fewer problems than 22 54 42 98 51 3.3820 1.23397

my friends/course mates due
8.2% 20.2% 15.7% 36.7% 19.1%
to use of digital media
Source: Fieldwork 2023

Figure14 shows the impact of Digital media usage on academic activities of the students. When

responses were obtained about how they depend on the Digital media for their studies, 16.9%

strongly agreed that they depend on the Digital media for most of their academic activities,

30.3% agreed that they depend on it, 26.6% are undecided, 12.7% disagreed while 13.5%

31
strongly disagreed to the fact that they depend on the Digital media for most of their academic

activities. With a mean of 3.24, it means the respondents are neutral as to their level of

dependency on the Digital media for academics. Also, when queried about the reliability of the

Digital media as a source of academic information, 42.3% strongly agreed to this, 39.3% agreed,

7.1% were neutral, 3.0% disagreed while 8.2% strongly disagreed to the suggestion that the

Digital media is a reliable source for academic information. A mean of 4.04 for the responses

means that, the respondents agreed to this assertion.

Similarly, 45.3% of the respondents strongly agreed that, the Digital media aids their academic

performance, 38.6% also agreed that it can help them improve their performance. 7.1% were

neutral while 4.9% disagreed and 4.1% strongly disputed this claim. With a mean of 4.16, it

means the respondents agreed to the proposition that the Digital media improves their academic

performance. Likewise, when the respondents were queried if the Digital media is their preferred

source of academic Information, 27.7% strongly agreed that they prefer the digital media to the

other sources of academic information, 33.7% agreed that the Digital media is their preferred

source of academic information, 24.7% of the respondents are undecided, 11.6% disagreed that

the Digital media is their preferred source of academic information, and 2.2% strongly disagreed

that they prefer the Digital media over the other sources of academic information. With a mean

of 3.7, it means that the respondents agreed that the Digital media is their preferred source for

seeking academic information.

In the same vein, majority (43.8%) of the respondents strongly agreed that the Digital media

helps them complete tasks more quickly, 41.9% agreed that it enables them to complete tasks

quicker, 4.9% are undecided about this, while 3.4%, disagreed to this and 6.0% strongly

disagreed that the Digital media enables them to complete tasks more quickly. A mean of 4.14

32
suggests that, the respondents agreed to the assertion that the Digital media enables them to

complete tasks in lesser time frame. Also, 34.8% strongly agreed that the digital media have

more advantages than disadvantages, 34.8% also agreed that the advantages of the Digital media

exceeds its disadvantages, while 16.9% were undecided. 9.7% disagreed that the Digital media

has more benefits than side effects, and 3.7% strongly disagreed that the Digital media has more

advantages than disadvantages. A mean of 3.87 suggests that, the respondents agree that the

advantages of the Digital media is greater than its disadvantages. Likewise, 19.1% strongly

agreed that they have fewer problems than their friends/course mates due to Digital media usage,

36.7% agreed that they face less difficulties than their friends/course due to the advantage they

enjoy as a result of Digital media usage, 15.7% were undecided, 20.2% disagreed, and 8.2%

strongly disagreed that they have fewer problems than their friends/course mates. A mean of 3.38

indicates that, the respondents are undecided as to whether they have lesser problem than their

friends/course mates as a result of their Digital media usage.

Table 15: Model Summary

Model R R Square Adjusted R Square Std. Error of the
Estimate
a
1 .013 .000169 -.004 .81363
a. Predictors: (Constant), How much time in a day do you spend using the digital media for
academic purposes?

From the table above, it can be seen that, academic digital media usage accounts for only a

meager 0.000169% of the variations in students’ academic performance. That means, 99.9831%

of the variations in the students’ academic performance is explained by other factors.

33
Table 16: ANOVAa
Model Sum of df Mean Square F Sig.
Squares
Regression .030 1 .030 .046 .831b
1 Residual 175.430 265 .662
Total 175.461 266
a. Dependent Variable: What is your CGPA?
b. Predictors: (Constant), How much time in a day do you spend using the digital media
for academic purposes?

Table 17: Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.
Coefficients
B Std. Error Beta
(Constant) 2.079 .169 12.297 .000
How much time in a day -.012 .058 -.013 -.214 .831
1 do you spend using the
digital media for academic
purposes?
a. Dependent Variable: What is your CGPA?

From table 17 above, it can be seen that, at 0hours of academic Digital media usage, an average

student is assumed to have a CGPA of 2.079, an hour increase in the students usage, there will be

a –0.012 change in the students CGPA, which is incomprehensible. A significance coefficient of

0.831 which is greater than the alpha level of 0.05 means, there is no statistical relationship

between Digital media usage and academic performance.

4.4 Answer to research questions

Question 1: What are the purposes for which the students access the digital media?

34
From the responses gathered, it can be seen that the respondents use the Digital media mainly for

social media and academic purposes. Also many of the respondents often use the Digital media

to access religious contents. Other uses to a lesser extent includes online games, online

relationships, and only very few of the respondents are using the Digital media to access

pornographic contents as majority of them (&70.3%) indicated that they do not use the Digital

media for such purposes, as shown in figure 3.

Question 2: How much time are the students spending on the digital media?

This study revealed that majority of the students are accessing the digital media via their mobile

phones and prefer browsing between the hours of 7pm and 12am, as shown in figure 5 and 6

respectively. Figures 7, 8 and 9 respectively show that, majority of the respondents spend

between 1-2 hours on the Digital media daily, most of them (50.9%) spend between 1-2 hours on

academic activities on the Digital media and 36%, spend less than an hour on social media

activities on the digital media. It also revealed that, majority of the respondents often spend more

time on the Digital media than they intended. As shown by figure 13,majority of the respondents

(51.3%) indicated that their Digital media usage is not affecting the time for their academics.

Question 3: How does digital media services influence student’s academic performance?

As shown in figure 14, the respondents agreed that the digital media is a reliable source of

academic information and that the Digital media can help them improve their academic

performance. The respondents also indicated that they prefer the digital media to the other

sources of academic information and believe, the Digital media can help them complete tasks

35
more quickly. Also, the respondents agreed that the Digital media does offer more advantages

than disadvantages.

4.5 Summary of Findings

This study revealed that, the students’ major activities on the Digital media includes; academic

usages, social usages, and using the Digital media to access religious contents. It further showed

that, most of the students spend about 2 hours per day, on the Digital media. A larger percentage

of the students prefer to browse the Digital media between 7pm to 12am. Although, many of the

students indicated that they cannot cut down their time on the Digital media and that they

sometimes go to sleep late at night due to social Digital media uses, they argued that, it is not

affecting the time for their academics. Considering the efficacy of the Digital media in academic

activities, the respondents largely agreed that, the Digital media is a reliable source of academic

information and is capable of helping them perform better in their academic activities. They

concur that the Digital media can help them complete tasks more quickly and it is their preferred

source for seeking academic information over the other sources (such as textbooks). They agreed

that they depend on the Digital media for most of their academic activities. However, despite the

views of the respondents, the regression test does not show any significant relationship between

students Digital media usage and their academic performance.

36
 CHAPTER FIVE

SUMMARY CONCLUSION AND RECOMMENDATION

5.1 Summary

This study was undertaken to explore the effect of Digital media usage on students’ academic

performance. In the university, students are often faced with examinations, assignments, projects,

and several other academic activities. Thus, for students to attain good academic performance, it

is essential for them to maintain good health, and as well manage the time for their academics

efficiently. This study is crucial, to determine the frequency of digital media use among the

students, determine the influence of digital media usage on students’ academic performance and

to investigate the nature of students’ activities while surfing the net. The study revealed that,

most of the students spend about 2 hours on the Digital media per day and prefer surfing the

Digital media between 7pm and 12am. Most of them are accessing the Digital media via their

mobile phones and they sometimes spend more time on the net than they initially planned, with

some of them going to sleep late at night due to social Digital media usage.

Many of the students indicated that they use the Digital media mostly for social and academic

activities, and they also use it to access religious contents. Other uses to a lesser extent include

online music/videos, online relationships and online games. Only a very few of them use the

Digital media to access pornographic sites. Considering the helpfulness of the Digital media on

academic activities, majority of the respondents agreed that the Digital media is a reliable source

for academic information and they even prefer using it to the sources of academic information

such as textbooks. They concur that the Digital media can help them complete tasks more

quickly, and aids their academic performance. They agreed that they depend on the Digital media

37
for most of their academic activities. However, the regression test implies that, there is no

statistical relationship between Digital media usage and academic performance.

5.2 Conclusion

Based on the findings of this study, it can be concluded that Digital media usage have no

significant influence on the students’ academic performance, as suggested by the regression test.

However, the number of hours spent on the digital media may affect the students' learning /

academic positively, if the students are using online media well without wasting time with things

that are not beneficial. This is because, It offers access to a variety of educational information

sources and aids quick completion of tasks.

5.3 Recommendation

Grounded on the findings gathered from this study, the following recommendations were made:

i. Giving the convenience and quick access the Digital media offers to academic

materials, lecturers should make efforts in inculcating the habit of using the digital

media to students by integrate their instructions with the digital media as much as

possible.

ii. The school management should grant more access to the students to utilize the school

Digital media facility for their studies.

iii. Awareness programs should be put in place to sensitize students on how to manage

their use of the digital media effectively, in terms of how much time they spend and

the nature of their activities on the Digital media.

iv. Students should abstain from using pornographic sites, as it may lead to many side

effects such as, Digital media addiction, moral decadence, and some health issues as

well.

38
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 Appendix
The Influence of Internet Usage on Student’s Academic Performance
This questionnaire is designed to measure the Influence of Internet Usage on Student’s Academic
Performance. Your cooperation in completing this study and your honest answers to the following
questions will be greatly appreciated. There is no right or wrong answers; we are only interested in your
views.

PERSONAL PROFILE
Please indicate your department/course option:
What is your gender?Male [ ] Female [ ]

What is your age?

16-20 years 21-25 years 26-30 years 30 years and above

Nature of Students activities on the internet

Do you use the Internet?

Yes [ ] No [ ]

How long (in years or months if less than 1 year) have you been using the Internet?

My preference for using the internet is

Social networks Online videos/music Online games Academics

Do you use the Internet for academic activities such as assignment and research?
Yes [ ] No [ ]

Do you use the internet for social networking purposes (e.g. Facebook)?
Yes [ ] No [ ]

Do you use the Internet for online games?

Yes [ ] No [ ]

Do you use the Internet to access religious contents?

Never Rarely Often Always

Do you use the Internet to access pornography?

Never Rarely Often Always

Have you ever been in or currently in an online relationship?

Yes No

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What is your favorite website on the Internet?

48
Time Spent on the Internet/place of internet Access

Where do you primarily access internet?

Home Mobile phones School Others(please specify)

When do you use the internet mostly?

5-10am 10am-1pm 1-7pm 7pm-12:00 12am -5am

On an average day, how much time do you spend using the internet?

Almost never Less than 1 hour 1-2 hour 2-3 hour 3 hours above

How many hours a day do you use the internet for Academic purposes?

Never Less than 1 hour 1-2 hours 3-4 hours 5 hours above

How many hours a day do you spend on social internet usage (e.g. Facebook)?
Never 0 - 1 hour 1-2 hours 3-4 hours 5 hours above
I usually spend more time on the internet than I intended
Never Some times Often Always

I go to sleep late at night because of engagement in social internet usage (e.g. Facebook)
Never Sometimes Often Always

I cannot cut down the time I spend on social internet usage (e.g. Facebook)
Never Sometimes Often Always

I get less time for academics due to excessive engagement in social internet usage (e.g. Facebook)
Never Sometimes Often Always

Internet and Academic Performance

Please indicate the extent to which Strongly Disagree Neutral Agree Strongly
you agree or disagree with the disagree agree
following statements

I depend on the Internet for most of

my academic tasks

The Internet is a reliable source for

academic information

The Internet can help me improve my

academic performance

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I prefer using the Internet to the other
sources of academic
information(such as textbooks)
Using Internet will enable me to
accomplish tasks more quickly

The advantages of the Internet

outweigh the disadvantages

I have fewer problems than my

course mates/friends due to use of
internet

50