Influence of Social Media Use on the Academic Performance of Vocational Technology Education Students at Abubakar Tafawa Balewa University Bauchi, Nigeria

Abstract

This study investigated the effect of social media use on the cumulative grade-point average (CGPA) of final-year vocational education undergraduate students at Abubakar Tafawa Balewa using a cross-sectional survey approach. The inquiry was guided by the "Digital Distractions" and "Uses and Gratifications Theory" frameworks. This study targeted 186 final-year undergraduate students in the Department of Vocational and Technology Education, specifically those in Vocational Education courses (Agricultural and Business Education). A proportional, representative sample of one hundred (100) students was selected using stratified random sampling. A validated semi-structured questionnaire with a reliability coefficient of 0.723 was used to gather data. The mean and chi-square tests for association were used for data analysis. The findings showed that social media has an average influence on cumulative grade-point average, with students' usage habits varying. The findings also show that learning materials received through social media have a considerably favourable influence on CGPA. These findings contribute to a better understanding of the complicated interactions between social media and academic outcomes in students. Educational awareness campaigns, digital literacy efforts, and tailored approaches for fostering responsible social media usage are among these recommendations.