University of Nebraska - Lincoln

DigitalCommons@University of Nebraska - Lincoln

Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln

December 2018

Social Media Utilisation, Study Habit and

Undergraduate Students’ Academic Performance in
a University of Education in Nigeria
Emmanuel Olabanji Obadara Dr
Department of Educational Management, Tai Solarin University of Education, Ogun State, Nigeria.,
[email protected]

Stephen Olufemi Olaopa Mr

Department of Library, Archival & Infromation Studies, University of Ibadan, [email protected]

Follow this and additional works at: http://digitalcommons.unl.edu/libphilprac

Part of the Library and Information Science Commons

Obadara, Emmanuel Olabanji Dr and Olaopa, Stephen Olufemi Mr, "Social Media Utilisation, Study Habit and Undergraduate
Students’ Academic Performance in a University of Education in Nigeria" (2018). Library Philosophy and Practice (e-journal). 2082.
http://digitalcommons.unl.edu/libphilprac/2082
 Social Media Utilisation, Study Habit and Undergraduate Students’ Academic
Performance in a University of Education in Nigeria
By

Obadara, Olabanji E. (Ph.D.)

Department of Educational Management,
Tai Solarin University of Education,
Ogun State, Nigeria.
[email protected]

&
Olaopa, Stephen Olufemi
Department of Library Archival and Information Studies,
University of Ibadan, Ibadan, Nigeria
[email protected]

Abstract

This paper examined the correlation between social media utilisation, study habit and
undergraduate students’ academic performance in Tai Solarin University of Education, Ogun
State, Nigeria. The study used descriptive survey design. A sample of 2 departments from
each of the 4 colleges existed in the university in 2012/2013 session was drawn using simple
random sampling technique, Also, a sample 2905 students out 9692 students in the university
during the academic session under study was drawn using purposive sampling technique.
This comprised the total number of students in all the Departments sampled. The study
developed and used a questionnaire tagged “Social Media Utilisation and Study Habit
Questionnaire (SMUSHQ)” with correlation coefficient (r) of 0.79. The final year results of
the sampled students were used to assess their academic performance (2015/2016 session).
The descriptive statistics of frequency count and simple percentage were used for the
research questions generated, while inferential statistic of Pearson’s Product Moment
Correlation coefficient was employed to analyse the data, and the null hypotheses developed
for the study were tested at 0.05 level of significance. The findings revealed that
undergraduate students displayed high level of utilisation of social media and there was
relatively low study habit pattern of undergraduate students. social media utilisation has
significant relationship with study habits of undergraduate students r = .345; (p < 0.01);
social media utilisation has significant relationship with undergraduate students’ academic
performance r = .547; (p < 0.01) and study habit has significant relationship with
undergraduate students’ academic performance. r = .448; (p < 0.01).It is therefore
recommended among others that seminars and conferences should be organised by
Univeristy management for students on the significance of social media to academic
attainment and also reinforce the adverse effects its abuse could have on undergraduate
students academic performance. Also, latest electronic books and databases on varying
disciplines should be procured by the University while proper orientation on effective
utilization of such media should be provided.

Keywords: Utilisation, social Media, Undergraduates, Academic Performance, study

habit
Introduction

Academic performance is complex student behaviour and underlies several abilities,

for example, memory, previous knowledge or aptitude as well as psychological factors such
as motivation, interests, temperaments or emotions, to name a few (Deary, Whiteman, Starr,
Whalley & Fox, 2004). Educational psychologists and researchers have argued that there are
many determinants of academic performance (Chamorro-Permuzic & Furnham, 2003).
Academic performance is measured on the basis of student grades, which is among the key
elements in the construction of an educational institution’s image (Escudero, 1999). Alama
(2015) defined academic performance as the outcome of a student’s efforts at educational
establishments, which is usually expressed through educational grades. Academic
performance may also be expressed as a quantitative and qualitative score, a grade, which if
coherent and valid, will reflect the level of learning generated by the teacher-student
relationship on the basis of the goals set out early in the class (Rodriguez, 2000). Tuckman
(1995) asserted that performance is used to label the observable manifestations of knowledge,
skill, concepts, and understanding and idea. Performance is the acquisition of particular
grades on examination; it shows or indicates the students’ ability, mastery of content, skills in
applying learned knowledge to a particular situation. According to Banquil (2009), a student
is generally judged on examination performance. Performance therefore, is the application of
a learning product that at the end of the process provides mastery.
Nuthanap (2007) observed that academic performance of students at different levels
of education appears to be deteriorating every year. In Nigeria, there are many factors
influencing the ability of students to cultivate effective and efficient study habit. Nneji (2002)
claimed that study habits are those learning tendencies that enable students to work privately.
Study habit, when broken down involves the time put into study method used in studying and
content of study. A great deal of research provides evidence that study habits and study
attitudes are both significant variables, which determine the academic performance of
students. Yet, in spite of the perceived importance of study habits and study attitudes to
academic achievement, it seems that education institution still pay little attention to
understanding these factors (Baquiran, 2011).
Onovughe, (2012) envisaged that within the Nigerian context, many people have
attributed students’ non-challant attitude to reading which culminates in mass failure of
students in both internal and external examinations to the use of the Internet. The
advancement in information and communication technologies and internet utilisation ushers
in social medial which is widely utilised by varying degree of information users and
increasingly popular among young people regardless of geographical location, background
and age in Nigeria. Students across different academic levels constitute the major users of
social networks.
Social media are a collection of internet websites, services, and practices that support
collaboration, community building, participation, and sharing, these technologies have
attracted the interest of higher education faculty members looking for ways to engage and
motivate their students to be more active learners (Hughes, 2009). Awake (2011) posited that
social networks are online services, platforms or sites that focus building and reflecting social
relations among people, who, for example, share interests and/or activities. Social networking
sites are websites that allow those who have account with them to communicate with a
selected group of friends.
Social networking services can be defined as web-based services that allow
individuals to construct a public or semi-public profile within a bounded system, articulate a
list of other users with whom they share a connection, and view and traverse their list of
connections and those made by others within the system. The nature and nomenclature of
these connections may vary from site to site (Boyd & Ellison, 2007). They include services
such as Facebook.com, MySpace.com and Bebo.com, which have many millions of members
each. It also includes services, such as Elftown.com (for fans of fantasy and science fiction)
and Ravelry.com (for fans of knitting!) with small numbers of members, often connected by a
specific common interest. Furthermore, many services created for media sharing (e.g. Flickr
for photo sharing, Last.FM for music listening habits and YouTube for video sharing) have
incorporated profile and networking features and may be thought of as part of this wider
conceptualisation of SNS themselves (Boyd & Ellison, 2008).
Brennan (2001) submitted that social networking help in the school and universities to
leverage and complement formal education activities and enhance learning outcomes. In
other words, Social networking can provide opportunities for new relationships as well as
strengthening existing relationships. Gross (2004) noted that students use social networking
sites not only for leisure and personal socialization but also as a platform for more
meaningful and serious deliberations, and students also use social networking for making
friends, sharing links, online learning, finding jobs to accomplish their economic,
educational, political and social being. Yunus, Nordin, Salehi, Embi, & Salehi (2012)
indicated that students gained more vocabulary and improved their writing skills as a result of
their participation on social networks such as Facebook and Twitter. Asad, Mamun and
Clement (2012) stated the exchange of assignments, resources and discussions on academic
work and other issues on social networks among students. A study conducted by Lenhart and
Madden (2007) in the United States also claimed that majority of young people spend several
times in the day on social media networks and they use them to make new friends and stay in
touch with existing ones. They added that approximately, 91% of the youth who used (SNS -
Social Media Network) reported using it to communicate with friends and peers.
Study habits are mainly external factors that facilitate the study process such as sound
study routines that include how often a student engage in studying sessions, review the
material, self-evaluate, rehearse, explaining the material, and studying in a conducive
environment (Credé, 2008). Palani (2012) opined that, effective reading is important avenue
of effective learning, and reading is interrelated with the total educational process, hence,
educational success requires successful reading habit. He believed reading is the
identification of the symbols and the association of appropriate meaning with them. It
requires identification and comprehension. Comprehension skills help the learner to
understand the meaning of words in isolation and in context.
Kalpidou, Costin and Morris (2011) asserted that the relationship between social
media and grades reveals that college students who utilize Facebook spend less time on
studying and have lower grades than students who do not use the popular social networking
sites. The use of social media among students has reached high levels and has affected their
study time, poor grammar and wrong spellings when socializing on social media as well as
diverting their attention from their studies (Ndaku, 2013). Students spend much of their study
time on social networks than in their academic undertakings and it has affected their Grade
Point Average (GPA) (Mensah, & Nizam, 2016). Karpinski (2009) stated that social media
has a negative association with students’ academic performance which is much greater than
the advantages derived through the use of social media platforms. A study conducted by
Karpinski and Duberstein (2009), in Ohio Dominican university reported that college
students who use social network have significantly lower grade point averages (GPAs) than
those who do not. Jocabsen and Forste (2011) found a negative relationship between the use
of various media, including mobile phones, and self-reported GPA among first year
university students in the United States.
Statement of the Problem
The level of educational degradation in Nigeria today is quite disheartening as
students’ priority is no longer geared toward advancement and accumulation of knowledge
but their interest lies on accumulation and utilisation of technological products in which
social media is pivot. It is envisaged that poor study habit and commitment to social media in
varying degrees may hinder good academic performance of students. Besides, the products of
technology invention and innovation could serve as obstacle to appropriate reading habits of
the students across different academic levels. Therefore, this study examined the correlation
between social media utilisation, study habit, and undergraduate students’ academic
performance in Tai Solarin University of Education, Ogun State.
Purpose of the Study
This study empirically established the relationship between social media utilisation,
study habit, and academic performance of undergraduate students in Tai Solarin University of
Education so as to make recommendations for the improvement of students’ academic
performance in universities. Specifically, this study:
• investigated the level of utilization of social media among undergraduate students of
Tai Solarin University of Education
• examined the study habits pattern of undergraduate students of Tai Solarin University
of Education.
• examined the relationship between social media utilisation and study habits of
undergraduate students.
• investigated the relationship between social media utilisation and undergraduates’
academic performance.
• examined the relationship between study habits and undergraduates’ academic
performance.
Research Questions
1. What is the level of utilization of social media among undergraduate students of Tai
Solarin University of Education?
2. What constitute the study habit pattern of undergraduate students of Tai Solarin
University of Education?
Research Hypotheses
Ho1: There is no significant relationship between social media utilisation and study habits of
undergraduate students of Tai Solarin University of Education.
Ho2: There is no significant relationship between social media utilisation and undergraduate
students’ academic performance.
Ho 3: There is no significant relationship between study habits and undergraduate students’
academic performance
Methodology
Descriptive survey design was used for the study. A sample of 2 departments from
each of the 4 colleges existed in the university in 2012/2013 session was drawn using simple
random sampling technique, which are Department of Educational Management, and
Counselling Psychology from the College of Applied Education and Vocational Technology;
Department of English Language, and History and Diplomatic Studies from the College of
Humanities; Department of Biological Studies, and Mathematics from the College of Science
and Information Technology; Department of Economics, and Political Science from the
College of Social and Management Sciences. Also, a sample 2905 students out 9692 students
in the university during the academic session under study was drawn using purposive
sampling technique. This comprised the total number of students in all the Departments
sampled. The study developed and used a questionnaire tagged “Social Media Utilisation and
Study Habit Questionnaire (SMUSHQ)” with correlation coefficient (r) of 0.79. The
questionnaire has two sections; the first section elicits information on the respondents’
demographic data while the second section contains 20 items that solicit responses from the
students on the variables of the study. It was constructed on a 4-point Likert format ranging
from ‘strongly disagree’ to ‘strongly agree’. The final year results of the sampled students
were used to assess their academic performance (2015/2016 session). The descriptive
statistics of frequency count and simple percentage were used for the research questions
generated, while inferential statistic of Pearson’s Product Moment Correlation coefficient
was employed to analyse the data, and the null hypotheses developed for the study were
tested at 0.05 level of significance.

Presentation of Results
The results of the study are presented below according to the research questions
generated and the hypotheses developed for the study.
Research Question 1: What is the level of utilization of social media among undergraduate
students of Tai Solarin University of Education?
Table 1: Level of utilization of social media among undergraduate students of Tai
Solarin University of Education
Social Daily Weekly Monthly Occasionally Never Mean SD
Media
1 Whatsapp 1114(39.2%) 703(24.7%) 683(24.0%) 345(12.1%) - 2.00 .000
2 Facebook 784(27.6%) 1120(39.4%) 893(31.4%) 48(1.7%) - 1.96 .194
3 Instagram 606(21.3%) 1147(40.3%) 125(4.4%) 63(2.2%) 904(31.8%) 1.96 .194
4 Youtube 975(34.3%) 1031(36.2%) - 48(1.7%) 791(27.8%) 1.89 .316
5 Twitter 162(5.7%) - 1171(41.2%) 965(33.9%) 547(19.2%) 1.84 .365
6 Myspace 241(8.5%) 111(3.9%) 108(3.8%) 216(7.6%) 2169(76.2%) 1.83 .376
7 Bebo 349(12.3%) 219(7.7%) 111(3.9%) 108(3.8%) 2058(72.3%) 1.80 .398
8 Friendster 238(8.4%) 214(7.5%) 336(11.8%) 216(7.6%) 1841(64.7%) 1.76 .427
9 E-mail 350(12.3%) 219(7.7%) - 241(8.5%) 1924(67.6%) 1.68 .465
10 Forum news 84(3.0%) 544(19.1%) - 625(22.0%) 1592(56.0%) 1.68 .467
group
11 Flicker 87(3.1%) 414(14.6%) 448(15.7%) 1896(66.6%) 1.64 .481
12 RSS feeds 98(3.4%) 297(10.4%) 244(8.6%) 100(3.5%) 2106(74.0%) 1.62 .486
13 Forum news 272(9.6%) 147(5.2%) 108(3.8%) 111(3.9%) 2205(77.5%) 1.55 .497
group
14 Wikis 458(16.1%) 154(5.4%) 190(6.7%) - 2012(70.7%) 1.37 .482
15 Dig 267(9.4%) 152(5.3%) 219(7.7%) 106(3.7%) 2099(73.8%) 1.30 .459
Average Mean 1.72
N=2845

Table 1 shows the level of utilization of social media among undergraduate students of Tai
Solarin University of Education. From the result, item 1-4 with mean scores of 2.00, 1.96,
1.96 and 1.89 respectively indicate high level of utilization of social media among
undergraduate students of Tai Solarin University of Education while undergraduate students
of Tai Solarin University of Education displayed low level of utilization for item 5 and 15.
An average mean of 1.72 shows high level of utilisation of social media among
undergraduate students of Tai Solarin University of Education.
Research Question 2: What constitute the study habit pattern of undergraduate

students of Tai Solarin University of Education?

S/N Study habit Mean Std. Dev Decision

1. I prefer to study on my phones connected with internet 2.60 1.099 Agreed
2. I start reading mostly immediately semester work starts 2.15 .916 Agreed
3. I take note from library books 2.02 .991 Agreed
4. I prepare special notes for examination 2.00 .949 Agreed
5. I underline important points while I am studying 1.76 .427 Agreed
6. I distribute my time equally for all courses 1.73 .446 Agreed
7. I consult with my friends to learn difficult portions 1.72 .447 Agreed
8. I have definite times to go to bed and to get up in the 1.70 .460 Agreed
morning
9. My extra reading activities help me in my studies 1.68 .468 Agreed
10. I study a lot on some days and not all on other days 1.65 .476 Agreed
11. I have definite times to go to bed and to get up in the 1.65 .478 Agreed
morning
12. My extra reading activities help me in my studies 1.65 .498 Disagreed
13. I study a lot on some days and not all on other days 1.65 .490 Disagreed
14. I look over and edit notes after the class is over 1.60 .491 Disagreed
15. I try to predict questions that can be asked for the next 1.59 .491 Disagreed
examination
16. I read topics before it is taught in the class 1.57 .495 Disagreed
17. I study the portion taught in the class on the same day 1.57 .495 Disagreed
18. I try to remember the portion taught in the class when I 1.55 .497 Disagreed
am at home
19. I review at the end of each week what I have studied 1.54 .498 Disagreed
during the week
20. I generally do assignment before going to school 1.52 .500 Disagreed
Average Mean 1.64
N=2845

Table 2 shows the study habit pattern of undergraduate students of Tai Solarin University of
Education. From the result, item 1-13 indicate that the undergraduates surveyed displayed
relatively low study habit pattern. An average mean of 1.64 is an indication of relatively low
study habit pattern of undergraduate students of Tai Solarin University of Education.
Hypotheses

Ho1: There is no significant relationship between social media utilisation and study habits of

undergraduate students of Tai Solarin University of Education.

Table : Correlation between social media utilisation and study habits of

undergraduate students
X Std. Social Study
Dev media habits
utilisation
Pearson correlation 106.75 26.52 1 .345**
Social media utilisation Sig (2 - tailed) .000
N 2845 2845
Pearson correlation 28.93 4.34 .345** 1
Study habit Sig (2-tailed) .000
N 2845 2845
* Correlation is significant at 0.01 level (2-tailed).

In this hypothesis, social media utilisation was correlated with habits of undergraduate
students of Tai Solarin University of Education. The result according to the table above
showed a Pearson correlation coefficient r = .345; (p < 0.01) calculated, which revealed a
significant relationship between social media utilisation and study habits of undergraduate
students. Consequently, the hypothesis which states that there is no significant relationship
between social media utilisation and study habits of undergraduate students was rejected. In
essence, social media utilisation has significant relationship with study habits of
undergraduate students of Tai Solarin University of Education

Ho2: There is no significant relationship between social media utilisation and undergraduate

students’ academic performance.

Table : Correlation between social media utilisation and study habits of

undergraduate students
X Std. Social Academic
Dev media performance
utilisation
Pearson correlation 45.09 4.34 1 .547**
Social media utilisation Sig (2 - tailed) .000
N 2845 2845
Pearson correlation 28.93 4.34 .547** 1
Academic performance Sig (2-tailed) .000
N 2845 2845
** Correlation is significant at 0.01 level (2-tailed).
In this hypothesis, social media utilisation was correlated with undergraduate students’

academic performance. The result according to the table above showed a Pearson correlation

coefficient r = .547; (p < 0.01) calculated, which revealed a significant relationship between

social media utilisation and undergraduate students’ academic performance. Consequently,

the hypothesis which states that there is no significant relationship between social media

utilisation and undergraduate students’ academic performance was rejected. In essence, social

media utilisation has significant relationship with undergraduate students’ academic

performance.

Ho 3: There is no significant relationship between study habits and undergraduate students’

academic performance

Table : Correlation between social media utilisation and study habits of

undergraduate students
X Std. Social Academic
Dev media performance
utilisation
Pearson correlation 106.75 26.52 1 .448**
Study habits Sig (2 - tailed) .000
N 2845 2845
Pearson correlation 45.09 4.34 .448** 1
Academic performance Sig (2-tailed) .000
N 2845 2845
* Correlation is significant at 0.01 level (2-tailed).
In this hypothesis, study habit was correlated with undergraduate students’ academic

performance. The result according to the table above showed a Pearson correlation

coefficient r = .448; (p < 0.01) calculated, which revealed a significant relationship between

study habits and undergraduate students’ academic performance. Consequently, the

hypothesis which states that there is no significant relationship between study habits and

undergraduate students’ academic performance was rejected. In essence, study habit has

significant relationship with undergraduate students’ academic performance.

Discussion of Findings

The result of this study shows high level of utilisation of social media among undergraduate
students of Tai Solarin University of Education. This finding is in agreement with Owusu-
Acheaw & Larson (2015) in their studies on the use of social media and its impact on
academic performance of tertiary institution students submitted that undergraduates’
favourite social media sites include facebook, whatsapp and twitter. Also the result reveals a
relatively low study habit pattern of undergraduate students of Tai Solarin University of
Education. This corroborates Ayodele and Adebiyi (2013) who reported that efficient study
habits produces positive academic performance while inefficient study habits lead to
academic failure and that study habits are students’ ways of studying whether systematic,
efficient or inefficient.

Equally, social media utilisation was found to have significant relationship with study habits
of undergraduate students of Tai Solarin University of Education. This finding is in line with
Olutola, Olatoye, & Olatoye (2016) who submitted that social media utilization supposed to
enhance the students study habits and help to attain greater height in their academic pursuits.

Also, social media utilisation has significant relationship with undergraduate students’
academic performance. This is supported by Englander, Terregrosa, & Wang (2010) posit
that social media is negatively associated with academic performance of student and is a lot
more momentous than its advantages. The finding of San Miguel (2009) who focused on the
relationship between the use of facebook and the academic performance of students revealed
that more use of facebook result in lower grades and that average facebook user had a GPA
of 3.0 to 3.5, while the non facebook user had a GPA of 3.5 - 4.0.

The result of hypothesis 3 reveals that study habit has significant relationship with
undergraduate students’ academic performance. This finding agrees with Ayodele & Adebiyi,
(2013) who found that good studying habit produces positive academic performance while
inefficient study habit leads to academic failure. This is further supported by Choney, (2010)
and San Miqual (2009) who confirmed that students’ use of social media will have negative
effect on their academic performance

Conclusion

The study was conducted on the relationship between social media utilisation, study habit,
and academic performance of undergraduate students. The finding reveals that the
undergraduate students were acquainted with the use of social media via various gadgets such
as android phones, laptop, ipad and varying ranges of information gadgets available and this
result into high level of utilisation of social media among undergraduate students surveyed.
It is equally evident from the result that relationship exists among social media utilisation,
study habits and undergraduate students’ academic performance. The implication of this is
that, study habit of undergraduate students tends to be affected by social media utilization
especially if abuse is encouraged and the long run effect would be on the academic
performance of undergraduate students.
Recommendations
Based on findings of this study, the following suggestions were made:
Management of various institutions should endeavour to organise seminars/conference for
students on the significance of social media on academic performance and also reinforce the
adverse effects its abuse could have on undergraduate students academic performance.
Undergraduate students should attach more importance to studying rather than exerting their
interests on social media utilization that might not have significant influence on their
academic carrier.
Studying habits of undergraduate students could be improved by the University management
if latest electronic books and databases on varying disciplines are procured by the University
library and students are given orientation on effective utilization of such media.
Caution should be exercised by undergraduate students on how they utilise information
resources they used to access social media in order to avoid abuse of social media by
students.
References

Asad, S., Abdullah-Al-Mamum M. D. and Clement, C. (2012). The Effect of Social

Networking Sites to the Lifestyles of Teachers and Students in Higher Educational
Institutions. International Journal of Basic and Applied Sciences, 1(4), 498-510.

Awake, (2011). What Should I know social networking? Part 1, pp. 24.25.

Ayodele, C.S. and Adebiyi, D.R. (2013). Study Habits as Influence of Academic
Performance of University Undergraduates in Nigeria. Research Journal in
Organizational Psychology and Educational Studies, 2 (3), 72- 75.

Banquil et al., (2009). Social Networking Affect One’s Academic Performance Adversely.
Retrieved April 10, 2017 from http://www.scribd.com/doc/28919575/social-
networking-sites-affect-one%e2%80%99s-academic-performance-adversely

Baquiran, L. A. (2011). Study Habits and Attitudes of Freshmen Students: Implications for
Academic Intervention Programs. Journal of Language Teaching and Research, 2(5),
1116-1121.

Boyd & Ellison (2008). Social Network Sites: Definition, History & Scholarship. Journal of
Computer- Mediated Communication (13), 210-230.

Brennan, R. (2003) One size doesn‟t fit all: Pedagogy in the online environment – Volume 1,
Australian Flexible

Chamorro-Premuzic, T., & Furnham, A. (2003). Personality traits and academic exam
performance. European Journal of Personality, 17, 237-250.

Credé, M. A. (2008). The Third Pillar Supporting Collegiate Academic Performance.

Perspectives on Psychological Science, 3(6), 425-453.

Deary, I. J., Whiteman, M. C., Starr, J. M., Whalley., L. J., & Fox, H. C. (2004). The impact
of childhood intelligence on later life. Journal of Personality and Social Psychology,
86(1), 130-147.

Englander, F., Terregrosa, R. & Wang, Z. (2010).Internet use among College Student : Tool
or Toy? Educational Review. 62(1) pp.:85-96.

Escudero, T. (1999). Indicadores del rendimiento académico: Una experiencia en la

Universidad de Zaragoza. Madrid: MEC-Consejo de Universidades.

Gross, E. (2004). Adolescent Internet use: what we expect, what teens report. In Journal of
Applied developmental Psychology 25(6): 633-649.

Hughes, A. (2009). Higher education in a Web 2.0 world. JISC Report. Available at:
http://www.jisc.ac.uk/media/

Jacobsen, W. C., & Forste, R. (2011). The Wired Generation: Academic and Social
Outcomes of Electronic Media Use Among University Students. Cyber Psychology
Behaviour & Social Networking 18,(5), 275-285.
Kalpidou, M., Costin, D., & Morris, J. (2011). The relationship between Facebook and the
well-being of undergraduate college students. Cyberpsychology, Behavior & Social
Networking, 14 (4), 183-189.

Karpinski A (2009). A description of Facebook use and academic performance among

undergraduate and graduate students. Annual Meeting of the American Educational
Research Association, San Diego, Calif.

Karpinski, A, C. & Duberstein, A. (2009). A Description of Facebook Use and Academic

Performance among Undergraduate and Graduate Students. San Diego, California:
American National Research Association. pp 1- 19.

Lamas, H. (2015). Sobre el rendimiento escolar. Propósitos y Representaciones, 3(1), 313-

386.

Lenhart, A. and Madden, M. (2007). Teens, Privacy and Online Social Networks: How Teens
Manage their Online Identities and Personal Information in the Age of Myspace.
Washington DC: Pew Internet & American Life Project.

Mensah, S.O & Nizam, I (2016).The impact of social media on students’ academic
performance- a case of Malaysia tertiary institution. International Journal of
Education, Learning and Training. 1(1), 14-21

Ndaku, A. J. (2013). Impact of Social Media on the Students’ Academic Performance in

Ghana. Networking 18, (5), 275-285.

Nneji L. M. (2002). Study Habits of Nigeria University students. Nigerian Educational

Research and Development Council Abuja, Nigeria.

Nuthanap, P. (2007). Gender Analysis of Academic Achievement among High School

Students. Unpublished Master‟s Degree Dissertation in Home Science in Human
Development, University of Agriculture Dharwad.

Olutola, .A.T, Olatoye, O.O & Olatoye, R.A (2016). Assessment of Social Media Utilization
and Study Habit of Students of Tertiary Institutions in Katsina State. Journal of
Education and Practice 7(.3), 178-188

Onovughe, O.G (2012). Internet Use and Reading Habits of Higher Institution Students.
Journal of Emerging Trends in Educational Research and Policy Studies
(JETERAPS) 3 (1): 11-15

Owusu-Acheaw, M & Larson A.G (2015) Use of Social Media and its Impact on Academic
Performance of Tertiary Institution Students: A Study of Students of Koforidua
Polytechnic, Ghana. Journal of Education and Practice 6(6), 94-101

Palani, K. K. (2012) Promising Reading Habits and Creating Literate Social. International
Reference Research Journal 2(1) ,91.

Patel, B. V., (1976). Manual for study habits inventory. Agra Psychological Research cell,
Tiwari Kothi, Belanganj, Agra, 1-8.
Rodriguez, S. (2000). El rendimiento académico en la transición secundaria-universidad.
Madrid: Editorial Paraninfo.

San Miguel, R. (2010) Study on Facebook and Grades Becomes Learning Experience for
Researcher.TechNewsWorld.http://www.technewsworld.com/rsstory/66805.html?wlc
=1286985671&wlc=1287195471

Tuckman (1995). Teacher Effectiveness and Student Performance. J. Econ. Educ. 7(1):34-39.

Yunus, M., Nordin, N., Salehi, H., Embi, M. A. and Salehi, Z. (2013). The Use of
Information and Communication Technology in Teaching ESL Writing Skills.
English Language Teaching, 6(7), 1-8.