Effects of Social Media on the Academic Achievement of Students: A Case Study of the Students of the Department of Arts Education, Kogi State University, Anyigba, Nigeria (Published)
Information and communication technology (ICT) has experienced a huge transformation over the past decade. This has culminated into the world becoming a global village. Today most people use the social media for a variety of purposes. With the number of social media users growing worldwide, it is important to ascertain its effects on students’ academic performance. This paper, anchored on the time displacement theory, investigated the effects of the social media on the achievement of students of the Department of Arts Education, Kogi State University, Anyigba. The sample consist 400 students across the 4 levels. The instrument for data collection was a questionnaire titled Social Media and Academic Achievement Questionnaire (SMAAQ) developed by the researchers. The data was analyzed using simple percentage. The result of the study reveals that majority of the students use social media, spending a lot of time which displaces their study time. Based on this finding, the paper recommends that tertiary institutions should devise strategies where students could utilize social media for academic use instead of other uses which have negative effects on their studies.
Keywords: Academic Achievement, Displacement theory, Social media, Students
The Relationship between the Achievement of Preparatory Year Students in English Language and Their Achievement in Their Future Studies at Najran University (Published)
The study aimed at identifying the relationship between the achievement of preparatory year students in English language and their achievement in their future studies at Najran University. The data of 156 students from four different colleges were involved in this study. Statistical methods such as Pearson correlation coefficient, one-way ANOVA, simple linear regression, mean and standard deviation were used to analyse the data. The study findings revealed that there is a significant positive relationship between English language achievement and academic achievement. It has been also found that there are no significant differences in achievement in English language attributed to different genders. Similarly, there were no significant differences in academic achievement attributed to college type. Depending on the findings above, English language learning should be emphasised, especially before involvement in academic programs. Enhancement of English language learning can take place in a preparatory year program or any other pre-sessional course. The English learning focus within preparatory programs should be given much more emphasis as it is the only way to bridge the gap between weak outcomes from general education and higher education, since it is apparent that English proficiency amongst school leavers is poor.
Keywords: Academic Achievement, Correlation, EFL, English achievement