ABSTRACT

The study examined the patterns of Instagram usage and their influence on the academic performance of undergraduates at Imo State University, Owerri, Imo State. The survey research design was adopted for the study, while a questionnaire served as the major instrument for data collection. A total of 300 copies of the questionnaire were distributed, out of which 280 copies, representing 93.3%, were successfully retrieved and analyzed. The study covered three faculties and employed stratified sampling techniques, which involved the use of the table of random numbers technique for the first stratum and accidental sampling technique for the second stratum. A sample size of 100 respondents was selected from each faculty, resulting in a total sample size of 300 respondents.

The findings revealed that undergraduate students use Instagram very frequently and are generally aware of and actively engage with the platform. The study further established that many of the students spend more than three hours daily on Instagram. The use of Instagram was found to have influenced the academic performance of the students positively in several ways, including improving their information retrieval skills, facilitating participation in group discussions and assignment-related activities with classmates, and contributing to improvements in their academic grades. The respondents indicated that they use Instagram for different purposes, including entertainment, reading newspapers, academic activities, and searching for advertisements.

Based on the findings, the study recommended that lecturers and undergraduate students should make greater use of social media platforms for academic purposes. It was also recommended that undergraduates should be properly oriented on effective time management so that they can appropriately balance the use of social media for social interaction and academic activities.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The world is currently witnessing significant advancements in communication technology, which have expanded the scope and possibilities of communication through information and communication technologies (ICT) (Asemah, Okpanachi, and Edegoh, 2013). The development of modern communication technology has undoubtedly transformed the world into what has been described as a “Global Village” (Osharive, 2015). These technological developments enable individuals to become better informed, enlightened, and more aware of developments taking place around the world. Technology has therefore provided humanity with improved and more convenient ways of performing various activities.

Information and communication technology is a broad concept that encompasses various devices and technologies that facilitate communication, including computers, mobile phones, and satellite communication systems. ICT serves as an important instrument for improving communication among individuals. Okwuchukwu (2015) noted that information and communication technology has provided people with virtually unlimited access to information across almost every area of human endeavour. Similarly, Issa, Uzuegbu, and Nwosu (2014) explained that ICT encompasses computers, telecommunication devices, multimedia resources, and other related technologies used in the overall process of managing and disseminating information. Talukder, Alam, and Apu (2015) observed that educational institutions have increasingly adopted ICT-based teaching methods and introduced ICT-related academic programmes, thereby equipping students with skills to use various smart devices and the internet to access information, which is highly important to academic activities. According to Ntui (2014), ICT has been recognized as an important instrument for strengthening both the economy and society. Consequently, acquiring basic ICT skills and understanding ICT concepts have become important components of education alongside reading, writing, and numeracy. ICT skills are essential requirements for achieving information literacy and promoting lifelong learning.

Hasnain, Nasreen, and Ijaz (2015) described social media as a rapidly developing phenomenon. Social media represents one of the fastest-growing web applications of the twenty-first century and relies on computer, mobile, and web-based technologies to establish highly interactive platforms through which individuals can share, create, discuss, and modify user-generated content. The emergence of social media has introduced substantial and widespread changes in communication among individuals. Al-Rahmi and Othman (2013) stated that the factors encouraging the adoption of social media include its increasingly widespread accessibility, convenience, functionality, and flexibility.

Onah and Nche (2014) observed that the phenomenon of social media networking has spread rapidly across different parts of Nigeria, reaching a large proportion of the country's youths. Social media usage has become so widespread among young people that it is increasingly uncommon for youths not to participate in at least one social media platform. Before the emergence of these technologies, long-distance communication was comparatively difficult. However, the development of social media has made communication across geographical boundaries much easier, allowing individuals to communicate conveniently with others regardless of distance or location. Umekachikelu (2013) emphasized the remarkable speed of social media communication, noting that information can be transmitted to thousands of people within seconds through a simple click. Social media platforms have therefore become important technologies for disseminating information to heterogeneous audiences without the limitations imposed by time, space, and distance.

Onah and Nche (2014) defined social media as a collection of internet-based applications founded on the ideological and technological principles of the web, which facilitate the creation and exchange of user-generated content. They referred to internet-based social networking platforms such as Facebook, MySpace, Twitter, and others, which provide opportunities for users to communicate and interact with one another. Social media can also be described as web-based and mobile-based technologies that transform communication into interactive dialogue among organizations, communities, and individuals. Ictech (2014) noted that technologies such as smartphones can potentially improve users' efficiency and productivity when used advantageously rather than as sources of distraction. Sinan, Brynjolfsson, and Alstyne (2007) observed that smartphones are similar to desktop and laptop computers in many respects, with major differences relating largely to their size and computing power.

The undergraduate students involved in this study can also be regarded as part of the “Net Generation,” referring to individuals born between 1980 and 1989 who are familiar with and make use of internet-based technologies. Undergraduates at Imo State University use social media for various purposes. It is therefore important to examine how the use of Instagram influences their academic performance. Social media can be likened to two sides of a coin because it has both positive and negative implications. Although undergraduates are expected to utilize Instagram and other social media platforms to acquire and share knowledge across various areas, some students may misuse these platforms in ways that interfere with their academic responsibilities.

The emergence of new technologies has also contributed significantly to the development of knowledge management. Universities are interested in producing students who can become competent researchers and effectively search for information from different sources, including print-based resources, databases, and digital libraries. Although these information sources possess their respective advantages, many undergraduates increasingly depend on databases and digital libraries that can be accessed through personal electronic devices, particularly because of time constraints. Nwangwe, Yonlolonfoun, and Omotere (2014) noted that many undergraduates enrolled in full-time programmes in Nigerian universities spend more time on social media than on other daily activities, including academic work. Junco and Cotton (2012) observed that students may become addicted to social media, resulting in divided attention and a significant reduction in knowledge retention. Idubor, Elogie, and Ikenwe (2021) further argued that the use of social media networks may constitute not only addictive behaviour but also a combination of recognition and behavioural factors that can make individuals susceptible to addiction, ultimately producing negative consequences in their lives. However, Dabbagh and Kitsantas (2012) argued that social media can facilitate the development of personal learning environments, enabling students to take greater responsibility for their own learning by selecting, creating, and organizing tools and resources that promote effective and efficient learning.

The growing use of social networking websites has become an international phenomenon over the past several years. What initially began as an activity primarily associated with computer-literate individuals has developed into a social norm and a way of life for people across different parts of the world (Bloyd, 2007). Young people can establish online communities for different academic purposes, such as planning projects, sharing class materials, engaging in group academic activities, or maintaining communication with classmates when a student is absent and needs to obtain information about current academic activities (Alexander and Salas, 2008).

The internet can be described as a vast global virtual library through which individuals from different parts of the world can gain access to an enormous digital collection where knowledge, leisure, and professional activities converge. It has transformed people's lifestyles and introduced new ways of living and interacting through technological developments (Arua, Uzuegbu, and Ugah, 2014). The internet facilitates the exchange of information by enabling users of interconnected computers and devices of different types and sizes to communicate in real time. The availability of high-speed broadband internet, combined with the widespread use of desktop computers, laptops, e-readers, tablets, and smartphones, has enabled millions of people, including undergraduates, to actively participate in social networking, text messaging, blogging, content sharing, online learning, and numerous other activities (Nwangwe, Yonlolonfoun, and Omotere, 2014).

In contemporary times, undergraduates increasingly use the internet to access electronic materials rather than relying exclusively on printed materials. The interactive nature of online environments has continued to expand through the development of social networking platforms. Instagram and other social media platforms are utilized for different purposes, including creating communities, chatting, blogging, and sharing information. The academic performance of undergraduate students is commonly assessed through examinations, which are among the mechanisms universities use to determine students' capabilities and levels of achievement. Osharive (2015), citing Hoyle (1986), stated that schools are established primarily to impart knowledge and skills to learners, with the ultimate objective of promoting sound academic performance.

1.2 Statement of the Problem

Since the emergence of social media platforms in the 1990s, there has been growing concern in some quarters that students' academic performance is experiencing considerable neglect and challenges. A noticeable diversion, distraction, and division of attention may occur between Instagram usage and students' academic responsibilities. Although social media was originally developed to make the world more connected, its influence has expanded considerably, and it has become an important part of people's daily lives. Baran (2010) argued that technology can be applied in both beneficial and harmful ways and is therefore a double-edged sword whose positive or negative effects depend largely on how it is used.

The amount of time individuals spend on social media is not restricted to their leisure periods; rather, it can influence different aspects of their daily lives. The emergence of social media as a product of technological advancement and the expansion of internet-based software has generated considerable concern regarding its influence on the academic performance of undergraduate students. Asemah, Okpanachi, and Edegoh (2013) argued that students at different levels of education now experience divided attention toward their studies because of the numerous opportunities available through social media for leisure and recreation.

Young people have become increasingly involved in social networking activities, often spending significant amounts of time on these platforms. It is therefore necessary to examine the patterns of Instagram usage and their influence on students' academic performance. Osharive (2015) observed that the production and distribution of increasingly sophisticated mobile phones have further complicated the situation. Universities and society at large have expressed concerns about this development despite the existence of regulations established by various educational institutions concerning the use of technological devices.

Some researchers, such as Helou and Rahim (2014), have emphasized the importance of social networking among undergraduate students. Other researchers, including Asemah, Okpanachi, and Edegoh (2013), citing Ndaku (2013), have investigated the impact of social media use on the academic performance and study habits of undergraduate students as part of efforts to address challenges associated with academic achievement. However, limited literature is available specifically on the patterns of Instagram usage, the extent of access to and use of Instagram, and its influence on the academic performance of undergraduates at Imo State University. This study therefore seeks to examine these issues and provide recommendations that can guide undergraduates, university administrators, and the general public on the appropriate and productive utilization of social media.

1.3 Objectives of the Study

The objectives of the study are to:

i. Determine how frequently undergraduate students of Imo State University use Instagram.

ii. Ascertain the number of hours undergraduate students of Imo State University spend on Instagram.

iii. Examine the use of Instagram by undergraduates of Imo State University and determine how it influences their academic performance.

iv. Identify the major reasons why students use Instagram.

1.4 Research Questions

The following research questions guided the study:

i. How frequently do undergraduate students at Imo State University use Instagram?

ii. How many hours do undergraduates spend on Instagram?

iii. In what ways has Instagram usage by undergraduates at Imo State University influenced their academic performance?

iv. What are the reasons why undergraduates at Imo State University use Instagram?

1.5 Scope of the Study

The study focuses on examining the patterns of Instagram usage among undergraduate students. The study is limited to students in 200 to 400 levels, while students in 100 level are excluded from participation. Since undergraduate students generally possess similar characteristics in many respects, the findings of the study are expected to be generalized to the wider population of undergraduate students at Imo State University.

1.6 Significance of the Study

The study will provide researchers with empirical information concerning the patterns of Instagram usage and its influence on the academic performance of undergraduate students. It will also be useful in helping undergraduates understand the different dimensions of social media and how these platforms can be effectively utilized for academic activities.

The findings of the study are expected to contribute to further scholarly investigations by researchers who may have an interest in this area of knowledge and may encourage additional research into the relationship between social media usage and academic performance. The findings could also assist academic advisers and counsellors in providing professional recommendations to university authorities concerning ways of regulating the use of Instagram and other social networking platforms among undergraduates at Imo State University and other institutions of learning.

Furthermore, the findings of the study will provide useful information that can assist the Ministry of Education and the Ministry of Communication Technology in understanding the effects associated with Instagram usage. Such information may help relevant authorities develop appropriate strategies for guiding and controlling social media usage in ways that promote learning and research. The study is also expected to be relevant to individuals, educational institutions, and universities across Nigeria.

1.7 Operational Definition of Terms

Academic Performance: This refers to the outcome of an individual's educational efforts and the extent to which a student has achieved his or her educational objectives and goals.

Patterns of Instagram Usage: This refers to the manner, frequency, duration, and purposes for which individuals use Instagram and the influence that such usage may have on users.

Information and Communication Technology (ICT): This refers to the general use of technological systems, devices, and processes for the processing, storage, transmission, and communication of information in different forms.

Internet: This refers to a global digital infrastructure that connects millions of computers and people, forming what is commonly described as a network of networks, with cross-platform compatibility that facilitates communication and information exchange.

Social Networking Site: This refers to an online platform that provides a virtual environment where individuals with common interests can interact, communicate, share information, or socialize.

Social Media: This refers to web-based and mobile technologies that facilitate interactive communication and dialogue among organizations, communities, and individuals.

Undergraduates: These are students enrolled in a college or university programme who have not yet obtained a bachelor's degree or an equivalent qualification.