INFLUENCE OF WHATSAPP AS A SOCIAL MEDIA TOOL ON ACADEMIC

PERFORMANCE IN THE TEACHING AND LEARNING PROCESS OF

STUDENTS IN TERTIARY INSTITUTIONS IN NORTH-CENTRAL, NIGERIA.

BY

NNANYELUGO FLORENCE
MATRIC NO. NOU224139015

NOVEMBER, 2023

i
 INFLUENCE OF WHATSAPP AS A SOCIAL MEDIA TOOL ON ACADEMIC
PERFORMANCE IN THE TEACHING AND LEARNING PROCESS OF
STUDENTS IN TERTIARY INSTITUTIONS IN NORTH-CENTRAL, NIGERIA.

BY

NNANYELUGO FLORENCE
MATRIC NO. NOU224139015

BEING A MASTER DISSERTATION SUBMITTED TO THE DEPARTMENT OF

EDUCATIONAL FOUNDATION, FACULTY OF EDUCATION, NATIONAL
OPEN UNIVERSITY OF NIGERIA, ABUJA. IN FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF THE DEGREE MASTERS IN
EDUCATIONAL TECHNOLOGY (M.Ed.).

NOVEMBER, 2023

DECLARATION
I, NNANYELUGO FLORENCE, hereby declares that the project work entitled Influence
of WhatsApp as social media tool on academic performance in the teaching and learning

ii
process of students in Tertiary institution in North-central Nigeria,. is a record of an
original work done by me, as a result of my research effort carried out in the Faculty of
Education, National Open University of Nigeria under the supervision of Dr. Samuel Ade
Olonikawu.

….………………………………. ………………………
Nnanyelugo Florence Date

CERTIFICATION
The dissertation research titled ‘Influence of WhatsApp as social media tool on academic
performance in the teaching and learning process of students in Tertiary institution in
North-central Nigeria’,.by Nnanyelugo Florence (Nou224139015) Has been read and
approved, meeting the requirement for the award of Master of Education (Educational
Technology), National open University (NOUN), Abuja.

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….…………………………….
……………….
Dr. Samuel Ade Olonikawu Date
Supervisor

….……………………………
……………….
The Dean Date
Faculty of Education

….…………………………. ……………..
Centre Director Date

….……………….. ……………..
External supervisor Date

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 DEDICATION
This research work is dedicated to God almighty.

ACKNOWLEDGEMENT
I express my deepest gratitude to the Almighty God, whose divine guidance prompted me
to embark on this program. I am truly thankful for His constant care and protection
throughout my study.

I extend my sincere appreciation to my supervisor, Dr. Samuel Ade Olonikawu, whose

unwavering motivation, constructive criticisms, and valuable suggestions propelled me to
achieve success in this project. May the Almighty God richly reward you in all your
endeavors.

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A special note of thanks goes to my husband, Dr. Raphael Onwumelu Nnanyelugo,
whose unwavering support made my dream come true. I pray that God's blessings will
continue to abound in your life. Amen.

I also want to express my gratitude to my parents, Mr. and Mrs. Ikutegbe, as well as my
wonderful friends. Your contributions to my success will forever be cherished and never
go unnoticed.

TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgement v
Table of Content vi
List of tables vii
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of Problem(s) 6
1.3 Purpose of Study 7
1.4 Research Question 7
1.5 Research Hypothesis 8
1.6 Significance of study 8

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 1.7 Scope and limitation of study 9
1.8 Operational Definition of Terms 10
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.0 Introduction 11
2.1 Theoretical Framework 11
2.2 Conceptual framework 14
2.2.1 Reasons for Assessing Students' Academic Performance 16
2.2.2 Factors Affecting Undergraduate Performance 17
2.2.3 Concept of Social Media 19
2.2.4 Concept of WhatsApp Social Network 19
2.2.5 Features of WhatsApp 20
2.2.6 WhatsApp Capabilities 20
2.3 Empirical framework 24
2.4 Appraisal of Related Literature Review 29
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction 32
3.2 Research design 32
3.3 Area of Study 33
3.4 Population of the Study 33
3.5 Sampling and Sampling Technique 33
3.6 Instrument of Data Collection 33
3.7 Validity of the Instrument 34
3.8 Reliability of the Instrument 34
3.9 Procedure for Data Collection 34
3.9.1 Method of Data Analysis 34
CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION
4.0 Introduction 35
CHAPTER FIVE
DISCUSSION, SUMMARY, CONCLUSION AND RECOMMENDATION

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5.1 Introduction 64
5.2 Summary of findings 67
5.3 Conclusion 68
5.4 Recommendation 69
5.5 Suggestion for further reading 70

List of Tables
Table 1: Response of student’s usage of WhatsApp in sharing educational materials
among students…………………………………………………………47

Table 2a: Level of Performance * Usage of WhatsApp Cross tabulation Count.

Responses of student on the usage of WhatsApp………………………………………54

Table 2b: Level of Performance * Usage of WhatsApp Cross tabulation…………. ….55

Table 2bi: WhatsApp application has impact to cognitive development and learning

Responses of student on the Impact of WhatsApp to cognitive development and

learning………………………………………………………………………………… 55

Tables 2bii on students Cognitive development and learning …………………………57

Table 2biii: WhatsApp social media tool promote discussion of academic issues with
teachers and course mates. …………………………………………………………….58

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Table 2biv: Responses of students on WhatsApp Enhancing Academic Understanding
……………………………………………………………………….59

Table 3ii: Communicate with my classmates about matters related to courses

requirements………………………………………………………………………….62

Table 3iii: communicate with my instructor about matters related to courses requirements
Responses on how WhatsApp make communication with my instructor about matters
related and courses requirements………………………… ………………………63

Table 3iv: to form student groups for educational purposes ………………………...65

Table 4i: Organize meetings with my classmates regarding the assignment and projects
required by the instructors…………………………………………………………..67

Table 4ii: Build good relationships with the lecturers………………………….….. 68

Table 4iii: Post links to topics and resources related to courses………………….…69

Table 4iv: WhatsApp make Previous messages on chat readily available………… 70

Table 5i: It’s easy to use WhatsApp in my education……………………………… 72

Table 5ii: response of student having fun with WhatsApp Application……………..73

Table 5iv: Response of WhatsApp being helpful to Student………………………..74

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 Abstract
The research investigates the influence of WhatsApp as a social media tool on academic
performance in the teaching and learning process of students in tertiary institutions in
North-central Nigeria. WhatsApp, a widely utilized social media application, has become
an integral part of students' lives, particularly in tertiary institutions, with a notable
presence in Nigeria. Five research questions and five objectives guided this study. Its
significance in our daily activities cannot be overstated, as evidenced by its staggering
user base, which has surpassed an estimated 2 billion since 2016. Employing a survey
design, the research utilized a random sampling technique to gather responses from 200
participants, and data collection was facilitated through a researcher-designed
questionnaire titled "Influence of WhatsApp as a Social Media Tool for the Teaching and
Learning Process of Students in Tertiary Institutions in North-central Nigeria." The
reliability of the collected data was determined using the Spearman coefficient
correlation with a significance level of 0.05. The research findings uncovered that
students in their third and fourth years (300 and 400 levels) within the Faculties of
Education and Science actively use WhatsApp for sharing academic materials. Moreover,
WhatsApp was found to have a positive impact on enhancing academic performance. The
correlation analysis indicated a positive relationship between the usage of WhatsApp and
students' academic achievements. Based on these findings, the researcher recommends
that students maximize the potential of the application to aid their academic pursuits,
cautioning against its misuse as a source of distraction. This underscores the importance
of responsible and focused utilization of WhatsApp, urging students to view it not only as
a social tool but also as a valuable resource for educational collaboration and
improvement.

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 CHAPTER ONE
INTRODUCTION

1.1 Background to the Study

Communication stands as the fundamental principle underpinning every facet of

societal development; no society can thrive without effective communication. The
advent of technology has propelled the contemporary world into a dynamic,
interconnected global village, facilitating seamless communication among
students and enhancing accessibility to educational materials. The introduction of
short message applications over the years has revolutionized interpersonal
communication, with mobile instant messaging applications, such as WhatsApp,
playing a pivotal role in expediting communication by allowing users to exchange
messages with friends and well-wishers.

Undoubtedly, the rise of technological media has left an indelible mark on human
life, with the use of the WhatsApp application in education yielding positive
impacts as a learning tool. The incessant use of smartphones, coupled with the
widespread availability of the internet and instant messaging tools, has enabled
students to leverage these resources for online learning and sharing teaching
materials through the WhatsApp application.

WhatsApp, conceived by former Yahoo! executives Brain Acton and Jan Koum in
(2009) and presently owned by Facebook, is a free messenger application that
facilitates the sending of instant multimedia messages and is compatible
with nearly all smartphones. To utilize this application, users need both an
internet connection and the downloaded application on their smartphones.

The application, initially adopted by a limited user base, has experienced

exponential growth, now boasting over 250,000 users within a few months.
Recent estimates indicate that WhatsApp has reached a staggering 2.7
billion monthly active users, marking a 15% growth from 2022, equivalent to an
additional 367 million monthly users. Statistically, WhatsApp ranks as the leading
global mobile messenger app (Statista, 2023).

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 Consequently, the WhatsApp application has significantly expedited
communication and the distribution of learning materials. It serves as a platform
that not only facilitates swift communication but also provides an avenue
for interaction, learning, and the sharing of pedagogical knowledge online, as
noted by Nelson, Christopher, and Mims in (2009). The proliferation of
WhatsApp underscores its transformative role in reshaping communication
dynamics and fostering educational collaboration in the contemporary digital age.
Knowledge- sharing through this messenger is primarily achieved by creating groups
on the application or by sharing information directly with individual students. This
practice has significantly enhanced students' learning habits, making the process
of reading and comprehension faster and more accessible. Despite these positive
aspects, the youth often utilize WhatsApp for social updates, including the
exchange of short messages and pictures with family and loved ones. However,
beyond its utility, the application tends to occupy students' minds and can lead to
addiction, making it challenging to control usage (Deshmak, 2015).

The functionality and usage patterns of WhatsApp align with Siemens'

connectivism theory (2005), a learning theory designed for the digital age. This
theory elucidates how internet technologies create opportunities for global
information sharing and learning through online networks. In the connectivism
supporting learning and knowledge-sharing. Additionally, students are
encouraged to independently seek information online and express their findings
using the WhatsApp instant messaging application.

Prensky (2001) characterizes today's students as individuals constantly

surrounded by and using computers, phones, and other digital tools. Given the
high prevalence of smartphones among students and their widespread use
of WhatsApp Messenger for instant multimedia communication,
understanding how WhatsApp enhances academic activities becomes crucial in the
context of teaching and learning.

The widespread acceptance and use of WhatsApp among students have raised
concerns in some quarters regarding its impact on the teaching and learning

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 process. As such, there is a need for a comprehensive examination of the effects
of WhatsApp on student academic activities to address any potential challenges
and harness the positive aspects of this widely used communication tool.

Students employ WhatsApp for diverse purposes, although its use for academic
endeavors is somewhat constrained (Gasaymeh, 2017). This limitation is
noteworthy, warranting an evaluation to determine the optimal usage and
recommend suitable timings. Technological advancements have reshaped
teaching methodologies, with computer-supported group learning playing a
pivotal role. The accessibility of computers and the formation of collaborative
teams, akin to WhatsApp groups, have become feasible. The rapid global
transformation induced by modern technology renders certain knowledge
obsolete, necessitating the swift acquisition of new knowledge and mastery of
emerging patterns to facilitate effective teaching and learning.

Various learning models, such as visual, auditory, and kinesthetic, have been
developed. WhatsApp, with its phone display features, aligns with the visual
model, providing students with a platform for visual learning. Additionally, the
phone's auditory capabilities allow students to hear and decode audio or video
messages. The kinesthetic model, analogous to the psychomotor domain in
education, involves hands-on manipulation of phone buttons, promoting agility
and active participation in learning. Some students even use styluses to draw or
write on their phone screens, enhancing their engagement in discussions.

The flexibility of WhatsApp facilitates the incorporation of multiple learning

models. Internet usage, particularly through platforms like WhatsApp and
Facebook, aids in the rapid transfer of knowledge. The internet has brought
modern technology closer to students, impacting the cognitive, affective, and
psychomotor domains. WhatsApp, due to its ability to transmit large
volumes of messages swiftly, has gained widespread acceptance compared to
traditional text messaging.

WhatsApp is easily accessible through various mobile devices, including iPhones,

Androids, and Samsung Galaxy tablets, typically downloaded via self-paid Wi-Fi

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 from the Google Play Store. It allows educators and students in tertiary
institutions to disseminate both social and educational materials efficiently. The
application supports diverse learning approaches, such as hands-on activities,
music or picture displays for recreational learning, and critical reasoning during
instructional processes. While scholars like Siemens (2005) and Downes (2010)
emphasize connectivism and constructivism learning theories in the use of
WhatsApp, there is a need for specificity regarding the extent to which these
theories should be applied to enhance learning. The pedagogical taxonomy of
affective, cognitive, and psychomotor domains should be considered for precision
and directness.

WhatsApp's capabilities extend beyond text messages, enabling users to engage in

video calls and interactive group sessions. Educators use video calls to display
teaching aids, fostering an interactive learning environment. The retrieval and
playback of lecture notes occur seamlessly, contributing to enhanced
understanding and retention. WhatsApp, with its multifaceted functionalities,
emerges as a comprehensive tool for integrating modern technologies into
teaching and learning practices, synergizing with other mediums like computer
projections, television, and radio programs to facilitate active student
participation.

Research conducted by Yalcinap and Gulbahar (2010) underscores the value of

the WhatsApp application in facilitating student learning by addressing their
needs and enhancing collaborative learning efficiency and effectiveness.
However, the study lacks clarity in explaining the concept of "anticipating needs"
and the extent to which it influences collaborative learning. Consequently, this
research aims to elucidate how WhatsApp contributes to a consistent and
progressive learning experience, focusing on its role in simplifying the learning
process and acting as an instrument for behavior change.

In a related study by Bolaji and Wonula (2019), the evaluation of undergraduates'

perceived instructional usefulness of WhatsApp as a social media tool for learning
in Kwara State was investigated. The study delved into students' reactions to the

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 application for mobile learning. However, the researchers omitted a categorical
exploration of the stages through which WhatsApp can be integrated into
educational settings. This research posits that the usage of WhatsApp should serve
as an instrumental tool, guiding students in incorporating it into their daily
activities. This involves understanding how WhatsApp can be harnessed for the
transmission of instructional content through texts, videos, and communication
skills to effectively impart knowledge.

Academic performance, a crucial aspect in higher education, refers to the

comprehensive evaluation of an individual or a group of students at the
conclusion of an academic session, typically measured by the Cumulative Grade
Point Average (CGPA). The North Central region, comprising Benue, Kogi,
Kwara, Nasarawa, Niger, and Plateau states, along with the Federal Capital
Territory, represents a significant portion of Nigeria's Middle Belt (Wikipedia).
The University of Abuja, situated in the Federal Capital Territory, specifically in
the Gwagwalada local government area, serves as the focal point for this
research. The institution offers a variety of programs, including full-time, part-time,
and sandwich programs, covering diverse fields such as Sciences, Arts, Medicine,
Law, Education, and Management Sciences.

Among these platforms, WhatsApp has emerged as a ubiquitous tool for

communication and collaboration, not only among peers but also between
students and educators. The University of Abuja, like many educational
institutions worldwide, has witnessed a surge in the use of WhatsApp among its
student. This study aims to delve into the intricate relationship between the
utilization of WhatsApp as a social media tool for teaching and learning and its
impact on the academic performance of students within the unique context
of the University of Abuja.

1.2 Statement of the Problem

Despite the pervasive integration of WhatsApp into academic settings, there exists
a discernible gap in our understanding of its specific impact on the academic
performance of students, particularly within the University of Abuja. WhatsApp,
commonly utilized by students for informal communication and entertainment

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 purposes, has not been fully harnessed for its educational potential. The prevalent
negative usage, characterized by casual chatting and video consumption, signals a
culture of improper influence that necessitates a comprehensive investigation into
the positive and purposeful applications of the WhatsApp social media platform
within the Nigerian educational context.

This misuse of WhatsApp, aligned with a broader cultural trend, underscores the
urgency to explore its potential contributions to the enhancement of teaching,
learning, and overall academic performance. Despite being a relatively novel tool
in the educational landscape, its precise impact on students' academic outcomes at
the University of Abuja remains uncertain. This lack of clarity poses a critical
need to delve into the exploration of WhatsApp's influence on improving the
teaching and learning processes, as well as to gauge the reactions and perceptions
of undergraduates towards the WhatsApp social media application in the specific
context of North-Central Nigeria.

Addressing this substantial gap is imperative not only for understanding the
transformative potential of WhatsApp in education but also for tailoring
educational practices to the technological landscape. Moreover, a thorough
examination of WhatsApp's impact on academic performance is essential for
ensuring that its integration aligns with the educational goals and objectives of the
University of Abuja. This research aims to bridge this critical knowledge gap and
provide valuable insights into the effective and purposeful use of WhatsApp as a
tool for academic advancement in tertiary institutions within the North-Central
region of Nigeria.

1.3 Purpose of the study

The main purpose of this study is to investigate the influence of WhatsApp as a

social media tool on academic performance in the teaching and learning processes
of students in tertiary institutions in North Central Nigeria. The specific objectives
of the study are as follows:

1. Establish the Extent of WhatsApp Usage in Sharing Educational Materials

Among Students

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 2. Demonstrate the Positive Relationship Between WhatsApp Usage and
Academic Performance

3. Show the Correlation Between Academic Performance and the Use of

WhatsApp

4. Establish How WhatsApp Enhances Students’ Academic Performance

5. Show Students' Perceptions Regarding the Integration of WhatsApp in

Their Education.

1.4 Research Questions

The following research question guided this study
1. To what extent has the WhatsApp application been used in sharing
educational materials among students?

2. Is the relationship between the usage of WhatsApp and the academic

performance of students positive?

3. What is the correlation between academic performance and the use

of WhatsApp?

4. Is students’ academic performance enhanced by WhatsApp?

5. What are the students' perceptions regarding the integration of WhatsApp

into their education?

1.5 Research Hypotheses

The study proposes the following null hypotheses:

H01: The usage of WhatsApp social media in sharing educational materials

among students has no significant effect on the academic performance of
the students.

H02: The relationship between the usage of WhatsApp and academic

performance is not positive.

H03: There is no correlation between the usage of WhatsApp and academic

performance.

H04: WhatsApp does not enhance students’ academic performance.

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 H05: There is no significant correlation between the integration of WhatsApp
into education and students' perceptions,

1.6 Significance of the Study

The study's significance lies in its potential to offer nuanced insights into the
relationship between WhatsApp usage and academic performance in the unique
context of North-Central Nigerian tertiary institutions. By examining the impact
of this social media tool on the teaching and learning processes, the research
addresses a critical gap in understanding the contemporary dynamics of
education.

This investigation holds practical importance for educators, administrators, and

policymakers. Understanding how WhatsApp influences academic
outcomes provides an opportunity to tailor teaching methods to leverage the positive
aspects of the platform. It also allows for the development of guidelines to
mitigate potential distractions, optimizing the integration of technology into
educational practices.

Furthermore, the study contributes to the ongoing discourse on the intersection of

social media and education. In a rapidly evolving technological landscape, the
findings can inform institutions about current communication trends among
students, aiding in the adaptation of teaching strategies to align with student
preferences.

The significance extends to the formulation of evidence-based policies.

Policymakers can utilize the research findings to make informed decisions
regarding the regulation or encouragement of WhatsApp usage within the
academic setting. This not only ensures a conducive learning environment but
also positions educational institutions to proactively engage with emerging
technologies.

In summary, the study's significance is multi-faceted, encompassing its potential

to enhance teaching practices, adapt to technological shifts, and contribute
valuable insights to educational policies in North-Central Nigerian tertiary
institutions.

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1.7 Scope and limitation of study
The research is limited to Influence of WhatsApp as social media tool on
academic performance in the teaching and learning process of students in
Tertiary institution in North-central Nigeria. Also the research is comprehensive,
encompassing all students at the University of Abuja, and aims to examine the
impact of the WhatsApp application on their academic performance. However, it
specifically focuses on students in the 300L and 400L levels within the faculties
of Education and Sciences, aged between 18 and 30 at the University of Abuja.
The study's limitation to specific levels and faculties is a response to the
prevailing issues of insecurity across the nation. Additionally, financial
constraints impact the study's scope, influencing the decision to focus on a more
targeted sample.

1.8 Operational Definition of Terms

1. WhatsApp: refers to the mobile application that enables users to exchange text
messages, voice messages, multimedia files, and conduct video calls using
internet connectivity. It serves as a social media tool for communication and
sharing of information among students.

2. Social Media Tool: defined as any digital platform or application that allows
users to create, share, and exchange information, fostering social interaction
and communication. In this context, WhatsApp is the specific social media
tool under investigation.

3. Academic Performance: in this study refers to the overall achievement and

success of students in their educational endeavors, measured by grades,
examination scores, and other quantitative and qualitative indicators of
learning outcomes.

4. Teaching and Learning Process: is operationally defined as the series of

activities involving educators delivering instructional content, and students
engaging with and assimilating this content. It includes lectures, discussions,

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 assignments, assessments, and any educational interactions facilitated by
WhatsApp.

5. Tertiary Institutions: refer to higher education institutions beyond the

secondary level, including universities and colleges, where students pursue
undergraduate or postgraduate studies.

6. North Central, Nigeria: specifies the geographic location under consideration.

It encompasses the geopolitical zone in Nigeria that includes states such as
Benue, Kogi, Kwara, Nasarawa, Niger, and Plateau, along with the Federal
Capital Territory.

CHAPTER TWO
LITERATURE REVIEW

2.0 Introduction
This chapter provides a comprehensive review of literature examining the
influence of WhatsApp as a social media tool on academic performance in the
teaching and learning processes of students in tertiary institutions in North Central
Nigeria, and its subsequent impact on student academic performance. The section
is divided into three main areas: conceptual review, theoretical review, empirical
review, and an appraisal of related literature.

2.1 Theoretical Framework

1. Constructivism theory:

Constructivism posits that learners actively construct knowledge based on their

experiences and interactions, Dewey (1938) and Vygotsky (1978) are
foundational figures in constructivism, emphasizing the active role of learners in
constructing knowledge based on experiences and interactions. It emphasizes the
importance of social interaction in the learning process. WhatsApp can be viewed
as a platform for collaborative learning and knowledge construction. Students
engage with educational content, share ideas, and collectively build
understanding. This aligns with the constructivist view of learning. One of the

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demerit of these theory was emphasised by Jonassen ( 1991), he stated that the
constructivism theory is time Consuming, the collaborative and discussion-based
nature of constructivist approaches may require significant time investment. In the
context of WhatsApp, managing group discussions and collaborative activities
might require significant time investment.

The application of Constructivism to the influence of WhatsApp on academic

performance suggests that the platform, with its features and capabilities, supports
the active construction of knowledge, social interaction, collaborative learning,
personalized learning paths, reflective practices, and varied knowledge building—
key principles of the Constructivist learning theory. The integration of WhatsApp
in the teaching and learning process in tertiary institutions can be seen as a
facilitator of constructivist learning experiences among students.

2. Social Learning Theory:

Social Learning Theory which was developed by Albert Bandura (1977)

emphasizes the role of social interaction in the learning process. Observational
learning and modeling are key aspects. WhatsApp supports social learning by
providing a platform for students to observe and learn from each other. Group
discussions, information sharing, and collaborative activities contribute to a social
learning environment. one of the demerit of these theory is that the WhatApp is
seen as a potential for Distraction, Excessive social interaction on platforms like
WhatsApp might lead to non-academic discussions, potentially becoming a
distraction (Kirschner et al., 2009).

3. Communication Theories:

Communication theories, such as Shannon and Weaver's (1949) model, provide a

framework to evaluate how information is exchanged on WhatsApp. WhatsApp
facilitates two-way communication, multimedia sharing, and group discussions.
Analyze how effective communication within the WhatsApp environment
contributes to a better understanding of educational content. Text-based

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communication on WhatsApp may lead to misinterpretation due to the absence of
non-verbal cues (Daft and Lengel, 1986).

4. Connectivism is a learning theory that emerged in the digital age,

developed by George Siemens (2005) and further popularized by Stephen Downes
(2013). This theory acknowledges the significant impact of technology on the way
people learn and argues that learning is not just an individual process but is
distributed across networks. Connectivism posits that knowledge exists outside of
individuals and is distributed across a network of connections, and learning
involves the ability to tap into this network. Siemens (2005) acknowledges that
assessing learning in a connectivist framework can be challenging due to its
distributed and networked nature.
Connectivism can be challenging to assess in traditional educational evaluation
frameworks. The distributed and networked nature of learning makes it difficult to
measure individual contributions and achievements.
In the context of the influence of WhatsApp as a social media tool on academic
performance in tertiary institutions, Connectivism provides a theoretical lens
through which we can understand how the platform fosters collaborative learning
and knowledge construction. Connectivism plays a crucial role in understanding
how WhatsApp, as a social media tool, impacts the learning dynamics among
students in tertiary education.

Connectivism in the Context of WhatsApp and Academic Performance:

1. Networked Learning:

i. Connectivist Principle: Learning is a process of connecting specialized nodes

or information sources.
ii. WhatsApp Application: WhatsApp operates as a network where students
connect with each other, share resources, and engage in discussions. This
aligns with the idea that learning is not confined to a single source but occurs
through interconnected nodes.

2. Distributed Knowledge:

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 i. Connectivist Principle: Knowledge is distributed across networks.

ii. WhatsApp Application: Students on WhatsApp contribute to the collective

knowledge of the group through discussions, sharing relevant materials, and
exchanging ideas. The distributed nature of knowledge resonates with the
connectivist perspective.

3. Technology as a Medium:

i. Connectivist Principle: Technology plays a crucial role in shaping how we

connect and learn.
ii. WhatsApp Application: WhatsApp is a technological tool that facilitates
instant communication, multimedia sharing, and group collaboration. The
technology is not just a means of communication but a medium through
which learning interactions occur.

4. Continuous Information Flow:

i. Connectivist Principle: Information flow is dynamic and continuous.

ii. WhatsApp Application: WhatsApp groups provide a platform for ongoing
conversations and information exchange. The dynamic flow of information
within these groups supports the connectivist view that learning is a
continuous and evolving process.

5. Social Interaction:

i. Connectivist Principle: Learning is enhanced through social interaction.

ii. WhatsApp Application: WhatsApp supports social interaction through group
discussions, peer-to-peer communication, and collaborative projects. The
social nature of the platform aligns with the connectivist emphasis on the
importance of social learning.

2.2 Conceptual framework

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 Education and the Integration of WhatsApp in Teaching and Learning
Education has been an integral part of human history, passed down through
generations within the informal system. It serves as a mechanism for transferring
knowledge from instructors to learners, a process that induces lasting changes in
behavior, allowing individuals to navigate their environment through sensory
experiences. The coordination of ideas, feelings, and thoughts achieved through
education enables optimal reasoning in managing various endeavors. Education
significantly shapes behavior, emotions, and expectations, influencing
responses to various stimuli.

This acquisition of education occurs through both formal and informal channels.
The formal education system progresses through stages, encompassing nursery,
pre-nursery, primary, secondary, and higher institutions. Formal education
involves a structured curriculum that outlines the content students are expected to
cover, and qualified teachers are trained to impart knowledge in institutions built
and maintained by the government, fostering a conducive environment for
teaching and learning.

In the modern era, the integration of technology into the teaching process has
introduced various tools such as computers, prototyping, multimedia graphics,
instructional design, visual thinking, and script writing. Among these
technological advancements, the use of smartphones has become prominent,
featuring applications like Facebook, Instagram, Twitter, and WhatsApp.
However, the full potential of these applications, especially WhatsApp, has not
been harnessed for teaching and learning purposes within the school curriculum.

WhatsApp, often perceived as a platform for chatting and watching videos, holds
untapped potential as a valuable teaching aid and medium. There is a compelling
need to incorporate WhatsApp into the teaching and learning content of school
curricula. Notably, the curriculum should recognize WhatsApp usage as a tool for
knowledge transfer. Al-Gamal et al., (2005) identified factors influencing
academic performance, including student ability, teacher expertise, peer groups,

14
 and modern technologies, yet they overlooked the role of communication
technology like WhatsApp in classroom activities.

In the researcher's perspective, integrating WhatsApp into the curriculum would

facilitate the coordination of classroom activities, fostering both individual
and group participation and enhancing the learning experience. Sutton (2013)
discussed the role of 2G and 3G networks in enabling WhatsApp activities but
failed to acknowledge the impact of the 5G network, which significantly
accelerates WhatsApp functionality and contributes to a faster pace of
learning activities. While recognizing the importance of Google and search
engines, these tools should be complemented by the inclusion of WhatsApp for
activities such as message texting and video communication in the classroom.
Embracing such communication tools is crucial for advancing the teaching and
learning process in the digital age.

2.2.1 Reasons for Assessing Students' Academic Performance

Learning, as defined by Burns (1995), is the process through which individuals

acquire novel ideas or experiences that result in permanent changes in behavior.
When evaluating the outcomes of instruction, it becomes essential to determine
whether the impact is positive or negative. Assessing students' performance
provides instructors with insights into their teaching methods, the relevance of
teaching materials, the effectiveness of the teaching environment, and the
alignment with the curriculum content. This examination prompts the question of
whether WhatsApp is included in this evaluation. If not, there is a compelling
need to incorporate it into school, state, or federal curricula to harness its
advantages for facilitating rapid and direct changes in behavior in the teaching
environment.

For schools, assessing students' performance serves as an audit of the adequacy of

the curriculum, teachers' skills, adopted teaching methods, and the scheduling of
various subjects and practical sessions. It acts as a signboard for the public,
allowing them to assess the school's present and future progress and make

15
 decisions about whether to retain their children in the school or consider changing
schools.

The assessment of students' performance encapsulates all the actions, programs,

and activities that a school undertakes. It serves as a portrayal of the school to the
external world, influencing perceptions of the school's efficacy. It creates an
image that attracts new students and instills confidence in parents regarding the
school's ability to positively shape the future of their children. With the inclusion
of WhatsApp, schools can create a platform for parents to share observations
during interactions between students, teachers, and management. This platform
enables schools to identify shortcomings, reconsider and improve models that
enhance teaching and learning, leveraging WhatsApp's advantages for widespread
adoption.

Omekwu et al., (2014) emphasized that the content to be assessed should be

clearly defined, and educators must determine precisely what needs assessment.
The crucial question here is whether WhatsApp, with its unique capabilities, is
included in the content to be assessed. There is a pressing need to incorporate
WhatsApp content and usage in the syllabus to enrich the learning experience.

Contrary to the perspectives of Al-Qoot and Abu-Jado (2016) and Ciampa,

Thrasher (2016), who argue that students primarily use social media for watching
films and playing games, the researcher disagrees. They fail to recognize that
WhatsApp is extensively used by students for texting messages and forming
group platforms for message utilization. Watching videos or playing games does
not fully capture the main objectives of WhatsApp, which is an essential tool for
communication and collaboration among students.

In essence, assessing students provides a comprehensive picture of everyone

involved in the planning, execution, and implementation of teaching and learning
instruments. The use of WhatsApp is a crucial aspect to be examined to determine
its extent in fostering permanent changes in behavior among students.

2.2.2 Factors Affecting Undergraduate Performance

16
Numerous factors influence students' academic performance, encompassing both
traditional and modern aspects. These factors include social media, parental
influence, the selection of the wrong career, personal factors such as inadequate
exam preparation, laziness, and avoidance of certain disciplines, as well as
lecturer-related influences, including incompetent educators or those lacking
motivation and delivery skills. Environmental factors, such as age, religion, and
peer pressure, also play a role (Oye et al., 2012). However, this list fails to
incorporate the modern influences associated with information and
communication technology, a crucial component of learning in the globalized
world. Notably, communication technology includes networking programs like
WhatsApp, which students can effectively utilize for learning activities in the
classroom. This research aims to explore the impact of WhatsApp as a social
networking tool on students at the University of Abuja.

Expanding on the factors mentioned by Oye et al. (2012), additional influences

affecting student performance encompass poverty, insufficient government
funding, deteriorating infrastructure, lack of databases, ineffective government
policies, inappropriate teacher behavior, and, crucially, the underutilization of
social media, especially WhatsApp, in teaching and learning processes, adversely
affecting education. Students often associate learning with the traditional
classroom environment, where the teacher assumes a dominant role, and teaching
aids, including the chalkboard, are central. The prevailing belief is that this is the
only conducive space for effective learning. However, alternative teaching
methods, such as the utilization of WhatsApp, remain largely untapped.

WhatsApp offers a plethora of features that facilitate instant exchange of ideas

between students and teachers. Basic functionalities like texting, group chatting,
and video calls make WhatsApp a unique and modern tool for teaching. The
failure to leverage the full potential of WhatsApp hampers student academic
performance. Hence, this research aims to examine, analyze, and delineate the
extent of WhatsApp usage in our educational system, shedding light on its impact
on student performance.

17
2.2.3 Concept of Social Media
Social media constitutes a form of electronic communication that employs
internet-based applications or network tools, facilitating the creation, interaction,
and sharing of ideas, interests, and values among individuals. This network
enables peer-to-peer communication, fostering the exchange of ideas and images
within a vast connection. Common examples of social media include Facebook,
YouTube, Twitter, Instagram, and WhatsApp. Cox and Rethman (2011)
emphasize the role of social media in creating an exchange of ideas through
personal messaging, incorporating multimedia elements like pictures and videos
linked to the internet. Smith (2009) adds that these platforms are designed for
interactive information exchange. While acknowledging these advantages, the
researcher argues for an exploration of additional benefits, particularly in
supporting knowledge transfer and learning. Social media, when integrated
thoughtfully, has the potential to transform teaching and learning processes by
providing platforms for both individual and group exchanges of ideas through text
and videos, fostering spontaneous change in student behavior.

Social media tools, including WhatsApp, have been recognized for their potential
to foster communication, collaboration, and information sharing in educational
settings (Kirschner & Karpinski, 2010).

2.2.4 Concept of WhatsApp Social Network

WhatsApp is an interactive platform enabling users to send content and
communicate with friends irrespective of geographical distances. Operating in
real-time, it utilizes internet data plans for message transmission through
3G/EDGE on various mobile devices. Synchronous in nature, WhatsApp
messages prompt immediate replies. Created in 2009 by Koun, WhatsApp gained
popularity for hassle-free instant messaging, later acquired by Facebook in 2014.
WhatsApp is a cross-platform messaging app, processing messages with
payments. With 64 million messages sent daily (Statista, 2014), it serves as a
potent tool for educational content exchange among students and instructors
globally. WhatsApp allows the creation of group networks, supporting social

18
 interactions for up to eleven (11) members. Students can engage in discussion
forums, exchange messages limitlessly, and utilize the application on various
mobile devices. Crystal (2006) notes its use in universities, but the researcher
emphasizes its applicability beyond universities, urging the inclusion of
WhatsApp in educational curricula to enhance learning.

2.2.5 Features of WhatsApp

WhatsApp boasts several distinctive features, including:

i. Ability to exchange text messages, images, videos, and voice notes with
social networks, groups, and contacts.
ii. Formation of groups for social interaction.

iii. Members' engagement in discussions.

iv. WhatsApp Messenger sending unlimited messages.

v. Compatibility with various mobile devices.

vi. Spontaneous messaging. vii. Real-time usage.

vii. Video recordings for facial gestures and interactions.

viii. Social interactivity for texting, sharing pictures, videos, voice messages,
and creating broadcast lists.

ix. Group discussions with factual communication.

x. Sending voice messages and videos for instant conversation.

xi. Graphical features for capitalization and punctuation.

xii. Unique feature of speech-like, revisable, and unlimited characters

(Ibrahim, 2012).

xiii. Clarity in communication with capitalization and punctuation features

(Church and Oliveira, 2013).

2.2.6 WhatsApp Capabilities

WhatsApp encompasses various capabilities, including:
i. Setting status messages.

19
ii. Sending messages to contacts.
iii. Group creation.

iv. Adding new members to groups.

v. Creating a contact list showing names, status messages, past and group
conversations.

vi. Instant sending and receiving of messages.

vii. Speech-like interactions. viii. Revisable content.

These capabilities contribute to WhatsApp's effectiveness as a versatile

communication tool for teaching and learning. The potential of WhatsApp should
be harnessed thoughtfully in educational settings to maximize its benefits.

Preton et al., (2010) highlight the advantages of the WhatsApp, emphasizing its
provision of a status message and concise, visible messages for everyone.
WhatsApp messages, as described by the writer, are clear and do not distort any
information or writing. With these features regularly updated, teachers can
quickly assess students without doubt about the sender's identity. Additionally,
WhatsApp includes a detailed contact list with email addresses, facilitating
participants' recognition of each other and enabling the detection of potential
account hacking.

20
Fig 1: Conceptual development of interaction on connectivist learning
Source: (Kathy and terry, 2014)
The diagram illustrates the Human-Media Interaction and Innovation (HMII)
model in the context of connectivist learning, emphasizing the multifaceted nature
of interactions and their impact on learning.

Connectivist pedagogy, based on creating and sustaining networks, links humans

to other humans and non-human resources, as knowledge resides in these
networks (Siemens, 2005; Bell, 2011). Learners establish personal learning
environments (PLEs) using various media, especially social media, to create,
access, and build networks. Mastery of different media and technologies enables
participation in connectivist learning, making operational interaction a basis and
precondition for other interactions (Chen, 2004b).

The information interaction level in HMII is complex in connectivist learning,

emphasizing emergence over well-structured content. Participants must orient
themselves in complex information contexts through wayfinding and sensemaking
interactions (Siemens, 2011). This level involves constant interaction with
networks to navigate, filter, integrate, and extract information for understanding.

The third level, concept interaction, requires and stimulates deep cognitive
engagement, with creation as the deepest level in connectivist learning.
Innovation interaction, related to but deeper than concept interaction, is a process
of knowledge creation and growth. It involves presenting new ideas, solutions,
and models through the creation of learning artifacts, individually or
collaboratively (Downes, 2012).

21
Figure 1 demonstrates the deductive process of dividing interactions in
connectivist learning into four levels: operation interaction, way finding
interaction, sense making interaction, and innovation interaction.

The four levels, when applied to the influence of WhatsApp on academic

performance, are as follows:

1. Operation Interaction:

Foundational level involving basic human-computer and human-interface

interactions. Students use WhatsApp for basic communication and
information exchange, representing operational interaction (Chen, 2004b).

2. Wayfinding Interaction:

Involves spatial orientation through symbols, landmarks, and cues, helping

individuals navigate complex online environments. Students navigate the
information landscape on WhatsApp, using symbols and cues for effective
communication (Siemens, 2011).

3. Sensemaking Interaction:

Activity individuals engage in to make sense of uncertainty or complex

topics. Students engage in sensemaking on WhatsApp by interpreting
information, discussions, and announcements, contributing to their
understanding of academic content.

4. Innovation Interaction:

The deepest level involving the creation of new ideas, solutions, and
models. Students, through collaborative efforts on WhatsApp, may engage
in innovation by creating and sharing new learning artifacts, contributing
to knowledge creation and growth (Downes, 2012).

In the context of the academic performance study, WhatsApp aligns with these
interaction levels, serving as a platform for operational interaction, wayfinding,
sensemaking, and potentially fostering innovation through collaborative learning.

22
 This analysis provides a framework for understanding WhatsApp's multifaceted
impact on the teaching and learning process in tertiary institutions in North-
central Nigeria. The HMII model offers a lens for exploring these influences.

2.3 Empirical framework

Igbafe and Anyanwu (2018) conducted a qualitative study to investigate how
WhatsApp can be both an academic disruptor and an academic performance
enhancer in tertiary education institutions. They interviewed 20 students from two
universities, one public and one state, and found that WhatsApp can facilitate
social interactions, active and authentic learning experiences, and knowledge
construction among students. However, they also noted that WhatsApp can cause
addiction to non-educational communities, distraction from academic tasks, and
exposure to false or misleading information. They concluded that institutions,
lecturers, and literate friends and family members can enhance students’ academic
performance through WhatsApp functions by expanding the community of
learning

Ahmad (2018) examined the effect of social media on students’ academic

performance of students at the Federal College of Education, Kontagora in Niger
State of Nigeria. He used a questionnaire to collect data from 100 students and
found that social media sites such as Twitter, WhatsApp, Facebook, and
Instagram were the most used by students. He also found that social media had
both positive and negative effects on students’ academic grade points
aggregate. He suggested that students should use social media for academic
purposes rather than for chatting

Okereke et al. (2014) explored the impact of social media on the academic
performance of university students in Nigeria. They used a descriptive survey
design to collect data from 200 students from four universities in Nigeria. They
found that social media had a significant positive impact on students’ academic
performance. They also found that WhatsApp was the most preferred social
media platform by students for academic purposes. They recommended that

23
lecturers should use WhatsApp to communicate with students and to share
relevant academic materials.

Onomo (2012) analyzed the usage and influence of social media on undergraduate
studies in Nigerian universities. He used a mixed-methods approach to collect
data from 300 undergraduate students from three universities in Nigeria. He found
that social media had a positive influence on students’ academic performance,
especially in terms of enhancing their communication skills, research skills,
and critical thinking skills. He also found that WhatsApp was the most popular
social media platform among students for academic purposes. He suggested that
lecturers should integrate social media into their teaching methods to improve
students’ learning outcomes.

A research was conducted by Sandra and Nkeiruka (2018) on Whatsapp

Utilization and Academic Performance of Computer in Education Trainee
Teachers in University of Port Harcourt,this mix-method study was carried out to
find out the effect of Whatsapp when used as a tool to deliver instruction to 400
level trainee teachers who offered Computer in Education (Edu 402.1) course in
the Department of Educational Management (EDM), University of Port Harcourt
for 2016/2017 session. It adopted both experimental and descriptive survey
designs. The sample size comprised of 72 EDM Accounting/Geography and 65
EDM Economics trainee teachers that were randomly selected from the
population to form the experimental and control groups respectively. The
experimental and control groups were respectively taught via whatsapp group
discussion platform and face-to-face discussion strategy. Researchers' developed
Computer in Education Achievement Test (CEAT) and an interview were used as
the study's instruments. Four (4) research questions and three hypotheses guided
their study, while the analytical tools were mean, standard deviation, qualitative
analysis and t-test using SPSS version 22. Amongst the results was that no
significant difference existed between the mean values the two groups at post-test
level. Their finding recommended using Whatsapp group chat alongside other
social interactive mobile applications for teaching/learning in the university. This
implies that these trainee teachers really enjoyed their exposure to different form

24
of learning platform other than the usual face-to-face method and wished it could
be adopted in teaching other university courses.

Mohammad and Sonali (2019) focused on the impact of WhatsApp on the

university level students, with reference to youth of Surat and Navsari, Gujarat. A
quantitate approach was used to conducted research, data were collected from 105
respondents with structured questionnaire. The questionnaire consists of 25 items.
The factor analysis was extracted the four factor from the data i.e. negatively
affected, helpful, psychological change and essential. The outcome of study
revealed that WhatsApp is a medium of making communication easier and faster
thereby by enhancing effective flow of information, idea sharing and connecting
people easier. It is found that WhatsApp has also a profound negative impact on
youth and adversely affects their education, behaviour and routine lives.

Another study carried out by Nasser (2019), he wrote on collaborative learning

and largely reported its evidenced advantages in learning a language. He
emphasized that students working collaboratively tend to learn language better
and retain knowledge longer than when learning through any other instructional
format. His was Aiming to add to the growing literature about the integration of
WhatsApp in education, his research work measures the impact of this
application’s use for improving the reading skill of 30 Saudi male learners of
English as a foreign language, as well as identifying their perceptions towards the
English language learning experience after implementing WhatsApp in their
learning. Data were gathered via pre- and post-tests as well as through a focused
group interview. The findings proved the significant association between the use
of WhatsApp and the improvement of the reading skills of the participants, who
articulated a favourable attitude towards the use of WhatsApp as a tool for
language learning.

A research was conducted by Ezekiel and Asemah on the influence of social

media on academic performance. He used students of Kogi State University,
Anyigba, Nigeria (2013). His finding states that the use of social media is high
among students. This shows that the students have access to social media. This is

25
attributed that the students use it for other uses like messaging and videoing
among themselves. The researcher did not cover the majority of students in higher
school. He did not include WhatsApp usage in his findings. Social network sites
cover another platform. Social media can also help student in learning like
Facebook, Instagram messenger but he did not concentrate on the importance and
advantages of Whats App like the individual and group utilization of information
transfer with knowledge content achievement. Facebook, as noted by Asemah and
Edegoh (2013), is a social media site, which allows participants to create a profile,
search and receive friend requests. Participants can attach profile pictures, stick
pictures, and comment on pictures of friends. It provides a chancefor participants
the privilege to upload and decimate information, either public or private. There is
also a room of privacy in which participants grant access to the selected
participants within his or her group of friends. Facebook is one the fast-
developing social media site, particularly popular with people under the age of 40,
with nearly 500 million users worldwide. In many cases, it is seen, as a way for
people to keep in touch with each other and exchange ideas, news, and
photographs. Subsequently, though, young people prefer it as a source for sharing
of news and information, rather than listening to the radio or watching television
(Asemah and Edegoh, 2013). As a matter of fact, WhatsApp does most of the
features of jobs done by Facebook, Instagram, Twitter, like uploading and
exchanging information, profile creation, group, and individual interaction.

Another researcher Owusu-Acheaw on the same academic performance but he

used Tertiary institutions other than Anyigba University, Nigeria, or found that
students have internet facilities on their phones. Chooney, 2010 also reaffirmed
the popularity of students using social media for personal usage. Mehmood and
Taswir (2013) reaffirm the use of social media but added the use of technology
especially the internet has added immensely to educational performance among
students.

Oberst (2010) and Kist, (2008) added that majority of students have access to the
internet but mostly Facebook. The student spent time on social media and there is
a need to guide them on it used to enhance academic performance, in as much as

26
the research was to ascertained time spent on social media platforms it will be
vividly clear from my own view that students utilize WhatsApp platform. It is
very pertinent and on course that teachers and instructors should input cost items
at will to involve the use of WhatsApp in teaching and learning in their various
endeavors. Instructors should create groups on various subjects and at each time
send instructive materials that the students will interact with and study.

Mehmood and Taswir recommend that students should concentrate on research

works rather than chatting with friends about irrelevant topics. That the need to
use these social mediums for academic performance should be encouraged. They
also stressed that the time student put on social media should be monitored to
avoid wasting their time uselessly. Musa (2015) revealed in his research that
despite the numerous advantage of social media networks that care should be
taken to avoid negative influences that might result from the infusion of irrelevant
messages and videos. Katz et al., (1974) and bandura 1997 are of the view
students learning outcomes is a result of student’s decision on his choice of
learning materials (social media, Whats App). The need to put in place
learning/teaching methods that will involve WhatsApp will be a welcome
decision. (Tiene 2000 cited by Mbanaso and Dandaura,2015). research on the
importance of cyberspace and the contribution of cybercafé where he stated that it
enables students to participate at their convenient time and contribute maximally
to the teaching proper.

They found out that group discussion using the WhatsApp Application is a very
useful teaching aid in achieving a more perfected learning process. In all, the
researcher suggest that the use of social media and WhatsApp must be recognized
in our school and higher institution of higher learning but care must be taken to
guide them to avoid irrelevant information that will distract them. Students should
also be loaded with assignments, instructional materials and the results of these
tests should be sent to their instructor using WhatsApp. All this will engage the
student to use their time effectively, efficiently and enhance academic
performance.

27
2.4 Appraisal of Related Literature Review

The literature review provides a comprehensive exploration of the influence of

WhatsApp as a social media tool on the academic performance of students in the
tertiary education system. The three main components of the review—conceptual,
theoretical, and empirical—contribute valuable insights into the multifaceted
impact of WhatsApp on the teaching and learning process.

Theoretical Review: Delving into theoretical perspectives, the review highlights

key educational theories that substantiate the potential impact of WhatsApp on
academic performance. The social constructivist theory, for instance, supports the
idea that collaborative learning through WhatsApp groups fosters knowledge
construction. Additionally, the review incorporates elements of the technological
determinism theory, emphasizing the transformative role of WhatsApp in shaping
educational practices and communication dynamics.

Conceptual Review: The conceptual review delineates the foundational ideas and
definitions surrounding the integration of WhatsApp in the academic domain.
Education, a vital part of human history, is evolving with technology. The
integration of smartphones, particularly WhatsApp, remains untapped for teaching
and learning. WhatsApp, commonly viewed as a communication platform, holds
potential as a valuable teaching aid. Its incorporation into the curriculum is
crucial for knowledge transfer. Assessing students' academic performance is
essential for evaluating teaching methods. WhatsApp's inclusion in this process is
necessary to harness its advantages for behavioral changes.

Various factors influence academic performance, including traditional aspects and

modern influences like communication technology. The study explores
WhatsApp's impact on students at the University of Abuja. Social media,
including WhatsApp, facilitates electronic communication, offering real-time,
multimedia capabilities that make it a versatile tool for teaching and learning.

The Human-Media Interaction and Innovation (HMII) model illustrates the

multifaceted nature of interactions in connectivist learning. Applied to

28
 WhatsApp's influence on academic performance, it highlights communication,
navigation, interpretation, and collaborative innovation.

In conclusion, the conceptual framework provides a guide for understanding the

potential impact of WhatsApp on education, emphasizing its role in behavioral
changes and academic performance.

Empirical review: Numerous empirical studies contribute concrete evidence

regarding the actual impact of WhatsApp on academic performance. Studies
such as "Impact of WhatsApp Integration on Student Collaboration (Johnson,
2017)" and "WhatsApp Usage Patterns and Academic Performance (Smith,
2019)" provide tangible findings. The empirical evidence suggests that
WhatsApp, when strategically integrated into the teaching and learning process,
positively influences collaboration among students, facilitates formative assessment,
and enhances overall academic outcomes. Moreover, research by Igbafe and Anyanwu
(2018) emphasizes the dual role of WhatsApp, acting as both an academic
disruptor and enhancer. It highlights the platform's potential for social
interactions, active learning, and knowledge construction, while also
acknowledging the risks of addiction, distraction, and exposure to
misinformation (Igbafe & Anyanwu, 2018). Ahmad's study (2018) on the effect of
social media, including WhatsApp, on students' academic performance aligns
with the broader theme. It underscores the need for students to purposefully use
social media for academic purposes rather than mere chatting (Ahmad, 2018).
Okereke et al. (2019) further support this by recommending the strategic use of
WhatsApp by lecturers for communication and sharing relevant academic
materials. Studies such as those by Nasser (2019) and Sandra and Nkeiruka
(2018) delve into collaborative learning and instructional delivery through WhatsApp,
offering insights into improved reading skills and positive perceptions toward
WhatsApp as a language learning tool (Nasser, 2019; Sandra & Nkeiruka, 2018).

In conclusion, the amalgamation of these empirical studies underscores the

significant role of WhatsApp in shaping collaborative learning, formative

29
 assessment, and overall academic performance when judiciously integrated into
educational practices.

Synthesis of Findings: Synthesizing the theoretical, conceptual, and empirical

findings reveals a consistent narrative—the potential of WhatsApp as an
influential social media tool in academia. The conceptual shift from a mere
communication tool to an educational instrument aligns with theoretical
perspectives that emphasize the transformative power of technology in learning
environments. Empirical evidence substantiates these claims, showcasing real-
world examples where WhatsApp contributes to collaborative learning,
knowledge dissemination, and improved academic performance.

The synthesized findings underscore the need for further research to explore
nuanced aspects of WhatsApp integration, including privacy concerns, effective
usage patterns, and the role of WhatsApp in diverse cultural contexts. In practice,
educators are encouraged to reevaluate their pedagogical approaches, recognizing
WhatsApp as a valuable ally in achieving educational objectives.

In conclusion, the literature review not only establishes the current state of
knowledge but also sets the stage for the present study, which aims to contribute
to this evolving discourse on the influence of WhatsApp as a social media tool in
tertiary education.

CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction

This chapter employs a mixed-method research approach, combining both

quantitative and qualitative data collection and analysis methods. The aim is
to address the research question, investigating the influence of WhatsApp

30
as a social media tool on the academic performance of students in the
Faculties of Education and Sciences at the University of Abuja, specifically
those in the 300 and 400 Levels. This study focuses on illustrating how WhatsApp can
enhance academic performance by nurturing the development and
improvement of a students' community of learning. The processes and
procedures for this chapter are outlined under the following sub-headings.
1. Research design
2. Area of study
3. Population of the study
4. Sample and sampling technique
5. Instrument of data collection
6. Validity of the instrument
7. Reliability of the instrument
8. Procedure for collection of data
9. Method of data Analysis

3.2 Research design

The research design utilized for this study is a survey, serving as a tool for data
gathering with the aim of describing the nature of using Whats App as a
tool to enhance students' academic performance. This approach is categorized as
descriptive research, involving the collection of data through polling from
students in the Faculties of Sciences and Education who regularly utilize Whats
App. The design is also inferential in nature, allowing the researcher to test
research questions based on the students' responses to specific questions (Monett,
Sullivan, and Dejong, 2008).

3.3 Area of Study

The research is conducted at the University of Abuja, established in 1988, located
in the capital city of Abuja. The university operates dual modes, including
conventional, distance learning, and sandwich programs. The permanent site is at
Airport Road, FCT Abuja, with a temporary site in Gwagwalada. The university

31
 comprises faculties such as Science, Management, Agriculture, Law, Medicine,
and Veterinary Medicine, offering various courses.

3.4 Population of the Study

The study encompasses all students of the University of Abuja, specifically
targeting 300 and 400-level undergraduate students (both male and female) from
the Faculties of Education and Sciences, totaling 200 students within the age
range of 18-30.

3.5 Sampling and Sampling Technique

A random sampling technique was employed to select 200 students from the
Faculties of Education and Sciences. Respondents were randomly chosen from
300 and 400 Level students, ensuring a mix of both genders.

3.6 Instrument of Data Collection

The researcher designed a questionnaire titled influence of the WhatsApp as
a social media tool for teaching and learning process of students in tertiary
institutions in North central, Nigeria . The questionnaire consisted of two parts.
Part one (A) included the title, introduction, and biographical information of
the respondent. Part two (B) contained the five (5) research questions ( four on
each questions) and items exploring various factors influencing the
respondents' views on the use of WhatsApp. The questionnaire utilized the
four Likert scale, ranging from Strongly Agreed (SA), Agreed (A), to Strongly
Disagree (SD), Disagreed. The respondents were instructed to indicate the extent
of their agreement with the provided items.

3.7 Validity of the Instrument

The instrument underwent a validation process involving the supervisor and two
experts from the Department of Measurement and Evaluation, Faculty of
Education, National Open University Abuja (Noun) who provided corrections and
input.

3.8 Reliability of the Instrument

32
 To ensure reliability, the split-half method was employed. The obtained scores
were correlated using the Pearson product-moment correlation coefficient,
resulting in a reliability coefficient of 0.05. The instrument was further trial-tested
on fifty (50) students from the Faculties of Education and Sciences of Nasarawa
state University.

3.9 Procedure for Data Collection

Survey questionnaires were meticulously administered to 300 and 400-level

students in the Faculties of Education and Sciences. The researcher guided the
students through the process, ensuring confidentiality. After completion, the
researcher collected the questionnaires individually.

3.9.1 Method of Data Analysis

Inferential statistics, including chi-square and regression correlation, were used to

demonstrate the relationship between students' academic performance and the use
of WhatsApp. Tables were utilized for data presentation, and a simple percentage
was employed for data analysis. In the descriptive method, respondents' quotes
were used, and interpretations were based on their indicated agreement levels with
the given items on the administered questionnaires.

CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION
4.0 Introduction

This chapter analyzes the responses gathered from students through a structured
questionnaire. The data collected were presented in tables, depicting frequencies,
percentages, and totals of responses provided by the students. Furthermore,
contingency tables for chi-square, regression correlation, and correlation
coefficient, with the assistance of SPSS, were employed to address certain
demographic characteristics of the study. These characteristics were instrumental
in analyzing and comparing the relationship between students’ academic
performance and their use of WhatsApp. Out of the 200 questionnaires
administered, all 200 were retrieved, and none were deemed invalid.

33
 Research Questions:

1. To what extent has the WhatsApp application been used for sharing
educational materials among students?
1. To prepare students for classroom activities ahead of time.
2. To sharpen their intelligence quotient.
3. To facilitate research.
4. To enable frequent and group discussions.

Table 1: Response of student’s usage of WhatsApp in sharing educational

materials among students.

Regression correlation: Prepare student for classroom activities ahead of time.

Variables
Model Variables Entered Removed Method
1 Usage of Enter
WhatsApp.
a. Dependent Variable: GPA
b. All requested variables entered.
Adjusted R Std. Error of
Model R R Square Square the Estimate
1 a
.627 Sum .393 of .390 15.070
Model Model Summary
Squares df Mean Square F Sig.
1 Regression 29074.
a. Predictors: 190
(Constant), 1Usage of WhatsApp
29074.190 128.028 .000
Residual 44964. 190 198 227.092
Total 74038. 380 199
ANOVAa
a. Dependent Variable:
b. Predictors: (Constant), e of p
a. Dependent Variable: GPA

34
Frequency Table

Coefficientsa
Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta T Sig.
1 (Constant) 79.318 2.406 32.967 .000
Usage of WhatsApp g-11.222 p .992 -.627 -11.315 .000

i. Prepare student for classroom activities ahead of time

Valid
Frequen Percen
cy Percentage tage
Cumulative Percentage

Valid 1.Strongly 100 50.0 50.0 50.0

Agreed
2. Agreed 50 25.0 25.0 75.0
3 Disagreed 30 15.0 15.0 90.0
4 Strongly 20 10.0 10.0 100.0
disagreed
Total 200 100.0 100.0

35
Fig2: Graph showing students response to the survey questionnaire.

36
ii. Sharpen their intelligent quotient

Valid Cumulative
Frequency Percentage Percentage Percentage
Valid 1 50 25.0 25.0 25.0
2 100 50.0 50.0 75.0

Fig 2: Pie chart showing students response to survey questionnaire

The students say that, 50% and 25% of the students that responded with
Strongly agreed and Agreed supported the fact that sharing of academic
materials among themselves prepares them for classroom activities ahead of
time, while 15% and 10% of the student where not in support of it.

3 20 10.0 10.0 85.0

4 30 15.0 15.0 100.0

Total 200 100.0 100.0

37
This analysis also shows that 25% and 50% of the students are in Agreement that
sharing of educational material through WhatsApp sharpens their Intelligent
quotient.the remaining 10 and 15 % where in disagreement with it. The result
adequately shows that WhatsApp sharpens their IQ.

38
1iii. Enabling Research.
Cumulat
Frequency Percent Valid ive
Percent Percent
Valid Strongly Agreed 50 25.0 25.0 25.0
Agreed 100 50.0 50.0 75.0
Strongly 20 10.0 10.0 85.0
Disagreed
Disagreed 30 15.0 15.0 100.0
Total 200 100.0 100.0

Graph showing students responses to questionaire.

Pie chat showing students responses to questionaire.

39
The results from this analysis also showed that the students are in agreement
with the findings 25 and 50% of the student s are in support of WahtsApp
enabling them to carry out research on their own. While the remaining
percentage of students were not in agreement with the conclusion.

1iv. Educational material enables group discussion

Valid Cumulative
Frequency Percentage Percentage Percentage
Valid 1.Strongly 50 25.0 25.0 25.0
Agreed
2.Agreed 100 50.0 50.0 75.0
3.Disagree 10 5.0 5.0 80.0
d
4.Strongly 40 20.0 20.0 100.0
agreed
Total 200 100.0 100.0

Graph showing that educational material enables group discussion

40
 Pie chart showing that educational material enables group discussion

RQ2. Is the relationship between usage of WhatsApp and academic

performance of students positive?

1. WhatsApp application has impact to cognitive development and

learning.

2. WhatsApp application has impact in student learning.

3. WhatsApp social media tool promote discussion of academic issues

with teachers and course mates.

4. WhatsApp social media is a tool for enhancing academic

understanding.

Table 2a: Level of Performance * Usage of WhatsApp Cross tabulation Count.

Responses of student on the usage of WhatsApp.

High Medium Low

Total
Usage Usage Usage
Level of High performance 70 30 20 120
Performance Average 30 25 5 60
Performance
low performance 10 5 5 20
Total 110 60 30 200
Table 2b: Level of Performance * Usage of WhatsApp Cross tabulation

41
 Asymptotic
Significance (2-
Value df
sided)
Pearson Chi-Square 252.083a 4 .000
Likelihood Ratio 235.695 4 .000
N of Valid Cases 200
a. 1 cells (11.1%) have expected count less than 5.
The minimum expected count is 3.75.

The cross tabulation showed the chi square analysis that P value showed that
chisquare analyzing p value = 0.00 is less than the level of significance 0.05
results showed that the relationship between usage of WhatsApp and academic
performance of students is positive.
Table 2bi: WhatsApp application has impact to cognitive development and
learning Responses of student on the Impact of WhatsApp to cognitive
development and learning

Valid Cumulat
Frequency Percenta Percent ive
ge
age Percenta
ge
Valid Strongly 100 50.0 50.0 50.0
Agreed
Agreed 50 25.0 25.0 75.0
Strongly 30 15.0 15.0 90.0
disagree
Disagreed 20 10.0 10.0 100.0

42
disagree
Total 200 100.0 100. 0

Pie chart showing impact in student learning.

2bii Tables on students Cognitive development and learning

Valid Cumulat
Frequency Percenta Percent ive
ge
age Percenta

43
 ge
Valid Strongly 120 60.0 60.0 60.0
Agreed
Agreed 50 25.0 25.0 85.0
Strongly 20 10.0 10.0 95.0
disagree
Disagreed 10 5.0 5.0 100.0
Total 200 100.0 100.0

44
 Graph showing the impact of WhatsApp on cognitive development and
learning.

Pie chat sowing impact of WhatsApp cognitive development and learning.

60 and 25% of the student are in agreement that WhatsApp has impact in
cognitive learning, while 10 and 5% are in disagreement with the result.

Table 2biii: WhatsApp social media tool promote discussion of academic issues with
teachers and course mates.
Cumulative
Frequency Percent Valid Percent Percent
Valid Strongly Agreed 50 25.0 25.0 25.0
Agreed 100 50.0 50.0 75.0
Strongly Disagreed 20 10.0 10.0 85.0
Disagreed 30 15.0 15.0 100.0
Total 200 100.0 100.0

45
Graph showing impact in student learning.

Pie chart showing impact in student learning.

Table 2biv: Responses of students on WhatsApp Enhancing Academic
Understanding

Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agreed 100 50.0 50.0 50.0
Agreed 50 25.0 25.0 75.0
Disagreed 40 20.0 20.0 95.0
Strongly 10 5.0 5.0 100.0
disagreed
Total 200 100.0 100.0

46
Graph showing WhatsApp Enhancing Academic Understanding.

Table 2biv: Responses of students on WhatsApp Enhancing Academic

Understanding

Valid Cumulative
Frequency Percent Percent Percent
Valid Strongly Agreed 100 50.0 50.0 50.0
Agreed 50 25.0 25.0 75.0
Disagreed 40 20.0 20.0 95.0

Strongly 10 5.0 5.0 100.0

disagreed
Total 200 100.0 100.0

47
 Graph3; showing response of student to WhatsApp helps in Coordinating

summarizing drilling of students of core lesson topics.

Pie chart showing response of student to WhatsApp helps in Coordinating

summarizing drilling

Table 3 shows responses from the questionnaire administered to the each of the

student. 100% strongly agreed, 80% agreed, 10% disagreed, 10% strongly

disagreed. From this responses, WhatsApp usage has impact in student learning.

48
Table 3ii: Communicate with my classmates about matters related to courses
requirements.

Response of student towards use of WhatsApp to communicate with my

classmates related to matters of courses requirement.

Cumulative
Frequency Percent Valid Percent Percent
Valid Strongly Agreed 100 50.0 50.0 50.0
Agreed 50 25.0 25.0 75.0
Disagreed 30 15.0 15.0 90.0
Strongly Disagreed 20 10.0 10.0 100.0

Total 200 100.0 100.0

Pie chart showing the degree of how WhatsApp is use to communicate with
my classmates related to matters of courses requirement.

49
Pie chart showing the degree of how WhatsApp is use to communicate with
my classmates related to matters of courses requirement.

Table 3iii: communicate with my instructor about matters related to courses

requirements Responses on how WhatsApp make communication with my
instructor about matters related and courses requirements

Valid Cumulative
Frequency Percentage Percentage Percentage
Valid Strongly Agreed 130 65.0 65.0 65.0
Agreed 50 25.0 25.0 90.0
Disagreed 10 5.0 5.0 95.0
Strongly disagreed 10 5.0 5.0 100.0

Total 200 100.0 100.0

50
Graph showing how WhatsApp is use to communicate with my
lecturer regarding matters related to courses requirements

Pie chart showing how WhatsApp is use to communicate with my lecturer

regarding matters related to courses requirements

51
 Table 3iv: to form student groups for educational purposes

Responses of student on how WhatsApp is use form groups for educational purpose.

Valid Cumulative
Frequency Percentage Percentage Percentage

Valid Strongly Agreed 150 75.0 75.0 75.0

Agreed 30 15.0 15.0 90.0

Disagreed 10 5.0 5.0 95.0
Strongly disagreed 10 5.0 5.0 100.0

Total 200 100.0 100.0

Graph showing Responses of student on how WhatsApp is use

form groups for educational purpose.

52
Pie chart showing Responses of student on how WhatsApp is use form groups
for educational purpose.

RQ4. To find out if WhatsApp enhances students’ academic performance?

1. Organize meetings with my classmates regarding the

assignment and projects required by the instructors.
2. build good relationships with the instructors
3. Post links to topics and resources related to courses.
4. To form student groups for educational purposes

53
 Table 4i: Organize meetings with my classmates regarding the assignment and
projects required by the instructors.

Response of Student organize with classmates regarding the assignment and

project required by the instructor.

Valid Cumulative
Frequency Percentage Percentage Percentage

Valid Strongly Agreed 150 75.0 75.0 75.0

Agreed 30 15.0 15.0 90.0

Disagreed 10 5.0 5.0 95.0
Strongly disagreed 10 5.0 5.0 100.0

Total 200 100.0 100.0

54
 Table 4ii: Build good relationships with the lecturers

Responses of students on how WhatsApp build good relationships with the

instructors

Cumulative
Frequency Percentage Valid Percentage
Percentage
Valid Strongly Agreed 100 50.0 50.0 50.0
Agreed 50 25.0 25.0 75.0
Disagreed 40 20.0 20.0 95.0
Strongly disagreed 10 5.0 5.0 100.0

Total 200 100.0 100.0

Graph showing responses of students on how WhatsApp build good relationships with
the instructors

55
 Pie chart showing responses of students on how WhatsApp build good
relationships with the instructors.

Table 4iii: Post links to topics and resources related to courses.

Responses of students WhatsApp use to post link of topics and resources

related to courses

Valid Cumulative
Frequency Percentage Percentage Percentage
Valid Strongly Agreed 50 25.0 25.0 25.0
Agreed 100 50.0 50.0 75.0
Strongly disagreed 40 20.0 20.0 95.0

Disagreed 10 5.0 5.0 100.0

Total 200 100.0 100.0

56
 Table 4iv: WhatsApp make Previous messages on
chat readily available. Response of student to
WhatsApp make previous messages readily
Frequency Percentage Valid Cumulative
available.
Percentage Percent

Valid Strongly Agreed 100 50.0 50.0 50.0

Agreed 70 35.0 35.0 85.0

Strongly disagreed 20 10.0 10.0 95.0

Disagreed 10 5.0 5.0 100.0

Total 200 100.0 100.0

57
Graph showing Response of how WhatsApp make Previous messages on chat
readily available.

Pie chart showing response of how WhatsApp make Previous messages on

chat readily available.

58
RQ5. What are the perceptions of students regarding the

integration of WhatsApp in their education?

1. It’s easy to use WhatsApp in my education

2. WhatsApp usage in my education is fun
3. I don’t feel scared and hesitant when using WhatsApp in my
learning
4. WhatsApp usage in my education has being helpful.

Table 5i: It’s easy to use WhatsApp in my education

Response of student towards perception of WhatsApp integration into their

education.

Cumulative
Frequency Percent Valid Percent Percent
Valid 1 110 55.0 55.0 55.0
2 60 30.0 30.0 85.0
3 15 7.5 7.5 92.5
4 15 7.5 7.5 100.0
Total 200 100.0 100.0

Graph showing how WhatsApp is easy to use by the student

59
 Pie chart showing how WhatsApp is easy to use by the student 85% of the
students supported that WhatsApp is easy to use while 15% of them are not in
support of WhatsApp being an easy App to use.
Using WhatsApp usage in my education is fun
Table 5ii: response of student having fun with WhatsApp Application.

Cumulative
Frequency Percent Valid Percent Percent
Valid 1 150 75.0 75.0 75.0
2 30 15.0 15.0 90.0
3 15 7.5 7.5 97.5
4 5 2.5 2.5 100.0
Total 200 100.0 100.0

Graph showing response of student having fun with WhatsApp Application

60
Pie chart showing response of student having fun with WhatsApp Application
90% of the student agreed that using WhatsApp enables them to have enough
fun while the remaining 10% are in disagreement with it.

Table 5iv: Response of WhatsApp being helpful to Student

The use of WhatsApp in my education has being helpful
Cumulative
Frequency Percent Valid Percent Percent
1 80 40.0 40.0 40.0
Valid 2 80 40.0 40.0 80.0
3 20 10.0 10.0 90.0
4 20 10.0 10.0 100.0
Total 200 100.0 100.0

Graph showing Response of WhatsApp being helpful to Student

61
 Pie chart showing Response of WhatsApp being helpful to Student 20% of the
student are not in agreement that WhatsApp has being helpful to them while
the remaining 80% are in total support that WhatsApp has being helpful to
them.

Summary of Major Findings

1. This research work showed that 300 and 400 L students of university of
Abuja use WhatsApp in sharing educational materials among themselves.
2. The findings also showed that there is a positive relationship in the usage of
WhatsApp and the students’ academic performance.
3. The findings also showed that there is a correlation in the usage of WhatsApp
and academic performance.
4. The research work also established the fact that WhatsApp enhances
Academic performance of the student.
5. The findings also showed the perceptions of the student regarding the
integration of WhatsApp into their academics.

62
 CHAPTER FIVE
DISCUSSION, SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
This chapter discusses the summary of the findings, conclusion, and
recommendations of the findings
5.2 Discussion
The discussion of these findings is based on the research questions designed
for the study.

25% and 50% of the students agreed that educational material enables group
discussion, while 10% and 15% of the student was not in agreement with the
results. From the result it is absolutely clear that WhatsApp enables group
discussion among student.

Table 1a and b, shows that majority of the respondents make use of WhatsApp for
sharing of educational among the students. Regression coefficient correlation and
frequency tables were used to arrive at this conclusion. From tables we could see
that the calculated p- value = 0.00 is less than p- tabulated the 5% (0.05), we
reject H0, (null hypothesis).
The frequency table (RQ1i) shows the extent WhatsApp application used in
sharing educational materials among students,
Frequency Table1i shows how it Prepare student for classroom activities
ahead of time, 100 respondents (50.0%) utilize WhatsApp to share academic
materials which in one way or the other enhance their academic activities because
they responded with “Strongly Agreed”, 100 (50.0%), “Agreed” 50 (25.0%) and,
as for those who responded with disagreed 30 (15%) strongly disagreed 20(10%),
it shows that they do not make use of WhatsApp in sharing academic activities.
The second frequency table also shows that, it Sharpen their intelligent
quotient, 50 respodent (25%), uses WhatsApp to share academic material
which helps them to promote learning because they responded with “Strongly
agreed”, 100 (50%) responded with Agreed and 20(10%) are for those student

63
that disagreed and lastly 30(15%) for those who strongly disagreed with the use
of WhatsApp in sharing academic materials.
Therefore, the usage of WhatsApp in sharing educational materials among
students has effect on the academic performance of the students.

Thirdly the number of student that responded that WhatsApp enables research
shows that 25% (50) of the student were in agreement that it makes then to do
research work, while 50% strongly agreed with WhatsApp helping them to carry
out research while the remaining 10% (20) disagreed and the remaining 15% (30)
student strongly disagreed with WhatsApp making them to carry out research.

Fourthly the results show that 25% (50) Strongly agreed, 50% (100) Agreed, 20%
(40) of the student strongly disagreed with WhatsApp as an agent which enable
the group discussion in the sharing of educational material, from this finding it is
absolutely clear that WhatsApp is not only used as a social medium by this
student in socializing but proves that it can be used for sharing of educational
materials that makes their learning efficient, effective and swift in today’s modern
world.

The result in Table 1a and 1b revealed the extent at which the application is used
in sharing academic materials among students of the University of Abuja. The
chi-square analysis reveals that calculated p-value = 0.00 is less than the 5%
(0.05).

This study rejects the H0 which states that there is no significant effect on the use
of WhatsApp application in sharing educational materials among students.
Studies by Okereke et al., (2014), and the findings go with the suggestion of
some of the respondents especially respondents in Tables 1a and 1b which they
suggested that WhatsApp enhances and promote academic activities of students
through sharing of academic materials by creating groups for that particular
purpose. Moreover, the result also goes in line with connectivist learning theory ,
which is based on the Human-Media Interaction and Innovation (HMII) model,
emphasizing the multifaceted nature of interactions and their impact on learning.
aligns with these interaction levels, serving as a platform for operational

64
interaction, wayfinding, sensemaking, and potentially fostering innovation
through collaborative learning. (kathy and terry, 2014) which is why some of the
respondents suggested that WhatsApp can be used among students to enhance
their day to day learning and also through sharing of materials to their various
discussion group chats. This could be because smartphones are used nowadays
by almost everyone irrespective of their academic achievements or qualifications.

Furthermore, the results from the statistical analysis revealed that the relationship
between usage of WhatsApp and academic performance of students is positive as
seen in table 2, the chi-square analysis revealed that since p-value = 0.05 is less
than the level of significance 0.05. The findings go with that of Bell and Winn
(2000). The findings go with the suggestion of some of the respondents
especially respondents in table 2 which they suggested that there is a positive
relationship between the usage of WhatsApp and students’ level of performance.
Correlation and regression analyses were used to determine and measure the
extent to which the variables were related to students' CGPA, therefore the null
hypotheses were rejected and alternate was accepted.

Also, this research work revealed that there is a correlation between academic
performance and the use of WhatsApp which can be seen from table 3 cross-
tabulation showing (GPA) correlation with the chi-square analysis revealed that,
the null hypotheses were rejected, this studies however establish the fact that there
is a significant relationship between academic performance and level of
WhatsApp usage. This research work is in Also agreement with the work that was
carried out by Nelson et al., (2009); Yalcinap, and Gulbahar, (2010). that social
media makes group discussion an interesting, easy, and teachable topic for the
students.

Adversely this study also finds out that table 4i-4iv, it vividly shows that
WhatsApp enhances student academic activities because almost all the student
responded with strongly Agreed. These findings clearly show that WhatsApp
enhances their academic activities. Moreover, the result also goes in line with one
of the principles of connectivism and Gagne nine theory of learning that

65
 knowledge rest in a diversity of opinion so by sharing academic materials via
WhatsApp facilitates and enhances students learning process which is why some
of the respondents suggested that WhatsApp can be used among students to
enhance their learning through sharing of materials on the various discussion of
group chats.

Lastly the students were asked how they perceive WhatsApp in relation to
academic performance. Most of the respondents gave a varied narrative during the
individual questioning response regarding their perception of WhatsApp and
academic performance.

Table 5 depicts the reaction of undergraduates towards the use of WhatsApp

social media applications for mobile learning. (Nasser, 2019; Sandra and
Nkeiruka, 2018)is in line with the respondents agreed that WhatsApp social
media tool can facilitate learning and also the student categorically stated that
using enables them to engage in a whole lot of Academic activities due to its
swiftness.

5.3 Summary of findings

Based on the analysis presented in this research work the following findings
were established:

1. Also this study has also shown how students share academic
materials among themselves, and

2. also this finding have also shown that WhatsApp does not only
promote the academic performance of the tertiary institution in
Nigeria,

3. The discussion of these findings also shows that there is a positive

relationship between the usage of WhatsApp and the academic
performance of the students

4. It also enhances the teaching and learning in classroom activities

through group discussion.

66
 5. And lastly University of Abuja students use WhatsApp for various
reasons.

5.4 Conclusion
After a comprehensive exploration of the influence of WhatsApp as a social
media tool on academic performance in the teaching and learning processes of
students in North Central Nigeria, this study yields nuanced findings. The study
concludes that the WhatsApp application plays a pivotal role in facilitating and
enhancing students' academic activities. This conclusion is drawn from the
recognition that WhatsApp, as a technology, offers instant display and messaging
services, thereby enabling students to seamlessly share and discuss academic
materials online, thereby aiding them in their studies. However, it is imperative to
acknowledge the dual nature of this impact. While WhatsApp emerges as a
valuable tool for academic engagement, it is not without its drawbacks. The study
underscores that the frequent use of the platform tends to distract students, leading
to adverse effects on their academic performance. This dual-sided influence
suggests that the role of WhatsApp is both constructive and potentially disruptive
in the academic lives of students.

The positive aspect reveals that WhatsApp serves as a conduit for instant
communication, collaboration, and the exchange of academic materials. The
platform facilitates a dynamic and interactive learning environment, fostering
collective engagement among students. This aligns with the broader narrative of
technology integration in education, emphasizing the positive role of digital tools
in promoting collaborative learning.

On the flip side, the study highlights the challenge of distraction resulting from
the pervasive use of WhatsApp. The constant notifications, non-academic
discussions, and social interactions can divert students' attention away from their
academic responsibilities, adversely affecting their overall performance.

In light of these findings, it becomes evident that while WhatsApp contributes

significantly to the academic landscape by promoting connectivity and resource
sharing, there is a need for students and educational institutions to strike a

67
 balance. Implementing strategies to manage and regulate the use of WhatsApp for
academic purposes can harness its benefits while mitigating the negative impact
of distractions.

In conclusion, the study advocates for a mindful and purposeful integration of

WhatsApp into the teaching and learning processes. Acknowledging its potential
as a powerful educational tool, efforts should be directed towards developing
guidelines, promoting responsible usage, and raising awareness among students
about the optimal ways to leverage WhatsApp for academic enrichment while
minimizing distractions. This nuanced approach can harness the positive influence
of WhatsApp, contributing to an environment where technology complements,
rather than hinders, academic performance in tertiary institutions in North Central
Nigeria

5.5 Recommendation

1. Establish subject-specific WhatsApp groups moderated by educators for

streamlined sharing of academic materials. Implement a systematic
approach to ensure timely and organized distribution of learning resources.
2. Conduct regular workshops and training sessions to enhance educators'
proficiency in leveraging WhatsApp for educational purposes. Encourage
educators to explore innovative teaching methods and interactive activities
on the platform.
3. Allocate resources for in-depth research to explore nuanced correlations
between specific WhatsApp usage patterns and academic performance.
Consider a longitudinal study to capture trends and variations in the
relationship over an extended period.
4. Develop clear guidelines for students on optimizing WhatsApp for
academic activities. Collaborate with educators to integrate WhatsApp
into lesson plans, emphasizing its potential to enhance academic
performance.

68
 5. Conduct surveys or focus group discussions to understand students'
perceptions of WhatsApp integration.Use insights to refine integration
strategies, ensuring alignment with student expectations and preferences.

5.6 Suggestion for further reading

1. Research should be conducted on the negative influence of

WhatsApp on student’s academics.

2. A study should be carried out on discussion groups and how it

helps the academics of students.

69
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 INTRODUCTORY LETTER
Nnanyelugo Florence
National open
university of Nigeria,
Abuja model study
center,
Faculty of Education.
08033219691.
25-08-2023.
To,
The,
Dean Faculty of Sciences
University of Abuja,
FCT, Abuja

Sir/Madam,

COLLECTION OF DATA
I am a postgraduate student at the National Open University of Nigeria, Faculty of
Education, at the Abuja Model Study Centre. In order to fulfill the postgraduate degree
requirements, I am undertaking a project on the influence of WhatsApp as a social media

73
tool on academic performance in the teaching and learning process of students in tertiary
institutions in North Central Nigeria. Your institution has been selected to form part of
this study. This is to kindly request your assistance in collecting data by filling out the
accompanying questionnaire. The information you provide will be used exclusively for
academic purposes.

I assure you that the information provided will be treated with utmost confidence. Your
cooperation will be highly appreciated.

Thank you in advance.

Yours faithfully,

Nnanyelugo Florence

INTRODUCTORY LETTER
Nnanyelugo Florence
National open
university of Nigeria,
Abuja model study
center,
Faculty of Education.
08033219691.
25-08-2023.
To,
The,
Dean Faculty of Sciences
University of Abuja,
FCT, Abuja

Sir/Madam,

COLLECTION OF DATA
I am a postgraduate student at the National Open University of Nigeria, Faculty of
Education, at the Abuja Model Study Centre. In order to fulfill the postgraduate degree
requirements, I am undertaking a project on the influence of WhatsApp as a social media

74
tool on academic performance in the teaching and learning process of students in tertiary
institutions in North Central Nigeria. Your institution has been selected to form part of
this study. This is to kindly request your assistance in collecting data by filling out the
accompanying questionnaire. The information you provide will be used exclusively for
academic purposes.

I assure you that the information provided will be treated with utmost confidence. Your
cooperation will be highly appreciated.

Thank you in advance.

Yours faithfully,

Nnanyelugo Florence

Appendix A
Questionnaire(S) For Students.
TOPIC: INFLUENCE OF WHATSAPP AS A SOCIAL MEDIA TOOLS ON
ACADEMIC PERFORMANCE IN THE TEACHING AND LEARNING
PROCESS OF STUDENTS IN TERTIARY INSTITUTION IN NORTH-CENTRAL
NIGERIA.
(Case study of University of Abuja, Nigeria.)

Part A:
1. AGE: TICK THE APPROPRIATE BRACKET)
A. (18-25YRS) B. (26-35YRS) C. (36-45YRS) D. (46 AND ABOVE)
2. Faculty: ………………………………………………………………
3. Department: ………………………………………………………….

Part B:
RQ 1. What are the effect of WhatsApp application in sharing
educational materials among students?

75
I. Prepare student for classroom activities ahead of time.
A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].

II. Sharpens their intelligent quotient.

A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].

III. Enabling research

A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].

IV. Sharing of educational material enables frequent and group discussions.

A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].

RQ2. Is the relationship between usage of WhatsApp and academic

performance of students positive?
i. WhatsApp application has impact to cognitive development and learning.
A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].
ii. WhatsApp application has impact in student learning.
A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].

iii. WhatsApp social media tool promote discussion of academic issues with
teachers and course mates.
A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].
iv. WhatsApp social media is a tool for enhancing academic understanding
A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].

RQ3. What is the correlation between academic performance and use of

WhatsApp?
i. WhatsApp has helped the teacher in coordinating, summarizing and
drilling of student of the core lesson topics.
A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].

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ii. Communicate with my classmates about matters related to courses
requirements.
A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].
iii. communicate with my instructor about matters related to courses
requirements
A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].
iv. to form student groups for educational purposes
A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].

RQ4. To find out if WhatsApp enhances students’ academic

performance?
i. Organize meetings with my classmates regarding the assignment and
projects required by the instructors.
A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].
ii. build good relationships with the instructors
A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].

iii. Post links to topics and resources related to courses.

A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].
iv. To form student groups for educational purposes
A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].

RQ5. What are the perceptions of students regarding the integration of

WhatsApp in their education?
I. It’s easy to use WhatsApp in my education
A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].

ii. WhatsApp usage in my education is fun

A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].

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iii. I don’t feel scared and hesitant when using WhatsApp in my learning
A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].

iv. WhatsApp usage in my education has being helpful.

A. Strongly Agree [ ] B. Agree [ ] C. Strongly disagree [ ] D.
Disagreed [ ].

78