Influence Of Social Media Usage on Students’ Academic Performance in Tertiary Institutions in Nigeria: A Study of Niger State.

Abstract

This study empirically examines the influence of social media usage on students’ academic 
performance in selected tertiary institutions in Niger State, Nigeria. It specifically 
evaluates the differential effects of academic and non-academic social media usage, the 
relationship between time spent online and academic outcomes, and the effectiveness of 
self-regulatory strategies adopted by students. A descriptive survey research design was 
employed, targeting a population of 68,333 students across 13 accredited public tertiary 
institutions within three educational zones. A multistage sampling technique was adopted, 
and a sample size of 384 was determined using the Salant and Dillman (1994) procedure. 
Data analysis was based on 366 valid responses. Both descriptive statistics and Ordinary 
Least Squares (OLS) regression were utilized to estimate relationships among variables at 
a 5% significance level. The findings reveal that academic-related social media usage 
exhibits mixed effects on academic performance, with at least one dimension showing a 
statistically significant negative influence (p < 0.05). Time spent on social media was not 
found to significantly affect academic performance (p > 0.05), suggesting that duration alone 
is not a critical determinant. However, balancing strategies—including regulated usage time, 
avoidance of social media during lectures, and engagement with academic content—
demonstrated a statistically significant positive effect on academic performance (p < 0.05). 
The study concludes that while social media usage is not inherently detrimental, its impact 
is contingent on usage patterns and behavioral regulation. It recommends the promotion of 
responsible, structured, and goal-oriented social media engagement among students.