INFLUENCE OF SOCIAL MEDIA UTILIZATION AND ACADEMIC PERFORMANCE OF EDUCATION STUDENTS, IN FEDERAL UNIVERSITY GUSAU

Abstract

This study examines the dual role of social media utilization on the academic performance of education students in universities. Adopting a descriptive survey research design, data were collected from 291 undergraduate education students of federal university Gusau, using a structured questionnaire. Descriptive statistics, including mean rating and standard deviation, were employed to analyze the data. The findings reveal a high level of social media utilization for academic purposes such as accessing learning materials, peer collaboration, and communication with lecturers. Students generally perceived social media as supportive of their academic engagement and performance. However, excessive and unregulated use was also associated with negative outcomes, particularly distraction, poor time management, and reduced study concentration. The study concludes that social media’s influence on academic performance is inherently conditional, shaped largely by students’ patterns of use and self-regulation practices. The paper recommends structured institutional guidance and the promotion of responsible digital practices to enhance the academic benefits of social media while minimizing its disruptive effects.