SOCIAL MEDIA AS TEACHING/LEARNING TOOLS IN NIGERIAN TERTIARY INSTITUTIONS
CONTRIBUTORY DRIVER TO 21ST CENTURY INCLUSIVE EDUCATION EFFORTS
Keywords:Social Media, Teaching-learning, 21st Century Education, Tertiary Institution, Nigeria
This study verified students’ perceptions on whether utilisation of the social media tools for teaching/learning can possibly contribute towards driving 21st century inclusive education efforts in Nigerian universities. A descriptive survey design was adopted for the study. Study’s population was made up of all 392 students of Educational Technology unit of the Department of Curriculum and Teaching in the Faculty of Education in the University of Calabar. Sample was drawn through purposive sampling procedures with a sample of 68 respondents drawn for the study. A 15-item questionnaire tagged “Learners’ Perceptions of social media as Teaching/Learning Tools and Contributions to 21st century Inclusive Education Efforts’ Questionnaire” (LPSMTLTCIEEQ) was utilized to collect data. Using Cronbach Alpha, the reliability estimate of the instrument was 0.82. Data analysis was achieved using frequencies and percentages. The findings revealed that students had favourable perceptions concerning utilisation of the social media tools for teaching/learning as a vital contributor towards driving 21st century inclusive education efforts. Recommendations included that; lecturers should incorporate use of social media tools for teaching-learning processes.
Adenaike, F. A., & Peleyeju, J. O. (2018). Social media usage and undergraduate students’ research skills development in Tai Solarin University of Education, Nigeria. Kampala International University, 4(3), 65–74. http://www.ijhumas.com/ojs/index.php/kiujoss/article/view/382/359
Adeniyi-Egbeola, F. O., & Tunde-Awe, M. B. (2018). English language teachers’ awareness level and views on inclusive Education in basic Education levels in Northern central zone of Nigeria. KUI journal of Social Science 4(2), 103-112. http://www.ijhumas.com/ojs/index.php/kiujoss/article/view/337
Adetoro, R. A. (2014). Inclusive Education in Nigeria - A Myth or Reality? Creative Education, 5, 1777-1781. DOI: 10.4236/ce.2014.520198 DOI: https://doi.org/10.4236/ce.2014.520198
Afolabi, O. E., Mukhopadhyay, S., & Nenty, H. J. (2015). Socio-demographic variables as a predictor of parents ‘efficacy for involvement in inclusive education: Experience from Nigeria. Turkish Journal of Teacher Education, 4(1), 50-65. http://tujted.com/makale_indir/649 DOI: https://doi.org/10.14413/HERJ2015.03.04
Ajuwon, P. M. (2008). Inclusive education for students with disabilities in Nigeria: Benefits, challenges and policy implications. International Journal of Special Education, 23(3), 123-130. https://eric.ed.gov/?id=EJ833673.
Akabogu, J. U., Ibe, K. C., Omeje, J. C., Ede, M. O., Ezurike, A. C., Ezeh, E. N., … Ulo-Bethels, A. C. (2018). Social networking and academic adjustment of English Language students. International Journal of u- and e- Service, Science and Technology, 11(1), 55-64 DOI: https://doi.org/10.14257/ijunesst.2018.11.1.05
Akpan, K. P., & Abe, E. (2017). Effectiveness of whatsapp as a collaborative tool for learning among undergraduate students in University of Uyo, Akwa Ibom State. International Journal of Advanced Education and Research, 2(5), 43-46. file:///C:/Users/HP/Downloads/2-4-89-490.pdf
Alabdulkareem, S. A. (2015). Exploring the use and impacts of social media on teaching and learning in Saudi. Procedia – Social and Behavioural Sciences, 182, 213-224. doi: 10.1016/j.sbspro.2015.04.758 DOI: https://doi.org/10.1016/j.sbspro.2015.04.758
Al-Fawareh, H. M. (2016). Social media technology as a teaching and learning tool. Journal of Scientific Research and Development, 3(3), 37-40.
Aligwe, H. N., Ugochukwu, N. S., & Nwafor, K. A. (2017). Social media use pattern and the image implication among university undergraduate students in South East, Nigeria. International Digital Organization for Scientific Research Journal of Humanities and Social Sciences, 2(2), 231-249
Apuke, D. O. (2016). The influence of social media on academic performance of undergraduate students of Taraba State University, Jalingo, Nigeria. Research on Humanities and Social Sciences, 6(19), 63-72. Doi: 10.29333/ojcmt/2615 DOI: https://doi.org/10.29333/ojcmt/2615
Apuke, O. D., & Ezeah, G. H. (2017). The access and utilisation of social networking sites among social science students’ in northeastern Nigerian public universities. International Journal of Social Sciences and Humanities Reviews, 7(2), 215 – 228. https://www.ijsshr.com/journal/index.php/IJSSHR/article/view/356
Asogwa, C. E., Ojih, E. U., & Onoja, I. B. (2015). Use of social networking sites and academic performance among students of selected tertiary institutions in Kogi State. International Journal of African and Asian Studies, 6, 46-57. https://iiste.org/Journals/index.php/JAAS/article/view/17796
Augustine, S. E., & Nwaizugbu, N. Q. (2018). Whatsapp utilization and academic performance of computer in education trainee teachers in University of Port-Harcourt. International Journal of Education, Learning and Development, 6(5), 15-25
Bakare, T. V., & Kuku, O. O. (2017). Social network sites’ influence on undergraduates’ academic activities in Colleges of Education in Lagos State. ATBU Journal of Science, Technology & Education (JOSTE), 5(3), 193-202. http://www.atbuftejoste.com/index.php/joste/article/view/385
Bouhnik, D., Deshen, M., & Gan, R. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13, 217–231. http://www.jite.org/documents/Vol13/JITEv13ResearchP217-231Bouhnik0601.pdf DOI: https://doi.org/10.28945/2051
Boyinbode, O. K., Agbonifo, O. C., & Ogundare, A. (2017). Supporting mobile learning with WhatsApp based on media richness. Circulation in Computer Science, 2(3), 37-46. Doi:10.22632/CCS-2017-251-89 DOI: https://doi.org/10.22632/ccs-2017-251-89
Cetinkaya, L. (2017). The impact of whatsapp use on success in education process. International Review of Research in Open and Distributed Learning, 18(7), 59-74. https://files.eric.ed.gov/fulltext/EJ1163183.pdf DOI: https://doi.org/10.19173/irrodl.v18i7.3279
Chen, Y. C., Hwang, R.H., & Wang, C. Y. (2012). Development and evaluation of a Web 2.0 annotation system as a learning tool in an e-learning environment. Computers & Education, 58(4), 1094–1105. https://www.learntechlib.org/p/67488/. DOI: https://doi.org/10.1016/j.compedu.2011.12.017
Choi, J., & Kang, W. (2014). A dynamic examination of motives for using social media and social media usage among undergraduate students: A latent class analysis. Procedia - Social and Behavioral Sciences, 131, 202-210. https://doi.org/10.1016/j.sbspro.2014.04.105 DOI: https://doi.org/10.1016/j.sbspro.2014.04.105
Dimkpa, D. I. (2015). Teachers’ conduct in the 21st century: The need for enhancing students’ academic performance. Journal of Education and Practice, 6(35), 71-78. https://files.eric.ed.gov/fulltext/EJ1086324.pdf
Dyavarishetty, P. V., & Patil, D. C. (2017). An interventional study to assess the effectiveness of ‘WhatsApp’ as a teaching learning tool in community medicine. International Journal of Community Medicine and Public Health, 4(7), 2564-2569. DOI: 10.18203/2394-6040.ijcmph20172860 DOI: https://doi.org/10.18203/2394-6040.ijcmph20172860
Etim, P. J., Udosen, I. N., & Ema, I. B. (2016). Utilization of whatsapp and students’ performance in Geography in Uyo Educational Zone, Akwa Ibom State. International Journal of Innovation and Research in Educational Sciences, 3(5), 326-329. https://www.ijires.org/index.php/issues?view=publication&task=show&id=194
Federal Republic of Nigeria (2008). National Policy on Education. NERDC Press.
Gasaymeh, M. M. (2017). University students’ use of Whatsapp and their perceptions regarding its possible integration into their education. Global Journal of Computer Science and Technology: G-Interdisciplinary, 17(1), 1-10. https://globaljournals.org/GJCST_Volume17/1-University-Students-use-of-Whatsapp.pdf
Gon, S., & Rawekar, A. (2017). Effectivity of e-learning through whatsapp as a teaching learning tool. MVP Journal of Medical Sciences, 4(1), 19–25. DOI: 10.18311/mvpjms/2017/v4i1/8454 DOI: https://doi.org/10.18311/mvpjms/0/v0/i0/8454
Hamad, M. M. (2017). Using whatsapp to enhance students’ learning of English Language “experience to share”. Higher Education Studies, 7(4), 74-87. http://doi.org/10.5539/hes.v7n4p74 DOI: https://doi.org/10.5539/hes.v7n4p74
Ibrahim, A. T., Koki, K. A., Sani, M., & Bala, B. (2018). Media preference among students of Kano State Polytechnic - Nigeria. International Journal of Advanced Academic Research - Arts, Humanities & Education, 4(4), 1-15. https://www.ijaar.org/articles/Volume4-Number4/Arts-Humanities-Education/ijaar-ahe-v4n4-apr18-p20.pdf
Idika, D. O., & Eke, V. U. (2017). Assessment of teachers’ knowledge and application of differential assessment techniques in all inclusive classroom in universities in South-South Zone, Nigeria. Global Journal of Educational Research, 16, 1-8. DOI: 10.4314/gjedr.v16i1.1 DOI: https://doi.org/10.4314/gjedr.v16i1.1
Ifeanyi-Obi, C. C., Olatunji, S. O. & Akpala, J. (2014). Perceived effects of facebook on academic activities of agricultural students in University of Port Harcourt. IOSR Journal of Mobile Computing & Application (IOSR-JMCA), 1(2), 12-16
Igbafe, E. C. (2018). WhatsApp at tertiary education institutions in Nigeria: The dichotomy of academic disruption or academic performance enhancer? Africology: The Journal of Pan African Studies, 12(2), 179-205. https://jpanafrican.org/docs/vol12no2/Ola-12.2-14-Igbafe.pdf
Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior, 28, 187-198. https://doi.org/10.1016/j.chb.2011.08.026 DOI: https://doi.org/10.1016/j.chb.2011.08.026
Kushwaha, P. S., & Jhawar, N. (2018). Role of whatsapp as a teaching aid to enhance learning capabilities of management students. Ushus-Journal of Business Management, 17(1), 43-51. https://doi: 10.12725/ujbm.42.4 DOI: https://doi.org/10.12725/ujbm.42.4
Lipsky, D. K., & Gartner, A. (1997). Inclusion and school reform: Transforming America’s classrooms. Paul H Brookes. https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.10015
Mayangsari, I. D., & Aprianti, A. (2017). Understanding communication among parents and teachers in WhatsApp: Case study in Bandung, Indonesia. Malaysian Journal of Social Sciences and Humanities, 2(2), 19-24 DOI: https://doi.org/10.47405/mjssh.v2i2.40
Musa, A. S. (2015). Social media in the learning process of Nigerian students of mass communication. New Media and Mass Communication, 44, 25-30. https://www.iiste.org/Journals/index.php/NMMC/article/view/27759
Naidoo, J., & Kopung, K. J. (2016). Exploring the use of whatsapp in mathematics learning: A case study. J. Communication, 7(2), 266-273. DOI:10.1080/0976691X.2016.11884907 DOI: https://doi.org/10.1080/0976691X.2016.11884907
Nwangwa, K. C. K., Yonlonfoun, E., & Omotere, T. (2014). Undergraduates and their use of social media: Assessing influence on research skills. Universal Journal of Educational Research, 2(6), 446-453. DOI: 10.13189/ ujer.2014.020602 DOI: https://doi.org/10.13189/ujer.2014.020602
Okoye, F. O., & Adirika, B. N. (2019). The challenges of implementing inclusive education for visually impaired undergraduates in Nigerian Tertiary Institutions. European Journal of Education Studies, 6(2), 239-252
Oladele, A. O., Ogunwale, O. R., & Dafwat, S. S. (2016). Inclusive education for persons with disabilities in Nigeria: How far? International Journal of Advanced Academic Research - Arts, Humanities & Education, 2(5), 1-8. https://www.ijaar.org/articles/volume2-number5/Arts-Humanities-Education/ijaar-ahe-v2n5-may16-p3.pdf
Onukwufor, J. N., & Martins, U. (2017). Challenges of implementing inclusive education of children with visual impairment in Port Harcourt, Rivers State. International Journal of Education, Learning and Development, 5(3), 1-9 DOI: https://doi.org/10.37745/ijeld.2013 DOI: https://doi.org/10.37745/ijeld.2013
Pacific Policy Research Center (2010). 21st century skills for students and teachers. Kamehameha schools research & evaluation division. file:///C:/Users/HP/Downloads/21st-CenturySkillsforStudentsandTeachers.pdf
Queensland Curriculum and Assessment Authority (2015). 21st century skills for senior education: An analysis of educational trends. The State of Queensland Press. https://www.qcaa.qld.edu.au/downloads/publications/paper_snr_21c_skills.pdf
Rosenberg, H., & Asterhan, C. S. C. (2018). “WhatsApp?” Teacher-student perspectives on teacher-student whatsapp interactions in secondary schools. Journal of Information Technology Education: Research, 17, 205- 226. https://doi.org/10.28945/4081 DOI: https://doi.org/10.28945/4081
Safko, L. (2010). The Social Media Bible. John Wiley & Sons, Inc.
Singh, K. P. & Gill, M. S. (2013). Web 2.0 technologies in libraries: a survey of periodical literature published by Emerald. Library Review, 62 (3), 177-198. http://people.du.ac.in/~kpsingh/wp-content/uploads/2014/03/JournalArtical.pdf DOI: https://doi.org/10.1108/00242531311329491
Udeme, S. J., & Olisaemeka, A. N. (2016). Inclusive education in the 21st Century: Parameters and opportunities for learners with special needs. European Scientific Journal, 12(10), 188-196. doi: 10.19044/esj.2016.v12n10p188 DOI: https://doi.org/10.19044/esj.2016.v12n10p188
Ujakpa, M. M., Heukelman, D., Lazarus, V. K., Neiss, P., & Rukanda, G. D. (2018). Using whatsapp to support communication in teaching and learning. IST-Africa 2018 Conference Proceedings held in Botswana between 9-11 May; 2018. http://www.ist-africa.org/home/outbox/ISTAfrica_Paper_ref_68_10139.pdf
Umar, T. I., & Idris, M. (2018). Influence of social media on psychosocial behaviour and academic performance of secondary school students. Journal of Education & Entrepreneurship, 5(2), 36-46. https://doi.org/10.26762/jee.2018.40000013 DOI: https://doi.org/10.26762/jee.2018.40000013
UNESCO. (2009). New UNESCO Guidelines on Inclusive Education. Paris: UNESCO. http://www.unesco.org/new/en/media-services/single-view/news/unescos_new_policy_guidelines_on_inclusion_in_education/
Valli, P., Perkkilä, P., & Valli, R. (2014). Adult Pre-Service Teachers Applying 21st Century Skills in the Practice. Athens Journal of Education, 1(2), 115-129. https://files.eric.ed.gov/fulltext/EJ1217613.pdf. DOI: https://doi.org/10.30958/aje.1-2-2
How to Cite
Copyright (c) 2021 John Eteng Imoke, Celestine Unoh Nkanu, Bisong Anthony Etta
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.