Utilization of Social Media Among Undergraduate Students of the University of Ilorin, Ilorin, Kwara State, Nigeria

Abstract

This study examined the utilization of social media and its effects on academic performance among undergraduate students at the University of Ilorin, Kwara State, Nigeria. A descriptive cross-sectional design was employed, and data were collected from 419 students using a structured, self-administered questionnaire. Data were analyzed using SPSS version 25 and summarized with descriptive and inferential statistics. Findings revealed that most respondents (66.7%) were aged between 18 and 23 years, with males (55.6%) slightly more than females. The majority (82.1%) were of Yoruba ethnicity, and most were in their 400-level of study.  The majority were active social media users, with 59.7% spending more than seven hours daily and 70.6% accessing platforms primarily through mobile phones. WhatsApp, Facebook, and Instagram were the most frequently used platforms. Perceptions of social media were largely positive: over 85% reported that social media improved their academic performance, enhanced collaboration, connected them with mentors, and provided access to academic tools and opportunities. However, a similarly high proportion reported distractions and reduced concentration during study and lectures. Chi-square analysis demonstrated a statistically significant association between the number of hours spent on social media and students’ perceived academic impact (χ² = 26.49, df = 4, p < 0.001), with heavier users more likely to report negative outcomes. Although social media supports communication and academic engagement, excessive use may hinder productivity and focus. The study recommends that students regulate their usage of social media channels, prioritize academic use of social platforms, and receive guidance on effective digital habits.