INVESTIGATING THE INFLUENCE OF SOCIAL MEDIA IN ACCESSING THE E- RESOURCES AMONG UNDERGRADUATES (A CASE STUDY OF FACULTY OF ARTS UNDERGRADUATES OF SA'ADU ZUNGUR UNIVERSITY GADAU)
- Project Research
- 1-5 Chapters
- Abstract : Available
- Table of Content: Available
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- Recommended for : Student Researchers
- NGN 3000
Background of the Study
The increasing integration of social media into various facets of life, particularly in education, has revolutionized how students access information and resources. The influence of social media in higher education is profound, with platforms like Facebook, Twitter, Instagram, and LinkedIn offering not only social interaction but also access to educational resources (Cao et al., 2018). For undergraduates in the Faculty of Arts at Sa'adu Zungur University Gadau, social media's role in accessing e-resources is particularly significant given the rapid digital transformation in the academic sector. Social media platforms provide students with access to a plethora of e-resources, including e-books, academic journals, videos, and other educational materials, facilitating enhanced learning and research capabilities (Al-Rahmi et al., 2015).
Studies have shown that the use of social media in academic settings can lead to improved engagement and academic performance. For instance, Manca and Ranieri (2016) found that social media tools can support collaborative learning and the development of critical thinking skills. Furthermore, social media's interactive nature allows students to participate in academic discussions, seek help from peers and instructors, and stay updated with the latest research trends and publications (Junco, 2012). The Faculty of Arts undergraduates at Sa'adu Zungur University Gadau, like their counterparts globally, leverage these platforms to enhance their academic experiences.
The accessibility of e-resources through social media is particularly beneficial in regions where traditional libraries and physical resources may be limited. According to a study by Boateng and Liu (2014), students in developing countries rely heavily on social media for academic purposes due to the lack of adequate library resources. Social media platforms act as a bridge, connecting students to vast digital libraries and databases that would otherwise be inaccessible. This connectivity is crucial for the Faculty of Arts students, who often require diverse and extensive resources for their research and coursework.
However, the influence of social media on accessing e-resources is not without challenges. Issues such as information overload, distractions, and the credibility of sources pose significant concerns. According to Al-Rahmi et al., (2015), while social media offers vast amounts of information, the quality and reliability of this information can be questionable. Students must develop skills to critically evaluate the sources and content they encounter online. Moreover, the potential for distraction is high, as social media platforms are designed to capture users' attention with a mix of educational and non-educational content (Hamid et al., 2015).
Despite these challenges, the benefits of using social media for accessing e-resources are evident. For instance, a study by Hamid et al. (2015) highlighted that social media facilitates the sharing of educational content and fosters a collaborative learning environment. In the context of Sa'adu Zungur University Gadau, social media can serve as a vital tool for disseminating information about new e-resources, organizing study groups, and sharing insights on academic topics. This collaborative approach can lead to a more enriched educational experience for the students.
The adoption of social media in academic settings also aligns with the increasing trend of digital literacy. Digital literacy encompasses the ability to effectively use digital tools and platforms for learning and communication (Ng, 2012). As students in the Faculty of Arts at Sa'adu Zungur University Gadau engage with social media to access e-resources, they also enhance their digital literacy skills. This dual benefit of content access and skill development underscores the importance of integrating social media into educational strategies.
Furthermore, the use of social media in accessing e-resources can be linked to improved academic outcomes. Research by Karpinski et al. (2013) suggests that students who use social media for academic purposes tend to perform better academically compared to those who do not. This is attributed to the increased availability of information, ease of communication with peers and instructors, and the ability to participate in academic discussions online. For the Faculty of Arts undergraduates, these factors contribute to a more dynamic and interactive learning environment.
In addition to academic benefits, social media also supports the development of professional skills. Platforms like LinkedIn provide students with opportunities to network with professionals, join academic groups, and stay informed about industry trends. This professional engagement is particularly valuable for Arts students, who often pursue careers that require strong networking and communication skills. According to a study by DeAndrea et al. (2012), students who actively use social media for professional purposes report higher levels of career preparedness and confidence.
Moreover, social media's role in accessing e-resources is amplified by the increasing availability of mobile technology. With the proliferation of smartphones and tablets, students can access e-resources anytime and anywhere, further enhancing their learning opportunities (Cao et al., 2018). This mobile accessibility is particularly beneficial for students at Sa'adu Zungur University Gadau, who may face limitations in accessing traditional computer-based resources. The convenience and flexibility offered by mobile technology align with the needs of modern learners, making social media an indispensable tool in contemporary education.
However, it is essential to address the potential negative impacts of social media usage. Studies have indicated that excessive use of social media can lead to issues such as reduced attention span, procrastination, and academic burnout (Hamid et al., 2015). To mitigate these risks, educators and institutions must promote balanced and mindful use of social media. Encouraging students to set specific goals for their social media use and to prioritize academic activities can help in harnessing the positive aspects of these platforms while minimizing their drawbacks.
1.2 Statement of the Problem
In the digital age, social media has become an integral tool in higher education, facilitating access to electronic resources (e-resources) for students across various disciplines. However, there is a significant gap in understanding the extent to which social media influences the accessibility and utilization of e-resources among undergraduates, particularly in the Faculty of Arts at Sa'adu Zungur University Gadau. This investigation seeks to explore the dynamics of social media use in academic settings and its impact on students' academic performance and research capabilities. The proliferation of social media platforms like Facebook, Twitter, and Instagram, coupled with academic-oriented networks such as ResearchGate and Academia.edu, has revolutionized the way students access and share academic content (Dabbagh & Kitsantas, 2015). Despite the potential benefits, there are concerns regarding the reliability and academic rigor of information obtained through these platforms (Cao et al., 2018). Furthermore, the digital divide and varying levels of digital literacy among students can influence the effectiveness of social media as a tool for accessing e-resources (van Deursen & van Dijk, 2019). Prior research indicates that while social media can enhance collaborative learning and provide easy access to a vast array of information, it can also lead to information overload and the dissemination of misinformation (Al-Rahmi et al., 2015; Junco, 2015). This problem is particularly pertinent in developing regions where infrastructural challenges and limited access to digital devices can exacerbate the disparity in e-resource utilization (Ahmed & Qazi, 2017). In the context of Sa'adu Zungur University Gadau, understanding these dynamics is crucial, as the Faculty of Arts encompasses diverse disciplines that rely heavily on extensive literature reviews and continuous access to updated academic content. The university's existing infrastructure and the digital competencies of its students play a pivotal role in shaping how effectively social media can be leveraged for academic purposes (Tess, 2013). Recent studies suggest that targeted training and strategic integration of social media in academic curricula can significantly enhance students' ability to navigate e-resources (Manca & Ranieri, 2016). However, empirical data specific to the Faculty of Arts at Sa'adu Zungur University Gadau remains scarce, necessitating a focused investigation to identify the barriers and facilitators of social media use in this academic context. Additionally, the potential for social media to bridge the gap between traditional learning resources and modern digital libraries needs to be explored, considering the unique academic requirements of arts students (Bennett et al., 2020). The findings from this study will provide valuable insights for policymakers, educators, and students, informing the development of more effective digital strategies and support systems to enhance the academic experience and resource accessibility. This research aims to fill the existing knowledge gap by providing a comprehensive analysis of how social media influences the accessibility of e-resources among Faculty of Arts undergraduates at Sa'adu Zungur University Gadau, thereby contributing to the broader discourse on digital transformation in higher education.
1.3 Objectives of the Study
- To identify the types of e-resources accessed by students via social media platforms.
- To evaluate the effectiveness of social media in facilitating access to e-resources.
- To assess the challenges faced by students when using social media to access e-resources.
1.4 Research Questions
- What types of e-resources do students access through social media platforms?
- How effective is social media in facilitating access to e-resources for students?
- What challenges do students face when using social media to access e-resources?
1.5 Research Hypothesis
H0: There is no significant influence of social media on access to e- resources among faculty of arts undergraduates Sa'adu Zungur University Gadau.
H1: There is a significant influence of social media on access to e- resources among faculty of arts undergraduates Sa'adu Zungur University Gadau.
1.6 Significance of the Study
1.6.1 Practical Significance
Improved Access to Academic Resources
By investigating the influence of social media on accessing e-resources, this study aims to provide actionable insights that can enhance the accessibility and utilization of digital academic resources among undergraduates in the Faculty of Arts at Sa'adu Zungur University Gadau. Understanding the role social media plays in this context can help the university administration and library services design more effective strategies to promote e-resource usage. For instance, if the study finds that students frequently use social media to discover and share e-resources, the university could leverage these platforms to disseminate information about available digital libraries, databases, and scholarly articles.
Enhanced Student Engagement and Academic Performance
The findings of this research could also lead to improved student engagement with academic content, thereby potentially enhancing their academic performance. By recognizing the patterns and preferences in social media usage for educational purposes, educators can tailor their teaching methods and resource recommendations to align with these trends. This could foster a more interactive and engaging learning environment, encouraging students to take full advantage of the e-resources available to them.
Policy Development and Resource Allocation
The study can inform policy development regarding digital literacy and social media usage within the university. Insights gained can help in formulating policies that promote responsible and effective use of social media for academic purposes. Furthermore, understanding how social media influences access to e-resources can guide the allocation of resources, ensuring that investments in digital infrastructure and social media integration yield maximum benefits for the student body.
1.6.2 Theoretical Significance
Contribution to Educational Technology Theory
This research contributes to the broader field of educational technology by exploring the intersection of social media and e-resource access. It adds to the theoretical understanding of how digital tools and platforms can be harnessed to support academic activities. By examining the specific case of Sa'adu Zungur University Gadau, the study provides empirical evidence that can be used to refine existing theories or develop new models of digital resource accessibility and utilization in higher education.
Understanding Social Media as a Learning Tool
The study also advances theoretical knowledge about the role of social media as a learning tool. It investigates how these platforms facilitate or hinder access to educational content, thereby expanding the academic discourse on the educational potential of social media. This can lead to a more nuanced understanding of how social media can be effectively integrated into academic practices to support learning and resource sharing among students.
Informing Future Research
The findings of this research will lay the groundwork for future studies on the topic. It will identify gaps in the current understanding of social media's role in education, suggesting new avenues for research. For example, future studies could explore the specific features of social media that most effectively support e-resource access or investigate the long-term impact of social media usage on academic performance and knowledge retention.
Bridging the Gap Between Theory and Practice
By providing empirical data on the practical implications of social media usage for accessing e-resources, this research bridges the gap between theoretical concepts and real-world applications. It offers a concrete example of how theoretical insights can be applied to improve educational practices, thereby reinforcing the relevance and applicability of educational technology theories in contemporary higher education settings.
1.7 Scope and Limitations of the Study
This study focuses to identify the types of e-resources accessed by students via social media platforms, evaluate the effectiveness of social media in facilitating access to e-resources, and assess the challenges faced by students when using social media to access e-resources. Hence, faculty of arts undergraduates of Sa'adu Zungur University Gadau shall serve as enrolled participants for this study.
1.8 Operational Definition of Terms
Social Media: Social media refers to online platforms and applications that enable users to create, share, and exchange information, ideas, and multimedia content in virtual communities and networks. Examples include Facebook, Twitter, Instagram, LinkedIn, and YouTube. In this context, social media is examined for its role in facilitating or hindering access to academic e-resources among students.
E-Resources: E-resources, or electronic resources, are digital materials that can be accessed electronically. These include e-books, e-journals, databases, online articles, and other digital documents that support academic research and learning. This term encompasses all digital tools and content that students might use for their academic purposes.
Faculty of Arts: The Faculty of Arts is a division within Sa'adu Zungur University Gadau that encompasses departments and programs related to humanities and social sciences. This faculty includes disciplines such as history, literature, languages, philosophy, and cultural studies. The study focuses on undergraduates within this specific faculty.
Undergraduates: Undergraduates are students enrolled in a bachelor's degree program at a university or college. They have not yet obtained a degree but are in the process of completing coursework and other requirements necessary for graduation. This term refers to students within the Faculty of Arts at Sa'adu Zungur University Gadau who are the primary subjects of the investigation.
Accessing: Accessing, in this context, refers to the ability of students to obtain or retrieve e-resources. This includes the processes and methods through which students use social media platforms to find, use, and benefit from academic e-resources. The investigation aims to understand how social media impacts this process of accessing academic materials.
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