Social Media Usage and Percieved Academic Performance of Library And Information Science Undergraduates in Tertiary Institutions in Ekiti State, Nigeria

Abstract

This study examined the influence of social media usage on the perceived academic performance of Library and Information Science (LIS) undergraduates in tertiary institutions in Ekiti State, Nigeria. The concepts of perceived academic performance and social media usage were explored to understand how students’ subjective evaluation of their academic abilities relates to their engagement with digital platforms. A descriptive survey research design was adopted, and the study population consisted of 1,050 LIS undergraduates across four National Universities Commission (NUC) and National Board for Technical Education (NBTE) accredited institutions offering Library and Information Science. Using Slovin’s formula, a sample size of 290 students was selected through simple random sampling. Data were collected using a structured questionnaire and analysed using descriptive statistics (frequency, percentage, and mean) and inferential statistics, specifically simple linear regression, at a 0.05 significance level. Findings revealed that LIS undergraduates reported a high level of social media usage and a generally positive perception of their academic performance. Results further showed a significant and positive influence of social media usage on perceived academic performance, indicating that constructive use of social media supports learning, information sharing, and peer collaboration. The study concludes that social media, when properly utilized, can enhance students’ academic confidence and engagement. It was recommended that institutions strengthen academic support systems, integrate academic uses of social media into teaching practices, provide digital literacy training, and develop structured online academic communities to promote effective learning.