Social Media Addiction and Academic Achievement of Students of Colleges of Education in Kaduna State, Nigeria

Ibrahim Sadi Rogo

Abstract


This study examined the relationship between social media addiction and academic achievement among students of Colleges of Education in Kaduna State, Nigeria. A correlational research design was adopted for the study. The population comprised 3,356 National Certificate in Education (NCE) II students drawn from the Federal College of Education, Zaria, and the Kaduna State College of Education, Gidan Waya. A sample of 345 students was selected using simple random and proportionate sampling techniques, and 319 usable responses, comprising 142 males and 177 females, were obtained and analysed. Data were collected using the Social Media Addiction Scale (SMAS), which had a Cronbach's alpha reliability coefficient of 0.866, and an Academic Achievement Proforma (AAP) used to record students' cumulative grade point average (CGPA). Descriptive statistics (mean and standard deviation) and the Pearson Product Moment Correlation Coefficient (r) were used to test the null hypothesis at the 0.05 level of significance. Findings revealed a significant, negative relationship between social media addiction and academic achievement (r = -0.435, p = 0.001), indicating that as students' addiction to social media increases, their academic performance tends to decline, and vice versa. The null hypothesis was therefore rejected. The study concluded that social media addiction constitutes a genuine threat to the academic achievement of students in Colleges of Education in Kaduna State. It was recommended that college authorities and counselling centres institute digital wellness and time-management programmes to help students moderate their social media use and safeguard their academic performance. 


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References


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