THE EFFECTS OF SOCIAL MEDIA USAGE ON THE STUDENTS READING HABITS: A CASE STUDY OF KYAMBOGO UNIVERSITY
This chapter is composed of background of the study, statement of the problem, purpose of the study, objectives of the study, research questions, scope of the study, significance of the study and outline of the report structure.
The world is today celebrating the improvements in communication technology which has broadened the scope through which people interact. Modern Technology has turned the entire world into a “Global village”. However, technology brings with it both negative and positive sides. It helps people to be better informed, enlightened, and keeping abreast with developments. It exposes mankind to a better way of doing things. Social networking sites include: Twitter, Yahoo Messenger, Facebook Messenger, Blackberry Messenger (BBM), WhatsApp messenger, 2go messenger, Skype, Google talk, Google Messenger are currently the basis for human interact. Most people do interact with old and new friends virtually (Asemah and Edegoh, 2012). The world has been changed rapidly by the evolution of technology; this has resulted into the use of technology as the best medium to explore the wide area of knowledge.
The evolution of internet technology has led to its use as the best medium for communication. Two-third of the world’s internet population visits social networking or blogging sites, thus serving as a communication and connection tool. Social networking sites (SNSs) are online Communities of Internet users who want to communicate with other users about areas of mutual interest, whether from a personal, business or academic perspective (William et al, 2009). The millions of social networking sites have transformed the thought of global village into a reality. Numerous benefits have been obtained through distant communication through the use of social networking sites.
However, social media is popular among the youth including young people who are at school or still go to school. The addictive nature of social media may be affecting the reading habits of students since many spend more hours on social media platform and are not currently regulated.
1.2 Background to the study Area
Kyambogo University is the second largest public university in Uganda. Established in 2003 by the University and Other Tertiary Institution Act 200 Establishment of Kyambogo University instrument of 2003 merging from Uganda Polytechnic Kyambogo (UPK), Institute of Teacher’s Education Kyambogo (ITEK), Uganda National Institute of Special Needs Education (UNISE)
Currently the university has over 20,000 students offering 129 Academic Programs in 6 Faculties and 2 schools.
The University also has over 25,000 students from its affiliated Institutions across the country. The University is currently investing in ICT and developing program to scheme its Mandate effectively.
At present Kyambogo University enjoys an independent status as far as developing masters, degrees, under graduate degrees, diplomas and certificates are concerned. Kyambogo University is situated 8km from Kampala city center along Kampala-Jinja highway. The University is very accessible by both public and private means of transport through Banda stage and Kyambogo’ Junction respectively.
Students’ unwillingness to read extensively these days is a worrisome phenomenon (Diamond, 2006). There is a deviation, distraction and divided attention between social networking activities and their academic work. It seems that students devote more attention to social media usage than they do to their studies. Students’ addictiveness to social networks, affects their reading habits. The influence of social media as a medium of interaction between students has been part of discussion in recent times (Morgenthaler, 2009). Instead of students reading their books, they spend their time chatting and making friends via the social media and this might definitely have influence on their academic performance, because when you do not read, there is no way you can perform well academically. It is a common sight to see a student chatting in sensitive and highly organized places like church, mosque and lecture venues. Some are so carried away that even as they are walking along the high way, they keep chatting. This obsession may have an effect on the reading habits and consequently their academic performance. It’s based on these ascertain that this research is justified.
The purpose of this study is to evaluate the effects of social media usage on the student reading habits.
- To examine the current state of social media usage among undergraduate students at Kyambogo University.
- To ascertain the effect of social media usage on the reading habits of undergraduate students at Kyambogo University.
- To propose strategies to effect social media usage for promoting undergraduate student reading habits.
- What is the current state of Social media usage on undergraduate students reading habits?
- What are the effects of social media on the reading habits of the students in Kyambogo University?
- What strategies shall be used in social media for promoting student reading habits at Kyambogo University?
The study will focus on examining the effect of social media usage on undergraduate student reading habits at Kyambogo University.
The study will be conducted at Kyambogo University which is located along Kampala-Jinja highway 8km from Kampala city. It is a public University in Uganda.
The study will cover a period of one academic year from June 2016 – May 2017.
The study shall enable the students of the senior level so that they shall be aware that, apart from the social benefits of this social networking site, using the sites more than necessary will pose possible dangers to their health.
It shall be relevant in assisting students in understanding the diversity of social media. In that, it will provide relevance material for students and other researchers undertaking similar research.
The study shall help researchers with more information on the Influence of social media on student’s academic performance.
This study is significant to the teachers, parents and students. This study shall help the teachers of the school to know the influence that social media has on their students, so as to assist them to enlighten and create awareness to the students on the possible influence it has on them.
The study is of significant to parents in the sense that they shall know the possible effects these social media usage has on their children, so as to serve as watch-dog to their children on the usage of the social networking site.
2.0 Introduction
This chapter reviews related literature in the field of social media effects on students reading strategies. The chapter is arranged according to the degree of relationship with the objectives of research report
2.1 Current state of social media usage
Social media means that employs mobile and web based technology to create highly interactive platforms via which individuals and community share, co-create, discuss and modifies user-generated content (Kietzmannn, 2012). Social media is a website that does not just give you information but interact with you while giving you information. It is a group of internet based application that allows the creation and exchange of users generated content.
Andreas and Michael (2010) are of the opinion that social media is a group of internet based application that builds on the ideological foundation and allows the creation and exchange of users – generated content. Social media has become one of the major channel of chatting through platforms such as 2go, BB chat, blogger and wiki a. There has been an increase in the mobile social media which has created new opportunity for browsing.
The internet usage effect of social media, in views of Nielsen (2012) is that, students continue to spend more time on the social media than any site. The total time spent on social media across mobile devices increased by 37%, 121 billion minutes in July 2012 compared to 88 billion minutes in July 2011.
2.1.1 Classification of social media
Kaplan and Haenlein (2010) classified social media into six different classes as follows: Collaborative Project (Wikipedia), Blogs and Micro blogs (Twitter), Content Communities (YouTube), Social Networking Site (Facebook; 2go; BB chat), Virtual Game World (World of war craft, Virtual Second World (Second life)
Technology includes the blogs, picture sharing, music sharing, crowd sourcing, e-mail, instant messaging and voice over. These services could be integrated via social network aggregation platforms.
2.1.2.1 Mobile Social Media
When social media is used in combination with mobile devices, it is called mobile social media. Social media is a group of mobile marketing application that allows the creation and exchange of users generated content. Due to the fact that mobile social media runs on mobile devices, it differs from traditional social media as it incorporates new factors such as the current location of the user, time delay between sending and receiving. According to Kaplan (2002).
2.1.2.2 Social Networking Sites
It is used to describe any website that enables users to create public profiles within that website and form relationship with other users of the same website who access their profile. It is used to describe community base website, online discussion forum, chat rooms and other social space online. Commonly, the phrase “social networking sites” is used as an umbrella term for all social media and computer-mediated communication, including but not limited to Face book, Twitter, LinkedIn, and Myspace, as well as the inaugural social networking sites of Cyworld, Bebo and Friendster.
Ellison and Boyd (2007) define social network sites as web-based services that allow individuals to construct profiles, display user connections, and search and traverse within that list of connections. A social media is an online service or platforms that focus on facilitating the building of social network among people who share interest, activities and background on real life connections. It is a website that allows users to share information within a selected group. It is a great way to stay connected and a convenient way to share photos from trips (Awake, 2012). It consists of a representation of each user (profiles), social links and a variety of additional services. For detailed analysis of social networking, the following terms will be discussed:
2.2.0 Effects of Social Media on Reading Habits
Through email and instant messaging, online communities are created where a gift economy and reciprocal altruism are encouraged through co-operation. 2go and other social networking tools are increasingly the objective of scholarly research. Scholars in many fields have begun to investigate the impact of social networking site, investigating how such site may play into issues of identity, privacy, social, youth culture and education.
Several website are beginning to tap into the power of the social networking model for philanthropy. In 2011 HCL technologies conducted research that showed that 50% of British workers are banned from the use of social media during office hours. In this view, when one is chit-chatting, the content of the message reveal a lot about an individual. In chatting, comments, photos, and status should speak less of an individual. Kim in summary says: “if you are mindful of what you are doing, you can maintain a measure of privacy on a social network” (Awake, 2012); and, in reference to this, Proverbs 10:19, states that “In the abundance of words, there does not fail to be transgression, but the one keeping his in check is acting discreetly”. “It’s a vortex that sucks one in and one has no idea you’ve been trapped. One of the ironies of the internet is that it keeps you apart from the most important things’. It is a great way to stay connected with people but you just have to know when to shut it down. Raquel concluded that it seems that when people go on a social network they lose their mind” (Awake, 2012).
2.2.1 Features of Social Networking Sites
According to the Boyd and Ellison (2007) article entitled “Why Youth Heart, Social Networking Site: the role of networked publics in teenage life?” It shares a variety of technical features that allows individuals to construct a public or semi-public office, articulate list of their users that they share connection with and view their list of connections within the system. In an article titled ‘social networking sites’ definition and scholarship, Boyd and Ellison adopt Sunden’s (2003) description of profiles as unique pages where one can type oneself into being a profile is generated from answer to question, such as age, location and interest. Some site allows users upload pictures’, add multimedia content or modify the look of their profile. For instance, 2go allows the user to update their status and change profile pictures and BB chat that allows them change display picture, name and status. They allow them search for users and share a list of contact and there are sections dedicated to comments from friends and other users. To protect their privacy, they have a control that allows users to choose who can view their profile, contact and add them to their list of contacts
2.2.2 Social Network and Education
The advent of social network platforms may also be impacting the way in which learners engage with technology in general. For a number of years, Prensky (2001) dichotomy between digital natives and digital immigrants has been considered a relatively accurate representative of the ease with which people of a certain age rate, in particular, those born before and after 1980, use technology.
Social networking and their educational uses are of interest to many researchers. Living Stone and Brake (2010) in their opinion said ‘social networking site, like much else on the internet representing a moving target for researchers and policy makers’. Recent trends indicate that 47% of American adults use social network. A national survey in 2009 found that 37% of online teenagers use social networking site which increased to 555% three years later (Len Hart, Purcell, Smith and Zickuhr, 2010). It has also, shown that it provides opportunity within professional education but however, there are constraints in such areas.
2.2.3 Student’s addictiveness to social media
On the internet, students engage in a variety of activities some of which may be potentially addictive. (kuss and Griffiths, 2011). The mass appeal of social media on the internet could be a cause for concern, particularly when attending to the gradually increasing amount of time students spend online. Undergraduates spend more time on Face book, Twitter and other social media through smart phones that are now in abundance among these youths. Many students cannot go for two-three hours without checking and updating their profiles on these social networks even at the detriment of other activities such as educational and career pursuit. (Morahan- Martin and Schumacher, 2000) explain social media addiction as the excessive use of the internet and the failure to control this usage which seriously harms a person’s life.
In an article on the Daily Trust newspaper, Itodo (2011) posits that there seem to be an alarming rate of social networking obsession among students today; a trend that could affect their academic, social and spiritual lives negatively if not properly controlled. Many concerned parents have expressed grave concern that they could hardly get the attention of their children and wards, as they seem to have been carried away by the fascinating world of social networks. Some youths are such social freaks that they have now carved out for themselves a world of fantasy and illusion for detached from reality. Bello (2012) of the Sunday Observer observes that if the dangerous trend of social media network “obsession” if left unchecked could further affect an already collapsing education system in Uganda. The reason students are performing poorly in school these days might not be farfetched. While poor quality of lecturers can quickly take the blame, one might think harder if the phrase “Face book frenzy” has not been heard of. It is a common sight to see a youth chatting in sensitive and highly organized places like church, mosque and lecture venues. Some are so carried away that even as they are walking along the high way, they keep chatting. Attention has been shifted from visible to invisible friends, while important ventures like study and writing are affected in the process.
2.2.4 Influence of Social Media Network on Student reading habits
Though there have been many social, economic, and environmental factors that have added to the pressure of university students in the past ten years, the drop-out rate for students is still a major national problem (Bowen, 2008). Current statistics show that university students in Uganda are under increased pressure due to higher academic standards in other countries, and it has become more important than ever for educators to encourage graduation and further education (Bowen, 2008). However, with more and more students being preoccupied with social media networks and technological social lives, how will this affect their reading habits? It is estimated that even those students who do graduate high school, one out of three does not possess the knowledge and skills that would lead him or her to the next level, such as college or an advanced trade school (Bowen, 2008).
The top academic areas that many school professionals are concerned about are English (ELA) and advanced literacy (Williams, 2008). The current generations of teens live in a fast-paced technological world with many different types of communication happening all at the same time. For example, he or she may be on the computer on a SNS, while also talking on the phone, sending instant messages to a friend, and emailing someone else all at the same time (Williams, 2008). While there may be some advantages to this, such as the teen learning how to type faster and multi-task many things at once, there may also be a breakdown in much of that communication (Williams, 2008).
Literacy has also taken a dive in the past decade, which has caused many educators to question what can be done to help students improve their reading, writing, speaking, and thinking- all of the most basic skills for a successful future (Wise, 2009). As one researcher stated, “Literacy is, in reality, the cornerstone of student achievement, for any student, in any grade” (Wise, 2009, 373). The question that many school professionals have with regards to communication is whether or not a tertiary institution student is able to follow school curriculum in courses like English or Language Arts (Williams, 2008). Also, will it be possible to teach them without the use of multi-tasking and using new forms of technology.
2.2.5 Usage of Social Media and Students’ reading habits
The social media engages students and have to be examined as entrepreneurs of understanding. The medium of internet is marketing with increase in its programs. The interactive character of online conditions has extended with social networking. Hooking up through social networking began as being a niche activity, though time it’s a phenomenon. The web sites are employed in many ways like developing metropolitan areas, speaking, blogging etc. Additionally different institutions even nowadays are developing groups on several Websites (Saba Mehmood 2013).
The improved usage of Websites has become a worldwide phenomenon for quite some time. What began out as being a hobby for several computer literate people has converted to a social norm and existence-style for individuals from around the globe (Nicole Ellison, 2007).Teens and teenagers have especially recognized these internet sites to be able to contact their peers, share information, reinvent their personas, and showcase their social lives Nicole Ellison,(2007).While using the increase of technology helpful for getting together with others along with the recognition on the internet, Internet sites are now being an activity that’s done mainly on the web, with Websites Vaughn, Coyle (2008).
According to Khan U (2009), social media users often time experience poor performance academically. Similarly, Englander, Terregrossa & Wang (2010) posit that social media is negatively associated with academic performance of student and is a lot more momentous than its advantages. Internet addiction consequently gave rise in internet usage within the last couple of decades. Nalwa &Anand (2003).recommended that addicted users prefer using internet setting back their personal and professional responsibilities which ultimately leads to poor academic performance. In the same vein, Karpinski (2009) pointed out that social media users devoted lesser time to their studies in comparison to nonusers did and subsequently had lower GPAs. Karpinski& Duberstein. (2009).Also mentioned that among various unique distractions of every single generation, Social media remains a major distraction of current generation.
2.2.6 Usage of social Media by Gender
When reviewing the literature related to gender and adolescents, results are mixed as to which group spends more time on the Internet as well as on social media networks (Lin &Subrahmanyam, 2007). Studies have shown that boys have been online more than girls in previous decades because of earlier forms of technology such as video or computer games (Lin &Subrahmanyam, 2007). Girls have reported that they use social media for things like chatting and downloading music (Giles & Price, 2008). Because of this, one may hypothesize that girls will be more likely to be attracted to social media networks and other online social groups (Giles & Price, 2008). According to most research done on the topic, the number of teenage girls and boys who communicate on these social media networks are equally divided (Bonds-Raacke&Raacke, 2008).
2.2.7 Usage of Social Media by Age
In the beginning years of personal computers and Internet access, social media websites were used primarily for information gathering and research (Alexander & Salas, 2008). In the past several years, the Internet has become the center of communication between people, as well as being their prime source of entertainment (Alexander & Salas, 2008). It has also become the tool used for almost every project or paper that a student will write in high school, and in their later years in college (Alexander & Salas, 2008). In recent studies, university students have shown to be the greatest consumers of the Internet, particularly for social interactions (Lin &Subrahmanyam, 2007). Social networking sites, as well as email, instant messaging, blogging, and online journals have completely changed the way that adolescents interact and gather information (Bonds Raacke&Raacke, 2008).
Teenagers have become accustomed to this lifestyle much more than older generations have in recent years, as this way of living is all they know (Lewis, 2008). Teenagers now use the social media for the majority of their daily activities and information gathering, as opposed to older generations who used resources like the television or newspaper (Lewis, 2008). A recent survey showed that approximately ninety percent of teens in the United States have Internet access, and about seventy-five percent of these teens uses social media more than once per day (Kist, 2008). This study also showed that approximately half of all teens who have Internet access are also members of social networking sites, and use the Internet to make plans and socialize with friends (Kist, 2008). As one researcher stated, “Teens use the social media as an extension of their personality, to show their friends – and the world – who they are, what they care about, and to build connections with other like-minded people” (Goodman, 2007, 84). It is estimated that the vast majority of teenagers in Uganda visit at least one social networking site approximately twenty times each day (Peter &Valkenburg, 2009).
2.2.8 Peer Pressure
In Kyambogo University today many students over 83% are using platforms like WhatsApp and Facebook and many forced to buy smart phones for ease of using of these applications. According to recent research about social media networks and Internet usage, social networking sites like Facebook and MySpace have become so popular that many university students will get an account even if they do not want to (Peter, Schouten, &Valkenburg, 2006). This shows that joining a SNS signifies more than just going on a website; it is way of “fitting in” with peers, just like many other types of groups in high school (Peter, Schouten, &Valkenburg, 2006). In fact, SNS may be predictors of self-esteem and well-being in students, and they have become a fundamental role in student’s life (Peter, Schouten, &Valkenburg, 2006). A student stated in a research study by Dr. Danah Boyd at Berkeley University: “If you’re not on MySpace, you don’t exist” (Boyd, 2007).
2.2.9 Social Media in the Classroom
Having social media in the classroom has been a controversial topic for the last several years. Many parents and educators have been fearful of the repercussions of having social media in the classroom (Kist 2012). As a result, cell phones have been banned from classroom and schools have blocked many popular social media websites. However, despite adult’s apprehensions, students are using social media. Schools have realized that they need to incorporate these tools into the classroom and rules are changing. The Peel District School Board (PDSB) in Ontario is one of many school boards that has begun to accept the use of social media in the classroom. In 2013, the PDSB introduced a “Bring Your Own Device” (BYOD) policy and have unblocked many social media sites. Fewkes and McCabe (2012) have researched about the benefits of using Facebook in the classroom. In early 2013, Steve Joordens, a professor at the University of Toronto, encouraged the 1,900 students enrolled in his introductory psychology course to add content to Wikipedia.
2.3 Strategies to use social media for promoting reading habits
Practice is vital for improving reading ability and middle school readers who enjoy the process will continue to grow academically. Here are five helpful strategies for improving reading habits of undergraduate students.
2.3.1 Vocabulary development
Learning vocabulary is a necessary skill. A student will straggle to understand a text if they do not know the meaning of the words. There are many ways to teach vocabulary to undergraduate students; educators can take their pick from flash cards, fill in the blank and other methods (J. K. Rowling, 2002).
He also adds that the vocabulary programme word generation focuses on “All purposes academic words”. Teaching general words, graduate students of education is worthy looking in to. It can also be helpful to have young readers write down words they do not understand from their reading and then look them up in a dictionary.
2.3.2 Ask parents to model reading for pleasure
A 1990’s reading study suggested that children model their out of school reading habits on those of their parents. If parents read at home /discuss favorite books and recommend books, children were much likely to engage in similar behaviors. Parents should be aware of this at home and educators should make it a point to educate families about the importance of teaching at homes.
Parents may not choose to read for recreation. However, knowing the influence they have on their children’s reading habit, many motivates them model reading for pleasure.
2.3.3 Free choice reading
Kids like to read when it is fun not when it is mandatory, allowing undergraduate to select their own books instead of assigning a specific texts can do a lot to improve enthusiasm . Allowing undergraduate students to self-select from Age appropriate books will improve their employment of the process.
2.3.4 Share reading
Reading out loudly can improve confidence in young reader .Yes, they may experience a lot of anxiety but that will surely disappear as they practice loudly. Students are more likely to read to themselves even when they are not confident to their reading ability.
2.3.5 No pressure reading practice
Allow undergraduate students to practice their reading without any pressure. Let them make mistakes and correct them before required to do reading based assignment or texts.
Consider recording reading practices time and allow the students to review it later to see how they did. Keeping recording to review later in the year can provide an interesting last at all the progress a student makes.
3.0 Introduction
In this chapter, the research will give brief information on the methods used when collecting data. It includes research design, Area sampling, sample size, description of population, data gathering methods and data analysis and presentation.
The research design adopted for the study was a descriptive design survey. This design is considered apt because it enables the researcher to generate data through the standardized collection procedures based on highly structured research instrument(s) and well defined study concepts and related variables.
The populations in this research are all the undergraduate students for the period of June 2016 to May 2017 total to 20,000 students.
A total sample size of 50 students shall be selected using random sampling from the total population of students in Kyambogo University.
3.4 Sampling Technique
Here, the researcher shall use purposive sampling for Kyambogo University ICT staff and simple random sampling to students.
In the study, both primary and secondary data collection shall be used. Questionnaire and observation will be used in collecting primary data.
The above mentioned methods of data collection provided firsthand information that could be relied on considering the fact that most of them required direct contact with different respondents.
3.6 Instruments of Data Collection
The researcher shall use a number of data collection techniques. However questionnaires will be the dominant method used to obtain the required information.
Observation method shall be used to get firsthand information. It will involve going to the field to observe how the students and the different stake holders interact with the social media networks.
Questionnaire shall be designed by the researcher pertaining to the effect of social media on student reading habits at Kyambogo University. Both open ended and close ended question will be set in the simplest form possibly to allow the respondent to answer as honestly as possible issue. This particular method was chosen because the responses are gathered in a standardized way, so questionnaires are more objective, certainly more so than interviews. It also is relatively quick to collect information using a questionnaire and lastly the information can be collected from a large portion of a group.
3.7 Data Collection procedures
The researcher shall draft questionnaires which shall be administered to the students with predetermined questions and answers that shall be directed towards research questions. The observation guide shall be used while generating the answers for the research questions. The research will describe in details how these procedures will be used as seen below:
The researcher shall use Interview method of data collection. Interview will involve an interviewer soliciting information from students and different students and stake holders by asking a series of prepared questions.
The researcher shall carry out a face to face interview with the students and managers to gather the required data related to the effect of social media on Student reading habits.
3.8 Data Analysis and Presentation
On collection, data was edited and analyzed with the intention of checking for completeness, Accuracy and consistency with the study objectives. Its reported inform of a report proposal.
Financial costs owned to the process the researcher had to go through in collecting the data, typing and binding the report. Yet these funds were not readily available.
Most students were scarce since the University was closing in the period of doing the research proposal and hence a hard period of collecting the information required.
Difficulties in obtaining secondary information, most libraries allow borrowing a maximum of two books at a time and on average a total of about six books or more was required for comparison at the time.
This study is based on secondary data and personal approach to evaluate the effects of marketing and social media in the student’s performance. The advantage of using secondary data source is the fact that such information exists. It is less time consuming and data gathering cost is reduced on studies as compared to using primary data collection.
According to Stewart and Kamins, the disadvantage of secondary data is when collecting, reporting and interpreting the information; it consists of its own set of problems.
The data collected tend to produce deliberate and intentional bias, hence the findings has the potential to arrive at varying conflicting conclusions (Stewart, &Kamins, 1993). It can be hard to validate. Thus conclusion drawn from secondary sources must be done carefully.
The researcher also faced problems of unresponsive respondents in conducting the research. This was dealt with by giving them ample time to fill the questionnaires during their free time.
Financial problems in terms of photocopying, secretarial services, transport costs were faced. However the researcher solicited funds from brothers and friends.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.0 Introduction
This chapter presents the results that were obtained from data collected. Data was collected from a sample of 50 Respondents by a questionnaire and observation guide.
4.0.1 Background information
In this section, the socio-demographic characteristics of respondents were presented.
Fig 1: Pie Chart Showing Gender of Respondents
Source: Primary Data
From figure 1 above, most respondents were male 31 (62%) were female, female were 19 (38%). Males were found to be more active in participation which explains their highest number. However, both were considered since it was important to get views of women in the study.
Fig 2: Bar Age of the respondents
Source: Primary Data
According to bar graph below, majority of the respondents, (25)50% were of age bracket of 30 – 34, (15) 30% were between the age of 21-29, (10) 20% were between 35-39 years, (6)12% were 40 and above, and rest of the respondents were below 20 years of age. This means that majority of the respondents were at youth stage and are still active enough to use social media while reading.
Fig 3: Bar Chart Showing Highest Level of Respondents
Source: Primary
The figure 3 above shows that majority of the respondents (22) 44% was at degree level, (16) 32% were diploma holders, (10) 20% were certificate holders, (2) 4% were Masters Holders, while none of the respondents were PhD holders. However, this implies that students at degree and diploma level use social media more than those on masters and certificate level.
4.1 Current state of social media usage among undergraduate students
The respondents’ views on current state of social media usage among undergraduate students revealed the following results;
Fig 4: Bar chart showing type of social media used by undergraduate students
Source: Primary Data
From the fig 4 above, it shows that (18) 36% of the respondents mentioned Whatsapp which tied with those who said Facebook, also with 18 (36%) of the respondents, 08 (16%) said they use You Tube, 04(08%) said they use blog and only 02 (04%) of the study respondents mentioned twitter. This implies that Whatsapp and Facebook are the most used type of social media at KyU.
Fig 5: A pie chart showing the period spent on social media per day
Source: Primary Data
Results as shown in fig 5 above indicate that majority of the respondents 28(56%) said they spend 6hrs and above on social media, followed by 13(26%) of study respondents who lamented that they spend 1-5hrs a day on social media and the minority of the study respondents said they spend a period of 1hr on social media. From the findings, there is an indication that most undergraduate students spend more time on social media.
Fig 6: A pie chart showing how often undergraduate students visit social media sites
Source: Primary Data
Study findings in fig 6 above indicated that most respondents 46 (92%) mentioned daily, followed by 04(08%) who said weekly and no respondent indicated months. This implies that most undergraduate students visit social media sites frequently.
Fig 7: A bar graph showing how undergraduate students access social media sites
Source: Primary Data
Study results in fig 7 above show that majority 30 (60%) of the respondents indicated that they accessed social media through personal data, followed by 17(34%) of the study respondents who revealed that they use wi-fi, while 03(06%) said they use café and no respondent indicated library.
Fig 8: A bar chart showing means of access
Source: Primary Data
According to results in fig 8, majority 29(58%) of the respondents said they used a phone, followed by those 18(36%) who used laptops and only 03(6%) used desktop to access social media sites.
4.2 Effect of social media usage on the reading habits of undergraduate students
The study sought to ascertain the effects of social media on the reading habits. The respondents’ views were revealed and are presented below;
Fig 9: A pie chart showing undergraduate student’s experience with social media sites
Source: Primary Data
Results in fig 9 above show that the highest number 23(46%) of the respondents said that the experience they had with social media is addiction, followed by those 20(40%) who indicated obsession and only a few number 07(14%) of the respondents said had control. This implies that usage of social media becomes an addiction or makes users get obsessed with it.
Fig 10: A bar graph showing which social media sites students used academically
Source: Primary Data
Study results in figure 10 above show that majority of the respondents indicated that they use blog academically, followed by 16(32%) of the respondents who showed you tube, a few 10(20%) said Whatsapp. No respondent indicated twitter and Facebook. This implies that blog can be used for academic purposes.
Fig 11: A bar graph showing how social media sites have affected students’ reading habit
Source: Primary Data
Study results as indicated that in fig above, most respondents 30(60%) said that they spent more time on social media sites than they do on reading while 20(40%) of the study respondents said addiction.
Fig 12: A pie chart showing whether being on social media sites had an impact on student’s academics.
Source: Primary Data
According to study results in figure above, majority 31(62%) of the respondents said it has had an impact on them academically while a few 19(38%) of the respondents indicated it has not.
4.3 Findings on strategies used in social media for promoting students’ reading habits
The respondents’ views on strategies to be used in social media for promoting students’ reading habits at revealed the following results;
Fig 13: A bar chart showing how social media can further reading habits of students
Source: Primary Data
Results in fig 13 above indicate that majority 21(42%) of the respondents said vocabulary development, 19(38%) giving students free choice reading and only 10(20%) of the respondents said share reading on social media.
Fig 14: A bar chart showing how it can be controlled
Source: Primary Data
Study findings as shown in fig above indicated that majority 48(96%) of the respondents said that denying usage during lecture time can help control usage of social media in order to improve performance of students while 02(04%) of the respondents said eliminating access while at campus.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.0 Introduction
This chapter summarizes all findings reported in chapter four according to questions of the study, draws conclusions, suggests recommendations and also proposes some areas for further study.
5.1 Summary of findings
From study findings in chapter four, Whatsapp and Facebook are the most used type of social media at KyU. Most undergraduate students spend more time on social media ranging from 6hours and above a day which they visit daily. Social media sites at KyU are accessed using personal data and wi-fi through a phone and laptops.
Study findings on objective two revealed that the experience students had with social media is addiction and obsession. The implication was that usage of social media becomes an addiction or makes users get obsessed with it. Only blog and Whatsapp were being used for academic purposes. The effect was that students spent more time on social media sites than they do on reading. Therefore social media sites have had an impact on students academically.
This study found out that there are some strategies of social media that can be used in promoting students’ reading habits like vocabulary development, free choice reading and share reading. These strategies can do a lot to improve students’ reading habits. However, usage can be controlled by denying usage during lecture time.
5.2 Conclusion
From objective one of the study which was to examine the current state of social media usage among undergraduate students at Kyambogo University, the researcher makes a conclusion basing on set objectives.
From the study, Whatsapp and Facebook are the most used type of social media at KyU. Most undergraduate students spend more time on social media ranging from 6hours and above a day which they visit daily. Social media sites at KyU are accessed using personal data and wi-fi through a phone and laptops.
Secondly, the study revealed that social media contributed much to the poor performance of students of Kyambogo University due to its obsessive information given to students which is not for educational value. The researcher draws a conclusion that user education and use of technologies by up grading their systems under data bases. Therefore sensitizing students on how to use social media appropriately will entice students’ reading habits.
According to the objective three, Strategies of social media like free choice reading, share reading can help students to improve their reading habits. Therefore should be emphasized in Kyambogo University so that to promote students reading habits.
5.3 Recommendations of the Study
From the analysis made from the conclusions, the researcher came up with the following recommendations.
- The university should educate or sensitize students on how to use social media current application systems in place for only educational purposes.
- More research should be made and presented to students about the effects of social media on students’ reading habits and this will open their eyes and hence control improper usage of social media.
- The University should put in place strict rules and regulations about the use smart phones and computers during lecture periods.
- Students should be sensitized about the dangers of over being on social media platforms and they should learn how to control the much time they spend on social media
- The university must put restrictions on their Wi-Fi spot so as to limit different media apps as the students use the different Wi-Fi spots.
- The University should as well encourage proper usage of social media as well it’s important for the students’ research and learning from the net like through the use of Google and different search engines.
5.4 Area for Further Research
The study was about the effects of social media usage on the students reading habits and particularly focused on Kyambogo University though more research should be carried out in other universities. Other fields that affect students reading habits should also be researched about and noticed for students’ improvement.
REFERENCE
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QUESTIONNAIRE
I am Faida Babura a student of Kyambogo University pursuing a Diploma in Library and Information Science. I am carrying out a research on the effects of social media usage on the students reading habits at Kyambogo University. I kindly request you to spare some minutes to answer these questions below. The information given shall be useful for research purposes only and will be kept confidential.
Thank you
SECTION A: Bio Data of Respondents
Note: For each of the questions, tick against your response or write your response in the blank space provided.
- Gender
- a) Male b) Female
- Age of Respondents
- a) Below 20 b) 21-29 c) 30-34
- d) 35-39 e) Above 40
- Level of Education
- a) Certificate b) Diploma
- c) Degree d) Masters
- e) PHD
SECTION B: CURRENT STATE OF SOCIAL MEDIA USAGE AMONG UNDERGRADUATE STUDENTS
- What type of social media do you use?
Blog Twitter Youtube Facebook
Whatsapp Others Specify ………………………..
- How long do you spend on social media per day.
1hr 1-5hrs 6hrs and above
- How often to visit social media?
Daily Weekly Months Others (specify) ……………
- How do you access it?
Wifi Library Café others (specify) ……………
- What are the means of access?
Phone Laptop Desktop others (specify) ……………
Section C: Effect of Social media usage on the reading habits of undergraduate students
- What is your experience?
Addiction Obsession Have control
Social media preference to text material Others (specify) ……………………..
- Which of these do you use academically?
Blog Twitter Youtube Facebook
Whatsapp Others Specify ………………………..
- How have these sites affected students reading habits?
Spending more time on them Addiction
- Would you say that being on these sites has impacted your academics? If yes how?
……………………………………………………………………………………………………………………………………………………………………………………………………………
Section D: Strategies used in social media for promoting undergraduate student reading habits?
- How do you think Social Media can further improve the student reading habits? If yes how
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
- How can be controlled?
Elimination access while at campus Denying usage during lecture time
Others (specify) ……………………..
Thank you for your time
