Impact of Social Media-Based Learning on Students’ Engagement and Curriculum Delivery in Tertiary Institutions in Nigeria

Abstract

This study examined the impact of social media–based learning on students’ engagement and curriculum delivery in tertiary institutions in Delta State, Nigeria. A descriptive survey research design was adopted, involving students and lecturers from nine selected tertiary institutions in the state. Using stratified and simple random sampling techniques, a sample of 300 students and 50 lecturers was selected, with the student sample distributed across the institutions to ensure adequate representation. Data were collected using a validated structured instrument titled Social Media Learning and Curriculum Delivery Questionnaire (SMLCDQ), which measured the extent of social media use, students’ engagement, and curriculum delivery. The instrument was subjected to face and content validation by experts in curriculum studies and educational technology, while its reliability was established through a pilot test using the Cronbach Alpha method, yielding a reliability coefficient of 0.70. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while inferential statistics, including Pearson correlation and regression analysis, were employed to test the hypotheses at the 0.05 level of significance. Findings revealed that social media platforms are moderately to highly utilized for curriculum delivery, with WhatsApp as the most frequently used platform. Social media significantly enhanced students’ engagement (r = 0.65, p < 0.05) and positively influenced curriculum delivery, accounting for 42% of its variance. Challenges identified include poor internet access, distractions, limited digital skills, and technical difficulties. The study concludes that social media–based learning improves engagement and curriculum delivery if challenges are addressed.