The Influence Of Globalization On Media Audience: Unilag Undergraduate Student






Globalization is just to see the world with one eye and the apartheid of the privileged. It is the supreme myth of all that people invested their hopes and dreams in the expectation that the world would come together that was never been (Hirst and Thompson, 1996). Probably this is the view of the skeptic.
However, the globalizers like Giddens (1990) and Castells (1996) considered globalization as a central driving force behind the rapid social, political factors that are reshaping modern societies and world order. Although media and globalization are not always connected mutually, however, both are related.Marshall McLuhan made a connection by combining the medium is the message’ with his global village’. Globalization has spread all over the world through media and communication which is referred to as mediated globalization’ by Rantanen (2005:8). In order to connect media and communication together, Tomlinson defines globalization in the following way:―Globalization refers to the rapidly developing process of complex interactions between societies,cultures, institutions and individuals world-wide. It is a social process which involves a compression of time and space, shrinking distances through a dramatic reduction in the time taken-either physically or representational- to cross them, so making the world seem smaller and in a certain sense bringing
human being closer’ to one another Globalization or (Globalization) refers to the increasingly global relationships of culture, people and economic activity. Most often, it refers to economics: the global distribution of the production of goods
and services, through reduction of barriers to international trade such as tariffs, export fees, and import quotas. Globalization accompanied and allegedly contributed to economic growth in developed and developing countries through increased specialization and the principle of comparative advantage. The
term can also refer to the transnational circulation of ideas, languages, and popular culture.Opponents of globalization alleged that globalization’s benefits have been overstated and its costs underestimated. Among other points, they argued that it decreased inter-cultural contact while increasing the possibility of international and intra-national conflict.

The purpose of this study is to evaluate the effect of globalization and the  Internet was used as one of the globalization  features to access the  media audience,where we uses undergraduate in university of lagos as a case study.We have seen how the internet has affected the level of student capacity and ability to brainstorm themselves toward academics and non academic related areas which has cause a serious problem in the Nigeria educational system.The specific tasks were to:


1.examine ‘Internet Browsing’ as a knowledge acquisition tool, and

2.evaluate the effect of the ‘Internet Browsing’ on students’ academic performance


There are so many factors which explains globalization but for the sake of this study,we shall be looking at the internet which is one major part of globalization.The Internet is a global network of computers linked together over large distances. It was created by the American Military as a means of communication and has been in existence since the 1950’s. Up until the mid to late eighties commercial organizations and educational institutions mainly used the Internet. This was due to high costs. The rapid development of technology has seen improvement in communication links and a lowering of costs. The implication of this is that the Internet is now more widely available to more people.

Since the Internet is now available to a wide sector of the population in the western world many educational establishments have seized on its educational potential.

The Internet is a valuable source of information for students looking for ideas for projects and assignments. With over 50 million web sites on the net the chances are any information however obscure can be found. The only tools required to find this information would be some patience and a decent search engine. It also serves as a useful tool for lecturers in helping to prepare lesson plans as there are a number of sites, especially in America, dedicated to providing educational material.

It also serves as a forum to promote group discussion, which is time and distance independent. There are many forms this group discussion can take. These include video conferencing, where by the use of a small video camera and microphone members of the group can actually see and hear each other. Also group discussion can take the form of chat rooms where everyone comes together in a host area and communicates with each other via the keyboard.

Although there may be many advantages to be gained from using the Internet as an educational tool there are also many drawbacks. For first time users the Internet can be a very unfriendly environment but with frequent use users can get familiar with pretty quickly.

The amount of information available on the net means that user tend to be side-tracked with a lot of unnecessary useless information. As the Internet is not owned by any one there are no checks or censorship of information available. The upside to this is that information is freely available to everyone with out restriction but the downside to this is that information can be placed into the wrong hands. Also as there are no checks on the information on the net this may lead to inaccuracies and misleading information being published.

The Internet is heavily dependent on hardware which can be expensive especially as the Internet is constantly evolving. This therefore means to take full advantage of this evolving technology; upgrades in hardware and software are required.

With the advent of the Internet education has definitely benefited in more ways than can be mentioned and although it will not take over the traditional methods of education it will continue to play a major part.



Ho:There is no significant difference in the academic performance of students [in Physics, Mathematics, Computer Science,Civil and Mechanical Engineering] with Internet access and those without Internet access.”

H1:There is a significant difference in the academic performance of student[in physics,mathematics,computer science,civil and mechanical engineering] with internet access and those without internet access.


H0;There is no significant difference between the level of communication  improvement  and student level of communication in campus.

H1:There is a significant difference between the level of communication improvement and student level of communication in campus.


The recent commercialization of the Internet in Nigeria has revolutionalised our information flows and systems. The Internet is now being used in a variety of ways to promote productivity, communication, business, advertisement, and marketing in Nigeria. Internet usage for Education is just receiving recognition because of the need by most institutions to operate distance-learning programs and the need to connect academic staff to global resources for improved teaching and research.

A number of Nigerian Universities such as University of Lagos, Obafemi Awolowo University, Ile-Ife and University of Jos, have Internet facilities while other Universities are at various stages of implementation. These institutions provided Internet access for staff (academic and administrative) only, leaving students to fend for themselves. This is because the Internet is seen as a communication tool and of little relevance to the academic development of the student.Students form the major population in higher institutions and the introduction and success of any new technology within the educational framework should consider them. Provision of Internet access to students will create a large revenue base for the maintenance and sustenance of the Internet facilities.Thus, this experimental study seeks to provide information on the impact of the Internet as a knowledge acquisition tool for students and its effect on student’s academic performance. If the Internet is seen to impact academic performance in students most Universities would be encouraged to investment in the technology.


The Flashlight approach to studying, teaching and learning with technology relies on this simple construct. It is called a “triad” because it has only three elements.

The triad’s structure suggests five sets of related questions:

1.Questions about the technology per se(e-mail, for example). For example, questions

about its availability and reliability; if the technology can’t be used, this triad can’t work.

2.Questions about the use of the technology . For example, is the technology an effective tool for this activity, or is it problematic and limiting? . It is futile to study technology and learning outcomes without also studying how the technology has actually been used. (Ehrmann, 1998).

3.Questions  about  the  activity  per  se.   For example, how much do teachers value

teaching in this way; if they don’t believe this activity is valuable, they are not likely to use technology to carry out the activity for the first time, or to do the activity better than before? Questions about the activity are also useful in comparing courses that use different (old and new) technologies for the same activity.

  1. Questions about whether and how the activity is contributing to the outcome (in this study, improved retention). For example, do people who achieve the outcome report that they actually participated in the activity? Do they claim that the activity was valuable in achieving the outcome?
  2. Questions about the outcome per se(retention, in this study). For example is the retention looking good? Is there evidence that the retention is valuable when attained?

If the answers from these five questions are affirmative, then the result can sometimes be a reasonably continuous chain of evidence that links technology to activity, and activity to outcome. The study may not be absolutely convincing, but it can be done with a reasonable effort and the findings can support some practical reasoning about the value of the technology and how to use it better in this context. This kind of evidence has already proven valuable for making choices in educational institutions. (e.g., Brown, 1998; Harrington, 1998; Harvey, 1998).



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