SCIENCE EDUCATION UNDERGRADUATES’ PERSPECTIVES ON SOCIAL MEDIA PLATFORMS FOR LEARNING IN NIGER STATE PUBLIC UNIVERSITIES
Abstract:
Social media platforms have become an integral part of the modern digital landscape, offering various opportunities for communication, collaboration, and information sharing. This study investigates the perspectives of science education undergraduates on the use of social media platforms for learning in Niger State public universities, Nigeria. The research aims to explore the perceived benefits, challenges, and preferences of students regarding social media as a supplementary tool in their educational journey.
A mixed-methods research design was employed, utilizing both quantitative and qualitative data collection methods. A questionnaire survey was conducted among a sample of science education undergraduates from different public universities in Niger State. The survey aimed to gather demographic information and elicit students' perceptions of social media platforms for learning. Additionally, semi-structured interviews were conducted with a subset of participants to obtain in-depth insights into their experiences and attitudes towards social media as an educational resource.
Preliminary findings indicate that science education undergraduates in Niger State public universities perceive social media platforms as valuable tools for learning. The majority of participants reported using social media for educational purposes, such as accessing educational resources, engaging in discussions with peers and instructors, and seeking academic support. They identified several benefits, including enhanced collaboration, increased engagement, and access to a diverse range of educational content. However, participants also acknowledged certain challenges, such as the presence of distractions, reliability of information, and privacy concerns.
Furthermore, the study revealed that students' preferences for specific social media platforms varied based on their individual needs and goals. While some students favored widely-used platforms like WhatsApp and Facebook groups for academic discussions, others preferred visual platforms like YouTube and Instagram for accessing educational videos and infographics. The findings highlight the importance of considering students' preferences and needs when integrating social media platforms into the educational environment.
The outcomes of this study have implications for educators, policymakers, and university administrators who seek to leverage social media platforms as supplementary tools for science education. Understanding students' perspectives can inform the development of effective strategies to harness the potential of social media for enhancing learning experiences and promoting student engagement. Further research is warranted to explore the impact of social media interventions on academic performance and to address the identified challenges.
Keywords: Science education, undergraduates, social media platforms, learning, perspectives, Niger State, public universities.
SCIENCE EDUCATION UNDERGRADUATES’ PERSPECTIVES ON SOCIAL MEDIA PLATFORMS FOR LEARNING IN NIGER STATE PUBLIC UNIVERSITIES, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
