PERCEPTION OF UNDERGRADUATE STUDENTS IN NIGERIAN UNIVERSITIES ABOUT WHATSAPP SOCIAL MEDIA AS A TEACHING AND LEARNING TOOL
CHAPTER ONE
INTRODUCTION
1.1 Background Of The Study
Internet technologies have impacted how individuals generate and distribute knowledge, as well as the nature of social media communication, during the previous few decades (Aburub & Alnawas, 2019). According to Alasmari & Zhang (2019), social media is getting more popular among the young and old as a result of its ability to address people's socialization demands. As a result, they have successfully changed users' interaction processes and have become a significant component in teaching and learning processes (Bere & Ramber, 2016). According to Bansal and Joshi (2014), students are surrounded by social media platforms such as WhatsApp (an instant messaging tool), which influences their communication dynamics and modifies their teaching and learning processes. WhatsApp, according to Embi (2016), is a social media tool that facilitates interaction between people and groups, offers a variety of social feedback alternatives, and aids in the construction of tangled social relationships. In other words, WhatsApp supports both synchronous and asynchronous communication. WhatsApp, according to El-Messiry (2016), is a social network that allows for quick communication. Considering communication is at the heart of educational activities, this suggests that the platform may be utilized to promote education. In other words, WhatsApp provides a route for teachers to communicate with students in a more timely and seamless communication (Deshen, 2014). It can also help students communicate more effectively and provide a new learning communication. Furthermore, according to Lin (2015), WhatsApp is a discussion tool that provides a good setting for online interactions, in which teachers may present various topics to engage learners in the discussion or to think through and gather opinions on any subject. Educators may use the platform to extend their teaching and learning to students after they leave class.
Furthermore, Cano (2014) stated that WhatsApp, as a mobile learning tool, allows for greater kinds of inclusion because learners are all different; some are more extroverted, while others are more introverted, and some have visual and other hearing issues (Infante, 2011). In any case, WhatsApp makes it easier for more introverted students to participate. Those who can express themselves well in writing have more self-assurance. Those with visual impairments can use voice messages to get the information. Hearing impaired people can read the entire article and upload a video that can be interpreted by a sign interpreter (Ogundare, 2017). This tool is extremely beneficial to attention deficit students since they may read or hear the material, pause or go on, and repeat it as many times as they like (Oliveira, 2013).
Additionally, WhatsApp is an excellent tool for motivating and stimulating students. Involving students in the teaching-learning process is critical to achieving both the curriculum's and students' personal objectives (Besel, 2018). When asking questions or discussing interests, students might feel more at ease using WhatsApp than they would in a face-to-face lesson. In view of the above, , the purpose of this study is to examine WhatsApp as a social media tool for teaching and learning in Nigerian tertiary institutions.
1.2 Statement Of The Problem
The importance of excellent communication in teaching and learning cannot be over emphasized. Communication between professors and students can be synchronous or asynchronous, according to Leonardi (2014). During class, synchronous communication is most usual. Because instructors and students are frequently in the same physical location, this is the case. Synchronous communication occurs in schools with Learning Management Systems (LMS) or video conferencing services, regardless of physical location or the physical presence of learners at the specific place (Zaidieh, 2012). He also stated that having a synchronous means of communication between instructors and learners, particularly before or after classes, is a challenge for schools without an LMS (Bere, 2016). Other issues students have include finding it difficult to cope with the LMS due to the amount of mobile data consumed throughout the study session, as well as the fact that some students lack the necessary systems to access the platform. Hence , WhatsApp tends to be a tool that encourages synchronous communication: educators can engage with students, student interactions with educators, and students can communicate with peers (Deshen, 2014). According to El-Messiry (2016), WhatsApp is one of the most widely utilized social networking platforms. It supports text messages, phone and video calls, photo, audio, and video file attachments, stickers or emoticons, and links to website addresses (Clement, 2020). Because of the difficulties universities have had with LMS and the substantial qualities of WhatsApp, it has now been expanded to teaching and learning in tertiary institutions in order to promote effective and unconstrained teaching and learning. WhatsApp served as a platform for continual teaching and learning during the COVID-19 pandemic. This is because the platform allows educators to create and distribute educational writing content, voice recordings, videos, and podcasts, with the added benefit that students can read, watch, and listen to the contents as many times as they want or need. (2019, Alasmari).
In view of the above the study is focused on examining WhatsApp as a social media tool for teaching and learning in tertiary institutions in Nigeria.
1.3 Objective Of The Study
The purpose of the study is to examine perception of undergraduate students in Nigerian universities about whatsapp social media as a teaching and learning tool.
Specifically, the study will attain the following objectives:
1. To examine the perception of undergraduate student on if Whatsapp promotes effective online teaching and learning process
2. To evaluate the perception of undergraduate students on if Whatsapp allows learners and instructors to interact effectively.
3. To Identify the perception of undergraduate students on the benefits of Whatsapp as teaching and learning tool.
4. To ascertain the perception of undergraduate students on the challenges in the use of Whatsapp as a teaching and learning tool .
1.4 Research Question
1) Does Whatsapp promote effective online teaching and learning process?
2) Does Whatsapp allow learners and instructors to interact effectively?
3) What are the benefits of Whatsapp as a teaching and learning tool?
4) What are the challenges in the use of Whatsapp as a teaching and learning tool?
1.5 Significance Of The Study
Although the use of WhatsApp has been so prevalent in the recent times, most lecturers and key stakeholders in tertiary institutions in Nigeria are yet to understand and accept WhatsApp as a reliable and effective tool for learning processes, this study will serve as a medium to communicate, educate and get both lectures and students apprised on the usefulness of WhatsApp not just as tool for interpersonal communication but also as a facilitator of effective teaching and learning practices. More so, this study will also unveil the various challenges faced by students and instructors, as well as the ways to manage those challenges.
Additionally, subsequent researchers will use it as a literature review. This means that other students who may decide to conduct studies in this area will have the opportunity to use this study as available literature that can be subjected to critical review. Invariably, the result of the study contributes immensely to the body of academic knowledge with regards to WhatsApp as a social media tool for teaching and learning in tertiary institutions in Nigeria.
1.6 Scope Of The Study
The study will examine WhatsApp as a social media tool for teaching and learning in tertiary institutions in Nigeria. The study will further determine if Whatsapp promotes effective online teaching and determine if Whatsapp allows learners and instructors to interact effectively, as well as identify the benefits of Whatsapp as a teaching and learning tool. The study will also delve into the ascertaining the challenges in the use of Whatsapp in teaching and learning tool. Hence the study will be delimited to University of Lagos.
1.7 Limitation Of The Study
In the course of carrying out this study, the researcher will experience some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents.
In addition, there will be an element of researcher bias. Here, the researcher will possess some biases that may reflect in the way the data was collected, the type of people to interview or sample, and how the data that will be gathered was interpreted thereafter. The potential for all this to influence the findings and conclusions may not be downplayed.
More so, the findings of this study will be limited to the sample population in the study area; hence, they may not be suitable for use in comparison to other universities.
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