EFFECTS OF WHATSAPP HANDLE CONNECTEDNESS AND FOLLOW-UP BY LECTURERS ON ACADEMIC PERFORMANCE OF UNIVERSITY STUDENTS
Abstract
Social media has come to the center of human interaction, communication and even learning in the 21st century. A critical appraisal of its pros and cons in educational domain by scholars makes it a topical issue that needs more investigation. This study experimented on the effect of the usage of WhatsApp handle and follow-up by lecturers on the academic performance of students. The study which was conducted in Anambra State adopted quasi-experiment of post-test only non-equivalent controlled group design. Purposive sampling technique was used to sample four out of the nine Departments in the Faculty of Education in Nnamdi Azikiwe University Awka. 247 and 221 students of experimental and control groups respectively participated in the study. The study lasted for a period of 3 months of teaching in the second semester based on the departmental course outline for developmental psychology (EDU 112). Mean and standard deviation was used to answer the research questions while the null hypotheses were analyzed using t-test. With a significant difference, the result showed that students taught EDU 112 with exposure to WhatsApp connectedness and follow-up from lecturers out-performed their counterparts taught EDU 112 without exposure and follow-up via WhatsApp handle. Furthermore, the result showed that female students responded better to the treatment than their male counterparts. Based on these, a guided use of social media was recommended in teaching and learning in schools, among others.
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