THE IMPACT OF SOCIAL MEDIA USAGE ON COMMUNICATION COMPETENCE AMONG STUDENTS IN TERTIARY INSTITUTIONS IN BAYELSA STATE USING FEDERAL UNIVERSITY OTUOKE AS A CASE STUDY

TOPIC: THE IMPACT OF SOCIAL MEDIA USAGE ON COMMUNICATION COMPETENCE AMONG STUDENTS IN TERTIARY INSTITUTIONS IN BAYELSA STATE USING FEDERAL UNIVERSITY OTUOKE AS A CASE STUDY

TOPIC IS SUITABLE FOR: 
1.Department of Mass Communication

2.Department of English and Literary Studies

3. Department of Linguistics

This research material contains:

1-Chapter One to Five

2-Recent References/citations

3-Tables/Charts/Graphs in Chapter Four

4-Accurate Data Analysis

5-Table of Contents

6-Questionnare

ABSTRACT
This study was carried out to examine the impact of social media usage on communication competence among students in tertiary institutions in Bayelsa State using Federal University Otuoke as a case study. The study was specifically carried out to determine the extent of social media usage among students in tertiary institutions in Bayelsa State, assess the level of communication competence among students in tertiary institutions in Bayelsa State, determine whether social media usage improves students’ verbal, written and interpersonal communication skills, and identify strategies for improving communication competence among students in tertiary institutions in Bayelsa State. The study employed the descriptive survey research design. The population of the study comprised 2,090 undergraduate students in the Faculty of Education, Federal University Otuoke, Bayelsa State. A validated sample size of 321 respondents was selected using multistage sampling technique and simple random sampling method. Hence, the questionnaire was used for data collection, while the data collected were analyzed using frequency tables, mean scores, and standard deviation. The hypotheses test was conducted using Analysis of Variance statistical tool, SPSS v.23. From the responses obtained and analyzed, the findings revealed that students moderately use social media for communication purposes with grand mean scores ranging from 2.69 to 3.19. The study also showed that students possess a moderate level of communication competence with mean scores ranging from 2.91 to 3.15. Likewise, the study further revealed that social media usage moderately improves students’ verbal, written and interpersonal communication skills with mean scores ranging from 2.94 to 3.16. The result also indicated that strategies such as seminars, classroom discussions, reading habits, lecturer guidance and interpersonal interactions improve communication competence with mean scores ranging from 2.96 to 3.18. The test of hypothesis one revealed that social media usage has a significant relationship with communication competence at F = 4.28, P = 0.006. The test of hypothesis two revealed no significant difference in the mean responses of male and female students on strategies for improving communication competence at F = 3.87, P = 0.050. The study therefore recommends that students should utilize social media more productively for academic and communication development, while institutions should provide communication skill development programmes to enhance students’ competence.

Keywords: Social Media Usage, Communication Competence, Students, Tertiary Institutions

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background to the Study
The 21st century has witnessed a profound shift in human communication, driven largely by rapid technological advancements and the expansion of digital media. Among these innovations, social media has become one of the most powerful tools shaping how people interact globally, Kaplan & Haenlein, (2017). Platforms such as Facebook, WhatsApp, Instagram, X (formerly Twitter), TikTok, Snapchat, and Telegram are  essential parts of daily life, particularly among young people and university students.

Social media refers to Internet-based applications that enable users to create, share, and exchange information, ideas, images, and videos within virtual communities boyd & Ellison, (2016). These platforms allow real-time interaction across geographical boundaries, fundamentally redefining traditional communication. For students in tertiary institutions, social media serves multiple purposes like entertainment, academic collaboration (e.g., WhatsApp groups like "FUO History Education" or "History Class of 2021"), political engagement, business networking, and peer interaction.

However, as social media use grows, so do concerns about its influence on essential communication skills. Communication competence, the ability to communicate effectively and appropriately in different contexts Spitzberg & Cupach, (2016)  is critical for academic success. It includes verbal skills which is clear and confident speaking, written skills that has to do with correct grammar, structure, coherence, listening, nonverbal communication, and interpersonal effectiveness.

In academic settings, communication competence directly affects classroom participation, group discussions, seminar presentations, project defenses, and overall performance Rubin, (2019). Thus, any factor that may influence this competence, such as social media usage deserves careful investigation.

While social media offers opportunities to practice and enhance communication, scholars have also highlighted potential negative effects. For instance, frequent use of abbreviations, slang, emojis, and informal expressions may weaken students' mastery of formal writing Crystal, (2011). Similarly, overreliance on online interaction can reduce face-to-face engagement, limiting the development of interpersonal skills, Turkle  (2016)

In Bayelsa State, tertiary institution students are perceived to have been highly exposed to digital technologies and social media platforms. Yet, despite this growing reliance, there is limited empirical research examining how social media usage affects communication competence within this specific context. Most existing studies have focused on urban centres outside the Niger Delta region, leaving a gap in understanding the unique dynamics in Bayelsa.

‎1.2 Statement of the Problem

Preliminary observations suggest that many students in Bayelsa State tertiary institutions struggle with formal written expression, coherent argumentation, and face-to-face communication  even as they spend several hours daily on social media. This paradox raises an important question if the  heavy social media use is undermining communication competence? While some scholars argue that social media enhances digital literacy and informal collaboration Greenhow & Lewin (2016), others warn that excessive exposure to non-standard language forms may remove traditional communication skills,Baron (2018). The specific situation in Bayelsa State remains underexplored. Therefore, this study seeks to empirically investigate the impact of social media usage on communication competence among students in tertiary institutions in Bayelsa State using Federal University Otuoke as a case study.

1.3 Objectives of the Study

General Objective to examine the impact of social media usage on the communication competence of students in tertiary institutions in Bayelsa State.

Specific Objectives

i.To determine the extent of social media usage among students in tertiary institutions in Bayelsa State.

ii.To assess the level of communication competence among students in tertiary institutions in Bayelsa State.

iii.To determine whether social media usage improves students' verbal, written, and interpersonal communication skills.

iv.To identify strategies for improving communication competence among students in tertiary institutions in Bayelsa State

Other parts of chapter one include:
1.4 Purpose of Study

1.5 Research Questions

‎1.6 Research Hypotheses

1.7 Significance of the Study

‎1.8 Scope of the Study

‎1.9 Operational Definition of Terms

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter therefore focuses on the concept of social media, social media use and academic performance, concept of communication competence, social media usage among students in tertiary institutions, etc. The chapter is sub-grouped into the following major headings:
Theoretical Framework

Conceptual Framework

Empirical Review

Summary of literature reviewed

CHAPTER THREE
METHODOLOGY (Preview)
Presented below is a snapshot of key areas of the study methodology; the full and detailed chapter three methodology is contained in the instant download document.

Research Design: The study adopted a descriptive survey research design.

Population of the Study: The population of the study comprises undergraduate students in the Faculty of Education of Federal University Otuoke, Bayelsa State, distributed across the Departments of Business Education, Science Education, and Foundations, Arts and Social Science Education.

Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 336 respondents.

Sampling Technique: The study employed a multistage sampling technique and simple random sampling method to select the respondents.

Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.

Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, and mean scores to summarize and present the demographic characteristics of the respondents and their responses to the research questions.
Full outline for chapter three;
3.1 Research Design

3.2 Population of the Study

3.3 Sample Size and Sampling Technique

3.4 Instrument for Data Collection

3.5 Validity of the Instrument

3.6 Reliability of the Instrument

3.7 Method of Data Collection

3.8 Method of Data Analysis

CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION 
MAJOR FINDINGS (Preview)
The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following major findings were made:

i. The study found that social media usage among students in tertiary institutions in Bayelsa State is moderate, as evidenced by the range of mean scores of 2.69 to 3.19 and a grand mean of 2.98, which is approximately at the acceptance benchmark of 3.00. This implies that students use social media regularly for communication and interaction, although its use for academic discussions and learning activities is comparatively lower.

ii. The study found that the level of communication competence among students in tertiary institutions in Bayelsa State is moderate, as evidenced by the range of mean scores of 2.91 to 3.15 and a grand mean of 3.04, which is above the acceptance benchmark of 3.00. This implies that students generally demonstrate communication competence in expressing ideas, writing, listening, and interacting with others, although confidence in public speaking and group discussions requires improvement.

iii. The study found that social media usage moderately improves students’ verbal, written, and interpersonal communication skills, as evidenced by the range of mean scores of 2.94 to 3.16 and a grand mean of 3.01, which is approximately at the acceptance benchmark of 3.00. This implies that social media supports convenient communication, written expression, and interaction with diverse groups, although its overall contribution to communication competence and confidence in verbal communication is not consistently established.

iv. The study found that seminars and workshops, classroom discussions, regular reading, debates, lecturer guidance, and consistent interpersonal interactions are important strategies for improving communication competence among students in tertiary institutions in Bayelsa State, as evidenced by the range of mean scores of 2.96 to 3.18 and a grand mean of 3.06, which is above the acceptance benchmark of 3.00. This implies that students recognise the importance of practical and academic activities in developing communication skills, although the positive use of social media and the limitation of excessive social media usage received comparatively lower ratings.

v. The study found a significant relationship between social media usage and communication competence among students in tertiary institutions in Bayelsa State. This was confirmed by the ANOVA result, which revealed an F-value of 4.28 and a p-value of 0.006 (p < 0.05), leading to the rejection of the null hypothesis. This implies that social media usage is significantly associated with students’ communication competence.

vi. The study found no statistically significant difference in the responses of male and female students regarding strategies for improving communication competence, based on the reported ANOVA result of F = 3.87 and p = 0.050. Since the p-value is equal to the stated 0.05 significance level, the null hypothesis was accepted according to the study’s stated decision rule. This implies that male and female students generally have similar views regarding strategies for improving communication competence.

CHAPTER FIVE: SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter covers the following outline:

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Limitations of the Study

5.5 Recommendations

5.6 Suggestions for Further Studies

Reference
Appendix

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