THE INFLUENCE OF INSTAGRAM AND YOUTUBE ON VOCATIONAL SKILL ACQUISITION AMONG CALAB UNIVERSITY STUDENT

TOPIC: THE INFLUENCE OF INSTAGRAM AND YOUTUBE ON VOCATIONAL SKILL ACQUISITION AMONG CALAB UNIVERSITY STUDENT

THIS TOPIC IS ALSO SUITABLE FOR: 
1. Mass Communication Department

2. Business Administration Department

3. Vocational and Technical Education Department

This research material contains:

1-Chapter One to Five

2-Recent References/citations

3-Tables/Charts in Chapter Four

4-Accurate Data Analysis

5-Table of Contents

6-Questionnare

ABSTRACT
The objective of this study is focused on the influence of Instagram and YouTube on vocational skill acquisition among Caleb University students. Specifically, the study examined the extent to which Caleb University students use Instagram for vocational skill acquisition, analyzed the role of YouTube in facilitating vocational skill acquisition among Caleb University students, identified the challenges students face in utilizing Instagram and YouTube for skill acquisition and explored strategies for optimizing Instagram and YouTube as tools for vocational training. The study adopted the survey research design and randomly enrolled participants in the study. Self- structured questionnaire was issued to three hundred and seventy-three (373) participant of which three hundred and fifty (350) copies were returned and validated for the study. The study made use of descriptive analysis and inferential statistics where data from field survey was analyzed using simple percentage presented in frequencies and tables. The instruments were subjected to face, content and empirical validations. Descriptive statistics which include frequency, percentage and tables were used to present the data. Hypothesis was tested using Chi-Square statistical package for social sciences (Spssv23). Finding of this study provides reveals the role of Instagram and YouTube in facilitating vocational skill acquisition among Caleb University students. The findings suggest that both platforms are widely used for acquiring practical skills, with students utilizing Instagram to follow vocational tutorials, connect with professionals for mentorship, and showcase their projects for feedback. Similarly, YouTube is recognized as a valuable resource for step-by-step tutorials, free educational content, and solving challenges faced during skill learning. However, students also face significant challenges such as high data costs, distractions from irrelevant content, and a lack of detailed and reliable content. The study among others recommends that, students should follow reputable accounts and channels that specialize in vocational training to maximize the benefits of Instagram and YouTube.

Keywords: Instagram, YouTube, Vocational Skill Acquisition, Social Media, Caleb University Students, Skill Development

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background to the Study
Globally tertiary education is an instrument for economic and human development; as a result, the present Nigerian higher education system understands the truth that acquiring the critical skills and concepts of new technologies as the center of education must be the essential plank through which the revolution envisaged in education can be accomplished. According to Obi (2020), the objective of Nigerian higher education institutions is to provide education with the goal of generating suitable people that would help the country's social, economic, and technical growth and development. However, Musa (2018) recognized that the attainment of these significant goals and objectives cannot be realized in today's technology-driven society without sufficient use of social media. According to Musa (2018), the emergence of social media has changed the way university students communicate, engage, and gain skills, knowledge, and understanding.

Undoubtedly, the advent of social media platforms has revolutionized how individuals access, share, and apply knowledge, particularly in the realm of vocational skill acquisition. Platforms such as Instagram and YouTube have become pivotal tools for disseminating information, tutorials, and training sessions aimed at equipping users with diverse skills. According to Boyd and Ellison (2018), social media platforms have transitioned from mere social interaction spaces to hubs of educational resources. This transformation has been especially beneficial to students who can now acquire practical skills without the limitations of geographical boundaries.

Instagram, with its visually appealing interface, serves as an effective platform for sharing creative processes, vocational projects, and step-by-step guides. Businesses and individuals alike use the platform to showcase expertise in fields such as fashion design, catering, and digital marketing, thus creating a repository of knowledge for learners. Similarly, YouTube has solidified its place as a global repository of video-based educational content. As stated by Burgess and Green (2018), YouTube’s vast library of tutorial videos caters to diverse audiences, offering resources that range from beginner-level skills to advanced vocational training.

Students, particularly in developing countries, have tapped into these platforms to bridge the gap between formal education and practical skill acquisition. In Nigeria, where unemployment among youth remains a pressing issue, vocational training is often promoted as a sustainable solution to economic challenges. According to Akinyemi (2021), social media platforms provide cost-effective and easily accessible alternatives to conventional training programs, which are often expensive and inaccessible to many students. The adoption of social media platforms for vocational training is further driven by their interactive features. Instagram’s reels, live sessions, and IGTV enable real-time learning and direct interaction with mentors. On the other hand, YouTube’s comment sections and live streams foster community engagement and feedback, creating a conducive environment for collaborative learning (Hobbs, 2020). This interactive element distinguishes social media-based learning from traditional approaches, making it more appealing to younger audiences.

In the context of university students, platforms like Instagram and YouTube provide avenues for developing skills that are both entrepreneurial and market-relevant. For instance, Caleb University students can access tutorials on graphic design, photography, baking, and other vocational skills that align with their career aspirations. As highlighted by Eze and Ibe (2022), the integration of vocational skills with academic learning enhances students’ employability and entrepreneurial potential. Nonetheless, with proper guidance and strategic utilization, Instagram and YouTube can serve as transformative tools for equipping students with the skills necessary to thrive in an increasingly competitive job market.

1.2 Statement of the Problem

Vocational skill acquisition is critical in addressing youth unemployment and enhancing self-reliance, particularly in developing countries like Nigeria. However, traditional vocational training methods are often inaccessible due to high costs, limited infrastructure, and geographical constraints. Social media platforms, specifically Instagram and YouTube, present an alternative means of accessing skill acquisition resources, yet their potential remains underexplored in academic contexts. According to Omole (2019), exposure to these vocational and/or entrepreneurial abilities through pictorial or video media formats prevents such practical vocational subject-matters from becoming mystical to the trainees. Duru & James (2020) averred that many skills learning resources in many vocations have recently been fused into pictorial or video format, with the goal of teaching skills required for enhancing people's competence in diverse professions. Some of these abilities are video filming and editing capabilities, musical instrument expertise, electronic engineering, dexterity, architectural design abilities, and culinary, fashion, and design skills. These skill videos and picture formats allow people to be instructed in a more informal manner, as opposed to conventional classroom settings.       

Adebayo and Olaniyi (2020) have examined the role of social media in enhancing general education. Research by Obasi and Umeh (2021) argued that most students primarily use Instagram and YouTube for entertainment, with minimal utilization for educational purposes. This is because Instagram’s algorithm-driven content can divert users from educational materials to unrelated posts, reducing its effectiveness as a learning tool. Onwuka and Eze (2022) found that while students acknowledge the abundance of resources on YouTube, they often lack the discipline to consistently follow structured tutorials.

While existing studies have examined the effectiveness of social media as a tool for skill acquisition, there is limited empirical evidence on the specific impact of Instagram and YouTube on vocational skill acquisition among students in Nigerian universities. This gap in literature necessitates a focused investigation into how these platforms influence the development of practical skills, particularly at Caleb University.

1.3 Objectives of the Study

The aim of this study is focused on the influence of Instagram and YouTube on vocational skill acquisition among Calab University students. Specifically, the study seeks to:

i.Examine the extent to which Caleb University students use Instagram for vocational skill acquisition.

ii.Analyze the role of YouTube in facilitating vocational skill acquisition among Caleb University students.

iii. Identify the challenges students face in utilizing Instagram and YouTube for skill acquisition.

iv.Explore strategies for optimizing Instagram and YouTube as tools for vocational training.

Other parts of chapter one include:
1.5 Research Hypotheses 

1.5.1 Rationale for Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Limitations of the Study

1.9 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 skill acquisition, process of skill acquisition, concept of social media, the extent of usage as learning platform among undergraduate student, impact of instagram and youtube on undergraduates' skill acquisition, etc. The chapter is sub-grouped into the following major headings:
Conceptual Review

Theoretical Review

Empirical Review

Theoretical Framework

Summary and Gap in Literature

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

Research Design: The study adopted a survey research design.

Population of the Study: The population of the study comprises students of Caleb University, Imota, Lagos State, who are active users of social media.

Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 374 participants.

Sampling Technique: The study employed a stratified sampling technique to group students according to their colleges and levels, while convenience sampling was used to select the individual respondents.

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

Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their opinions. Inferential statistics, such as Chi-square, were used to test the hypotheses. The data were analyzed using SPSS.
Full outline for chapter three;
3.1 Research Design

3.2 Population of the Study

3.3 Sample Size

3.4 Sampling Technique

3.5 Methods of Data Collection

3.6 Research Instrument

3.7 Validity of the Instrument

3.8 Reliability of the Instrument

3.9 Method of Data Analysis

3.10 Limitations of Methodology

3.11 Ethical Considerations

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
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 Instagram is positively utilized by Caleb University students for vocational skill acquisition, as evidenced by the mean scores of all five items, which ranged from 2.50 to 2.80, above the acceptance benchmark of 2.50. This implies that students use Instagram to access vocational tutorials, connect with professionals for mentorship, watch instructional Reels, participate in vocational workshops, and showcase their projects for feedback.

ii. The study found that YouTube plays a significant role in facilitating vocational skill acquisition among Caleb University students, as evidenced by the mean scores of all four items, which ranged from 2.59 to 2.84, above the acceptance benchmark of 2.50. This implies that students utilize YouTube to access step-by-step tutorials, subscribe to vocational training channels, obtain free learning resources, and find solutions to challenges encountered during skill acquisition.

iii. The study found that students face challenges in utilizing Instagram and YouTube for vocational skill acquisition, as evidenced by the mean scores of all five items, which ranged from 2.52 to 2.80, above the acceptance benchmark of 2.50. This implies that high data costs, inadequate instructional content, difficulty identifying reliable information, distractions from unrelated content, and technical jargon constitute major challenges to effective vocational skill acquisition.

iv. The study found that several strategies can enhance the utilization of Instagram and YouTube for vocational training, as evidenced by the mean scores of all five items, which ranged from 2.52 to 2.81, above the acceptance benchmark of 2.50. This implies that providing affordable data packages, establishing partnerships with educational organizations, creating credible tutorial playlists, sharing step-by-step vocational guides, and introducing interactive learning sessions can improve the effectiveness of both platforms for vocational skill acquisition.

v. The study found that Instagram and YouTube have a significant influence on vocational skill acquisition among Caleb University students, as evidenced by the Chi-square test result, which showed a chi-square value (χ²) of 12.079 and a p-value of 0.046 (p < 0.05), leading to the rejection of the null hypothesis. This implies that Instagram and YouTube significantly influence vocational skill acquisition among Caleb University students.

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

5.1 Summary

5.2 Conclusion

5.3 Contribution to Knowledge

5.4 Recommendation

5.5 Limitations of the Study

5.6 Suggestions for Further Studies

Reference
Appendix

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