Relationship Between Social Media Use and Study Habits of Computer Science Students in Tertiary Institutions in Zamfara State, Nigeria

Abstract

This study examined the relationship between social media use and study habits among Computer Science students in tertiary institutions in Zamfara State, Nigeria. A cross-sectional descriptive correlational survey design was used. The population comprised 2,538 Computer Science students in six tertiary institutions. Three institutions were purposively selected because of time and security constraints; their combined enrolment was 1,293, and 307 students participated. Data were collected with a 10-item structured questionnaire consisting of five social media-use items and five study-habit items. Mean and standard deviation answered the descriptive research questions, while Pearson's product-moment correlation answered the relationship question and tested the null hypothesis at the .05 significance level. Students reported frequent social media use (M = 3.04, SD = 0.82). All five activities were rated as frequent, although academic use had the lowest item mean (M = 2.99, SD = 0.79). Study habits were generally weak (M = 2.00, SD = 0.81), with all item means below the 2.50 decision point. Social media use was moderately and negatively related to study habits, r(305) = -.465, p = .001. The null hypothesis was therefore rejected. The findings indicate an association, not a causal effect: students who reported greater social media use also tended to report less consistent study routines. The study recommends practical support for digital self-regulation, structured study schedules, and purposeful academic use of social media.