The Impact of Social Media on Digital Broadcasting Habits Among Students of the University of Ibadan: Trends, Influences, and Engagement Strategies
Chapter One
Objectives of the Study
- To examine the trends in digital broadcasting habits among University of Ibadan students.
- To assess the influence of social media on students’ digital broadcasting consumption.
- To evaluate engagement strategies adopted by students in digital broadcasting.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Framework
Concept of Social Media
Ordinarily, social media refers to digital platforms and applications that allow users to create, share, and interact with content and one another virtually. It includes networking sites, blogs, forums, video-sharing services, and messaging apps that facilitate communication and content dissemination (Baran, 2020). Social media has become an integral part of everyday life, enabling individuals to maintain relationships, share knowledge, and engage in entertainment and information-seeking behaviours (Bruce, Neumann, & Morris, 2023). The advent of these platforms has significantly redefined how people connect, communicate, and perceive community and identity (Boyd & Ellison, 2021).
Several scholars have offered definitions of social media that capture its evolving nature. Boyd and Ellison (2021) describe social media as web-based services that allow individuals to construct public or semi-public profiles within a bounded system, articulate a list of other users with whom they share a connection, and view and traverse their list of connections. Similarly, Baran and Davies (2022) define social media as interactive technologies that facilitate the creation and sharing of information, ideas, interests, and other forms of expression through virtual communities and networks.
Moreover, Adimora, Ngwuchukwu, and Onuoha (2022) emphasise that social media platforms are integral tools for communication, collaboration, and engagement, particularly among university students, where they influence both academic outcomes and psychological health. In a slightly different view, Akanbi, Bankole, Olalekan, and Abiola (2022) describe social media as dynamic and participatory channels that reshape traditional information-seeking behaviours, especially in educational contexts. Meanwhile, Agbasi and Bebenimibo (2023) focus on the relationship-building potential of social media, highlighting its role in creating and maintaining social ties among undergraduate students in Nigeria.
Other scholars, like Aja, Chukwu, and Odoh (2019), argue that the emergence of new media technologies, such as social media, poses challenges to traditional media relations, given their decentralized and user-driven nature. According to Ahmad (2021), platforms like YouTube have revolutionized content consumption, leading to behaviour changes among users, particularly the youth.
CHAPTER THREE
METHODOLOGY
Research Design
Advertisements
This study aimed to provide valuable insights into the influence of social media on digital broadcasting habits among students. As digital platforms continued to evolve, understanding how students consumed and engaged with digital broadcasts became essential for media practitioners, content creators, and educators. Social media had transformed traditional broadcasting by introducing new ways of accessing, sharing, and interacting with digital content. By examining these emerging trends, the research contributed to a deeper understanding of how students’ preferences and behaviours were shaped by social media dynamics.
Study Settings
The study was conducted at the University of Ibadan (UI), Nigeria, recognized as the country’s oldest university. The university was selected as the study setting due to its large and diverse student population. UI students were known to actively engage with social media, making the university a suitable location for studying digital media consumption patterns (Gray, 2018). Geographically, the university was located in Ibadan, Oyo State, in southwestern Nigeria. It comprised several faculties and departments, ensuring a heterogeneous sample of students from different academic backgrounds (Robson, 2020). The focus was on students who actively consumed digital broadcasts through social media platforms.
Population of the Study
The population for this study included all students enrolled at the University of Ibadan during the 2023/2024 academic session, totaling 46,031 students (UI, 2024). The student body consisted of individuals from various faculties, disciplines, and levels of study. The justification for choosing UI students as the study population was based on their engagement with digital media for academic, social, and entertainment purposes (Bernard & Ryan, 2019). A population of this size provided a sufficient sample for investigating social media usage and digital broadcasts.
CHAPTER FOUR
DATA PRESENTATION ANALYSIS AND DISCUSSION
Data Presentation
Demographic Distribution of Respondents
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
This study set out to examine the influence of social media on students’ digital broadcasting habits, choice of platforms, and engagement strategies. Based on the data collected and analyzed, several key findings emerged that shed light on the dynamic relationship between social media usage and digital broadcasting among students.
First, the demographic profile of respondents indicated a balanced representation across gender, with a slightly higher proportion of females than males. The majority of the participants were within the age bracket of 18–24 years, highlighting that younger individuals are more active in the digital broadcasting space. Most respondents were undergraduate students, showing that undergraduates are particularly engaged with social media and digital content consumption. In terms of faculties, participants were spread across various disciplines, with the highest representations from the Faculties of Social Sciences, Science, and Arts. Notably, a significant number of respondents reported using social media very frequently, often spending between three to five hours daily on various platforms. Smartphones emerged as the primary device for accessing digital broadcasts, followed by laptops and tablets. YouTube, Facebook, and Instagram were identified as the most commonly used platforms for digital broadcasting, with entertainment being the most cited primary purpose for engaging with digital broadcasts.
The study further explored how social media influences students’ digital content consumption patterns. The findings showed that social media has significantly changed the way students consume news and information. A large proportion of respondents strongly agreed that they rely on social media for entertainment content and that their choice of digital broadcasts is influenced by these platforms. Many students also reported that social media plays an important role in how they access academic content. In addition, a majority of students indicated that they actively follow influencers and content creators for both entertainment and educational purposes, underscoring the role of social media personalities in shaping digital broadcasting habits.
When focusing specifically on the influence of social media algorithms and peer recommendations, the findings demonstrated that social media algorithms greatly influence the type of digital broadcasts students watch. Recommendations from friends and influencers were also powerful drivers of students’ choices, indicating the strong impact of social networks and perceived trust in peer suggestions. Students were more likely to engage with digital broadcasts shared on their social media feeds, and many discovered new and trending content through social media platforms. However, it was also found that engagement with digital broadcasts through social media could have implications for academic performance, as some respondents admitted that their social media activities affected their studies.
Regarding students’ engagement strategies in digital broadcasting, the study revealed that students are highly interactive with digital broadcasts. Many respondents reported that they actively comment, like, or share digital broadcasts on social media. There was a clear preference for interactive broadcasts that allowed audience participation, such as Q&A sessions and polls. Visually appealing content played a crucial role in attracting students’ engagement, as did the presence of their favourite influencers or celebrities. Furthermore, topics of personal interest significantly increased the likelihood of students engaging with digital broadcast content. These findings underscore that effective engagement in digital broadcasting among students is driven by interactivity, visual appeal, relevance, and the involvement of popular figures.
Finally, hypothesis testing using one-sample t-tests provided further insight into the relationships among the key variables. The first hypothesis, which stated that there is no significant relationship between social media usage and digital broadcasting habits, was rejected. The analysis showed a strong and significant relationship between the two, implying that higher social media usage is associated with specific digital broadcasting behaviours. The second hypothesis, suggesting that social media does not influence students’ choice of digital broadcasting platforms, was also rejected. The findings indicated that students’ choices are influenced by trends, recommendations, and content shared on social media. The third hypothesis, which posited that student engagement in digital broadcasting is not significantly affected by social media trends, was similarly rejected. The evidence demonstrated that social media trends play a major role in shaping students’ engagement levels, including their interactions with digital content.
Overall, the findings suggest that social media is not just a tool for communication among students but a major force that shapes how they consume, choose, and engage with digital broadcasting content. Algorithms, peer recommendations, and influencer marketing were found to be powerful drivers of students’ behaviour in the digital space. Moreover, the preference for interactive and visually engaging content points to evolving expectations among student audiences.
Conclusion
Based on the results of the hypotheses tested, this study concludes that social media has a significant influence on students’ digital broadcasting habits, platform choices, and engagement patterns. The one-sample t-test results showed that for each hypothesis, the null hypothesis was rejected, indicating strong statistical evidence that social media usage impacts the way students consume, select, and engage with digital broadcasts. Specifically, frequent interaction with social media platforms was found to shape not only the type of content students watch but also the platforms they prefer and the way they interact with digital content.
The findings reveal that social media algorithms, influencer recommendations, and trending topics significantly determine students’ exposure to digital broadcasts. Students are more likely to engage with broadcasts that are visually appealing, involve interactivity, and are endorsed by their social networks or favourite content creators. Consequently, social media acts as a major gateway for both entertainment and academic digital broadcasts, often influencing academic behaviours and outcomes. In essence, social media is not just a complementary tool for digital broadcasting among students; it has become a dominant factor in shaping their media consumption culture, engagement strategies, and even their academic experiences in the digital age.
Recommendations
The following recommendations were proposed:
- Leverage Social Media for Educational Broadcasting: Since social media significantly influences students’ consumption habits, educational institutions and content creators should develop more academic broadcasts and learning resources that are optimized for social media platforms. This approach would enhance students’ academic engagement while aligning with their existing media habits.
- Encourage Critical Consumption of Digital Content: Students should be encouraged to critically evaluate the content they encounter on social media. Workshops, seminars, or short courses on digital literacy can be organized to help students distinguish between educational, entertainment, and misleading content, thereby promoting responsible media consumption.
- Develop Interactive and Visually Appealing Educational Content: Given students’ preference for interactive and visually stimulating broadcasts, educational stakeholders should design content that includes elements like polls, Q&A sessions, and vibrant graphics to foster better student participation and retention.
- Monitor and Guide Social Media Trends for Positive Engagement: Universities and educators should actively monitor prevailing social media trends and guide students toward engaging with positive and academically enriching broadcasts. This strategy will help channel the influence of social media towards more productive and career-oriented directions.
- Integrate Influencer Collaboration into Educational Campaigns: Recognizing the influence of digital influencers on students’ content choices, educational campaigns can partner with trusted influencers to promote educational broadcasts and initiatives. This will help to bridge the gap between students’ social media interests and their academic goals.
Limitations of the Study
This study, while providing valuable insights into the influence of social media on students’ digital broadcasting habits, was not without limitations. Firstly, the research was limited to a single geographic region, which may affect the generalizability of the findings to broader student populations. Secondly, the study relied on self-reported data collected through questionnaires, which may be subject to biases such as social desirability or inaccurate self-assessment. Thirdly, the cross-sectional design of the study captured responses at one point in time, making it difficult to assess changes in behaviour over time. Additionally, while the study considered major social media platforms, it did not account for emerging platforms that may be gaining popularity among students. Despite these limitations, the study provides a strong foundation for understanding the dynamic relationship between social media usage and digital broadcasting engagement among students.
References
- Adimora, D., Ngwuchukwu, M., & Onuoha, J. (2022). Prevalence of social media networking on academic achievement and psychological health of undergraduate students in federal universities in Nigeria. Global Journal of Psychology Research New Trends and Issues, 6(3), 135-147. https://doi.org/10.18844/gjpr.v6i3.1451
- Adimora, D., Ngwuchukwu, M., & Onuoha, J. (2022). Prevalence of social media networking on academic achievement and psychological health of undergraduate students in federal universities in Nigeria. Global Journal of Psychology Research New Trends and Issues, 6(3), 135-147. https://doi.org/10.18844/gjpr.v6i3.1451
- Agbasi, I., & Bebenimibo, P. (2023). The impact of social media on relationship building among undergraduate students in Nigeria. Journal of Global Social Sciences, 4(13), 119-145. https://doi.org/10.58934/jgss.v4i13.135
- Agbasi, I., & Bebenimibo, P. (2023). The impact of social media on relationship building among undergraduate students in Nigeria. Journal of Global Social Sciences, 4(13), 119-145. https://doi.org/10.58934/jgss.v4i13.135
- Ahmad, S. (2021). YouTube usage and behaviour change among Nigerian university students. Journal of Education and Sociology, 4(2), 32-42.
- Aja, U. S., Chukwu, J. N., & Odoh, V. O. (2019). The emergence of new media technologies and challenges of media relations in Nigeria. Ebonyi State University Journal of Mass Communication, 6(1), 62-71. https://www.researchgate.net/publication/336274102
- Aja, U. S., Chukwu, J. N., & Odoh, V. O. (2019). The emergence of new media technologies and challenges of media relations in Nigeria. Ebonyi State University Journal of Mass Communication, 6(1), 62-71. https://www.researchgate.net/publication/336274102
