The Applicability of Social Media Platforms for Academic Purposes: A Case of Selected Higher Learning Institutions in Tanzania

Abstract

Background: The increasing use of social media in academic settings has raised questions about its potential to support student learning. Recent studies examined the impact and usage of social media platforms in other parts of the world, but Sub-Sahara Africa remains unattended. This study examines the applicability of social media platforms for academic purposes in colleges and tertiary institutes in Tanzania. Aim: To investigate the use of social media platforms for academic purposes. The study aims to identify frequent social media platforms used for academic purposes, identify male-female statistical usage distribution, and identify the applicability of social media platforms for academic purposes. Study Design: The study employed a cross-sectional approach known for efficiency, wide application, and a snapshot of the population, as well as a quantitative approach to provide more reliable and generalizable results. Place and Duration of Study: The study was conducted across six (6) regions in Tanzania: Dar es Salaam, Dodoma, Mbeya, Kilimanjaro, Mwanza, and Singida between July and December 2023. Methodology: The study involved 318 college students, including undergraduate, diploma, and technician certificate students. It used purposeful sampling among college students and both offline and online questionnaires, with a response rate of 90%. Data were analyzed using SPSS 25, and Cronbach’s Alpha coefficient was used to determine the reliability and internal consistency of the items. The significance of the parameter difference in this study was analyzed using Analysis of Variance. A multiple linear regression model was used to assess the applicability of social media platforms for academic purposes in higher learning institutions. Results: The study found that WhatsApp, YouTube, Facebook, X (formerly Twitter), and Instagram are the most commonly used social media platforms for academic purposes. A multiple linear regression model revealed that social media usage explains 57.9% of the variance in students' academic matters, with a statistically positive significance (p < 0.005). Conclusion: The study suggests that social media platforms can effectively support student learning, particularly in sharing assignments, handouts, and homework. It implores that social media platforms can be blended with conventional learning approaches to enhance student participation during their learning trajectory.