Impact of AI and social media usage on academic performance among undergraduates in the University of Calabar, Cross River State, Nigeria

The purpose of this study is to investigate the relationship between AI and social media usage and the academic performance of undergraduates at the University of Calabar, Nigeria. To achieve this purpose, three research questions and three hypotheses were raised to guide the study. The literature was reviewed empirically and theoretically according to the study's sub-variable. The population size is 5,200 undergraduates. The study adopted a correlational research design with a multistage sampling technique to select a representative sample of 370 undergraduate students. A validated four-point Likert-scale questionnaire, titled AI and Social media usage and academic performance questionnaire (AISMUAPQ), was used for data collection. The instrument was validated, and the reliability estimate ranged from 0.76 to 0.83, as determined using Cronbach's Alpha. The hypotheses were tested at the 0.05 level of significance and were analysed using Pearson Product-Moment Correlation Analysis. The data analysis revealed a significant relationship between AI-driven personalised learning, WhatsApp usage, YouTube usage, and academic performance among undergraduate students at the University of Calabar, Nigeria. Based on the study's findings, it was recommended that the University organise workshops and seminars to educate students about the academic benefits and risks of AI and social media use. Such programs should highlight how to use platforms like YouTube, WhatsApp, and Google Scholar for research, tutorials, and AI-driven personalised and collaborative learning tools. Academic counselling units should offer training in digital time management to help students create balanced schedules that limit time spent on non-academic social media use. Lecturers should be encouraged to integrate AI and social media tools into classroom activities by forming academic discussion groups, sharing e-learning content, and encouraging digital collaboration. University authorities may consider limiting internet access to academically productive platforms during study hours in university libraries and ICT centres. Students’ families and peer groups should be involved in promoting responsible digital behaviours, encouraging the prioritisation of academic goals over online distractions.