USES AND GRATIFICATION ROLES OF WHATSAPP AS A PLATFORM FOR PROMOTING SOCIO-ACADEMIC RELATIONS AMONG UNDERGRADUATE STUDENTS
Abstract
ABSTRACT
This study examined the uses and gratification roles of WhatsApp as a platform for promoting socio-academic relations among undergraduate students. The study was prompted by the increasing reliance on mobile instant messaging applications for both academic collaboration and social interaction among students, and the need to understand how WhatsApp satisfies these dual needs. The main objectives were to identify the purposes for which undergraduates use WhatsApp, examine the extent to which it facilitates academic collaboration and information sharing, assess its influence on social bonding among students, and identify challenges associated with its use for socio-academic purposes. The study adopted a survey research design, supported with in-depth interviews. The population comprised undergraduate students of the University of Ilorin and Kwara State University, Malete, from which a sample size of 399 respondents was determined using the Taro Yamane formula and selected through simple random sampling. Data were collected using structured questionnaires and interview guides, and analyzed using descriptive statistics such as frequency counts and percentages, while interview data were thematically analyzed. The findings revealed that WhatsApp was widely used among undergraduates for academic discussions, sharing lecture materials, receiving school-related information, and maintaining social relationships. The platform was found to significantly enhance academic collaboration and peer interaction, although challenges such as distraction, information overload, and misuse were identified. The study concluded that WhatsApp plays a vital role in promoting socio-academic relations among undergraduates and recommended that students and institutions adopt structured and moderated use of the platform to maximize its academic benefits.
Keywords: WhatsApp, Uses and Gratifications, Socio-Academic Relations, Undergraduate Students, Social Media.
Full-Text Access Notice
In accordance with the NERD Policy on promoting peer-reviewed publication, public access to the full text of a project, thesis or dissertation is restricted for three years, allowing the author and supervisors sufficient time to pursue peer-reviewed publication.
During this period, researchers with legitimate academic or research purposes may request authorisation directly from the author to enable NERD to release the indexed full texts of the work using the form below.