Implications of Social Media on Teaching and Learning: A Phenomenological Study on Student’s Experiences in Yobe State- Owned Tertiary Institutions

Abstract

This phenomenological study explored the implications of social media on teaching and learning in
Yobe state-owned tertiary institutions. Through interviews and observations with fifteen (15) purposely
selected final year students as informants, the study found that social media can have both positive and
negative implications on student learning outcomes. Positive implications included higher academic
performance, increased student collaboration, and heightened student interest and motivation. These
findings suggest that social media can be a valuable tool for enhancing the learning experience and
improving student outcomes. However, the study also identified negative implications of social media
on teaching and learning. These included the deterioration of reading culture, procrastination, and
distraction from academic activities. These results highlight the importance of promoting responsible
usage of social media in educational settings to mitigate these negative implications. At the end, the
study sheds light on the complex and multifaceted relationship between social media and teaching and
learning in tertiary education, and underscores the need for educators to critically assess the benefits
and drawbacks of incorporating social media into their instructional practices.