The usage of social media platforms on students' literacy in higher learning institutions in Tanzania: A case of a selected higher learning institution in Arusha region

Jane Joseph Tesha

doi:10.51867/AQSSR.2.4.6

Authors

Jane Joseph Tesha Institute of Accountancy, Tanzania Author https://orcid.org/0009-0007-4829-9944

DOI:

https://doi.org/10.51867/AQSSR.2.4.6

Keywords:

Arusha Region, Information Literacy, Platform, Social Media

Abstract

The integration of social media platforms has been a subject of global discourse. The students' desire for social interaction and connection, along with their extensive use of social media, has come to define their everyday lives. The study examined the impact of social media platform use in Tanzania's Arusha Region on students' literacy skills in higher education institutions (HEIs). The study's primary goals were to evaluate the degree of social media platform utilization among HEIs and look into how social media use helps HLIs improve their literacy. The investigation was guided by the positivist philosophy and the diffusion of innovation theory. A mixed techniques approach and a cross-sectional descriptive study methodology were used. Thematic analysis and descriptive statistics were employed. Using stratified, basic, and purposive sampling approaches, 98 respondents in all were recruited from a population of 427 instructors and 4573 undergraduate students from four HLIs. The Cronbach's alpha value of r = 0.875 was achieved after the reliability of the questionnaires given to students and instructors was examined using SPSS Version 23. Peer debriefing was used to assess the instrument's reliability for gathering qualitative data. According to the survey, the increasing tendency of incorporating social media into educational activities is shown in the usage of several platforms like Facebook, Instagram, Twitter, and WhatsApp. Nonetheless, it is important to stress the importance of using these platforms responsibly. In conclusion, the predominant usage of social media platforms is still social rather than educational, even if the majority of students utilize them extensively for social contact and certain instructional purposes. HLIs were advised to produce and distribute instructional films on Twitter, Facebook, Instagram, YouTube, and WhatsApp. Students' literacy skills will improve if they have access to this pertinent academic knowledge.

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