International Journal of Academic Research in Economics and Management Sciences

May 2013, Vol. 2, No. 3

ISSN: 2226-3624

Extent of Social Networking Sites Usage of Students in

Private Universities in Dar Es Salaam, Tanzania
Dr Nelson JAGERO
PhD, Senior Lecturer, School of Post Graduate Studies, Kampala International University, Dar es
Salaam Constituent Collage, Director of Open and distance E-Learning, African University,
Zimbabwe
Email: jageronelson@yahoo.com

Michael Kariuki MURIITHI

Lecturer, Faculty of Science and Technology, Kampala International University, Dar es Salaam
constituent College, Tanzania
Email: muriithimk@yahoo.com

Abstract

The Study was about extent of SNSs usage in private universities students in Dar es Salaam,
Tanzania. Research design used in this study was cross-sectional Descriptive research design
whereby the target population was 7337 students and a sample of 356 was selected through
Simple random sampling. Quantitative data collected was analyzed using descriptive statistics
such as frequency, mean, tables, standard deviation and percentages. Study indicated many
students spends 30 minutes to 1hour in a day whereby they get connected Several times per
day, they disagreed that they spend excess time using SNSs than studying and mostly connects
to SNSs from 17-21hrs and after 21 hrs whereby majority of the students have more than 300
friends in their account. It seems despite using SNSs, students users can still manage to be
efficient enough in maintenance of class achievement by meeting studies targets and covering
syllabus with little time devoted to studies.

Keywords: Students, Social Networking Sites, Private Universities, Dar es Salaam Tanzania.

1.0 Introduction;
Class performance is a major determinant of the academic achievement. The amount of
time students devote to electronic activities like in Facebook, Badoo, Twitter, MySpace,
YouTube and video games, can significantly impact students academic achievement. Social
Networking is one of the topics being talked about by the University students in East Africa
Countries. Social networking became popular between 2004 and 2006, after Facebook and
MySpace were created. Research shows that 63% of heavy users received high grades,
compared to 65% of light users (University of New Hampshire, 2009).
Ahmed and Qazi (2011) in Pakistan found that the time student spent on SNSs, majority
of (75.3%) users were those who spend only 1-3 hours a day using SNSs, few were spending 4-6
hours (19.5%) and small number of users (5.2%) were found to spend too much time on using

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ISSN: 2226-3624

these sites that is, 9 hours or above. This reflected that majority of student users consumed a
reasonable time on using these sites.
Oluwatoyin (2011) states that University students in Nigeria who use SNSs spend less
time studying and these has resulted in lower Grade Point. Ahmed and Qazi (2011) state that
when students were asked about their perceived satisfaction for maintenance of their class
performance, according to the findings of present research 76.5% respondents agreed that they
could maintain their class achievement and only 10.3% declared that they were unable to
perform satisfactorily in the class. Suhail and Bargees (2006) opines that it has been found that
excessive usage on SNSs causes many psychological, physical, interpersonal and educational
problems to users.

2.0 Review of related literature

College students in the USA, 68% of the students surveyed used SNSs at least one hour a
day (Lin, Peng, Kim, Kimand and Larose, 2010). University students spend a significant amount
of their time on these websites in order to communicate and socialize. At University of the
Punjab, Lahore, Pakistan, it showed that despite of spending time on internet or on using SNSs,
students are efficient enough for their studies that majority (62.3%) were not facing any
deficiency in meeting their studies requirements (Ahmed and Qazi 2011).
In Nigeria, Oluwatoyin (2011) stated that users of SNSs spend an average of two to six
hours studying while non user spend between eight and seventeen hours studying per
week. Schulten (2000) opines that Student spend an average of 40 to 50 minutes a day surfing
on facebook. Many students find that they actually spend 3 to 4 minutes during each visit to
check updates, making several visits a day and others spend 8 hours a day on the website
(Rouis, Limayen and Sangari, 2011).
Oluwatoyin (2011) states that University students in Nigeria who use SNSs spend less
time studying and these had resulted in lower Grade Point which contradicts with study
conducted to university students in Pakistan by Ahmed and Qazi (2011) who argue that
students manage their time efficiently and fulfill their study requirements effectively, hence use
of SNSs does not have an adverse impact on their academic performance.
In the study conducted at St. Cloud State University in Minnesota, both males and
females, time spent on SNS decreased as the age of the respondent increased and results
revealed that female college students spent more time on SNSs than male students (Tham,
2011).

3.0 Methodology
3.1 Research Design
The research design used in this study was cross-sectional Descriptive research design to
show extent of SNSs usage by students in private universities.

3.2 Population, Sample Size, Sampling Procedure

The research population of this study was private university students which focused on
undergraduate and post graduate students from private universities. The target population was
7337 students who are in private universities within Dar es Salaam, Tanzania.

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ISSN: 2226-3624

Table 1 Sample Size of the Study

Institution Population Sample % of the Sample from

population
Tumaini University Dar es Salaam 3177 158 4.96
College (TUDARCO)
Kampala International University Dar es 2566 127 4.96
Salaam College KIU Students
International Medical and Technological 988 49 4.96
University Students
Hubert Kairuki Memorial University 492 24 4.96
Students
Agha Khan University Students 114 6 4.96

Total 7337 364 4.96

Source: Field Data (2012)

According to number of target population as shown by Morgan et al., (1970) model, the
sample size of this study was 364 as shown in the Table no 1. This was due to availability and
distribution of respondents.
Simple random sampling was used to select the students. Proportionate Random
sampling was used to get the sample from population meaning that if population is more, also
sample should be more.

3.3 Data Analysis

After the data was collected, researcher ensured his expectation regarding data
characteristics and quality was met by evaluating data using analytical and logical reasoning to
examine each component of the data provided was done. The quantitative data collected
basing on objective was analyzed using descriptive statistics like frequency, mean, tables,
standard deviation and also percentages which was enabled by use of Statistical Package for
Social Science (SPSS 17.0) software which assisted in data analysis. Resultant information was
compiled into report which involved the examination, categorization, tabulation and
presentation of results.

4.0 Presentation, analysis and interpretation of data

The return rate of questionnaire was 356 represented by 97.80% which is greater than
95%.

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Table 2: Time when Students Connect to SNSs

Time of connection Frequency Percent (%)

8- 12 hrs 83 19.5
12-17 hrs 102 24.0
17-21 hrs 121 28.5
after-21hrs 119 28.0
Total 425 100.0

Source: Field data (2012)

The finding as analyzed on Table 2. above table shows respondents mostly connects to SNSs
from 17-21hrs and after 21 hrs. This is because most of them were out of classrooms at this
time and it might be their leisure time. 8-12 hrs most university students attend their lectures.
Some of respondents had more than one time of connection and this increased the total
frequency as displayed from the table above.

Table 3: Time which students spends on SNSs during in a day

Time Frequency Percent (%)

less than 30 minutes 41 11.5

30 minutes-1hour 105 29.5
1hour-1hour and 30minutes 91 25.6
1hr and 30min-2hours 38 10.7
2hours-3hours 26 7.3
More than 3 hours 55 15.4
Total 356 100.0

Source: Field data (2012)

The above Table 3 was used to analyze time which respondent spend in SNSs sites
within a day. The researcher found that most students uses 30 minutes to 1 hour in a day
(29.5%) which is almost coincide to finding by (Lin et al., 2010) who found that college students
in USA use SNSs at least one hour in a day, but hours spent by majority is less with finding by
Ahmed and Qazi (2011) who found 75.3% spend 1hour to 3 hours a day.
Many respondents (25.6%) use 1hour-1hour and 30minutes and this population can be
characterized as average users of SNSs. Only 7.3% of respondents said they use 2hours to
3hours in a day, they can be termed as sample of heavy users which might be due to availability
of internet connection for long time. This reflects that majority of student users spend
reasonable time on these SNSs. Therefore, findings shows that respondents spend significant

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ISSN: 2226-3624

amount of their time on SNSs for their academic achievement which coincide with Schulten
(2000) who opines that students users spend an average of 40 to 50 minutes a day surfing on
Facebook.

Table: 4 Number of Times Students Connects to SNSs Accounts.

Times of connections Frequency Percent (%)

Once/day 106 29.8

Several times/day 153 43.0
Once/few days 69 19.4
Once/week 19 5.3
once/month 9 2.5
Total 356 100.0

Source: Field data (2012)

Finding was analyzed as indicated on the Table 4. above and the researcher found that
majority of respondents (43.0%) connect to SNSs several times in a day and this is in agreement
to opinion made by Rouis et al.,(2007) who stated users makes several visits a day, therefore
they can be considered as active users, this can be due to intention of finding latest updates
and availability of internet connection in their premises, while only 2.5% of the respondents
who connect once a month and they are seen not to be so actively involved in SNSs activities in
their academic achievements.

Table 5: Number of Friends on SNSs Accounts

Number of friends Frequency Percent (%)

less than 50 51 14.3

50-100 55 15.4
100-150 29 8.1
150-200 54 15.2
200-250 34 9.6
250-300 31 8.7
more than 300 102 28.7
Total 356 100.0

Source: Field data (2012)

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The researcher found that majority of the students have more than 300 friends in their account
that can be termed as active users and the least had 100 to 150 friends who might be new users
or least active users as displayed by the Table 5 above.

Table 6: Extent of SNS Usage on Students

I am efficient enough in meeting my Frequency Percent (%)

studies despite spending time on SNSs
Strongly Agree 74 20.8
Agree 147 41.3
Neutral 77 21.6
Disagree 39 11.0
Strongly Disagree 19 5.3
Total 356 100.0
I spend much time on SNSs for non Frequency Percent (%)
academic purpose
Strongly Agree 36 10.1
Agree 91 25.6
Neutral 62 17.4
Disagree 113 31.7
Strongly Disagree 54 15.2
Total 356 100.0
I trust information I find on SNSs Frequency Percent (%)
Strongly Agree 41 11.5
Agree 93 26.1
Neutral 140 39.3
Disagree 57 16.0
Strongly Disagree 25 7.0
Total 356 100.0
I am addicted to SNSs Frequency Percent (%)
Strongly Agree 47 13.2
Agree 68 19.1
Neutral 83 23.3
Disagree 95 26.7
Strongly Disagree 63 17.7
Total 356 100.0
I spend excess time using SNSs rather Frequency Percent (%)
than studying
Strongly Agree 22 6.2
Agree 53 14.9
Neutral 49 13.8
Disagree 153 43.0

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Strongly Disagree 79 22.2

Total 356 100.0

Source: Field data (2012)

As seen from the Table 6, 62.1% of respondents agreed and strongly agreed that they
are efficient enough in meeting their studies despite spending time on SNSs while 16.3%
disagreed and strongly disagreed and 21.6% of respondents were neutral with the query. This
finding is in agreement with finding by Ahmed and Qazi (2011) at university of Punjab, Lahore,
Pakistan that students were efficient enough for their studies that majority (62.3%) were not
facing any deficiency in meeting their studies requirements.
The researcher found that 46.9% of respondents disagreed and strongly disagreed
spending much time using SNSs for non academic purpose but 17.4% were neutral that they
spend much time on SNSs for non academic purpose. This contradict with Ahmed and Qazi
(2011) who opined students were more inclined towards non academic activities,
The results of analysis showed that only 44.4% of respondents disagreed and strongly
disagreed they feel addicted to SNSs while 23.3 % were neutral they fill addicted to SNSs. When
respondents were asked if they trust the information they find on SNSs, 39.3% were neutral
whereby 37.6% agreed and strongly agreed with the query. Majority 65.2% disagreed and
strongly disagreed that they spend excess time using SNSs rather than studying while only
21.1% disagreed and strongly disagreed with the question.

Table 7: Interpretation of Mean

Range Interpretation
4.45 - 5.00 strongly agree
3.45 - 4.44 Agree
2.45 - 3.44 Undecided
1.45 - 2.44 Disagree
0.5 - 1.44 Strongly Disagree

Source: Author (2012)

Table 8: Extent of SNSs usage displayed by use of mean

Parameters Mean Interpretation Std. Deviation

I am efficient enough in meeting my Agreed
studies despite spending time on SNSs 3.6124 1.09352

I spend much time on SNSs for non- Undecided

2.8371 1.24985
academic purpose
I trust information I find on SNSs 3.1910 Undecided 1.06283

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I spend excess time using SNSs than Disagree

studying 2.3989 1.16445

Am addicted to SNSs 2.8343 undecided 1.29269

Source: Field data (2012)

Results of analysis from the Table 8 above indicated that most of respondents agreed
with the query that are efficient enough in meeting their studies despite spending time on SNSs
as it is shown with a mean of 3.61 and standard deviation of 1.09. This finding concurs with
finding by Ahmed and Qazi (2011) at university of Pakistan who also argued that students
manage their time efficiently and fulfill their study requirements despite using SNSs. The
findings revealed that respondents were also undecided by trusting information they found on
SNSs. The lowest mean was 2.39 where respondents disagreed that they spend excess time
using SNSs than studying. The researcher found that respondents (2.83) were undecided when
asked if they spend much time on SNSs for non academic purpose. Respondents were
undecided by being addicted to SNS in their academic achievement.
It seems despite using SNSs, students users can still manage to be efficient enough in
maintenance of class achievement by meeting studies targets and covering syllabus with little
time devoted to studies. This SNSs usage might not hinder them from Competing well in their
studies.

5.0 Conclusions, Recommendations

5.1 Conclusion
Despite of using SNSs, students users could still manage to be efficient enough in
maintenance of class achievement by meeting studies targets and covering syllabus with little
time devoted to studies. This SNSs usage might not hinder them from competing well in their
studies.
An interesting conclusion has been drawn on the basis of the findings of current study
that students were managing their time efficiently and hence, use of SNSs did not harm their
academic achievement however. This fact gave rise to a proposition that excessive usage of
SNSs might be having adverse impacts on academic performance of the student users but
actual results did not imply that.

5.2 Recommendations
University students should make use of SNSs to enhance their academic achievement of
which they should restrict themselves from non-academic purposes since it might have adverse
impact in their academic achievement. They should use them after attending or finishing their
daily studies at least Once/day. The researcher recommends the elderly students to make use
of SNSs by use of available multimedia possibly computers. Researcher recommends students
to make use of SNSs for learning and education which include The Math Forum, The Student
Room, eLearners and ePALS School Blog, academia.edu and connetea collaborative research.

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Professional social networks designed to provide opportunities for career-related growth which
includes classroom 2.0, LinkedIn, Nurse connect, and SQL Monister. Al though they are using
SNSs for social connections like Facebook, Twitter, Google+ and MySpace and multimedia
Sharing like YouTube, Flickr and Picasa, they should use them for academic purpose.
Student might not be well versed with these SNSs since Tanzania is still in the stage of
development whereby students have started to adopt these new technologies. For this
purpose, mentoring should be done and students should be trained for the positive outcomes
of using these sites. This in return would offer greater returns in shaping more learning and
improved academic performance.
These findings are of immense importance to academicians, teachers, parents,
management, practitioners and direct stakeholders in students academic achievement to help
students users to attain their goals. To avoid setbacks, there must be parental and teacher
monitoring for using these sites by university students and they must be provided with proper
arrangements and training to attain their best from this technological invention.
It would be of interest to examine whether students schooling in other parts of Tanzania and
other countries if they experience the same findings. Results from this study can offer guidance
and direction on how to best utilize SNSs to meet the needs of students academic achievement
in education courses. Therefore Social Networking Sites (SNSs), as an innovative technology,
can be used in the process of students adaptation to new education and cultural
environments.

References

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Lin, J., Peng, W., Kim, M., Kimand, S & Larose, R.(2010). Social Networking and
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