Int
ern
at
i
onal
Journ
al of E
valua
tio
n
an
d
Rese
arch
in
Educati
on (I
JE
RE)
Vo
l.
8
, No
.
4
,
Decem
ber
201
9
, p
p.
735
~
741
IS
S
N: 22
52
-
8822
,
DOI: 10
.11
591/
ije
re
.
v8
i
4
.
20305
735
Journ
al h
om
e
page
:
http:
//
ia
es
core
.c
om/
journa
ls
/i
ndex.
ph
p/IJE
R
E
The rol
e of so
cial
media in
reshapi
ng the a
cademic
activities
of
vocation
al and
techni
ca
l
edu
ca
ti
on lectur
ers in
N
ig
eria
Adamu
Muha
mmed
Jebba
,
Nath
an
ie
l
Ndagan
a Um
aru
School
of Te
chn
ic
a
l
Edu
cation,
Coll
ege of
Educat
ion
,
Minna
,
Ni
ger
Sta
te,
Nig
eria
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
history:
Re
cei
ved
A
ug
27
, 201
9
Re
vised
Oct
2
9
, 2
01
9
Accepte
d
Nov 30
, 201
9
The
use
of
soc
ia
l
m
edi
a
is
one
of
t
he
pr
edominant
f
ea
tur
es
in
the
av
era
ge
d
a
i
l
y
li
fe
of
studen
ts
and
l
ec
tur
ers
a
c
ross
te
rtiar
y
inst
it
uti
ons
in
Nig
e
ria
.
It
was
aga
inst
th
is
bac
k
drop
tha
t
th
is
stud
y
was
c
arr
ie
d
out
to
determ
ine
the
rol
e
o
f
socia
l
m
edi
a
in
r
esha
ping
the
fut
ure
of
acade
m
ic a
ctivit
i
es
among
lectur
e
rs
of
V
oca
ti
on
al
and
Te
chn
ic
a
l
educ
a
t
ion in
Niger
i
a.
T
he purpose
of
th
i
s
stud
y
w
as
to
d
et
e
rm
ine
th
e
ro
le
of
soci
al
m
edi
a
in
resha
ping
the
futur
e
of
a
ca
d
emic
ac
t
ivi
ties
of
v
oca
t
iona
l
and
te
chn
ic
a
l
edu
cation
l
ec
tur
ers
i
n
Niger
ia.
Descri
pti
v
e
sur
ve
y
r
ese
arc
h
d
e
sign
was
used
for
the
stud
y
.
A
struct
ur
ed
questi
onnaire
co
nta
ini
ng
40
-
ite
m
s
was
pre
par
e
d
b
y
th
e
r
ese
ar
c
her
for
data
col
l
ec
t
ion.
Th
e
rel
i
abi
l
ity
of
th
e
instrument
w
as
determ
ine
d
u
sing
Kuder
Ric
har
dson
(KR20)
form
ula
whi
ch
y
i
el
d
ed
0.
85
.
The
population
of
th
e
st
u
d
y
comprised
l
ec
tur
ers
from
the
two
Coll
ege
s
of
Edu
ca
t
ion
in
Niger
Stat
e
.
Four
rese
arc
h
questi
o
ns
guide
d
the
st
ud
y
.
The
findi
n
gs
discove
red
a
m
ong
othe
rs
tha
t
social
m
edia
is
a
t
ec
hnolog
ical
tool
that
c
an
r
esha
pe
the
futur
e
of
t
eachi
ng
Voca
ti
on
al
and
Te
ch
n
ic
a
l
edu
cation
as
it
brings
with
it
n
ew
opportuni
ties
which
is
c
apa
bl
e
of
prom
oti
ng
co
ll
abor
at
iv
e
t
ea
ch
ing
and
le
arn
ing
as
well
as
the
pote
n
ti
a
l
to
prom
ote
and
r
esha
pe
th
e
fu
tu
re
of
h
ighe
r
ed
uca
t
ion
in
insti
tutions
of
learni
ng.
Furth
ermore,
th
e
tr
end
a
cco
rding
to
th
e
fin
dings
of
this
stud
y
r
eveal
ed
t
hat
th
e
ov
erwhe
lming
pat
ron
age
is
in
te
rm
s
of
m
aki
ng
new
frie
nds
(on
li
n
e),
pl
a
y
ing
games
,
exc
h
ange
of
aff
ectionate
/l
ove
m
essage
s,
onli
ne
chatti
ng
,
s
har
ing
se
lfi
es
,
sp
rea
ding
fa
lse
inf
orm
at
ion,
h
ate
sp
ee
ch
es,
an
d
eve
n
qu
arr
e
ll
ing
with
vir
tua
l
fri
en
ds.
Ke
yw
or
d
s
:
Lect
ur
e
rs
Nige
ria
So
ci
al
m
edia
Stud
e
nts
Vo
cat
io
nal a
nd
te
chn
ic
al
edu
cat
io
n
Copyright
©
201
9
Instit
ut
e
o
f Ad
vanc
ed
Engi
n
ee
r
ing
and
S
cienc
e
.
Al
l
rights re
serv
ed
.
Corres
pond
in
g
Aut
h
or
:
Ad
am
u
Mu
ha
m
m
ed
Jebb
a
,
School
of Tec
hnic
al
Educat
io
n,
Coll
ege
o
f Ed
uc
at
ion
, Mi
nn
a
, Nige
r
Stat
e,
Tu
dun Wa
da
S
ou
t
h,
Mi
nn
a
, N
igeria
Em
a
il
: ada
m
uj
ebb
a
@
gm
ail.co
m
1.
INTROD
U
CTION
The
a
dv
e
nt
a
nd
subseq
ue
nt
ex
pone
ntial
growt
h
of
m
ob
il
e
de
vices
an
d
sm
artphon
e
s
w
hich
al
lows
eas
y
acce
ss
to
un
li
m
it
ed
inf
or
m
at
ion
ha
s
bro
ught
a
bout
a
c
hange
i
n
pe
rs
pecti
ve
i
n
the
sty
le
an
d
appr
oach
with
wh
ic
h
te
aching
a
nd
l
earn
i
ng
is
dire
ct
ed
unive
rsall
y
in
the
21st
c
entu
ry.
This
c
ha
ng
e
i
n
pe
rs
pe
ct
ive,
as
in
dicat
ed
by
[1
]
is
res
pons
i
ble
f
or
the
c
olo
ssal
c
ha
ng
e
in
st
ud
e
nts'
le
arn
i
ng
sty
le
s
an
d
a
ppr
oach,
t
he
te
acher
s'
te
achin
g
strat
egies
a
nd
syst
e
m
s,
just
a
s
in
proce
dure
for
a
ppraisal
a
nd
le
a
ding
e
xp
lorati
on
a
m
ong
ot
her
s
.
It
is
in
s
uch
m
ann
er
t
hat
re
searche
rs
a
ff
ir
m
ed
that
the
ri
se
of
I
nfor
m
ation
a
nd
C
omm
un
ic
at
ion
Technolo
gy
ga
dg
et
s
ha
s
m
ov
ed
te
achin
g
an
d
le
ar
ning
past
the
boun
ds
of
the
c
onven
ti
onal
phys
ic
al
scho
ol
set
ti
ng
an
d
cl
ass
room
ci
rcu
m
sta
nce.
Ther
e
f
or
e,
un
l
ike
the
c
us
to
m
ary
sch
oo
l
f
ram
ewo
rk
wh
i
ch
e
xpect
s
up
cl
os
e
an
d
pe
rsonal
associat
ion
be
tween
the
te
ac
he
r
a
nd
the
st
ud
ent,
the
a
ppro
a
ch
of
I
nfor
m
at
i
on
an
d
C
omm
un
ic
at
io
n
Tec
hnol
og
y
(I
CT
)
as
i
nd
ic
a
te
d
by [
2, 3]
ha
s
now
m
ade
it
feasible
f
or
stu
den
ts
at
hom
e
or
e
ve
n
on
trav
el
to
ta
ke
a
n
in
te
res
t
in
ordina
ry
sc
hola
sti
c
m
ov
em
ent.
So
al
s
o,
th
e
te
ache
r
ca
n
c
onvey
guida
nc
e
or
sho
w
his
stud
e
nts
f
ro
m
th
e
s
olace
of h
is
office, li
br
a
ry,
hous
e
or
ev
e
n wh
il
e
on
travel
util
iz
ing
any of t
he vari
ou
s
I
CT
stage
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
4
,
Dec
e
m
ber
2019
: 7
35
-
741
736
On
e
of
t
he
m
os
t
well
kn
own
21
st
cent
ur
y
I
CT
to
ol
w
hich
is
increasi
ng
c
olo
ssal
ex
posure
in
te
achi
ng
and
le
ar
ning
in
cl
ud
e
the
util
izati
on
of
so
ci
al
m
edia
sit
es
whic
h
is
usual
ly
a
ccess
th
r
ough
m
ob
il
e
dev
ic
es
a
nd
sm
art
ph
ones.
Per
hap
s
,
it
is
in
this
re
gard
t
hat
[
4]
de
fine
d
so
ci
al
m
edia
as
a
vi
rtual
c
om
m
un
it
y
wh
ic
h
has
beco
m
e
no
t
jus
t
a
trend
bu
t
pa
rt
of
t
he
li
fe
of
the
pr
e
sent
ge
ner
at
io
n
because
it
al
lows
the
us
er
t
o
co
nnec
t
and
interact
with
ot
her
s
t
hroug
h
sh
ari
ng
of
in
form
ation
,
m
aking
pro
file
s,
up
loading
as
wel
l
as
dow
n
loa
din
g
of
pictures
an
d
sta
tuses
am
on
g othe
rs.
Sim
il
arly
,
[5]
def
i
ned so
ci
al
m
edia
as
a
vi
rtual
c
omm
un
it
y
fo
r
in
di
viduals
who
a
re
inte
r
est
ed
in
a
pa
r
ti
cular
sub
j
ect
an
d
c
omm
un
ic
at
e
relat
ed
issues
of
com
m
on
interest
a
m
on
g
them
sel
ves.
Th
us
,
it
is
com
mo
nly
us
e
d
by
the
yo
unger
pe
op
le
to
init
ia
te
and
s
us
ta
in
re
la
ti
on
sh
i
ps
wit
h
one
ano
t
her.
Pe
rh
a
ps
,
it
is
in
t
his
reg
a
rd
that
Mu
rr
ay
a
nd
Wall
er
af
firm
ed
that
so
ci
al
m
edia
is
argua
bly
one
of
t
he
m
os
t
app
rop
riat
e
avenues
f
or
the
academ
ic
c
omm
un
it
y
to
exch
a
nge
in
for
m
at
ion
and
le
a
rn
from
each
ot
her
.
This
pa
rtic
ular
f
un
ct
i
on
al
it
y
of
s
ocial
m
edi
a
has
at
tract
ed
the
inte
rests
of
sch
olars
to
prom
ote
so
ci
al
m
edia
as
an
e
ffec
ti
ve
te
a
chin
g an
d l
ear
ning
platf
or
m
for t
he
21st ce
ntu
ry.
Along t
he
se li
nes
, it c
ould
be
insiste
d
t
ha
t t
he
util
iz
at
ion
of
s
ocial
m
edia
in
t
eachin
g
a
nd
le
arn
i
ng
is
picki
ng
up
f
or
ce
due
to
t
he
rec
ogni
ti
on
t
hat
the
sta
ge
is
n't
j
ust
capti
vatin
g
an
d
in
sp
iri
ng
howe
ver
it
li
ke
wise
gi
ve
stu
den
ts
t
he
certai
nty
to
i
m
par
t
and
le
a
rn
at
thei
r
ow
n
pace,
tim
e
and
from
adv
a
ntag
eous
a
rea
[6
]
.
Th
us
,
te
achin
g
and
le
ar
ning
is
ordina
rily
intui
ti
ve,
stu
de
nt
focuse
d,
coope
rati
ve
a
nd
on
re
qu
e
st.
I
n
t
his
m
ann
e
r,
te
achi
ng
a
nd
le
arn
in
g
is
get
ti
ng
substanti
a
ll
y
m
or
e
s
ocia
l
as
it
would
no
w
be
able
to
ha
pp
e
n
ou
tsi
de
of
sc
ho
ol
ho
ur
s
,
in
no
n
-
form
al
set
t
ing
s
a
nd
pr
ogres
sively
distrib
ut
ed
by
m
eans of bo
t
h ph
ysi
cal
ly
known com
pan
io
ns an
d o
nline as
so
ci
at
es.
The
possi
bili
ties
of
s
ocial
m
e
dia
m
akes
it
a
cru
ci
al
instr
ume
nt
for
te
achi
ng
an
d
le
ar
ning
in
the
21st
centu
ry
as
it
m
akes
ed
ucati
on
to
be
s
ig
nifica
ntly
m
or
e
s
ocial
.
I
n
s
upport
of
t
his
sta
te
m
ent,
[7
]
rec
ognize
d
t
hat
so
ci
al
m
edia
c
an
be
viewe
d
as
a
ba
sic
'
too
l
f
or
te
ac
her
s'
i
n
f
oundat
ions
of
le
ar
ning
to
cat
al
yz
e,
open
up
a
nd
m
ov
e
the
le
a
rni
ng
of
t
he
y
ou
t
hful
a
ge.
F
ro
m
cha
ngin
g
t
he
t
eachin
g
of
s
ub
j
ect
s
over
the
edu
cat
io
nal
pr
ogra
m
inside
t
he
cl
as
sroom
,
to
t
he
e
norm
ou
s
pote
nt
ia
l
fo
r
util
iz
ing
s
ocial
m
edia
f
or
out
of
sc
hool
ho
ur
s
le
ar
ni
ng
in
br
ea
kf
a
st
cl
ubs
,
no
on,
afte
r
sc
hool,
e
nd
of
t
he
wee
k,
occasi
on
exe
rcises
j
ust
as
a
fe
w
othe
r
no
n
-
form
al
sch
o
ol
le
arn
in
g
exe
rcises;
f
ro
m
the
m
or
e
yout
hful
age
'
pr
e
ferrin
g'
each
oth
er'
s
w
ork
on
a
Face
book
G
rou
p/Pa
ge,
to
m
aking
,
m
aking
a
nd
c
ur
at
i
ng
thei
r
own
su
bst
ance
an
d
le
ar
ning;
to
oth
e
r
c
om
par
at
ive
ways
by
wh
ic
h
so
ci
al
m
edia
c
an
be
br
i
dled
to
draw
in
y
oungste
r
s
in
bo
th
form
al
and
casual
le
arn
i
ng
i
ns
ide
t
he
virtu
a
l
netw
ork
set
up.
In the
pr
ese
nt
21
st
ce
ntury
, [
8] att
est
ed
that
the
util
iz
at
ion
of s
ocial
m
edia li
ke
Face
book,
Wh
at
s
App,
Twitt
er,
Y
ou
t
ube,
S
kype,
Im
o,
I
ns
ta
gram
,
Bl
og
s,
Goo
gle+,
Palm
char
t
L
ink
e
dln
,
R
e
dd
i
t,
am
on
g
ot
hers
off
e
r
the
m
os
t
le
ast
exp
e
ns
i
ve,
sim
plest
an
d
easy
to
un
der
sta
nd
f
oundat
ion
of
tr
adin
g
in
form
ation
on
a
wide
sco
pe
of
s
ubj
ect
s.
T
he
y
are
in
this
m
ann
er
ro
a
ds
t
hat
t
he
21st
c
e
ntury
te
ach
ers
can
us
e
t
o
a
rr
a
ng
e
,
sh
a
re,
c
onvey,
repor
t
an
d
ev
e
n
al
lot
te
st/
evaluati
on
f
or
stu
den
ts
.
T
o
a
ssoc
ia
te
s,
they
a
re
sta
ges
that
ca
n
be
util
iz
ed
t
o
s
ha
r
e
thoughts,
resea
rch
a
nd
rem
ai
n m
o
m
entum
wi
th
issues
a
nd
updates
i
n
their
ind
ivi
du
al
fiel
ds.
Co
ns
eq
ue
ntly
,
the
te
achers
of
t
he
pr
ese
nt
a
ge
w
ou
l
d
no
w
be
a
ble
t
o
dev
el
op
exp
e
rtly
and
exten
d
their
i
nsi
gh
t
as
t
her
e
is
an
incre
dib
le
disc
us
sio
n
ha
ppeni
ng
eac
h
day.
Most
im
po
rtan
tl
y,
it
co
uld
li
kew
ise
be
a
ff
i
r
m
ed
that
f
or
t
he
21st
centu
ry
te
ache
r
s,
go
i
ng
t
o
gath
erin
gs
a
nd
c
our
ses
a
re
ne
ver
a
gain
the
m
ai
n
r
oad
to
m
eet
i
ndividu
al
pa
rtne
r
s
a
nd
const
ru
ct
pro
fici
ent lea
rn
i
ng s
yst
e
m
s as the
ne
arn
es
s
of
so
ci
al
m
edia h
as
now
ch
a
nge this
r
ece
nt d
if
ficul
ty
.
Adv
ocates
of
s
ocial
m
edia
lo
cal
es
as
a
te
achin
g
an
d
le
ar
ni
ng
dev
ic
e
c
onte
nd
that
the
ut
il
iz
ation
of
so
ci
al
m
edia
gi
ves
an
i
m
po
rta
nt
a
nd
s
ubsta
nt
ia
l
le
arn
i
ng
e
xperie
nce
f
or
th
e
stu
de
nts,
al
on
g
t
hese
li
nes
s
pe
akin
g
to
their
nee
ds
with
t
he
po
i
nt
of
em
powe
rin
g
a
nd
in
vigorati
ng
t
heir
e
nthusiasm
to
le
arn.
I
n
view
of
it
s
agr
eea
blene
ss
a
m
on
g
the
c
re
at
ed
co
untrie
s
ver
s
us
it
s
acce
ssibil
it
y
a
m
on
g
the
creati
ng
nations
in
A
fr
i
ca,
th
e
util
iz
at
ion
of
s
ocial
m
edia
can
sim
il
arly
be
fitt
ing
ly
util
ized
by
inst
ru
ct
or
s
of
pro
fessi
on
al
an
d
s
peci
al
iz
ed
edu
cat
io
n
to
re
sh
a
pe
t
he
f
utu
r
e
of
ad
va
nced
edu
cat
io
n
in
organ
iz
at
io
ns
ov
er
t
he
c
reati
ng
nations
i
n
Afri
ca.
T
hi
s
view
c
on
c
urs
with
that
of
[
9,
10
]
that
th
e
util
iz
at
ion
of
these
fou
ndat
ion
of
gu
i
da
nce
cr
os
s
wise
ov
e
r
est
ablishm
ents
in
A
fr
ic
a
has
been
rec
ogniz
ed
as
a
reason
able
ap
par
at
us
that
sp
ea
ker
s
of
pro
fessio
na
l
and
sp
eci
al
iz
ed
e
ducat
ion
can
e
m
br
ace
i
n
te
achin
g
a
nd
le
arn
i
ng
exc
ha
ng
e
r
el
at
ed
co
ur
se
s
du
e
to
t
he
ob
s
erv
at
io
n
that
the
sta
ge
is
pr
e
par
e
d
to
do
viably
capt
ivati
ng
a
nd
pe
rsu
a
ding
stu
de
nts,
w
hich
as
ind
ic
at
ed
by
[
11
]
is
const
antly
a
ke
y
factor
for
e
ff
ect
ive
le
ar
ni
ng.
T
his
is
on
the
gro
unds
th
at
r
eview
s
ha
ve
ind
ic
at
ed
t
ha
t
wh
e
n
stud
e
nts a
re inspire
d
to
lear
n, they
w
il
l i
n ge
ner
al
fin
d ou
t
a
dd
it
io
nal.
No
t
withstan
di
ng
t
he
essenti
a
l
req
ui
rem
ent
by
the
Nati
ona
l
Co
m
m
iss
ion
for
Coll
eges
of
Ed
ucati
on
(N
CC
E
)
(t
he
a
uthorita
ti
ve
body
f
or
c
hec
king
a
nd
c
oor
din
a
ti
ng
aca
dem
ic
act
ivit
ie
s
of
Co
ll
eges
of
E
du
c
at
ion
i
n
Nige
ria)
acc
ordin
g
to
[12]
th
at
scho
la
rs
in
Coll
eges
of
E
ducat
ion
sho
uld
gr
as
p
in
nova
ti
ve
ICT
base
d
t
eachin
g
strat
egies,
for
instance,
t
hose
that
inc
orpora
te
s
the
us
e
of
so
ci
al
m
edia,
i
n
a
ny
case
pro
gr
essi
ng
discl
osures
rev
eal
e
d
t
hat
t
he
co
nventio
na
l
te
ch
nique
f
or
te
achi
ng
re
m
ai
ns
the
m
ind
-
boggli
ng
a
ppr
oac
h
us
e
d
by
the
edu
cat
or
s
. Con
centrate
s, fo
r
instance
, those
of
[13] an
d
[
14
]
aff
irm
ed
that t
he
ey
e to eye sy
stem
f
or
ten
ding to
rem
ai
n
the
m
os
t
sta
ndar
d
an
d
great
str
at
egy
us
e
d
by
the
s
pe
aker
s
in
Nige
r
ia
n
C
olleges
of
Ed
ucati
on.
T
he
so
le
determ
inati
on
of
t
his
m
e
thod
f
or
directi
on
ha
s
bee
n
re
pr
im
and
ed
se
ve
rall
y
fo
r
it
s
inade
qu
aci
es
wh
i
c
h
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Th
e r
ole
of s
oc
ial me
dia
i
n
re
sh
api
ng the
ac
ad
e
mi
c
activ
it
i
es o
f v
oc
ationa
l …
(
Adam
u
M
uhamme
d
Je
bb
a
)
737
consolidat
es
how
it
isn'
t
sim
ply
te
ache
r
-
ce
ntere
d
at
this
po
i
nt
li
ke
wise
needs
ver
s
at
il
ity
to
t
he
e
xtent
w
he
n,
wh
e
re a
nd
how
teac
hing a
nd l
earn
i
ng o
cc
urs
past the
lim
it
s
of the class
roo
m
s an
d
sch
ool
days.
Th
us
,
the
re
le
ntless
us
a
ge
of
t
he
ordi
nar
y
syst
em
fo
r
ge
tt
ing
read
y
st
ud
e
nts
of
V
oc
at
ion
al
a
nd
Tech
nical
E
ducat
ion
at
NCE
le
vel
isn'
t
go
od
in
set
ti
ng
t
hem
up
to
trai
n
a
nd
c
ontrib
ut
e
com
plete
ly
to
the
innov
at
ive
m
ov
em
ent
of
t
he
nation
[
15]
.
T
hi
s
inade
quacy
has
m
or
eo
ve
r
been
rec
ognize
d
by
[
16
]
sim
ilarly
as
[17]
as
one
of
t
he
m
ajo
r
co
ntri
bu
ti
ng
segm
ents
f
or
t
he
ti
reles
s
dull
ap
pear
i
ng
the
exte
nt
tha
t
aptit
ud
es
ve
ri
fyi
ng
by
the
stu
de
nts
of
V
ocati
on
a
l
an
d
Tec
hnic
al
Ed
ucati
on
in
Nige
rian
C
olleges
of
E
ducat
ion.
T
his
has
be
en
a
crit
ic
al
well
sp
r
ing
of
stres
s
f
or
the
co
untry
by
virtu
e
of
it
s
ge
nu
i
ne
ou
tc
ome
s
w
hich
is
the
non
-
accom
plishm
ent
of
t
he
m
uch
need
e
d
obj
ect
i
ve
of
ge
tt
ing
read
y
a
nd
m
akin
g
pr
of
ic
ie
nt
gr
a
duat
ed
cl
a
ss
from
Coll
e
ges
of
Ed
ucati
on in N
igeria [
18]
.
In
t
he
li
ght
of
the
ef
fects
a
nd
var
i
ous
a
dv
a
nt
ages
relat
ed
with
the
util
iz
at
ion
of
ICT
i
n
the
fiel
d
of
edu
cat
io
n,
it
i
n
this
m
ann
er
be
com
es
basic
t
hat
for
t
he
inst
ru
ct
or
s
of
V
oc
at
ion
al
a
nd
Te
chn
ic
al
Ed
ucat
ion
to
play
ou
t
their
act
ivit
y
su
ccessfu
ll
y,
they
ou
gh
t
to
be
st
ay
ed
inf
orm
ed
con
cer
ning
the
de
velo
ping
ICT
based,
innov
at
ive
te
a
chin
g
a
ppr
oac
hes,
f
or
e
xam
ple,
those
of
t
he
so
ci
al
m
edia.
Th
e
te
ache
rs
are
al
ong
t
hes
e
li
nes
exp
ect
e
d
t
o
i
nvest
igate
the
util
iz
at
ion
o
f
s
ocial
m
edia
by
ex
pa
nd
i
ng
the
v
ari
ou
s
p
ossi
bili
ti
es
th
r
ou
gh p
ow
erful
us
e
with
t
he
pe
rsp
ect
ive
on
m
aking
a
ptit
ud
es
proc
urem
ent
pr
e
par
i
ng
im
portant
a
nd
fa
s
ci
nating.
Ma
yb
e,
it
is
al
ong
t
his
t
hinkin
g
t
he
NCC
E
reli
ably
a
dv
ocates
for
t
he
util
iz
at
ion
of
inno
vative
te
ac
hing
proce
dure
s.
It
is
against
this
f
oundat
io
n
th
at
t
his
e
xam
inati
on
is
s
upportin
g
f
or
t
he
util
iz
at
ion
of
s
ocial
m
edia
as
a
m
et
ho
ds
for
resh
a
ping t
he f
uture
of
aca
de
m
ic
ex
ercises
of professi
on
al
and s
pecial
iz
ed
e
du
cat
io
n
te
a
cher
s
in Nige
ri
a
.
2.
METHO
D
Descr
i
ptive
survey
resea
rch
desig
n
was
util
iz
ed
f
or
this
inv
e
sti
gation.
T
he
m
et
ho
d
wa
s
vie
wed
a
s
pro
per
in
li
ght
of
the
fact
t
hat
it
inclu
des
gat
he
rin
g
i
nfor
m
at
i
on
i
den
ti
fyi
ng
with
the
s
uppo
sit
ion
s
an
d
f
ra
m
es
of
m
ind
of
the
s
ubj
ect
s
of
the
in
vestigat
io
n.
Th
e
in
vestigat
io
n
was
ca
rr
ie
d
out
in
the
tw
o
C
oll
eges
of
E
ducat
ion
i
n
Nige
r
sta
te
,
Niger
ia
.
T
he
po
puat
ion
for
this
stud
y
com
pr
ise
d
of
450
le
ct
ur
ers
from
these
Coll
eges
of
Ed
ucati
on
from
wh
ere
purposive
te
sti
ng
strat
egy
was
ut
il
iz
ed
to
choo
se
225
le
ct
urer
s.
A
str
uctu
re
d
qu
est
i
onnaire
ti
tl
ed:
The
R
ole
of
S
oc
ia
l
Me
dia
in
R
esha
ping
the
F
uture
of
aca
de
m
ic
act
ivit
ie
s
of
vocat
io
nal
a
nd
te
ch
nical
ed
uc
at
ion
le
ct
ur
ers
i
n
Ni
ger
ia
was
de
ve
lop
e
d
by
the
re
searche
r
.
T
he
40
-
it
em
was
su
bject
ed
to
c
onte
nt
an
d
face
validat
ion
by
ex
per
ts
f
rom
the
De
par
tm
ent
of
Ind
us
tri
al
an
d
Tec
hnol
og
y
E
du
cat
i
on,
Fe
der
al
Un
i
ve
rsity
of
Tech
nolo
gy
Mi
nn
a
an
d
Nige
r
Stat
e
Coll
eg
e
of
E
ducat
ion.
Likewise
,
t
he
Kude
r
-
Ri
cha
rdson
(
KR20)
for
m
ula
was
util
ized
to
dicta
te
the
reli
abili
ty
of
the
i
ns
tr
um
ent
an
d
the
resu
lt
acq
uire
d
was
0.85
.
T
his
w
ort
h
was
ade
quat
e
for
t
he
unwa
ver
i
ng
qu
al
it
y
of
an
i
ns
tr
um
ent
as
certi
f
ie
d
by
[19].
T
he
it
e
m
arti
culation
of
the
s
urv
ey
has
five
c
ho
ic
es.
The
opti
ons
ar
e:
Str
ongly
Agreed,
A
gr
ee
d,
Disag
reed,
U
ndeci
de
d
an
d
St
ron
gly
Disa
gr
e
ed
.
Me
an
was
util
iz
ed
to
a
ns
we
r
t
he
r
esearch
qu
est
i
ons a
nd it
was
c
al
culat
ed
it
em
by
it
em
. A
long
these
li
nes
t
he
inter
pr
et
at
io
n
of the
Me
ans
de
pend
ed
on
t
he
li
m
i
t
of
t
he
real
nu
m
ber
s:
4.00
-
5.00
(
Str
on
ly
A
greed
),
3
.00
-
3.9
9
(Ag
reed),
2.
00
-
2.99
(D
isa
gr
ee
d),
1.00
-
1.99
(S
t
r
ongly
Disa
gre
ed),
a
nd
0.0
1
-
0.9
9
(Un
deci
ded
).
T
o
dec
ide
the
de
gre
e
of
ackno
wled
gm
e
nt,
a
m
ean sc
ore o
f
3.00
w
a
s
pi
cked as
the
c
hoic
e
point.
T
he
refor
e
, a
ny
it
e
m
with a m
ean sc
or
e
of
3.00
or
m
or
e
wa
s
c
onside
re
d
a
s
a
greed
wh
i
le
res
pons
e
s
wi
th
a
m
ean
sc
or
e
of
2.9
9
a
nd
be
neath
wer
e
re
ga
rd
e
d
as
disa
gr
ee
d.
3.
RESU
LT
S
AND
DI
SCUS
S
ION
The
res
ults
a
nd
fin
dings
of
t
his
st
ud
y
is
pre
sented
an
d
dis
cusse
d
acc
ordi
ng
to
the
resea
rch
quest
io
ns
pr
ese
nted
and
analy
sed
i
n
t
he
tables
.
Rese
arch
que
stion
1
:
What
is
the
r
ole
of
so
ci
al
m
edia
in
res
ha
ping
a
cadem
ic
ac
ti
vi
ti
es
a
m
on
g
Vo
cat
io
nal a
nd
Tech
nical
edu
cat
ion
lect
urers
in Nige
ria in t
erti
ary insti
tuti
on
s
?
The
re
su
lt
s
of
Table
1
disco
vred
t
hat
al
l
the
it
e
m
s
had
m
ea
n
sco
res
ov
e
r
t
he
basis
m
ean
of
3
.
00.
T
his
m
eans
the
le
ct
ur
e
rs'
agr
ee
d
th
at
the
it
e
m
articu
la
ti
on
s
a
re
r
ol
es
of
s
ocial
m
edia
in
res
ha
pin
g
aca
dem
ic
e
xer
ci
ses
a
m
on
g V
ocati
onal
and
Tech
ni
cal
Educat
ion l
ect
ur
er
s.
The
analy
sis
i
n
Ta
b
le
1
unco
ve
rs
t
hat
the
le
ct
ur
e
rs
ag
reed
th
at
so
ci
al
m
edia
can
ass
um
e
a
cru
ci
al
job
in
res
hap
i
ng
academ
ic
exer
ci
ses
a
m
on
g
Vo
cat
io
nal
an
d
Tec
hn
ic
al
Ed
ucati
on
le
ct
ur
e
rs.
T
he
outc
om
es
un
c
overe
d
t
hat
the
util
iz
at
ion
of
so
ci
al
m
edia
platf
or
m
can
e
ncou
rag
e
the
e
x
cha
nge
of
res
earch
th
oughts
a
m
on
g
le
ct
ur
ers
a
nd
t
heir
colle
ag
ues
ove
r
t
he
globe
.
Be
side
s,
the
ou
tc
om
e
sh
ow
s
that
so
ci
al
m
edia
ca
n
be
util
iz
ed
to
sta
rt and s
uppo
rt joint e
ffor
ts
betwee
n
in
sti
tuti
on
s at l
ow
e
r
c
os
t.
This
i
nv
est
igat
ion
li
kew
ise
un
cov
e
re
d t
hat
L
ect
ur
er
s
ca
n
util
iz
e
so
ci
al
m
edia
to
ta
ke
stu
de
nts
on
fiel
d
trip
fa
r
an
d
wi
de
with
out
le
avin
g
the
boun
ds
of
their
cl
ass
r
oo
m
.
This
discov
e
rin
g
was
upheld
by
[
20
]
th
at
with
the
util
iz
at
ion
of
onli
ne
li
fe
li
ke
S
kype
,
in
str
ucto
rs
ca
n
ta
ke
their
cl
ass
"fa
r
a
n
d
wi
de"
on
a
fiel
d
trip
wit
hout
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
4
,
Dec
e
m
ber
2019
: 7
35
-
741
738
le
aving
t
he
f
ou
r
co
rn
e
rs
of
t
he
regular
st
ud
y
hall.
O
ne
ot
he
r
ast
onishi
ng
c
om
po
ne
nt
of
S
kype,
a
s
pe
r
[
20]
is
that
it
enab
le
s
the
le
ct
ur
e
r
to
ge
t
an
associat
e,
a
sp
eci
al
ist
,
or
even
a
well
kn
own
visit
or
s
pe
aker
t
o
the
cl
as
s
a
nd
colla
borate
wit
h
the
stu
de
nts
ye
t
witho
ut
the
le
ct
ur
er
ste
ppi
ng
i
n
physi
cal
ly
into
the
nation
or
t
he
cl
ass
room
conditi
on. T
his
is notwit
hs
ta
ndin
g
the
w
ay
t
hat the lect
urer
s can uti
li
ze th
e m
ediu
m
to
sta
rt and tra
de
e
xam
ine
thoughts a
nd
ot
her
i
ns
ti
tuti
on
al
b
ase
d
c
oord
i
nated
e
ffo
rt ov
er th
e
m
edia
.
Table
1.
Me
a
n respo
ns
es
of le
ct
ur
er
s’ o
pin
io
n on
the
r
ole of
so
ci
al
m
edia in
resh
a
ping
academ
ic
acti
v
it
ie
s.
S/N
IT
E
MS
Mean
(x)
Re
m
ark
1
So
cial
m
ed
ia
can
f
acilitate
ex
ch
an
g
e
o
f
resear
ch
id
eas
b
etween
le
ctu
rer
s
an
d
p
rof
ess
io
n
a
l
co
lleag
u
es acr
o
ss
t
h
e glo
b
e
3
.8
Ag
reed
2
The
u
se
o
f
So
cial
m
e
d
ia
can
f
acilitat
e
co
llab
o
ration
s
b
e
tween
h
ig
h
er
in
stit
u
tio
n
s
at
lo
wer
co
st
3
.5
Ag
reed
3
Lecturer
s
can
u
se
so
cial
m
ed
ia
to
ta
k
e
stu
d
en
ts
o
n
f
iel
d
trip
arou
n
d
th
e
g
lo
b
e
with
o
u
t
leav
in
g
the co
n
f
in
e
s o
f
their classroo
m
s
4
.5
Ag
reed
4
Edu
cativ
e
b
lo
g
s
o
n
so
cial
m
ed
ia
ca
n
b
e
u
sed
to
in
c
r
ease
stu
d
en
ts
m
o
t
iv
atio
n
an
d
en
h
an
ced th
eir
lear
n
in
g
exp
erience
4
.0
Ag
re
ed
5
Lecture
m
a
teria
ls
u
p
lo
ad
ed
o
n
so
cia
l
m
ed
ia
can
easil
y
b
e
d
o
wn
lo
ad
ed
an
d
v
iewe
d
repeated
ly
to allo
w
stu
d
en
ts to
lear
n
a
t their own
pace
,
ti
m
e
and
con
v
en
ien
t locatio
n
4
.0
Ag
reed
6
The
u
se
o
f
so
cia
l
m
ed
ia
p
rov
id
es
lectu
rer
s
w
ith
m
u
ltip
le
alternati
v
es
to
co
n
v
ey
in
f
o
r
m
atio
n
on
sp
ecif
ic su
b
ject
m
atte
r
4
.5
Ag
reed
7
Lecturer
s
can
u
se
so
cial
m
ed
ia
to
in
sp
ire
an
d
en
g
ag
ed
stu
d
en
ts
effectiv
e
ly
in
learnin
g
activ
ities
3
.5
Ag
reed
8
So
cial
m
ed
i
a
can
b
e
u
sed
to
illu
strat
e
ab
stract
an
d
co
m
p
lex
co
n
cept
s
th
rou
g
h
an
i
m
at
ed
3
D i
m
ag
es
3
.7
Ag
reed
9
So
cial
m
ed
ia
has
t
h
e po
ten
tials to
stim
u
l
ate stu
d
en
ts lea
rnin
g
r
eten
tio
n
4
.0
Ag
reed
10
The
u
se
o
f
so
cial
m
e
d
ia
allo
ws
lectu
rer
s
to
d
eliv
er
in
stru
ctio
n
s
b
ey
o
n
d
th
e
co
n
f
in
es
o
f
th
e tr
ad
itio
n
al 4 w
alls o
f
classro
o
m
s
4
.5
Ag
reed
Rese
arch ques
tion 2
:
T
o w
ha
t extent is s
oci
al
m
edia u
se
d f
or academ
ic
acti
viti
es
?
Data
in
Ta
ble
2
discloses
th
a
t
al
l
the
it
em
s
had
m
ean
sc
ores
un
derneath
the
c
r
it
erion
m
ean
of
3.00.
This
in
dicat
es
that
al
l
the
le
ct
ur
e
rs
a
gr
ee
d
w
it
h
the
it
e
m
state
m
ents
that
the
us
e
of
s
ocial
m
edia
for
acad
e
m
ic
do
i
ngs
is
ver
y i
ns
ig
nificant
.
Table
2.
Me
a
n respo
ns
es
of le
ct
ur
er
s’ o
pin
io
n on
the e
xte
nt of
us
age
of s
oc
ia
l
m
edia for
academ
ic
acti
v
it
ie
s.
S/N
IT
E
M
M
ean
(X)
Re
m
ark
1
Lecturer
s
interacts
with
their pro
f
ess
io
n
al colleag
u
es th
rou
g
h
Video
intern
et chart
2
.5
Disag
reed
2
Lecture
m
at
erials
a
re
u
p
lo
ad
ed
on
the so
cial
m
ed
ia platf
o
r
m
f
o
r
stu
d
en
ts to
access
2
.3
Disag
reed
3
Stu
d
en
ts
are
g
iv
en
referral
task
th
rou
g
h
lin
k
s
to
ed
u
cativ
e
o
n
-
lin
e
web
sites
lik
e
h
o
w
stu
ff
work
s, do
it
y
o
u
rself
,
etc
2
.0
Disag
reed
4
An
i
m
ated
c
artoo
n
s,
g
raph
ic
i
m
ag
es
an
d
so
u
n
d
s
o
n
so
cial
m
ed
ia
are
u
sed
in
class
roo
m
tea
ch
in
g
to ex
p
lain
co
m
p
l
ex
and
abs
tract
co
n
cept
s
1
.5
Disag
reed
5
Lecturer
s
co
n
n
ects
to
o
th
er
acade
m
i
cs
th
rou
g
h
th
e
so
cial
m
e
d
ia
p
latf
o
r
m
s
li
k
e
Sk
y
p
e
o
r
Yo
u
Tub
e
2
.5
Disag
reed
6
Lecturer
s
us
e the b
lo
g
to p
o
st in
f
o
r
m
a
tio
n
f
o
r
stu
d
en
ts
2
.0
Disag
reed
7
Stu
d
en
ts
in
terest
i
s
sti
m
u
lated
th
rou
g
h
an
i
m
ated
ca
rto
o
n
s
p
o
sted
b
y
lect
u
rer
s
o
n
so
cial
m
ed
ia platf
o
r
m
2
.0
Disag
reed
8
Lecturer
s
u
se
th
e
s
o
cial
m
ed
ia
p
latf
o
rm
to
ex
ch
an
g
e
rese
arch
id
eas
an
d
v
ie
ws
a
m
o
n
g
th
eir
co
lleag
u
es
2
.0
Disag
reed
9
Lecturer
s
us
e the p
o
d
cast to
co
m
m
u
n
i
cate w
ith
thei
r
stu
d
en
ts
1
.5
Disag
reed
10
So
cial
m
ed
ia
p
latf
o
r
m
s
lik
e
W
h
atsA
p
p
an
d
Facebo
o
k
a
re
u
tilized
f
o
r
teac
h
in
g
an
d
learnin
g
1
.0
Disag
reed
The
a
naly
sis
in
Ta
ble
2
unc
ov
e
re
d
that
the
le
ct
ur
ers
a
gre
ed
that
the
util
iz
at
ion
of
s
ocial
m
edia
fo
r
academ
ic
do
in
gs
is
inc
onseq
uen
ti
al
.
This
di
scov
e
rin
g
was
ve
rified
by
c
om
par
able
in
ve
sti
gations
le
d
by
[
21]
wh
ic
h
fou
nd
t
hat
le
ct
urers
in
south
-
east
U
ni
ver
sit
ie
s
of
Ni
ger
ia
don'
t
em
plo
y
s
ocial
m
e
dia
f
or
te
ac
hing
a
nd
le
arn
in
g
proce
ss
in
the
21st
c
entu
ry.
As
i
nd
i
cat
ed
by
th
is
inv
e
sti
gation,
t
he
de
gr
ee
of
e
-
le
arn
in
g
is
sti
ll
in
it
s
early
sta
ges
i
n
m
os
t
Niger
ia
n
colle
ges
a
nd
ot
her
creati
ng
na
ti
on
s,
f
undam
ental
ly
as
a
re
sul
t
of
t
he
l
ow
de
gr
ee
of
m
ind
f
uln
ess
a
nd
poor
us
e
of
ICT
by
le
ct
ur
e
rs
in
te
achi
ng
a
nd
le
a
rn
i
ng
.
T
his
disco
v
erin
g
was
a
dd
i
ti
on
al
ly
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Th
e r
ole
of s
oc
ial me
dia
i
n
re
sh
api
ng the
ac
ad
e
mi
c
activ
it
i
es o
f v
oc
ationa
l …
(
Adam
u
M
uhamme
d
Je
bb
a
)
739
couple
w
it
h t
he
pers
pecti
ves
on
[22]
w
hich
sh
owe
d
that t
he
u
ti
li
zat
ion o
f
so
ci
al
m
edia in
aca
dem
ic
do
in
gs
is a
long
way
f
ro
m
adequate
in
li
gh
t of
the f
act
that
m
os
t
le
ct
ur
ers
in N
ige
ria
n
insti
tuti
ons
of
le
arn
i
ng
don
'
t
util
iz
e
the s
oc
ia
l m
edi
a as a teac
hing
and lea
r
ning in
strum
ent
.
Rese
arch ques
tion 3
:
Wh
at
is
the tre
nd in
th
e u
sa
ge of
s
ocial
m
edia am
on
g
the
Lect
urer
s
?
The
re
su
lt
s
of
Table
3
re
veals
that
al
l
the
it
e
m
s
but
1,
3
a
nd
6
ha
d
m
ean
scor
es
beyo
nd
th
e
cuto
ff
poin
t
of
3.00.
T
his
is
ind
ic
at
es
that
the
le
ct
ur
e
rs’
a
greed
t
hat
so
ci
al
m
edia
is
pr
ed
om
inantly
us
ed
for
so
ci
al
iz
at
io
n
an
d
oth
e
r non
-
aca
dem
ic
acti
viti
es
li
ke
spreadi
ng
of f
al
se i
nfor
m
at
ion
a
nd h
at
e
sp
eec
hes.
Table
3.
M
ea
n
respo
ns
es
of le
ct
ur
er
s’ o
pin
io
n on
the t
rend i
n
t
he
usage
of
so
ci
al
m
edia
S/N
IT
E
M
Mean
(X)
Re
m
ark
1
I
u
se th
e so
cial
m
e
d
ia to lin
k
up
with p
rof
ess
io
n
al colleag
u
es
1
.5
Disag
reed
2
I
u
se th
e so
cial
m
e
d
ia f
o
r
o
n
lin
e so
ci
alizatio
n
and
charti
n
g
3
.5
Ag
reed
3
I
u
se th
e so
cial
m
e
d
ia to co
n
d
u
ct aca
d
e
m
ic
r
esearch
2
.0
Disag
reed
4
I
u
se th
e so
cial
m
e
d
ia to
m
ak
e new
f
r
ien
d
s o
n
lin
e
4
.5
Ag
reed
5
I
u
se th
e so
cial
m
e
d
ia f
o
r
p
lay
in
g
on
lin
e ga
m
es
3
.0
Ag
reed
6
I
u
se th
e so
cial
m
e
d
ia f
o
r
sh
aring
Self
ie
2
.5
Disag
reed
7
I
u
se th
e so
cial
m
e
d
ia to ex
ch
an
g
e affectio
n
ate
m
ess
ag
es
3
.5
Ag
reed
8
The so
cial
m
ed
ia p
rov
id
es av
en
u
e f
o
r
incitin
g
hate sp
eeches
3
.5
Ag
reed
9
The so
cial
m
ed
ia p
rov
id
es av
en
u
e f
o
r
sp
readin
g
f
alse in
for
m
atio
n
4
.0
Ag
reed
10
The so
cial
m
ed
ia p
rov
id
es
av
en
u
e f
o
r
dis
ag
reeing
and
ar
g
u
in
g
with v
irtual f
riend
s
4
.2
Ag
reed
The
r
esults
of
Table
3
sho
ws
that
the
le
ct
urers
ag
ree
d
that
so
ci
al
m
edia
i
s
pr
e
dom
inantly
us
ed
f
or
so
ci
al
iz
at
ion
a
nd
oth
e
r
no
n
-
a
cadem
ic
act
ivities
li
ke
sprea
din
g
of
false
i
nfo
rm
ation
a
nd
ha
te
sp
eec
hes
.
Th
us
th
e
tren
d
i
n
t
he
usa
ge
of
s
ocial
m
edia
am
on
g
the
le
ct
ur
e
rs
is
predo
m
inantly
f
or
s
ocial
iz
at
ion
.
This
re
velat
io
n
is
i
n
ta
nd
em
with
th
e
vie
ws
of
[9
,
23,
24
]
t
hat
the
tren
d
in
te
rm
s
of
so
ci
al
m
edia
us
a
ge
am
on
g
academ
ic
in
te
rtia
ry
insti
tuti
on
s
in
Nige
ria
re
veal
ed
t
hat
the
ov
e
rwhelm
ing
pat
rona
ge
is
in
te
r
m
s
o
f
m
aking
new
f
rien
ds
(
onli
ne),
play
ing
gam
es,
exchan
ge
of
l
ov
e
m
essages,
on
li
ne
cha
rting,
sh
a
rin
g
Selfie
s,
sprea
ding
fal
se
inf
or
m
at
ion
,
hate
sp
eec
hes,
a
nd
e
ven
quar
rell
ing
with
virtu
al
fr
i
ends.
T
hus,
t
he
te
achers
just
li
ke
their
stu
den
t
s
can
s
pe
nd
en
dless
hours
on Face
book
pro
file
s, Whatsa
pp, T
wi
tt
ers
or
YouT
ube am
on
g se
ve
ral o
t
her
so
ci
al
m
edia p
la
tform
s.
Rese
arch
que
stion
4:
What
strat
egies
can
enh
a
nce
the
use
of
s
ocial
m
e
dia
for
aca
dem
ic
act
ivit
ie
s
a
m
on
g V
ocati
onal
and
Tech
ni
cal
ed
uc
at
ion l
ect
ur
er
s
?
Th
e
res
ult
of
T
able
4
un
c
over
ed
t
hat
al
l
the
i
tem
s
had
m
ean
sco
res
beyo
nd
the
c
utoff
poi
nt
of
3.0
0.
This
is
in
dicat
es
that
t
he
le
ct
ur
e
rs
a
greed
th
at
al
l
the
it
em
sta
tem
ents
are
te
chn
iq
ues
that
can
be
em
plo
ye
d
t
o
i
m
pr
ove
the
u
s
e of s
ocial
m
edia for
aca
dem
i
c act
ivit
ie
s.
Table
4.
Me
a
n rati
ng
s
of lect
urers
’ op
i
nion
on
strat
e
gies to
enh
a
nce t
he us
e of s
ocial
m
edia for
academ
ic
acti
v
it
ie
s
S/N
IT
E
M
M
ean
(X)
Re
m
ark
1
capacity
b
u
ild
in
g
p
rog
ra
m
m
e
sh
o
u
ld
b
e
o
rga
n
i
z
e
d
t
o
t
ra
i
n
th
e
tea
ch
ers
to
u
n
d
erstand
th
e
co
n
cept
of
so
cial lear
n
in
g
4
.5
Ag
reed
2
regu
lar
wo
rks
h
o
p
s
sh
o
u
ld
b
e
m
o
u
n
ted
to
k
eep
lectu
re
rs
a
b
reast
with
th
e
late
st
tech
n
o
lo
g
y
o
n
so
cial netwo
rkin
g
4
.0
Ag
reed
3
Ins
titu
tio
n
al
su
p
p
o
rt
in
ter
m
s
o
f
h
ig
h
sp
eed
in
ternet
co
n
n
ectiv
ity
serv
ices
sh
o
u
ld
b
e
readily
av
ailab
le a
n
d
acc
ess
ib
le in th
e ca
m
p
u
s
4
.5
Ag
reed
4
Prov
isio
n
of
d
e
p
en
d
ab
le
p
o
wer
su
p
p
ly
by
the elect
ricit
y
auth
o
rity
4
.8
Ag
reed
5
Prov
isio
n
of
s
u
b
sti
tu
te
so
lar
p
o
were
d
syste
m
f
o
r
ICT
f
acilities
4
.7
Ag
reed
6
Lecturer
s
sh
o
u
ld
b
e
trained
to
u
tilize
th
e
so
cial
m
ed
ia
m
o
re
f
o
r
acade
m
ic
a
ctiv
ities
an
d
also
gu
id
e stu
d
en
ts
to u
se it ef
f
ectiv
ely
.
3
.5
Ag
reed
7
Stead
y
sp
o
n
so
rsh
i
p
to
n
atio
n
al
an
d
i
n
ternatio
n
al
co
n
f
e
r
en
ces
an
d
se
m
in
ar
s
o
n
ad
v
a
n
ced
ICT
b
ased
tea
ch
in
g
and
lear
n
in
g
m
et
h
o
d
4
.5
Ag
reed
8
The
lectu
rer
s
sh
o
u
ld
en
co
u
rage
stu
d
en
ts
to
m
ak
e
m
e
a
n
in
g
f
u
l
u
se
o
f
so
c
ial
m
ed
ia
b
y
in
co
rpo
rating
the
m
into
their classroo
m
less
o
n
s.
4
.0
Ag
reed
9
Lecturer
s
sh
o
u
ld
in
trod
u
ce
th
e
stu
d
e
n
ts
to
so
cial
n
etw
o
rkin
g
sites
th
at
are
stric
tly
f
o
r
ed
u
catio
n
al pu
rpo
s
es.
4
.2
Ag
reed
10
Ins
titu
tio
n
s
sh
o
u
l
d
regu
late
p
o
stin
g
s
o
n
sch
o
o
l
-
b
ase
s
o
cial
m
ed
i
a
p
latf
o
r
m
an
d
th
ey
sh
o
u
ld
co
n
stan
tly
watch
o
u
t
f
o
r
cy
b
erbu
llin
g
an
d
p
o
stin
g
o
f
o
f
f
e
n
s
iv
e
ty
p
es
o
f
i
m
ag
es/arti
cles.
4
.5
Ag
reed
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
4
,
Dec
e
m
ber
2019
: 7
35
-
741
740
The
outc
om
e
of
Table
4
unco
ver
s
t
hat
e
ver
y
on
e
of
t
he
t
hings
ha
d
m
ean
sc
or
es
over
the
c
utoff
purpos
e
of
3.0
0
w
hich
m
eans
that
t
he
le
ct
ur
ers
c
on
c
urre
d
t
hat
al
l
the
thin
g
arti
culat
ion
s
a
re
syst
em
s
that
ca
n
be
util
iz
ed
to
upgr
a
de
the
util
iz
at
ion
of
s
ocial
m
ed
ia
for
academ
ic
exerc
ise
s
am
on
g
V
ocati
on
al
an
d
Tech
nical
ed
uc
at
ion
le
ct
ur
ers
.
S
or
ti
ng
out
lim
it
bu
il
din
g
syst
em
t
o
pre
par
e
th
e
te
achers
t
o
c
ompre
he
nd
t
he
id
ea
of
s
ocial
le
arn
i
ng
j
ust
as
m
ou
nti
ng
of
c
us
tom
ary
w
orks
hops
t
o
kee
p
le
ct
ur
e
r
s
side
by
si
de
with
t
h
e
m
os
t
recent
te
ch
no
l
og
y
on
so
ci
al
syst
em
s
adm
inist
rati
on
destinat
io
ns
ar
e
am
on
g
the
t
op
te
c
hniq
ues
pr
opos
e
d
by
the
r
esp
onde
nts.
Di
ff
e
ren
t
proce
dures
i
nc
orp
or
at
e
t
he
a
r
rangem
ent
of
dep
e
ndable,
c
onti
nuous
powe
r
s
upply
a
nd
f
ast
we
b
a
vaila
bili
ty
.
These
reco
m
m
end
at
io
ns
a
re
pa
ir
with
c
om
par
able
disco
ver
i
es
of
[
25,
26
]
t
hat
ar
rangem
e
nt
of
ste
ady
a
nd
sta
ble
powe
r
s
upply
by
the
po
wer
auth
or
it
y,
a
rr
a
ng
em
ent
of
4G
fast
web
ne
twork
an
d
ad
m
inist
rati
on
s
i
ns
ide
the
sch
oo
l
pr
em
ise
s,
cu
stom
ary
and
pe
rio
dical
li
m
it
bu
il
din
g
w
orks
hop
on
IC
T
util
iz
at
ion
a
nd
ar
ra
ng
em
ent
of
well
-
pr
e
par
e
d
ICT
fo
c
us
by
the
s
chool
the
exe
c
utives
be
st
the
r
undo
wn
of
proce
dures
requ
ired
to
e
nergiz
e
the
receptio
n
of
s
ocial
m
edia
by
the
le
ct
urers
.
Ot
her
key
proce
dures
,
as
ind
ic
at
ed
by
[
27,
28]
inc
orp
or
at
es:
Pr
ovisi
on
of
f
r
ee/
finan
ce
d
I
c
us
hi
ons,
Ta
blets,
a
nd
wor
ks
ta
ti
on
s
f
or
le
ct
ur
e
rs,
P
rovisio
n
of
sav
vy/i
ntell
igent
sh
eet
s
a
nd
po
wer
po
i
nt
project
or
s
in
the
st
affroom
and
a
ud
it
ori
um
s
just
as
cust
om
ary
sp
ons
orshi
p
t
o
national
and
global
gat
her
i
ng
s
a
nd
cl
a
s
ses
on
i
nnova
ti
ve
ICT
base
d
te
achi
ng
a
nd
l
earn
i
ng
sta
ges
li
ke
the
util
iz
ation
of
so
ci
al
m
edia
.
4.
CONCL
US
I
O
N
The
21
st
ce
ntu
r
y
stud
e
nts
i
n
m
os
t
dev
el
oping
co
untrie
s,
Nige
ria
inclu
sive
a
re
al
rea
dy
ver
y
m
uch
a
t
ho
m
e
with
s
oci
al
m
edia
us
a
ge
outsi
de
t
he
for
m
al
school
sys
tem
,
con
se
que
ntly
there
is
th
e
nee
d
t
o
inc
or
porate
it
s
us
age
into
the
m
ai
n
stream
of
academ
ic
w
ork
because
it
can
help
t
he
stude
nts
le
a
r
n
best
pract
ic
es
f
or
it
s
us
a
ge
in
ad
diti
on
to
offe
rin
g
t
hem
excit
ing
ne
w
twist
i
n
aca
dem
ic
act
ivitie
s.
T
hus,
t
he
ne
ed
for
t
he
pr
ese
nt
cr
op
of
Vo
cat
io
nal
and Tec
hnic
al
edu
cat
io
n l
ect
urers
in
terti
ary
insti
tuti
on
s
to
e
m
br
ace a
nd
ta
p
i
nto t
he
pote
ntial
of
us
in
g
s
ocial
m
edia
in
com
plem
enting
t
he
c
urre
nt
co
nve
ntion
al
le
a
rn
i
ng
process
can
not
be
overem
ph
a
siz
ed.
Abo
ve
al
l,
res
earch
fin
dings
rev
eal
e
d
that
s
ocial
m
edia
is
a
te
chnolo
gical
too
l
that
can
resh
a
pe
the
fu
t
ur
e
of
te
aching
Vo
cat
i
on
al
a
nd
Tech
nical
ed
ucati
on
relat
ed
c
ourse
s
as
it
bri
ngs
w
it
h
it
ne
w
op
portu
niti
es
in
aca
dem
ia
wh
ic
h
is
ca
pa
ble
of
prom
oti
ng
c
ollab
or
at
iv
e
te
achi
ng
a
nd
le
ar
ning
a
s
w
el
l
as
the
po
te
ntial
to
prom
ote
a
nd
resh
a
pe
t
he fut
ur
e
of
higher
e
du
cat
io
n
i
n
i
nst
it
ution
s
of
lea
r
ning.
The
fo
ll
owin
g
rec
omm
end
at
ion
s
are
pro
ff
e
r
ed
on
the
basi
s
of
the
fin
dings
of
this
st
udy:
Ca
pacit
y
bu
il
di
ng
progr
a
m
m
e sh
ou
l
d b
e orga
nize
d
to
trai
n
th
e tea
ch
e
rs
as
this
w
il
l
he
lp them
und
e
r
sta
nd the
conc
ept
of
so
ci
al
le
ar
ning
an
d
al
so
keep
ab
rea
st
with
the
la
te
st
te
c
hnology
of
s
ocial
net
wor
king.
S
i
m
i
la
rly
,
I
ns
ti
tuti
on
a
l
su
pp
or
t
is
esse
ntial
to
overc
om
e
chall
eng
e
s
relat
ed
t
o
inte
r
net
c
onnecti
vity
ser
vices
a
nd
chall
enges
of
e
ssentia
l
a
m
eniti
es
su
ch
as
avail
abili
ty
of
c
onsta
nt
el
ect
rici
ty
.
Fu
rthe
rm
o
re,
the
Stu
de
nts
sho
uld
al
s
o
be
trai
ned
t
o
util
iz
e
the
s
ocial
m
edi
a
m
or
e
for
aca
dem
ic
act
ivitie
s
an
d
al
s
o
gu
i
de
d
to
use
it
ef
f
ect
ively
.
The
t
eachers
on
t
heir
pa
rt
sh
oul
d e
nc
oura
ge
stu
den
ts
to
m
ake
m
eaningfu
l
use
of
s
ocia
l
m
edia
by
i
nc
orp
or
at
in
g
the
m
into
t
heir
cl
a
ssroom
le
sso
ns.
This
c
an
be
do
ne
by
i
ntr
oducin
g
t
he
stud
e
nts
t
o
s
oci
al
netw
orki
ng
s
it
es
that
are
stri
ct
ly
fo
r
e
du
cat
i
on
al
pur
po
ses
.
Fi
na
ll
y,
the
insti
tuti
on
s
sho
uld
re
gu
la
te
st
ud
e
nts
’
posti
ngs
on
s
chool
-
base
d
s
ocial
m
edia
platfor
m
and they s
houl
d
c
onsta
ntly
wat
ch
out
for
cy
berb
ulli
ng
a
nd
po
sti
ng of
offe
ns
ive
ty
pes of i
m
ages/arti
cl
es.
REFERE
NCE
S
[1]
M.
A.
Jebb
a,
U.
Sanda
and
T.
S.
Abdulr
ahman,
"
E
-
learni
ng:
An
indi
spensa
ble
21
st
c
ent
ur
y
qualit
y
assuran
c
e
m
ec
hani
sm
/
plat
form
for
te
chn
i
ca
l
educat
ion
l
e
ct
ure
rs,
"
Nige
r
Journal
of
Te
ch
nology
Educ
at
io
n,
NIJOTECH,
vol.
6(1)
,
pp
.
27
6
-
285,
2018
.
[2]
D.
Bulusson,
"
Socia
l
m
edia
as
an
edu
cational
and
en
li
ghtme
nt
platform
,
"
Daily
trust
newsp
aper
,
vol
.
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(9
),
pp.
31
-
32
,
Ma
y
2017.
[3]
Y.
M.
Kam
ar
,
G.
B.
Kubo
and
R.
Ibra
him,
"
Emerg
ing
comm
unic
ati
on
technologies
i
n
scie
n
ce
s
educa
ti
on
and
exi
sting
issues
of com
pli
anc
e
among
science
t
eache
rs
in
Niger
ia,
"
57
th
an
nual conf
ere
nc
e
proce
edi
ngs
of
S
TAN
hel
d
at
Ekit
i,
Ek
iti S
tat
e
,
N
iger
ia
,
Aug
2016
.
[4]
H.
W
aheed,
M.
Anjum
,
M.
R
eh
m
an
and
A.
Kha
waja
,
"
Inve
st
iga
t
ion
of
user
beh
a
vior
on
soci
al
n
et
working
site
s,
"
PLoS
ONE
,
vo
l.
12(2),
pp
.
25
-
32
,
2017.
[5]
K.
E.
Murra
y
a
nd
R.
W
al
l
er,
"
Socia
l
n
et
worki
ng
goes
abr
oad
,
"
Inte
rnat
ional
Educ
ator
,
vo
l.
16(3),
pp.
56
-
5
9.
Ret
ri
eve
d
f
rom
htt
p://ww
w.c
al
v
i
n.
edu/ac
ade
m
ic
/
,
2007.
[6]
M.
J.
Adam
u,
"
Social
m
edia:
An
innova
ti
v
e
teac
h
ing
and
learni
ng
pla
tform
for
21
st
ce
ntur
y
t
eache
rs
and
stud
ent
s
,"
A
paper
presente
d
at
th
e
In
te
rnati
onal
Confe
ren
ce
on
Computing
and
Relate
d
Tec
hnologi
es
(
ICCRT
-
2017)
at
Sind
h
Madress
atul
Isla
m Univ
ersity,
Ka
rachi,
Pakistan
,
Dec
2017
.
[7]
The
Edu
ca
t
ion
Foundati
on,
"
Fa
ce
book
guid
e
f
or
educ
a
tors
-
a
tool
for
t
eachi
n
g
and
learni
ng
,
"
Ret
ri
eve
d
from
htt
p://ww
w.fa
c
e
book.
com/educ
a
ti
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k
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In
t J
E
val & R
es Educ
.
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N:
22
52
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8822
Th
e r
ole
of s
oc
ial me
dia
i
n
re
sh
api
ng the
ac
ad
e
mi
c
activ
it
i
es o
f v
oc
ationa
l …
(
Adam
u
M
uhamme
d
Je
bb
a
)
741
[8]
M.
J.
Adam
u,
&
U.
Na
tha
ni
el,
"
A
r
evi
ew
of
c
onnec
t
ivi
sm
theor
y
as
a
b
enc
h
m
ark
for
21
st
c
e
ntur
y
te
a
che
rs
a
nd
student
s,
"
Journal
of
Te
chni
ca
l
Voc
ati
ona
l
Education,
Tr
aini
ng
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ese
arch,
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re
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Te
ch
nic
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Voc
a
ti
ona
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Educ
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Re
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"
Aw
are
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le
v
el
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edutainment
among
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g
y
edu
ca
t
ion
lec
ture
rs
in
col
l
eges
of
educat
ion
i
n
Niger
ia
,"
A
pap
er
presente
d
at
the
Inte
rnat
ion
al
Confe
ren
ce
o
n
Educ
at
ion,
Dev
e
lopment
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Z.
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az
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e,
"
E
ffect
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ed
utai
nment
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oti
vation
and
a
c
hie
v
eme
nt
o
f
stu
dent
s
in
motor
v
ehi
c
le
me
chanic
s
work
in
t
ec
hni
ca
l
co
lleges
o
f
Ada
mawa
state,
N
ig
eria,
”
Unpubl
ished
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n
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ic
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chi
ev
ement,
cr
it
i
ca
l
thi
nk
ing,
an
d
le
arn
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m
oti
va
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A
y
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eg
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ia
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f
ic
a
t
e
in
educat
ion
m
ini
m
um
standa
rd
s
for
vocational
and
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ec
hni
cal ed
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ec
hn
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e
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Proc
ee
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gs
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th
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fer
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e
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chno
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ve
n
ti
onal
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e
ct
rica
l/
e
lectr
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pmen
t
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t
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eg
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of
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ati
on
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rn
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ria
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kage
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te
a
ching
meta
l
forgin
g
te
chno
logy
at
Ni
gerian
C
erti
f
ic
at
e
in
Educ
a
ti
on
(
T
ec
hni
cal
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e
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ip
le
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d
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t
ec
h
nology
edu
cat
io
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ada
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ic
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N.
Udofia
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Udofia,
"
Proj
ec
t
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e
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n
g
m
et
hods
and
s
kil
ls
a
cqui
sit
ion
in
elec
tri
c
al
inst
al
l
at
ion
works
i
n
te
chn
ic
a
l col
l
eges
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Akw
a
Ibom
Stat
e
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"
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cade
mi
c
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unadi,
"
A
rel
ational
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ent
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ac
h
ie
v
e
m
ent
of
televi
sio
n
te
chno
log
y
in
t
ec
hni
ca
l
colleg
e
s
in
de
lt
a
sta
te
s of
Niger
ia,
"
Journa
l
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industrial
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r e
du
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i
on
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A.
E
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Uzoa
gu
lu,
"
Practical
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id
e
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wri
ti
ng
rese
arch
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ct
rep
orts
in
te
rt
iary
i
nstit
ut
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Enu
gu:
John
Jac
obs
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ss
ic
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li
she
rs,
2011.
[20]
A.
Condron,
"
Cool
wa
y
s to
use
s
k
y
pe
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th
e
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la
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l
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t
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ub.
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C.
O.
Ebele
,
"
Aw
are
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nc
ie
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use
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f
social
m
edia
in
te
a
chi
ng
b
y
l
ec
tu
rer
s
in
h
ighe
r
ins
ti
tutions
in
Sout
h
–
Ea
st Of
Ni
ger
i
a
,
"
European
Jou
rnal
of Busine
ss
and
Manage
men
t,
vo
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,
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uam
and
K.
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,
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Soci
al
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nologi
es.
A
pok
e
for
ca
m
pus
ser
vic
es,
"
EDUCAS
E
Re
v
ie
w
,
vol
.
2(5
),
pp
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32
-
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,
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7.
[23]
O.A. Adeba
y
o
,
"
Aw
are
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u
sage
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ocial n
e
tworking s
it
es
b
y
stud
ent
s
of l
ibr
ar
y
and
informat
ion s
ci
en
ce
: Th
e
Case
of
Feder
a
l
Pol
y
t
ec
hni
c,
Off
a,
Nig
eria,
"
Jour
nal
of
Informatio
n
and
knowl
edg
e
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[24]
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Am
utha
and
S
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J
.
K
enne
d
y
,
"
A
ware
ness
and
u
tilizati
on
of
soci
al
net
working
among
t
ea
ch
er
tr
ai
ne
es
,
"
In
te
rnationa
l
journal
of
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research
&
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t
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v
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l
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usu
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and
A.
G.
L
arson,
"
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e
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edi
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s
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ca
demic
p
erf
or
m
anc
e
of
terti
ar
y
insti
tution
stude
nts:
A
stud
y
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s
tude
nts
of
Kofor
idua
Pol
y
techni
c
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Journal
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s
soci
al
n
etw
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r
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s
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aceboo
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v
el
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among
technolo
g
y
edu
ca
t
ion
le
c
ture
rs
in
Col
le
g
e
s
of
Edu
cation
i
n
Niger
ia,
"
A
pap
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present
ed
at
t
he
int
ernat
ional
conf
ere
n
ce
on
e
ducat
ion
,
d
evel
o
pment
and
inno
v
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on
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T
and
i
ts
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a
chi
ng
and
le
arn
ing
in
Nig
eri
an
un
ive
rsit
ies
:
a
c
ase
stud
y
of
Feder
al
Univer
s
ity
of
Technol
o
g
y
,
Minna
,
Nig
eri
a
,
"
A
pap
er
presente
d
a
t
th
e
fi
f
th
in
te
rnatio
nal
conference
on
humaniti
es,
sc
ience
and
sus
tai
na
ble
de
ve
lopm
ent
hel
d
at
the
main
audit
orium
,
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c
ent
r
e,
Port
o
novo,
Republi
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20
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Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
4
,
Dec
e
m
ber
2019
: 7
35
-
741
742
BIOGR
A
PH
Y
O
F
AU
TH
OR
Muham
m
ad
Ada
m
u
Jebba
holds
PhD
in
Industria
l
and
Technol
og
y
Educ
a
ti
on.
His
a
rea
of
r
ese
ar
ch
int
er
est
is
on
in
novat
iv
e
IC
T
teac
hing
and
l
ea
r
ning
pl
at
form
.
He
has
wr
it
t
en
m
an
y
p
ape
rs
on
innova
ti
v
e
teac
h
ing
and
learni
ng
.
He
is
a
m
ember
of
seve
r
al
prof
e
ss
iona
l
bod
ie
s
a
nd
an
edi
tor
ia
l
consula
nt
of
Int
ern
ationl
Journa
l
of
Com
puti
ng
and
Relat
ed
T
ec
hnolog
y
,
Sind
h
Madre
ss
at
ul
Univer
sit
y
,
Ka
rac
hi
.
He
is
pre
sent
l
y
a
Chei
f
L
ectur
er
with
th
e
Depa
rtment
of
El
e
ct
ri
ca
l
/E
l
ectr
onic
s,
Nig
er
St
at
e
Coll
ege
o
f
Educ
a
ti
on,
Min
na,
Nig
eria
and
al
so
the
Dea
n
Student
s Affai
rs
of
the Col
l
ege.
Natha
ni
el
Ndaga
na
Um
aru
is
a
PhD
Schola
r
with
th
e
Dep
art
m
ent
of
Industrial
an
d
T
ec
hnol
o
g
y
Educ
a
ti
on,
Fed
e
ral
Univer
sit
y
of
T
ec
hnolog
y
,
M
inna
,
Nig
eri
a
.
He
is
a
sen
ior
lectur
er
wit
h
the
Depa
rtment
of
E
le
c
tri
c
al
/
Elec
tro
nic
s,
Ni
ger
State
Coll
ege
of
Edu
ca
t
ion,
Minna
,
Niger
ia.
He
has
m
an
y
publ
icati
o
ns
on
Ent
rep
ren
e
urship
and
E
lect
rca
l
Pow
er
S
y
st
e
m
engi
nee
r
ing.
He
is
pre
sen
t
l
y
the
Exa
m
Offic
e
r
of
th
e
Co
ll
eg
e.
Evaluation Warning : The document was created with Spire.PDF for Python.