International Journal of Education and Development using Information and Communication Technology

(IJEDICT), 2022, Vol. 18, Issue 3, pp. 147-158

Students’ Usage of WhatsApp Instant Messenger as a Supporting Tool for

Learning in Kaduna State, Nigeria

Yunusa Dangara Usman

Federal Road Safety Corps, Kaduna, Nigeria

Aishatu Bukar
Local Education Authority, Kwali Area Council Abuja, Nigeria

ABSTRACT

The study was carried out to examine the extent of Students’ Usage of WhatsApp Instant
Messenger as a Supporting Tool for Learning in Kaduna State, Nigeria. A survey research design
was adopted in the study. Five tertiary institutions were randomly selected based on security
guarantee for the study. All final year students in tertiary institutions in Kaduna State formed the
population of the study, and the stratified random sampling method was used to select a sample of
598 students in exit classes for the study. Five research questions were used as a guide in the
study. A structured questionnaire titled; Impact of WhatsApp Instant Messenger on Learning
Questionnaire (IWIMOLQ) was used to elicit information from the respondents. 598 copies of the
research instrument were administered with the support of five research assistants (who were
students in the institutions). The questionnaires were completed and returned within ten weeks.
The information collected was coded accordingly into statistical data and analyzed using Mean (M)
and Standard Deviation (SD) statistical tools. Mean scores of 2.5 and above (≥2.5) were accepted
while mean scores below 2.5 (< 2.5) were rejected. The major finding of the study is that students
are already familiar with and are using the different WhatsApp features for different purposes, thus
making its acceptance and integration as a support tool for learning a seamless process. The study
concludes that the usage of WhatsApp and other social networking platforms by teachers and
students should be encouraged in learning institutions. The study, therefore, recommends inter
alia, developing user friendly WhatsApp functionalities with affordable mobile Internet services.

Keywords: Student; WhatsApp; support; tool; learning; Nigeria

INTRODUCTION

Technological developments provide everywhere and anytime learning opportunities. The use of
computer and mobile technologies has considerably changed the way people utilize information.
Therefore, today, technology plays a significant role in educational environments in which emerging
technological tools are used (Kartal, 2019). The critical need everywhere in the world is for
education to prepare students to lead successful, fulfilling lives. In today’s world, it means providing
them with relevant educational experiences that nurture their passions, problem-solving abilities,
and higher level thinking skills, including critical thinking and creativity (Bere, 2012). This noble
expectation is being threatened in Nigeria by a myriad of problems like the outbreak of epidemic
and pandemic diseases (Ebola and COVID-19), natural disasters (floods), communal conflicts,
trade related disputes and insecurity (insurgency/banditry). These issues have led to intermittent
or prolonged closure of schools and consistently disrupted the smooth academic processes of the
education system in the country. In some circumstances, the mitigating measures introduced to
curb the spread of the diseases like COVID-19 led to the closure of schools and forced learning
148 IJEDICT

institutions to find alternatives to traditional learning models, such as blended and online learning,
to continue with their teaching and learning (Letsela & Bekithemba, 2020).

These unprecedented trends, according to Durgungoz & Durgungoz (2021), have increased the
need for newer, more innovative, and virtual ways of learning. In recent years, methods of teaching
are gradually transforming from the traditional face-to-face classroom to an online learning
environment that defies the need for synchronous time and geographical distance. Education has
developed with the use of social networking technology. Students now increasingly use
technological advances to enhance their learning and for the purpose of grasping excellent
academic performance (Dror, 2008). Modern technology in communication has no doubt helped to
serve as a means of connecting people and as a medium of interaction in the social world and
educational arena. As a consequence, education has been exploring the exciting opportunities that
technologies have brought to institutions, educators and students (Tayo, Adebola & Yahya, 2019).
In view of the ardent need for a shift in the instructional process from the old face-to-face model to
a new blended model, WhatsApp messenger can easily be adopted. The WhatsApp application is
one of the most favored mobile based applications that can facilitate synchronous communication
(Hutchinson, 2020). It possesses the features to facilitate synchronous learning. Several case
studies (Nicholson, 2002; Hrastinski, 2006; Schwier & Balbar 2002; Oztok, Zingaro; Brett & Hewitt,
2013) found that students can develop a sense of community using online synchronous
communication platforms. Many online educational programs using web conferencing tools like
instant messaging or live chat, webinars and video conferencing allows many people to learn at
the same time in different places and as well allow for students and teachers to collaborate and
learn in real time (So, 2016).

High-tech innovations are contributing immensely to improvement in teaching and learning.

Consequently, educational delivery should evolve from face-to-face to varying methods of mixed
and distance learning modes. Emerging communication technologies, including social networking
applications are being utilized to facilitate distance education through the Internet (Boateng &
Amankwaa (2016). These innovations have improved access to learning resources and enhanced
synchronous and asynchronous communication among learners and between learners and
teachers (Pimmer & Rambe, 2018). In this regard, Boateng & Amankwaa (2016) asserted that
social media has influenced instructors, students, and other academic stakeholders to unite with
each other to promote knowledge construction in teaching and learning.
As smartphones become more prevalent, their potential to be used for the purposes of teaching
and learning grows into more critical tools for mobile learning, which can be considered as a
learner-centric approach that focuses on the mobility of the learner as well as the mobility of
learning (Kartal, 2019). A relatively recent study by Yeboah & Nyagorme (2022), showed that
WhatsApp usage in a learning environment can support learning approaches such as inquiry
learning that support creativity, critical thinking, collaborative skills, and critical reflection. According
to Andujar (2016), WhatsApp constitutes a powerful educational tool to encourage interaction
among group participants and its tremendous potential to activate students' involvement remains
the least exploited functionality of mobile phones. WhatsApp can also boost students’ dynamic
participation and inspire learners to get involved in purposeful activities with a special emphasis on
effective learning outcomes (Beetham & Sharpe, 2013).
Educators have emphasized the benefits of WhatsApp application in the educational process and
advised the use of WhatsApp to inform students about many interesting tasks that can be done
with the messaging application in the field (Woztell.com, 2022). Moreover, it is one of the creative
teaching techniques which can be used to attract students’ interest and attention and provide fun-
based learning (So, 2016). It allows the students to express thoughts and ideas via various features
of the WhatsApp application platform, such as attaching pictures, sharing videos, sharing web-
Student use of WhatsApp as a learning support tool in Nigeria 149

links, recording videos and many more. It also helps the students to get actively involved in learning
activities via various features on this application (Kartal, 2019).
Consequently, with the stated advantages of WhatsApp, the continuous closure of schools has
become an issue of concern to the stakeholders since the face-to-face method of learning is
gradually being endangered. This worrying apprehension stimulated this study, whose main thrust
is to find out the extent of students’ usage of WhatsApp instant messenger as a supporting tool for
learning in Kaduna State, Nigeria.
STATEMENT OF THE PROBLEM

Education is seen as a powerful instrument of development and the most important factor to ensure
equality of opportunities. Therefore, countries are making remarkable progress in getting children
into the classroom, and more children worldwide are now in school. Despite the enrolment efforts,
learning is still not guaranteed because of dramatic disruptions afflicting the academic environment.
According to Mulyono, Suryoputro & Jamil (2020) the outbreak of the coronavirus disease (COVID-
19) has led to the worst crisis in the education sector. The pandemic has affected educational
systems worldwide, leading to near total closures of schools, thereby disrupting academic activities
(UNESCO, 2020). The World Bank (2020) reported that at the peak of school closures in April
2020, about 1.6 billion children were out of school worldwide. This implies that the education sector
is evidently amongst the major casualties of the COVID-19 pandemic.
The education sector in Nigeria is also faced with a myriad of problems. Prominent among the
problem areas in the sector in Nigeria is intermittent or prolonged closure of schools due to outbreak
of epidemic diseases like Ebola, natural disasters like floods, communal conflicts, trade/industrial
related disputes and actions leading to insecurity like militancy and insurgency/banditry. The
continued closure of schools because of these causes has consistently disrupted the academic
processes and hence detrimentally affected the processes and products of the education system.
School closures in response to these challenges have shed more light on numerous issues
affecting access to quality education and the attainment of a peaceful learning environment in
Nigeria (Usman & Madudili, 2021).
In another worrying dimension, Yaba (2022) reported that the menace of banditry and military
operation against bandits in some parts of the North-West and North-Central has forced the Kaduna
State Government to abruptly shut down schools in 2021 for security reasons. Related closure of
school activities due to insecurity amid a spate of student kidnappings has been reported in more
states across the region (Olaniyan & Aminu, 2021). Globally, the usual face-face mode of
instructional delivery is steadily being threatened by socio-economic, political and security reasons.
More so, prolonged school closure and home confinement during a disease outbreak might have
negative effects on children's physical and mental health (Wang, Zhang, Zhao, Zhang, & Jiang,
(2020). This is becoming worrisome to parents, educators and other stakeholders in the sector,
considering the importance of education and the resources being invested in educating the
learners.
Considering that the factors leading to the closure of schools appear to be growing unabated in
Nigeria, experts are encouraging the adoption of more innovative and virtual ways of learning using
modern technology platforms. Considering the highlighted problems, the researchers seek to find
out the extent of students’ usage of WhatsApp instant messenger as a supporting tool for learning
in Kaduna State, Nigeria.

OBJECTIVES OF THE STUDY

The main objective of this study is to assess Students’ Usage of WhatsApp Instant Messenger as
a supporting tool for Learning in Kaduna State. However, the specific objectives are to:
150 IJEDICT

1) Identify the WhatsApp functionalities mostly used by students in Kaduna State.

2) Ascertain the contents exchanged through WhatsApp Messenger by students in Kaduna State.
3) Explore the purpose of WhatsApp Messenger usage among students in Kaduna State.
4) Discover the challenges affecting usage of WhatsApp messenger among students in Kaduna
State.
5) Examine the frequency of WhatsApp messenger usage among students in Kaduna State.

RESEARCH QUESTIONS

The study seeks to provide answers to the following research questions:

1) What are the WhatsApp functionalities mostly used to support learning?

2) What are the contents regularly exchanged through WhatsApp Messenger?
3) What purpose do you use WhatsApp Messenger for?
4) What are the challenges affecting usage of WhatsApp Messenger in learning?
5) How frequently do you use WhatsApp Messenger?

DELIMITATION OF THE STUDY

The study was delimited to only public tertiary institutions in Kaduna State. This is because of the
state Government’s desire to advance the acceptance of modern technology in all sectors in the
state. The study was further delimited to cover the WhatsApp functionalities mostly used by
students, the contents exchanged through WhatsApp Messenger, the purpose of WhatsApp
Messenger usage among students, the challenges affecting usage of WhatsApp messenger
among students and the frequency of WhatsApp messenger usage among students in Kaduna
State.
RESEARCH METHODOLOGY

A survey research design was adopted in this study. Five tertiary institutions were randomly
selected based on security guarantee for the study. The institutions are Kaduna Polytechnic,
Kaduna State University Kaduna, Federal Co-operative College Kaduna, Nuhu Bamalli Polytechnic
Zaria, and College of Education Gidan Waya. The population for the study comprises all final year
students in tertiary institutions in Kaduna State, Nigeria. The stratified random sampling method
was used to select 598 students in exit classes as the sample for the study from the selected
institutions.
Five research questions were used as a guide in the study. A structured questionnaire titled; Impact
of WhatsApp Instant Messenger on Learning Questionnaire (IWIMOLQ) was used to elicit
information from the respondents. The questionnaire covered 30 items. A four point Likert rating
scale of; Agree (A), Strongly Agree (SA), Disagree (D) and Strongly Disagree (SD) was used for
the responses. The instrument was face validated to ascertain its suitability for use in data collection
by an expert in Kaduna State University, Kaduna. The reliability of the instrument was determined
using a test –retest method. The reliability co-efficient 0.892 and 0.867 obtained for the instrument
in a pilot study conducted with 113 students in two institutions was declared acceptable for the
study.
598 copies of the research instrument were administered with the support of five research
assistants (who were students in the institutions).The questionnaires were completed and returned
within ten weeks. Information collected was coded accordingly into statistical data before analysis
using Mean (M) and Standard Deviation (SD) statistical tools. Mean scores of 2.5 and above (≥2.5)
were accepted while mean scores below 2.5 (< 2.5) were rejected.
Student use of WhatsApp as a learning support tool in Nigeria 151

RESULTS, DATA ANALYSIS AND DISCUSSION

Table 1: Demographics of Respondents

S/N Gender Frequency Age Grade (Years) Total

18-30 31-45 46-60
1 Male 431 226 196 9 431
2 Female 167 142 21 4 167
Total 598 368 217 13 598
Source: Field Survey, 2021

Table 1 shows demographic information about the respondent’s gender and age. Analysis of the
data shows that 431 (72.07 %) and 167 (27.93%) males and females participated respectively in
the study. 368 (61.54%), 217 (36.29%) and 13(2.17%) of the respondents were between the ages:
18-30, 31-45 and 46-60 years respectively. This indicates that more males participated while the
majority of the respondents were in the 18 to 30 age group and the least in the 46 to 60 age group.
The study investigated Students’ Usage of WhatsApp Instant Messenger as a Supporting Tool for
Learning in Kaduna State, Nigeria. Both males and females in the age category between 18 - 60
years participated in the research and were all conversant with WhatsApp messenger as a platform
for communication. This is in line with the position of Bere (2012) that WhatsApp application has
become popular, widely adopted by individuals and
increasingly being used among youth because it allows
better accessibility, enjoyment, and quick information-sharing and cost benefits, corroborating the
results of later studies (Centinkaya, 2017; Tayo et al., 2019; Effiong et al., 2021; Wulystan 2021;
Yeboah & Nyagorme, 2022).

Research Question 1. What are the WhatsApp functionalities mostly used by students to
support learning?

Table 2: Mean score and standard deviation of WhatsApp functionalities mostly used to support
learning

S/N Items (S) M SD Decision

1. Voice/Video Calls 2.57 1.13 Accepted
2. Documents Sharing 3.44 2.11 Accepted
3. Group Messaging 3.63 1.11 Accepted
4. Group Chat 3.51 1.15 Accepted
5. Sharing Photos/Videos 2.56 1.14 Accepted
6. Text 3.02 1.18 Accepted
7 WhatsApp on web and desktop 2.55 1.16 Accepted
8 . End-to-end encryption 2.68 1.12 Accepted
Grand Mean: 2.99
Source: Field Survey, 2022

The results in Table 2 above show an accepted grand mean rating of 2.99. This indicates that the
respondents accepted all the items as the basic WhatsApp functionalities that support learning
activities. The results show the functionalities most used are group messaging, group chats and
document sharing, with mean scores of 3.63, 3.51 and 3.44, respectively. The study found that all
common WhatsApp functionalities are being used by students to support learning in schools. The
finding agrees with Church & deOliveira, (2013) that WhatsApp Messenger is a potential tool for
152 IJEDICT

increasing the accessibility of reading materials, improving reading culture, enhancing interactive
teaching and learning processes, and facilitating participatory educational discussions among
students.
The result also relates with the conclusion of the studies (Rambe & Bere, 2013); Durgungoz &
Durgungoz, 2021; Wulystan, 2021) that the activities of users of WhatsApp are connected to their
ability to connect, communicate cooperatively and collaboratively share knowledge in a specific
context through texts, group chat, WhatsApp on web and desktop, WhatsApp voice and video calls,
end-to-end encryption, photos and videos, voice messages and documents. The features make
messaging simple and reliable, assist the group with keeping in touch, keep the conversation going,
allow members to speak freely, enhance security by default, makes it easy to share moments that
matter, allows free expression and makes document sharing very easy. The use and popularity of
WhatsApp are increasing due to user friendliness
Research Question 2: What are the contents regularly exchanged through WhatsApp
Messenger?

Table 3: Mean score and standard deviation of contents regularly exchanged through WhatsApp
Messenger

S/N Items (S) M SD Decision

9 Assignments 3.72 1.12 Accepted
10 Lecture materials 2.84 1.12 Accepted
11 Websites 2.24 1.12 Rejected
12 Videos/audios 2.58 1.11 Accepted
13 Past questions 2.56 1.11 Accepted
Grand Mean: 2.78
Source: Field Survey, 2022

The results in Table 3 above indicate an accepted grand mean rating of 2.78. Items 9, 10,12 and
13 (assignments, lecture materials, videos/audios and past questions) were accepted as content
regularly exchanged through WhatsApp messenger by students. However, item 11(websites) was
rejected.
The findings in relation to the content regularly exchanged through WhatsApp Messenger by
students reveal that assignments, lecture materials, videos/audios and past question papers are
among the items mostly shared. The findings agree with studies conducted by Ujakpa, Heukelman,
Lazarus, Neiss, & Rukanda (2018), that WhatsApp allows for instant message sending to either
individuals or groups. It also allows pictures, audio-visual files attachment file sharing. The study
also aligns with the findings of Baulch, Matamoros-Fernández & Johns (2020), that students
envision WhatsApp as a lever for crossing over access to cooperatively created resources,
heightening assignment conduct and promoting important context-free learning (Baulch et al.,
2020). On the contrary, the findings revealed that students were not keen on sharing academic
websites for further readings amongst themselves.

Research Question 3; what purpose (s) do you use WhatsApp Messenger for?

The analysis of data in Table 4 below indicates a grand mean score of 3.18. This score affirmed
that the students in tertiary institutions in Kaduna State use the WhatsApp platform mainly for
academic, social, recreational, business and security purposes. The results show the students
favored the use of WhatsApp mostly for academic and social purposes, respectively.
Student use of WhatsApp as a learning support tool in Nigeria 153

Table 4: Mean score and standard deviation of purpose(s) of usage of WhatsApp Messenger

S/N Items (S) M SD Decision

14 Academic purpose 3.51 0.98 Accepted

15 Social purpose 3.50 0.94 Accepted
16 Recreational purpose 3.45 0.89 Accepted
17 Business purpose 2.89 0.68 Accepted
18 Security purpose 2.54 0.76 Accepted
Grand Mean: 3.18
Source: Field Survey, 2022

The findings reflect that of the study by Aliyu & Maifata (2017), that the use of social media in
education provides students with the ability to get more useful Information, to connect with learning
groups and other educational systems that make education
convenient. More so, the findings agree with other studies that established student usage of
WhatsApp for other purposes. The findings also validate (Ujkpa et al., 2018) that WhatsApp is
utilized for recreational activities with less commitment on student achievement and literacy
abilities. Robinson et al., (2015) explored the use of WhatsApp in an educational context and stated
that WhatsApp enabled participants to socialize, particularly when they felt lonely or were at risk of
becoming bored. The findings of this study showed that most students at tertiary education
institutions consistently connect and communicate using WhatsApp for educational and non-
educational purposes in a diverse environment. This finding aligns with those of many other
researchers (So, 2016; Gasaymeh, 2017; Yeboah & Nyagorme, 2022; Mistar & Mohammed, 2016;
Suleiman, 2020) who maintain that individuals or groups interact for different purposes using
WhatsApp as an easy means of sharing information.
Research Question 4: What are the challenges affecting usage of WhatsApp Messenger in
learning?

Table 5: Mean score and standard deviation of challenges affecting usage of WhatsApp

S/N Items (S) M SD Decision

19 Poor network services 2.80 0.75 Accepted
20 Epileptic Power Supply 2.83 0.67 Accepted
21 High cost of Data 2.90 0.61 Accepted
22 Unregulated contents 2.18 0.72 Rejected
23 Internet addiction/Distractions 2.54 0.82 Accepted
24 Cyber Bullying 2.65 0.75 Accepted
Grand mean 2.65
Source: Field Survey, 2022
The results in Table 5 above indicate that the respondents accepted poor network services,
epileptic power supply, high cost of data, Internet addiction/distractions and cyber bullying as
challenges affecting the effective use of WhatsApp in the learning process. However, item 22
“Unregulated contents” with a mean score 2.18 was rejected. The rejection may be perhaps
because of the position (So, 2016; Kartal, 2019) that WhatsApp possesses the features to mute,
remove or regulate what members post on the platform.
The findings are in line with earlier studies; O'Keeffe and Kathleen (2011); Olubiyi, (2012): and
Naryoso & Lailiyah, (2020). Other studies (Mistar & Mohammed, 2016; Aliyu & Maifata, 2017;Tayo
et al., 2019; Suleiman, 2020; Iranmanesh et al., 2022) also reported that many students spend
much time on their laptops, tablets, desktop computers and smart phones to check Tweets and
154 IJEDICT

status updates of their friends and families. Addiction to the use of social media platforms can
squander an individual’s time that could be used for profitable tasks and exercises.
Research Question 5: How frequently do you use WhatsApp Messenger?

Table 6: Mean score and standard deviation of frequency of usage of WhatsApp messenger
among students

S/N Items (S) M SD Decision

25 Never 1.55 0.89 Rejected
26 Daily 3.41 0.89 Accepted
27 Weekly 2.57 1.13 Accepted
28 Fortnightly 2.34 0.87 Rejected
29 Monthly 2.28 0.82 Rejected
30 Quarterly 2.04 0.41 Rejected
Grand mean 2.36
Source: Field Survey, 2022

The data in Table 6 above shows a rejected grand mean of 2.36 on the participants’ view on the
frequency of use of WhatsApp to support their learning. Items 25, 28, 29 and 30 scored a mean
rating of below 2.5 and were rejected. However, items 26 and 27 were accepted. This shows that
all categories of students use the WhatsApp platform daily. The results are in agreement with
Olubiyi, (2012); Barhoumi, (2015); Yaraghi (2019) and Effiong et al., (2021), which indicate that
the students are already conversant with WhatsApp messenger and have adopted it as a
communication tool. The implication is that the adoption of WhatsApp as a supporting tool in
learning will be easy. However, frequent usage can make a person become individualistic, refuse
to socialize, and even reduce interpersonal communication with others (Naryoso & Lailiyah, 2020).
CONCLUSION

The study was carried out to examine the extent of Students’ Usage of WhatsApp Instant
Messenger as a Supporting Tool for Learning in Kaduna State, Nigeria using a descriptive research
method. The findings from the study showed that a significant number of students are already using
WhatsApp messenger for educational purposes, and this suggests that it could be easily adopted
to support students learning. This study concludes that the usage of WhatsApp should be
encouraged among students and learning institutions should provide a conductive learning
environment with modern technology and adequate security as a top priority.
RECOMMENDATIONS

Based on the findings, the study recommends as follows:

a) Challenges facing online learning in Nigeria should be solved by providing the basic
amenities that can aid learning and maximize the benefits that comes with remote learning.
b) The use of WhatsApp in the education process should be encouraged as a supportive
technology to change the perception of WhatsApp
as an academic disruptor to that of an academic performance enhancer.
c) The management of educational institutions should ensure the availability of
suitable conditions such as WhatsApp-supported mobile devices for students’ use.
d) Adequate security should be provided to protect learners, learning facilities and the
learning environment
e) Teachers should encourage the adoption of WhatsApp by channeling assignments or
discussions on social media platforms to help inculcate the habit of using these media
platforms for academic work by students.
Student use of WhatsApp as a learning support tool in Nigeria 155

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