Abstract
The study examined the pattern of social media usage and its relationship with academic achievement among NCE students of Federal College of Education, Gidan Mad, Sokoto Statei, Nigeria. In recent years, the proliferation of social media platforms such as Facebook, WhatsApp, TikTok, and Telegram has significantly influenced communication patterns and information access among young adults. While these platforms offer educational opportunities, their impact on students’ academic outcomes remains a topic of scholarly debate. The study employed a descriptive survey design involving a total of 386 NCE students selected through stratified and convenience sampling techniques. Data were collected through a structured, self-administered questionnaire titled 'Social Media Usage Questionnaire' (SMUQ). While students' academic achievement was measured with their Grade Point Averages (GPAs) obtained from their departmental exam units. The SMUQ’s validity was established by experts in educational measurement and ICT, while reliability was confirmed through a pilot study yielding a Cronbach’s Alpha coefficient of 0.86. Descriptive and inferential statistics, including frequency counts, percentages, independent t-tests, and Pearson’s correlation coefficient, were used for data analyses at a 0.05 significance level. Findings revealed that Facebook (24.5%), WhatsApp (22.2%), and TikTok (19.5%) were the most commonly used platforms among students. Most students spent 10–30 minutes daily on these platforms. An independent samples t-test showed no significant gender difference in social media usage patterns. Furthermore, a moderate positive correlation (r = 0.474, p < 0.05) was found between social media usage and academic achievement, indicating that responsible use of social media platforms can support learning outcomes. The study concluded that social media held substantial potential as an academic tool if properly integrated into instructional strategies. It recommended promoting structured, academic-oriented social media use, facilitating digital literacy programs, and developing institutional policies to guide responsible platform usage.