DEPARTMENT OF EARLY CHILDHOOD AND EDUCATIONAL FOUNDATIONS

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Author: search.filters.author.Oni, T.M

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    Exploring Relationship between Social Media Use and Antisocial Behaviour among Tertiary Institution Students: An Investigative Study of Influencing Factors
    (African Scientific Research and Innovation Council Plot 114 Yakubu Gowon Crescent Asokoro Abuja, Nigeria, 2023-07-21) Oni, T.M; Osu,C.U
    This study explored the relationship between social media use, antisocial behaviour and its impact on tertiary institution students. The influencing factors were examined. The prevalent types of antisocial behaviour on social media platforms among students in tertiary institutions, contributory factors to the development of antisocial behaviour, the average hours spent by students on social media per day, as well as the difference between male and female students in their use of social media to facilitate online harassment in tertiary institutions were identified.
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    Balancing the Grind: Social Media Entrepreneurship and Academic Success among Nigerian Undergraduates
    (International Journal of Education and Development using Information and Communication Technology, 2025-03-23) Oni, T.M; Osu,C.U.; Babatunde.T
    Economic challenges in Nigeria have prompted many undergraduate students to engage in social media entrepreneurship for financial sustainability. Platforms like Facebook and Instagram provide cost-effective business opportunities. While this entrepreneurship offers benefits, it raises concerns about its impact on academic performance, especially as students often multitask between business and studies. Grounded in the Uses and Gratifications Theory, this study investigated the relationship between social media entrepreneurship and the academic performance of undergraduates. A descriptive survey research design was employed, using a randomly selected sample of 200 students from five faculties: Education, Arts, Sciences, Law, and Social Sciences at the University of Ibadan. The instrument used for data collection was the Social Media Entrepreneurship and Academic Performance Questionnaire (SMEAPQ), which included structured items eliciting responses on the social media platforms used for entrepreneurial activities, the types of social media businesses engaged in, the influence of motivation on entrepreneurial engagement, and the impact on academic performance. The reliability of the questionnaire was established through a pilot test, yielding a coefficient of 0.75. Data were analysed using both descriptive and inferential statistics. Specifically, Pearson Product-Moment Correlation (PPMC), t-tests, and means were utilized. The findings revealed that undergraduates primarily use WhatsApp (X̄=3.59), Instagram (X̄=2.97), and Telegram (X̄=2.87) for entrepreneurial ventures, focusing on influencer marketing (X̄=3.31), web development/coding (X̄=3.24), affiliate marketing (X̄=3.19), and e-commerce (X̄=3.05). A significant positive relationship was found between undergraduate motivation and engagement in social media entrepreneurship (r=.222; p<0.05), aligning with the Uses and Gratifications Theory. Additionally, a significant positive association was observed between engagement in social media entrepreneurship and undergraduates’ academic performance (r=.236; p<0.05). The study revealed that female students had better engagement in social media businesses than male students (t(195) =-3.76; p<0.05). There is a need for targeted support to help students balance business and academics, in order to foster both financial independence and academic success.
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    Academic Staff’s Motivation for Online Teaching in Nigerian Universities: Empirical Evidence from the University of Ibadan
    (International Journal of Learning, Teaching and Educational Research, 2022-06-01) Isantanmi, A.S.; Oni, T.M; Ekpenyoung,O.V; Ajani, A.O; Omorinkoba, G.O
    This study investigated the academic staff’s motivation for online teaching in Nigerian universities using a mixed-methods case study research design. The main instrument used for this study was a questionnaire named ‘Academic Staff’s Motivation for Online Teaching Survey (SMOTS)', which was complemented by in-depth interviews. A total of 195 academic staff across various academic faculties and units in the University of Ibadan participated in the study. Data analysis was done using frequency count, simple percentages, mean and standard deviation, while the in-depth interviews were thematically analysed. The result of the study revealed that the majority of the academic staff have not taught using online platforms before and their frequency of online teaching consideration is occasional. Additionally, they have a high perception of online teaching in terms of helping to learn new technology and encouraging intellectual challenges. The academic staff indicated that individual training opportunities, personal decisions and group training opportunities are among the major resources that can motivate them for online teaching. Likewise, the introduction to new technology for teaching, institutional expectation, and students’ enrolment are the major external motivating factors for online teaching.