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IMPACT OF TIKTOK ON BEHAVIOUR OF POLYTECHNIC STUDENTS: A STUDY OF SELECTED

INSTITUTIONS IN KWARA STATE

BY

OKEKUNLE HEZEKIAH OLAITAN

MC/HND/F23/4020

SUBMITTED TO:
DEPARTMENT OF MASS COMMUNICATION SCHOOL OF COMMUNICATION AND MEDIA
STUDIES
THE FEDERAL POLYTECHNIC OFFA, KWARA STATE, NIGERIA

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF HIGHER NATIONAL

DIPLOMA (HND) IN MASS COMMUNICATION.

NOVEMBER, 2025

CERTIFICATION
This is to certify that this research project titled " IMPACT OF TIKTOK ON BEHAVIOUR OF
POLYTECHNIC STUDENTS: A STUDY OF SELECTED INSTITUTIONS IN KWARA STATE” prepared
and Submitted by OKEKUNLE HEZEKIAH OLAITAN (MC/HND/F23/4020) has been under-
designed by the following people as meeting the partial Fulfilment of the requirements for the
award of Higher National Diploma (HND) in Mass Communication, The Federal Polytechnic Offa,
Kwara State, Nigeria.

_______________________ _______________________
DR. J.O. OLOREDE DATE
(Project Supervisor)

_______________________ _______________________
DR. BANKOLE T.O DATE
(Head of Department)

_______________________ _______________________
EXTERNAL SUPERVISOR DATE

DEDICATION

This project is dedicated to Almighty God.

ACKNOWLEDGEMENTS

ABSTRACT
This study investigated the impact of TikTok usage on the behaviour of polytechnic students in
selected institutions in Kwara State. The problem examined centred on the increasing influence
of TikTok on students’ academic engagement, social interactions, and psychological well-being.
The study specifically aimed to determine the frequency and purpose of TikTok usage, assess the
influence of trends and influencers on students’ behaviour, evaluate the academic effects of
TikTok usage, identify behavioural changes associated with prolonged use, and determine
students’ awareness of the psychological and social risks of excessive TikTok engagement. A
survey research design was employed, using a sample of 396 students selected through
purposive sampling from Federal Polytechnic Offa and Graceland Polytechnic Offa. A structured
questionnaire and in-depth interview guide served as instruments for data collection. Findings
revealed high TikTok engagement among students, significant behavioural influence from trends
and influencers, noticeable academic distraction, and evidence of addiction-like tendencies
including reduced sleep, mood fluctuations, and compulsive usage patterns. However, students
also demonstrated awareness of the risks associated with excessive use. The study concluded
that although TikTok provides entertainment, creativity, and micro-learning opportunities, its
excessive use negatively affects students' academic performance, behavioural patterns, and
emotional stability. It is recommended that institutions integrate digital-wellness education,
promote healthy social media habits, and provide guidance on balanced digital consumption to
mitigate these effects.
Keywords: TikTok, Behaviour, Polytechnic Students

TABLE OF CONTENTS
Contents
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table of Contents vi
List of Tables vii
Chapter One 1
Introduction 1
1.1 Background of the Study 1
1.2 Statement of the Problem 4
1.3 Objectives of the Study 5
1.4 Research Questions 5
1.5 Significance of the Study 6
1.6 Scope of the Study 7
1.7 Definition of Terms 7
Chapter Two 9
Litearture Review 9
2.1 Introduction Review 9
2.2 Conceptual Review 9
2.2.1 Concept of Social Media 9
2.2.2 Types of Social Media 11
2.2.3 Social Media and the Nigerian Students 12
2.2.4 Usage of Social Media by Nigerian Students 13
2.2.5 TikTok 14
2.2.4 Effects of TikTok on Students 17
2.2.5 Impact of Tiktok on Behaviour of Student 19
2.3 Empirical Review 23
2.4 Theoretical Review 26
Chapter Three 29
Research Methodology 29
3.0 Introduction 29
3.1 Research Design 29
3.2 Population of the Study 29
3.3 Sample Size and Sampling Procedure 29
3.4 Instrumentation 30
3.5 Reliability 30
3.6 Validity 31
3.7 Data Collection Procedure 31
3.8 Method of Data Analysis 31
Chapter Four 32
Data Presentation, Analysis And Interpretation 32
4.1 Presentation of Analysis 32
4.2. Interpretation and Discussion 34
Chapter Five 46
Summary, Conclusion and Recommendations 46
5.1 Summary 46
5.2 Conclusion 47
5.3 Recommendations 48
5.4 Limitations of the Study 48
References 49
Appendix 57

LIST OF TABLES
Table 4.1: Distribution of Respondents by Gender……………………………………………32
Table 4.2: Distribution of Respondents by Age Range………………………………………..32
Table 4.3: Respondents by Institution………………………………………………………….33
Table 4.4: Distribution by Level of Study……………………………………………………...33
Table 4.5: Students Frequency and Purpose of TikTok Use……………………………………34
Table 4.6: Influence of TikTok Trends, Challenges & Influencers on Social Behaviour………35
Table 4.7: Respondents Response on Impact of TikTok on Academic Performance & Study
Habits………………………………………………………………………………..37
Table 4.8: Behavioural Changes Associated with Prolonged TikTok Use………………………38
Table 4.9: Awareness of Psychological & Social Effects of Excessive TikTok Use……………39
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The digital revolution has brought about concern among scholars about the consequences of
the digital revolution on the well-being and development of Nigerian youth. Social media are
Internet-based tools that allow individuals to communicate, interact, and share evidence,
content, pictures, ideas, personal messages, and pictures with other users (Wigmore, 2022).
Social media applications, Facebook, Twitter, Instagram, WhatsApp, and TikTok, which allow
users to communicate with one another interactively, have been on the increase recently. Social
media are mobile and web-based internet services that create a highly interactive platform for
people to interact with others (Malik & Ahmad, 2019).
The advent of social media has changed young people's perspectives and become an integral
part of young people's daily lives. It has helped to keep people updated on the events in every
part of the world and meet new people irrespective of their distance and race (Scalvini, 2024).
Social media have helped to bridge the gap between old and new friends, serve as tools to solve
problems, share ideas without physical contact, and help to enhance teaching and learning
(Lutkevich & Wigmore, 2022). It has helped to strengthen communication and connectivity
among the citizens as well as promoted social awareness, activism, and advocacy for a better
society by the youth (Abraham, 2020). However, social media are not without shortcomings they
have led to distraction for students and adults; waste time and reduced family and personal
relationships, negative impacts on the academic performance of students, make students
participate in dangerous challenges, and encourage bullying and misspelling of words (Lin et al.,
2016; Kennedy, 2019; Abraham, 2020; Sumadevi, 2024).
Social media in recent times, despite different measures put in place to regulate users' attitudes
and protect users’ rights, have been used to promote offensive posts, disinformation, deception,
most especially by content social media influencers, promote nudity and uncensored content
that have effects on lives of Nigerian youths (Kennedy, 2019). Improper social media usage has
the potential to distract teenagers who also have access to the usage of smartphones and copy
what they see on social media, disrupt sleep, and expose them to bullying, rumor spreading,
unrealistic views of other people's lives, and peer pressure (Hinduja & Patchin, 2019). Addiction
to social media, which is most common among youths, can undermine teenagers and young
people's moral development, and increase anxiety, depression, and sleep problems among the
teenagers and the youths (A'lam Elhuda and Dimetry, 2014, Kennedy, 2019).
Kusuma (2020) stated that Tiktok is now a world-famous app. Tiktok helps its users to create
videos ranging in duration from 15 seconds to 1 minute, which is equipped with various
interesting features such as music, stickers, and more. This application was first introduced by a
Chinese company, China. Douvin was the first person to introduce the TikTok application. Douvin
has such high popularity that the Tiktok application expands outside of China. TikTok is a social
network launched in the Chinese marketing 2016 (as Douyin) and internationally in 2017 (as
TikTok). In 2018, it was the most widely downloaded mobile app in the United States and other
countries, and is currently available in more than 150 countries and has more than 800 million
monthly active users (Oyebode, 2019).
TikTok is a platform that, in addition to entertaining videos, gives a young and global audience
access to a new format of short educational videos created by expert authors. This perspective
presents several opportunities for the dissemination of knowledge in various fields of science
concisely and effectively. Haruna (2019) posited that TikTok is a video-sharing social networking
service that is rapidly growing in popularity. It was the second most downloaded app in the app
world in 2020. While the platform is known for having users post videos of themselves dancing,
lip-syncing, or showing off other talents, videos of users sharing specific knowledge have
increased because of initiatives such as learn on TikTok (Omu, 2022).
The special feature of this app is that the users can create short videos up to 60 seconds adding
background sound clips from the apps’ vast music library, and share the created videos with
millions of TikTok users. As global web index reveals, only a small fraction of each platform’s user
base is unique, and many of the platforms’ audiences overlap. As an example, 95% of Facebook
users claim to utilize at least one more social media site. In Sri Lanka, an incredible development
in the internet usage can be seen in comparison with many other countries. There were 10.10
million internet users and 6.40 million social media users by January 2020.

TikTok is one of the applications of social media that is perceived to be encouraging immorality
among the youths in Nigeria. Immorality is an antisocial behavior which is posing a threat to
cultural values and acceptable behavior of the youths in Nigeria (Oloyode & Oloyede, 2022).
Through TikTok, pornography, lesbianism, homosexualism, derogatory and disparaging,
cyberbullying, indecent dressing, and violent messages are promoted. Cyberbullying, lesbianism,
homosexualism, pornography, and derogatory and disparaging remarks usually leading to
violent acts have been traced to improper use of social media. A morally decadent society is on
its way to ruin. Although TikTok is said to have promoted inclusivity and diversity, there are
problems with the promotion of ethical standards by TikTok (Scalvini, 2024). TikTok over time has
grown to become a popular platform and the most downloaded app among youths in Nigeria.
Due to low-regulated content created on TikTok and unrestricted access to the platform by
TikTok, the platform has been making headlines in some countries. Former president of the US
Donald Trump signed an executive order to ban TikTok in the US in 2020. In 2019, TikTok was
also fined $5.7m by the US.
Social media platforms such as TikTok, Twitter and Facebook have become an avenue for
teenagers and youths to promote substance abuse, cultism, improper dressing, bullying,
pornography, prostitution hook up and fraud, called G-guy (Oyediran, 2020). The sex scandal
involving pupils of Chrisland Schools Lagos shows the level of how teenagers and young people
can go to practice what they view on social media (Sun Newspaper, 2022). Also, in Ogun state,
the arrest of Wariz Oladeinde (17 years), Abdul Gafar Lukman (19 years), Mustakeem Balogun,
and Saliu Majekodunmi (20 years) for killing Rofiat (22 years) for money rituals which they claim
they access the manual for the rituals from online Facebook page show the contents the
teenagers are exposed to can influence their behaviors (Malik, 2022).
Online content influences how young people form their opinions, stereotypes, and impressions
of others, and it has an impact on young people's decision-making processes (Balmas &
Halperin, 2022). More than 80% of individuals from age 18 to 35 years old use social media (Lin,
2023). Social media have become an integral part of society and have effects on nearly all areas
of our everyday lives. However, its increased usage and addiction have created problems such as
information overload, cyberbullying, online shaming, the spread of fake news and an increase in
mental health issues (Haug, 2024). There has been an estimated 30% increase in daily social
media usage in recent years (Elsier, 2024). Faverio (2024) stated that in 2023, the Cyberbullying
Research Center surveyed a nationally representative sample of U.S. youth aged 13-17. They
found that almost one in four (23%) teens had been bullied online in the last month, up from
16% in 2016.
Social Media usage has cut across different age groups media, younger adolescents and even
adults spend considerable time on different social media platforms. This has made social media
to be an integral part of the daily lives of the people in our society in recent, hence, the need to
carry out this study on the impact TikTok has on behaviour of Polytechnic Students.
1.2 Statement of the Problem
The rapid rise of social media platforms has significantly transformed the ways young people
communicate, learn, and express themselves. Among these platforms, TikTok has emerged as
one of the most influential, particularly among youth and students in tertiary institutions.
TikTok’s short-form, algorithm-driven video content has been associated with both creative
expression and time-consuming consumption habits, raising concerns about its impact on
student behaviour, especially in academic environments such as polytechnics. Several studies
have highlighted the dual nature of social media use among students. On one hand, platforms
like TikTok can enhance creativity, self-expression, and even foster community engagement
(John, 2021). On the other hand, excessive use has been linked to behavioural issues such as
distraction, procrastination, addiction, reduced academic performance, and the normalization of
harmful or risky trends (Omar & Dequan, 2020; Smith & Short, 2021). TikTok's algorithm tends to
reinforce repetitive content exposure, potentially leading to compulsive viewing behaviour and
desensitization to certain social norms.
While research has been conducted on the general impact of social media on students’
behaviour, most of these studies have focused on platforms like Facebook, Instagram, and
Twitter (Alahmar, 2016; Hussain, 2019). There is a noticeable gap in literature concerning the
specific behavioural implications of TikTok use, particularly among polytechnic students, who
may exhibit unique patterns of media consumption due to their vocational focus and age
demographic. Furthermore, much of the existing research tends to generalize findings across
tertiary institutions without disaggregating data for polytechnics, which may have distinct social
environments and behavioural trends compared to universities. There is limited empirical
evidence on how TikTok influences social interactions, academic focus, self-perception, and peer
dynamics within the polytechnic context.
Therefore, this study seeks to bridge this gap by examining the impact of TikTok on the
behaviour of polytechnic students, focusing on aspects such as time management, academic
engagement, social interaction, and personal development. By identifying these behavioural
trends, the research aims to provide insights for educators, parents, and policymakers on the
need for media literacy and balanced digital consumption among students in polytechnics.
1.3 Objectives of the Study
The main objective of the study is to examine the impact of Tiktok on behaviour of Polytechnic
Students: a study of select institutions in Kwara State. The objectives are:
To investigate the frequency and purpose of TikTok usage among polytechnic students in
selected institutions in Kwara State.
To examine the influence of TikTok content (such as trends, challenges, and influencers) on
students’ social behaviour and lifestyle.
To assess the impact of TikTok usage on the academic performance and study habits of
polytechnic students.
To identify any behavioral changes (positive or negative) associated with prolonged use of
TikTok among students.
To determine the level of awareness among students regarding the potential psychological and
social effects of excessive TikTok usage.
1.4 Research Questions
How frequently do polytechnic students in selected institutions in Kwara State use TikTok, and
for what purposes?
In what ways does TikTok content (such as trends, challenges, and influencers) influence the
social behaviour and lifestyle of polytechnic students?
What is the impact of TikTok usage on the academic performance and study habits of
polytechnic students?
What behavioural changes (positive or negative) are associated with prolonged use of TikTok
among students?
To what extent are students aware of the psychological and social effects of excessive TikTok
usage?
1.5 Significance of the Study
This study is significant as it aims to explore and analyze the influence of TikTok on the behavior
of polytechnic students in selected institutions in Kwara State. With the growing popularity of
TikTok among youths, especially students, understanding its impact has become essential. The
findings of this research are expected to benefit a range of individuals and groups. The study will
be beneficial to polytechnic students themselves. It will help them gain a better understanding
of how their usage of TikTok affects their daily lives, including their academic performance, social
behavior, time management, and general well-being. Through this awareness, students can
make more informed decisions about their social media habits and adopt healthier usage
patterns.
School authorities and administrators will find the study valuable as it provides insights into
students’ digital engagement and how it may influence their conduct and performance. This can
help in formulating strategies, policies, and programs that promote responsible use of social
media within the school environment, including the introduction of digital literacy and media
awareness campaigns.
Parents and guardians stand to benefit from the study by gaining a clearer picture of how
platforms like TikTok shape their children’s attitudes, interactions, and values. This knowledge
can empower them to guide and monitor their children more effectively in the digital age.
Educators and academic counsellors are also expected to benefit from the findings of this
research. By understanding the behavioral trends associated with TikTok use, they can tailor their
teaching and counselling approaches to address potential distractions or behavioral challenges
among students. It may also assist in identifying students who are at risk of social media
addiction or academic decline.
The study will provide useful information for policymakers and relevant government bodies. The
insights generated could help in shaping regulations and educational policies that address the
responsible use of social media platforms among students in tertiary institutions. This research
will serve as a useful resource for future researchers and scholars who are interested in the fields
of social media, education, youth behavior, and communication studies. It contributes to the
existing body of knowledge and opens up new areas for further research and academic inquiry.
1.6 Scope of the Study
The study is on the impact of Tiktok on behaviour of polytechnic students: a study of select
institutions in Kwara State. The study is specifically on knowing the behaviour of polytechnic
students in Kwara State. The study would be limited to students of Federal Polytechnic Offa and
Graceland Polytechnic Offa.
1.7 Definition of Terms
TikTok: A social media platform primarily used for creating, sharing, and discovering short-form
videos. It is known for trends involving dance, lip-syncing, comedy, and educational content. In
this study, TikTok refers to the application and its content as consumed by polytechnic students.
Behaviour: The way in which students act or conduct themselves, especially in response to social
media influences. This includes their social interactions, academic habits, lifestyle choices, and
general conduct both online and offline.
Polytechnic Students: Individuals enrolled in post-secondary technical education institutions in
Kwara State. These students are pursuing National Diploma (ND) or Higher National Diploma
(HND) in various fields.
Social Media: Web-based platforms and applications that enable users to create, share content,
and interact with others. TikTok is considered a type of social media.
Addiction: A compulsive or excessive use of TikTok that may interfere with students’ daily
activities, academic responsibilities, or mental well-being.
Trends: Popular or viral content on TikTok that influences users’ behaviors or choices. Examples
include viral challenges, dances, or memes.
Content Creation: The act of producing and posting videos on TikTok. For students, this may
reflect creative expression or social participation.
Peer Influence:The effect that classmates or friends have on one another’s behavior, especially
regarding TikTok usage, trends, or challenges.
Academic Performance: The measurable outcomes of a student’s studies, including grades,
attendance, participation, and overall academic engagement. This term may be used to assess
whether TikTok affects study habits or academic focus.
Digital Culture: The behaviors, practices, and values shaped by participation in digital platforms
like TikTok. It includes communication styles, fashion, language, and engagement with online
trends.

CHAPTER TWO
LITEARTURE REVIEW
2.1 Introduction Review
Literature means a set of work or writing on a particular subject. A review of literature in research
involves researcher going through relevant literature or related works in the area he is
researching into. Therefore, a review of related works on this study shall be examined with a
view to seeing the opinions, views, observations and criticisms made by scholars, institutions and
authors, afterwards a conceptual model will be adopted specifically for this research, followed by
theoretical framework to back the study.
2.2 Conceptual Review
2.2.1 Concept of Social Media
Evidently, social media as a concept keeps changing that it is said no one could pinpoint exact
and or recognized definition for social media. Yet this has not stopped scholars and deniers from
trying over the past years. For examples, the following definitions are found in Dzandza (2018):
Social Media is a group of internet-based applications that build on the ideological and
technological foundations of Web 2.0 and allow the creation and exchange of user-generated
content.
“Websites and applications used for social networking”.
‘’Communication channel which is very popular, extremely fast and broad, has proven tobe
highly effective, as well as trusted by billions of people, to share and discover content
concerning individuals, brands, information, entertainment and knowhow’’
And these two from Peter Osharive (2018):
Social media is that means that employs mobile and web based technology to create highly
interactive platforms via which individuals and community share, co-create, discuss and modifies
user-generated content.
Social media refers to the means of interaction among people in which they create, share,
exchange and comment among themselves in different networks.
Cognizant phenomenal that keeps reoccurring in these contexts, which can be defined underpin
is that social media involves some form of communication between individuals over the internet.
The birth of “SixDegrees” in 1997 was the first recognized social media network. This was a
technological innovation enabled people to upload a profile and make friends. In less than half a
decade (1997 to 2011) a number of community tools; Asian Avenue, black planet and
MiGentebegan supporting various combination of profile and publicly articulated friend (Boyd,
Danah, Ellison and Nicole, 2017). There has been tremendous improvement since this era and
today there exist uncountable social networking sites either developed for local use, specific
purpose or international use.
Kaplan and Haenlein (2019), classified social media into six (6) different categories as follows:
1. Collaborative project (wikipedia)
2. Blogs and micro blogs (twitter)
3. Content communities (youtube)
4. Social networking sites (FB, 2go, BB chat)
5. Virtual game World (world of war craft)
6. Virtual second world (second life)
This classification of social media into classes has been useful to scholars and individuals for easy
identification and study of a particular social media type but today a difficulty may arise due the
high proliferation of social media and one may wonder which group a new developed social
media type fits into. Social media is considered to be the fastest growing web application in the
21 century and this rapid development is being backed by technological advancement. Mankind
has enormously benefited and continues to benefit from it and as such cannot underestimate its
importance as far as communication is concerned.
2.2.2 Types of Social Media
According to Tim Grahi (2018), there are six (6) types of social media
Social Networks: These are social media services that alow you to connect with other people of
similar interest and background. Usually they consist of a profile, various ways to interact with
other users, ability to set up groups, etc. The most popular are Facebook and Linkedin.
Bookmarking Sites: These are social media services that allow you to save organize and manage
links to various websites and resources and around the internet, most allow you to “tag” your
links to make them essay to search and share the most popular are delicious and stuble upon.
Social News: These are social services that allow people to post various news items or links to
outside articles and then allow its users to vote on the items. The voting is the core aspect as the
items that get the most votes and’ displayed the most prominently. The community decides
which news items get seen by more people, the most popular are Digg and Reddit.
Media Sharing: These are social media services that allow you upload and share various media
such as pictures and videos, most services have additional social features such as profiles,
commenting etc. The most popular are you tube and flickr.
Microblogging: These are social media services that focus on short updates that pushed out to
anyone subscribed to receive the updates. The most popular is Twitter.
Blog Comments and Forum: These are online forums that allow members to hold conversations
by, posting messages. Blog comments are similar except they are attached to blogs and usually
the discussion centers around the topic of the blog post. There are many popular blogs and
forums.
2.2.3 Social Media and the Nigerian Students
Olusegun (2017) submitted that social media usage has been met by mixed feeling especially in
the Nigeria society. There have been calls to establish a working framework where its usage can
be regulated. There is school of thought who believed chat it is an extension of the freedom of
speech of every individual. At the centre of these two opposing ideas are people who neither
have access nor the capacity of fully appreciate the essence of social media tools.
Furthermore Olusegun (2017) observed that everywhere on street numerous youth clinging
passionately to their communication gadgets, some laughing while others had a business like
look on their faces, they all had something in common from facebook to BBM, via Twitter
through 2go to Skype and all other social media platforms, youth are engaging each other
networking and building relationship. There is evidence of a growing use of this social media by
Nigerians.
According to Ukpong (2022), The social media platform has give the youth, especially
undergraduate students that seem to explore other race, background, religion, geography etc as
a result of this accumulate a wider knowledge spectrum.
As usual youthful exuberance has taken over the airspace which is sexually abusive and
appealing picture are the new strategies in habitations, the youths form productive use of social
media.
There has been a virtual explosion of the use of technology in making interpersonal connections.
This is particularly the case for young people. As early as elementary school, many students are
carrying cell phones. With ready access to the internet and mobile phone technology, social
networking has become a phenomenon of unprecedented proportions and is expanding the
concept of a social network.
As Bryant, Sanders-Jackson, and Smallwood (2014) stress: Socially interactive technologies (SITs),
such as instant messaging and text messaging, are beginning to redefine the social networks of
today‘s youth. By offering fast-paced, inexpensive, online communication, SITs 19 allow for new
online youth social networks to form and evolve. New text-based technologies are picking up
where phones left off. Email and text messaging allow for rapid, asynchronous communication
within one‘s peer network: IM allows for synchronous communication among many friends at
once. Because so much of the discussion about the use of technology for connecting
interpersonally uses the term social networking, we need to begin by looking at the concept of a
social network.
A social network is a social structure made of individuals (or organizations) called nodes,‘ which
are tied (connected) by one or more specific types of interdependency
([Link] ). Personal and organizational social networks are
common among those who have shared interests, attitudes, beliefs, kinships, and needs. Youth
subculture groups in neighborhoods and on school campuses provide long-standing examples
of social networks. Today, open and restricted access social sites are burgeoning on the internet.
Most establish networks of diverse members from a wide geographic spectrum who learn about
each other and about a variety of topics and have numerous interchanges. Sites allow members
to design personal profiles, blogs, and forums that reflect direct expression of images and
statements they want to convey.
As described by Livingstone (2018): Social networking sites enable communication among ever-
widening circles of contacts, inviting convergence among the hitherto separate activities of
email, messaging, website creation, diaries, photo albums and music or video uploading and
downloading. From the user‘s viewpoint, more than ever before, using media means creating as
20 well as receiving, with user control extending far beyond selecting ready-made, mass-
produced content. As youth culture assimilates communication technology, the rapid pace of
change makes it difficult to grasp the nature and scope of what is happening, never mind
appreciating all the positive and negative implications. There are suggestions that the changes
are fundamentally transforming the concept of community. These and a host of other matters
related to youth and social networking through new technologies are topics for ongoing
exploration and discussion.
2.2.4 Usage of Social Media by Nigerian Students
According to Shamsudeen (2023), the development of internet and convergence of mass
communication channels and technologies have created significant changes in the mass
communication industry, social media are online communications that use specific techniques
that involves participation, conversation sharing, collaboration and linkage.
Hashim (2019), view them from a technological perspective. They define social media as a group
or internet based application that built on the ideological and technological foundation of web
2.0 and that allow the creation in the same vein Waheed & Mohd (2023) cited by Christopher
(2025) intend that social media networking exist so as to provide communication among people
regardless of the distance, making it open to people easily to share information files, pictures,
video, create blog and send messages and conduct real-time conversations these systems are
referred to as social media simply because they allow communication with friends, family and
co-workers so easily and effectively.
According to James (2017) he observed that social media refers to all! ‘applications and websites
or blogs that enable people around the globe to interconnect via the internet chat and share
content; video call among many other functionalities it offers to its users for a person to be a
member of any social media, he or she has to first sign up and then sign into access content and
be able to share and chat with other users of that social media platform.
Fabinu (2019) in a special report by people’s daily define social media as the new media that
speed up conversation in a more interactive way that makes communication more effective and
worthwhile. It is an online media that takes communication beyond the limitations of the
traditional media which most often delivers content but doesn’t permit readers or as the case
may be, viewers or listeners to participate in the formation or development of the content but a
web content but a web content analyst, Ron Jones cited by daily (2014) illustrate social media as
a category of online media where people are talking, participating, sharing. networking and
book making online, currently, there is an array of social media network in the world ranging
from social sharing sites such as You tube, Twitter to LinkedIn and Facebook among others.
2.2.5 TikTok
TikTok is one of the applications of social media that is perceived to be encouraging immorality
among the youths in Nigeria. Immorality is an antisocial behavior which is posing a threat to
cultural values and acceptable behavior of the youths in Nigeria (Oloyode & Oloyede, 2022).
Through TikTok, pornography, lesbianism, homosexualism, derogatory and disparaging,
cyberbullying, indecent dressing, and violent messages are promoted. Cyberbullying, lesbianism,
homosexualism, pornography, and derogatory and disparaging remarks usually leading to
violent acts have been traced to improper use of social media. A morally decadent society is on
its way to ruin. Although TikTok is said to have promoted inclusivity and diversity, there are
problems with the promotion of ethical standards by TikTok (Scalvini, 2024).
Falana (2022) noted that TikTok's main function is to upload and share videos of up to 60
seconds. This app allows users to add music and sound effects, filters and other editing tools to
make their videos moreinteresting and creative. Users can also collaborate on videos with other
users, track and watch videos from their favorite creators, and browse a news feed tailored to
their preferences and likes. TikTok's engagement engine is also a key enabler for users, allowing
creators to gain likes, comments, views and followers based on the performance of their content.
TikTok's popularity lies in its format, which appeals to younger audiences with short attention
spans and a preference for fastpaced, fast-paced content. In terms of demographics, the
platform's user base primarily targets a young audience under the age of 18. However, as its
user base grows rapidly and becomes more diverse and international, it has become an
important platform for marketers to expand their reach (Umar, 2019). Usage of the app varies by
country, but overall, users spend an average of 52 minutes per day interacting with short video
content on TikTok. It also boasts high engagement rates, with users returning to the app
multiple times a day.
Research shows that music trends, challenges and funny memes are the most popular types of
content on the platform, while fitness and beauty are also gaining popularity among content
creators (Olore, 2022). TikTok has also seen a surge in usage during the COVID-19 pandemic,
with users turning to the platform to connect with others to escape boredom and escape
isolation (Kike, 2025). The app's remote collaboration features have also been improved,
allowing users to connect and create content with people around the world. This growth during
the pandemic has been a key factor in TikTok's continued expansion and growth.
TikTok, a short-video platform that has transformed social media, originated from the innovative
vision of Zhang Yiming, the founder of ByteDance. In 2016, ByteDance launched Douyin for the
Chinese market, followed by its international counterpart, TikTok, in 2017 (Zeng, Abidin, &
Schäfer, 2021). This launch was part of Zhang's broader strategy to build a global technology
company, capitalizing on opportunities he identified in the video content sector. A pivotal
moment in TikTok's evolution came in 2018 when ByteDance acquired [Link], an app that
had already gained significant popularity among teenagers in the United States and the United
Kingdom. This strategic move allowed TikTok to inherit [Link]'s established user base,
facilitating its rapid expansion into the global youth market (Zeng, 2021). From its inception,
TikTok distinguished itself in the crowded social media landscape by specifically targeting
Generation Z, focusing on teenagers and preteens. This targeted approach, combined with
innovative features such as its proprietary recommendation system, enabled TikTok to compete
effectively with major platforms like Instagram, Facebook, and YouTube.
The platform's algorithm personalizes user experiences, making content consumption highly
engaging and, some argue, addictive (Zeng, 2021). TikTok's functionality allows users to create
personal accounts, connect with others, upload short videos, share real-time activities, and
exchange private messages. Its impact extends globally, playing a significant role in the lives of
users worldwide, including university students in the United States.
As TikTok continues to evolve, it has become a key player in the social media ecosystem,
influencing user behavior, content creation trends, and information dissemination. However, its
rise has not been without challenges. Recent years have seen TikTok face scrutiny over data
privacy concerns, content moderation issues, and its potential impact on youth (Martin, 2024).
Despite these challenges, TikTok remains a significant force in social media, making it a relevant
and important subject for academic study, particularly in understanding its effects on university
students' lives and academic performance. Several factors have contributed to TikTok’s
impressive growth in the U.S. market, for example the U.S has many internet service providers,
like AT &T, Verizon Fios, Xfinity, and Cox. It also has smartphone dealerships that sell
smartphones with social applications. The platform’s unique algorithm promotes with social
media applications. The platform’s unique algorithm promotes content discovery, allowing users
to easily find and engage with videos that align with their interest, regardless. Of their follower
count (Woodward, 2024).
This democratization of content creation encourages a diverse range of users to participate,
fostering a vibrant community. TikTok’s emphasis on short, engaging video formats caters to the
decreasing attention spans of modern audiences, making it an appealing choice for users
seeking quick entertainment (Woodward, 2024). Additionally, the platform’s integration of
trending challenges, music, and effects keeps the content fresh and encourages user
participation, further driving engagement. The rise of influencer culture where influencers
(individuals with a significant online following who can sway the opinions or behaviors of their
audience) and creators (users who produce original content to engage their followers) has also
played a significant role. Popular creators leverage their followings to promote brands and
products, attracting more users to the platform (Woodward, 2024).
TikTok’s continuous innovation, including new features for both users and businesses, ensures
that it remains relevant and appealing in a competitive social media landscape, solidifying its
position as a leading platform in the U.S. (Woodward, 2024). TikTok has experienced remarkable
growth since its launch, establishing itself as a dominant player in the social media landscape. As
of 2024, the platform boasts over 1 billion active users’ monthly active users globally, with
approximately 102.3 million users in the United States alone, a figure projected to rise to 121.1
million by 2027. (Woodward, 2024). This growth is particularly notable among younger
demographics, with 25% of U.S. users ages 10-19 and 22.4% aged 20- 29, although interest from
older users is also increasing. (Woodward, 2024).
2.2.4 Effects of TikTok on Students
The impact of TikTok on students spans across various dimensions of their lives, encompassing
social, psychological, and academic spheres. Designed primarily as a digital entertainment and
social platform, TikTok facilitates students' self-expression and interaction (O'Reilly, 2020). Its
short-form video format fosters engagement among users, fostering a sense of community and
belonging within student circles (Chen & Chen, 2021).
Moreover, TikTok serves as a gateway to global perspectives and cultural experiences, exposing
students to diverse viewpoints and issues they might not encounter otherwise (Chen & Chen,
2021). This cross-cultural exchange enhances students' social and intellectual growth, nurturing
empathy and cultural competency essential in an interconnected world. However, alongside its
benefits, TikTok poses challenges to students' well-being and academic performance. The
platform's addictive nature and personalized content recommendations can lead to excessive
screen time, diverting students' attention from their studies and overall health (O'Reilly, 2020). It
underscores the necessity for students to cultivate healthy media habits and effective time
management skills to strike a balance between their online engagements and other aspects of
life. Furthermore, TikTok's emphasis on curated imagery and trends can impact students'
selfesteem and body image, fostering feelings of inadequacy as they compare themselves to
idealized representations (O'Reilly, 2020).
The pursuit of validation through likes and comments may contribute to negative psychological
outcomes, including anxiety, depression, and diminished self-worth (Chen & Chen, 2021). While
TikTok offers avenues for creativity, community building, and stress relief, its overuse can impede
academic progress through procrastination and distraction (Chen & Chen, 2021). The platform's
interactive features and endless scroll function may disrupt students' focus and time
management, leading to feelings of overwhelm and fatigue. Also, nighttime TikTok use can
disrupt sleep patterns, affecting students' cognitive abilities and academic performance (O'Reilly,
2020). Screens emit blue light that interferes with melatonin production, leading to fatigue,
insomnia, and impaired cognitive function during waking hours, thereby undermining effective
learning and critical thinking skills.
Although TikTok offers students opportunities for expression and connection, its impact on well-
being and academic performance underscores the need for mindful usage and the development
of strategies to mitigate potential adverse effects. Balancing the allure of social media with
academic responsibilities is crucial for students' holistic development and success in the digital
age. Social media use profoundly impacts students’ academic performance, with both positive
and negative implications. Students perceive social media as motivational, fostering engagement
in class activities and discussions. These platforms also serve as valuable informational sources,
aiding academic pursuits through productive peer exchanges regarding assignments (Mingle &
Adams, 2015).
Comparatively, TikTok provides students with a dynamic platform that enables creativity and
stress relief. Users can express themselves through short films and dance, showcasing talents
and viewpoints to a global audience (Abbas, 2019). TikTok also supplies entertainment and
comic relief from academic pressures via funny videos, speeches, and skits, thereby enhancing
mental health and resilience (Abbas, 2019). However, the interactive nature of TikTok can
challenge students to maintain focus and time management, demonstrating the need for
balanced social media use (Abbas, 2019). Excessive use of TikTok for non-educational purposes
negatively affects academics, as research indicates. Prioritizing socializing over studying on these
platforms causes distractions that impede learning and concentration, potentially resulting in
poorer grades as students favor social interactions over academic duties (Mingle & Adams,
2015). Furthermore, social media addiction harms students’ mental health by disrupting mood,
cognition, and emotions, hampering academic success (Mingle & Adams, 2015).
Specifically regarding TikTok, habitual usage fosters distractions and procrastination from
academic tasks, according to Abbas et al. (2019). The app’s addictive endless scroll feature
diminishes situational awareness, diverting focus from education. Notifications and interactive
content further decrease productivity and promote passive consumption, complicating students’
balancing of social media and academics (Abbas et al., 2019). Overestimating session length on
TikTok also disrupts time management, increasing academic stress and unease (Abbas et al.,
2019).
Students’ tendency to prioritize social networking and leisure on social media can result in
missed assignment deadlines and impede academic progress. This shift from academic
responsibilities to social media engagement can erode time management abilities, affecting
educational outcomes (Mingle & Adams, 2015). Furthermore, excessive use of TikTok at night
disrupts healthy circadian rhythms and sleep patterns. The blue light from screens inhibits
melatonin production, delaying restorative sleep onset (Bucknell & Kottasz, 2020). Consequently,
students experience daytime tiredness, insomnia, and drowsiness, which hinder cognition and
yield subpar academic performance. Chronic sleep loss further degrades cognitive abilities like
attention, memory, and higher order thinking fundamental to learning (Bucknell & Kottasz,
2020). While TikTok has rapidly gained popularity for entertainment and community among
college students, psychologists have raised concerns about potential negative effects like
distraction, wasted time, and isolation that may impair academic achievement. Students'
perceptions of TikTok's impact on their educational experiences and performance require further
research. Understanding how students perceive their relationship to TikTok can help researchers
better comprehend the effects of TikTok on students’ success in education. Therefore, the results
can provide guidance to education systems on how to better interpret the role of TikTok in
university settings.
2.2.5 Impact of Tiktok on Behaviour of Student
According to C. Diol, the use of application TikTok has had a very little negative impact on
teenagers and young adult students. In his study titled, TikTok Influence on Teenagers and
Young Adult Students: The Common Usages of the Application TikTok, C. Diol has also been able
to map out the spread of TikTok over the past 3 years and how it has become a significant
participant in the role of influencers, creating an entrepreneurial possibility with its growth. In a
research on TikTok based on user centric theory, Jiang Xiao Yu has discussed the reasons behind
the huge success of TikTok. From the perspective of user centric theory, TikTok optimizes the
user experience in the aspects of UCD design, content production and form innovation,
personalized service and so on. It satisfies the user’s needs and achieves the user’s goals. In
terms of user experience, TikTok has optimized the experience in terms of interface design,
human-computer interactive, UGC, PGC and OGC content production model, content micro
narrative modes and recommended algorithm technology based on big data, which enhanced
user loyalty.
TikTok over time has grown to become a popular platform and the most downloaded app
among youths in Nigeria. Due to low-regulated content created on TikTok and unrestricted
access to the platform by TikTok, the platform has been making headlines in some countries.
Former president of the US Donald Trump signed an executive order to ban TikTok in the US in
2020. In 2019, TikTok was also fined $5.7m by the US government for violation of the personal
information of their subscribers (Washington Post, 2019). The African continent holds morality in
high esteem and conformity with moral standards set by holds is what is used to measure good
citizens. However, most of the uncensored content on TikTok does not promote African ideas of
morality, as the contents promote promiscuity and sexual immorality, pre-marital sex,
homosexuality, and lesbianism among teenagers and youths (Kamaku & Mberia, 2014, Oloyede
& Oloyede, 2024). TikTok allows for the production and exchanging of user-generated content,
there is growing concerns that limited regulations such as those provided by social media
platforms have encouraged online predators, sexting, cyber-bullying, and exposure to violent
and pornographic content (Gabriel, 2014; Milosevic, 2015).
Social media platforms such as TikTok, Twitter and Facebook have become an avenue for
teenagers and youths to promote substance abuse, cultism, improper dressing, bullying,
pornography, prostitution hook up and fraud, called G-guy (Ngohi et al., 2020; Oyediran, 2020).
The sex scandal involving pupils of Chrisland Schools Lagos shows the level of how teenagers
and young people can go to practice what they view on social media (Sun Newspaper, 2022).
Also, in Ogun state, the arrest of Wariz Oladeinde (17 years), Abdul Gafar Lukman (19 years),
Mustakeem Balogun, and Saliu Majekodunmi (20 years) for killing Rofiat (22 years) for money
rituals which they claim they access the manual for the rituals from online Facebook page show
the contents the teenagers are exposed to can influence their behaviors (Malik, et al., 2022).
Online content influences how young people form their opinions, stereotypes, and impressions
of others, and it has an impact on young people's decision-making processes (Balmas &
Halperin, 2022; Guo et al., 2021, González-Padilla & Tortolero-Blanco, 2020). More than 80% of
individuals from age 18 to 35 years old use social media (Lin, 2023).
Social media have become an integral part of society and have effects on nearly all areas of our
everyday lives. However, its increased usage and addiction have created problems such as
information overload, cyberbullying, online shaming, the spread of fake news and an increase in
mental health issues (Haug et al., 2024, Yusuf et al., 2020). There has been an estimated 30%
increase in daily social media usage in recent years (Elsier et al., 2024). Faverio (2024) stated that
in 2023, the Cyberbullying Research Center surveyed a nationally representative sample of U.S.
youth aged 13-17. They found that almost one in four (23%) teens had been bullied online in the
last month, up from 16% in 2016.
Social Media usage has cut across different age groups media, younger adolescents and even
adults spend considerable time on different social media platforms. This has made social media
to be an integral part of the daily lives of the people in our society in recent. Teenagers use
social media platforms for almost three hours a day on average. On Tiktok, activities that
promote drug use, risky sexual behavior, and violent behavior are displayed for teenagers to
watch and download and this puts young people in danger of harm to themselves or others
(Simone et al., 2021; Kerusha, et al., 2024). Exposure of teenagers and young people to social
media platforms which allow unregulated content on their platform promotes violent alterations
that have negative effects such as health effects, legal repercussions, and early death for
teenagers and young people in society.
The Covid-19 has made the usage of use smartphones a necessity among teenagers to
participate in their academic activities. However, this has given them platforms have access to
social media platforms and, despite age restrictions during the registration process on social
media, there has been a rise in social media usage among teens in the last decade and this has
led to changes in their dangerous behaviors. Social media have made teenagers connect not
only to their age group but also expose them to people outside their peer groups. Teenagers,
due to their level of exposure, most of the time, want to take chances and participate in
dangerous activities where social media interaction encourages their risk-taking urges (Fanni,
2017). On average, individuals spend 151 minutes on social media each day (Dixon, 2022).
Youth's levels of discipline are now called into question due to the influence of social media
exposure. On social media you find celebrity immorality, content creators portraying fake lives,
violent criminality, publicizing lawlessness and coordinating anti-social behavior (Baym, 2015;
Sternheimer, 2014). Such fears have frequently culminated in attempts by adult society to
intensify surveillance, censorship, and control over online platforms.
Content creators on TikTok, often referred to as influencers, play a significant role in shaping the
attitudes and behaviors of their followers. Research by Abidin (2016) on influencer culture
highlights how influencers establish credibility and trust in their audience, making their opinions
and behavior highly influential. In the context of secondary school students, popular TikTok
creators can impact fashion choices, language use, and even career aspirations. Ghulam, (2214)
examine how social networking sites have affected young people's evolving attitudes. Results
show that the majority of respondents used Facebook as their preferred social networking
platform. The results further indicated that social media help educate young people, but they
may also erode social standards and hurt research on young people. It encourages immoral
images, videos, and photographs, incites animosity between various populations, and
deteriorates international relations. However, social media are crucial in raising young people's
political consciousness.
Vateraus (2018) reports a non-representative survey of high school students done by Montana
State University on the impact of technology on romantic relationships. The study found that
almost all (95%) of high school students report that technology and social media have
influenced adolescent dating relationships as it has helped them to bridge physical
communication barriers more easily, but many also note the increased risk of misunderstanding
and conflict from communication that is not face-to-face.
Sushma (2019) in his study assesses the impact of social media on young people. The results
revealed that 20% of the respondents benefited positively from social media; another 20% of the
respondents could stay connected with friends through social media, 28% of the respondents
gained benefits like entertainment and fun, and 18% of the respondents got benefits like in
quest of job opportunities. Results also show that social media causes health problems and
affects Arabian culture.
Abraham (2020) examines the attitudes of adolescents toward social media. The results show
that social media influences their social life and relationships, lifestyle, health, academic
performance, and privacy and security. Syam, (2022) explore the students’ behavior in using
TikTok in their daily life using quantitative design. The findings show that students enjoy using
TikTok; most students at least use TikTok once a day for entertainment video content. The most
favorite content watched by the students affects the purpose of using TikTok is to entertain
themselves and there are no direct effects of using TikTok for their communication skills.
Hanum Neng and Yunus (2023) assess the impact of using the TikTok application on changes in
student lifestyles using mixed methods with data collected through questionnaires. The findings
show that the application of TikTok results in a positive impact on students lifestyles in the areas
of being to be current on what is going on around the world, learn and engaging in buying and
selling. Also, the results show a negative impact on students in the area of being addicted, not
knowing the time, and being lazy.
Oloyede and Oloyede (2024) assess the role of religion in ameliorating the effects of social
media on the morality of youths in Nigeria and the role of religion. The study shows that social
media have undoubtedly been a large promoter of vices and have led to moral decadence in our
society and there is also the need to keep shared content in positive favorite applications.

2.3 Empirical Review

The influence of social media on students' academic performance has been a subject of
extensive research. Numerous studies have explored both the positive and negative impacts of
social media platforms, including TikTok, on students' learning outcomes, engagement, and
overall well-being. These studies provide valuable insights into how TikTok, as a popular social
media application, affects students in various educational contexts. Okpongkpong & Bassey
(2023), assessed the impact of TikTok on academic performance in their study "TikTok Effect on
Academic Performance: A Study of Ritman University Mass Communication Students." Using a
survey research design, they included a population of 49 students. The Media System
Dependency Theory was applied to elucidate the core of the research. Their findings indicated a
significant negative impact of TikTok on the students' academic output. The study recommended
that relevant authorities should educate students on how to use social media platforms like
TikTok to enhance their academic activities.
Regassa & Ettisa (2023), conducted a literature review on the impact of TikTok on students. The
study aimed to assess the influence of TikTok on various aspects of students' lives, including
academic output, mental health, social engagements, and overall well-being. The findings
revealed that TikTok had both negative and positive impacts on these areas. Therefore, the study
advocated for raising awareness about the responsible use of digital communication platforms
like TikTok among students.
Earlier research by Wojdan, Wdowiak, Witas, Drogoñ & Brakowiecki (2020), corroborated these
findings, indicating that TikTok was causing a range of issues, including obsession in children
and young people. The adverse effects of TikTok addiction included inferiority complexes,
superiority complexes, and attractiveness complexes. Increased usage of social media platforms
by students was associated with a notable shift in their study habits, leading to reduced
attention to scholarly work, especially when there was an imbalance between excessive TikTok
use and limited focus during study time.
Amadi, Deebom & Iyalla (2018) examined the use of information and communication
technology (ICT) and its impact on the academic performance of business education students in
Rivers State Universities. The study adopted a correlational research survey design, with a
population of 738 business education students from the 2017/2018 academic session. A
purposive sampling technique was used to select 456 final-year students for the study. Data
analysis employed simple regression and Pearson Product Moment Correlation (PPMC) methods.
The results showed a moderate positive relationship between the use of ICT facilities and
students' academic performance.
Amin, Iftikhar& Meer (2022) explored the "Intervening Effects of Academic Performance between
TikTok Obsession and Psychological Well-being Challenges in University Students." The
researchers employed a cross-sectional descriptive-analytic design to collect data from
respondents. The study's outcome indicated a significant connection between TikTok addiction
and mental illness, which contributed to depression and anxiety, as well as poor academic
results. The study recommended the introduction of digital literacy in schools across Pakistan to
control excessive use of social media platforms and halt the deterioration of students'
psychological well-being.
Rahmawati & Anwar (2022), conducted a study titled “The Use of TikTok Application: The Impact
on Students' Vocabulary and Attitude,” which employed both quantitative and qualitative
research strategies. Using questionnaires and interviews, the researchers gathered data from
sixth-grade students at PhanangPhakerng School in Thailand. Their findings indicated that
TikTok usage positively impacted students' learning outcomes, particularly in understanding and
mastering vocabulary. The study also revealed that students were receptive to learning English
through the TikTok platform. Consequently, the study advocates for the use of TikTok as an
alternative method for teaching vocabulary in the classroom, given the students' positive
attitudes.
Similarly, Swathi & Devakumar (2020) established through their survey that social media
platforms like Facebook, WhatsApp, Instagram, TikTok, and Messenger have both positive and
negative impacts on students' academic performance. Rajan& Ismail (2022), examined “TikTok
Use as a Strategy to Improve Knowledge Acquisition and Build Engagement to Learn Literature
in ESL Classrooms.” Employing a quasi-experimental quantitative study approach, they gathered
information from 150 students selected through purposive sampling. The findings revealed a
high level of student engagement with TikTok in learning literature and a positive impact on
knowledge acquisition. The study highlighted how teachers can enhance students' knowledge
and promote engagement in literature using TikTok. Both teaching and learning literature
become enjoyable and foster creativity, as TikTok enables student-centred learning.
Makler (2021), focused on the effects of TikTok use on college student learning. Data was
collected from 111 students at Bridgewater State University and UMass Amherst through online
questionnaires. The study found that the more time students dedicated to TikTok daily, the more
they were distracted from concentrating during lectures. Additionally, excessive time spent on
TikTok caused students to lose track of time. The study concluded that TikTok could distract
students from their studies, potentially leading to poor academic performance.
Liu (2023), assessed “The Impacts of TikTok on the Academic Performance of Chinese Secondary
School Students” using a survey research method. The study identified four major areas
influenced by TikTok: psychological, physical, behavioural, and positive influences. Liu suggested
that instructors should guide students on the proper use of TikTok to mitigate its negative
effects.
2.4 Theoretical Review
The study is supported by the following theories:
2.4.1 Media System Dependency
Theory Sandra Ball-Rokeach and Melvin DeFleur developed the Media System Dependency
Theory in 1976. This theory is predicated on the idea that there exist relationships of
dependency between the media, specific audience members, and their personal environments.
According to the theory, an individual's reliance on a specific medium to fulfil their needs
increases that medium's significance in their life and, consequently, its impact and influence on
them. For Nigerian university students, the dependency on specific social media platforms, such
as TikTok, arises when these platforms meet many of their information needs compared to other
media that meet fewer needs. This phenomenon explains why young people are often perceived
as being addicted to social media. The more students use TikTok to fulfil their communication
needs, the more likely it is that they will achieve notable learning outcomes when they use the
same platform for their academic pursuits. The underlying presumptions of the Media System
Dependency Theory suggest that undergraduate students at Nasarawa State University, Keffi
who use social media platforms like TikTok are more likely to experience a positive or negative
influence on their academic output. In other words, the theory indicates that social media
platforms are likely to significantly influence undergraduate students if used for academic
purposes, provided the students have developed a dependency on these platforms for meeting
their information needs more than other media. The more TikTok meets students' information
needs, the stronger the dependence, even in the context of academic activities.

2.4.2 Uses and Gratifications Theory

The Uses and Gratifications Theory (UGT) is a critical framework in media studies that examines
how individuals actively seek out media to fulfil various personal and social needs. First
proposed by Elihu Katz in 1959, the theory marked a significant shift from traditional media
effects theories, which often viewed audiences as passive recipients of media messages. Katz's
pioneering work laid the foundation for understanding media consumption from the perspective
of the audience's active engagement and intentional behaviour (Katz, 1959).
Building on Katz's initial insights, scholars such as Jay G. Blumler and Michael Gurevitch further
developed UGT in the 1970s. They posited that media users are goal-oriented in their behaviour,
and the gratification derived from media use depends on their specific motivations. Katz,
Blumler, and Gurevitch (1974) identified several key categories of needs that media consumption
fulfils, including cognitive needs (acquiring information and knowledge), affective needs
(emotional and aesthetic experiences), personal integrative needs (credibility, stability, and
status), social integrative needs (social interaction and integration), and escapist needs (diversion
and escape from reality). The foundational premise of UGTis that media consumption is driven
by individuals' psychological and social needs, leading them to seek out media that best aligns
with these needs.
According to Katz et al. (1974), the audience's active participation in media consumption
involves a selection process where individuals choose media channels and content that best
satisfy their needs. This process is influenced by various factors, including personal preferences,
social contexts, and the situational context in which media use occurs. Consequently, the impact
of media is not uniform but varies based on the individual user's motivations and the context of
use. The Uses and Gratifications Theory serves as the theoretical foundation for this research.
According to I fine do (2016), this theory is a viable framework for investigating social media and
its effects on young students.
Falgoust (2022) suggest that a significant number of students use social media applications for
escapism, communication, entertainment, social engagement, and social support. TikTok offers
its users simple features, networking, and connectivity, which result in a higher level of user
satisfaction compared to other social media applications (Scherr& Wang, 2021). Users of TikTok
use the app to satisfy their needs, express themselves on social media, and escape from their
everyday routines (Dias & Duarte, 2022). The Uses and Gratifications Theory posits that media
choices are driven by individual psychological needs, making TikTok more appealing to some
users (Smith & Short, 2022). Vaterlaus& Winter (2021) further state that TikTok meets various
needs such as realism, connectivity, public networking, bandwagon, surveillance, and escapism,
in line with the propositions of the Uses and Gratifications Theory.
The use of TikTok often aims at seeking delight through building and maintaining connections
and relationships (Bucknell, Bossen, &Kottasz, 2020). Individuals use platforms like TikTok for
amusement or to make purchasing decisions by acquiring information about different products
(Yang & Ha, 2021). Many social media users seek gratification by enhancing their interpersonal
relations through various networking applications (Eginli & Tas, 2018).
Blumler and Katz's (1974) uses and gratifications theory explains that individuals actively choose
to use media to satisfy their specific needs. This theory suggests that people's motivation to use
media stems from their desire to achieve social, psychological, and intellectual goals. Therefore,
students' use of TikTok in higher education is determined by their specific needs and
motivations, such as social communication, entertainment, and leisure. According to the uses
and gratifications theory, users interact with media according to their specific needs. Higher
education students' use of TikTok can achieve several social and psychological goals, such as
improving mood, reducing boredom, and providing a sense of belonging (Ryan and Xenos,
2011). TikTok gives users the opportunity to express their creativity by remixing videos and
creating their own content. This can improve students' self-esteem and self-expression.
However, using TikTok for leisure and entertainment can distract students fromtheir studies,
negatively impacting their academic performance (Zhu and Chen, 2019). TikTok can also lead to
social media addiction, which can lead to social isolation and relationship breakdown among
people who rely solely on TikTok for social interaction (Haghighatdoost & Taghizade, 2020).
According to the uses and gratifications theory, the impact of TikTok on the academic
performance and social life of higher education students depends on the individual's specific
needs and motivations.

CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
Lawal and Adeoye (2019) sees research methodology as the systematic and objective collection,
analysis and interpretation, reporting of data and information for decision-making. This aspect
of the study focuses on the method, strategy, process by which the study was investigated, in
terms of the research methodology which gives the blue print of how the research was carried
out.
3.1 Research Design
The research design adopted for this study is the survey research method. As the name implies,
survey is a research method, which focus on a representative, sample method therefore goes
into the field and in the data, selects sample out of the entire population (Nwodu. 2016). The
reason for choosing this method was because survey method aims not only at collections of
data but also the discovering of meaning in the data collected so that the fact can be better
interpreted, explain and understood.
3.2 Population of the Study
The term population as used in a research context refers to the entire members, groups; objects
or element a researcher is interested in. In the words of Issa (2012), population refers to all
members or elements of a particular group of people, animals or things in a defined area. The
population for the study are students of Federal Polytechnic Offa and Graceland Polytechnic Offa
for academic session of 2024/2025 which are 25,805 and 12,930 respectively.
3.3 Sample Size and Sampling Procedure
Oloyede & Adejare (2012) defines sampling as the selection of a part to represent a whole. This
means the exact number of respondents which the researcher studies out of the entire
population. For the fact that it is practically impossible to reach out to the whole students of
Federal Polytechnic Offa and Lens Polytechnic Offa. The sample size is calculated using he
sample size is calculated using TARO YAMANE METHOD. The Taro Yamane method for sample
size calculation was formulated by the statistician Tara Yamane in 1967 to determine the sample
size from a given population. Below is the mathematical illustration for the Taro Yamane method:
N n/(1+n (e)^2 )
N 38,735/(1+38,735 (0.05)^2 )
N 38,735/(1+38,735 (0.0025))
Thus, n= 395.91≈ 396 is the sample size.
Sampling is the process of selecting a suitable sample for a research study (Tejumaiye 2023). The
sampling procedure that is suitable for this research work is purposive sampling. It is a technique
in which the researcher, based on his knowledge and understanding of the population,
handpicks certain groups or individuals for their relevance to the subject of investigation (Issa,
2012).
3.4 Instrumentation
This sub section deals with the tools for collecting data, the form of content of the tools and the
procedure of administrating the tools. In this research, the data collection instrument to be used
is questionnaire. Questionnaire is used as a result of the research design adopted (survey) which
enables a researcher to obtain data easily. Questionnaire will be distributed to three hundred
and ninety-eight respondents.
3.5 Reliability
Reliability is seen as the extent to which a test, measurement procedure or a questionnaire
generates common outcomes on repeated trials. Hooley (2018) has mentioned that reliability is
the ‘degree to which the measures yield stable results and are free from error’ i.e. the
measurement procedure is stable. If a procedure or measurement device stably assigns similar
score to objects or individuals with common values, the components are assumed reliable.
Reliability involves the reproducibility or consistency of scores test i.e., the degree to which one
can expect similarly stable individual’s deviation scores across testing situations on parallel or
verifying components. Reliability is adopted in this study by ensuring that no question is
answered twice by the same respondent and all respondents have answered all the questions in
the questionnaire. This is to been assured through personal administration and face to face
interaction.
3.6 Validity
According to Hunter and Schmidt (2022) validity is a quantitative question rather than a
qualitative distinction such as "valid" or "invalid" it is a matter of degree. Validity can be
measured by the correlation between the intended independent variable (construct) and the
proxy independent variable.
3.7 Data Collection Procedure
The researcher personally will administer the questionnaire through students of Federal
Polytechnic Offa and Lens Polytechnic Offa to carry out the field work, the questionnaire was
used by the researcher to elicit relevant information from the population, the questionnaire was
administered personally, so as to ensure maximum cooperation of the respondents and to
ascertain complete return of the questionnaire distributed.
3.8 Method of Data Analysis
Data analysis is how the researcher intends to present, analyse and interpret the data that would
accrue from the administration of the instruments on respondents (Issa, 2012). The method to
be used in the presentation/analysis and interpretation of data to be collected is statistical
method using simple percentage, frequency distribution table and graphical representation if
the need arose.

CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
This chapter presents the analysis and interpretation of the data collected from 396 students of
Federal Polytechnic Offa and Graceland Polytechnic Offa. The data were gathered through
structured questionnaires and in-depth interviews. The results are presented in tables, analyzed
using frequencies and simple percentages, and interpreted in line with the research objectives.
The interview data were analyzed thematically to give deeper insight into the quantitative
findings.

4.1 Presentation of Analysis

Table 4.1: Distribution of Respondents by Gender
Gender Frequency Percentage (%)
Male 214 54%
Female 176 44%
Prefer not to say 6 2%
Total 396 100%
Source: Field Survey, 2025
The table shows that 214 respondents representing 54% were male, while 176 respondents
representing 44% were female. Additionally, 6 respondents representing 2% preferred not to
disclose their gender. Altogether, 396 respondents representing 100% participated in the study.

Table 4.2: Distribution of Respondents by Age Range

Age Range Frequency Percentage (%)
Below 18 years 48 12%
18–22 years 184 46%
23–27 years 116 29%
28 years and above 48 12%
Total 396 100%
Source: Field Survey, 2025
As shown in the table, 48 respondents representing 12% were below 18 years. A larger group of
184 respondents representing 46% fell within ages 18–22. Another 116 respondents
representing 29% were between ages 23–27, while 48 respondents representing 12% were 28
years and above. All 396 respondents representing 100% constituted the sample.

Table 4.3: Respondents by Institution

Institution Frequency Percentage (%)
Graceland Polytechnic 152 38%
Federal Polytechnic Offa 244 62%
Total 396 100%
Source: Field Survey, 2025

The table indicates that 152 respondents representing 38% were from Graceland Polytechnic,
while 244 respondents representing 62% were from Federal Polytechnic Offa. Together, they
make up the total 396 respondents representing 100%.

Table 4.4: Distribution by Level of Study

Level Frequency Percentage (%)
ND I 98 25%
ND II 122 31%
HND I 96 24%
HND II 80 20%
Total 396 100%
Source: Field Survey, 2025

The table reveals that 98 respondents representing 25% were ND I students, while 122
respondents representing 31% were ND II students. A further 96 respondents representing 24%
were HND I students, and 80 respondents representing 20% were HND II students. These
constitute the complete 396 respondents representing 100%.
4.2. Interpretation and Discussion
Table 4.5: Students Frequency and Purpose of TikTok Use
Statement SA A U D SD
I use TikTok daily. 140 (35%) 122 (31%) 64 (16%) 44 (11%) 26 (7%)
I spend more than 2 hours per day on TikTok. 112 (28%) 128 (32%) 76 (19%) 52 (13%) 28 (7%)
I use TikTok mainly for entertainment. 156 (39%) 124 (31%) 64 (16%) 32 (8%) 20 (5%)
I use TikTok to learn new skills or information. 98 (25%) 134 (34%) 88 (22%) 48 (12%) 28 (7%)
TikTok is my main source of trends and updates. 110 (28%) 142 (36%) 74 (19%) 42 (11%) 28 (7%)
Source: Field Survey, 2025
For the statement “I use TikTok daily,” 140 respondents representing 35% strongly agreed and
122 respondents representing 31% agreed. Meanwhile, 64 respondents representing 16% were
undecided, 44 respondents representing 11% disagreed, and 26 respondents representing 7%
strongly disagreed. For “I spend more than 2 hours per day on TikTok,” 112 respondents
representing 28% strongly agreed and 128 respondents representing 32% agreed. Similarly, 76
respondents representing 19% were undecided, 52 respondents representing 13% disagreed,
and 28 respondents representing 7% strongly disagreed.
For “I use TikTok mainly for entertainment,” 156 respondents representing 39% strongly agreed
and 124 respondents representing 31% agreed. Meanwhile, 64 respondents representing 16%
were undecided, 32 respondents representing 8% disagreed, and 20 respondents representing
5% strongly disagreed. For “I use TikTok to learn new skills or information,” 98 respondents
representing 25% strongly agreed and 134 respondents representing 34% agreed. In addition,
88 respondents representing 22% were undecided, 48 respondents representing 12% disagreed,
and 28 respondents representing 7% strongly disagreed.
For “TikTok is my main source of trends and updates,” 110 respondents representing 28%
strongly agreed and 142 respondents representing 36% agreed. Likewise, 74 respondents
representing 19% were undecided, 42 respondents representing 11% disagreed, and 28
respondents representing 7% strongly disagreed.
Table 4.6: Influence of TikTok Trends, Challenges & Influencers on Social Behaviour
Statement SA A U D SD
TikTok trends influence the way I dress or behave socially. 104 (26%) 138 (35%) 76 (19%) 46
(12%) 32 (8%)
I often participate in TikTok challenges. 84 (21%) 102 (26%) 96 (24%) 70 (18%) 44 (11%)
TikTok influencers shape my views on lifestyle and behaviour. 98 (25%) 130 (33%) 88 (22%) 54
(14%) 26 (6%)
TikTok content influences my communication style with friends. 120 (30%) 140 (35%) 70 (18%) 42
(11%) 24 (6%)
I adopt certain behaviours after watching TikTok videos. 110 (28%) 128 (32%) 84 (21%) 48 (12%)
26 (7%)
Source: Field Survey, 2025
For the statement “TikTok trends influence the way I dress or behave socially,” 104 respondents
representing 26% strongly agreed and 138 respondents representing 35% agreed. Another 76
respondents representing 19% were undecided, while 46 respondents representing 12%
disagreed and 32 respondents representing 8% strongly disagreed. For “I often participate in
TikTok challenges,” 84 respondents representing 21% strongly agreed and 102 respondents
representing 26% agreed. Additionally, 96 respondents representing 24% were undecided, 70
respondents representing 18% disagreed, and 44 respondents representing 11% strongly
disagreed.
Regarding “TikTok influencers shape my views on lifestyle and behaviour,” 98 respondents
representing 25% strongly agreed and 130 respondents representing 33% agreed. In contrast,
88 respondents representing 22% were undecided, 54 respondents representing 14% disagreed,
and 26 respondents representing 6% strongly disagreed. For “TikTok content influences my
communication style with friends,” 120 respondents representing 30% strongly agreed and 140
respondents representing 35% agreed. Meanwhile, 70 respondents representing 18% were
undecided, 42 respondents representing 11% disagreed, and 24 respondents representing 6%
strongly disagreed.
“I adopt certain behaviours after watching TikTok videos,” 110 respondents representing 28%
strongly agreed and 128 respondents representing 32% agreed. Additionally, 84 respondents
representing 21% were undecided, 48 respondents representing 12% disagreed, and 26
respondents representing 7% strongly disagreed.

Table 4.7: Respondents Response on Impact of TikTok on Academic Performance & Study Habits
Statement SA A U D SD
TikTok distracts me from reading or doing assignments. 140 (35%) 124 (31%) 66 (17%) 42 (11%)
24 (6%)
I sometimes skip academic tasks to spend time on TikTok. 112 (28%) 118 (30%) 84 (21%) 54
(14%) 28 (7%)
TikTok affects my concentration level during study time. 130 (33%) 122 (31%) 70 (18%) 46 (12%)
28 (7%)
I have used TikTok for academic or educative content. 90 (23%) 134 (34%) 102 (26%) 42 (11%) 28
(7%)
My academic performance has reduced due to TikTok usage. 88 (22%) 104 (26%) 128 (32%) 52
(13%) 24 (6%)
Source: Field Survey, 2025
Table 4.7 shows that TikTok distracts me from reading or doing assignments,” 140 respondents
representing 35% strongly agreed and 124 respondents representing 31% agreed. Additionally,
66 respondents representing 17% were undecided, 42 respondents representing 11% disagreed,
and 24 respondents representing 6% strongly disagreed. For “I sometimes skip academic tasks
to spend time on TikTok,” 112 respondents representing 28% strongly agreed while 118
respondents representing 30% agreed. Meanwhile, 84 respondents representing 21% were
undecided, 54 respondents representing 14% disagreed, and 28 respondents representing 7%
strongly disagreed. Regarding “TikTok affects my concentration level,” 130 respondents
representing 33% strongly agreed and 122 respondents representing 31% agreed. Another 70
respondents representing 18% were undecided, 46 respondents representing 12% disagreed,
and 28 respondents representing 7% strongly disagreed.
For “I have used TikTok for academic or educative content,” 90 respondents representing 23%
strongly agreed and 134 respondents representing 34% agreed. Furthermore, 102 respondents
representing 26% were undecided, 42 respondents representing 11% disagreed, and 28
respondents representing 7% strongly disagreed. “My academic performance has reduced due
to TikTok usage,” 88 respondents representing 22% strongly agreed and 104 respondents
representing 26% agreed. Also, 128 respondents representing 32% were undecided, 52
respondents representing 13% disagreed, and 24 respondents representing 6% strongly
disagreed.
Table 4.8: Behavioural Changes Associated with Prolonged TikTok Use
Statement SA A U D SD
I feel addicted to using TikTok. 132 (33%) 128 (32%) 80 (20%) 36 (9%) 20 (6%)
I experience reduced sleep due to prolonged TikTok use. 118 (30%) 136 (34%) 78 (20%) 42 (11%)
22 (6%)
TikTok has improved my creativity. 104 (26%) 142 (36%) 90 (23%) 40 (10%) 20 (5%)
TikTok sometimes affects my mood. 120 (30%) 128 (32%) 86 (22%) 40 (10%) 22 (6%)
My social interactions have changed because of TikTok. 110 (28%) 134 (34%) 92 (23%) 38 (10%)
22 (6%)
Source: Field Survey, 2025
Table 4.8 shows that132 respondents representing 33% strongly agreed and 128 respondents
representing 32% agreed. This indicates that a large portion of the respondents acknowledged
experiencing some form of dependency on TikTok. Furthermore, 80 respondents representing
20% were undecided about whether their usage reflected addiction, while 36 respondents
representing 9% disagreed and 20 respondents representing 6% strongly disagreed. For the
statement “I experience reduced sleep due to prolonged TikTok use,” 118 respondents
representing 30% strongly agreed and 136 respondents representing 34% agreed. This shows
that a significant number of respondents experience sleep reduction associated with their TikTok
usage. In addition, 78 respondents representing 20% were undecided, while 42 respondents
representing 11% disagreed and 22 respondents representing 6% strongly disagreed.
Regarding the statement “TikTok has improved my creativity,” 104 respondents representing
26% strongly agreed and 142 respondents representing 36% agreed. This suggests that TikTok
serves as a source of creative inspiration for many respondents, possibly through video creation,
editing, or exposure to innovative content. Meanwhile, 90 respondents representing 23% were
undecided, while 40 respondents representing 10% disagreed and 20 respondents representing
5% strongly disagreed. This implies that not all respondents attribute creative improvement to
TikTok, but a substantial proportion do. My social interactions have changed because of TikTok,”
110 respondents representing 28% strongly agreed and 134 respondents representing 34%
agreed. This implies that TikTok affects the way many respondents interact socially, possibly
altering communication patterns, conversational topics, or levels of in-person engagement.
Meanwhile, 92 respondents representing 23% were undecided, 38 respondents representing
10% disagreed, and 22 respondents representing 6% strongly disagreed. This indicates that
while many respondents acknowledge changes in social interaction, a notable proportion either
do not perceive such changes or are unsure about their influence.
Table 4.9: Awareness of Psychological & Social Effects of Excessive TikTok Use

Statement SA A U D SD
I am aware that excessive TikTok use may affect mental health. 148 (37%) 132 (33%) 70 (18%) 28
(7%) 18 (5%)
I understand that TikTok can contribute to poor time management. 140 (35%) 144 (36%) 66
(17%) 30 (8%) 16 (4%)
I know that TikTok algorithms can influence behaviour. 132 (33%) 148 (37%) 70 (18%) 30 (8%) 16
(4%)
I am conscious of the social risks of overusing TikTok. 120 (30%) 146 (37%) 78 (20%) 32 (8%) 20
(5%)
I regularly monitor my TikTok usage to avoid negative effects. 100 (25%) 136 (34%) 94 (24%) 40
(10%) 26 (7%)
Source: Field Survey, 2025
Table 4.9 shows that a total of 148 respondents representing 37% strongly agreed and 132
respondents representing 33% agreed that they were aware excessive TikTok use may affect
mental health. This indicates that most of the respondents clearly understood the potential
psychological implications of prolonged usage such as stress, anxiety, or emotional instability.
Another 70 respondents representing 18% were undecided, while 28 respondents representing
7% disagreed and 18 respondents representing 5% strongly disagreed, showing that a small
number of respondents either do not perceive or are unsure about mental health risks. A
considerable number of respondents also acknowledged the effect of TikTok on time
management, as 140 respondents representing 35% strongly agreed and 144 respondents
representing 36% agreed that the platform can contribute to poor time management. At the
same time, 66 respondents representing 17% were undecided, whereas 30 respondents
representing 8% disagreed and 16 respondents representing 4% strongly disagreed, suggesting
that some respondents feel they manage their time efficiently despite using TikTok.
Awareness of algorithmic influence was also high. A total of 132 respondents representing 33%
strongly agreed and 148 respondents representing 37% agreed that TikTok algorithms can
influence behaviour. Furthermore, 70 respondents representing 18% were undecided, while 30
respondents representing 8% disagreed and 16 respondents representing 4% strongly
disagreed. This shows that although most respondents recognize algorithmic shaping of
content, a minority are either unaware or unconvinced about the extent of this influence. Many
respondents also indicated awareness of the social risks linked to excessive TikTok use. A total of
120 respondents representing 30% strongly agreed and 146 respondents representing 37%
agreed that they are conscious of these risks, which may include reduced real-life interaction or
exposure to unhealthy comparisons. Meanwhile, 78 respondents representing 20% were
undecided, and 32 respondents representing 8% disagreed while 20 respondents representing
5% strongly disagreed, showing variations in personal experience and perception of social risk.
Also, 100 respondents representing 25% strongly agreed and 136 respondents representing 34%
agreed that they regularly monitor their TikTok usage to avoid negative effects. However, 94
respondents representing 24% were undecided, indicating inconsistency or lack of intentional
monitoring. In addition, 40 respondents representing 10% disagreed and 26 respondents
representing 7% strongly disagreed, suggesting that a segment of respondents do not engage
in any form of self-regulation regarding TikTok use.
QUALITATIVE SECTION IN-DEPTH INTERVIEW ANALYSIS
Can you describe how often you use TikTok and what you mostly use it for?
Participants reported a wide range of usage frequencies and a mix of purposes, producing three
clear usage patterns: heavy daily users, regular daily users, and occasional/targeted users. Heavy
daily users (roughly one subgroup) said they open the app multiple times every day and often
spend lengthy sessions in the evening. Their primary purposes include entertainment (short
comedy clips, music, dance), social connection (keeping up with friends, sharing reactions), and
trend participation (learning and joining viral challenges). These respondents commonly
described usage as habitual: they reach for TikTok during breaks, while commuting, and as a
default activity during downtime. Several explained that the platform functions as a “background
companion” something they dip into repeatedly rather than using for one concentrated task.
Regular daily users (a second subgroup) check TikTok at least once a day, typically for 10–60
minutes. Their stated purposes are more mixed: entertainment remains important, but many
deliberately follow educational or skills content (short explainers, language tips, study hacks,
software mini-tutorials). This group often uses TikTok intentionally to learn a new recipe, a
digital-editing trick, or a quick topical explainer that supplements formal learning. They
described these interactions as time-efficient “microlearning” episodes that fit into busy
schedules.
In what ways do TikTok trends, challenges, or influencers affect your behaviour or lifestyle?
Interviewees described several mechanisms through which TikTok trends and influencers shape
behaviour: imitation of visible behaviours, social signaling, adoption of language and aesthetics,
and shifts in consumption choices. Imitation and practice. Many respondents described directly
copying dance moves, fashion styling, or make-up techniques after seeing them on TikTok. For
some, imitation started as playful experimentation but became part of daily grooming or social
presentation. Students who participate in creative classes (media, design, fashion) explained that
trying viral techniques helped improve their practical skills. Social signalling and identity. A
recurrent theme was TikTok as a platform for social signaling: adopting a trend or using a
particular sound lets users belong to a cohort or display cultural currency among peers. Several
respondents noted that engaging with challenges or referencing popular videos in conversations
made them feel up-to-date and socially connected, particularly in group chat contexts or during
campus events.
Language, communication style, and humor. Respondents reported that TikTok influences slang,
humor styles, and how they communicate with friends. Short catchphrases, meme formats, and
ironic delivery travel from TikTok into everyday talk, sometimes changing peer-group norms
quickly. Some interviewees observed that this made group communication more layered
enabling in-group jokes but sometimes excluding peers unfamiliar with the reference. Consumer
and lifestyle choices. Influencers and trends also shaped consumption: recommendations for
clothing, gadgets, personal care products, or even food choices prompted trial purchases. A
number of students noted that discount codes or “haul” videos lead to immediate online
purchases, especially when influencers seem relatable. A minority reported more significant
lifestyle shifts trying new diets or fitness routines promoted by creators although these were less
common. Critical distance and resistance. Not all respondents adopted trends uncritically.
Several described strategies to resist or selectively engage: they avoid challenges that feel
unsafe, ignore products that seem unrealistic, or consciously curate the accounts they follow. A
few reported concern about performing trends solely for social approval rather than genuine
interest.
How has TikTok influenced your academic activities or study habits?
Interview responses revealed a complex, ambivalent influence of TikTok on academics. Four main
themes emerged: distraction/time displacement, microlearning and study aids, peer-led study
practices, and time-management responses. Distraction and time displacement. A common
account was that TikTok is a major distractor: short videos prompt prolonged browsing sessions
that replace focused study time. Respondents described “doomscrolling” episodes where a few
minutes extended into hours, particularly late at night. Several students acknowledged
procrastination cycles: they would delay starting an assignment by telling themselves they
needed a short break, which led to extended TikTok use and last-minute academic work.
Microlearning and quick conceptual help. Conversely, many respondents acknowledged that
TikTok offers bite-sized, easily digestible explanations of concepts. Students in STEM and
technical subjects said they sometimes watch short walkthroughs that give them a quick
approach or mnemonic. Respondents emphasized that these videos rarely replace formal
lectures but are helpful for revision, recap, or motivational pep-talks. For example, a student
described using short coding tutorials to debug a problem when not at a computer lab.
Peer-driven academic support. Several interviewees reported that academic WhatsApp groups
and study communities use TikTok content to share revision ideas, exam tips, or time-saving
hacks. Some lecturers also share short clips to summarize topics. Peer endorsement of certain
creators builds trust in the content and creates an informal ecosystem of study resources. Active
vs passive consumption and study strategies. A useful distinction raised by participants was
whether TikTok use is active (intentional searching for a tutorial) or passive (casual watching).
Active use correlated with positive academic outcomes when students sought targeted
educational clips while passive consumption correlated with poorer concentration and
fragmented study sessions. Students who combined TikTok with disciplined study techniques
(timed breaks, Pomodoro, app timers) reported better control.
Have you noticed any behavioural or emotional changes linked to your TikTok usage?
Interviewees reported a spectrum of behavioural and emotional effects, which coalesced into
four broad patterns: addictive/compulsive checking, mood modulation, creative activation, and
social anxiety/comparison effects. Addictive patterns and compulsive checking. Many
respondents acknowledged a habitual compulsion to check TikTok, often triggered by
notifications or boredom cues. Some described a physiological pattern an impulsive urge to
unlock the phone when waiting that they associated with a “reward loop.” This habit sometimes
interfered with sleep or scheduled study time. Mood modulation. Participants described TikTok’s
capacity to rapidly alter mood: uplifting music clips or comedic skits could briefly improve mood,
while exposure to distressing or comparison-focused content could induce sadness or anxiety.
Several students reported quick emotional swings tied to their feed’s content mix. Some used
TikTok deliberately to lift spirits; others noticed that prolonged exposure to idealized lifestyles
increased feelings of inadequacy.
Creative activation and skill development. A positive cluster of responses emphasized creativity:
many students felt their visual and storytelling skills improved because they experimented with
video editing, scriptwriting, and conceptualizing short narratives. These creative gains were
particularly visible among media and arts students, who reported using TikTok as a sandbox for
developing portfolios and practical skills. Social anxiety and comparison. A recurring negative
theme was social comparison: curated portrayals of peers or influencers led some respondents
to compare achievements, bodies, or lifestyles unfavourably. This sometimes produced anxiety
about personal progress, financial status, or social standing. A minority described withdrawing
from offline social situations when they felt their life did not “match” what they saw online.
Are you aware of any psychological or social risks associated with prolonged use of TikTok?
Interview respondents demonstrated varied levels of awareness about risks; nevertheless, several
consistent concerns surfaced: mental health impacts, algorithmic influence, privacy/data
concerns, and erosion of attention span. Mental health impacts. Many interviewees explicitly
recognized anxiety, depressive mood, and sleep disruption as potential consequences of
excessive use. Students with personal experience of stress attributed part of it to late-night
TikTok sessions that reduced sleep quality and increased daytime tiredness. Algorithmic
influence and echo chambers. Several respondents showed a surprisingly sophisticated
understanding of algorithmic curation: they acknowledged that the platform’s recommendation
system amplifies certain content types, reinforcing particular interests, biases, or risky
behaviours. Some expressed worry that this can narrow exposure and normalize extreme styles
or behaviours over time.
Privacy and data concerns. A number of students raised concerns about personal data: the
collection of interaction metrics, exposure to targeted advertising, and the potential for re-use of
user-generated content without robust consent. A few expressed scepticism about sharing
sensitive material even in private conversations given the risk of screenshots or redistribution.
Erosion of attention and deep work capacity. Respondents discussed the subtle erosion of
sustained attention, finding it harder to engage in prolonged focused tasks after habitual
exposure to 15–60 second videos. Several felt their tolerance for long-form reading decreased,
and some reported difficulty maintaining concentration in lectures.
What recommendations would you suggest for healthier TikTok usage among students?
Interviewees proposed a range of practical, behavioral, and institutional recommendations.
These can be grouped into personal strategies, peer/community practices, and institutional
policies. Personal strategies. Students recommended concrete self-regulation techniques: set
specific time limits (use app timers), establish “no-phone” study periods, disable non-essential
notifications, and schedule TikTok as a post-study reward. Some recommended curating the
followed accounts deliberately creating a list of trusted educational creators and muting purely
distracting accounts. Peer and community practices. Several participants suggested peer-led
initiatives such as “study-with-me” groups, shared playlist recommendations for educational
creators, or group agreements to limit challenge-sharing during exam weeks. Mentorship
schemes where seniors model balanced use were also proposed. Institutional policies and
support. Respondents urged institutions to incorporate digital wellbeing into orientation and
curricula. Practical supports included campus-wide Wi-Fi that prioritizes academic resources,
workshops on digital literacy and mental health, and clear guidance for lecturers on how to
integrate short-form videos pedagogically. A minority recommended that student unions
collaborate with media units to produce institutional short-form content to channel student
attention toward campus-relevant information.

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
This study investigated the influence of TikTok usage on the behavioural, academic,
psychological, and social experiences of students from Federal Polytechnic Offa and Graceland
Polytechnic Offa. The study employed a survey research design with a total sample of 396
respondents, selected using purposive sampling. Data were collected through structured
questionnaires containing demographic items and five major sections measuring frequency of
TikTok use, social influence of trends, academic impact, behavioural changes, and awareness of
psychological risks. In-depth interviews complemented the quantitative findings by providing
deeper explanations and personal narratives regarding TikTok’s effects on students. The data
were analyzed using frequencies, percentages, and thematic qualitative analysis. The quantitative
results showed high levels of TikTok usage among students, strong influence of trends and
influencers on social behaviour, significant academic distractions, noticeable behavioural and
emotional changes, and widespread awareness of TikTok-related risks. The qualitative findings
reinforced these results, showing that TikTok is deeply embedded in students’ daily routines and
social identities. The followings are the summary of major findings:
Findings revealed that a majority of students use TikTok daily, often for entertainment,
relaxation, humour, and updates on trends. Many also use TikTok to learn quick skills, follow
motivational content, and engage with short educational videos. Interview responses
emphasized habitual and sometimes compulsive use, showing that TikTok is both a leisure
activity and a source of instant information.
Data showed that TikTok significantly affects students’ behaviour, communication style, fashion
choices, and social interactions. A large number of respondents admitted participating in
challenges, adopting influencer-inspired behaviours, and integrating TikTok slang or humour
into everyday conversations. Interviews further revealed that TikTok shapes identity expression,
peer belonging, and lifestyle choices.
The study found that TikTok serves as a major source of academic distraction. Many students
skip assignments, lose concentration, and spend hours scrolling instead of studying. However,
some respondents acknowledged using TikTok for educational content. The interview insights
reinforced this dual effect while TikTok can offer learning prompts, its entertainment appeal
often overrides academic focus.
Findings indicated widespread experiences of addiction-like tendencies, reduced sleep, mood
changes, and altered social engagement. Many respondents reported compulsive checking of
the app, reliance on TikTok for mood boosting, and noticing emotional fluctuations tied to
content consumption. Interview responses highlighted issues such as social comparison, anxiety,
creativity boosts, and reduced physical interactions.
Most respondents showed clear awareness of risks such as poor mental health, time
mismanagement, behavioural influence from algorithms, and social isolation. Students also
expressed consciousness of privacy risks and addictive design features. Interview responses
supported these findings, with participants noting emotional dependence, comparison pressure,
and reduced attention spans.
5.2 Conclusion
The study concludes that TikTok has become a central part of students’ daily lives, influencing
their behaviour, academic routines, social interactions, and psychological states. The platform
serves numerous purposes from entertainment and learning to social connection and emotional
relief. However, this pervasive use also comes with significant challenges. Students frequently
experience distractions that interfere with academic performance, emotional shifts linked to
content exposure, and behavioural changes resulting from trends and influencers. TikTok’s
algorithmic structure deepens these effects by continuously curating content that sustains user
engagement. The findings indicate that while TikTok provides creative opportunities and
enhances digital expression, it also poses risks that students must consciously manage. Excessive
TikTok use can contribute to poor time management, sleep reduction, and increased anxiety due
to social comparison. Many students are aware of these risks but struggle to regulate their usage
effectively.
5.3 Recommendations
Institutions management should encourage students to differentiate between intentional and
passive TikTok use. Workshops on digital wellness can help students understand how habitual
usage forms and how to set realistic personal boundaries. can also promote alternative
platforms for academic microlearning to reduce overreliance on TikTok.
Media literacy education should be incorporated into student orientation programs. These
programs should teach students how to evaluate trends critically, understand influencer
marketing techniques, and avoid copying behaviours that may be harmful or socially pressured.
Students should be trained on self-regulatory strategies such as scheduling screen-free study
blocks, disabling notifications during academic activities, and using screen timers.
Mental health units on campus should provide support for students experiencing digital
dependency, sleep disruption, or anxiety triggered by TikTok use.
Schools should organize seminars on algorithmic awareness, digital privacy, and the
psychological effects of social media.
5.4 Limitations of the Study
This study was limited to two institutions within Offa, which restricts generalization to other
polytechnics or universities. The study also relied on self-reported data, which may include
exaggerations or understatements of TikTok behaviour. Additionally, TikTok usage evolves
rapidly, meaning perceptions and effects may change over time.

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APPENDIX
QUESTIONNAIRE
FEDERAL POLYTECHNIC OFFA
DEPARTMENT OF MASS COMMUNICATION
Dear Respondent,
This questionnaire is designed to collect data for academic purposes on the topic “Impact of
TikTok on Behaviour of Polytechnic Students: A Study of Selected Institutions in Kwara State.”
Kindly respond honestly to the questions below.
Your responses will be kept confidential and used strictly for research.
Thank you for your cooperation.
SECTION A: DEMOGRAPHIC INFORMATION
Please tick (✔) the appropriate option.
Gender:
( )Male
( ) Female
( ) Prefer not to say
Age Range:
( ) Below 18 years
( ) 18–22 years
( ) 23–27 years
( ) 28 years and above
Institution:
( ) Graceland Polytechnic
( ) Federal Polytechnic Offa
( ) Lens Polytechnic
Level of Study:
( ) ND I
( ) ND II
( ) HND I
( ) HND II
SECTION B
5. Frequency and Purpose of TikTok Use
STATEMENTS SA A U D SD
I use TikTok daily.
I spend more than 2 hours per day on TikTok.
I use TikTok mainly for entertainment.
I use TikTok to learn new skills or information.
TikTok is my main source of trends and updates.
6. Influence of TikTok Trends, Challenges & Influencers on Social Behaviour
STATEMENTS SA A U D SD
TikTok trends influence the way I dress or behave socially.
I often participate in TikTok challenges.
TikTok influencers shape my views on lifestyle and behaviour.
TikTok content influences my communication style with friends.
I adopt certain behaviours after watching TikTok videos.
7. Impact of TikTok on Academic Performance & Study Habits
STATEMENTS SA A U D SD
TikTok distracts me from reading or doing assignments.
I sometimes skip academic tasks to spend time on TikTok.
TikTok affects my concentration level during study time.
I have used TikTok for academic or educative content.
My academic performance has reduced due to TikTok usage.
8. Behavioural Changes Associated with Prolonged TikTok Use
STATEMENTS SA A U D SD