Main Article Content
The ubiquitous ICTs have extended platforms of social connection and human interaction in an unprecedented manner. Hence, providing learning scaffolds for Self-Regulatory Learning among students of institutions. This research analysed use of social media as a learning scaffold and relate the cyclic self-regulatory phases of social cognitive theory as it applies to social media usage and its influence in facilitating academic communication and ultimate academic achievement among undergraduate students of the Federal University Dutse. The result revealed that the most utilized social media among the students are whatsapp as first for academic related communication and Facebook as second. Analysis of the construct of cyclic phase of SRL showed strong correlation among the SRL phases thereby revealing a strong relationship between the constructs which means that if the students have developed learning strategies in the forethought phase they will seamlessly flow through performance and self-evaluation phases, thereby achieving their learning objectives and ultimately impacting on their overall academic performance. Implication is that if the students are made conscious of social medias’ contributions potentials to their academics, they would effectively utilise it for learning alongside their social interaction. A close guidance, mentoring and monitoring are thus recommended by lecturers and or appointed active motivated students to steer activities within social media especially the classes whatsapp groups.
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