The Role of Social Media in Enhancing Collaborative Learning and Academic Performance: Evidence from the University of Ghana

Abstract

The increasing use of social media in higher education has raised important questions about its role in shaping collaborative learning and academic performance. Although global research has highlighted both opportunities and challenges associated with social media adoption, less is known about how these dynamics operate in the Ghanaian context, where students navigate structural and infrastructural limitations. This study responds to that gap by examining how social media is adopted and used for academic purposes among students at the University of Ghana. The research was guided by the Technology Acceptance Model (TAM) and Self Determination Theory (SDT). TAM emphasises the role of perceived usefulness and ease of use in driving adoption, while SDT provides a lens for understanding how social media fosters interaction, relatedness, and motivation. A quantitative survey was administered to 400 students, and the data were analysed using structural equation modelling (SEM) to test relationships between adoption, peer and faculty interaction, and academic performance. The results demonstrate that students are more likely to adopt social media when they perceive it to be both beneficial and easy to use. Once integrated into their academic routines, social media platforms were found to facilitate communication, resource sharing, and collaboration with peers and faculty, all of which contributed to improved academic outcomes. The findings confirm the value of social media as an extension of the classroom environment, while also drawing attention to local barriers such as unreliable connectivity and limited institutional support. The study contributes to theory by showing how TAM and SDT can be applied together to explain patterns of technology use and motivation in higher education. It also demonstrates the methodological value of structural equation modelling in studying complex behavioural relationships in resource-constrained settings. Practically, the findings provide guidance for educators and students on how to integrate social media effectively into teaching and learning, and for policymakers seeking to design interventions that promote purposeful digital engagement. By situating the analysis within Ghanaian higher education, the study enriches global debates on digital learning while providing evidence that is directly relevant to local practice and policy.