Abstract:
In recent times, internet technology has gradually been integrated into
university educational experience worldwide who now employ the use of
internet in nearly all facets of their educational engagements. This has lifted a
bigger part of classroom tasks of students as internet and technology use has
activated transformation in teaching and learning as well as heightened
productivity in the educational sector. This study examines cyberloafing
activities among learners at the University for Development Studies (UDS)
and its impact on their academic performance. The study employed the
descriptive survey design. The study targeted 3000 education students offering
Basic Education and Early Childhood as well as 693 students offering
Community Health Nutrition at the University for Development Studies. The
accessible population for this study were level 200 and 300 students offering
Basic education and Early Childhood (463) as well as Community Health
Nutrition
(340). Questionnaires were adapted and used for the study. Data obtained from
the research questions were analysed using frequency and percentages. From
the findings, it can be concluded that the most engaged in cyberloafing activity
among students was playing online games during lectures. Again, factors that
influenced students to engage in cyberloafing activities were mainly teacher
factors. Moreover, gender and programme of students did not differ
significantly in terms of cyberloafing activities they engage in during lectures.
However, age differs. Lastly, cyberloafing activities did not impact on
students‟ academic performance. This study recommends that management of
universities should regulate internet usage among students.
