Abstract
Students staring vacantly into the oblivion, chatting, playing games, yawning and taking bathroom
breaks are common in many business classrooms. Such behaviors are signs of disengagement and
indicate boredom. Indeed, students who spend a lot of their private time connecting with people
through social media and technology could be bored in classrooms where they are required to do
something entirely different – just sit down and listen. This has contributed to the graduation of people
with low academic achievements and who are unemployable. This study was conducted to investigate
the delivery practices that engage social media-addicted students. A descriptive survey design was
used for the investigation. Subjects were 381 students of business administration and business
education in two universities in South East Nigeria, who responded to a 45-item questionnaire. The
questionnaire was validated by 5 experts and pre-tested. The pre-test result produced a Chrombach
Alpha Reliability Coefficient of 0.822. Data were analyzed using frequency, percentage and mean.
Results revealed that social media addicted-students would be engaged in class activities if teachers
use methods that allow students share their knowledge and experiences and if teachers integrate
social media in their instructions. These observations, among others, underline the need for business
educators to improve their capacity to integrate technology and media as well as create and manage
collaborative classrooms.
Keywords: Instructional practices, social media, social media addiction, student engagement,
business educators, millennials, centennials
Publication Date: 2018-12-06