Internet Usage Patterns and Their Association with Academic Performance among Undergraduates in Three Nigerian Universities

This study examined patterns of internet use and their association with academic performance among undergraduates at three federal universities in North-Central Nigeria. An explanatory sequential mixed-methods design was reported, comprising a questionnaire distributed to 1,000 students and interviews with 30 purposively selected students. Of the questionnaires distributed, 867 valid responses were analysed (86.7% response rate); data collection took place from January to June 2025. The reported results show a positive correlation between the proportion of internet time devoted to academic activities and cumulative grade point average (CGPA; r = .34, p < .01), and a negative correlation between time spent on social media and CGPA (r = −.28, p < .01). Respondents also reported barriers including unstable electricity, data costs, network connectivity, and limited institutional internet provision. These findings describe associations within the participating universities and should not be interpreted as evidence that internet use caused changes in academic performance. Interpretation is limited by the cross-sectional design, self-reported usage measures, and the study’s geographic and institutional scope. The findings point to the potential value of digital-literacy support and more reliable institutional connectivity, subject to verification of the reported analyses.