Relationship Between Media Literacy Education and Critical Thinking Among Undergraduates Social Studies Students

Abstract

The rapid spread of online misinformation presents major problem to informed citizenship and democratic participation, particularly among undergraduate students who are active consumers of online information. This study investigates the role of media literacy education in ensuring the capability of undergraduate Social Studies students in Osun State, Nigeria, to challenge electronic misinformation and develop analytical reasoning skills. This study adopted a descriptive research design, data were gathered from 150 students through a structured questionnaire focused on perceptions of media literacy’s impact. Chi-square statistical analysis was used to determine associations among media literacy education, misinformation discovery ability, and analytical reasoning competence. The findings showed that 78% of respondents perceived a medium association between media literacy education and their ability to discover misinformation and think analytically, while 22% disagreed. Chi-square tests confirmed this association was statistically significant, highlighting the major role of media literacy in enpowering students with necessary analytical skills. Also, media literacy education was found to significantly impact students’ ability to critically evaluate online content and resist misinformation. Based on these results, the study proposed the integration of holistic media literacy modules into the Social Studies curriculum, focused training for educators to effectively deliver these programmes, and collaborative policies between academic institutions, government, and civil society to enhance online literacy . Such efforts will enhance students’ mental abilities, strengthen them as refined consumers of digital information, and fortify democratic engagement in Nigeria’s expanding information society.