Effectiveness of whatsapp learning platform in preventing cybercrime in higher institutions

Matthew Omojemite

doi:10.31893/multiscience.2026807

Keywords:

Abstract

The purpose of this study was to examine the effectiveness of WhatsApp learning platforms in preventing cybercrime among students in higher institutions in Ekiti State, Nigeria. The study aimed to assess students’ awareness of cybercrime threats, determine the effectiveness of WhatsApp in enhancing knowledge of cybersecurity practices, evaluate its influence on students’ attitudes and behaviours, and identify challenges associated with its use. A descriptive survey research design was employed. The population comprised all students in selected higher institutions in Ekiti State, from which a sample of 400 students was drawn using stratified random sampling. Data were collected through a structured questionnaire, which was validated by experts and tested for reliability using Cronbach’s alpha, yielding a reliability coefficient of 0.82. The instrument was administered directly to respondents, and the collected data were analysed using descriptive statistics and regression analysis. The findings revealed that students’ awareness of cybercrime threats was generally moderate, while WhatsApp was effective in enhancing knowledge and positively influencing attitudes and behaviours toward safe online practices. However, challenges such as poor internet connectivity, distractions from non-academic content, limited participation, and technical difficulties were reported, affecting the platform’s overall effectiveness. Regression analysis revealed that these challenges had a significant impact on both awareness and knowledge outcomes. Based on these findings, the study concluded that WhatsApp is a valuable tool for cybercrime prevention education, but its impact can be maximized by addressing infrastructural and operational constraints. Recommendations include improving internet access, providing technical support, training students on effective use of WhatsApp, and integrating cybersecurity education into the formal curriculum.
References
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31. Yilmazsoy, A. (2020). Social media in higher education: Advantages, disadvantages, and impact on academic performance. Journal of Education and Learning, 9(4), 130–142. https://files.eric.ed.gov/fulltext/EJ1294075.pdf

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Omojemite, M. (2026). Effectiveness of whatsapp learning platform in preventing cybercrime in higher institutions. Multidisciplinary Science Journal, 8(12), 2026807. https://doi.org/10.31893/multiscience.2026807

[1] Abbasian, M. (2024). Training through WhatsApp Messenger improves knowledge of health ambassadors on minor illnesses. BMC Health Services Research. https://bmchealths ervre s.biomedcentral.com/articles/10.1186/s12913-024-11988-9

[2] Al-Mahrooqi, R., & Denman, C. J. (2020). Using WhatsApp in higher education: Pedagogical benefits and challenges. Education and Information Technologies, 25(4), 3243–3260. https://doi.org/10.1007/s10639-019-10074-1

[3] AP News. (2024, March 12). Interpol’s Operation Serengeti tackles rising cyber-enabled frauds across Africa. https://apnews.com

[4] Ayyoub, H. Y. (2022). Awareness of electronic crimes related to e-learning among students. PMC. Retrieved from https://pmc.ncbi.nlm.nih.gov/articles/PMC9568858/

[5] Bandura, A. (1977). Social learning theory. Prentice Hall.

[6] Bandura, A. (1986). Social foundations of thought and action. Prentice Hall.

[7] Bhatnagar, N., & Pry, M. (2020). Student attitudes, awareness, and perceptions of personal privacy and cybersecurity in the use of social media: An initial study. Information Systems Education Journal, 18(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1246231.pdf

[8] Chaka, E., Smith, L., & Ncube, T. (2020). Enhancing open distance e-learning through social messaging applications. Journal of Online Learning Research, 6(3), 215–234.

[9] Chib, A., Malik, S., & Laksmi, S. (2021). Peer-supported learning via mobile messaging applications: Implications for behavioral change in education. Computers & Education, 168, 104203. https://doi.org/10.1016/j.compedu.2021.104203

[10] Cyberbullying Research Center. (2023). Cyberbullying among university students: Trends, impacts, and responses. https://cyberbullying.org

[11] Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly.

[12] Elom, J. I. (2025). Digital tools in higher education: Opportunities and challenges in Nigeria. Frontiers in Education, 10, 1581514. https://www.frontiersin.org/a rticles/10.3389/feduc.202 5.1581514/full

[13] Enyama, S. (2021). The effectiveness of WhatsApp for promoting online engagement during the COVID-19 pandemic. International Journal of Educational Technology, 18(1), 1–12. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8486629

[14] E-Palli. (2022). Student cybersecurity awareness survey report. https://www.e-palli.org

[15] eSentire. (2024). Education sector ransomware trends report. eSentire Cybersecurity Intelligence Reports.

[16] Forbes. (2025, January 21). Protecting our future: Why cybersecurity training is essential for students. https://www.forbes.com/councils/forbestechcouncil/2025/01/21/protecting-our-future-why-cybersecurity-training-is-essential-for-students

[17] Greeff, E. (2024). A case study of using WhatsApp as a scalable learning tool. International Journal of Technology and Computer Science, 14(2), 113–120. https://www.inderscien ceonline.com/doi/abs/10.1504/IJTCS.2024.139187

[18] Higher Ed Dive. (2024, February 10). Ransomware attacks on universities increase globally. https://www.highereddive.com

[19] IIETA. (2022). Cybersecurity awareness and phishing susceptibility among Nigerian engineering undergraduates. International Journal of Safety and Security Engineering, 15(3), 201–210.

[20] Lee, C., Tan, K., & Lim, J. (2023). WhatsApp for collaborative learning in higher education: Impacts on knowledge retention and team effectiveness. Education Sciences, 13(3), 244. https://www.mdpi.com/2227-7102/13/3/244

[21] Mansor, N. S. (2023). Data security knowledge on social media among students in Malaysian higher education. ERIC. Retrieved from https://files.eric.ed.gov/fulltext/ED639485.pdf

[22] Mutair, A. A. (2025). WhatsApp-delivered education: Performance and satisfaction among undergraduate nursing students. Journal of Nursing Education, 64(1), 45–52. https://journals.h ealio.co m/doi/10.3928/01484834-20241120-04

[23] Nwajioha, E. (2025). Cybersecurity awareness among students in Nigerian tertiary institutions. Journal of Cybersecurity Education, 12(1), 33–50. https://edufdns.ng/jcr eam/article/downlo ad/57/58

[24] Rabotapi, A. (2024). Using WhatsApp to support learning during the COVID-19 lockdown: Challenges and opportunities. Education and Information Technologies, 29(5), 7585–7603. https://files.eric.ed.gov/fulltext/EJ1434262.pdf

[25] Reuters. (2024, January 18). Cybercrime damages to reach $9.5 trillion in 2024 – Report. https://www.reuters.com

[26] Schunk, D. H. (2012). Learning theories: An educational perspective. Pearson.

[27] Sophos News. (2023, November 5). Half of higher-education endpoints impacted by ransomware. https://news.sophos.com

[28] The Times. (2024, June 14). University of the West of Scotland suffers massive data breach. https://www.thetimes.co.uk

[29] ThriveDX. (2024). Project-based learning: Transforming cybersecurity education. https://thrivedx.com/resources/article/project-based-learning-transforming-cybersecurity-education

[30] Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model. Management Science.

[31] Yilmazsoy, A. (2020). Social media in higher education: Advantages, disadvantages, and impact on academic performance. Journal of Education and Learning, 9(4), 130–142. https://files.eric.ed.gov/fulltext/EJ1294075.pdf

Abstract

References

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