CHAPTER ONE

INTRODUCTION
1.1    Background to the Study
The speed of Internet has changed the way people receive the information. It combines the
immediacy of broadcast with the in-depth coverage of newspapers making it perfect sources for news
and weather information. Even with the multimedia excitement of the web, Electronic mail (email) is
the most frequently used application of the Internet. Many people, who have access to the Internet at
school, home and at work place use the Internet for no other purpose than to send and to receive the
mail. It‘s not just friends and co-workers that are receiving email. Wherever you look, the web is
providing email addresses. This has made communication between the strangers easier than ever.
Chatting is one of the more popular activities on the Internet- people can talk to anyone across the
world.
Introduction of social media networking sites has facilitated communication. These are web-sites
where users can create a profile and connect that profile to others to form an explicit personal
network. They are web-based services that allow individuals to:
i. Construct a public or semi-public profile within a bounded system
ii. Articulate a list of other users with whom they share a connection
iii. View and traverse their list of connections and those made by others within the system.
The nature and nomenclature of these connections may vary from site to site. Through social media,
people can use networks of online friends and group memberships to keep in touch with current
friends, reconnect with old friends or create real life friendships through similar interests or groups.
Besides establishing important social relationships, social media members can share their interests
with other likeminded members by joining groups and forums. Some networking can also help
members find a job or establish business contacts. Most social media websites also offer additional
features. In addition to blogs and forums, members can express themselves by designing their profile
page to reflect their personality. The most popular extra features include music and video sections.
The video section can include everything from member generated videos from hundreds of subjects
to TV clips and movie trailers (You tube)
Boyd, (2010) says communication is a basic human need and for that reason, man has always
found a means of meeting this need. The media, which is an umbrella term for various means of
communication, has become an integral part of human life around the world. The earliest forms of
personal media, speech and gestures, had the benefit of being easy to use and did not necessarily
need complex technology. The weaknesses of not being able to communicate to large audiences led
to the development of mass media, such as writing. With these developments, the role of the media
in the society became more and more significant. John Dewey emphasized the role of media for
education as James Agee and Walter Lippmann also highlighted the functions of the media for
entertainment and information. New Media New technologies can lead to new types of media and the
ability to use a given form of media is related to the ability to use its related technology.
Today, technology has made more universal, the ability to produce media. Printing, radio and
television are some examples of mass media in that they are intended to reach vast audiences. But
these forms of media previously could not be produced readily by the average person. The advent of
relatively inexpensive, personal media technologies like blogging, podcasting and Internet video
allowed the average literate person to do what was theretofore restricted to media companies. These
forms of media are still referred to  as new but they have become part of society even as much as the
traditional media in some parts of the world. In a few years, the term “new media” might not be very
suitable because these forms are becoming part of our daily lives and the fusion with traditional
media might dilute the fact that it is new. Social media is a form of electronic communication which
facilitates interaction based on certain interests and characteristics. Social media are media for social
interaction, using highly accessible and scalable publishing techniques. Social media use web-based
technologies to transform and broadcast media monologues into social dialogues. They support the
democratization of knowledge and information and transform people from content consumers to
content producers.
Globally, the usage of social media is expanding at 25% growth rate annually and therefore more
youths are increasing moving to social media. In China for instance, the demand for fashion products
is being driven by internet users. In Middle East, research shows that despite strong mall culture, a
lot of people are increasingly looking up to social media to get fashion inspiration and global trends .
In USA, social media has significantly altered how fashion firms advertise and talk to their
customers. In Nigeria, the number of social media users has grown significantly over the past ten
years. According to application of social media has grown from individual use to group use and as
result private sectors organizations of various sizes use social media to engage their potential and
existing customers. It has also been reported that Facebook being the most popularly used followed
by Instagram and Twitter. It is therefore the aim of this study to establish the impacts of social
media on the social behavior of Nigerian Youths.
1.2    Statement of the Problem
It is recorded that at least Eight million, seven hundred and fourteen Nigerians are on Facebook
and other social media with a good number of them being young. (Facebook statistics, 2023)
However, there is no comprehensive knowledge of their activities as well as how this form of media
can impact on various aspects of life this thesis examines the relationship between social media and
its usage by Nigerian youths. The study specifically focuses on the usage habits of young Nigerians
and how social media has affected their communication and socialization habits. Technology has
many positive aspects but, in the wrong hands, it can become dangerous. For the young people it is
experiments to do what they feel is good or exciting to them and the friends and at the same time
avoid adult supervision. Livingstone (2018) opines that for teenagers, the online realm may be
adopted enthusiastically because it represents their‘ space, visible to the peer group more than to
adult surveillance, an exciting yet relatively safe opportunity to conduct the social psychological task
of adolescence – to construct, experiment with and present a reflexive project of the self in a social
context, as well as, for some, for flouting communicative norms and other risk-taking behaviors.
Technology brought about social media which is a valuable tool but is somewhat misused by
today‘s youth. The two main forms that the youth use to access social media are cell phones and the
Internet which have brought about major changes in their lifestyle. With the current exposure and
easy access that the youth are able to get out of these mediums, this study will establish the effects it
has have on the youth. Issues that are expected to arise out of this research include exposure to
problematic materials, online victimization of youth, exposition to unnecessary online marketing and
advertising, exposure to dangerous online behaviours, issues of identity theft, the emergence of
digital divide and generation gap between parents and the youth.
According to Ritchel, Matt in an article, ―Growing up Digital, Wired for Distraction.” on The
New York Times. 21 Nov. 2010, others include wastage of time, building of shallow and harmful
relationships, and, eventually, causing rather than alleviating, users‘ depression, loneliness, social
isolation, and withdrawal among others.  The future of communication has been predicted to depend
to a great degree on electronic modes. Academics, business men and professionals in various fields
propose various uses of social media and new media generally. These and many more decisions will
be made based only on available data concerning these media. It is against backdrops that this
current study will examine the impacts of social media on the social behavior of Nigerian Youths
using Modibbo Adama University yola as a case study.

1.3    Objectives of the Study

The general objective of this study is to examine the impacts of social media on the social behavior
of Nigerian Youths using Modibbo Adama University yola as a case study. Specific objectives are:
i. To determine how the youth in Modibbo Adama University use social media in their daily
lives
 ii. To determine if the youth in Modibbo Adama University prefer social media as means of
communication as opposed to traditional methods.
iii. To find out the impacts social media has on behavior changes among the Modibbo Adama
University Students.
iv. To determine the risks that comes with use of social media on the Modibbo Adama
University Students.
1.4    Objectives of the Study
The following research questions are formulated to guide the study:
i. How does the youth (Students) of Modibbo Adama University use social media in their
daily lives?
ii. Does the youth (students) in Modibbo Adama University prefer social media as means of
communication as opposed to traditional methods?
iii. What are the impacts social media has on behavior changes among the Modibbo Adama
University Students?
iv. What are the risks that comes with use of social media on the Modibbo Adama University
Students?

1.5    Research Hypothesis

The followinghypothesis are formulated to guide achievement of the stated objectives of the study:
Ho1: there is no significant difference on the use of social media in the daily lives of Students
in Modibbo Adama University.
Ho2: there is no significant difference on the youth (students) in Modibbo Adama University
do prefer social media as means of communication as opposed to traditional methods.
Ho3: there is no significant difference on the impacts of social media has on behavior changes
among the Modibbo Adama University Students.
Ho4: there is no significant difference on the risks that comes with use of social media on the
Modibbo Adama University Students.
1.6    Significance of the Study
Fundamentally, it is essential we understand current usage and behaviour and identify potential
problems so that they can bead dressed. This can be seen in the amount of academic studies on social
media within the last seven years. However, Danah Boyd has gathered a collection of research about
social net working sites that lists approximately one hundred and fifty research papers, three books,
and seven research reports published in the years 2003-2010. (Boyd, 2010) None of these papers
covers Africa. This shows a lack of research that concerns the African region and especially Nigeria
where this form of media is greatly used.  Therefore the overall motivation for conducting this study
is to contribute to research about social media in Nigeria.
This research should also create a platform for further research in this field and how it affects
business processes as well other spheres of life. The findings of this study may also be useful to the
policy makers in various sectors of the government. For instance, in the educational sector
curriculum developers will be informed when developing curriculum for the youth. In the health
ministry, it will help doctors especially those dealing with counseling of the youth to know which
tools to use to effectively communicate to the youth. This research should provide useful data for
market researchers, marketing and product development professionals as well as educators as to how
they can maximize social media for optimum benefit in their various fields.
1.7    Scope of the Study
          The study seeks to find out the impacts of social media among the youth on social behavior
While the study recognizes that new interactive technologies have impacts on other age groups
outside the youth bracket, and as such this study will limit itself only to the youths in Modibbo
Adama University Yola.
1.8    Definition of Terms
Social Media: A group of internet-based applications that build on the ideological and technological
foundations of web 2.0 and that allow the creation and exchange of user-generated content. (Kaplan
and Haenlein, 2010).
Social Skills: Any skills facilitating interaction and communication with others. Social rules and
relations are created, communicated and changed in verbal and nonverbal ways through a process
called socialization.
Cyberspace: This is the electronic medium of computer networks, in which online communication
takes place.
Blogs: A blog (a contraction of the term “web log”) is a type of website, usually maintained by an
individual with regular entries of commentary, descriptions of events, or other material such as
graphics or video. Entries are commonly displayed in reverse-chronological order
Behavioural change: Behavior change (public health), a broad range of activities and approaches
which focus on the individual, community, and environmental influences on behavior
social media influencer: A Social Media Influencer is a user on social media who has established
credibility in a specific industry.
 CHAPTER TWO
LITERATURE REVIEW
2.0 INTRODUCTION
Social media is the integration of digital media including combinations of electronic texts,
graphics, moving images and sound into a structured computerized environment that allows people
to interact with the data for appropriate purposes. The digital environment can include the internet,
telecoms and interactive digital television. The web is becoming part of general business for
communication, sales and services. It is changing business practices. Its technical limitations affect
the amount of material and speed of access to material. The web primarily depends on phone line
connections, so the better these are across a territory, the more reliable the service. The inherent
limitations of passing large amounts of digital information down phone lines have affected the type
and quality of media that can be used effectively, as well as the nature of the interaction allowed by
the web. There are ways to increase the performance by improving the technical limitations which
depends on having a readily available infrastructure that can deliver more data faster and reliably,
called Broadband.
2.2 LITERATURE REVIEW
It is evident that there exists a relation between social media and their impact on the youth‘s
change in behaviour. Consequently, messages can reach audiences and target groups in real time and
they can generate changes and tendencies. Today, young generations grow up having great contact
with different kinds of social media. They are easily acquiring digital literacy and live in a digital
world to which adults are only naturalized citizens‘. Tapscott (1998) talks of growing up in a digital
environment referring to the youth as the Net Generation. Children are socializing in a hybrid virtual
space, learning in innovative ways, creating a new language and practicing multicultural values
(Tappscott, 1998). The main characteristics of the N-Gen culture are: independence, emotional and
intellectual openness, inclusion, free expression and strong views, innovative, preoccupation with
maturity, pleasure by the investigation, immediacy, and sensitivity to corporate interest,
authentication, and trust. (Tapscott, 1998 pp. 62-69).
Survey results suggest that gaps between parents and children happens in different ways:
Internet expertise, awareness of risk, acknowledgement of domestic regulations in place, and in what
parents believe their children are doing versus what they are actually doing (Livingstone and Bober,
2005). Anxieties about the safety, health and balanced use of social media can be classified in three
main groups: worries about the exposition to unwanted material, online victimization and the
practice of dangerous online behaviors.
According to Tapscott (1998), the digital literacy possessed by youth has given power to
children in their relations with adults as well as autonomy in the world. Children are authorities on
the internet. (Rettie, 2002). Also, technological modern developments have contributed to the
democratization of the family, especially in countries that are pioneers in Information
Communication Technologies (ICT.) The domestication of media used by youth can be seen across
diverse individuals versus socially stratified culture, and nationally versus global identities and
community (Livignstone and Bober, 2005). The anxieties about the solitary nature of new media use
is contrasted by worries about lost community traditions and values. (Livignstone and Bober, 2005).
More specifically in relation to our aim the intensive or high levels of online participation or internet
use has been associated with online risk. But, the simple use of internet cannot predict risk.
(Enhancing Child Safety & Online Technologies, 2008 for Internet & Society at Harvard University,
2008).
From the development perspective, it can be argued in relation to the use of the internet by youth
that the multiple sensory inputs are demanding on cognitive resources and can overwhelm children‘s
capacity to engage in thoughtful decision making (Berson and Berson, 2005). At an early age,
children are not aware of the risks, and they require adult supervision. During adolescence, a child‘s
ability to make life choices is still under development (Berson and Berson, 2005). In fact,
adolescents have especially been often considered as vulnerable to risky behaviours like the
consumption of drugs or alcohol. However, some of the online behaviors performance by children as
well as adolescents classified as risky behaviors should be better classified as online challenging
behaviors‘, since these online behaviors are commonly practice by youth today and in the most cases
these behaviors are not associated with negative consequences. Many of these behaviors are
encouraged or reinforced by the very structural characteristics of the virtual space, and sometimes
the manifestation of certain behaviors is necessary in order to participate with others in cyberspace
and enjoy the full benefits of online applications (i.e., publish photos in social networks, chat,
interact or build associations or groups with strangers in video games).
Therefore, social media has an impact on the youth in various ways. For instance, with regard to
exposure to problematic material, the Internet has changed the way the consumption of pornography
takes place. People have greater possibility to access pornography through their own initiative or
accidentally. Research has revealed that the 57 percent of 9 to 19 years old, have come into contact
with online pornography. Their encounters with pornography happened in different ways. The most
common was in pop-up advert, open porn site accidentally when looking for something else or in
junk mail. Also 22 percent of 9-19 year old, daily and weekly users have accidentally ended up on a
site with violent or gruesome pictures, and 9 percent on a site that is hostile or hateful to a group of
people. (Livingstone and Bober, 2005). Additionally, a survey of risk, impact and prevention found
that using the internet intensively, taking risk online, going to chat rooms, and using the computer in
other people‘s homes are the most predictive behaviors associated with exposure to sexual material
on the internet. In addition, exposition to advertising and consumption of virtual items is also on the
rise. Thus, the youth are constantly exposed to different types of marketing, not only by visiting web
pages, but also through the practice of their favorite hobbies.
Virtual online communities and video games include exposition of real life marketing inside the
virtual settings. Some communities transform children‘s play into a way of gathering information.
(Chung and Grimes, 2005). New kinds of games and virtual communities come into the picture when
the user spends money to enhance the gaming experience (e.g. subscriptions, purchasing virtual
items). Many of these virtual spaces are based on a real economic infrastructure where users Real
Trade money (RTM) in order to buy, sell, and exchange virtual items or virtual money. (Ortiz, A,
2007). Social media has also resulted in online sexual victimization among the youth. The Youth
Internet Safety Survey, conducted by Crimes Against Children Research Center at the University of
New Hampshire interviewed 1,501 youth ages 10 to 17 years that frequently use the internet found
that the 19 percent of youth (77 percent were 14 years or older) have received an unwanted sexual
solicitation via the web; only 24 percent of teens told a parent about the solicitation (29 percent told a
peer); and 75 percent of teens were not worried by the sexual online solicitation.
Consequently, harassment among peers has become unlimited thanks to the youth‘s access to the
modern technologies. Bullying has occurred in a new territory, online (Li, 2006). Studies suggest that
offline bullying usually increases in middle school but online harassment happens later and continues
into high school (Wolak et al. 2006 ). This technology has also resulted in the development of
dangerous online behaviour. Thus, not only the exposition to unwanted material has been considered
as a serious risk, but also the participation and the facility to become a member of controversial
groups. Some youth may identify strongly with this sort of material and they may feel validated and
encouraged to practice it. (Wolak, et al., 2003). Ybarra et, al. (2007) study found that ―engaging in
many different kinds of online risky behaviors explain online interpersonal victimization more than
engaging in specific individual behaviors. Interestingly, according to Ybarra et al., (2007) engaging
in online risky behaviour takes place while youth is using the internet with friends or peers. (40
percent). Other forms of dangerous online behaviour include bullying. Studies have often found an
overlap between cyber bullying offenders and victims. Although, it is recognized that adults bulled
minors, it is not precisely known how common it is. (Wolak et al, 2006).. Other studies point out that
minors are usually harassed by people of their same age.
(Hinduja and Patchin, 2009 in Enhancing Child Safety & Online Technologies, 2008 for
Internet & Society at Harvard University, 2008). Males are more likely to be bullies and cyber
bullies than females. (Li, 2006). It is also obvious that social media has led to increased online
socialization among the youth. An internet connection allows new ways to establish fellowship and
support previous based in real life‘ relationships. Chats, forums, web pages and the most recent web
2.0 technologies allow people to interchange information and socialize in very creative ways. A
Swedish study revealed that to be a member of one or several virtual communities is common.
Approximately 55 percent of the youth 12 to 16 years old is member in some virtual community. The
67 percent of the girls and the 42 percent of the boys are member of one of these communities.
Anxieties about youth‘s online relationships tend to be regarding to the contact and socialization
with strangers, and also regarding the use of technological tools to harm or molest someone as well
as to be bulled. Although, according to Wolak et al (2002) ―The majority of Internet initiated
connections involving youth appear to be friendship related, nonsexual, and formed between similar-
aged youth and known to parents‖ (Wolak et al. 2002). Thus in order to outline with satisfaction the
impact of social media on the youth, one has to consider the impact of socially interactive
technologies (SITs). SITs, such as instant messaging and text messaging, are beginning to redefine
the social networks of today's youth. By offering fast-paced, inexpensive, online communication,
SITs allow for new online youth social networks to form and evolve. These online networks, in turn,
may affect the offline social and friendship networks in which youth are immersed.
Much has been said about the prevalence of technology in the lives of adolescents. Reports in the
press and surveys from parents find points of view that range from exuberant, discussing how
socially-interactive technologies can save youth from social isolation and depression, to alarming,
focusing on how constant use of these technologies fosters anti-social behavior (Turow, 1999). The
reality, of course, lies somewhere in-between these two extremes. As with the adoption and use of
any other technology, there are a variety of factors that affect how SITs are used on an individual
level, as well as group dynamics that come into play. This theoretical content is vital to preliminary
understandings of new technology's usage. However, it does not delve into the heart of some of the
more interesting questions, such as what group dynamics influence youth to adopt particular
technologies or to use them in a particular manner, or how using these technologies actually affects
how children and adolescents communicate with one another. The Pew Internet & American Life
Project identified text messaging as an important future direction for research; the most recent report
issued by the Project is the first to include this technology (Lenhart, Madden, & Hitlin, 2005).
2.3 HISTORY OF SOCIAL MEDIA
Social media refers to on-demand access to content anytime, anywhere, on any digital device, as
well as interactive user feedback, creative participation and community formation around the media
content. Most technologies described as new media are digital, often having characteristics of being
manipulated, networkable, dense, compressible, and interactive. Some examples may be the Internet,
websites, computer multimedia, video games, CD-ROMS, and DVDs. Until the 1980s media relied
primarily upon print and analog broadcast models, such as those of television and radio. The last
twenty-five years have seen the rapid transformation into media which are predicated upon the use of
digital technologies, such as the Internet and video games.
Andrew L. Shapiro (1999) argues that the "emergence of new, digital technologies signals a
potentially radical shift of who is in control of information, experience and resources" (Shapiro cited
in Croteau and Hoynes 2003: 322). W. Russell Neuman (1991) suggests that whilst the new media
have technical capabilities to pull in one direction, economic and social forces pull back in the
opposite direction. According to Neuman, "We are witnessing the evolution of a universal
interconnected network of audio, video, and electronic text communications that will blur the
distinction between interpersonal and mass communication and between public and private
communication" (Neuman cited in Croteau and Hoynes 2003: 322).
2.4 INTERACTIVITY AND THE SOCIAL MEDIA
The convergence of new methods of communication with new technologies shifts the model of
mass communication, and radically reshapes the ways we interact and communicate with one
another. Interactivity is present in programming work, such as video games. It's also viable in the
operation of traditional media. In the mid 1990s, filmmakers started using inexpensive digital
cameras to create films. It was also the time when moving image technology had developed, which
was able to be viewed on computer desktops in full motion.
This development of new media technology was a new method for artists to share their work and
interact with the big world. Other settings of interactivity include radio and television talk shows,
letters to the editor, listener participation in such programs, and computer and technological
programming. Interactivity can be considered a central concept in understanding new media, but
different media forms possess different degrees of interactivity and some forms of digitized and
converged media are in fact not interactive at all. New media have created virtual realities that are
becoming virtual extensions of the world we live in and it changes continuously because it is
constantly modified and redefined by the interaction between users, emerging technologies, cultural
changes, etc. (http://en.wikipedia.org/wiki/New_media.)

2.5 SOCIAL MEDIA AND THE YOUTH

There has been a virtual explosion of the use of technology in making interpersonal connections.
This is particularly the case for young people. As early as elementary school, many students are
carrying cell phones. With ready access to the internet and mobile phone technology, social
networking has become a phenomenon of unprecedented proportions and is expanding the concept of
a social network.
As Bryant, Sanders-Jackson, and Smallwood (2006) stress: ―Socially interactive technologies
(SITs), such as instant messaging and text messaging, are beginning to redefine the social networks
of today‘s youth. By offering fast-paced, inexpensive, online communication, SITs allow for new
online youth social networks to form and evolve. New text-based technologies are picking up where
phones left off. Email and text messaging allow for rapid, asynchronous communication within one‘s
peer network: IM allows for synchronous communication among many friends at once.
Because so much of the discussion about the use of technology for connecting interpersonally
uses the term social networking, we need to begin by looking at the concept of a social network. A
social network is a social structure made of individuals (or organizations) called nodes,‘ which are
tied (connected) by one or more specific types of interdependency
(http://en.wikipedia.org/wiki/Social_network ). Personal and organizational social networks are
common among those who have shared interests, attitudes, beliefs, kinships, and needs. Youth
subculture groups in neighborhoods and on school campuses provide long-standing examples of
social networks. Today, open and restricted access social sites are burgeoning on the internet. Most
establish networks of diverse members from a wide geographic spectrum who learn about each other
and about a variety of topics and have numerous interchanges. Sites allow members to design
personal profiles, blogs, and forums that reflect direct expression of images and statements they want
to convey.
As described by Livingstone (2008): ―Social networking sites enable communication among
ever-widening circles of contacts, inviting convergence among the hitherto separate activities of
email, messaging, website creation, diaries, photo albums and music or video uploading and
downloading. From the user‘s viewpoint, more than ever before, using media means creating as well
as receiving, with user control extending far beyond selecting ready-made, mass-produced content.
As youth culture assimilates communication technology, the rapid pace of change makes it difficult
to grasp the nature and scope of what is happening, never mind appreciating all the positive and
negative implications. There are suggestions that the changes are fundamentally transforming the
concept of community. These and a host of other matters related to youth and social networking
through new technologies are topics for ongoing exploration and discussion.
2.6 USE OF SOCIAL MEDIA
In 2006, Bryant, Sanders-Jackson, and Smallwood reported that the main findings related to youth
use of socially interactive technologies were:
i. Youth are using new interactive technologies (SITs) to enhance communication among friends
and family, to make plans with one another, and to maintain social contact outside of their day-
to-day face-to-face conversations.
ii. These technologies have been adopted by teens relatively quickly because IMing and Text
messaging are more convenient, less expensive, and faster than traditional technologies.
iii. Research in this arena has shown that although preference for using SITs to communicate is
definitely on the rise, and the use of SITs has surpassed that of email, youth still tend to hold in-
depth, important conversations offline.
2.6.1 About Social Network Sites
Social network sites across the world are growing at dizzying rate. For example, a July 2010 report
in the New York Times indicates that Facebook has surged from 200 million to nearly 500 million
users in the last 15 months. Available evidence suggests that most internet users probably visit social
network sites daily or at least every other day (Ofcom, 2008), and young people lead the pack. As
defined by Boyd and Ellison (2007), social network sites are web-based services that allow
individuals to:
i. Construct a public or semi-public profile within a bounded system.
ii. Articulate a list of other users with whom they share a connection.
iii. View and traverse their list of connections and those made by others within the system.
The nature and nomenclature of these connections may vary from site to site. These researchers go
on to emphasize that while the terms "social network site" and "social networking sites" often are
used interchangeably, they differ in emphasis and scope. They stress that: Network emphasizes
relationship initiation, often between strangers, while networking is possible on these sites, it is not
the primary practice on many of them, nor is it what differentiates them from other forms of
computer-mediated communication. What makes social network sites unique is not that they allow
individuals to meet strangers, but rather that they enable users to articulate and make visible their
social networks. This can result in connections between individuals that would not otherwise be
made, but that is often not the goal. On many of the large social network sites, participants are not
necessarily networking‘ or looking to meet new people; instead, they are primarily communicating
with people who are already a part of their extended social network.

2.7 SOCIAL NETWORK SITES CAN ENHANCE LEARNING AND SAFETY

2.7.1 Enhanced Connectedness Enables Affirmation of Self, Inclusion, and Status
Researchers have emphasized a range of potential psychosocial benefits. Here is a sampling:
Livingstone (2009) emphasizes that ―at the heart of the explosion in online communication is the
desire to construct valued representation of oneself which affirms and is affirmed by one‘s peers.
Survey data indicate that ―48% of youth said that they use the Internet to improve their
relationships with friends, and 32% said that they use the Internet to make new friends (Bryant,
Sanders-Jackson, & Smallwood, 2006). Research by Valkenburg and Peter (2007) suggests that:
Internet communication is positively related to the time spent with friends and the quality of existing
adolescent friendships, and via this route, to their well-being. These positive effects may be
attributed to two important structural characteristics of online communication: its controllability and
its reduced cues.
These characteristics may encourage intimate self-disclosure, because intimate self-disclosure is
an important predictor of reciprocal liking, caring, and trust, Internet-enhanced intimate self-
disclosure may be responsible for a potential increase in the quality of adolescents‘ friendships. And
Lee (2009) reports that ―those who had established strong social relationships at earlier ages were
more likely to use online communication, which in turn predicted more cohesive friendships and
better connectedness to school. Notley (2009) stresses that ―it is clear from the research that
participants‘ online network use provided them with opportunities to participate in society in ways
that were social, economic, cultural, civic, and educational. In this way online network use had
supported all of the participants‘ social inclusion.

2.7.3 Implications of Socially Interactive Technologies for Schools

There are real concerns about social network sites. As Tynes (2007) states: We may do adolescents a
disservice when we curtail their participation in these spaces, because the educational and
psychosocial benefits of this type of communication can far outweigh the potential dangers. These
benefits include developing cognitive skills that are consistent with those required in educational
settings and perspective-taking skills that are necessary for citizenship in an increasingly multiracial
society. The implications for schools of students using socially interactive technologies are twofold:
 i. The technologies provide significant opportunities to enhance learning and other positive
outcomes, and
ii. They also present significant challenges as reflected in the concerns discussed above.

2.7.4 Use for Enhancing Learning and Psychosocial Development

Many schools and colleges are embracing social network sites and other internet and computer
tools to enhance instruction, collaboration, and professional development (Davis, 2010; Ito, Horst,
Bittanti, Boyd, Herr-Stephenson, Lange, Pascow, & Robinson, 2008; Patchin and Hinduja, 2010;
SafeTeens.com). Educational institutions are using social network sites (along with Skype) to create
chat-room forums and groups to discuss and clarify, provide a range of extra supports for learning,
and facilitate communication with families (especially those for whom face-to-face meetings are
difficult). Some schools are using smartphones to enable students to instant-message peers and
teachers with questions related to homework and to clarify difficult material. Social interactions
through technology also can be an aid for students and families who are shy or overly anxious in
social situations (Pierce, 2009). More generally, social site networks may be of use in enhancing
relationships between teachers and students (Mazer, Murphy, Simonds, 2007).
With respect to psychosocial development, researchers have suggested that participation on
social network sites influences such matters as identity formation and social skill development. A
recent study suggests such participation may have positive effects with respect to how youth cope
with emotional distress such as grieving following someone‘s death (Williams & Merten, 2009). For
older students preparing for the workplace, the sites offer opportunities to enhance technical skills
and enable networking with professionals for internship and job opportunities. Moreover, a recent
study suggests a relationship between use of Facebook and staying in school (Morris, Reese, Beck, &
Mattis, 2010). And school professionals are creating learning communities and communities of
practice for sharing and continuing education (e.g. educational blogs, e-portfolios, formal and ad hoc
communities, chats, discussion threads, and synchronous forums). For teachers, social network sites
are another avenue to open the classroom door and end the traditional isolation (and often alienation)
many experience.
2.7.6 Challenges for Schools to Meet
Schools, however, are just beginning to cope with challenges stemming from the concerns that
accompany such use. A first impulse for many has been to establish controls against personal use of
social communication technologies during the school day. Increasingly, the trend is to focus in on
specific areas of concern. Others have raised the concern that overreliance on technological
communication can interfere with developing effective face-to-face interactions (Pierce, 2009). For
staff who are ready to capitalize on social network technologies, another challenge is the wholesale
internet filtering and blocking that so many schools still do. Models for creating safe social network
sites to enhance learning are emerging.

2.8 THEORETICAL FRAMEWORK

This study uses three communication theories: the Magic Bullet Theory, the Uses and Gratification
Theory and the Technological Determinism Theory.
2.8.1 The Uses and Gratification Theory
Uses and Gratifications Theory (UGT) is an approach to understanding why and how people
actively seek out specific media to satisfy specific needs. The driving question of UGT is: Why do
people use media and what do they use them for? UGT discusses how users deliberately choose
media that will satisfy given needs and allow one to enhance knowledge, relaxation, social
interactions/companionship, diversion, or escape. It assumes that audience members are not passive
consumers of media. Rather, the audience has power over their media consumption and assumes an
active role in interpreting and integrating media into their own lives. Unlike other theoretical
perspectives, UGT holds that audiences are responsible for choosing media to meet their desires and
needs to achieve gratification. This theory would then imply that the media compete against other
information sources for viewers' gratification. Assumptions of the Theory:
i. The audience is active and its media use is goal oriented
ii. The initiative in linking need gratification to a specific medium choice rests with the
audience member
iii. The media compete with other resources for need satisfaction
iv. People have enough self-awareness of their media use, interests, and motives to be able to
provide researchers with an accurate picture of that use.
v. Value judgments of media content can only be assessed by the audience.
2.8.2 Technological Determinism Theory
Technological Determinism state that media technology shapes how we as individuals in a society
think, feel, act, and how the society operates as we move from one technological age to another
(Tribal- Literate- Print- Electronic- Social media).
2.8.3 Klapper Reinforcement or Limited Effects Theory
In 1960 Joseph Klapper at Colombia University was concerned that average people exaggerated the
power of media. He introduced what he called phenominist theory. With this theory he argued that
media rarely have any direct effects and are relatively powerless when compared with other social
and psychological factors such as social status, group membership, strongly held attitudes, education
and so forth.

CHAPTER THREE
METHODOLOGY

Research methodology refers to the approach by which data is extracted to be clearly understood.
Wiersman (1996), states that the development of strategy for conducting research is the third step
after identifying a problem and completion of the literature review. This chapter will therefore
discuss the following: research design, target population, sampling strategy, data collection
instruments and process and analysis of the data.
3.1 Research Method
There are two general methods in the social sciences: quantitative and qualitative research. Mouton
and Marais (1990) define the differences between quantitative and qualitative research on the basis
of the operational specificity of concepts, hypotheses and methods of observation. It is, however,
important to bear in mind that these approaches to research do not represent mutually distinct
components of a typology. It is better to conceive of them as representing relative points on a scale.
While a qualitative study may conclude with tentative answers, these answers can form the basis of
future quantitative studies (Leedy, 1993). The qualitative analysis will aim to give a complete,
detailed description in the form of words, pictures or objects while the quantitative analysis will
classify features, count them and construct statistical models in an attempt to explain what is
observed (Price, 2001; Hurley et al., 2007; Ton et al., 2008). In this study there is a blending of both
approaches with a greater leaning towards the qualitative method.
Qualitative research is an umbrella term that covers a variety of styles of social research. What
actually separates qualitative research and gives it its distinctive identity is the fact that it has its own
approach to the collection and analysis of data that marks it as quite different from its quantitative
counterpart. According to Denscombe (2003), qualitative research is a method of understanding
meaning and patterns of behavior. Leedy (1993) expands on this definition by viewing qualitative
research as an inquiry process of understanding a social or human problem, based on building a
complex, holistic picture formed with words, reporting detailed views of a smaller number of
informants, and conducted in a natural setting. Qualitative research, then, is a broad approach to the
study of social phenomena, its various genres are naturalistic and interpretative, and it draws on
multiple methods of inquiry.
3.2 Research Design
Research design involves the planning, organization, collection and analysis of data so as to provide
answers to questions such as: what techniques will be used to gather data? What sampling strategies
and tools will be used? And how will time and cost constraints be dealt with? (Leedy, 1993). The
researcher proposes to use the descriptive survey design to gather data relating to the impact of social
media among the youth on behavior change, attitude and perception. A descriptive survey aims at
describing the distribution of a phenomenon in a population and thereby establishing the facts
(percentages and frequencies). According to Saunders et al., (2003) descriptive survey has a broad
appeal for planning, monitoring and evaluating policies. Price, (2001) says that any researcher who
adopts the descriptive research design attempts to produce data that is holistic, contextual,
descriptive in depth and rich in detail.
3.3 Target Population
The target population refers to the specific group relevant to a particular study. Mugenda et al (2003)
explain that a population is a group of individuals or objects that have the same form of
characteristics. They are the totality of cases that conform to certain specifications, which defines the
elements that are included or excluded in the target group. The target population for this study
includes an extimated value of 30,000 undergraduate modibbo adama university students.
3.4 Sampling Size and Techniques
A sample is a smaller number or the population that is used to make conclusions regarding the whole
population. The sample of the study will be a total of 400 students from different faculties and
departments. Its purpose is to estimate unknown characteristics of the population. Sampling therefore
is the systematic process of selecting a number of individuals for a study to represent the larger
group from which they were selected (Gay, 2011). Based on the population of undergraduate
students of modibbo Adama, the sample size was determined at 5% error of tolerance and 95%
degree of confidence, using Taro Yamane’s Formula:
n= N
1 + ne2
Where; n = Population Size
N = Total Number of Teachers and Students
e = Error tolerance (5%)
1 = Theoretical Constant
 3.5 Instrument for Data Collection
The study will be done using primary source of data. The questionnaire is a four-point rating scale
(Likert scale) which will be used in answering the research questions, starting from strongly agreed
(SA), agreed (A), disagreed (D), and strongly disagreed (SD) and Undecided (UD) which will be
easier to use in assessing respondents. The questionnaire will be designed in such a way that every
question in the questionnaire will be related to the research questions of the study. Also the result
will be used to answer the research questions. The researcher will administer the questionnaire by
self and retrieve immediately upon completion by the respondent.
3.6 Validity of Instrument
Validity is the extent to which an instrument measures what is intended. According to Kothari (2004)
validity and reliability of data depend on the instruments used in the research. The instrument will
face validated by experts from the faculty of social and management science (FSMS), Modibbo
Adama University of Yola. These experts will be requested to critically examine the instrument in
terms of relevance of the content and clarity of the statement. They will be requested to advice the
researcher on the suitability of the items used, whether it would address the research questions
raised. Moreover, validation of research instruments continued during the field work by correcting,
restructuring and modifying parts or whole questions whenever the needs arose as the study
continued. Therefore, data trustworthiness was ensured,
3.7 Reliability of the Instrument
Drost (2011) defines reliability as the extent to which measurements are repeatable when different
persons perform the measurements, on different occasions, under different conditions, with supposedly
alternative instruments which measure the same thing. Joppe (2000) adds that any research instrument
that can be used to produce similar results is considered to be reliable.
3.8 Method of Data Analysis
The data collected for the study will be analyzed using mean score and standard deviation to analyze
and answer the research questions. A mean score rating method will be used to analyze the data based
on the 3.0 acceptance region format for the research questions.
Decision Rule: if the mean score is greater than the level of significant which is at a level of 3.0,
means that the level of item is agreed to by the respondents while any figure below 3.0 will be
considered to be disagreed by the respondents

3.9 Ethical Issues

The goal of ethics is to ensure that no one is harmed or suffers adverse consequence from the research
activities. Given the often sensitive relationships between researcher and respondents, reasonable
safeguards will be built in this study based on ethical considerations and requirements. Therefore, the
information that the researcher receives during the period of this study will be treated in confidence
and purely for academic purposes. Names or respondents will not be used or mentioned in this study.

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