Ethical Considerations in The Use of Social Media and Online Platforms
Ethical Considerations in The Use of Social Media and Online Platforms
Ethical Considerations in The Use of Social Media and Online Platforms
PLATFORMS
ABSTRACT
This research explores the ethical considerations associated with the use of social media
and online platforms. It begins by discussing the importance and relevance of social
media in today's society. Social media has become a pervasive and influential medium
for communication, networking, and information sharing. It offers numerous benefits,
including enhanced connectivity, access to diverse perspectives, and opportunities for
self-expression and collaboration. However, the growing prominence of social media has
also raised ethical concerns. The research highlights the ethical problems that have arisen
in relation to social media usage. These issues encompass privacy violations,
cyberbullying, online harassment, misinformation spread, intellectual property
infringement, and the manipulation of user data for targeted advertising. The widespread
availability and accessibility of personal information on social media platforms have
given rise to concerns regarding data privacy and security. The anonymity afforded by
these platforms has also fostered a culture of online harassment and cyberbullying,
leading to psychological distress and harm to individuals. To address these ethical
challenges, this research aims to investigate the ethical considerations in the use of social
media and online platforms, focusing specifically on undergraduate students in Ibadan.
The research will employ a survey method to gather data on students' perceptions,
experiences, and attitudes towards ethical issues related to social media use. By
understanding the perspectives of this demographic, the study aims to identify key ethical
concerns and propose strategies for promoting responsible social media use. The findings
of this research will contribute to the existing body of knowledge on the ethical
implications of social media and online platforms.
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CHAPTER ONE
INTRODUCTION
In recent years, the rapid growth of social media and online platforms has transformed
the way people communicate, interact, and access information. These platforms have
become an integral part of our daily lives, offering numerous benefits such as instant
such as social networking websites and microblogging platforms, that enable users to
form online communities and share various types of information, personal messages, and
other content. Merriam Webster (2013) defines social media as a category of electronic
communication that encompasses various forms through which users create online
communities and exchange information, ideas, personal messages, and other content.
YouTube, podcasts, online forums, and Facebook (Kuhn's 2012). Additionally, there are
other platforms like WhatsApp, Instagram, LinkedIn, Imo, Skype, and numerous others
Social media and online platforms have emerged as powerful tools that have reshaped
numerous advantages and have become an integral part of the daily lives of millions of
people worldwide. With the click of a button, individuals can connect with friends and
family, share personal experiences, access news and information, and participate in
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online communities (Kaplan & Haenlein, 2010). The speed, reach, and accessibility of
instant and global connectivity. Users can freely express their thoughts, opinions, and
creativity, allowing for diverse perspectives and voices to be heard. Social media
platforms have provided a platform for marginalized groups to amplify their voices and
Moreover, social media platforms have revolutionized the way businesses interact with
their customers and market their products or services. Organizations can leverage social
media to engage with their target audience, build brand awareness, and gather valuable
customer insights (Hoffman & Fodor, 2010). The ability to reach a global audience at a
fraction of the cost compared to traditional advertising has leveled the playing field for
However, along with the advantages, the rapid growth and pervasive use of social media
and online platforms have given rise to several ethical challenges that demand careful
consideration and mitigation. The widespread use of social media has raised concerns
about privacy and the protection of personal data. Users often disclose personal
used for targeted advertising (Acquisti et al., 2015). Furthermore, social media platforms
collect vast amounts of user data, and the handling and sharing of this data raise ethical
questions regarding consent, transparency, and control (Pavlou & Dimoka, 2006).
Social media platforms have become breeding grounds for cyberbullying and online
these platforms, combined with the ease of sharing content, has facilitated the spread of
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hate speech, threats, and harassment (Patchin & Hinduja, 2018). The psychological and
The rapid dissemination of information on social media has led to the spread of
misinformation and fake news. The viral nature of social media content, coupled with the
lack of gatekeepers, has enabled the rapid spread of false information, which can have
severe societal consequences (Vosoughi et al., 2018). The ethical challenge lies in
addressing the responsibility of both users and platform providers in curbing the spread
Furthermore, the ease of sharing and reproducing content on social media platforms has
created ethical dilemmas concerning intellectual property rights. Users often share
copyrighted material without proper attribution or permission, infringing upon the rights
of content creators (Lampe et al., 2013). The ethical challenge lies in striking a balance
between the promotion of creativity and innovation while respecting intellectual property
rights.
The widespread use of social media and online platforms has given rise to a range of
ethical challenges that demand attention and resolution. These challenges include privacy
among others. The existing problem lies in the lack of comprehensive understanding and
consequences for individuals, organizations, and society as a whole. For instance, privacy
breaches and data misuse can lead to identity theft, reputation damage, and loss of trust in
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online platforms. Cyberbullying and online harassment can cause emotional distress,
anxiety, and even tragic outcomes, particularly among vulnerable individuals. The spread
of misinformation and fake news can impact democratic processes, public discourse, and
and the rights of content creators. Additionally, the digital divide and unequal access to
social media platforms can perpetuate existing social inequalities and hinder
understanding of the issues at hand and developing strategies and guidelines to promote
responsible and ethical use of social media and online platforms. The relevance of this
problem cannot be overstated. Social media and online platforms have become
commerce, and public discourse. The ethical challenges associated with their use have
address these challenges can lead to erosion of trust in online platforms, harm to
understand and address these ethical considerations to ensure the responsible and ethical
To guide the investigation into ethical considerations in the use of social media and
platforms?
3. What are the factors contributing to the emergence of these ethical issues?
4. What are the current approaches and practices in addressing ethical considerations
5. What strategies and guidelines can be developed to promote ethical use of social
1. Identify and examine the key ethical issues arising from the use of social media
society.
5. Develop strategies and guidelines to promote ethical use of social media and
online platforms.
This research is significant for several reasons. Firstly, it contributes to the existing body
challenges these platforms pose and helps identify strategies to address them effectively.
policymakers, and regulatory bodies to develop guidelines and policies that promote
ethical use of social media and online platforms. Lastly, it raises awareness among users
about the ethical implications of their online activities and encourages responsible digital
citizenship.
The research focuses on ethical considerations in the use of social media and online
platforms. The focus of the study will cover full time undergraduate students across all
The following terms have been operationally defined within the context of the study:
Social Media: Social media refers to online platforms and technologies that enable users
to create, share, and interact with content, as well as connect and communicate with
Ethical Challenges: Ethical challenges refer to situations or issues that involve moral
considerations and dilemmas. In the context of social media, ethical challenges arise from
fairness, and respect for individuals' rights. This is an action that is considered morally
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CHAPTER TWO
LITERATURE REVIEW
Social media is a means of interaction among people in which they create, share and
social media depends on mobile and web-based technologies to create highly interactive
platforms via which individuals and communities share, comment, discuss and modify
social media have been offered, both within the communication discipline and across related
disciplines such as public relations, information science, and mass media. Definitions
typically converge around the notion that social media refer to digital technologies
emphasizing user-generated content or interaction (e.g,. Kaplan & Haenlein, 2010; Terry,
2009). Often social media are referred to by channel characteristics, identifying either
directionality of messages (e.g., Kent, 2010) or using specific tools like Facebook or Twitter
to exemplify modes of interaction (e.g., Howard & Parks, 2012). Though several definitions
exist, there remains a lack of a formal, concise, and mutually-agreed upon definition of social
The types of social media elements include WhatsApp, Facebook, telegram, twitter,
Instagram, LinkedIn, Imo, skype, and all others. The features of these elements are quite
different but one theme that stands with all is that they foster networking by leaving room
creation of identity(profile), for personal messages, sharing of videos and pictures and
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sometimes emoji to display and communicate emotions. Interactivity is what differentiate
social media sites from traditional websites. Social media applications encourage users to
This classification of social media into classes has been useful to scholars and individuals
for easy identification and study of a particular social media type but today, a difficulty
may arise due to the high proliferation of social media and one may wonder which group
a new developed social media type fits into. Social media is considered to be the fastest
growing web application in the 21st century and this rapid development is being backed
continues to benefit from it and as such cannot underestimate its importance as far as
communication is concerned.
application that are built upon the ideology and technology of web 2.0 and allow the
generation and exchange of its content. They refer to the internet-based social websites
like the Facebook, MySpace, Twitter, etc. which allow users to interactively
communicate with one another. Social media can also refer to those “web-based and
social media, the users are not passive like in the case of Television, Radio, and
Newspaper; rather they are active in the formation and exchange of information
MySpace, Skype, Instagram, Flipagram, and Hi5. All these sites and applications have
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interactive options that facilitate broadcasting and rebroadcasting of information. Aside
from these websites, there are also applications that people are even more accessible to
According to Toivo-Think Tank (2012), the features are social networking and social
interaction, participation, the use of social providers, openness, and collaboration. These
features are linked to the six classifications of social media postulated by the same
which is also referred to as Collaborative Project; Virtual Community also called Virtual
Game Worlds) includes Second Life and World of Warcraft; and Link Sharing Services
(Digg and Diigo). The social media are a body of packages that users find attractive and
In the same vein, (PLAC, 2012) adds that social media technologies take on different
forms including magazines, internet forums, weblogs, social blogs, podcasts, pictures,
and video. Considering that social media come in diverse forms, Kaplan and Haenlein
accuracy. Vaynerchuk (2011) argues that social media is not actually media but rather a
cultural shift facilitated by the internet. Additionally, social media has been labeled as a
misnomer due to its perceived negative impact on social interaction, potentially isolating
individuals and fostering insularity (Lewis, 2016; Frieze, 2016). Sugars (2012) views
social media platforms like Facebook as interactive customer databases for businesses.
Furthermore, Ayhan (2019) contends that the term 'social media' is misleading because
all media inherently possess a social aspect. Nelsen (2017) supports this notion,
Consequently, the term 'social media' shares similarities with other information
The origin of the term 'social media' remains a topic of debate without a definitive
source. Tina Sharkey, formerly of iVillage, claims to have coined the term during her
time there (Bercovici, 2011). Ted Leonsis, an executive at AOL in 1997, asserts that the
term emerged from AOL while developing Instant Messenger (Bercovici, 2011). Another
self-proclaimed originator, Darrell Berry, asserts that he began using the term in 1994
while working on an online media environment called Matisse (Bercovici, 2011). Berry
also claims to have written a paper on social media space in 1995 (Berry, 1995). Chris
Shipley has often been credited with originating the term, but she denies this claim
(Bercovici, 2011). Nevertheless, some attribute the term's origin to the rise of Facebook
in 2004 (Gikas and Grant, 2013; Humphrey, 2018; Kaplan and Haenlein, 2010; Milne
Holland, Teicher, and Donaghey (2019) define social media as digital platforms where
people gather and exchange information. The concept of social media has expanded
beyond traditional social networks like Twitter, Facebook, and Instagram, now
encompassing any social service with a broad audience (Chatterjee and Krystyanczuk,
2017). Another definition describes social media as platforms that facilitate the creation,
use, and sharing of user-generated content (Alt, 2019). A widely accepted definition
characterizes social media as web-based platforms and tools that enable users to generate
and share user-generated text, images, and videos, often associated with Web 2.0 (Turban
et al., 2019). While Web 2.0 and social media are closely related, they differ in that Web
2.0 refers to the underlying technologies and tools that enable the philosophy of social
media (Mahoney and Tang, 2017). The term Web 2.0 was coined by O'Reilly Media in
2004 to describe the second iteration of internet-based tools and services that facilitate
(Turban et al., 2019). Popular examples of Web 2.0 technologies include Facebook,
Twitter, and Instagram (Arora et al., 2019; Isom, Walsh, and Gardner, 2017; Shepherd,
2016).
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2.1.2 Relevance of the use of social media
Today, a conversation over social media can be compared to going over to a friend’s
house, or meeting a friend for coffee. This accessibility was not available prior to the
Internet-based forms of communication (Zemmels, 2012). Social media gives its users a
sense of identity and community. Users are able to become active agents in new media
environments and produce their own content (Zemmels, 2012). SNSs allow users to
maintain connections with friends. “Social voyeurism” is a term used to describe social
media users browsing through SNSs and interacting with other users in order to catch up
(Buckingham, 2008, p. 158). Smart-phones make it possible for students to access and
whether they like it or hate it, or feel something in between” (Buckingham, 2008, p.146),
What started out as a hobby for some computer literate people has become a social norm
and way of life for people from all over the world (Boyd 2007). Teenagers and young
adults have especially embraced these sites as a way to connect with their peers, share
information, reinvent their personalities, and showcase their social lives (Boyd, 2007).
Research studies have also been directed at establishing the types of social media tools
used by students. The platforms were used largely to network with other students
worldwide and to share information on trending issues. Social media has slipped into
students’ lives so quickly and so pervasively that many people find it overwhelming,
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confusing, or even repugnant. Others have embraced it with great enthusiasm, seeing it as
The negative impact of social media occur when students involves themselves in
unethical behaviors on social media platforms; sharing useless information, and posting
such images that are injurious to national dignity and foreign relationship of the country
(Sekho, 2013). This is to say that unethical behavior in the use of social media will
influence how it will negatively affect its users. According to Karadkar (2015) getting too
involved in social media can lead to addiction that inculcates bad habits. Students prefer
to chat with friends for hours, and this can lead to a waste of time that could have been
used for learning or studying. It is often said that a long-term friendship or relationship is
developed when people meet each other, spend time and share their experiences. But this
virtual way of communicating with each other does not lead to a natural, friendly
atmosphere and experiences and hence cannot produce a healthy relationship with
friends. It also tend to terminate easily due to lack of a personal contact. When social
media is used without proper awareness it reduces face to face communication, reduces
time spent with friends and family, causes time loss, took away from daily chores, and
seen as an entertainment (Storm & Storm, 2004; Hinduja & Patchin, 2013).
Within that vast and exciting world of lightning-speed change, experimentation and
innovation lies a dilemma: the appropriate use. We’re making up the rules as we go
along, like it is not fully comprehended yet. When things start to get out of hand, the
policy makers behind platforms like Facebook, Twitter or LinkedIn step in and announce
a new set of ground rules. Then, all the end users have to shift gears and the whole
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dynamic starts again. One could say that social media is one big global communication
laboratory, and that every one of us is playing a role in its creation and ultimate use
(Serafin 2016). If we can step back from our personal feelings about social media just
enough to look at how it affects undergraduates and their studies, just maybe we will
Ethical perspectives act as frameworks around which ethical predispositions that underlie
particular ethical choices and the resultant action can be understood. It should, however, be
noted that the application of these perspectives in real life may not necessarily be that straight
forward because some issues impinge on more than one perspective at the same time. For
example, an issue can be ethical with respect to one perspective and unethical when viewed
from another angle, at the same time. The other difficulty in the application of the
perspectives arises from the fact that people tend to change their ethical standpoints
depending on the situation they are in at a particular point in time (Mathiesen 2004; Ocholla
2009:80). Students’ primary goal in University is to study. Not surprising that they make use
of social media in their academics. They use social media when they search for useful
information, get the latest news on class schedule, have academic gist and the like. And this
is where plagiarism comes in. Oxford University defined plagiarism as presenting someone
else’s work or ideas as your own, with or without their consent, by incorporating it into your
work without full acknowledgement. All published and unpublished materials, whether in
manuscript, printed or electronic form, is covered under this definition. Plagiarism may
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The necessity to acknowledge others’ work or ideas applies not only to text, but also to
other media, such as videos and audios, illustrations, handcrafts etc. It applies equally to
published text and data drawn from electronic books and journals, and to unpublished
text and data. It is important for students to attribute text, data, or other resources
matter of making sure one’s references are all correct, or changing enough words so the
examiner will not notice the paraphrase; it is about deploying academic skills to make a
One of the ethical concerns in the use of social media is the silent crime also known as
Identity theft, which according to the Federal Bureau of Investigation FBI, involves
getting an individual’s personal information, then using that information to either use
their financial resources without their consent, or to open new financial or credit
accounts, enabling the identity thief to use the victim’s credit without their knowledge.
Information commonly stolen to make these crimes possible include the individual’s
name, date of birth, social security number, and/or credit card numbers. According to
technician.com, while such information can be physically obtained from written records,
and viruses. It was reported in 2017 according to Feral Trade Commission that identity
theft is the second most popular crime on social media. In due of this, students have the
possible means to participate in cyber extortion, which literally means using other
exploiting do not need to meet physically. It looks so unreal but the Police Special Anti-
Robbery Squad (SARS) reported that students are the most involved population in the
The participatory nature of social media gives room for anonymity. Students can remain
anonymous on websites or create false profiles to cause atrocities on the web. cyber-bullying
has become a serious issue (Mesch, 2009). One of the detrimental effects of the misuse of
ICT for social communication with young people is the phenomenon of cyberbullying.
Livingstone and Brake (2010) defines Cyberbullying as “the use of information and
of individuals” (Bhat, 2008. p.54). Hinduja and Patchin (2009) define cyberbullying as
“willful and repeated harm inflicted through the use of computers, cell phones, and other
electronic devices” (p.5). One national poll showed that over 13 million children between the
occurs when someone uses the internet, a cell phone, email, instant messaging, chat rooms,
intimidate someone else. It is commonly a crime committed by kids and teens, as their
others. The problem spreads like wildfire as the bully can hide behind the anonymity of a
login identity, while encouraging other kids to join in the “fun” of harassing the victim. It
should be noted, however, that cyberbullying is not the exclusive domain of adolescents, but
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Cyber bullying, internet and game addiction are some of the unwanted consequences of
too much time spent on social media without appropriate awareness (Spada, 2014).
and even terrorism. In addition to criminal charges, cyberbullies may be held responsible
for the damage they do in a civil lawsuit, where they may be ordered to pay medical bills
and other expenses, as well as money for pain and suffering and mental anguish.
Livingstone and Brake (2010) encouraged that young users of ICT for social purposes
should be fully conversant with acceptable and unacceptable ways of using such
technology. Cyberbullying is gaining momentum, keeping pace with the rapid increase in
the use of the internet and mobile phones as social interaction tools.
Ethical issues that predominate when using social media include privacy, accuracy, property
and access issues (Mason 1986). Issues on privacy pertain to conditions under which
information about a person is revealed to others; accuracy issues focus on circumstances that
surround the authenticity of information that has been posted online; property issues centre
on rights of ownership as well as use of intellectual property and access issues centre on
conditions that foster or hinder one from obtaining information. These ethical issues and their
aspects have been of concern to a number of authors writing on social media use in higher
education. The rapid development of technology has led to new definitions of privacy
especially in the online environment. Every new technological generation created new and
challenging issues related to privacy. A social network represents a service provided through
the means of the internet which allows users to create a public or semi-public profile within a
limited system. From this perspective, social networks seem to have an oxymoronic
character, meaning that their participation to the virtual world aims, mainly, the exchange of
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information, most of it having a private character. One of the reasons why users frequently
post things on the internet is the ubiquity on the social networks, the friendship with other
Among the authors that focused on attitudes and perspectives are Chiang and Lee (2008) who
studied the information ethics of teenage users when using information technology. They
used the Theory of Planned behavior (TPB). The ethical dimensions they focused on were
egoism and altruism. They concluded by calling for ethics education so that students develop
"self-beliefs [for] rejecting illegal use in the digital world" (Chiang and Lee 2008:14). Foltz,
Schwager and Anderson (2008:709) studied factors that influenced students' behavior to read
computer usage policies that outlined the legal, security and rights issues that pertained to the
proper use of computers. The study was based on the TPB and the variables were social
trust and apathy. The findings were that positive opinion of the policy was more likely to
result in reading of the policy and apathy reduced the likelihood of reading the policy,
that is, individual internal factors more than the subjective norms, opinion of others,
affected the behavioral intention. The study did not support the influence of perceived
However, the thrust of studies on attitudes and perspectives was to show the factors that
underlie behavior al intentions and the subsequent behavior. Their premise was that
behavior is dependent on the belief structure, which includes information ethical beliefs.
This study was modelled along these premises. Cognisance and awareness of information
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CHAPTER THREE
METHODOLOGY
3.1 Introduction
This chapter presents the method and procedure that was applied in this study.
The research design adopted for the study is a descriptive survey. This design is
considered apt because it enables the researcher to generate data through the standardized
collection procedures based on highly structured research instrument and well defined
This design will help elicit honest response from respondents regarding their ethical
The population of this study comprises the full time undergraduate students in the University
of Ibadan (main campus) in 2023/2024 session. According to the data collected from the
Academic Planning Unit, the total number of undergraduate students is 14,493, hence
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Table 3.1 Population of the study
Multi-stage random sampling technique was used for the study. Based on a sampling
fraction of 36% and with the use of the balloting method, six faculties were
randomly selected at the first stage. The six faculties are, Dentistry, Pharmacy,
Public health, Renewable natural resources and the Social sciences. At the last stage,
a sampling fraction of 10% was used to get the sample size of 213 (Table 3.2)
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Table 3.2 Sample size of the study
SN FACULTY POPULATION SAMPLE SIZE (10%)
1 Dentistry 212 21
2 Pharmacy 343 34
considerations in the use of social media” (ECUSM) was used to get the desired
information from the students. The questionnaire was divided into three sections (A, B
and C). Section A which was based on demographic variables have six (6) questions.
Section B highlighted questions on the use of social media, which consisted of the
purpose and frequency of social media use as well as challenges to the use. Section C
highlighted questions on ethical behavior in social media use which includes questions on
To ensure the validity of the instrument, the questionnaire was subjected to scrutiny by the
project supervisor, who read through and made necessary corrections in determining its
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suitability and appropriateness. The relevant suggestions provided on how to improve the
content of the questionnaire was effected accordingly before administration took place.
The researcher collected the needed data through questionnaire administration in the
selected faculties between the hours of 8am-4pm. The questionnaire distribution cut
across all selected faculties and departments (where applicable to the undergraduates as
Data analysis was done with the use of descriptive statistics of frequency counts and
percentages. The results were presented in Tables and inference was drawn from them.
The Statistical Package for the Social Sciences (SPSS) version 21 was the software used
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CHAPTER FOUR
RESULTS AND DISCUSSION
4.1 Introduction
This chapter deals with the data presentation and analysis of the results obtained from the
administered questionnaire.
A total of 213 copies of the questionnaire were administered in the five selected faculties
in University of Ibadan. 213 copies were returned and found useful for analysis giving a
response rate of 100.0%. The response rate of the administered questionnaire is as shown
in Table 4.1.
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4.3 Demographic information of the respondents
Table 4.2 showed that most of the respondents were between the age group of 21-25
(60.6%) followed by age group 16-20 (31.5), age group 26 and above (8.0%) were least
represented. Female respondents accounted for 124 (58.2%) while their male
counterparts 89 (41.8%). Respondents from a monogamy family dominated with 185
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(86.9%). Faculty of the social science 107 50.2%) accounted for half of the respondents,
followed by pharmacy 34 (16.0%), renewable natural resources 29 (13.6%), public health
22 (10.3%) and dentistry 21 (9.9%) respectively. Respondents in 300 level 66 (31.0%)
were the bane of the study followed by 200 level 59 (27.7%) and 400 level 56 (26.3%)
respectively.
4.4 Result and Data
Table 4.3 indicates the purposes of the use of social media in University of
Likert scale of strongly agreed, agree, disagree and strongly disagree as shown in
Table 4.3.
Result on the purposes of the use of social media by undergraduates in university of Ibadan
as shown in Table 4.3 revealed that use of social media for assignment ranked highest in
terms of mean score with a mean score of 3.92. It also reveals that 197 (92.5%) of the
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respondents strongly agreed with this statement, 15 (7.0%) agreed, 1(0.5%) disagreed and
0(0.0%) strongly disagreed. This was followed by use of social media for getting news on
class schedule had the second highest score in terms of mean with a score of 3.60. This is
evident in the responses given where 131 (61.5%) strongly agreed with the statement and 78
(36.6%) agreed, 4 (1.9%) disagreed while 0 (0.0%) strongly disagreed. Also, chatting with
family and friends had a mean of 3.59 which was evident in the response given where
126 (59.2%) strongly agreed, 86 (40.4%) agreed, 1 (0.5%) disagreed while 0 (0.0%).
Table 4.4 indicates the frequency of use of social media by the undergraduates in
University of Ibadan, Nigeria. The responses of the respondents were provided on a
4-point scale of always, sometimes, occasionally and never as shown in Table 4.4.
Table 4.4: frequency of use of social media by the undergraduates
Platforms
WhatsApp 197 (92.5%) 14 (6.6%) 2 (0.9%) 0 (0.0%) 3.92
Facebook 116 (54.5%) 77 (36.2%) 18 (8.5%) 2 (0.9%) 3.44
Twitter 102 (47.9%) 71 (33.3%) 21 (9.9%) 19 (8.9%) 3.20
Snapchat 71 (33.3%) 81 (38.0%) 44 (20.7%) 17 (8.0%) 2.97
Instagram 80 (37.6%) 77 (36.2%) 47 (22.1%) 9 (4.2%) 3.07
Telegram 36 (16.9%) 90 (42.3%) 56 (26.3%) 31 (14.6%) 2.62
LinkedIn 45 (21.1%) 78 (36.6%) 57 (26.8%) 33 (15.5%) 2.63
Imo 33 (15.5%) 75 (35.2%) 59 (27.7%) 46 (21.6%) 2.44
YouTube 56 (26.3%) 79 (37.1%) 62 (29.1%) 16 (7.5%) 2.82
Pinterest 44 (20.7%) 58 (27.2%) 79 (37.1%) 32 (15.0%) 2.54
Skype 35 (16.4%) 35 (16.4%) 35 (16.4%) 108 (50.7%) 1.99
Results on the frequency of use of social media by undergraduates in University of
Ibadan as shown in Table 4.4 revealed that WhatsApp ranked highest in terms of mean
score with a mean score of 3.92. It also revealed that 197 (92.5%) of the respondents
always use it, 14 (6.6%) sometimes, 2 (0.9%) occasionally while 0 (0.0%) never. This
was followed by Facebook which had the second highest score in terms of mean with a
score of 3.44. This is evident in the responses given where 116 (54.5%) always use it, 77
(36.2%) sometimes, 18 (8.5%) occasionally while 2 (0.9%) never. Twitter was third in
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terms of mean score with 3.20. This is evident in the responses given where 102 (47.9%)
always use it, 71 (33.3%) sometimes, 21 (9.9%) occasionally while 19 (8.9%) never
Table 4.5 indicates ethical behavior exhibited by the responses of the respondents were
provided on a 4-point Likert scale of strongly agreed, agree, disagree and strongly
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Results on the ethical behavior exhibited by undergraduates in University of Ibadan as
shown in Table 4.5 revealed that they reference the websites used for academic work
ranked highest in terms of mean score with a mean score of 2.98. It also reveals that 113
(53.1%) of the respondents strongly agreed with this statement, 32 (15.0%) agreed, 19
(8.9%) disagreed and 49 (23.0%) strongly disagreed. This was followed by “sharing of
broadcast and messages when I don’t know the source” had the second highest score in
terms of mean with a score of 2.91. This is evident in the responses given where 49
(23.0%) strongly agreed with the statement and 106 (36.6%) agreed, 48 (22.5%)
disagreed while 10 (4.7%) strongly disagreed. Also, “respect other people’s privacy” had
a mean of 2.78 which was evident in the response given where 42 (19.7%) strongly
The Table 4.6 below indicates the level of ethical behavior by the undergraduates in
University of Ibadan, Nigeria.
Maximum score obtainable for the level of ethical behavior by the undergraduates
Maximum scores obtainable from the 13-item scale on ethical behavior (3 x 13) = 39
Interval score (39/3) = 13
0-13 Bad
14-26 Fair
27-39 Good
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Using a norm scale where a maximum obtainable score was 39 (3 x 13 items). Setting a
therefore follows that a mean score of 32.51 (see table 4.5) which falls within the good
range. It is therefore submitted that there is a good level of ethical behavior in the use
Table 4.7 below indicates the challenges to the use of social media by the
were provided on a 4-point Likert scale of strongly agreed, agree, disagree and
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Results on the challenges to the use of social media by undergraduates in university of
Ibadan as shown in Table 4.7 revealed that erratic power supply ranked highest in terms of
mean score with a mean score of 3.62. It also reveals that 150 (70.4%) of the respondents
strongly agreed with this statement, 50 (23.5%) agreed, 9(4.2%) disagreed and 4(1.9%)
strongly disagreed. This was followed by poor internet connectivity had the second highest
score in terms of mean with a score of 3.43. This is evident in the responses given where 102
(47.9%) strongly agreed with the statement and 101 (47.4%) agreed, 9 (4.2%) disagreed
while 1 (0.5%) strongly disagreed. Also, gadgets had a mean of 3.29 which was evident in
the response given where 90 (42.3%) strongly agreed, 100 (46.9%) agreed, 17 (8.0%)
This section discussed the findings of the study in accordance with the results from
previous studies. This research focused on Ethical considerations in the use of scoial
media and online platforms. The result of the purposes of the use of social media by the
undergraduates revealed that most students use the social media for getting assignments
done, getting news on class schedules, chatting with family and friends, collaboration
with peers as well as sharing pictures and videos. This is line with the findings of
Common Sense Media (2009) which revealed that today’s young people spend more time
online, texting, watching TV and movies, and playing video games. The findings also
31
correlate with the findings of Nicole (2007), who found out that students have especially
recognized these social media platforms as tools to be able to contact their peers, share
information, improve academically, reinvent their personas and showcase their social
live. Students have consistently been the heaviest users of social media by a substantial
margin, and today that’s even truer as a staggering 90% of them use social media,
according to a 2015 Pew Research Center study. That’s a 78% increase from the 12%
The result of the frequency of use of social media by the undergraduates revealed that social
media is being used heavily by the students with WhatsApp, Facebook, Twitter, Instagram
and Snapchat among the most used tools. This is in line with a Pew study which found that
82% of young adults that are online use Facebook, and about 55% of this same crowd uses
Instagram at the same time, says the Pew study. Rounding out the mediums covered by the
report is Twitter, used by about 32% of this population. Even those young people who
may not have computers and Internet access in their homes are still participants in a
shared culture where social media, and digital media distribution and production have
become commonplace (Horst, as cited in Ito et al. 2010) The heavy use of social media
by undergraduate could be underpinned to them being born into a digital world which
explains why social media is also more likely to be used by the undergraduates as they
use them more often and the number of friends they have on the platform is higher than
There was a high level of ethical behavior exhibited by the undergraduates according to
the results obtained which indicated that the students are well versed in their use and
conduct on social media. Harper (2006) found out that many students are not aware that
32
information gained on social media must be adequately referenced and may even be
included in the bibliography if used for academic work. This is not true of this study as
findings revealed that the students are well aware of referencing websites used for their
academic works. One of the detrimental effects of the misuse of ICT for social
Livingstone and Brake (2010) Cyber-bullying is defined as “the use of information and
group of individuals”. The result showed that there is still an element of bullying
amongst the students though not rampant due to the anonymous nature of the internet but
most are still aware of the consequences so they stay clear off. The result also showed
there is no marked difference between the number of students who sends or watch nudes
or pornography. This conforms to the report by techknowhow.com which found out that
56% of young adults watch adult videos online while 36.8% of young adults participate,
A test of the relationship between undergraduates’ ethical behavior and their use of social
media indicated that undergraduates’ ethical behavior had positive correlations with the
use of social media by the undergraduates. The study establishes that there is no
significant relationship between undergraduates’ ethical behavior and their use of social
media. Özpınar et al. (2010) concluded that the reasons for displaying unethical behavior
s on social networks were caused by the environmental and social circle factors, as well
as the sense of anonymity created by users who post under pseudonyms and fake profiles.
Jenkins et al. (2006) suggest that the social media literacy required for participation in
this new world are all essentially social skills, including: play, performance, simulation,
33
appropriation, multitasking, distributed cognition, collective intelligence, judgement,
social media navigation, networking, and negotiation. Chen and Bryer (2012) also found
privacy and security issues to be central for researchers in deciding whether to use social
media tools in their study This negates with the findings which revealed that
undergraduates’ ethical behavior does not affect their social media use.
The ability to use social media and the digital content and digital literacy contributes to
the frequent use of social media by students. (Chen and Bryer 2012; Gaffar, Singh and
Thomas 2011: 142). Access was also curtailed by the absence of guidelines on how to
use social media tools (Shapiro and Ossorio 2013). Guidelines act as an empowering tool
to social media users because they spell out the proper way of how one can use social
media as well as explain the nature of rights that a user would have when he or she uses
social media.
34
CHAPTER FIVE
5.1 Introduction
This chapter presents summary of findings, conclusion drawn from the study and
recommendations proffered.
The study examined the Ethical considerations in the use of social media and online
platforms.. Arising from the results of the analysis of data obtained from the field, the
was mostly for assignment, getting news on class schedules, chatting with family
and friends. Collaboration with peers and sharing pictures or videos respectively.
Twitter, Instagram and Snapchat among the most used social media networks.
3. The ethical behavior exhibited by the undergraduate students was found to be good
4. The challenges facing the undergraduate students use of social media is majorly
35
5.3 Conclusion
The proliferation of the use of the internet and the rapid technological advancement has
birthed a lot of innovation among which is the social media which has changed the way
people relate and communicate. Social media has also gained rapid growth over the years
with millions all over the world signing up to enable them have the latest information at their
fingertips. This rapid growth has also been beneficial to students alike which have made
Through social media, students can now complete and submit assignments, get news on
In all these, social media has its downsides especially in the areas of ethical behavior
which guides the students on the right way to use it. Most of these ethical considerations
like bullying, lack of references, nudity, spending all day on social media and extortion
are being clamped down upon which was evident in the result of the study in which the
level of ethical behavior exhibited by the undergraduates was found to be good. This
connotes that students are now well aware of the dangers of over indulging in social
media. However, there are still some challenges which inhibit the effective use of social
5.4 Recommendations
1. Continuous user education should be put in place for the students on how to use
social media for their educational improvement and sounding warning to them on
36
the over-indulgence in social media which could have a negative influence on
their performance
improve on the low bandwidth and limited Internet connection in their institutions
4. There should be mild punishment for students who indulge in unethical use of
37
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40
APPENDIX
1. Age Group:
16-20
21-25
26 & above
2. Gender:
Male
Female
3. Family Type:
Monogamy
Polygamy
4. Faculty:
Dentistry
Pharmacy
Public Health
Social Science
5. Level:
100
41
200
300
400
500
Please indicate your level of agreement with the following statements regarding the
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
42
4. I use social media for collaborating with peers.
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
43
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
Please indicate how often you use each social media platform by selecting one of the
following options:
1. WhatsApp:
Always
Sometimes
44
Occasionally
Never
2. Facebook:
Always
Sometimes
Occasionally
Never
3. Twitter:
Always
Sometimes
Occasionally
Never
4. Snapchat:
Always
Sometimes
Occasionally
Never
5. Instagram:
Always
Sometimes
Occasionally
Never
6. Telegram:
45
Always
Sometimes
Occasionally
Never
7. LinkedIn:
Always
Sometimes
Occasionally
Never
8. Imo:
Always
Sometimes
Occasionally
Never
9. YouTube:
Always
Sometimes
Occasionally
Never
10. Pinterest:
Always
Sometimes
Occasionally
46
Never
11. Skype:
Always
Sometimes
Occasionally
Never
47
APPENDIX
6. Age Group:
16-20
21-25
26 & above
7. Gender:
Male
Female
8. Family Type:
Monogamy
Polygamy
9. Faculty:
Dentistry
Pharmacy
Public Health
Social Science
10. Level:
48
100
200
300
400
500
Please indicate your level of agreement with the following statements regarding the
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
49
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
16. I use social media for chatting with family and friends.
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
50
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
1 (Strongly Disagree)
2 (Disagree)
3 (Agree)
4 (Strongly Agree)
Please indicate how often you use each social media platform by selecting one of the
following options:
12. WhatsApp:
Always
51
Sometimes
Occasionally
Never
13. Facebook:
Always
Sometimes
Occasionally
Never
14. Twitter:
Always
Sometimes
Occasionally
Never
15. Snapchat:
Always
Sometimes
Occasionally
Never
16. Instagram:
Always
Sometimes
Occasionally
Never
52
17. Telegram:
Always
Sometimes
Occasionally
Never
18. LinkedIn:
Always
Sometimes
Occasionally
Never
19. Imo:
Always
Sometimes
Occasionally
Never
20. YouTube:
Always
Sometimes
Occasionally
Never
21. Pinterest:
Always
Sometimes
53
Occasionally
Never
22. Skype:
Always
Sometimes
Occasionally
Never
54