Influence of Social Media on the Moral Behaviour of Teenagers
CHAPTER ONE
Objectives of the study
- To find out the extent of teenager involvement in social media
- To study the impact of social media on their moral behaviour
- To determine the risks that comes with use of social media in Orhuwhorun community teenager.
- To be able engage stakeholder who are moral duty bearers and find ways of mentoring teenagers to be just and morally upright citizens
CHAPTER TWO
LITERATURE REVIEW
Introduction
Teen’s use of social media occurs simultaneously with their developing identity, emerging sexuality, physical development, and moral consciousness. In this brief, the researcher examined influence social media focusing on theoretical frame work, conceptual frame, and address more on negative impact on morality and also a touch on positive side and other scholar’s recommendation.
Theoretical framework
Social Learning Theory
The findings support Bandura’s (1977) Social Learning Theory. That is, children learn social behaviour such as aggression through the process of observation learning – through watching the behaviour of another person. This study has important implications for the effects of social media influence on teenager’s trough observation on this platform for example webcam chats or porn chat.
In contrast (Bandura, 1977) illustrated in social learning theory states that aggression is a learnt from the environment through observation and imitation. This is seen in his famous Bobo doll experiment (Bandura, A. Ross, D., & Ross, S. A., 1961). Also, (Skinner, 1957) believed that language is learnt from other people via behaviour shaping techniques. And social media provides such learning environment thus these may include; vulgar languages and disrespect languages among social media forums
Kohlberg’s stages of moral development
The Theory of Moral Development has been developed by psychologist Lawrence Kohlberg, this theory made us understand that morality starts from the early childhood years and can be affected by several factors. Morality can be developed either negatively or positively, depending on how an individual accomplishes the tasks before him during each stage of moral development across his lifespan
Morality itself has only been a serious subject of research for about fifty years, since Lawrence Kohlberg first studied how children develop moral reasoning. Kohlberg’s work (which has been replicated in many different contexts around the world) identifies six stages of moral development, as summarized by (Johnston, 2013) starting with the desire to avoid punishment (Stage I) and the desire to obtain rewards (Stage II), which are then followed by a wish to fit in and conform in order please others (Stage III) and a duty to follow rules, laws and social codes (Stage IV). Last comes the sense of participating in a social contract (Stage V) and, finally, a morality that looks to universal ethical principles of justice and the equality and dignity of all people (Stage VI). The distinctions between Stages IV, V and VI are best illustrated by looking at how each views laws: to Stage IV, a law is an absolute that must be obeyed in all circumstances; to Stage V, a law is seen as an expression of the will of the people, and may be altered (formally or informally) if enough people agree to it; to Stage VI laws are only to be obeyed if they are seen as being just in the light of universal ethical principles.
To begin with, all of our moral behaviour is learned (Johnston, 2013), and much of what we learn about the world comes from media. We may learn what kind of behaviour is punished (Stage I) or what kind is rewarded (II); we certainly learn the values of our society (Stage III) at least in part from media, as well as social codes such as expectations for gender behaviour (Stage IV). For instance, fairness towards GLBT. It’s necessary to raise kids to be morally productive members of society, but if other parents don’t do the same and their kids turn out to be immoral sociopaths, then it’s not going to help ones kid’s lives if they end up mixing with them in school, thus requires moral teaching to be made across all society.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
In this chapter the methods that were used by the researcher to carry out the study has been outlined. These include research approach, research design, study population, sampling technique and sample size, research instruments and data analysis
Research Design
Research design involves the planning, organization, collection and analysis of data so as to provide answers to research questions (Leedy, 1993). The researcher proposes to use the descriptive survey design to gather data relating to a study on influence of social media on moral behaviour among teenagers in Orhuwhorun community, Delta state. 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. Descriptive survey designs are used in preliminary and exploratory studies to allow researchers to gather information, summarize, present and interpret it for the purpose of clarification, (Orodho, 2002). The descriptive survey research design was suited to the study because it allowed the researcher to study the state of social media influence on moral decadence among teenagers without manipulating variables.
Study population
The study was to target teenager in four secondary schools. Below is the tabulated population of schools selected for the study. The researcher will draw study sample from this pool of schools available which is estimate at 440 students population
CHAPTER FOUR
DATA ANALYSIS AND RESEARCH FINDINGS
Introduction
This chapter dealt with data analysis, presentation and its interpretation. The results of the study were presented and discussed in relation to the research questions outlined in chapter one. This study aimed at investigating the impacts of social media on moral decadence on Orhuwhorun community teenager. Data were analysed quantitatively and qualitatively. Quantitative data were analysed by frequency tables and percentages. Qualitative data was be analysed qualitatively using content analysis based on analysis of meanings and implications emanating from respondent information and comparing responses to documented data on the influence of social media on moral behaviour among teenagers in Orhuwhorun community and presented thematically in line with the objectives of the study.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Introduction
The study sought to investigate on influence of social media on moral behaviour among teenagers in Orhuwhorun community, Delta state from selected teenager from various education levels. This chapter presents a summary of the major findings of the study. The chapter further offers a summary on the data collected, analysis of data, discussions of the findings on each research question and the logical interpretation emanating from the findings.
Finally the chapter makes recommendations on possible areas for further research
Summary of the study
Study objectives were formulated and research questions were derived from the objectives. Questionnaires were the instruments used in collection of data. Quantitative data collected, was then coded and inputted in statistical package for social Science (SPSS). The results were carefully analyzed and presented to represent the actual situation on the ground. Qualitative data was closely analyzed qualitatively and important information extracted from what the respondents said. Summary and conclusions were derived from the findings of the study.
Major findings of the study
The study found out that teenagers in Orhuwhorun community agreed to have 100% social media. 51% said that they have tendency log in for update thus time wastage, 46% said that it has given a viable platform for propaganda and hate speech as well 50% post bad scene photos thus reduce respect for humanity or elders or special group. Figure 3 in chapter four shows that those with over 300 friend takes 3hours a day and keep decreasing in hours as friends decrease. The time wasted on the social media shows exponentially increased in relation to hours spent
The study wanted to find out if negative experiences on social media thus in figure 1 shows that 21 female and 4 male of respondents agreed to experience sexual harassment while rejection is common to both sex, many young people have been accidentally introduced to pornographic web content thus developed addiction where male is leading at 7 respondents. 10 male and 5 females had peer influence, and as a result of social media many unsuspecting teenagers and adolescents have fallen for cyberbullying or sex predators
For instance in figure 5, 90% of stakeholder noted that moral teaching by schools and religious institution can improve teenager to good morals. Similarly, in table 4.10 they observed many morally decayed behaviors among teenager just mention cyber/phone addiction at 100% and promiscuous behaviors as at 90%
Conclusion of the study
In view of the above summary, it was evident that social media played a major role on moral decadence of the respondents. Teenagers mostly used social media for communicating between their strangers, friends and families. The fact that social media is part of them especially having been born in this era of emerging technology, most felt that they could not do without it thus the eminent dangers of their moral decadence stands serious issue.
Recommendations from the study
- Teenagers need to be trained on better usage of the social media so as to minimize
- time wastage and reduce online risks associated to social media
- Creation of teenager-parent open forums discussion on moral values and promote awareness to common risks of social media
- Development of school curriculum on moral teaching in all education levels and religious institution to address moral values in most teenager programs.
Suggestions for further research
- The future research can be conducted on how controls and safety can be improved for teenagers and children on social media.
- The study can be done on improving social media policy trough child and parent participation
References
- Abba, S. A. (January 2015). Moral Decadence Amongst Teenager: Who is to blame?
- Adaja, T. A and Ayodele, F.A. (2013). Nigerian Teenagers and Social Media:. Harnessing the Potentials for Academic Excellence.Kuwait Chapter of Arabian Journal of Business and Management Review, 2(5), 65-75.
- Afifi, W. S., Falato, W. L., & Weiner, J. L. (2001). Identity concerns following a severe relational transgression: The role of discovery method for the relational outcomes of infidelity. . Journal of Social and Personal Relationships,, 18, 291–308.
- Ani, M. (2002). Teenagers For the Third Millennium. Umuahia: HP Press.
- Bandura, A. (1977). Social learning theory.
- Bandura, A. Ross, D., & Ross, S. A. (1961). Transmission of aggression through the imitation of aggressive models. Journal of Abnormal and Social Psychology,, 63, 575-582. Retrieved April 29, 2016, from http://www.simplypsychology.org/bobo-doll.html
- Barak, A. (2005). Sexual Harassment on the Internet, Social Science Computer Review (Vol. 23).
- Baym, N. K. (2012, November). Fans or friends?: Seeing social media audiences as musicians do. Participation Journal of Audience and Reception studies, 9(2), 4.
- Blog. (2015). Celebrities Glamorizing Drugs and Alcohol on Social Media. seabrookhouse. Retrieved May 6, 2016, from https://seabrookhouse.org/blog/celebrities-glamorizing-drugs-and-alcohol-onsocial-media/
- Bonachristus, Umeogu & Ifeoma, Ojiakor. (2014, March). The Internet Communication and the Moral Degradation of the Nigerian Teenager. International Journal of Computer and Information Technology, 03(02).
