A MEASURE OF SOCIAL MEDIA USE AND LONELINESS AMONG STUDENTS WITH HEARING IMPAIRMENT IN IBADAN, OYO STATE Olufemi T. ADIGUN Department of Special Education and Rehabilitation Sciences, University of Ibadan, Ibadan
[email protected] Abstract This study investigated the relationship between social media and loneliness among students with hearing impairment in Ibadan, Oyo State. The study adopted the survey research design while the purposive sampling technique was employed to select students with hearing impairment from four integrated secondary schools in Ibadan, Oyo State. A simple random sampling technique was also used to select 126 students with hearing impairment in Ibadan. 4 research questions were raised and data were collected through a structured questionnaire tagged “Social Media and Loneliness Scale” with a reliability coefficient of α = 0.74. Data were analysed with descriptive statistics and inferential statistics of Pearson Product Moment Correlation. Findings revealed that students with hearing impairment uses social media in order to access information, sustain relationships and because of its affordability while the use of social media has a negative insignificant relationship with loneliness (r = -0.150, P0.05). This implies that use of social media does not predict or bring about loneliness among the hearing impaired. Discussion of results The result on table 1 showed that students with hearing impairment uses social media in order to access information, sustain relationships, get new friends and post their pictures online for their friends to see and comment. More so, table 1 revealed that students with hearing impairment use the social media because of its affordability and ease of communication. The finding is therefore consistent with Donath and boyd (2004), Hindiya and Patchin (2007), Valentine and Skelton (2009), DeAndre et al. (2011) as well as Oyewumi and Ibitoye (2013) who all submitted that young adults use the social media to bridge social capital and provide them a unique opportunity to promote socialization. The research findings of Donath and boyd (2004) and Ellison et al. (2007) showed that social networking sites with its reduced cost allow youth to establish and maintain interpersonal connections through online chatting, posting and receiving comments from virtual friends. 9
The finding shown on figure 1 revealed that 27.80% of the study populations always visit social media platforms. 15.90% and 13.50% of the respondents uses social media several times a day and a few times a week respectively while only 11.10% does not use social media several at all. This result implies that students with hearing impairment regularly use the social media. This finding corroborate the findings of Lenhart and Madden (2007), Ellison, Steinfield and Lampe (2007), Jones and Fox (2009), Common Sense Media (2009) and Nielson (2012) who all believed that there is a geometric progression in the use of social media among young adults in this present age. The advent of internet enabled phones, mini computers, iPads and proliferations of cyber cafes, young individuals across the globe spends more time on social networks. Specifically, Bowe (2002), Hinduja and Patchin (2007), Valentine and Skelton (2009) noted that individuals who are Deaf and Hard of hearing finds social media interesting and useful for communication and interaction with online friends. The bar chart in figure 2 revealed that students with hearing impairment always visit social media sites. This is shown by the bars which revealed that students with hearing impairment regularly use the social media platforms. This finding corroborates the findings of Ellison, Steinfield and Lampe (2007), Jones and Fox (2009) and Common Sense Media (2009) who reported frequent use of social media among adolescents. Specifically, Jones and Fox (2009) found that individuals between ages of 18 and 32 currently go online regularly and have a personal profile on a social media platform. The result on table 2 showed that there is no significant relationship between social media usage and loneliness among students with hearing impairment (r = -.150, p>0.05). This shows that the use of social media does not result into loneliness among adolescents with hearing impairment. The findings therefore negate the statement of Moody (2001), Whang, Lee and Chang (2003) and LaRose et al. (2010) that internet usage have a negative effects on the psychological well-being of adolescents and most importantly stated that social media use is related to loneliness among vulnerable and minority population and therefore tend to be more anxious and fearful of negative evaluation. Conclusion This study investigated the relationship between social media use and loneliness among students with hearing impairment in Ibadan, Oyo State, Nigeria. The study found an insignificant relationship among the two variables (social media use and loneliness) among students with hearing impairment. However, the study established that students with hearing 10
impairment regularly use the social media platform to access information, sustain relationships, get new friends and post their pictures online for comments. Recommendation Based on the findings of this study, it is recommended that Counselors, teachers, technologist and even parents should invest in the positive use of social media because, it has become an inevitable interaction environment for people from different regions, cultures, physical or psychological conditions. Therefore, students with hearing impairment should be assisted to develop valuable social connections that will give them the information and other resources needed to be successful in their academic pursuit and will eliminate boredom. Higher level of social contact is important for bridging social capital should be encourage among adolescents with hearing impairment and the peers with ‘intact hearing’. Support for the positive attitude, value and information for mature functioning in society should be given to students with hearing impairment.
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