Social Media: A Security Threat amongst Adolescents in Buea, Cameroon?

Abstract

Social media provide a platform through which societies can either be constructed or destabilized. In view of the ongoing bloody conflicts in Cameroon, this study examines the extent to which social media could pose as a security threat (with particular focus on community security) amongst adolescents in Buea, capital of the South West Region in Cameroon. The study uses a quantitative approach, through the collection of data from adolescents in four communities in Buea (Muea, Bomaka, Mile 16, and Molyko). These four areas are selected because the current socio-political crisis rocking the two Anglophone regions of the country – Northwest and Southwest, is particularly severe in these communities. Social media (notably Facebook and WhatsApp) spread dangerous content, and adolescents are vulnerable to such content. Findings indicate that there is a high rate of social media use (Facebook and WhatsApp) amongst adolescents surveyed. Also, the most discussed items on social media are socio-cultural issues (68%), as opposed to political issues (17.8%). Respondents were receptive to discussions on socio-cultural issues like dressing, language and relationships. Results also show that though adolescents come across violent content on social media, they have distanced themselves from being involved in the production, consumption, and dissemination (for instance, share information as received) of such violent content, partly because of the judicial consequences of doing so, as contained in the country’s Terrorism Law of December 2014. The implication here is that, since the adolescents are not yet intoxicated (whether advertently or inadvertently) with destructive social media content, need exists for the effective education of the adolescents, to enable this vulnerable and younger population to continue desisting from negative social media content. Emphasis should be on the consumption of positive social media content that helps in the moral and psychological growth of adolescents.

Full text

Studies in Media and Communication
Vol. 7, No. 2; December 2019
ISSN: 2325-8071 E-ISSN: 2325-808X
Published by Redfame Publishing
URL: http://smc.redfame.com
77
Social Media: A Security Threat amongst Adolescents in Buea, Cameroon?
Kingsley L. Ngange1, Vera T. Fonkem2, Stephen N. Ndode3
1Chair, Department of Journalism and Mass Communication, University of Buea-Cameroon
2Ph.D Student, Department of Sociology and Anthropology, University of Buea-Cameroon
3Instructor / Ph.D Candidate, Department of Journalism and Mass Communication, University of Buea-Cameroon
Correspondence: Kingsley L. Ngange, Chair, Department of Journalism and Mass Communication, University of
Buea-Cameroon. E-mail: kngange@yahoo.com
Received: September 25, 2019 Accepted: November 9, 2019 Online Published: November 11, 2019
doi:10.11114/smc.v7i2.4613 URL: https://doi.org/10.11114/smc.v7i2.4613
Abstract
Social media provide a platform through which societies can either be constructed or destabilized. In view of the ongoing
bloody conflicts in Cameroon, this study examines the extent to which social media could pose as a security threat (with
particular focus on community security) amongst adolescents in Buea, capital of the South West Region in Cameroon.
The study uses a quantitative approach, through the collection of data from adolescents in four communities in Buea
(Muea, Bomaka, Mile 16, and Molyko). These four areas are selected because the current socio-political crisis rocking the
two Anglophone regions of the country – Northwest and Southwest, is particularly severe in these communities. Social
media (notably Facebook and WhatsApp) spread dangerous content, and adolescents are vulnerable to such content.
Findings indicate that there is a high rate of social media use (Facebook and WhatsApp) amongst adolescents surveyed.
Also, the most discussed items on social media are socio-cultural issues (68%), as opposed to political issues (17.8%).
Respondents were receptive to discussions on socio-cultural issues like dressing, language and relationships. Results also
show that though adolescents come across violent content on social media, they have distanced themselves from being
involved in the production, consumption, and dissemination (for instance, share information as received) of such violent
content, partly because of the judicial consequences of doing so, as contained in the country‟s Terrorism Law of December
2014. The implication here is that, since the adolescents are not yet intoxicated (whether advertently or inadvertently)
with destructive social media content, need exists for the effective education of the adolescents, to enable this vulnerable
and younger population to continue desisting from negative social media content. Emphasis should be on the consumption
of positive social media content that helps in the moral and psychological growth of adolescents.
Keywords: social media, security threat, community security, adolescents, Buea-Cameroon
1. Introduction
First we build tools and they build us….We become what we behold…. We
shape our tools……. Our tools in turn shape us (McLuhan, 1964, p.21).
This assertion highlights the symbiotic relationship between media technologies and humans. In contemporary times, it is
difficult to imagine a separation of the study of these two concepts. The United States National Security Strategy
acknowledges that the very technologies that empower humans to lead and create, also empower those who would disrupt
and destroy (United States National Security Strategy, 2010). Similarly, changes in technology transform the social
construct, which in turn shape perceptions, experiences, attitudes and behaviour (MacKenzie & Wajcman, 1999).
Following the development of mass media (radio in the 1920s, television in the 1940s, and Internet in the 1960s),
conflicts have remarkably increased around the world (Manoff, 1998; Zeitzoff, 2011).
A framework for understanding social media‟s influence during conflict can be seen in the following domains: it
increases the speed and dissemination of information and it transforms the information available to conflict actors,
thereby shaping the conflict itself (Zeitzoff, 2017). This aligns with the view that social media helps to mobilize,
manipulate and expose violence and injustices in the society (Joachim, 2017). Social media can therefore be seen as
having both positive and negative influences during conflict situations.
Developments in the Arab world in what has come to be known as the Arab awakening or Arab Spring, have reinforced

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the role the media continue to play in shaping human behaviour and perceptions. This has a spiral effect in what is
happening in democracies across the world today, including Cameroon; the radical demand for change via the social
media in particular and the mass media in general. The Anglophone crisis in Cameroon started in October 2016 with
lawyers and teachers asking for professional reforms. Unfortunately, the crisis has spiralled into an armed conflict, in
which separatist fighters are calling for the secession of the English part (1/5th), from the French part (4/5th) and creation
of an imaginary Ambazonia State. The English part of Cameroon reunited with the French part in a plebiscite in 1961,
after over 40 years of colonial rule by the British and French. The major reason for their call to secede is
marginalisation. So far, the crisis has left over 3000 people dead, about 200,000 internally displaced and over 100,000
as refuges in Nigeria.
During the early days of the crisis, separatists created Facebook pages / groups like Ambazonian Freedom Fighters, and
widely spread messages on WhatsApp, to rally the masses, especially those from English speaking Cameroon as well as
Anglophones in the Diaspora against the government. Through these pages, activists gained momentum to initiate strike
actions and imposed ghost towns. Thus, confirming that Facebook and WhatsApp posed security threats by intensifying
conflicts in their role as media. Activists use them to build their coercive apparatus (Gohdes, 2015).
The spread of social media, driven by Internet boom and mobile technology, is fast changing the way society operates
(Ungerer, 2012). Communication has for long been seen as an important means in the setting of human socialization
(Lustig & Koester, 1999).
The use of these media platforms is likely to cause several negative effects for national security and unfavourable
consequences for a state‟s strategic interests. Nevertheless, their use can also lead to remarkable opportunities for a
country, in order to reach its strategic relevant goals, understand how threats will work in the future, and figure out how to
counter their effects (Montagnese, 2011). Also, social media, a subset of ICTs, can be understood as online tools and
utilities that allow for the dissemination of information online as well as participation and collaboration (Newson,
Houghton & Patten, 2018). Similarly, social media can be viewed as online communications which use special techniques
involving participation, conversation, sharing, collaboration and linkages (Chadwish, 2006).
According to the Hague Centre for Strategic Studies (2011), the level of penetration of social media into everyday life is
soaring and is expected to see a marked increase not only in the near future, but also in the long run.
Technology has many positive aspects, but when poorly used, it can become dangerous. For adolescents, the online
realm may be adopted enthusiastically because it represents their space, visible to the peer group more than to adult
surveillance (Drotner & Livingstone, 2008). The term Adolescence was introduced in the early 20th Century, and
described as a distinct period between childhood and adulthood (Hall, 1904). It is a complex period of growth and change
in a variety of domains and certainly the lead age group all over the world with the most paid attention (Dacey & Kenny,
1994). This period of adolescence lasts for about a decade, extending from 11years to early 19 (Hayford & Furstenberg,
2008).
The magic bullet theory bases on the assumption that, people are considered to be uniformly controlled by their
biologically based instincts and that, they react more or less uniformly to whatever stimuli comes along. It assumes that
the media's message is a bullet fired from the media gun into the viewer's head (Lowery & DeFleur, 1995). Similarly, it
suggests that the media injects its messages straight into the passive audience. This passive audience is immediately
affected by these messages. In such circumstances, the public, especially young people, are vulnerable to the messages
shot at them. The viral nature of social media makes this case stronger.
It may not be an exaggeration to assert that many modern day young people make use of social networks on a daily
basis (Boyd & Ellison, 2008). Thus, they cannot escape from media influence (Berger, 1995). 22% of young people log
on to their favourite social media sites more than 10 times a day (Common Sense Media, 2009).
Prominently discussed concerns will all revolve around personal risks such as exposure to and contact with inappropriate
content and people; for instance, pornography, violence, hate filled material, sexual predators, cyber bullies, as well as
violent and criminal acts. All these put together, might pose security threats on the individual and the society as a whole.
Drussell (2012) and Ringrose (2006, 2008) have also emphasized that need exists to pay attention to cyber bullying
because of the detrimental effects on victims, including feelings of depression, guilt, and shame, which can lead to
self-harm and withdrawal from family and friends. The same negative consequences can befall adolescents if they
engage in wrong use of social media.
Security here is increasingly viewed as an all-encompassing condition in which people and communities live in freedom,
peace and safety (UNDP, 1994).The people participate fully in the governance of their countries, enjoy the protection of
fundamental rights, have access to resources and basic necessities of life, and inhabit an environment which is not
detrimental to their health and wellbeing.

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In the past, researchers and government officials frequently put threats to national security as top priority among all
security issues. For example, military conflicts. Thus, an issue or event would only be classified a security threat if the
survival of the state as an entity was at risk (Lippmann, 1943). However, following the new paradigm shift, several types
of human security have been distinguished to include environmental, personal, physical, economic, social, political, and
cultural security. The main area of focus for this research is community security. Community here does not only refer to
individual community members, but to all actors, groups and institutions within a specific geographic space (Jolly &
Ray, 2006). Furthermore, community security is considered as protecting people from the loss of traditional relationships
and values, and from sectarian and ethnic violence (UNDP, 1994).
This paper is based on a theoretical approach that considers young people as active agents who can manipulate, adapt,
create, and disseminate ideas and products through communication technologies. The case of Buea, a town located at the
foot of Mount Fako in the Southwest region of Cameroon, is no exception to social media use, and the consequent effects
that may follow, classified as security threats amongst adolescents.
What then is the problematic of this research? The potentials for ICTs to bring about meaningful changes in the society
cannot be disputed. Cameroon, like any other country in the world is not immune to forces of social media use and misuse.
The use of social media as a new communication platform introduces security and privacy concerns, including new
vectors for cyber-attack that the government and the military cannot ignore. Criminal gangs, terrorist organizations and
non-state individuals use social media to send alarming messages, hate speeches and false information to the public
regarding the state of national security affairs. Some of the social media users remain anonymous and cannot be easily
traced by law enforcement agencies for subsequent prosecution. States therefore are faced with tough challenges to track,
monitor and contain the use and misuse of social media.
The central issue therefore builds around the argument that though technology has both positive and negative effects, if
left uncensored, the negative effects could assume far-reaching consequences on adolescents. Likely deviant behaviours
amongst adolescents may plunge the country into an ungovernable state, deep crises, and chaos.
The main objective of this paper is to examine how the use of social media platforms (Facebook and WhatsApp) within
the Buea municipality affects the lives of adolescents and the likelihood of exposing them to different dimensions of
security threats. Specifically, the study seeks to:
 Identify the use patterns of Facebook and WhatsApp amongst adolescents;
 Examine the various dimensions of security threats resulting from the use of social media; and
 Assess possible ways by which social media‟s influence on adolescents can be mitigated.
Three research questions are used:
RQ1: How do adolescents in Buea, Cameroon, use Facebook and WhatsApp?
RQ2: What are the various dimensions of security threats that result from the use of social media platforms by adolescents
in Buea, Cameroon?
RQ3: What possible measures can be put in place to counter the ill effects of social networking on adolescents?
This study is limited to the appreciation of contents adolescents come across on social media platforms and how such
contents affect them, leading to different dimensions of security threats. In as much as the study recognises that new
interactive technologies impact other age groups outside the adolescent bracket, the study limits itself to adolescents only.
It focuses on four communities: Mile 16, Muea, Molyko and Bomaka in the South West Region of Cameroon, where
adolescents are particularly vulnerable to poor social media content.
Social Media Dynamics and Adolescent Behaviour
O‟Reilly (2005) remarks that social media cannot be discussed in broad terms without first of all understanding Web 2.0.
This is because social media were developed based on Web 2.0 technologies. To him, collective intelligence is one of
Web 2.0's fundamental features. In this context, Web 2.0 is of the user, by the user, and, for the user.
In a text entitled Social media Bible, Safko, Lon, and Brake (2009) brought to limelight a nearly limitless amount of
possibilities on the Internet. They classified examples of Web 2.0 Social media to include blogs, which refer to
individuals or groups producing ongoing narratives of information; wiki, which includes collaborative information
production and collection; Facebook and Myspace which are streamlined social networking programs; Flicker, which is a
highly accessible photo sharing software; YouTube, a community-based video sharing software; Google Maps which
include mapping software enabling collaborative point of interest sharing; Amazon user reviews, a comprehensive user
contribution to product reviews; Twitter with its wide followership patterns; and the Facebook and WhatsApp technology
which have become widely used across all age groups.

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In a similar manner, Kaplan and Haenlein (2010) propose six different types or categories of social media which include
collaborative projects, blogs and micro-blogs, content communities, social networking sites, virtual game worlds and
virtual communities. This articles asserts that these platforms and contents are capable of shaping the way adolescents
perceive and interact with the world around them.
To Leavey (2013), social media are social structures made of modes comprised of individuals or organisations, tied by
one or more specific types of interdependencies such as values, ideas, financial exchange, friendship, kinship, dislike,
conflict or trade. He believes that this innovative tool brings together people of common value systems, visions and
aspirations to collaboratively form opinions on issues of concerns in virtually connected environments.
Social media is part of a wider trend in communication landscape that is characterised by mass collaboration; it is
responsible for a significant portion of time spent online (Pinzon, 2013; Dobson, 2014a; Dobson, 2014b). In the context
of this study therefore, social media refers to online tools that permit real-time interactions and feedback. Consequently,
four productions of social media are evident: text, audio, video, and images. The context within which adolescents use
any of these forms is likely to be motivated by the individuals they are communicating with, and the environment.
Mbayong (2017) in an article entitled, „Assessing the impact in the growth of Social Media in Cameroon and User
Experience: The Case of Facebook‟, reveals that Facebook is more appealing to females and teenagers. When used
appropriately therefore, Facebook is likely to contribute in enhancing the reproduction of dominant culture and hegemony
and the presence of a feminine discourse of empowerment (Garcia-Gomez, 2014, 2017, 2018).
Friedrich-Ebert Stiftung, in a work titled „Social media for social participation and political change in Cameroon‟
emphasises that, social media in Cameroon is mostly used by young people who express themselves on matters of
public concern. They use social media to make their voices heard as they are victims of exclusion. In Friedrich
Stiftung‟s perspective, social media is poorly developed because of limited Internet access and poor connectivity.
Social Media, Adolescents, and Security Concerns
The United States Youth Internet Safety Survey (2018) conducted by Crimes against Children Research Centre at the
University of New Hampshire interviewed 1,501 youth aged 10 to 17 years that frequently used the Internet. It was found
that 77% of youth have received an unwanted sexual solicitation through the web, yet, only 24% of teens told a parent
about the solicitation. 19% told a peer and 31% of teens were not worried by the sexual online solicitation. At this point,
Internet content can become counter-productive for children if not well managed.
In their work entitled „Teens, Social Media, and Privacy‟ Madden et al (2013) report that teens‟ Facebook friends are a
reflection of their offline social network of friends. In other words, they know most of their Facebook friends personally.
They include friends from their school and other schools, and friends of members of their extended family, parents, and
siblings. Other Facebook friends are teachers, coaches, and celebrities such as musicians and athletes. This view is
corroborated by Garcia-Gomez (2007 and 2011), whose discourse includes language, construction of gender identities,
and sexuality.
Research on adolescents carried out by Livingstone and Bobber (2005) reveals that 57% 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 adverts, or open porn sites accidentally when looking for something else or in junk mail. The authors
further emphasize 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. The survey data indicates that 48% of youth said
they use the Internet to improve their relationships with friends, and 32% said they use the Internet to make new friends.
Garcia-Gomez (2017), O‟Keeffe and Clarke-Pearson (2005), and Ringrose (2010) also highlight the consequences of
some identified risks of youth social media use such as sexting and privacy issues. Sexting is using digital devices such
as computers and cell phones to send, receive, or forward sexually explicit photographs, images, or messages. These
images can then be shared and distributed rapidly. The consequences of sexting include emotional stress and
accompanying mental health conditions for perpetrators, school suspensions, and in some cases, child pornography
charges. Activities that put young people‟s privacy at risk include sharing vital personal information and posting false
information about themselves or others. The authors emphasize that teens can be ignorant of their digital footprint - the
record of their web activities - and the fact that whatever they post online becomes a permanent record. There are many
problems and risks associated with youth social media use. One of the major risks is cyber bullying (Ringrose, 2008);
the act of posting hurtful, false, and embarrassing information about another person.
Meanwhile, Bryant, Sandals-Jackson and Smallwatt (2006) and Garcia-Gomez (2009) indicate that young people use
socially interactive technologies to enhance communication among friends and family, to make plans with one another,
and to maintain social contact outside of their day to day and face-to-face conversations. That is why Valkenburg, Peter,
and Walther (2016) found that Internet communication positively relates to the time spent with friends and the quality of

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existing adolescent friendships. Ringrose, Gill, Livingstone, and Harvey (2013) opine that these characteristics may
encourage intimate self-disclosure as a predictor of reciprocal liking, caring, and trust.
In a study about the role of the Internet and social media in international relations with particular focus on the Arab
revolution, Cunman (2011) focused on the extent to which social networks such as the Facebook, Twitter, YouTube and
weblogs played instrumental roles in facilitating uprisings in Egypt, Tunisia and Syria. The study found that the usage and
growth of social media in the Arab region played a great role in mass mobilization of protestors, empowerment, shaping
of opinions and influencing change. To date, such Arab countries have witnessed constant conflicts and political
instability, coupled with widespread social unrest negatively affecting broader sets of economic, social, and political
factors. Social media therefore becomes a tool rather than the actual cause of the revolution.
Njoroge (2013) sought to investigate the impact of social media among youths on behaviour change, with case study
being university students in selected universities in Nairobi, Kenya. The study found that youths in Kenya highly use
social media, and they spend more time on the computer. The study further suggests that the youths mostly use
Facebook, Whatsapp and Twitter. Care should be placed on the efficient and positive use of these technologies, as they
are likely to influence the behaviour of youths (Ringrose, 2011; Ringrose & Renold, 2012). Content accessed on social
media forms an important process of socialization for 21st century adolescents (Garcia-Gomez, 2007).
On his part, Kassam (2013) discusses the role of digital social media in teaching Kenyan students responsible
citizenship in a democracy. He mentions that skills such as having respect for all, irrespective of race, ethnicity,
socioeconomic status, taking a moral stance on issues, showing concern for others, and possessing the ability to argue
respectfully with others, can be taught in the classroom. However, he argued that in the broader context of knowledge
acquisition and communication within and outside the country, it is important to include digitized media technologies in
the curriculum to impart critical media literacy skills to students. Such skills can help prevent mass violence, protests,
and demonstrations, which can be caused by students disregarding their civic responsibilities and not respecting the
rights of others.
A study by Buhari, Ahmad, and Bashir (2014) reveals that students prefer to use Facebook and WhatsApp to share
information; communicate with friends; access movies, photos, and music; search for jobs; propagate their religion; and
conduct business. The Nigerian study equally revealed that a majority of students use social media more than five hours
per day.
From this literature assessment, the stance of the authors of this article is that social media (Facebook and WhatsApp
particularly) can be beneficial to adolescents if these media are positively used for informative and educative purposes.
On the contrary, adolescents will be affected negatively (psychologically or emotionally) if social media content
become counter-productive to their wellbeing. Suggestions point to the direction of having adolescents use Facebook
and WhatsApp in a typically engaging, proactive, and resourceful manner.
Theoretical perspective
This study is premised upon two theoretical perspectives: Technological Determinism Theory and the Social learning
theory.
Technological Determinism states that media technology shapes how individuals in a society think, feel, act, and how
the society operates as it moves from one technological age to another. This theory was developed by Marshall
McLuhan. It explains that individuals learn, feel, and think the way they do because of the messages they receive
through the current technology that is available. The medium is then the message. Social media brought about by
emerging technology requires people to be engaged often. People then interpret the messages sent to them from social
media in their everyday life. With respect to this theory, humans do not have much free will at all. Whatever society as a
whole is using to communicate, they too will use to communicate. Therefore, they will adapt to the medium they are
using so that they can send and receive messages like everyone else. As the medium changes, so does society's way of
communicating. People can only use the medium for which it was created (phone for talking over lines or electronic
mail for communicating via computer). If the medium is impersonal (mobile phone), then the message too is
impersonal.
This theory assumes that when new systems of technology are developed, the culture or society is immediately changed
to reflect the senses needed to use the new technology. Winner (1977) supports McLuhan‟s idea by asserting that the
core assumption of technological determinism is that technology forms the basis of social life and that “changes in
technology are the single most important basis of change in society” (p.65). The theory predicts that with every new
system of media technology, society will change and adapt to that technology. Therefore, there is a cause and effect
analysis between the introduction of new technology and the changes in society's way of thinking, feeling, acting, or
believing. This is closely related to what the researchers seek to understand, that is, how access to social media may

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likely influence the way young people in the Buea municipality think, act or feel. This could be reflected in their ethics,
mannerisms, dressing styles, and overall communication patterns.
Despite its criticisms, the technological determinism theory is relevant to this study because, according to McLuhan‟s
original conceptualization, changes in communication technology inevitably produce profound changes in both culture
and social order. These changes are even more evident today, considering that technology is having continuous
influence on individuals, cultures, and society. This study has, for instance, demonstrated that adolescents actively
engage in the use of social media platforms. It is therefore, evident that the contents they interact with on such platforms
have a tendency to shape and model their being, including modes of social interaction.
Secondly, according to Bandura's social learning theory, learning occurs through observations and interactions with
other people. Essentially, people learn by watching others and then imitating these actions. The experiment involved
exposing children to two different adult models; an aggressive model and a non-aggressive one.
Bandura goes further to make several predictions about what the possible outcome might be. He forecasts that children
who observed an adult acting aggressively would be likely to act aggressively even when the adult model was not
present. Bandura emphasizes that the children who observed the non-aggressive adult model would be less aggressive
than the children who observed the aggressive model, and the non-aggressive exposure group would also be less
aggressive than the control group. He also predicts that children would be more likely to imitate models of the same sex
rather than models of the opposite sex. In his perception, boys would behave more aggressively than girls.
In this broad model, each child was tested individually to ensure that behaviour would not be influenced by other
children. The child was first brought into a playroom where there were a number of different activities to explore.
In the non-aggressive condition, the adult model simply played with the toy and ignored the Bobo doll for the entire
period. In the aggressive model condition, however, the adult models would violently attack the Bobo doll. This
sequence of physically aggressive acts was repeated three times, interspersed with verbally aggressive responses.
The results of the experiment supported some of the original predictions.
 Children exposed to the violent model tended to imitate the exact behaviour they had observed when the adult was
no longer present.
 Children in the non-aggressive group would behave less aggressively than those in the control group. The results
indicated that while children of both genders in the non-aggressive group did exhibit less aggression than the
control group, boys who had observed an opposite-sex model behave non-aggressively were more likely than those
in the control group to engage in violence. Critics further castigated this view with the argument that, acting
violently towards a doll is a lot different than displaying aggression or violence against another human being in a
real world setting.
There were important gender differences when it came to whether a same-sex or opposite-sex model was observed.
Boys who observed adult males behaving violently were more influenced than those who had observed female models
behaving aggressively. Interestingly, the experimenters found that in the same-sex aggressive groups, boys were more
likely to imitate physical acts of violence while girls were more likely to imitate verbal aggression.
The relevance of the social learning theory to this research is that adolescents learn through observation and interaction.
Adolescents can be influenced by social media, and thus, learn new attitudes, behaviours, and habits. Since adolescence
involves emotions and actions, this research is curious about the influence of the social media on adolescents‟ emotions
vis-à-vis security threats.
Both theories are relevant in this research considering that social media is a force to reckon with in the lives of young
people today. Through observation of online and offline behaviour, their patterns of behaviour in society are shaped.
2. Methodology
This study uses the quantitative approach. Quantitative data were collected from 90 adolescents in four localities in
Cameroon, in order to determine the relationship between adolescents‟ use of social media viz-à-viz security threats.
The study specifically uses a descriptive survey to gather data relating to security issues that arise as a result of social
media use amongst adolescents in the Buea municipality. This will be in relation to violent language, violent behaviours,
dress patterns and other ethical issues. The nature of this research necessitates that, the participants‟ knowledge, views,
understanding, interpretations, experiences and interactions are considered in order to construct standard knowledge on
the impact of social media on adolescent behaviour, perceptions, and attitudes.
Buea Sub division stretches between Latitude 40 and 4020 north of the equator and Longitude 90 and 9020 east of the
Greenwich meridian (Buea Council, 2016). It is bounded to the West by Mount Cameroon with height of 4095m above
sea level, to the East by Tiko Sub division, to the North by Muyuka Sub division and to the South by Limbe. Buea has a

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surface area of 870km2. Buea is the capital of the South West Region of Cameroon and has evolved from the historic
capital of German „Kamerun‟ to an administrative and educational headquarter, as well as a touristic hub in Cameroon.
The city comprises of several communities and is politically, economically and socially active. Buea also served as
Capital of British Southern Cameroons. As a result, the current Cameroon Anglophone Crisis, in which Separatists are
advocating for the separation of the English part from the rest of the country, has once more brought to prominence the
historic city of Buea. The separatists have described Buea as their final destination, which if “conquered” in the ongoing
skirmishes between the government security forces and separatist fighters, will symbolise their secession and creation
of their imaginary Ambazonia State.
The target population for this study includes adolescents from four specific communities of the Buea municipality,
which include Muea, Mile 16, Bomaka, and Molyko. These communities have been chosen following security reports
which identified them as zones with persistent security challenges in the ongoing crisis. The researchers sampled young
people on security issues in relation to social media. The sample is distributed as follows:
Table 1. Sample distribution of adolescents who participated in the study
Community
Sample
Muea
25
Mile 16
22
Bomaka
22
Molyko
21
Total
90
The quota or proportionate sampling technique was used. This technique is often used in survey research when it is
not possible to list all the members of the population of interest (Amin, 2005). Also, the reason for this technique is
because the exact number of adolescents in the Buea municipality is not known. When contacted, the statistics office
could not provide this information. The period (height of insecurity) when the study was conducted also justifies the
sample available for the research. The communities were deserted because of the conflict. So, fewer adolescents were
available for the study.
The questionnaire for the study was structured into the following sections: frequency of social media use by adolescents,
social media use during the Anglophone crisis, dimensions of security threats posed, proposed measures to counter the
ill effects of social media, and demographic characteristics. The data were analysed with use of the Statistical Package
for Social Sciences (SPSS).
The Cronbach‟s Alpha was used to measure the reliability and internal consistency of the items used in the
questionnaire to examine social media (Facebook and WhatsApp) as a community security threat on adolescents in
Buea (Muea, Mile 16, Molyko, and Bomaka). This measure is used because it adequately tests how closely related the
set of items in the questionnaire are as a group, as well as the rigour with which the instrument was constructed. The
reliability statistics is presented in the table below:
Table 2. Reliability Statistics
Cronbach's Alpha
Number of Items
.825
69
The value of the Cronbach‟s Alpha (.825) suggests that there is a high level of internal consistency for items measured
in this study. Cronbach (1951) suggested that for any given measure of internal consistency to be deemed appropriate,
the statistics must display a figure of at least .70. The statistics of internal consistency in the current study however
exceed this figure, thereby further strengthening the point that these items selected to measure the major concepts and
constructs of the study were well defined. It also shows that the instrument is simplistic, thereby permitting logical and
correlated responses to the questions. In addition, the statistics of internal consistency also attest that respondents
understood the elements in the questionnaire and thus, have given the best of their understanding of the questions at
each level.
Demographic Characteristics of Sample
A total of 90 respondents took part in this research. Of this number, 53 (58.9%) are male while 37 (41.1%) are female.
There is no particular importance attached to this gender disparity, and it does not in any way affect the results of the
study. Rather, emphasis is to assure that to some extent, males and females are represented in the study. By so doing,
since the research is not gender sensitive (neither for females alone nor for males alone), it is apt to study the overall

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84
representation of what both sexes have inputted in terms of their knowledge and use of Facebook and WhatsApp as a
community security threat. This gender factor places the analysis within the broader context of the study, considering
that both males and female adolescents in Buea are exposed to Facebook and WhatsApp on a routine basis. The
researchers observed that more males were willing to participate in the research than females.
The age range of the respondents suggests that majority of them (86, 95.6%) are aged between 15 and 18 years, while
only 4 (4.4%) are aged between 11 and 14 years. The respondents are of the younger generation, and the research is
meant to specifically target them. This is so because they are a vulnerable population. With recent advancements in
technology, mobile phone ownership and use is rampant, even amongst these adolescents. With the increasing mix of
the type of contents circulated on social media, it is paramount therefore to understand how these adolescents use the
social media, and the likely effects Facebook and WhatsApp are to have on their perception of violence around their
environments.
The level of education of respondents shows that most of them are Advanced level holders (44, 48.9%), 30 (33.3%) are
Ordinary level holders, and 16 (17.8) are First School Leaving Certificate holders. This trend was expected, given that
the maximum age for the research is 18years. Thus, these respondents constitute the knowledge base for responses
gathered in this study. The level of education is also important here, given that it is likely to correlate with respondents‟
experiences in using Facebook and WhatsApp, as well as behaviours and interactions with the different messages they
come across on social media (Facebook and WhatsApp).
As regards the favourite language of daily communication, evidence suggests that the dominant language is English,
that is, 82 respondents (91.1%). This is not surprising, given that the area of study (Buea) is mostly Anglo-Saxon. Only
8 respondents (8.9%) of respondents use French as the dominant language of daily communication. Traces of French
respondents in this study, though a minimal proportion, shows some traces of cultural diversity, embodied in the
bilingual (English and French) nature of the country.
Research question 1: How do adolescents in Buea, Cameroon, use Facebook and WhatsApp?
Facebook Use
Respondents were asked to identify the frequency with which they use Facebook, including preferred time of Facebook
use, and the persons they usually communicate with. Also, respondents were questioned on the year they started using
Facebook, with evidence suggesting that majority (22.2%) started using Facebook in 2015. Meanwhile, 2014, 2017, and
2018 each has 12 respondents (13.3%) showing their start of use of Facebook. Only 16 respondents (17.8%) used
Facebook between 2009 and 2013, while 7 respondents (7.8%) did not indicate the year they started using Facebook.
In addition, respondents categorized the different means they use to access Facebook as follows:
Table 3. Frequency of use of Facebook
Device
Extent
Always
Often
Sometimes
Rarely
Never
Total
Mobile Phone
49
(54.4%)
15
(16.9%)
14
(15.5%)
11
(12.2%)
1
(1.1%)
90
(100%)
Cyber Café
7
(7.8%)
1
(1.1%)
10
(11.1%)
19
(21.1%)
33
(58.9%)
90
(90%)
Laptop
13
(14.4%)
9
(10%)
8
(8.9%)
16
(17.8%)
44
(48.9%)
90
(100%)
Source: Fieldwork, 2018
Table 3 shows that most respondents access Facebook on their mobile phones (mean = 4.1), while cyber cafés (mean =
1.7) and access using the laptop (mean = 2.2) have relatively low ratings. The above statistics conform the power of the
mobile phone in the 21st Century, especially as everyone, and even adolescents want to identify with the device through
ownership and use.
Again, respondents rated the time of the day they prefer accessing Facebook as seen in Figure 1 below:

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85
Figure 1. Time of the day respondents prefer accessing Facebook
Source: Fieldwork, 2018
As shown in Figure 1, majority of respondents prefer accessing Facebook in the evening. This is followed by access in
the afternoon, morning, and late into the night. It can thus be summed that majority of respondents‟ interactions with
Facebook content takes place in the evening.
Respondents were also asked to indicate the frequency with which they communicate with different persons on
Facebook. This is shown in Table 4:
Table 4. Target group of Facebook users
Persons
Extent
Always
Often
Sometimes
Rarely
Never
Total
Male friends
41
(46.6%)
10
(11.1%)
24
(26.7%)
13
(14.4%)
2
(2.2%)
90
(100%)
Female friends
46
(51.1%)
13
(14.4%)
17
(18.9%)
13
(14.4%)
1
(1.1%)
90
(90%)
My parents
14
(15.6%)
7
(7.8%)
11
(12.2%)
23
(25.6%)
35
(38.9%)
90
(100%)
Relatives
19
(21.1%)
8
(8.9%)
19
(21.1%)
29
(32.2%)
15
(16.7%)
90
(100%)
Source: Fieldwork, 2018
From Table 4 above, it can be seen that respondents communicate most with their male friends on Facebook (mean =
4.0), followed by communication with male friends (mean = 3.8), relatives (mean = 2.8), and parents (mean = 2.3) –
below average. This clearly shows that the least category of persons respondents interact with on Facebook is their
parents.
The number of hours respondents spend on Facebook daily is shown as follows:
0
10
20
30
40
50
Evening Afternoon Morning Late into the
night
41
19 16 14
Respondents
Time of Access of Facebook

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86
0
10
20
30
40
0-2hrs 2-4hrs 4-6hrs 6hrs+
34
23 19
14
Respondents
Daily Hours Spent on Facebook
Figure 2. Time Spent on Facebook Daily
Source: Fieldwork, 2018
Figure 2 suggests that majority of the sample (37.8%) spend between 0-2 hours on Facebook daily. Meanwhile, 25.6%
spend between 2-4 hours a day on Facebook, 21.1% spend between 4-6 hours a day on Facebook, and 15.6% spend 6
hours and above on Facebook daily.
Then, 67 respondents (74.4%) agree that they belong to Facebook forums as opposed to 23 (25.6%) who do not belong
to any forum. Of those who belong to Facebook forums, majority (60%) belong to between 1-5 WhatsApp forums, 8.9%
belong to between 6-10 forums, 4.4% are between 11-15 groups, and 1.1% belongs to between 16-20 Facebook forums.
Respondents acknowledged the issues they mostly discuss on Facebook as presented in the following figure:
Figure 3. Most regular issues discussed on Facebook
Source: Fieldwork, 2018
From Figure 3, socio-cultural issues top the chart of priority issues respondents discuss on Facebook (51 respondents).
Meanwhile, politics is the least issue discussed (p=0.792). Also, education and economic issues had 12 respondents
respectively.
Furthermore, the frequency of these various issues is presented in Table 5.
51
12 12 6 1
8
0
10
20
30
40
50
60
Respondents
Regular issues discussed on Facebook

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Table 5. Frequency of discussion on diverse issues on Facebook
Issues
Extent
Always
Often
Sometimes
Rarely
Never
Total
Community security
7
(7.8%)
5
(5.6%)
9
(10%)
12
(13.3%)
57
(63.3%)
90
(100%)
Education
29
(32.2%)
14
(15.6%)
20
(22.2%)
13
(14.4%)
14
(15.6%)
90
(90%)
Socio-cultural issues
38
(42.4%)
23
(25.6%)
13
(14.4%)
7
(7.8%)
9
(10%)
90
(100%)
Politics
11
(12.2%)
5
(5.6%)
9
(10%)
21
(23.3%)
44
(48.9%)
90
(100%)
Economic issues
16
(17.8%)
11
(12.2%)
23
(25.6%)
20
(22.2%)
20
(22.2%)
90
(100%)
Religious issues
21
(23.3%)
15
(16.7%)
18
(20%)
11
(12.2%)
25
(27.8%)
90
(100%)
Source: Fieldwork, 2018
It can be deduced from Table 5 that, community security is the least discussed issue on Facebook between and amongst
respondents (76.6% are against discussing it). They tend to place much emphasis rather on socio-cultural issues. Politics
also features with less emphasis, while education appears on the table with some degree of prominence as a subject of
discussion.
Respondents have also identified the main challenges they face in using Facebook as follows: connectivity issues
(35.6%), flow of nonsensical messages (8.9%), deceit (3.3%), financial constraints (3.3%), immorality (2.2%), security
(1.1%), threats (1.1%), conflict in opinion (1.1%), and time consuming (1.1%). Again, the security aspect features with
low prominence, probably indicating that the adolescents are not yet exposed to security challenges involved with
typical use of social media platforms like Facebook.
WhatsApp Use
Like Facebook, the use of WhatsApp was equally investigated amongst the sampled adolescents. A major point of
convergence is in the degree of use of Facebook and WhatsApp. Respondents attested that these two social media
platforms are of equal importance to them, and use them always at the same time. Once data is on, respondents noted
mainly that they switch between Facebook and WhatsApp, mostly through their mobile phones.
Like Facebook, majority of respondents (20, 22.2%) indicated that they started using WhatsApp in 2015. Meanwhile,
2014, 2017, and 2018 each has 12 respondents (13.3%) showing their start of use of WhatsApp. Only 16 respondents
(17.8%) used WhatsApp between 2009 and 2013, while 7 respondents (7.8%) did not indicate the year they started
using WhatsApp.
In addition, respondents categorized the different channels they use to access WhatsApp as follows:
Table 6. Devices used by respondents to access WhatsApp
Device
Extent
Always
Often
Sometimes
Rarely
Never
Total
Mobile Phone
49
(54.4%)
15
(16.9%)
14
(15.5%)
11
(12.2%)
1
(1.1%)
90
(100%)
Cyber Café
7
(7.8%)
1
(1.1%)
10
(11.1%)
19
(21.1%)
33
(58.9%)
90
(90%)
Laptop
13
(14.4%)
9
(10%)
8
(8.9%)
16
(17.8%)
44
(48.9%)
90
(100%)
Source: Fieldwork, 2018

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Table 6 shows that most respondents access WhatsApp on their mobile phones (mean = 4.1), while cyber cafés (mean =
1.7) and access using the laptop (mean = 2.2) have relatively low ratings.
Again, respondents rated the time of the day they prefer accessing WhatsApp as seen in Table 7 below:
Table 7. Time of the day respondents prefer accessing WhatsApp
Period
Frequency
Percent
Evening
41
45.6
Afternoon
19
21.1
Morning
16
17.8
Late into the night
14
15.6
Total
90
100
Source: Fieldwork, 2018
As shown in Table 7, majority of respondents prefer accessing WhatsApp in the evening (45.6%). This is followed by
access in the afternoon (21%), morning, and late into the night (15%). It can thus be summed that majority of
respondents interactions with WhatsApp content takes place in the evening.
Respondents were also asked to indicate the frequency with which they communicate with different persons on
WhatsApp. This is shown in the Table 8.
Table 8. Respondents‟ communication with diverse persons on WhatsApp
Persons
Extent
Always
Often
Sometimes
Rarely
Never
Total
Male friends
41
(46.6%)
10
(11.1%)
24
(26.7%)
13
(14.4%)
2
(2.2%)
90
(100%)
Female friends
46
(51.1%)
13
(14.4%)
17
(18.9%)
13
(14.4%)
1
(1.1%)
90
(90%)
My parents
14
(15.6%)
7
(7.8%)
11
(12.2%)
23
(25.6%)
35
(38.9%)
90
(100%)
Relatives
19
(21.1%)
8
(8.9%)
19
(21.1%)
29
(32.2%)
15
(16.7%)
90
(100%)
Source: Fieldwork, 2018
From Table 8 above, it can be seen that respondents communicate most with their female friends on WhatsApp (mean =
4.0), followed by communication with male friends (mean = 3.8), relatives (mean = 2.8), and parents (mean = 2.3) –
below average. Respondents have thus ranked their parents lowest in terms of WhatsApp exchange.
In addition, there is evidence that majority of the sample (37.8%) spend between 0-2 hours on WhatsApp daily.
Meanwhile, 25.6% spend between 2-4 hours a day on WhatsApp, 21.1% spend between 4-6 hours a day on WhatsApp,
and 15.6% spend 6 hours and above on WhatsApp daily.
Meanwhile, 67 respondents (74.4%) agree that they belong to WhatsApp groups as opposed to 23 (25.6%) who do not
belong to any group. Of those who belong to WhatsApp groups, majority (60%) belong to between 1-5 WhatsApp
groups, 8.9% belong to between 6-10 groups, 4.4% are between 11-15 groups, and 1.1% belongs to between 16-20
WhatsApp groups.
Respondents acknowledged the issues they mostly discuss on WhatsApp as presented in the following table:

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Table 9. Frequency of discussion of diverse issues on WhatsApp
Issues
Extent
Always
Often
Sometimes
Rarely
Never
Total
Community security
7
(7.8%)
5
(5.6%)
9
(10%)
12
(13.3%)
57
(63.3%)
90
(100%)
Education
29
(32.2%)
14
(15.6%)
20
(22.2%)
13
(14.4%)
14
(15.6%)
90
(90%)
Socio-cultural issues
38
(42.4%)
23
(25.6%)
13
(14.4%)
7
(7.8%)
9
(10%)
90
(100%)
Politics
11
(12.2%)
5
(5.6%)
9
(10%)
21
(23.3%)
44
(48.9%)
90
(100%)
Economic issues
16
(17.8%)
11
(12.2%)
23
(25.6%)
20
(22.2%)
20
(22.2%)
90
(100%)
Religious issues
21
(23.3%)
15
(16.7%)
18
(20%)
11
(12.2%)
25
(27.8%)
90
(100%)
Source: Fieldwork, 2018
Just like Facebook, community security is given less attention on respondents‟ WhatsApp discussions. Rather,
socio-cultural issues take centre stage.
The challenges respondents face in using WhatsApp are similar to those of Facebook; - with connectivity issues ranked
highest and security concerns ranked amongst the lowest.
Social Media (Facebook and WhatsApp) use during the Cameroon Anglophone Crisis
The type of messages users come across on social media concerning a crisis are likely to shape their opinions, beliefs,
attitudes, and behaviours about the crisis. This explains why respondents in this survey were asked to indicate the
degree to which they interact with certain types of content on social media. The responses are tabulated in Table 10
below:
Table 10. Respondents‟ interaction with messages on the Cameroon Anglophone Crisis
Messages
Extent
Always
Often
Sometimes
Rarely
Never
Total
Hate
25
(27.8%)
3
(3.3%)
7
(7.8%)
11
(12.2%)
44
(48.9%)
90
(100%)
Use of violence as solution to the crisis
21
(23.3%)
6
(6.7%)
11
(12.2%)
13
(14.4%)
39
(43.3%)
90
(90%)
Credibility of the Anglophone course
22
(24.4%)
10
(11.1%)
9
(10%)
8
(8.9%)
41
(45.6%)
90
(100%)
School boycott
28
(31.1%)
8
(8.9%)
16
(17.8%)
12
(13.3%)
26
(28.9%)
90
(100%)
Source: Fieldwork, 2018
Majority of respondents attest that they do not regularly interact with content relating to hate (48.9%), use of violence as
means to end the crisis (39%), credibility of the Anglophone course (45%), and school boycott (28.9%). Their low
exposure to these contents is thus likely to enable them maintain a positive attitude towards the crisis. In addition,
considering that these adolescence are of the younger population, it can be deciphered from this data that the ill effects
if the crisis, as manifested by some social media enthusiasts, have not infiltrated the minds of the adolescents. Hence, it
is necessary to take precautionary measures to enable the adolescence stay off such harmful content on social media
platforms like Facebook and WhatsApp.
Respondents also rated the extent to which they willingly watch certain videos relating to the Anglophone Crisis. The
responses are scaled below:

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90
Table 11. Respondents‟ viewership of videos relating to the Cameroon Anglophone Crisis
Video Type
Extent
Always
Often
Sometimes
Rarely
Never
Total
How to use a gun
6
(6.7%)
2
(2.2%)
3
(3.3%)
5
(5.6%)
74
(82.2%)
90
(100%)
How to make bombs
1
(1.1%)
1
(1.1%)
0
(0%)
5
(5.6%)
83
(92.2%)
90
(90%)
Freedom fighters
26
(28.9%)
6
(6.7%)
11
(12.2%)
14
(15.6%)
33
(36.7%)
90
(100%)
Hate
25
(27.8%)
5
(5.6%)
11
(12.2%)
15
(16.7%)
34
(37.8%)
90
(100%)
Activists (leaders)
directing the course
18
(20%)
9
(10%)
7
(7.8%)
8
(8.9%)
48
(53.3%)
90
(100%)
Source: Fieldwork, 2018
Evidence in Table 11 indicates that in most cases, respondents “never” expose themselves to negative vices portrayed by
social media (Facebook and WhatsApp). Only a minimal of the sample indicate that they expose themselves to these
violent contents on social media. The use of guns and the making of bombs are such violent practices that are capable of
radicalizing the young ones. The fact that they do not expose themselves to such content is proof that they are less likely
to be negatively affected by the crisis.
To strengthen this argument, respondents were asked to rate their attitude towards the crisis based on the content,
especially video, that they view on social media relating to the crisis. This is shown in table 12 below:
Table 12. Respondents‟ attitude towards the Cameroon Anglophone Crisis
Video Type
Agreement / Disagreement
Strongly
agree
Agree
Neutral
Disagree
Strongly
disagree
Total
Desire to join the course
19
(21.1%)
6
(6.7%)
10
(11.1%)
7
(7.8%)
48
(53.3%)
90
(100%)
Desire to become violent
12
(13.3%)
6
(6.7%)
6
(6.7%)
8
(8.9%)
58
(64.4%)
90
(90%)
Desire to foster the course as
informant
12
(13.3%)
6
(6.7%)
9
(10%)
9
(10%)
54
(60%)
90
(100%)
Desire to contribute towards a
solution to the crisis
50
(55.6%)
16
(17.8%)
6
(6.7%)
3
(3.3%)
15
(16.7%)
90
(100%)
Source: Fieldwork, 2018
From all indications, the adolescents sampled in this research have a more positive attitude towards the Cameroon
Anglophone Crisis, than negative attitudes. This is exemplified as up to 73.4% of the respondents agree that they are
willing to contribute towards a solution to end the current socio-political crisis rocking the Northwest and Southwest
regions of Cameroon. This further explains and strengthens their attitudes towards social media content, with less
emphasis and exposure to content that is geared towards reinforcing the crisis.
In addition, majority of the respondents disagree with any intentions to be active members of the Anglophone course /
crisis (61.1%). They are also against any form of violence, and as such, have no desires and intentions of becoming
violent (73.3%). Equally, the respondents are in no way willing to foster the ongoing crisis by serving as informants
(70%).

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Research question 2: What are the various dimensions of security threats that result from the use of Social Media
platforms by adolescents in Buea, Cameroon?
Dimensions of Security Threats
The following ratings pertain to respondents‟ opinions on different dimensions of security threats.
Table 13. Dimensions of security threats
Statement
Strongly
agree
(100%)
Agree
(75%)
Neutral
(50%)
Disagree
(25%)
Strongly
disagree
(0%)
Total
Like any other technology, Facebook&
WhatsApp have positive and negative effects
56
(62.2%)
18
(20%)
11
(12.2%)
2
(2.2%)
3
(3.3%)
90
(100%)
Facebook& WhatsApp influence the language of
adolescents (Hate/violent speeches)
34
(37.8%)
24
(26.7%)
16
(17.8%)
6
(6.7%)
10
(11.1%)
90
(100%)
In the course of Facebook & WhatsApp use, one
frequently comes across obscene/violent
images
40
(44.4%)
21
(23.3%)
12
(13.3%)
7
(7.8%)
10
(11.1%)
90
(100%)
Facebook & WhatsApp influence the dressing
pattern of adolescents
31
(34.4%)
23
(25.6%)
13
(14.4%)
8
(8.9%)
15
(16.7%)
90
(100%)
Facebook &WhatsApp limit face to face
communication of adolescents in the Buea
community
36
(40%)
13
(14.4%)
13
(14.4%)
15
(16.7%)
13
(14.4%)
90
(100%)
Facebook & WhatsApp influence decision
making in pertinent issues (like the brand of
goods to buy)
30
(33.3%)
21
(23.3%)
10
(11.1%)
12
(13.3%)
17
(18.9%)
90
(100%)
Source: Fieldwork, 2018
There is evidence that adolescents are aware of the negative and positive effects of social media (82.2%).
Notwithstanding, the use of these media, as seen in this research, is skewed towards positive than negative ends. Thus,
the same social media can be used as a positive force to positively influence the minds of adolescents towards positive
content aimed at instituting peace to end the crisis. The young too have their role to play. A major trend that this study
reveals is the third person effect – the believe by respondents that Facebook and WhatsApp have the potential to
influence the language of other adolescents (64.5%), though this influence is seen less on respondents of this survey.
Research question 3: What possible measures can be put in place to counter the ill effects of social networking on
adolescents?
Measures to counter ill effects of Facebook and WhatsApp on Adolescents in Buea Municipality
Respondents agreed / disagreed to the following options regarding measures to counter the ill effects of Facebook and
WhatsApp as follows:
Table 14. Measures to counter ill effects of Facebook and WhatsApp on Adolescents in Buea Municipality
Effects
Strongly
agree
(100%)
Agree
(75%)
Neutral
(50%)
Disagree
(25%)
Strongly
disagree
(0%)
Total
Poor behaviours resulting from the wrong use
of Facebook & WhatsApp have far reaching
consequences if not curbed
51
(56.7%)
20
(22.2%)
7
(7.8%)
3
(3.3%)
9
(10%)
90
(100%)
Parents should control Facebook & WhatsApp
use for their children
46
(51.1%)
17
(18.9%)
5
(5.6%)
7
(7.8%)
15
(16.7%)
90
(100%)
Educative programs should be included in
school curricula, public and private media on
the proper use of Facebook and WhatsApp
64
(70%)
13
(14.4%)
5
(5.6%)
1
(1.1%)
7
(7.8%)
90
(100%)
Source: Fieldwork, 2018
Overall, 78.9% of respondents agree that social media (Facebook and WhatsApp) excesses have to be curbed to prevent
the widespread of such negative influences. In addition, 70% of respondents hold the view that parental control
regarding the use of Facebook and WhatsApp by adolescents is paramount. Respondents also agree overwhelmingly
(84.4%) to the inclusion of educative programs in school curricula and respective public and private media on the
proper use of Facebook and WhatsApp.

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3. Discussion, Conclusion, and Recommendations
The literature examined in this study is limited to the use of social media (Facebook and WhatsApp) by adolescents.
This is done in normal daily life, as well as during crisis situations. The study is further confined geographically to four
areas noted for security concerns in Buea, Cameroon (Muea, Mile 16, Molyko, and Bomaka). It is therefore hoped that,
the results obtained in this research will be used to establish external validity (generalisability) within the larger context
of studying adolescent use of social media, and the likely effects that content they come across and interact with have
on their lives. Boyd and Ellison (2008) had earlier observed that social media play a great role in the daily lives of
adolescents.
Facebook and WhatsApp were regarded in this research as interactive technological tools wherein communities share,
create, co-create, discuss, and modify user-generated content. This is the same observation that Kaplan and Haenlein
(2010) made concerning the actual use of social media platforms. Based on findings of this research, adolescents in
Buea interact with different content on Facebook and WhatsApp. However, it was discovered that they are more prone
to positive than negative content.
When asked to indicate their exposure to content regarding the Cameroon Anglophone Crisis for instance, they
indicated they see such content. Notwithstanding, when a specific issue like the spread of hate messages was studied, up
to 61.1% of respondents indicated that they do not discuss and share such content on social media, as opposed to 31.1%
who indicated they discuss and share hate messages on social media.
In addition, the research reveals that security is the least discussed issue on Facebook and WhatsApp between and
amongst respondents (76.6% are against discussing it). They tend to place much emphasis rather on socio-cultural
issues. Politics also features with less emphasis, while education appears on the table with some degree of prominence
as a subject of discussion. This confirms the assertion by Madden et al. (2013) and Garcia-Gomez (2017, 2018) that,
social media discussions are mostly initiated and followed up by those who share similar interest. Thus, the adolescents
have the same mind-sets as those they share contents with on social media. They get to feel like they are part of a group
of like-minded friends, and can visualize their network of relationship.
Just as the United Nations observed, community security means protecting people from the loss of traditional
relationships and values and from sectarian and ethnic violence. In the same vein, adolescents are conceived as a
vulnerable group that needs to be protected in Cameroon. The traditional values of peace have to be maintained and
transmitted to the younger generation.
This explains why, it is good news that majority of adolescents sampled in this study have little or no relationship with videos
relating to how bombs are produced, videos relating to how to use a gun, and how to adopt violent behaviour from social
media. The adolescents sampled in this research have a more positive attitude towards the Cameroon Anglophone Crisis,
than negative attitudes. This is exemplified as up to 73.4% of the respondents agree that they are willing to contribute
towards a solution to end the current socio-political crisis rocking the Northwest and Southwest regions of Cameroon. This
further explains and strengthens their attitudes towards social media content, with less emphasis and exposure to content
that is geared towards reinforcing the crisis. The findings are therefore within the range of the UN‟s recommendations on
strategies needed to keep a community at peace, especially in cases where young children are involved.
It may become problematic if one places children within the context of this broader definition. An immediate
psychological reaction will be that these children will put social media to wrong use, since they are left alone. At this
point, the social media world is exposed to them, and they can send across any content, as well as consume any content.
This is likely to expose the children to different dimensions of security threats. However, the findings of this study
confirm that majority of adolescents are moderate and responsible consumers of social media content. Attention can
thus be paid more on assisting these children discover more positive uses they can make of social media. This will
enhance their educational and socio-cultural lives – the type of contents they mostly associate with, as this study shows.
Technological determinism, one of the theoretical frameworks used in this research, also has great implications on
results of this study. Based on the theory‟s assumption, 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. This is true,
considering that social media has become a way of life.
In some circles, Facebook and WhatsApp are inevitable. Fortunately, the adolescents surveyed in this research have the
same feeling about the social media world. Hence, the technologies, in some way, help to shape how these children live,
think, and interact with others in society. Findings of this research also confirm that most of these social media connections
are made through the mobile phone. This therefore puts the mobile phone at the heart of technological innovations in the
21st Century, capable of transforming lives and mind-sets in every sector. Children are part of the technological revolution,
thereby justifying why their attitudes and behaviours should be studied in the face of social media revolution.

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Regarding the Social Learning Theory, Bandura notes that learning occurs through observations and interactions with
other people. Essentially, people learn by watching others and then imitating these actions. This theory is also
instrumental in this research. Adolescents live in social environments where they interact with other persons in society.
It can thus be predicted that if the online attitudes and behaviours of those the adolescents interact with are negative and
violent, the children can in turn copy such attitudes. This will therefore mean that society will automatically be plunged
into chaos, thereby raising security concerns. This study confirms that adolescents learn from, and interact with others
in the social media environment. However, this learning is more tilted towards the positive development of the
adolescents, than on negative influences. If this social media influence was mostly found to be negative, this could then
be conceived as a real problem. This is because the adolescents, after observing such aggressive behaviours, would tend
to be aggressive afterwards.
This discussion also makes reference to Livingstone who mentions pornography as a security threat to adolescents. Per
his conception, adolescents‟ use of social media cannot be discussed exhaustively without making reference to
pornography and the use of gruesome pictures. Respondents of this study have confirmed that in the use of social media,
one comes across these types of images and pictures (pornography) – 67.7%. However, the respondents have distanced
themselves from the active use of these types of images and pictures.
Madden et al. (2013) and Dobson (2015) report that teens‟ Facebook friends are a reflection of their offline social
network of friends. From the findings of this research, the type of friends adolescents have are more positive than
negative in social media use. It also goes to confirm that social media is a new way of life whereby friends online are
likely to be the same friends offline. Peer influence is thus conceived here as an important variable that determines the
aggressive or non-aggressive use of social media content by adolescents. This also has a relationship with the time spent
on social media, as this study shows that majority of adolescents often use social media, with an average of 0-2hours of
connectivity a day.
It can also be itemized that, from the results of this study, the subject of responsible democracy is important for
discussion. Kassam (2013) notes that, social media is a powerful tool for the dissemination of citizenship and
democratic values and principles. If taken seriously therefore, children should be put within the larger context of these
values and principles, and avoid negative distractions that ensue from everyday use of the social media, notably
Facebook and WhatsApp.
Objective 1: To examine how adolescents in Buea, Cameroon, use Facebook and WhatsApp
To answer this objective, respondents were asked to identify the frequency with which they use Facebook and
WhatsApp, including preferred time of Facebook and WhatsApp use, and the persons they usually communicate with.
Also, respondents were questioned on the year they started using Facebook and WhatsApp, with evidence suggesting
that majority started using Facebook and WhatsApp in 2015.
Again, most respondents access Facebook and WhatsApp on their mobile phones (mean = 4.1), while cyber cafés and
access using the laptop have relatively low ratings. The above statistics conform the power of the mobile phone in the
21st Century, especially as everyone, and even adolescents want to identify with the device through ownership and use.
The most preferred time of these social media use is in the evening. Communication mostly flows with female friends,
with the lowest ratings being communication with the adolescents and their parents (probably because some live with
their parents).
Socio-cultural issues top the chart of priority issues respondents discuss on Facebook and WhatsApp, followed by
education. Meanwhile, security and politics feature as the least discussed issues on these social media platforms.
Majority of respondents also attest that they do not regularly interact with content relating to hate, use of violence as
means to end the current Anglophone crisis, credibility of the Anglophone course, and school boycott. Their low
exposure to these contents is thus likely to enable them maintain a positive attitude towards the crisis. Such positive
attitude is also likely to prevent the adolescents from engaging in violent behaviours that could pose as security threats.
Objective 2: To examine the various dimensions of security threats resulting from the use of social media platforms by
adolescents in Buea, Cameroon
Evidence obtained in this research shows that adolescents are aware of the negative and positive effects of social media
(82.2%). Notwithstanding, the use of these media, as seen in this research, is skewed towards positive than negative
ends. Thus, the same social media can be used as a positive force to positively influence the minds of adolescents
towards positive content aimed at instituting peace to end the crisis. The young too have their role to play.
In addition, this study reveals a key trend - the third person effect. Adolescents believe that Facebook and WhatsApp
have the potential to influence the language of other adolescents (64.5%), though this influence is seen less on

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respondents of this survey.
Objective 3: To assess possible ways by which the social media’s influence on adolescents can be mitigated.
Findings show that in all, 78.9% of respondents agree that social media (Facebook and WhatsApp) excesses have to be
curbed to prevent the widespread of such negative influences. In addition, 70% of respondents hold the view that
parental control regarding the use of Facebook and WhatsApp by adolescents is paramount. Respondents also agree
overwhelmingly (84.4%) to the inclusion of educative programs in school curricula and respective public and private
media on the proper use of Facebook and WhatsApp.
In summary therefore, the objectives of the research have been met. Adolescents in Buea use Facebook and WhatsApp
on a routine basis. They are aware of the negative influences of these platforms especially during crisis situations.
However, their attitude is more positive towards the use of these media. Majority do not engage with negative content
on Facebook and WhatsApp.
The development that has happened in the field of ICT has not only changed a great deal in the field of communication,
but it has also affected communities and societies around the world. The communities of Buea, capital of the South
West Region of Cameroon are no exception. In today‟s interconnected world, social media can offer people channels to
interact with numerous people at the same time as well as exchange ideas experiences. To some, they serve as platforms
to for relaxation while for others it served as a platform for discussing social and cultural issues. While sharing photos
and video chips of diverse contents ranging from dressing styles, hair styles, pornographic images and sometimes
propagating hate messages. This study firstly, sought to find out the pattern young people use social on the answers of
the interviewees, Social media can be accessed almost anytime and anywhere in Cameroon. Mobile phones were found
to be the most popular devices to access social media and seemed to contribute to closing the digital divide in the
country. It was found that, adolescents, in the Buea communities were actively discussing socio-cultural issues than they
did for security and political issues. This contradict the general view on public opinion holds that, youths in Buea Sub
division are active participants on social media in relation to security issues.
It was found that, although most respondents did not discuss political issues on social media, no reason was advanced to
justify their claim. There is certainly the likelihood that, most respondents did not discuss political issues, following the
precarious situation at hand (the Cameroon Anglophone crisis which has led to the death of over 3000 people and more
than 200,000 displaced), due to the fear of being implicated.
4. Recommendations
The following recommendations are made in connection with the results obtained in this study:
All stakeholders, especially the ministry of communication in Cameroon and network providers, need to come up with
means of filtering information that reaches the young people.
In the same light, the government should create policies to determine which website is used by which particular group
of persons, and in the same light come up with policies to check out unfair reporting of media which have the likelihood
of destabilising the society. Some websites and social networking sites should be completely prohibited, especially
those that portray gruesome and violent images and immoral issues.
Also, the Ministries concerned should institute educative programs in school curricula, as well as public and private
media on the proper use of Facebook and WhatsApp. Courses should be taught the children on effective use of social
media platforms. The children should also be made to see into the necessity of paying attention to programmes on radio
and television, regarding the proper use of these technologies. Adolescents can as well download research content
online and use positively.
Parental control should be strengthened, especially with adolescents who are new comers to social media use. This
means parents should also move with the times by adopting positive attitudes towards the use of Facebook and
WhatsApp. The technologies should not be ignored, since they have come to stay. It is more beneficial therefore, if
every parent masters how the technologies work, so that they can orientate their children in the use of the platforms.
This can be achieved at home and through community seminars.
Adolescents should continuously be protected from negative influences of social media. This especially consists of
educating them on the ills of social media, and encouraging them to adopt positive attitudes regarding social media use,
as this research mostly shows. Even more interestingly, adolescents surveyed in this research do not use the social
media negatively to learn and adopt negative and aggressive behaviours that pose as security threats. So, it will be
important to find out in further research where those who perpetrate insecurity in these areas surveyed come from. Such
research should also be able to investigate elements of pretence, and uncover whether respondents concealed
information for fear of the unknown.

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