THE ROLE OF SOCIAL MEDIA ON OTHER COMMUNICATION PATTERNS OF

UNIVERSITY STUDENTS: A CASE STUDY OF SCHOOL OF SOCIAL SCIENCE STUDENTS

OF MAKERERE UNIVERSITY

BY

IHUNDE JACKLINE

15/U/ 5196/PS

Supervisor

Dr.Gloria Kimuli Seruwagi

A DISSERTATION SUBMITTED TO THE DEPARTMENT OF SOCIAL WORK AND SOCIAL

ADMINSTRATION IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD
OF ABACHELOR’S DEGREEE IN SOCIAL WORK AND SOCIAL ADMINISTRATION OF
MAKERERE UNIVERSITY

October, 2018
Declaration

I IHUNDEJACKLINE, hereby declare that this is original work and has never been

submitted to any institution of learning for any academic award and where work of others has

been used acknowledgement has been made.

Signature…………………………………………Date………………………………..

Ihunde Jackline

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Approval

I certify that this dissertation has been written under my guidance and supervision. The work

presented is original and it is for the award of Bachelor of social work and social

administration.

Signature …………………………….Date……………………………….

Dr. Gloria Kimuli Seruwagi

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Acknowledgment

First and foremost, I thank the Almighty God who has enabled me to accomplish this piece of
work through Him providing me with the gift of knowledge and understanding that I have
used throughout the course of the practicum as well as giving me a life worth living, strength
to work to my expectations and accomplish my research.

I am greatly indebted to my parents Eng. Dr. Adolf k. Kahuma and Miss Kobusinge Priscilla
for their unending support financially, emotionally and morally without their help I would not
have accomplished this piece of work.

My academic supervisor Dr. Gloria Kimuli Seruwagi for all the academic support you have

provided to me and my friends Nimusiima, Kyazze, Kyolaba, Shivan, Joy, Lisa Maria that I

worked with during this very pressing academic period despite the workload, you took time

to listen and guide us to the right path during the course of writing this dissertation.

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Acronyms

SMS Short Messaging Service

AOL America Online
UCC Uganda communications commission
Email Electronic Mail

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 TABLE OF CONTENTS

Declaration ............................................................................................................................................. 1
Approval ................................................................................................................................................ 2
Acknowledgment ................................................................................................................................... 3
Acronyms ............................................................................................................................................... 4
Chapter one: INTRODUCTION .......................................................................................................... 10
1.0 Introduction ........................................................................................................................... 10
1.1 Background of the Study. ...................................................................................................... 10
1.2 Problem statement ................................................................................................................. 12
1.3. Objectives of the study ............................................................................................................ 12
1.3.1.General objectives ............................................................................................................... 12
1.3.2. Specific objectives ............................................................................................................ 12
1.4. Research questions .................................................................................................................... 13
1.5. Scope of the study ................................................................................................................. 13
1.6 Significance/ justification of the study ..................................................................................... 13
1.8 Conceptual framework .......................................................................................................... 14
Chapter three: METHODOLOGY ............................................................................................... 22
3.1. Introduction ........................................................................................................................... 22
3.2. Research design .................................................................................................................... 22
3.3. Study population and area of study ....................................................................................... 22
3.4. Sample size and selection procedure ..................................................................................... 23
3.5. Data collection methods and tools ........................................................................................ 24
3.7. Data analysis ............................................................................................................................. 24
3.8. Ethical consideration ................................................................................................................. 24
3.9 Challenges and / Limitations ................................................................................................. 25
Chapter 4: FINDINGS AND DISCUSSIONS ..................................................................................... 26
4.0 Introduction ........................................................................................................................... 26
4.1 Demographic Representation of Respondents ...................................................................... 26
4.1.1 Respondents sex .............................................................. Error! Bookmark not defined.
4.1.2 Religious affiliations ...................................................................................................... 27
4.1.3 Respondent’s social media usage................................................................................... 29
4.1.4 Reasons for communication using social media. ........................................................... 29
4.2 Objective one: Extent of social media use among students ................................................. 29
4.3 Objective Two: Communication pattern of the students ...................................................... 32

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 4.4 Objective three: Effects of social media on the available communication
patterns ............................................................................................................................................. 32
Table 4.4: Correlations between Social media usage and Communication patterns ....................... 34
4.5 Discussions ................................................................................................................................. 34
Chapter 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ...................................... 37
5.0 Introduction .......................................................................................................................... 37
Summary of key findings ................................................................................................................. 37
5.1.1 Objective one: Forms of social Medias normally used by students............................... 37
5.1.2 Objective two: communication patterns available to students ....................................... 38
5.1.3 Objective three: effects of social media on available communication patterns ............. 38
5.2 Conclusions ........................................................................................................................... 40
5.3 Recommendations ................................................................................................................. 41
REFERENCE ....................................................................................................................................... 42
APPENDICES ..................................................................................................................................... 45
Appendix 1; Questionnaire............................................................................................................... 45
Hello, my name is IHUNDE JACKLINE a APPENDIX 1: Questionnaire study topic: ................. 45
Appendix 2: key Informant Interview guide. ................................................................................... 49

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List of figures

Figure 1: conceptual framework ............................................................................................. 14

Figure 2: Respondents gender ................................................. Error! Bookmark not defined.

Figure 3: Religious affiliations of respondents ....................... Error! Bookmark not defined.

Figure 4: Respondent’s social media usage ............................................................................ 29

Figure 5: Respondent’s social media usage ............................................................................ 30

Figure 6: Extent of social media use among students ............................................................. 31

Figure 7: Other communication pattern usage ....................................................................... 32

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List of tables

Table 1: Respondent’s representation ................................................................................................... 22

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Abstract

The study was about assessing the role of social media on other communication patterns of
university students’ school of social sciences. The study was quantitative and qualitative in
nature. The study followed then three objectives. The sampling employed in data collection
was majorly a simple random sampling .In the study data collection tool was the use of self-
completion questionnaires for the primary participants of the research. Key interview guide
was used for the key informant interviews whereby the key informants were majorly
lecturers. The found out that more female students use social media as compared to their male
counterparts statistics were at 68% for female and 32% for female. The study also found out
that the commonest type of social media platform frequently used by students was Facebook
followed closely by whatsapp and Snapchat.

From the field findings the study established that the students majorly use social media for
entertainment, followed by those who use if for education purposes and others like business
and online communication were the fewest of the study.

The study concluded that Social media opens communication between students who know
each other to make the most of their existing mutual friendship base. The great comes from
communication potential of social media to bridge boundaries and to connect otherwise
unconnected people. This great potential, however, might be an illusion, because social
media, paradoxically, also has the potential to fragment other forms communications.

The study made several recommendations were made where by Counselling should be
provided social media addicts, an incorporation of social media in the curriculum and further
research examining the impact of social networking on the specific skills of communication
and conflict resolution

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 Chapter one: INTRODUCTION

1.0 Introduction

This chapter entails background to the study, statement of the problem, purpose of the study
and specific objectives of the study. In addition it entails research questions, scope of study,
justification of the study and definition of key terms and concept.

1.1 Background of the Study.

Social media is a set of online technologies, sites and practices which are used to share
opinions, experiences and perspectives. In contrast with traditional media, the nature of social
media is to be highly interactive (Wetherby&Prizant, 2009). The term communication pattern
describes any individual in a position to provide or support opportunities for
communication. Students who are using technology including the social media sites on a
regular basis tend to have less time for face to face communications (Olupot , 2017) ,
According to a Wolak et.al.,(2013) , 75% percent of teenagers now own cell phones, and 25%
use them for social and emotional development is occurring while on the Internet and on cell
phones 22% of teenagers log on to their favorite social media site more than 10 times a day.
For the case of Africa social media has now turned into an inevitable tool for social
development as students at institutions of learning not only use it to stay in touch with their
peers but also meet new friends on applications like Facebook (Sponsil, 2014). The great ease
that comes along the use of social media to bridge boundaries and to connect otherwise
unconnected people make it easy to increasingly utilizing electronic networks to promote
knowledge sharing among their fellow students (Gerlich et al., 2010).According to a survey
by McKinsey, in 2013 more than 50% of surveyed universities students have adopted some
type of social media tool to facilitate knowledge sharing, compared to only 28% in 2009
(Budden et al., 2011).

Mobilizing knowledge across boundaries has been touted as the main advantage of social
media especially for student community’s (Gerlich et al., 2010) .In Uganda more than half of
adolescents log on to a social media site more than once a day, Social media, 54% use them
for texting, and 24% use them for instant messaging (UCC). The information above shows
how a large part of Uganda’s student generation’s Social media use is so vibrant and
dynamic. The general boom and overuse of social media besides aiding students in
communication has also has negative impact on their communication patterns McVicker et

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al., (2009). Given that patterns of communication play a central role in personal relationships
and those relationships are assessed by the communication skills of others (Burleson,
2003).Impairment in the ability to effectively communicate may hinder successful relational
development in young adults especially students. This can potentially impact an array of life
areas such as family relationships, socialization, school performance and employment
(McVicker et al., 2009). Further, the failure of students to effectively resolve conflicts in
person can jeopardize safety and may lead to chronic acts of violence that include verbal
threats, pushing, grabbing, punching, and fighting (Woody, 2001; Bastian & Taylor, 1991;
Opotow, 1989). Thus, the lack of conflict resolution skills may lead to the use of human
services and involvement in the legal system.

With the innovations of new technology smart phones are one of the common innovations of
technology among many individuals in Kampala district where individual can access social
media platforms which are convenient as opposed to the past where they would access
internet services at an internet café which was expensive and inconveniencing (Olupot 2017).
The smart phone is relatively cheaper than most gadgets and accessible to most individuals.
Many people have embraced smart phone use due to the social media platforms available on
the android phones and window phones (monitor, 2014). At the school of social sciences
Makerere University, due to availability of digital phones and other hand held gadgets
coupled with a free campus Wi-Fi there has been an increase in the number of access to
social media hence creating a new form of communication pattern among students. These
communication patterns come along with other disadvantages which include time wasting,
distraction from studies which is detrimental to academic achievement of these students.

According to Pempek (2013), Daily overuse of social media tends to have a negative effect
on the communication patterns of a big percentage of students as it makes them more
susceptible to various communication difficulties in the future (Pempek ,2013) . Such
students also display more of narcissistic tendencies besides many other psychological
disorders, including various antisocial behavior as well as aggressive tendencies (Selfhout et
al., 2009). Despite the potential benefits for students who interact on various types of social
media platforms , such as the sense of being understood and supported by peers (Selfhout et
al., 2009), research is showing that the excessive use of this technology may significantly
inhibits proper interpersonal skill communication of such students (Wolak, Mitchell,
&Finkelhor, 2003).

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1.2 Problem statement

Social media sites have become so popular in such a short time because the information gets
published in a fast way (Li 2013). This has led to students to rely on the accessibility of
information that is available on the social media platforms specifically as well as the web in
general in order to get answers (Kaddu ,2016). In a study about new social media usage
among college students, (Popoola, 2014), noted that social media usage has reduced focus on
learning as well as on retaining information by college students. Students at Makerere
University School of Social Sciences are not immune to the problem of social media over use
as a replacement to verbal communication. According to Kaddu, (2016) over 92% of
Makerere University students own smart phones and other hand held gadgets. This on top of
with a free campus Wi-Fi plus affordable social pack charges on different media platforms. In
2008 only 23% of the students could access social media platforms as compared to 88% now
who can access interne and social media (Kaddu , 2016).This increase in the frequency of
social media use has affected the other available communication patterns among students
such as face to face communication ( IPSOS, 2017). This has been due to the lax attitude for
using proper spelling as well as grammar. In fact, the students are unable to write effectively
without the aid of the spell check feature of a computer phone keyboards and spend much
lesser time on socializing in person (Opolot, 2017). There is a lack of body signals besides
other nonverbal cues, including tone and inflection in case of social media. Thus social media
platforms cannot be considered as an adequate replacement for any face-to-face
communication and students who spend a great deal of time on these social media platforms
are not able to communicate in an effective manner with other students. However there if less
evidence on the magnitude of social media use among students, the effects of social media
use on the communication patterns of students hence the need for this research

1.3. Objectives of the study

1.3.1.General objectives
To examine the role of social media use on communication patterns of students at
Makerere University

1.3.2. Specific objectives

1. To determine the extent or magnitude of social media use among students.
2. To describe the communication pattern of the students.
3. To describe the effects of social media on the available communication patterns.

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1.4. Research questions
To determine the magnitude of social media use

a. How many students have access to social media platforms?

b. How often do the students access, afford and use social media?

To describe the communication patterns of students

a. What effects do social media have on communication patterns of students?

b. Are students’ communication patterns dependent on social media use?

To examine the effects of social media use on other communication patterns

a. How much does social media take away from the students’ use of other
communication patterns?
b. Can social media use be made more appropriate to benefit other student
communication patterns?

1.5. Scope of the study

The study was conducted at the school of social sciences at Makerere University among the
student community and it was centered on the role of social media use on communication
patterns of the students. The study took into consideration the different forms of social
media platforms commonly used and which category of students use social media the most,
the other communication patterns available for students and how the various social media
platforms affect the communication patterns. It will take a period of 5months thus from April
2018 to September 2018 because this is enough a period for writing a proposal and gathering
the necessary data on top of analyzing and putting it in an understandable form for
interpretation and recommendations henceforth drawn.

1.6 Significance/ justification of the study

 The findings of the study may also be used to design student appropriate social
media use techniques which may promote use of other communication patterns
among students.
 The findings of the study may help social workers to deal with clients that may
have problems arising social media use such as failure in social interactions which
may affect their social functioning.

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1.7 Conceptual framework

Figure 1: Conceptual framework

Source: Developed after review of literature of Valkenburg, Wolak , Mitchell ( 2013);

Hartmann ( 2006) :Opolot,( 2017) and (Canu, 2016).

The figure above shows that social media is an independent variable while communication
patterns of students tend to be dependent on the availability of Social media leads to students
spending lesser time with interacting to their peers and themselves thinking of things which
matter especially besides social media. It also deprives the students at the rightful
experiences which are commensurate with such a level of education plus accompany other
communication patterns e.g. Face to face communication amongst their peers.

Ruling out face to face communication leads to other detriments like reducing the interaction
capacity of students, innovations in communications and failure maintain a conversation
without referring to the phones for guidance. This either strengthens or weakens the
student’s social relationships. This further explains how social interactions, communication
and conflict resolution is heavily dependent on social media use.

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 Chapter two: LITERATURE REVIEW

2.1 Introduction

The literature about the effects of social media on other communication patterns is largely
scarce in Uganda. Most of the work has intended to focus on different concepts related to
social media versus communication.

2.2 The magnitude of Social Media use among students.

The fact that more than six in ten people worldwide use social media platforms and forums is
a transformation in how people communicate with each other. Ihebuzor (2012:16) confirm
the growing use of Smartphone in Uganda when he said that there is evidence of a growing
use of the social media by Ugandans. Social media has become a veritable tool with vast
potential for use for awareness creation, sensitization and mobile mobilization.

2.2.1 Awareness
Social networking sites and applications are widespread; Ipsos (2013:44) posts that most part
of the world is interconnected thanks to email and social networking sites such as Facebook,
Twitter among others. Perhaps that is why Ihebozor (2016) says that “Facebook and Twitter
have become invaluable tools for keeping in touch with family and friends- the smartphone
offers this”. In the process, it is unleashing hidden journalistic talents as we witness a
mushroom of bloggers, social commentators and critics share ideas, criticize and vent
frustrations on their pages. Students use social media as a platform for doing many activities
such as bonding relations, ending lost contacts, for discussing common interests, etc. rough
the existence of smartphones, students have become more attracted to use social media in
their daily routines. A survey revealed that the use of social media platform as increased,
particularly among college students. However, the use of social media has far reaching
consequences in the academic as well as the social life of college students. Some of these
effects are positive such as shaped their personality, influenced their character and improve
their communication skills. Nevertheless, social media have been found to have negative
effects such as waste of time and lowering of students’ grades.
Recent research has been carried out to study the impact of social media among college
students. Although the literature covers a wide variety of such studies, this according to
Hennig-Thurau et al., (2014) they defined eleven motivations to explain why consumers
engage in electronic word-of-mouth communication, and 2,000 consumers were surveyed to
examine these motivations. Based on the results, four motivations were discovered: social

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benefits, economic benefits, concern for others, and self-enhancement (Hennig- Thurau et al.,
2014). Social benefits are ideas that consumers gain a sense of belonging from participating
in an online community; whereas economic factors refer to any payment a reviewer may
receive (Hennig-Thurau et al., 2014). Concern for others reflects an individual’s yearn to
assist others in purchase of a decision, and self enhancement refers to the desire of
individuals to be seen as experts in their field (Hennig-Thurau et al., 2014).

2.2.2 Communication through social media

Social media platforms can either be object centric or egocentric. Facebook, Orkut, LinkedIn,
Friendster are egocentric because they place an individual at the Centre of the network
experience. Object centric network places object at the centre of experience. The interesting
thing about the social object is not the object itself, but the conversations that happen around
them, Stutzman, (2017).

Students adopt information and communication technologies because of their widespread use,
and needs that are potential to influence relationships, help build a sense of belonging. Social
Medias like Facebook presents parents with choices about how to use technology in creative
and useful ways. As the leading emerging Internet applications, Facebook emphasizes the
importance of creating content over simply consuming it. By encouraging users to craft
compelling profile and it allows users especially parents to express themselves, communicate
and assemble profiles that highlight their talents and experience (educause.edu). For the case
of students, a study conducted by Hyllegard et al., (2015) which sought to understand
students’ motivation in using social media or liking, particular brands of social networking
site. They found out students who use the sites to establish personal connections with others
and use the site to create affiliations with brands that define who they are and help them
establish a sense of self (Hyllegard et al., 2015). Thus, these motives are similar to the “social
benefits” motive discovered by Hennig-Thurau et al. (2014). Social media for now are
increasing, only the voice of an educated urban based population in their clamor for greater
political and space is heard. The voice of the rural poor still remains dim and under-
represented in this situation. A desirable development would be for the privileged and
increase the poor’s share of the “dividends” of this new information democracy and
freedom!” social media can be harnessed as a force for good. They can also be abused.

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Everything in the end depends on the attitudes and intentions of the human being as agent and
user.

Baran (2001:47) attests to this by saying that “the concern is with how best to use the
strengths of the emerging medium and how to minimize its disruptive potential”. In the same
vein, McIntire (2006) stated that addiction to technology can be damaging to mental health
because of its excessive use.
According to Nelson (2011), Technology is constantly altering the way we live our lives.
From how we eat to how we travel and work to how we entertain ourselves, technology has
become an integral part of our day. However, the aspect of our lives that has been most
impacted is likely the way we communicate with one another. These changes have been for
both better and worse, but have unequivocally impacted the way we interact with the people
in our lives.

Back et al.,(2008), in their contribution to what makes social media platforms most attractive
argues that social media platforms are not just made for people to use generally but they
consist of people who are connected by a shared object. This can be used as a basis for
understanding why some social media platforms are successful whilst others fail. He provides
examples of successful social networking sites built around social objects – such as flicker
(photos), del.icio.us (bookmarks/URL) and eventful‘(eventful.com) where the objects are
events. Others include YouTube (video clips) and Slide share (presentations). He continues to
say that in education the primary social object is content and that the educational value is not
in the content itself but the social interaction that occurs around the content. Nishimura
(2007) suggests that the success of sites such as Flickr, YouTube and Slide share is based on
their ability to make the activities of uploading, viewing and sharing as easy as possible. He
also sees social relationships as key, arguing that relationships cannot be explained without
the objects and experiences that we share. McVicker, (2009) summarized the notion of the
relationships between people and objects and the importance of the shared interest, through
social objects as a necessary condition for social media platforms to work.
Hence from the above I find it that most people are attracted to a social media because of its
simplicity, availability, accessibility and the number of users on such a network. He further
noted that the frequency and ease of use depends on how much a user can afford the
prerequisites which are mandatory to use such a network. While providing an easy and fast
way of communication between relatives who are separated by distance, many authors have

17
argued that Social media may also lead to conflict and disagreements between spouses, as
well as parents and their children. They may also compromise the health of adults and healthy
development of youth, putting at risk their personal identities and the unity of the family as a
whole Pempek et al., (2017).

2.3 Existing communication patterns among the students

This sub section highlights the various existing communication patterns among students .

2.3.1 Face to face interaction

Communication patterns among students vary from individual to individual depending on the
status quo of a person (McVicker, 2009). Online peer interactions are ubiquitous among
students with 90% of individuals’ ages 18–29 socially communicating through online
channels, most commonly Facebook and WhatsApp (Pew Internet and American Life
Project, 2013). These statistics, combined with the limitations described above of other
methods used to assess peer relationships, suggest the importance of assessing social
interactions in the online domain for students. In other studies perceived benefit is that the
Internet increases the possibility to contact peers, thus enhancing self-esteem and feelings of
well-being (Hartmann, M. 2006), Hennig-ThurauGwinner, Walsh, and Gremler (2014).
Further in regards to social networking, the Internet provides a virtual place to spend time and
share thoughts and objects with personal meaning, such as pictures and stories, and remain
closely connected with friends regardless of geographic distance (Biederman, 2008; Sheldon,
2006). Also, it is believed that individuals may feel empowered when using face to face to
establish relationships that provide information, mutual assistance, and support (Canu, 2016).
Finally, it was found that students with difficulties may use online relationships as temporary
bridges that bring them into safe and comfortable face-to face relationships (Wolak J,
Mitchell KJ, Finkelhor, 2013). All of these mentioned benefits to participants, especially
adolescents who are attempting to practice social skills and explore who they are as
individuals, add to the justification of including social media platforms into the current
developmental perspective.

2.3.2 Online interaction

Students may use online social communication differently than do their typically developing
student’s peers. Studies suggest that students with anxiety and depression symptoms

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(Nishimura, 2013), as well those who experience impaired face-to-face relationships (Wolak
et al., 2013), prefer online over face-to-face communication. Students with
anxiety/depression and poorer face-to-face relationships are more likely to engage with
strangers online as opposed to with people they also know in face-to-face contexts (Birnie&
Horvath, 2015; Subrahmanyamet al., 2017). The difficulties these students face in
establishing positive connections in person are theorized to motivate their preference for
online social communication methods and their seeking of connections with strangers online
(Wawike,2016). It was found that benefits of online interaction include that it provides a
means in which to learn the ability to relate to others, tolerate differing viewpoints, express
thoughts and feelings in a healthy way, and practice critical thinking skills (Hinduja&Patchin,
2008; Berson, Berson, &Ferron, 2002), In addition, Clavert (2002) states that communicating
with others on the Internet is an opportunity to explore self-identity and enhance self-
discovery. Majority of the existing research has correlated, at a single time point, individuals’
self-reported symptoms or social difficulties with their endorsed preference for online
communication and/or patterns of engaging with strangers online. However, one study found
that self-reported depressive symptoms at age 13 prospectively predicted emerging adults’
preference for online communication at age 20.

Theoretically Friendship quantity and the positivity versus negativity of the relationship are
historically considered to be key features of face-to-face friendships (Hartup, 2015), and we
translate these constructs to the online domain. It is thought that precisely because individuals
with psychopathology tend to have online interactions with strangers, these online friendships
are more likely to be fewer, as well as less close and supportive (Kraut et al., 2012; . Also,
individuals with impaired face-to-face relationships may play out the same negative patterns
online .In support of these ideas, research suggests that students with higher self-reported
symptoms of depression/anxiety, as well as those with few friends in face-to-face media
platforms, report having fewer friends online as well as more superficial interactions with
friends on Facebook and through instant messaging (Kraut et al., 2012).

2.4. Effects existing Social media platforms on students

2.4.1 Education of the students

The social media sites have gained popularity with the pace of time and due to their attractive
features the students are fascinated towards them Wolak et al., (2013). Many studies argue

19
against the notion claiming that due to the rapid popularity of social networking sites the
students tends to distract themselves from their studies endeavors but on the contrary it is also
developing friendly and social ties with the world that revolves around them (Kaddu ,
2016).Even as a purely social activity, Facebook has the potential to teach students about
appropriate citizenship in the online world. In his study about Facebook and motives for its
use Sheldon (2016) found out that students on many social media platforms 55.4% use them
for a purpose of entertainment while 15% to 25% use social media platforms for the purpose
of seeking knowledge. In terms of gender division among students, male users are more as
compared to female users wherein male users generally derive knowledge based information
from these sites (Li, 2013).

Most studies agree to the fact that most of the students use these sites due to influence of their
friends and just because their friends have been using and accessing these sites and social
media issues and concerns range from student’s privacy, safety, time consumption, health
issues, psychological wellbeing and academic performance. Further, people communicating
on social media are expected to be more willing to share knowledge with similar others than
with dissimilar others for several reasons. First of all, people feel more comfortable and safer
when they interact with similar other people because interpersonal similarity reduces
uncertainty (Brewer and Brown 2001, Hewstone et al. 2002). For example, Cross and Sproull
(2004) found that people feel more comfortable asking dumb questions to explore unknown
areas when their communicating patterns are similar than when they are dissimilar.

2.4.2 Changing mindsets of students on social issues

Many studies elucidate that male students spend more time as compared to women on social
networking sites to review these social issues and yet female students are very sensitive to
issues like these existing in the world. The students take active participation and also raise
their voices in order to express their opinions and views on social issues being discussed on
these sites. According to Canu et al., ( 2016 ) &Caers ( 2013)in their independent studies
found out that even though the students reciprocates to these events they still do not take up
discussions beyond web and forget about them once they sign off. Thereby, these sites prove
to be a boon to the students in terms of spreading awareness about these issues that arise.
Many studies , Valkenburg, Wolak , Mitchell ( 2013), Finkelhor (2013)agree to it that the
effect of social networking sites on the students and justifies that no significant effect of these
sites are found to hamper their studies but there is no clear balance of its usage. Students do

20
not realize as to when and where to use these social networking sites and are witnessed using
them in areas such as lecture halls while lectures are going on and also during study and
reading hours of their work schedules (Caers, 2013. This incorporates the suggestion to youth
in order to efficiently allocate their time and reschedule their timings to face terms with what
needs to be done.

2.5 Synthesis of literature and Research gap

Because of social media’s rapid climb in the recent years, researchers have not been able to
integrate the new technologies into their wide scope of activities. This is evidenced from the
little research showing universities trying to implement the social media phenomenon into its
communication. When technological advancements are made, the residual impact of social
media on society’s young generation is of valuable importance to researchers in the social
work field. Left unattended, the lack of skills to effectively communicate and resolve
conflicts in person may negatively affect behavior and impair the ability to develop and
maintain relationships.

The literature above mainly is qualitative in nature, it doesn’t show clearly the exact
relationship between social media as a form of communication and it doesn’t clearly point out
the relevant aspects of social media and the pressing issues of interaction as an
interdependent mode of communication. By assessing the relationship between social media
and students day to day lives tis research seeks to make a contribution to the knowledgebase
which will be useful in social work and beyond.

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 Chapter three: METHODOLOGY

3.1. Introduction
This chapter deals with the how the research was carried out, the place where the research
was carried out and it was the time the research took place. Basically this chapter includes the
research design, population of the study, sample size and selection procedures, data collection
methods data analysis, ethical considerations and challenges or limitations that was
interfaced.

3.2. Research design

The research was cross sectional survey and it employed a mixed methods approach using
both qualitative and quantitative methods of data collection to understand the influence of
social media use on other communication patterns of students. The unit of analysis was
students. The data collection methods employed use of questionnaires. The research design
that was used for this study was a cross sectional survey that gathered both quantitative and
qualitative data. This was provided data which measured the respondents’ attitudes and
behaviors about social media use.

3.3. Study population and area of study

The study covered both primary participants who were students both male and female that
may have either access or no access to social media platforms and secondary participants who
include UCC representative, lectures and student leaders. The target population was 84
students and 5 key informants.
They were selected randomly because they were deemed able and in position to be included
in a topic of study as the may be directly or indirectly affected by the problem and thus
deemed reliable to provide information due to their experiences. The study was carried out at
the school of social sciences at Makerere University.

Table 1: Respondent’s representation

Respondents Number

22
 Primary respondents (students) 84
Key informant (lecturer ) 5
Total 89

(Source , field 2018)

3.4. Sample size and selection procedure
The study employed a random sample selection procedure where by study participants were
selected randomly every respondent was given equal chance of participation i.e no gender
biasness.

The sample size was generated from the population parameter estimate formula,

n = Z2α/2 p*q
e2
where,

n-total sample size to be selected.

Z-standard Z-statistic of normal distribution.

α-level of significance.
P-proportion of students at the school of social science assumed to be 0.2.

q = (1-p).

e-maximum probable error the researcher was willing to tolerate. The precision level meant
to be achieved is, e =0.0826. = 0.083

sample size, n = (1.96)2*0.2*0.8 = 89.3 = 89 respondents.

(0.083)2

Hence the targeted primary respondents were for the study was 89 study participants. For key
informants purposive sampling method was used, students and key informants at the school
of Social Sciences of Makerere University was chosen due to their practical access and their
likely experience of the research topic.

23
3.5. Data collection methods and tools
This study employed structured interviews as a method of data collection. The data collection
tool was the use of self-completion questionnaires for the primary participants of the
research. There was the use of key informant interviews whereby the key informants were
lecturers, parents and student leaders who gave their insight on the role of social media use
on communication patterns of the students.
3.7. Data analysis
After data collection, all questionnaires were crosschecked very well in order to ensure that
all the research questions were answered. The approaches to the exploratory data collected
focused on analysis of both qualitative and quantitative data.

Quantitative data: the researcher employed a univariate analysis where data was coded and
entered in to data base and analyzed using software packages social scientists (SPSS). Data
was then imported into excel sheet where tables and graphs were interpreted and hence
analyzed.

Qualitative data: Themes developed and then effort were taken to see if there existed a
correlation between the identified themes and the research questions as well if the data
collected resonates with the theory at hand that there is a strong relationship between social
media use and other communication patterns.

3.8. Ethical consideration

The researcher was aware of privacy and social media ethics since it is sensitive subjects and
therefore observed and adhered to strict ethical conduct throughout the study. Before carrying
out the interviews, preliminary meetings and online discussions were held with the
prospective participants where the researchers explained the nature and purpose and
academic nature of the study and informed respondents that their participation was entirely
voluntary and it was within their rights to withdraw from the study at any time without
having to give any explanation.

The respondents were also assured that the information they would give would be treated
with strict confidentiality and that they would remain anonymous. They were informed that
information would be used only for academic purposes and not for any other purposes.

24
3.9 Challenges and / Limitations
Financial constraints which arose due to daily movements from the place of residence to meet
the respondents in their homes, offices, hospitals and workplaces, moving with them to
hospitals. This was costly yet the finances were limited which hindered me from getting some
crucial information in case I couldn’t make to the field.

The existing instruments used in this study were modified slightly to represent a Social media
communication, which could limit the generalizability of the results outside of the study
population and sample used in this examination.

The sample comprised only undergraduate students from School of Social Sciences of
Makerere University which could have limited the generalizability of the finding

The period for data collection coincided with the busy schedules of key informant
respondents and they had little time for the researcher’s interviews. This slightly affected key
informant respondent’s output and hence research finding.

The structured questionnaires used were sometimes misunderstood and in most cases affected
the true reflection of findings.

25
 Chapter 4: FINDINGS AND DISCUSSION

4.0 Introduction

This chapter presents and discusses the key findings from the study that aimed at
examining the effects of social media usage on other communication patterns. The study
data collection was in line with the study objectives namely;

1. To determine the extent or magnitude of social media use among students

2. To describe the communication pattern of the students
3. To describe the effects of social media on the available communication patterns

4.1 Demographic Representation of Respondents

These include sex of respondents, Age range of respondents, Religious

Affiliations, social media platforms frequently accessed and the reason given for the
frequent use of the given social media platform.

Table 2: Demographic representation of respondents

Category Frequency Percentage %

Gender

Male 32 38

Female 52 62

Religious affiliations

Catholic 19 17

Anglican 31 39

Pentecostal 14 14

26
Muslim 12 30

Others 8 17

Respondent’s ages

Below 19
13
15
20-23
37
44
24-26
21
25
Above 27
13
15
Year of study

Year one
14
17
Year two
26
31
Year three
44
52

Respondent’s gender

From table 21 above, the study involved both male and female students at the school of
Social Sciences Makerere University who normally use social media for communication. Of
the 84 primary respondents interviewed, majority of the participants were females 62 % while
the males were 38%.

Religious affiliations

As indicated in table above the findings revealed that 37% of participants were Anglicans, 14
% , Muslims, 17% Pentecostal , while 23 % of the respondents were Catholics the
demographic is as shown in the figure below: This implies that the religious level among

27
students is moderate thus most of the respondents have knowledge about religious faiths.
The religious demographics help the research project the behaviours of various respondents
basing on religion

Participant’s ages

The study found out that most of the respondents were I the age bracket of 20-23 years
(44%), followed by those who were between 24 -26 year and those who were above 26 years
were 15% of the total number of respondents. social media affects every age group with much
higher increase rates for the age groups over 20-23 (Hubspot, 2012). Also, when looking at the
average hours per week spent on online activities, the researcher definitely found out a correlation
between age social media use per average hours per week spend on Social Media.

Participant’s year of study

The study involved undergraduates at school of social science who had access to any social
media platform. The study found out that out of the total number of respondents considered
majority of them (52%) were in year three, this was partly attributed to the fact that the
researcher herself was in year three which made it easy for her to access the year three
respondents.32% of the respondents were in year two of their study and lastly 17% of them
were in year one of their study.

28
4.2 Objective one: Extent of social media use among students

4.2.1 Respondent’s social media usage

The frequency and rate of social media usage from the findings was found to vary with a
good Number the Respondents Indicating that they Use Facebook (36%) more for
communication than other social media platforms,25% (21 of 84) respondents indicated that
they are normally occupied with whatsapp , 13% use snap chat , 14.3% use instagram and
7% use other networks like Pouncer , Badoo, linkelidin, AOLetc.

However it was also noted that its common practice for an individual to be using more than
one social media network. This was common especially between Facebook and whatsapp,
Facebook and tweeter and tweeter and linkelidin.

35
30
30

25
21
20

15
12
11
10
6
5 4

0
Facebook Instagam Pinterest whatsapp Snapchat others

Figure 2: Respondent’s social media usage

4.2.3 Reasons for communication using social media.

Findings from the data collected indicated that indicated that 41 respondents indicated they
use social media majorly for entertainment and leisure , 22 of the study participant indicated
they use social media for education purposes especially during study periods when they

29
share notes and other assignments , 7 of the 84 respondents use social media for appointments
, 3 of the 84 use social media for business while 11 out of the total population sampled use
social media for others communications in various fraternities like fellowships etc.

45 41
40
35
30
25 22
20
15
10 7
5 3
0
Education Entertainment Appointments Business others

Figure 3: Respondent’s social media usage

The commonest reason given for the use of social media was its easiness in use (49%) ,
availability(35%) and other varying reasons like the easily accessible wifi at campus ,
numerous number of peers on social media etc.

As its illustrated in the figure 6 below when asked the question of how long the respondents
have used social media, the participants had varying responses with those who had used it for
3 years being 36(43%), those who had used it for two years were 26 of the total number of
respondents (31%), respondents who reported to have used social media for more than 3
years less than 1 year were 5% and 13% and lastly those who had used social media and left
it then came back to its usage were 7 respondents a representation of 8% of the total
respondents.

From the data collection the researcher found out that most of the student 78 (93%) utilize
social media for the interpersonal communications amongst their peers. While the remaining
seven percent uses it for passing over communication and reading of gossip around the field
of entertainment and when asked the question of whether the use of social media has reduced
or increased over times most of the respondents (63%) indicated that there usage of social
media has increased over time while as (22%) indicated that it has reduced due to the rising

30
needs of various students like work, academics, etc. and 13 respondents (15%) social media
usage trend is relative and greatly dependent on the available duties and responsibilities of a
particular respondent.

Percentage usage
40
35
30
Frequency

25
20
15
10
5
0
less than More than
2 years 3 years others
one year 3 years
Frequency 26 36 11 4 7
Percentage 31% 43% 13% 5% 8%

Figure 4: Extent of social media use among students

The above data was reinforced by a key informant who said that it’s common for students to
engage on social media given the changing trends in communications. From his own words
he had this to say:

“It’s common for students to be on social media even during lecture times.
Some will cart with their friends in the presence of the lecturer and
sometimes use these platforms to chat during tests and quizzes” (Key
informant lecturer, 2018).

Above is a statement which summarizes the extent and use of social media by
students especially in this changing Dot.com era. It’s common for students to spend at
least 70% of their free time on social media and not involving in any verbal face to
face communication with their peers.

31
4.3 Objective Two: Communication pattern of the students
There are a number of communication patterns besides social media which students use to
communicate to each and between their seniors. These communications like verbal face to
face interactions are key in promoting interpersonal communication for the daily lives of
students.

Other communication pattern usage

From the data collected in the field, revealed that face to face interaction is ahead of other
communication patterns 37( 44% of the total respondents ) followed by phone calls 32%,
emails , 8% emails , 4% letter writing and 8% other communication patterns like , memos ,
adverts, brochures etc.

Frequency
40
percentage

20

0
Frequ Perce
ency ntage
Face to face interactions 37 44%
Letter writing 3 4%
Emails 8 10%
Phone calls 27 32%
Others 9 11%

Figure 5: Other communication pattern usage

The above statics from the study clearly indicate that despite the prevalence of the use of
social media some communication patterns are still relevant and though to a small extent they
are still; being used.

The above statistics were supported by a male key informant lecturer who said:

“There are many other communication patterns which are use especially by
students. One of them is the face to face interaction especially by students
during discussions and their own social interactions. These though now
lessened by the advent of social media are so essential in the intellectual and
academic lives of students.”(Key informant lecturer, 2018).

32
The above key informant clearly elaborated how other communication patterns
among students are so important for their day to day lives.

The study revealed that Interpersonal relationship satisfaction determines the usefulness of
the communication, its content, and future interactions. 70% of the respondents revealed that
Feeling satisfied in a close relationship invites further communication and a sense of comfort
with the interaction. Further 45% of those respondents argued that feeling satisfied in a
communicative setting leads to immediacy, closeness, and an increased level of self-
disclosure with a relational partner. This led to the researcher defining relationship
satisfaction among students as “the degree to which an individual is content and satisfied with
his or her relationship”

Almost all of the respondents 97% agreed that the degree of relational satisfaction is high, the
more likely the relationship will be successful and lengthy, as a face-to-face or online dyad
Predictors of relationship satisfaction identified by the researcher included include perceived
similarity, commitment, intimacy, trust, communication satisfaction, and attribution
confidence

33
4.4 Objective three: Effects of social media on the available communication patterns

This objective was analyzed on 5 scale of 1.Strongly agree, 2 Agree, 3.NeitherDisagree/

agree, 4, Disagree, 5 strongly disagree that social media negatively affects other
communication patterns.The Likert scale and the result from the SPSS analysis showed a
negative correlation between frequent social media usage and other communication patterns.

Table 4.4: Correlations between Social media usage and Communication patterns

Social media Communication

usage patterns

Pearson Correlation 1 -.120

Social media usage Sig. (2-tailed) . 246
N 84 84
Pearson Correlation -.120 1
Communication patterns Sig. (2-tailed) . 246
N 84 84

The Pearson’s value (r) -.120 lies a way from zero (0), meaning that the relationship between
Social media usage and Communication patterns is statistically significant, but this result lies
on the negative meaning that an increase in Social media usage automatically reduces the
availability of other Communication patterns.
The P value .246 is not less than or equal to 0.05, the researcher accepted the hypothesis.
That implies that social media usage negatively correlates to other communication patterns
meaning that with an increased use of social media there is a decrease in the utilization of
other communication patterns.

The above relationship was summarized by a lecturer who had this to stay:
“Since time immemorial nothing can replace face to face interaction,
however much humans invent which technology the human nature will
always yearn for the face to face interactions. Other communication patterns
where face to face interactions fall and others like writing, letter writing,
memos etc. are highly affected by extensive usage of social media. Issues to

34
 do with right spellings, correct grammar are highly impaired by the
continued use of social media.” ( KII, lecturer, 2018)

Above is a summary of how social media which include, Facebook, whatsapp interest etc.
affects the communication patterns which they found in place

Social Media is a media which focuses on people, not products (Diamond, 2008). For
students, they provide the content, and this is the reason why Social Media over use is so
scary and challenging for policy makers. They do not control the content on social media
content anymore. Negative word-of-mouth can be spread worldwide in a couple of minutes
only. With the explosion of Internet-based messages transmitted through the Social Media,
they are now a main factor in influencing many aspects of communication patterns of
student’s behaviour, such as awareness, consideration, information gathering, opinions,
attitudes evaluation etc.

35
4.5 Discussions

Social media opens communication between two or more people who know each other to
make the most of their existing mutual friendship base. The great comes from communication
potential of social media to bridge boundaries and to connect otherwise unconnected people.
This great potential, however, might be an illusion, because social media, paradoxically, also
has the potential to fragment other forms communications.

36
 Chapter 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction
This chapter comprises of the discussions, conclusions and recommendations of the study
which are based on the objectives of the study.
Summary of key findings

5.1.1 Objective one: Forms of social Medias normally used by students

From the findings there are various forms of social media that are used by students. Above it
can be seen that the researcher during the whole study consciously avoided focusing, or
restricting the discussion to any particular type of social media platform. From the study it
was revealed that most students used Facebook platforms for social media communications
and this was followed closely WhatsApp then other many social media platforms followed.
The reason given for the frequent use of social media were relative to individual students
depending son accessibility , ease of use and the number of peers using such a social media
platform.
This is in line with the finding by Ellison, Steinfield, and Lampe (2007), that social
networking may be used to strengthen relationships that already exist and can enhance the
feelings of closeness to others. The studies are in line with various studies including that
carried out by Hitwise (2008), where he noted that Facebook.com is the second most visited
website in the UK. This is true Because it incorporates diverse knowledge of components is
associated with less flaws (Fleming 2001), In their attempt to define social media, Mangold
and Faulds (2009) adopt Blackshaw and Nazzaro’s (2004) definition of consumer-generated
media: “a variety of new sources of online information that are created, initiated, circulated
and used by consumers intent on education each other about products, brands, services,
personalities and issues.” (Blackshaw and Nazzaro 2004, p.2).
Haven (2008) suggests that social media key elements are not entirely new as features of
sharing, connecting, opining, broadcasting and creating has been long in our lives, but there
are several characteristics of new technologies and behaviors that set them apart from the
past. Social media creates for itself; audiences for the common person having no boundaries
of tribe, family, friends, neighbors, or the local community. According to (Haven, 2008),

37
Today’s social media communication technologies provide scale and enable anyone to reach
a global audience.

5.1.2 Objective two: communication patterns available to students

Successfully maneuvering through life requires attaining a set of skills, for example the
ability to communicate with others and work through conflicts that are acquired through
different avenues during a person’s developmental journey.
From the study it was noted that various communication patterns exist among students with
the one notable being face to face interaction as the majorly used communication pattern
followed by telephone and emails which are frequently used by students. Smart cell phones
have been engineered over the past years to accommodate the demand of texting, such as
offering a full QWERTY keyboard, and many cell phone carriers offer plans that contain
unlimited texting. The study revealed that the letter writing also almost nonexistent and
almost only limited to official communications involving the juniors and the seniors. Prior to
the technological revolution and creation of personal computers and cell phones, relationships
were typically developed and maintained by means of face-to-face interaction and verbal or
written communication.
The findings are in line with what Chung and Asher (1996) and Rose and Asher (1999)
regarding conflict resolution in interpersonal communication, have argued that responses to
hypothetical situations involving conflict are similar to responses observed during real-life
Conflict.

5.1.3 Objective three: effects of social media on available communication patterns

There are numerous effects of social media on other communication patterns ranging from
personal effects to group effects. From the findings the extreme social media usage may
make other communication patterns to be almost irrelevant .the study also found out that due
to the ease of social media with to correct key boards , spellings suggestions makes student
users even to forget the smallest of spellings and hence rely so much o the phone for
spellings. This way reported by a key informant interviewee (lecturer).
Internet sites, AOL and Facebook, allow groups of users to connect with other groups, users
engage in group forming activities that are comparable to face to- face groups (Giffords,
38
2009). According to Ellison, Steinfield, and Lampe (2007), social networking sites on the
Internet may be used to strengthen relationships that already exist, therefore acting as a
bridge between the online and offline worlds (Perez-Latte, Portilla, &Blanco, 2011).
A study by the UCC revealed that the potential attached meaning to these virtual
relationships and the possibilities that human interaction may become volatile and
unpredictable, it is of explicit interest to investigate how users, specifically adolescents and
young adults, manage to communicate and resolve conflicts within these communities.
With an overwhelming trend among adolescents and young adults toward the reliance on
technology for communication, it is speculated that the decline of face-to-face interaction will
result in decreased ability to handle real-life conflicts. In analyzing data from a study of
adolescents with close online relationships, it showed that a disproportionate number reported
high amounts of conflict with their parents as well as low levels of communication with their
parents (Wolak et al., 2003). In another study, adolescents who engaged in online

39
5.2 Conclusions

The study has revealed that being adolescents and young adults, the sampled students are still
maturing and forming the ability to attain and implement communication through social
media use on an interpersonal level. It is important that their participation in social media
activities be observed. Communication patterns and the ability to communicate well may be
enhanced by texting or using Facebook, depending on the individual situation. In the case of
social media hindering the ability to effectively communicate and resolve problems other
interpersonal with others, an intervention may be appropriate. For incorporating
communication and social media communication to be successfully attained, it is critical that
social workers work closely with these clients and assist them in incorporating what they
learn into areas such as school, family, and peer relationships. This study utilized a specific
population in order to look at the use of social media and its effects on other communication
patterns. As social media continues to be a tool often used to communicate with others, it
would be appropriate to conduct further research to determine the long-term effects of social
media use on individual students and their interpersonal relationships. From our study, we
can see that social media users do not feel unsatisfied with their interpersonal relationships,
but instead feel that the accessibility of social media can be used to improve relationship
satisfaction with more frequent interaction.

40
5.3 Recommendations

Counselling should be provided social media addicted students on the dangers of over use of
social media, this will unknowingly promote there other communication patterns. The
counseling will aid in mediating the relationship between social media use and the aspects of
social involvement and psychological well-being. Therefore from the study there’s a strong
need for teachers, counselors and other social workers to develop new curriculum and
specific treatment modalities that address any negative effects of social media and
communication pattern impairment. These new interventions may be incorporated into
existing services and delivered to a group.

A new curriculum should be developed which incorporates social media use in to the
academic works. This will encourage students who spend more time on social media to be as
active with academics as they are on social media.

Further research should be carried out to examine the impact of social networking on the
specific skills of communication and conflict resolution. This researcher believed, based upon
professional experiences and observation, that this topic needed further investigation Data in
the line with social media versus any other variable is scarce hence therefore; more research
is needed in this area to add unto the already existing literature.

41
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APPENDICES
Appendix 1; Questionnaire
Hello, my name is IHUNDE JACKLINE a APPENDIX 1: Questionnaire study topic:
third year student of Makerere University pursuing a Bachelor’s degree of social work and social
administration. Iam conducting a study titled: “Role of social media on other communication
patterns of university students, a case study of social science student of Makerere university.“As
part of my under graduate research you have been by selected random sampling to take part in the
study. The information gathered will remain confidential and I will not reveal your course, name or
information that can identify who you are. I hereby ask for your consent to be interviewed.
Demographic particulars

Gender
 Male
 Female

Age in years ……………………

Religious affiliation
 Catholics
 Anglicans
 Muslim
 Pentecostal
 Others specify ………………………….
Year of study …………………………………………
Objective one

1. Do you currently use any social media platform?

 Yes (Skip to question 4.)  No

2. Why don't you use any social media platform?

 I don't have a smart phone  Naive/ ignorant about social

 I don't have a laptop

media

 It is expensive
 Others (Specify)
.................................................
 it is time consuming

3. Do you intend to use social media in the near future?

45
  Yes  No  Maybe
4. What Social media platform do you currently use? (Indicate with numbers how often you use
each:1-Very often, 2-often, 3-rarely)tick multiple choices

 Facebook ...............................................................

 WhatsApp ...............................................................
 Twitter ...............................................................
 Instagram ...............................................................
 Snapchat ...............................................................
 Pinterest ...............................................................
 Telegram ...............................................................
 others (Specify) ...............................................................
5. When did you start using social media
 Less than 6 months ago  less than 2 years
 Less than 1 year  less than 3 years
 More than 3 years (specify) ................................................
6. With who do you use social media (tick multiple responses )?
 Friends  Family
 Others (Specify) ...................................................................
7. Do you use social media to communicate with fellow students?
 Yes  No
8. What do you use social media for (tick multiple responses )?
 Educational  Political
 Entertainment  Business
 Others (specify) ................................................................................
9. On average, how long do you spend on social media in a day?
 Less than 1 hour  2-6 hours
 1-2 hours  7-10 hours
 more than 10 hours

10. Looking back, would you say the time you spend on social media has increased, decreased
or remained constant?
 Decreased  Constant
 Increased

Objective two.
1. What other communication patterns do you know of?
a. Verbal face to face interactions
b. Letter writing
c. Emails

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 d. Phone calls
e. Others

2. What communication patterns do you normally use on daily basis (tick multiple responses)?

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  Verbal face to face interactions
 Letter writing
 Emails
 Phone calls
 Other (Specify)
2 Are you still using these communication patterns?
 Yes
 No

3 Following your introduction to social media, would you say your use of other communication patterns
has changed?

 Yes, it has increased

 Yes, it has decreased
 No, it has remained constant

4 How, if at all, has the use of social media affected your social life (tick multiple responses)?
 Reduced time spent with friends and family
 improved my level of self-expression
 Has brought in a new wave/way of managing emotions such as anger, joy.

Objective three: The following below are statements pertaining the use of social media and its role on
communication patterns.
NB. Mark each item / statement with a tick in the appropriate block, use the scale indicated below
1. Strongly agree, 2. Agree,3. Neither disagree/agree,4. Disagree,5. Strongly disagree

NO Remark 1. Strongly agree, 2.agree, 3.neither

disagree/agree,4.disagree,5.strongly
disagree
1 Social media isolates me from my family and friends 1 2 3 4 5

2 I prefer using social media than face to face conversations 1 2 3 4 5

3 I prefer to use social media as it helps me to avoid talking to 1 2 3 4 5

some people

4 Social media is more time consuming as compared to face to 1 2 3 4 4

face interactions

5 I have more friends on social media than else where 1 2 3 4 5

6 I communicate with more people on social media than face to 1 2 3 4 5

face interactions

7 I am comfortable with communicating on social media than 1 2 3 4 5

face to face communication.

Thank you for your participation.

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Appendix 2: Key Informant Interview guide.
Role of social media use on the communication patterns of students at Makerere University at the
school of social sciences
Interview date………………………………………………..………….

Location of the interview………………………………………………..

Name of organization……………………………………………………

Contacts…………………………………………………….……………

Age of respondent……………………………………………….………

1. Do students usually use social media at the school of social sciences?

Yes ☐ No ☐

2. If no, do you know of any student that uses social media?

…………………………………….…………………………………………………………………

…………………………………………………………………………………………………………

3. How often do students use social media from the school of social sciences?
…………………………………….…………………………………………………………………

……………………………………………………………………………………………….……..…

4. How do you define social media?

…………………………………….…………………………………………………………………
………………………………………………………………………………………………………

5. How do you define other communication patterns?

………………………………………………………………………………………………………
………………………………………………………………………………………………………

6. Do social media play a role in students’ communication patterns?

………………………………………………………………………………………….……………
………………………………………………………………………………………………………

7. How would you describe student’s use of social media to other communication patterns like face
to face communication?
………………………………………………………………………………………….………………

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………………………………………………………………………………………………………

8. How often do you think students use social media alongside other communication patterns?
…………………………………………………………………………………………………………

………………………………………………………………………………………………………….

9. How do social media affect your other communication patterns of the students?

………………………………………………………………………………………………………….
………………………………………………………………………………………….………………

END OF INTERVIEW

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