Gabriel Ojochenemi Victoria Project 19MC1075

ASSESSING THE EFFICIENCY OF SOCIAL MEDIA IN COMBATING GENDER
INEQUALITY: AMONG STUDENTS OF PRINCE ABUBAKAR AUDU UNIVERSITY
ANYIGBA, KOGI STATE.
BY
GABRIEL OJOCHENEMI VICTORIA
MATRIC NO: 19MC1075
A PROJECT WORK SUMMITTED TO THE DEPARTMENT OF MASS
COMMUNICATION, FACULTY OF SOCIAL SCIENCES, PRINCE ABUBAKAR AUDU
UNIVERSITY, ANYIGBA IN PARTIAL FULFILMENT OF THE REQUIREMENTS
FOR THE AWARD OF BACHELOR OF SCIENCES (B. Sc.) DEGREE IN MASS
COMMUNICATION.
NOVEMBER 2022
i
DECLARETION
I GABRIEL OJOCHENEMI VICTORIA, with the MAT. NO. 19MC1075 do declare that this
project work is original and entirely my work, but Information, deduction and contribution
derived from other sources and authors were fully acknowledged.
_____________________ _____________________
GABRIEL OJOCHENEMI VICTORIA DATE
(19MC1075)
ii
APPROVAL
This project work titled assessing the efficiency of social media in combating gender inequality.
A study on the students of PAAU, has been examined and approved as meeting partial
requirements for the award of Bachelor of science (B.Sc.) Degree in Mass Communication,
Prince Abubakar Audu University.
________________________ ___________________
Rev. Fr. Damian Amana Date
Project Supervisor
_______________________ ___________________
Dr. Chris Attah Date
Head of department
__________________ ___________________
External Examiner Date
iii
DEDICATION
This project work is dedicated to Almighty God, the maker of everything that has ever existed
and to my family and lovely parents Mr and Mrs Ahiaba Gabriel, for bringing me in the right
paths to follow in life.
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ACKNOWLEDGEMENT
All praise to God, the most compassionate and ever magnificent for his love, mercy, favor upon
my life and for the gift of wisdom through my stay in school and through this research work.
My sincere appreciation goes to my supervisor Rev. Fr. Damain Amana for his patience,
encouragement and immense contribution towards the success of this work, thanks for being a
supervisor, a father and a big brother through this research work. May God almighty reward you
abundantly.
My appreciation goes to the head of the department Dr. Chris Attah for his fatherly guidance and
leadership role in the department and all my lecturers I will not fail to thank you all, Fr. Damian
Amana, Dr. Onakpa Muhammed, Dr. Fidelis Otebe, Dr. Victoria Anum, Dr. Agbana Olubunmi,
Dr. Comfort Ogwu, Mr. James Illah and Mr. Anderson Unwuchola, who groomed me and gave
me a vast intellectual understanding. God bless you all.
I am grateful to my Dad Mr. Ahiaba Paul Gabriel for his love, support, encouragement and also
my Mum Mrs. Rhoda Micheal Gabriel for being there for me through every difficulty, thanks ma
for always being my shield may God reward you both greatly. My gratitude goes to my amazing
siblings Ojochegbe, Eleojo, Ufedo,Ojima_ojo and Chubiyo Comfort for their love and support.
My appreciation goes to my Uncles, Auntie, VOJ, Candy, Lala, Omotoyosi, Blessing Joel
Samco, OMA BABA Eazi, ZEDEK PETER for proof-reading my work, so many not
mentioned here for their love and care.
I will not fail to acknowledge my father in the lord Pastor victor Andrew, pastor Timothy
Nkenchor and the existence of Redeem Christian Church of God where I served and worship
throughout my stay on campus, I have never been more grateful in my life.
To all my course mates 19MC's we've been through tough times, fun times and other times. My
appreciation also goes to PAAU and authors whose ideas, work and reflection were cited in
drafting this work.
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TABLE OF CONTENTS
TITLE PAGE.................................................................................Error! Bookmark not defined.

DECLARETION.............................................................................................................................ii
APPROVAL...................................................................................................................................iii
DEDICATION................................................................................................................................iv
ACKNOWLEDGEMENT...............................................................................................................v
TABLE OF CONTENTS...............................................................................................................vi
LISTS OF TABLES.....................................................................................................................viii
ABSTRACT...................................................................................................................................ix
CHAPTER ONE..............................................................................................................................1
1.1 BACKGROUND OF THE STUDY.....................................................................................1
1.2 STATEMENT OF THE PROBLEM....................................................................................4
1.3 OBJECTIVES OF THE STUDY..........................................................................................5
1.4 RESEARCH QUESTIONS..................................................................................................6
1.5 SIGNIFICANCE OF THE STUDY..........................................................................................6
1.6 SCOPE OF STUDY..................................................................................................................8
1.7 DEFINITION OF TERMS........................................................................................................8
CHAPTER TWO.............................................................................................................................9
2.1 INTRODUCTION.....................................................................................................................9
2.2 THEORETICAL FRAMEWORK.............................................................................................9
2.2.1 SOCIAL LEARNING THEORY...........................................................................................9
2.2.2 GENDER PERFORMANCE AND FEMINIST THEORY.................................................11
2.3 REVIEW OF RELATED LITERATURE...............................................................................13
2.3.1 CONCEPT OF GENDER INEQUALITY...........................................................................13
2.3.2 EFFECTS OF GENDER INEQUALITY.......................................................................16
2.3.3 THE ROLE OF SOCIAL MEDIA (FACEBOOK) IN COMBATING GENDER
INEQUALITY...............................................................................................................................19
2.4 EMPIRICAL REVIEW...........................................................................................................21
CHAPTER THREE.......................................................................................................................24
3.0 INTRODUCTION...................................................................................................................24
3.1 RESEARCH DESIGN.............................................................................................................24
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3.2 POPULATION OF THE STUDY...........................................................................................24
3.3 SAMPLE SIZE/PROCEDURE...............................................................................................25
3.4 SAMPLING TECHNIQUES...................................................................................................27
3.5 METHOD OF DATA COLLECTION....................................................................................29
3.6 RESEARCH INSTRUMENT..................................................................................................29
CHAPTER FOUR.........................................................................................................................31
4.1. INTRODUCTION..................................................................................................................31
4.2 DATA PRESENTATION AND ANALYSIS.........................................................................31
4.3 DISCUSSION OF FINDINGS................................................................................................44
CHAPTER FIVE...........................................................................................................................47
5.1 SUMMARY.............................................................................................................................47
5.3 RECOMMENDATIONS.........................................................................................................48
REFERENCE................................................................................................................................50
APPENDIX....................................................................................................................................51
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LISTS OF TABLES
TABLE 1: Sex distribution of the Respondents.........................................................................31

TABLE 2: Age Distribution of Respondents.............................................................................32
TABLE 3: Marital Status Distribution of Respondents.............................................................32
Table 4: Departments.................................................................................................................33
TABLE5: Faculty.......................................................................................................................34
TABLE 6: Are you aware of gender base violence and abuse on social media?.......................34
TABLE 7: If yes, which of the following forms of gender inequality or abuse have you come
across on social media?..............................................................................................................35
TABLE 8: Do you see social media as a platform for reasonable gender conversations?........35
TABLE 9: Gender Inequality on social media is mostly suffered by which gender?...............36
TABLE 10: Do you think gender inequality discuss on social media is worth it......................36
TABLE 11: How often do you access social media?.................................................................37
TABLE 12: Do you have gainful gender inequality discussions on social media?...................37
TABLE 13: Do you have access to social media platforms?.....................................................38
TABLE 14: Has gender inequality gain enough exposure through social media?...................38
TABLE 15: How well is audience and gender inequality engagement.....................................39
TABLE 16: Will you encourage frequent use of social media for inequality talks?.................39
TABLE 17: Do you think social media in curbing gender inequality has been effective?........40
TABLE 18: Social media has a key role in shaping issues, does equalizing and promoting
leadership abilities of both gender curb inequality?..................................................................40
TABLE 19: Is social media a relevant tool for massive mobilization of gender equality?.......41
TABLE 20: Social media serve as information platform that facilitate finding employment,
does bringing equality in terms of job opportunity solve gender inequality?............................41
TABLE 21: Are there better ways social media can be used to curb gender inequality............42
TABLE 22: Is social media difficult to access?.........................................................................42
TABLE 23: If so, what type of challenges do you face.............................................................43
TABLE 24: Social media is difficult to use in relation to other media outlets?........................43
TABLE 25: Does social media time dedicated align with the benefits derived?......................44
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ABSTRACT
The research work was carried out to access the efficiency of social media in combating gender
inequality and it effect on the society. The major objective of the research work was to determine
if gender inequality exist in Prince Abubakar Audu University. In this study, two theories were
used, the social learning theory and gender performance and feminist theory. The study adopted
survey method and questionnaire was used to elicit information. Cochran formula was used to
calculate the sample size and multi-stage sampling method was adopted. 377 questionnaire was
distributed and 340 was retrieved and it was analyzed through simple frequency table. From the
findings the study reveals that majority of the respondents exist and has negative effect on
student and country at large. The respondent believe that social media can be used as a tool in
combating gender inequality.
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CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Equality between the sexes has dramatically increased across the last 150 years. From the
suffragist movement in the United States in the late 1800s to the United Nations’ on-going human
rights campaign for women legal and social changes have led to increased professional and social
opportunities for both men and women. Now that logging on to social media has become a daily
activity for so many global citizens; researchers are examining how men and women engage in
these online activities as well as how such engagement impacts equality between the sexes. In
recent times, social media serve as sites of socialization into traditional gender roles as well as
sites to enact equality. One theory that allows understanding of how online venues provide
opportunities for individual users to enact gender equality is Performance Theory. If users perform
gender online, they have opportunities to engage in a wide variety of performances from
traditional sex role behaviours to widely divergent ones.
According to the Merriam Webster online dictionary, gender inequality can be referred to as the
unequal treatment or perception of individual based on their gender. It arises from difference in
socially constructed gender roles as well as biological through hormonal difference. However,
Arnesen (2006) believes that the transformation of gender relations since the beginning of the 20th
century is one of the most rapid profound social changes in human history. For more than 7,000
years of human history since settled agriculture and early states emerged. Male domination has
characterized the gender relations of these societies and their source. Even at the beginning of the
20th century, men and women were generally viewed as occupying sharply different roles in
1
society: a woman's place was in the home as wife and mother; the man's place was in the public
sphere. Men had legal power over the lives of their wives and children, and while wife beating
was never strictly legal in Nigeria, it's practical legal status was ambiguous and perpetrators of
domestic violence rarely punished.
However, in the more recent era of technological growth, women comprise an increasing
percentage of the Internet population. Beginning from 2001, male versus female access to the
Internet has reached parity (U. S. Department of Commerce, 2001). The data regarding relational
use of online technologies is especially interesting. The 2000 Pew Internet and American Life
project reported that women use the Internet to maintain relationships more than men. Among 713
college students, women were four to five times more likely than men to use social networking
websites (Tufekci, 2008b). Women report more Facebook “friends” than men and report spending
more time on Facebook than men, regardless of the size of their networks (Acar, 2008). Another
recent survey of college students documented no differences between male versus female reports
of the amount of time spent online communicating with romantic partners (Sidelinger, Ayash, &
Tibbles, 2008). Furthermore, women and men spend equal time playing online games (Williams,
Consalvo, Caplan, & Yee, 2009). Contemporary feminists view these multiple measures of online
equity as indicating that the Internet can provide a space for women’s empowerment and agency
(Hans et al., 2011), given that it provides “unparalleled mechanisms for widespread dissemination
and communication” (Bailey & Telford, 2007, p. 244). With the advent of Internet 2.0 and its
emphasis on user-produced content, social media that facilitate online interaction among users
have flourished (Lind, 2012); these venues offer users of both sexes a multiplicity of opportunities
to interact and spread their ideas far and wide.
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One of the most important social media trends of the past decade was the rise of the social media
website, Facebook. Facebook, one of the fastest growing and most ubiquitous websites in the
world, provides a variety of ways for users to display identity (e.g., Boupha, Grisso, Morris,
Webb, & Zakeri, 2013), network (e.g., Webb, Wilson, Hodges, Smith, & Zakeri, 2012), and
maintain relationships (e.g., Ledbetter & Mazer, 2014). A pure social media outlet, the site
provides multiple ways to discover and locate known individuals, groups, and organizations; after
finding these entities, users can interact or maintain privacy and simply follow their updates.
“Checking Facebook” can become “deeply integrated in users’ daily lives through specific
routines and rituals” (Debatin, Lovejoy, Horn, & Hughes, 2009, p. 83). According to one survey
of college students, 81% of Facebook users log on to the site on any given day (Sheldon, 2009)
and they spend an average of 49 minutes per day on the website. Additionally, the site is synced
with other social networking sites such as Twitter and Instagram so that users can post content
simultaneously to multiple sites. Unlike many social networking sites, Facebook provides a
template to assist new users in the creation of their personal homepages, or their “profile pages,”
as they are called in Facebook’s vernacular. Users are prompted to answer questions about
demographic information (name, birth date, sex, job, where they went to school), popular culture
interests (favorite TV shows, movies, quotes) and social information (relational status). However,
the new user is never asked information about nationality, ethnicity, or race. Users can select to
provide as much or as little of this information as they prefer, and can select privacy settings that
determine who sees what information within and outside of their created Facebook network.
However, the site prompts users for information that they did not provide initially, implying that a
complete profile is ideal to the Facebook organization. Personalizing profile pages allows users to
display identity and users can modify the content of their homepages at any time.Men and women
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also may differ in how they design and interpret profiles. In an analysis of profiles of 13 to 30
years old users, males and females were equally likely to provide basic profile information such as
name, e-mail address, hometown and a profile picture (Taraszow, Aristodemou, Shitta, Laouris, &
Arsoy, 2010). Perhaps for safety reasons, women were less likely to reveal locator information
such as a home address and mobile telephone number (Taraszow et al., 2010).
Gender equality is a goal itself and a prerequisite for sustainable and peaceful development.
Therefore, the necessity of this research is to expose the major forms of gender discrimination
against women and girls on social media and on PAAU campus ,and to suggest a workable
solution to curb gender inequality in the virtual society. In addition, it will also provide a scientific
analysis which will immensely inform the creation of sound policies, enforceable legislation for
the promotion of gender equality.
1.2 STATEMENT OF THE PROBLEM
The issue of gender inequality has in previous times stirred up several controversies amongst
scholar from different work of life all around the globe and this has brought about different views
and opinion on the subject of gender inequality in our country Nigeria (Idowu,2004). In most third
world countries, it is believe that the female gender is inferior to the male counterpart, in other
words the female are suppose to be submissive and be useful only in domestic affairs thereby
rendering them socially and politically irrelevant. For example in Nigeria, the political scene is
dominated by males and is viewed as more male and less females (Adekeye, 2003).
Apparently, in Anyigba community, which is demographically populated largely by the literate
audience who are social media user due to the fact that it host a tertiary institution of learning,
Prince Abubakar Audu University. There exist a higher preference of the male gender over the
4
female gender in terms of educational opportunities, political participation as well as social
mobilization activities that has to do with community leadership and buildings.
However the possibilities of social media as regarding it's contribution to human communication
has clearly taken effect in this present era. Despite the fact that the physical Nigeria society such
as Anyigba is highly patriarchal in it's socio-political cultural affairs,the internet to particularly,
the social media provides some level of leverage to this situation by given equal opportunity to all
regardless of gender and demographical affiliations of gender inequality.
However, the level to which gender inequality exist on social media and its effect on the particular
gender that may be at the receiving end of this inequality online is not known. It is on this
background that this study is carried out to measure the role of social media in combating Gender
Inequality in Prince Abubakar Audu University, Anyigba Kogi state.
This study seeks to assess the efficiency of social media and it's role in sensitizing the students of
PAAU against gender inequality and the extent to which gender inequality exists in the school.
1.3 OBJECTIVES OF THE STUDY
The following objective shall guide this study;
1. To examine the awareness of gender inequality on social media.
2. To find the use of social media campaign in combating gender inequality.
3. To examine the levels and extent of social media effective campaign against Gender
inequality among student.
4. To find out the influence of social media on the reduction of gender inequality.
5. To examine the challenges facing social media users on gender roles.
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1.4 RESEARCH QUESTIONS
The following are the research questions to be answered in the course of this study
1. What are the levels of awareness against gender inequality on social media?
2. How does social media campaign help in combating gender issues?
3. To what extent and level is social media awareness examined?
4. How can social media reduce Gender inequality?
5. What are the challenges facing social media users?
1.5 SIGNIFICANCE OF THE STUDY
The subject of gender inequality has been handled by various scholars and researcher, the different
work on gender inequality has touched various aspects of human life, this include economics,
work, etc. But none of the scholar has really touched this issue on social media. On this topic we
shall be looking at the ways of assessing the efficiency of social media in combating gender
inequality.
In recent years, social media has become an important source of data for researchers. In particular,
it allows them to observe everyday social interactions and to get insights into the reproduction of
gender inequality. Researchers Elizaveta Sivak and Ivan Smirnov used public posts about children
made by 635,665 users from St. Petersburg on VK, the most popular Russian social networking
site. Common topics for such posts included celebrations of achievements and important events
(19 percent); expressions of love, affection and pride (26 percent), and reports on spending time
with children (27 percent).
The results demonstrate a gender imbalance: The researchers found 20 percent more posts about
sons than about daughters on social media. Sons are more often mentioned by both men and
6
women. This difference cannot be explained by the sex ratio at birth alone (106 boys to 100 girls
in Russia), thus indicating gender preference in sharing information about children. Previous
studies have shown that children's books are dominated by male central characters; in textbooks,
female characters are given fewer lines of text; in movies, on average, twice as many male
characters as female ones are shown on camera. Gender imbalance in public posts may send yet
another message that girls are less important and interesting than boys and deserve less attention.
The researchers also found that posts about sons receive, on average, 1.5 times more likes. The
posts about daughters written by the mother, on average, receive 6.7 likes from women, and 1.1
likes from men. Their posts about sons get 10.7 likes from women and 1.8 likes from men.
Father's posts about daughters receive 5.3 likes from women and 2.6 from men. Their posts about
sons receive 6.7 likes from women and 3.7 from men.
It means that women like posts more often than men, that women prefer posts written by women
and men prefer those written by men, and, most importantly, that both women and men more often
like posts mentioning sons.
"This imbalance could send a signal that girls are less significant than boys. The fact that posts
about sons get more likes only enhances this effect," says Ivan Smirnov, the co-author of the paper
and the head of the Computational Social Science Lab at HSE.
"The gender preference in sharing information about children may seem quite harmless compared
with other layers of gender disparity. However, given the widespread popularity of social media,
even moderate bias might accumulate. Millions of users are exposed to a gender-biased news feed
on a daily basis and, without even noticing, receive the reaffirmation that paying more attention to
sons is normal."
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1.6 SCOPE OF STUDY
This study focuses on combating gender inequality in Nigeria: the role of social media in gender
issue, a study of Anyigba community in Kogi State. Geographically, the study will basically
involve the contribution of both male and female respondents within Anyigba community; this
will include married couples, singles, divorced and separated individuals within the community.
Due to the geographical land and population size, time constraint and financial constraints, the
researcher choose to limit the scope to Anyigba resident for better and quality research.
1.7 DEFINITION OF TERMS
Gender: Identification of male/masculine, female/feminine, or something else, and association
with a (social) role or set of behavioral and cultural traits, clothing, etc typically associated with
one sex. (Compare gender role, gender identity).
Inequality: This refers to unfair treatment or unequal right to individuals based on their biological
sex, religion, ethnic or socio cultural background within an area.
Social media: This is an interactive forms of media that allow users to interact with and publish to
each other, generally by means of the Internet e.g. Facebook, WhatsApp, Instagram e.t.c.
Gender issue: Gender issue arise when the relationship between women and men, their roles,
privileges, status and position are identified and analyzed. Gender issue arise where inequalities
are shown to exist between people purely on the bases of their being female or male.
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CHAPTER TWO
REVIEW OF LITERATURE
2.1 INTRODUCTION
This chapter is a review of related studies on the topic " combating gender inequality: the role of
social media in Anyigba community". It employs a theoretical framework to meet the diverse need
that this research work aims to satisfy. It gives balance to the study subject using two theories
which are the social learning theory of gender, Gender performance and feminist theory.
2.2 THEORETICAL FRAMEWORK
Theories are necessary for backing up the facts of any research work.
McClean says "theory can be thought of as our understanding of the way things work". Asemah
(2010, p.34) notes that theories lend themselves to various texts and analysis, such that
phenomenon Central to the research get explained, clarified and even prediction as the case may
be. Theory is a contemplative and rational type of abstracts or generalizing thinking, or the results
of such thinking.
A theory provide an explanatory framework for some observation and from the assumption of
the explanation follow a number of possible hypothesis that can be tested in order to provide
support for, a challenge to this observations.
2.2.1 SOCIAL LEARNING THEORY
Social learning Theory was postulated by Albert Bandura (1996) to explain how children and
young people acquire and learn behaviour pattern from media. McQuail (2005) explaining
Bandura's postulation said, "the basic idea is that we cannot learn all or even much of what we
9
need to give our own development or behavior from indirect personal observation and expert
alone, we have to learn much from indirect sources including the social media (Degonova and
Rice,2002) avers that the theory emphasize that boys develop "maleness" and girls "femaleness"
through exposure to scores of influence including parents, television (mass media), social media,
schools and peers that teach what is to be man or woman in a culture they are brought up. They are
encouraged to assume the appropriate gender identity by being rewarded for some behaviour and
punished for others.
Invariably our conception of identity, roles, responsibilities and expectation are innate but are
learned and acquired from the socializing agent (parents, school and media) in our environment,
our career choice, profession, pursuit, style and sense of dressing, meaning, understanding and
interpretation of reality is shaped by others (socializing agent).
This theory simply states that people (children and adults) learn a lot of things from the media,
through the information gotten from the media including behavioural pattern. That is to say that
media content contribute largely to the way people of a society think and react to certain
situations.
It goes on to say that we cannot learn all or everything we need to guide our development,
decisions, or behaviours from just personal observation and experience alone, the social media is a
major source of information that patterns the way the society behaves.
In relation to this study, the Theory explain now In a way the media is responsible for gender
inequality through their content and also how it can be used to combat them by fashioning the
message in such a way that the society in informed and persuasion is achieved towards putting
Gender equality in a positive light. This theory says that people tend to pattern their lives
10
according to the dominant way through which the media presents selected issues for instance
issues like gender inequality being purposely emphasized specially to influence promotion of
gender equality. (Facebook) in this case could be used through selected message on gender
inequality/equality to expose the largest audience to the advantage of embracing gender equality.
2.2.2 GENDER PERFORMANCE AND FEMINIST THEORY
Gender performance is first used by the feminist philosopher Judith Butler in 1990, it is theory that
explains gender and gender roles as elaborate on social performances that one puts on in day-to-
day life, the hegemonic versions of which underlay popular conceptions of “man”/ “masculine”
and “woman”/ “feminine”. If it is, indeed the case that “woman” and “man” are performed and
reinforced in everyday life, then it is not just our own self-conception, but other’s reaction to our
gender performances that shapes gender identification. The constant reduction of women to
objects seems to serve as an important mechanism to reinforce the gendering of persons who are
or are assumed to be female as “women,” persons who are properly in heterosexual relationships
with persons gendered as “male". Persons gendered as women are also, hegemonically speaking
“supposed” to be feminine, and derive self-definition from the way in which they subscribe to
feminine norms. Yet those norms frequently relegate them to secondary or submissive roles.
Although it is sometimes posited as such, objectification not an isolated instance of sexist
expression by an individual person, but a crucial part of the “performance of gender” and the
heteronormative assumptions which underlie our construction of gender roles.
Butler, Judith. Gender Trouble: Feminism and the Subversion of Identity (New York: Routledge).
Butler’s theory of gender performance (1990) argues that humans create gender identities through
expression and performance, typically within the confines of cultural expectations and limitations.
11
Furthermore, Mary Wollstonecraft (1759–1797), one of the first feminist writers in the liberal
tradition, made it clear when she argues that feminist theory examines inequalities in gender-
related issues. It uses the conflict approach to examine the maintenance of gender roles and
inequalities. Radical feminism, in particular, considers the role of the family in perpetuating male
dominance. In patriarchal societies, men’s contributions are seen as more valuable than those of
women. Patriarchal perspectives and arrangements are widespread and taken for granted. As a
result, women’s viewpoints tend to be silenced or marginalized to the point of being discredited or
considered invalid.
Sanday’s study of the Indonesian Minangkabau (2004) revealed that in societies some consider to
be matriarchies (where women comprise the dominant group), women and men tend to work
cooperatively rather than competitively regardless of whether a job is considered feminine by U.S.
standards. The men, however, do not experience the sense of bifurcated consciousness under this
social structure that modern U.S. females encounter (Sanday 2004).
In relation to this study, the theories are relevant in the sense that it explains the power of ICT in
the case of gender inequality and a social process that displays how current policies in place can
affect people. For example, social media advertisements display young girls with easy bake ovens
(promoting being a housewife) as well as with dolls that they can feed and change the diaper of
(promoting being a mother). Cultural stereotypes, which can dictate specific roles, are engrained in
both men and women and these stereotypes are a possible explanation for gender inequality and
the resulting gendered wage disparity. Women have traditionally been viewed as being caring and
nurturing and are designated to occupations which require such skills. While these skills are
culturally valued, they were typically associated with domesticity, so occupations requiring these
same skills are not economically valued.

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2.3 REVIEW OF RELATED LITERATURE
2.3.1 CONCEPT OF GENDER INEQUALITY.
Gender inequality as its pervades the word, In considering the dimension of economic gender
inequality; women's to make less than men In the formal work sector as well as any other sector in
the society. The dimension of political gender inequality includes women lowers position in the
selected office, and political and corporate appointments. The 19th century saw the rise of
women's suffrage movement across Western countries and the general push for equal treatments of
women and men under the law. In 1893, New Zealand became the first country to extend the right
to votes women, most countries followed suits in the first part of the 20th century (e.g Denmark in
1915,the US in 1920), while other countries were much later.
Gender inequality is one of the great puzzle of more than society. We have largely discarded
the belief that it is necessary or fair for women to have a lower status than men.
Gender inequality is broad abstract and often vague over, in simple terms, it's commonly
means three things
1. Men usually experience better opportunities, more freedom and higher social reports than
women who shares the same social characteristics (such as class, origins, race, nationality
and age).
2. Man usually holds way in marriages and other direct relationships between women and
men.
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3. Lastly, men occupied a preponderance of the social position that's possess significance
political, Legal or cultural power.
Why the gender identities assigned to make female very animalsly across social culture,
everywhere women and men have different in their dress, social responsibilities, typical
occupation, imputed nature's and Asim capacities. The severity of domination varies considerably,
ranging from near equality to treating women as chartels.
Traditionalist, and feminist has both perceived every evidence in the world around us to
support their vision of women place, both claim the key is found in differences between women
and men, we can easily believe that many different things contribute to gender inequality. Gender
inequality has occurred in all society not to history despite their extraordinary varieties in culture
and structure. From the 19th century through the 20th century, middle class men version of this
myth had the widest influence depicted viewed sex difference that favored men (Robert, 2008)
 Men are practical, women are childish
 Men are strong, women are weak
 Man are sexual open, women are sexually manipulated
 Men are Independent and can lead, women are dependent follower
 Men are smarter and more knowledgeable, women think are no less
 Men are more rational, analytical, and thoughtful; women are more emotional and lack
judgment
 Men are rule makers, women are ruled by circumstance and emotions
 Men are more outward looking and social responsive, women are not really concerned with
families.
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The list represent typical array of beliefs. Depending on wealth, religion, period and other
characteristics, men specific belief have varied but this its characteristics. Women over the years
have also possessed traditional myths that’s clean sex difference favored them, because women
myth were not socially dominant, we often overlook them but they transformed the
characterization and reversed the moral interpretation.
 Men are childish, women are matured
 Men are brutal, women are gentle
 Man are sexually controlled, women are sexually refined
 Man are bull headed and power hungry, women are cooperative.
 Men are dense and obsessed with fact, women intuitively insightful.
 Men are withholding in sensitive, women are sensitive and expressive.
 Men are morally weak, women are virtuous.
 Men are cold and unfeeling, women are nurturing and concerned with others.
Gender is in multifaceted concept that is interpreted differently across discipline, societies.
For some, it is the benchmark that determines who does what and who set what to stop others
gender is in multifaceted concept that is interpreted differently across discipline, societies. For
some, it is the benchmark that determines who does what and who set what. Others it's the social
manifestation of sexual difference (Odowu, 2004). While the level of adherence to gender roles
and stereotypes differs across societies, the effect of the concept is on questionable. In the
developed world, gender has less significance in determining the ambitions, right or entitlement of
individuals, while the opposite is the case in developing world where gender determines largely
how society functions, and how individual interact within and with societal function (Udombona,
15
2004). Thus gender determines who inherit s, who is allowed to get educated, who leads the
society and others. When a society's benefits are tilted to favor one gender over the other, it
becomes gender inequality (Udombana, 2003).
2.3.2 EFFECTS OF GENDER INEQUALITY
Gender stereotyping continues to be an obstacle to the achievements of equality between men
and women. Apart from the personal and social consequences, for both men and women, it's also
has negative repercussions on countries economy development and competitiveness. Gender
typing place unhealthy demand on both sexes which inhibits their natural talents and interest from
developing, and consequently limit economic progress and presence social cohesion.
Gender inequality / stereotyping is transmitted to children from babyhood by parents, social
network early learning experience and by media. This is imposed through interaction, expectation,
dress, toys, stories, books, television. From a very early age, boys and girls are placed into the blue
or the pink box with it’s associated behaviors and expectations. Teresa (2007) opines that:
Gender stereotypes leads us to avoid, restrict or make difficult.
The development of some of these potential but they
lend us also to press and force the development or
potentials that we believe make part of their person.
In many societies, gender relationships are changing and inequalities between men and women are
questioned in virtual every sphere at work, in the home, and in public affairs. Like in United States
according to Social Security Number (SSN) findings,
16
 Women still make only about 50% of what men earn for full time work.
 Women are less likely to hold management or supervisory position and when they do, their
position carries less authority.
 "Housewives" are perceived as in the lower half of all group in the social status below
"blue collar workers"
 Given when both partners earn wages, women do twice as much housework on child care
and house work, statistics on the impact of women in real sector of the society according to
OECD(Gender equality in education, 2012)
 Women comprises and average at 43% of the agricultural labor force developing countries
ranging considerably across region from 20% or less than Latin American to 50% or more
in parts of the Asian African, despite the regional and sub-regional variation, make an
essential concession to agriculture across the developing world.
 Women are responsible for household food preparation in 85% of the casual survey in a
wide range of countries.
 Women farmers control less land than men and also have limited asses to land, seed,
credits and extensions, less than 20% of land holders are women. Gender inequality in
access to land credit affects the relative ability of female and male farmers/entrepreneurs to
invest, operate, and benefit from new economic opportunities.
 Gender difference in law affect both developing and developed economics and women in
all regions. Almost 90% of 143 economics opportunities, 79 of the economic have laws
that restrict the types of jobs women can do, and husband can object to their wives working
and prevent them from accepting jobs in 15 economics.
17
 Women economic equality is good for business, companies benefit greatly from increasing
leadership opportunities for women, which is shown to increase organizational
effectiveness. It estimates that companies with three or more women senior management
function score higher in all dimensions of organizational effectiveness.
 It is calculated that women could increase their income globally by up to 70% if the
employment participation gap and the which capital women are men are closed. This is
calculated to have a global value of $USD 17 trillion.
 A study using data from 219 countries from 1970 to 2009 found that for everyone
additional year of education for women to reproductive age, child mortality decreases by
9.5%.
 When more women work, economic grow. And increase in female label force participation
or reduction in the gap between women and men labour force participation results is faster
economic growth.
 Increasing women and girls education contribute to higher economic growth. Increased
educational attainment accounts for about 50% of the economic growth in countries or the
past 50 years, of which over half is due to girls having had access to higher level of
education and achieving greater quality in the numbers of years span in education between
men and women.
Women continue to participate in labor market on an equal business with men. In 2013, the mail
employment is to population at 72.2% while the ratio for female was 47.1%. Thus shoes that's
gender inequality in times used as too large and persistent in all countries especially developing
countries like Nigeria.
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With these points mentioned above, it is certain that the society has a lot to gain in achieving
gender inequality, like every sector benefit from gender equality locally, nationally and globally.
Gender inequality limits the potentials of individual that could contribute to the overall
development of the society.
2.3.3 THE ROLE OF SOCIAL MEDIA (FACEBOOK) IN COMBATING GENDER

INEQUALITY
Media is the collective communication outlets or tools that are used to deliver information and
data. Dominick (2007) sees the media as "channels that are used for mass communication". In
other words, it is defined as one channel of general communication of information or
entertainment in society as newspaper, radio, TV or even the new media like internet, social media
etc.
Social media is an internet communication between people to people who can communicate from
anywhere and anytime. Example of social media such as writing a blog, chatting via application,
sharing photo and many type of social media. Social media have a positive and negative effect, so
many effect for us using social media.
Social media has proven to be a powerful mechanism in bringing attention to women’s issues,
galvanizing action worldwide and advocating to policy makers efficiently and effectively.
Unlike rallies limited to those in large cities, or letters seen only by the recipient of the letter,
social media can be used by and seen by almost anyone with an internet connection. By
overcoming obstacles such as distance and geography, Facebook, Twitter, and Instagram have
created a platform for awareness - local issues are able to become global concerns, and local
activists become connected with global citizens. But social media activism doesn’t only raise
19
awareness for a multitude of causes – it has generated tangible results, too. After the 2012 gang
rape and subsequent death of a young Delhi physiotherapy student, the hashtag #DelhiGangRape
brought gender-based violence in India into the spotlight. The hashtag campaign brought into
effect public street mobilization, resulting in the government introducing specific anti-rape
provisions in the Criminal code. The success of this protest has been largely credited to the use of
Facebook, Twitter and other social media sites, which allowed people all over the world to express
their frustration and have their voice be heard.
Another example of the power of public backlash on social media is the creation of the
#StandWithPP hashtag in 2012. This hashtag was created after the Susan G. Komen Foundation
announced it would be withdrawing its funding of Planned Parenthood, a nonprofit organization
providing reproductive health care globally. Planned Parenthood supporters used the
#StandWithPP hashtag on Twitter to voice their support of the organization, and within days,
Komen responded to the backlash, reversing their decision. Adding on to this, high profile cases of
sexual assault such as those in the #MeToo movement, along with subsequent media attention and
overwhelming condemnation of abuse, has transformed a previously unacknowledged topic, one
that was spoken of in whispers or euphemisms if even discussed at all, to one of global interest
and reach.
These platforms have the potential to flourish to an even greater extent, through facilitating access
to technology and increasing women’s representation in media. Many women are restricted by
illiteracy, language barriers, and the digital divide in infrastructure between rural and urban areas.
Globally, women face increasing backlash and abuse on social media; negative gender stereotypes
and lower representation of women in both traditional and new media organizations also silence
women’s online voices. Increasing female leadership in media organizations can ensure that
20
advocacy is able to influence both decision-making processes and public awareness on key
women’s rights issues.
Social movements are getting stronger, and new campaigns are expanding as quickly as they
emerged. In the long run, there is potential for women to gain enough support that policy makers
cannot ignore the problems they represent. Only time will tell, but social media is beginning to
change the story for women’s voices.
Facebook is a website which allows users, who sign-up for free profiles, to connect with friends,
work colleagues or people they don’t know, online. It allows users to share pictures, music,
videos, and articles, as well as their own thoughts and opinions with however many people they
like. Users send “friend requests” to people who they may – or may not – know. Facebook has
over 1 billion users, once accepted, the two profiles are connected with both users able to see
whatever the other person posts. “Facebook users” can post almost anything to their “timeline”, a
snapshot of what is happening in their social circle at any given time, and can also enter private
chat with other friends who are online.
People with profiles list information about themselves. Whether it be what they work at, where
they are studying, ages, or other personal details, many users post lots of information which is
easily accessible to their friends and others. On top of this, users can “like” other pages which
interest them. For example, a Liverpool FC supporter can follow the club by linking up with its
Facebook page. There, the user can post comments and receive club updates, pictures etc.
2.4 EMPIRICAL REVIEW
The shared content on social media and the interaction with other users has intensified changes in
users’ mobility decisions by setting a new framework for travel behavior. Xiang and Gretzel were
21
among the first that reported the importance of social media in seeking travel information. The
goal of their study was to investigate the extent to which social media appear in search engine
results in the context of travel-related engines. The analysis showed that social media constitute a
substantial part of the search results, indicating that search engines direct travelers to social media
sites. Yoo and Gretzel in their study, identified social media as an important source of information
for travelers, the majority of whom trust their content. The results of their survey indicated that
travelers’ personality influences perceived barriers to content creation and engagement in
generated content creation. Gao, Tang, and Liu explored the role of social association in users’
check-ins in order to improve the accuracy of activity’s location prediction. A social-historical
model was used to integrate social ties and historical ties. The results showed that users who
sustain a level of friendship tend to go to similar locations. A year later, Ayeh, Au, and Law
investigated the factors that affect the intention to use social media for specific purposes of travel
planning. Through an online survey, they proved that among individuals with Internet access who
take often vacation trips, mostly young people use social media to plan their trips. In this direction,
Schroeder and Penninghton-Gray used linear regression to explore the relationships of variables
with the likelihood of social media use to seek information in the event of a crisis during travel.
Results showed that those who travel frequently use social media to get information in the event of
a crisis during their trip more often than those who travel less. More recent studies as of Varghese
and Jana focused on exploring the potential of information and communication technologies (ICT)
to improve access to opportunities. The data showcased the differences in household socio-
economic characteristics, individual personal characteristics, ICT use patterns, activity
participation, and time allocation patterns, drawing conclusions about the interrelationships
between ICT, social disadvantage, and activity participation. Lee and Circella attempted to
22
understand the relationships of ICT use and travel outcomes among millennials, by clustering
them in intense users, moderate users, and light users, however, no conclusions were drawn about
how the use of ICT affect their travel choices. Finally, Jamal and Habib explored the covariates
that affect the use of smartphones for trip planning as well as the covariates of perceived impact of
smartphone use on travel outcomes. One of their main outcomes was that millennials are more
likely to use smartphones for trip planning as well as perceive increase in travel outcomes due to
smartphone use.
As per differences between women and men in online activities and use of information
technology, Park and Lee conducted an online survey to investigate gender differences in
smartphone application use. Results revealed that women found more useful the smartphone text
communications to keep strong their personal relationships as compared to men. Idemudia,
Raisinghani, Adeola, and Achebo used confirmatory factor analysis and structural equation
modeling to analyze 290 datasets from college students. Their results indicated that women had
stronger perception of ease of use, compatibility, relative advantage, and risk when using social
media when compared to men. More recent studies, as the one of Lin and Wang aimed at
explaining the gender differences in information-sharing behavior on social networking sites. To
achieve this, a comparative theoretical model of information sharing between genders was
developed. In line with previous studies, results showed that privacy risk, social ties, and
commitment are more important for women than men, as attitude towards information sharing,
affects people’s intention to share information more strongly for women than it does for men.
Another recent study by Twenge and Martin attempted to investigate gender differences in the use
of social media by examining 13- to 18-year-old adolescents in the U.S. and UK. Results showed
that adolescent girls spent more time on smartphones, social media, texting, general computer use
23
as compared to boys, however, no further investigation was made about how much of this time
was spent to plan an activity.
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 INTRODUCTION
This chapter deals with the methodology used for the study. To achieve the objective of
this study, the methodology determines what is to be done, how it will be done, where it will be
carried out. It discusses the sampling techniques adopted to determine the sample size, instruments
used in data gathering, a look at the validity of the data and finally the method of data analysis
used by the researcher.
3.1 RESEARCH DESIGN
The design of a research can be regarded as the framework which specifies the type of
information to be guarded including the source of data and the procedure used in collecting them.
The Survey design is chosen for this work because it is aimed to determine if gender inequality
exist in Anyigba community, it's effect on women, and the challenges faced by the media in
sensitizing the public on gender inequality. And also because of the fact that is less expensive and
data can be collected easily.
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3.2 POPULATION OF THE STUDY
In any research work, the group under study is referred to as population. Population
according to Asika cited in Asemah (2012:149) is made up of all convincible elements, subjects or
observations relating to a particular phenomenon of interest to the researcher. The population of
the study comprises of students Prince Abubakar Audu University, Anyigba Kogi State. The
population of students according to the academic planning unit 17802.The researcher choose
PAAU under graduate student as the population of the study due to proximity and they have all the
characteristic that the researcher is looking for in terms of a population that is constantly pre-
dispose to the frequent use of social media.
3.3 SAMPLE SIZE/PROCEDURE
It is the subject of the total number of people from whom the researcher needs to collect or
observe data to obtain precise and reliable finding". The sampling method used for this study is
multi stage sampling because every subject of the population is selected as a result of their
convenience, accessibility and proximity to the researcher. According to Asemah (2012, p.187),
purposive sampling method is that in which the researcher uses his judgment to choose
respondents and select those that best meet the purpose of the study. To arrive at the sample size
for this study, the researcher used both the Finite and Infinite in Cochrans formula sample size
determination techniques (see the formula).
Infinite:
Z2pq
e2
25
Where:
Z= confidence level = 1.96
P= population proportion = 50% = 0.5
Q= derivative of degree of proportion = (1-p) = (1-0.5)
E= error margin = 0.05
Finite:
n= no
1+ (no-1)
Where n= sample size, N=Population size, e= Sampling error (0.005), 1= Constant
Finding the Infinite (Solution)
Z2pq
e2
1.96x1.96x0.05 (1-0.5)
0.052
3.84x0.05x0.05
0.0025
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= 0.96
0.0025 = 384
Finding the finite
Solution
n= no
1+ (no-1)
n= 384
1+ (384-1)
17802
n= 384
1+ 383
17802
n= 384
1 + 0.0215
n= 384
1.0215
27
n= 375.91
Therefore sample size = 377
3.4 SAMPLING TECHNIQUES
In order for the researcher to get to the sample size, the researcher used a multi stage
sampling to get to his respondents
Stage 1
Stratified sampling techniques was used to first af all divided the sample into 8 faculties which
are;
 Faculty of Education
 Faculty of social science
 Faculty of art and humanity
 Faculty of law
 Faculty of Agriculture
 Faculty of management
 Faculty of health science
 Faculty of Natural science
Stage 2
Two department were purposely selected from each of these faculties making it 16 departments
namely:
28
1. Banking and finance & public Administration from faculty management
2. Food science and Animal production from Faculty of Agriculture.
3. Theater art & English and literary study from faculty of Art and humanity
4. Biochemistry & microbiology from faculty of Natural science
5. Mass communication & political science from faculty of social science
6. Public and international law & Islamic law from faculty of Law
7. Library and information science & Social studies Education from faculty of Education
8. Medical Biochemistry & Public health from faculty of Health science
Stage 3
The simple random sampling method was used to select twenty two 22 respondents from each
department except that of mass communication and political science which has thirty four 34 and
thirty four 34 respondents respectively each based on their population before arriving at the
predetermined sample size of 376 for the study.
The researcher administer the questionnaire to the respondents herself to each of the selected
department under study.
3.5 METHOD OF DATA COLLECTION
The method of data collection for this research is the survey method. Questionnaire will be
designed and used as instrument for gathering and collecting data for the research. This gives the
researcher the opportunity to meet directly with the population through administering
questionnaire to the respondent. The questionnaire consist of open ended and close ended
questions and was divided into two sections: section A consist of the demographic status of the
respondent while section B contains questions that will be used in answering questions.
29
3.6 RESEARCH INSTRUMENT
The research instruments employed in this study is questionnaire. According to Encarta
Dictionary, questionnaire can be seen as a set of questions used to gather information in the
survey. Asemah (2009) averred that questionnaire is a list of questions designed to seek
information from respondents by filling in the answers in space provided for the purpose. Also,
describe as a line up by systematic, objective and constructive questions made to provide answers,
facts or data in a survey.
Furthermore, the questionnaire method was chosen because of objectivities of answers.
This is because the answers are the respondents opinion which is free from bias and manipulation.
The questionnaire is in two sections (A and B) section A: Demographic of the respondent,
section B: Knowledge of social media and gender issues.
3.7 METHOD OF DATA ANALYSIS
Data gathered through the questionnaire would be put together, compared, contrasted and
analyzed through percentage and tables. Furthermore, tables according to kothari(2004:127) it is
used when mass data is assembled, this is because it shows the data in a systematic ,concise and
logic order.
30
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS.
4.1. INTRODUCTION
This chapter is centered on the data analysis of result from the field survey. Decision regarding
the acceptance and rejection of each question is closely examined. According to the sample size, a
total of three hundred and seventy seven (377) questionnaires were distributed among PAAU
students and three hundred and forty (340) representing 90.18% of the total questionnaires
distributed were returned and the remaining 37 copies which is 9.81% were lost in the field. The
questionnaire used altogether had 25 questions, it consists; section A contained the biographic
data, which consist of 5 questions while section B consist of the psychographic data with 20
questions.
4.2 DATA PRESENTATION AND ANALYSIS.
TABLE 1: Sex distribution of the Respondents
VARIABLES FREQUENCY PERCENTAGE (%)
Male 160 47.1%
31
Female 180 52.9%
Total 340 100%
Source: Field Survey 2022
Analysis: From the sex distribution table above, 160 representing 47.1% were male respondents
and 180 respondents representing 52.9% were female respondents. Therefore, Female respondents
were more than male respondents.
TABLE 2: Age Distribution of Respondents
10_20 130 38.2%
21_30 100 29.5%
31_40 60 17.6%
40 and above 50 14.7%
TOTAL 340 100%
Analysis: From the age distribution table above, 100 respondents representing 38.2% fall within
10-20 years of age, 100 respondents representing 29.5% were within 21-30 while 60 respondents
representing 17.6% were within the age range of 31-40 and 50 respondents representing 14% were
within the age range of 40 years and above.
Therefore, age distribution from 10_20 has more respondents.
TABLE 3: Marital Status Distribution of Respondents
Single 280 82.4%
32
Married 60 17.6%
TOTAL 340 100%
Analysis: From the marital status distribution table above, 280 respondents representing 82.4%
were singles and 60 respondents 17.6% were married among the respondents. Therefore, majority
of respondents were singles and no respondent is divorced.
Department Frequency Percentage % Table 4: Departments
Banking & Finance 20 5.8%
Public Administration 20 5.8%
Food Science 20 5.8%
Animal Production 20 5.8%
Theater Art 20 5.8%
English & Lit 20 5.8%
Biochemistry 20 5.8%
Microbiology 20 5.8%
Mass Communication 30 8.8%
Political Science 30 8.8%
Public International Law 20 5.9%
Islamic Law 20 5.9%
Library & Information Science 20 5.9%

Social Studies Education 20 5.9%
Medical Biochemistry 20 5.9%

33
Public Health 20 5.9%
Total 340 100%

Field survey: 2022
Analysis: From the departmental distribution table above, 20 respondents from each department
representing 5.9% except mass communication and political science respondents that has 30
respondents representing 8.8%.
TABLE5: Faculty
Faculty Frequency Percentage (%)
Management 40 11.8
Agriculture 40 11.8
Art and Humanity 40 11.8
Natural science 40 11.8
Social science 60 17.6
Law 40 11.8
Education 40 11.8
Health science 40 11.8
Total 340 100
Field survey: 2022
Analysis: From the Faculty distribution table above, 40 respondents from each Faculty
representing 11.8% except social science respondents that has 60 respondents representing 17.6%.
SECTION B
34
TABLE 6: Are you aware of gender based violence and abuse on social media?
Yes 340 86.7%
No 0 0%
Total 340 100%
Analysis: In table 6, the results shows that all the respondents are aware of gender based violence
and abuse on social media. This implies that 340 representing 100% of the total number of
respondents are aware of gender based violence
TABLE 7: If yes, which of the following forms of gender inequality or abuse have you come
across on social media?
Cyber bullying 109 32.0%
Political segregation 92 27.2%
Female nudity promotion 139 40.8%
Total 340 100%
Analysis: Table 7 seeks to find out which of the gender inequality and abuse the respondent have
come across on social media. 109(32.0%) have seen cyber bullying, 92(27.2%) have seen political
segregation while 139(40.8%) have come across female nudity promotion.
TABLE 8: Do you see social media as a platform for reasonable gender conversations?
Yes 269 79.1%
35
No 71 20.9%
Total 340 100%
Analysis: In table 8, the results shows that majority of the respondents sees social media as a
platform for reasonable gender conversation. 269 (79.1%) says yes while 71 (20.9%) says no.
TABLE 9: Gender Inequality on social media is mostly suffered by which gender?
Female 260 76.5%
Male 80 23.5%
Total 340 100%
Analysis: Table 9, shows that majority of the victims of gender inequality on social media are
female. 260 (76.5%) are female victim while 80 (23.5%) are male victim.
TABLE 10: Do you think gender inequality discuss on social media is worth it
Yes 284 83.5%
No 56 16.5%
Total 340 100%
Analysis: In table 10 the results shows that out of 340 respondents 284(83.5%) feels gender
inequality discuss on social media is worth it while 56(16.5%) doesn't feel it's worth it.
36
TABLE 11: How often do you access social media?
Daily 120 35.3%
Weekly 95 27.9%
Monthly 85 25%
Not at all 40 11.8%
Total 340 100%
Analysis: Table 11 above shows how often respondents have access to social media. 120(35.33%)
represent daily access, 95(27.9) represent weekly access, 85(25%) represent monthly access while
40(11.8%) doesn't have access.
TABLE 12: Do you have gainful gender inequality discussions on social media?
Yes 245 81.7%
No 55 18.3%
Total 300 100%
37
Analysis: In table 12, the results shows that majority of the respondents have gainful gender
inequality discussion on social media. 245 (81.7%) says yes while 55 (18.3%) does not have
gainful discussion on social media.
TABLE 13: Do you have access to social media platforms?
Yes 270 79.4%
No 70 20.6%
Total 340 100%
Analysis: Table 13, the results shows that a larger number of the respondents have access to
social media platforms. 270 (79.4%) has access while 70 (20.6%) doesn't have access.
TABLE 14: Has gender inequality gain enough exposure through social media?
Yes 265 77.9%
No 75 22.1%
Total 340 100%
Analysis: From the table above, one can deduce that gender inequality has gain much exposure
through social media. The results shows that majority of the respondents 265 (77.9%) says yes
while 75 (22.1%) says No.
38
TABLE 15: How well is audience and gender inequality engagement
Very satisfied 123 36.2%
Satisfied 92 27.1%
Neutral 80 23.5%
Unsatisfied 45 13.2%
Total 340 100%
Analysis: Table 15 seeks to find out how well is audience and gender inequality engagement
satisfied. 123(36.2%) are very satisfied, 92(27.1%) are satisfied, 80(23.5%) are neutral, 45(13.2%)
are unsatisfied.
TABLE 16: Will you encourage frequent use of social media for inequality talks?
Yes 260 76.5%
No 80 23.5%
Total 340 100%
Source: Field survey 2022
Analysis: From the data in table 16 above, we can see that 260(76.5%) encourages the frequent
use of social media for inequality talks. While 80(23.5%) doesn't encourage the use.
39
TABLE 17: Do you think social media in curbing gender inequality has been effective?
Yes 257 75.6%
No 83 24.4%
Total 340 100%
Source: Field survey 2022
Analysis: From the data in table 17, the results shows that 257 (75.6%) agrees that social media
have been effective in curbing gender inequality. While 83 (24.4%) doesn't encourage it.
TABLE 18: Social media has a key role in shaping issues, does equalizing and promoting
leadership abilities of both gender curb inequality?
Yes 257 75.6%
No 83 24.4%
Total 340 100%
Analysis: From the table above, one can deduce that equalizing and promoting leadership
abilities through social media can help curb inequality. The results shows that majority of the
respondents 257 (75.6%) says yes while 83 (24.4%) says No.
40
TABLE 19: Is social media a relevant tool for massive mobilization of gender equality?
Yes 284 83.5%
No 56 16.5%
Total 340 100%
Analysis: From the table 19 above, it reveals that 284 (83.5%) of the respondents believe that
social media is a massive tool for massive mobilization of gender equality while 56 (16.5%) says
No.
TABLE 20: Social media serve as information platform that facilitate finding employment,
does bringing equality in terms of job opportunity solve gender inequality?
Agree 165 48.5%
Disagree 75 22.1%
Neutral 66 19.4%
Undecided 34 10%
Total 340 100%
Analysis: From the table above, 165 respondents representing 48.5% strongly agreed that bringing
equality in terms of job opportunity solve gender inequality, 75 respondents representing 22.1%
41
disagrees, 66 respondents representing 19.4% are neutral while 34 respondents representing 10%
were undecided.
TABLE 21: Are there better ways social media can be used to curb gender inequality.
Agreed 125 36.8%
Disagree 93 29.4%
Neutral 42 12.4%
Undecided 80 23.5%
Total 340 100%
Analysis: Table 21 seeks to find out better ways to curb gender inequality. 125 (36.8%) agrees
that they are better ways, 93 (29.4%) disagree, 42 (12.4%) are neutral, 80 (23.5%) were
undecided.
TABLE 22: Is social media difficult to access?
Yes 95 27.9%
No 245 72.1%
Total 340 100%
Analysis: From the table 22 above, it reveals that 95 (27.9%) of the respondents believe that
social media is difficult to access while 245 (72.1%) says No.
42
TABLE 23: If so, what type of challenges do you face.
Gadget 30 8.8%
Network 100 29.4%
Others 50 14.7%
No challenges 160 47.0%
Total 340 100%
Analysis: From the table above, 30 respondents representing 8.8% has gadget challenges, 100
respondents representing 29.4% are difficulties in accessing network, 50 respondents representing
14.7% have other challenges l while 160 respondents representing 47.0% doesn't face any
challenges.
TABLE 24: Social media is difficult to use in relation to other media outlets?
Agreed 50 14.7%
Disagree 175 51.5%
Neutral 95 27.9%
Undecided 20 5.9%
Total 340 100%
43
Analysis: Table 24 seeks to find out if social media is difficult to use in relation to other media
outlets. 50 (14.7%) agrees, 175 (51.5%) disagree, 95 (27.9%) are neutral, 20 (5.9%) were
undecided.
TABLE 25: Does social media time dedicated align with the benefits derived?
Yes 235 69.1%
No 105 30.9%
Total 340 100%
Analysis: From the table 25 above, it reveals that 235(69.1%) of the respondents believe that
social media time dedicated is align with the benefits derived while 105(30.9%) says No.
4.3 DISCUSSION OF FINDINGS
Through the analysis, the following are the findings deduced from the questionnaire to enable the
researcher provide answers to the research question poised in this chapter of the work.
Research question one state that: what are the levels of awareness against gender inequality?
It was answered in table 6. Data on table 6, revealed that all the respondents were aware of
gender based violence and abuse on social media. This implies that 340 representing 100% of the
total number of respondents are aware of gender based violence. In line with the above research
question, due to the possibility of the existence of gender inequality in the country, Nigerian took a
bold step in the year 2000 when it adopted and passed into law national policy on women guided
by the global instrument on the convention of all forms of discrimination against women
(CEDAW). Nigeria is currently reawaken its efforts in active and gender inequality (Onyejekwe,
2011).
44
Research question two state that: How does social media campaign help in combating gender
issue?
This was answered in table 12, that 245 respondents representing 72.1% have gainful gender
inequality discussion on social media while 95 respondents representing 27.9% don't gain
anything. Despite the presence of other media (Radio, Newspaper, Television) people still gain
meaningful discussion on social media. Also Table 13, results shows that a larger number of the
respondents have access to social media platforms. 270 (79.4%) has access while 70 (20.6%)
doesn't have access.
Research question three state that: To what extent and level is the social media awareness
examined?
This was answered in Table 14, one can deduce that gender inequality has gain much exposure
through social media. The results shows that majority of the respondents 265 (77.9%) says yes
while 75 (22.1%) says No. Also table 15 further clarify that, audience and gender inequality
engagement were satisfied. 123 (36.2%) are very satisfied, 92 (27.1%) are satisfied, 80 (23.5%)
are neutral, 45 (13.2%) are unsatisfied.
Research question four state that: How can social media reduce gender inequality?
This was answered in table 18, it says "by equalizing and promoting leadership abilities through
social media can help curb inequality. The results shows that majority of the respondents 257
(75.6%) says yes while 83 (24.4%) says No. In addition, bringing equality in terms of job
opportunity solve gender inequality, 75 respondents representing 22.1% disagrees, 66 respondents
representing 19.4% are neutral while 34 respondents representing 10% were undecided.
Research question five state that: What are the challenges facing social media users?
45
This was answered in table 23, 30 respondents representing 8.8% has gadget challenges, 100
respondents representing 29.4% are difficulties in accessing network, 50 respondents representing
14.7% have other challenges l while 160 respondents representing 47.0% doesn't face any
challenges. Also, table 24 seek to find out if social media is difficult to use in relation to other
media outlets. 50 (14.7%) agrees, 175 (51.5%) disagree, 95 (27.9%) are neutral, 20 (5.9%) were
undecided. This simply means that majority of the respondents doesn't have much challenges
facing them as social media users.
46
CHAPTER FIVE
SUMMARY, CONCLUSION, RECOMMENDATIONS AND LIMITATIONS OF THE
STUDY.
5.1 SUMMARY
The study aimed at finding if gender inequality exist and if it exists the effect of gender inequality
on student in Prince Abubakar Audu University, the levels of awareness of gender inequality on
social media, challenges facing the users and how it can be reduced. The study used the social
learning theory, Gender performance and feminist theory as they relevant to the work.
The survey research design was used to gather the original data it’s gives the researcher
opportunity to describe a large population that can observe directly. Questionnaire was used as an
instrument for collecting data from the 340 respondent which served as the sample size for the
study. The sample size was determined using finite and infinite in Cochran's formula.
Data retrieved from the respondents were analyzed and presented using simple table and
percentage.
Findings from the study reveals that majority of the repspondents believe that gender inequality
exist and has negative effect on student and country at large. The respondent believe that social
media can be used as a tool in combating gender inequality.
5.2 CONCLUSION
47
Social media has proved to be a powerful vehicle for bringing gender equality issues to the
attention of a wider public, galvanizing action on the streets of cities around the world and
encouraging policy makers to step up commitments to gender equality. Gender inequality is a
situation that needs to be dealt with to achieve faster and overall development. In Institution like
Prince Abubakar Audu University (PAAU), The social media is an effective tool that can be used
in sensitizing and creating awareness for students against this phenomenon as shown in this study.
5.3 RECOMMENDATIONS
The study recommend the following:
1. Hashtag activism bringing women's issues to the forefront of political agenda. An example
can be seen during the first female SUG president elected in PAAU.
2. Tackling violence against female gender through social media tool. Also stop objectifying
women as sex symbols.
3. Ensuring equal access to the use of new technologies.
4. Continuous campaign and public awareness about the concept of gender inequality on
social media should be encouraged, this served as an opinion advocated by many
respondents during the data analysis and distribution of questionnaires.
5. Stable electricity supply and provision of good networks by the government should be
encouraged to enhance good performance and to ensure quality information discrimination
to the wider public.
5.4 LIMITATIONS OF THE STUDY
48
The limitations is also known as short coming, difficulties encountered in the execution of this
research project which consequently could affect the effectiveness of the research work. In this
study, the limitations include.
1. Some of the respondents answer’s their questionnaire not truthfully, due to the fact that
they claim to be busy why some people thought it was for fun.
2. Ignorance of some respondents: most respondents did not understand the purpose of this
research they refuse to answer the questionnaire despite various means of persuasion.
3. Financial resource to cover some areas in the institution became a boarding, and so the
questionnaire had to be administered in areas that were within the reach of researcher.
4. The researcher also encounters difficulties in trying to elicit vital information from the
respondents as they are most often reluctant in giving information about themselves.
5. One of the greatest challenges of the work was time factor which has to do in combining
my other academic work with this project work.
49
REFERENCE
Asemah, E. Gubawu, M. Ekhareafo, D. Okpanachi R. (2012). Research methods and procedures in

mass communication. Great future press, Jos.
Dominick J.(1987). Mass media research: An introduction, Wordsworth publishing company,
California
Ibrahim, B et Al (2002). Introduction to social science research methods: Adekla memorial press.
Oshogbo.
Arnesen, E (2006). Encyclopedia of U.S. Labor and working class history (CRC press, 2006),
p.13_59. www.genderindex.org.
Asemah,(2001). Mass media in the contemporary society. Jos: University press.
Cecilia C. Rodeway (2011). How Gender Inequality persist in the modern world. Oxford:
University press.
Jacobsen, J. (2011). The economy of Gender (Third edition). Wiley _ Blackwell, Malden MA.
Butler, Judith. Gender Trouble: Feminism and the Subversion of Identity.( New York: Routledge)
Dickson, Alobo, Egbe (2012): a critical analysis of women,gender equality in Nigeria.
(journal,Vol.4) (https://www.peacecorps.gov/educators/resources/global-issues-gender
equality-and-womens-empowerment/) www.wikigender.org
Kendall, Diana (2004) social problem in a diverse society
Omonubi, M.M (2003). Gender Inequality In Nigeria. Ibadan: Spectrum Books Ltd.
J.O (2006) "Nigeria must embrace gender equality" This Day.6: p.9_22.
Omonubi, M.M. (2003). Gender inequality in Nigeria. Ibadan: Spectrum Books LTD.
Wagadu,R.(2008). Women activism, for gender equality in Africa. Special issue. Pp.6
Dickson, Alobk, Egbe (2012): women, gender equality in Nigeria : a critical analysis of
socio_economic and Political gender issue. ( Journal, Vol.4)
Idowu, w. (2004) : Nigerian citizenship, Gender and the politics of identity: The conflict between
constitutionalism and conventionalism" Brainfield Law journal V. 1 part 2, pp. 131_ 145
50
Onabu, J.O (2006). "Nigeria must embrace Gender equality" This Day. 6: pp9_22.
Wagadu, R. (2008) . Women activism for gender equality in Africa. Special issues. pp.6.
.
APPENDIX
Kogi state University,
Department of Mass communication
P.M.B 1008,
Anyigba, Kogi state.
Dear respondent,
REQUEST FOR THE COMPLETION OF QUESTIONNAIRE
I GABRIEL OJOCHENEMI VICTORIA, a final year student of the above named institution
carrying out a research work on the topic: Accessing the efficiency of social media in combating
Gender Inequality in Anyigba community.
I wish to seek your assistance In giving me information to enable me carry out a successful
research. information provided is purely for academic purpose and will be treated confidentially.
Thanks for your cooperation.
Yours faithfully
Gabriel Ojochenemi Victoria

51
QUESTIONNAIRE
Instruction: please kindly respond to the questions asked, answer appropriately by ticking (✓ )
where necessary.
Section A( Demographic of the respondent).
1. Sex: male ( ) Female ( )
2. Age : A.10_20 ( ) B 21_30( ) C. 31_40 ( ) D. 40 and above
3. Marital status: A. Single ( ) B. Married ( ) C. Divorced ( )
4. Department: __________________________
5. Faculty: ___________________________
Section B(Knowledge of social media and gender issues)
To examine the awareness of gender inequality on Social media
6. Are you aware of gender base violence and abuse on social media? A. Yes ( ) B. No ( )
7. If yes, which of the following forms of gender inequality or abuse have you come across on
social media? A. Cyber bullying( ) B. Political segregation ( ) C. Female nudity promotion ( )
52
8. Do you see social media as a platform for reasonable gender conversations? A. Yes ( ) B. No (
9. Gender Inequality on social media is mostly suffered by which gender? A. Female( ) B. Male(
To find the use of social media campaign in combating gender inequality.
10. Do you think gender inequality discuss on social media is worth it? A. Yes ( ) B. No ( )
11. How often do you access social media? A. Daily( ) B. Weekly( ) C. Monthly( ) D. Not
all( )
12. Do you have gainful gender inequality discussions on social media? A. Yes ( ) B. No ( )
13. Do you have access to social media platforms? A. Yes( ) B. No( )
To examine the levels and extent of social media effective campaign against gender
inequality among student.
14. Has gender inequality gain enough exposure through social media? A. Yes ( ) B. No ( ).
15. How well is audience and gender inequality engagement? A. Very satisfied ( ) B. Satisfied
( ) C. Neutral ( ) D. Unsatisfied ( )
16. Will you encourage frequent use of social media for inequality talks? A. Yes ( ) B. No ( )
17. Do you think social media in curbing gender inequality has been effective? A. Yes ( ) B. No
( )
53
To find out the influence of social media on the reduction of gender inequality.
18. Social media has a key role in shaping issues, does equalizing and promoting leadership
abilities of both gender curb inequality?. A. Yes ( ) B. No ( ).
19. Is social media a relevant tool for massive mobilization of gender equality ? A. Yes ( ) B.
No ( ).
20. Social media serve as information platform that facilitate finding employment, does bringing
equality in terms of job opportunity solve gender inequality? A. Agree ( ) B. Disagree ( ) C.
Neutral ( ) D. Undecided ( ).
21. Are there better ways social media can be use to curb gender inequality. A. Agree ( ) B.
Disagree ( ) C. Neutral ( ) D. Not at all ( ).
To examine the challenges facing social media users on gender role.
22. Is social media difficult to access? A. Yes ( ) B. No ( )
23. If so, what type of challenges do you face A. Gadgets ( ) B. Network ( ) C. Others ( ) D. All
of the above ( ).
24. Social media is difficult to use in relation to other media outlets A. Agree ( ) B. Disagree ( )
C. Neutral ( ) D. Undecided ( ).
25. Does social media time dedicated align with the benefits derived? A. Yes ( ) B. No ( ).
54
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ASSESSING THE EFFICIENCY OF SOCIAL MEDIA IN COMBATING GENDER

INEQUALITY: AMONG STUDENTS OF PRINCE ABUBAKAR AUDU UNIVERSITY

ANYIGBA, KOGI STATE.

GABRIEL OJOCHENEMI VICTORIA

MATRIC NO: 19MC1075

A PROJECT WORK SUMMITTED TO THE DEPARTMENT OF MASS

COMMUNICATION, FACULTY OF SOCIAL SCIENCES, PRINCE ABUBAKAR AUDU

UNIVERSITY, ANYIGBA IN PARTIAL FULFILMENT OF THE REQUIREMENTS

FOR THE AWARD OF BACHELOR OF SCIENCES (B. Sc.) DEGREE IN MASS

derived from other sources and authors were fully acknowledged.

Prince Abubakar Audu University.

paths to follow in life.

TITLE PAGE.................................................................................Error! Bookmark not defined.

TABLE 1: Sex distribution of the Respondents.........................................................................31

1.1 BACKGROUND OF THE STUDY

traditional sex role behaviours to widely divergent ones.

domestic violence rarely punished.

to interact and spread their ideas far and wide.

the promotion of gender equality.

1.2 STATEMENT OF THE PROBLEM

Apparently, in Anyigba community, which is demographically populated largely by the literate

mobilization activities that has to do with community leadership and buildings.

as Anyigba is highly patriarchal in it's socio-political cultural affairs,the internet to particularly,

regardless of gender and demographical affiliations of gender inequality.

Inequality in Prince Abubakar Audu University, Anyigba Kogi state.

1.3 OBJECTIVES OF THE STUDY

The following objective shall guide this study;

1. To examine the awareness of gender inequality on social media.

2. To find the use of social media campaign in combating gender inequality.

inequality among student.

5. To examine the challenges facing social media users on gender roles.

2. How does social media campaign help in combating gender issues?

3. To what extent and level is social media awareness examined?

4. How can social media reduce Gender inequality?

5. What are the challenges facing social media users?

1.5 SIGNIFICANCE OF THE STUDY

with children (27 percent).

like posts mentioning sons.

and the head of the Computational Social Science Lab at HSE.

1.7 DEFINITION OF TERMS

Gender: Identification of male/masculine, female/feminine, or something else, and association

one sex. (Compare gender role, gender identity).

sex, religion, ethnic or socio cultural background within an area.

2.2 THEORETICAL FRAMEWORK

support for, a challenge to this observations.

2.2.1 SOCIAL LEARNING THEORY

punished for others.

interpretation of reality is shaped by others (socializing agent).

2.2.2 GENDER PERFORMANCE AND FEMINIST THEORY

Although it is sometimes posited as such, objectification not an isolated instance of sexist

heteronormative assumptions which underlie our construction of gender roles.

social structure that modern U.S. females encounter (Sanday 2004).

same skills are not economically valued.

2.3.1 CONCEPT OF GENDER INEQUALITY.

1915,the US in 1920), while other countries were much later.

means three things

political, Legal or cultural power.

ranging from near equality to treating women as chartels.

 Men are practical, women are childish

 Men are strong, women are weak

 Man are sexual open, women are sexually manipulated

characterization and reversed the moral interpretation.