CHAPTER ONE

GENERAL INTRODUCTION

Introduction

This study examines the influence of social media on skill acquisition among geography students in secondary schools in the Buea Municipality. In an age where digital communication has become central to both personal and educational interactions, understanding the role of social media platforms such as WhatsApp, Facebook, and Instagram is crucial. These platforms have transformed from simple networking tools into educational resources that can enhance collaborative learning, critical thinking, and access to diverse information sources. The purpose of this research is to investigate how these digital platforms impact the acquisition of geographical skills among students, thereby providing insights into modern pedagogical strategies that can be employed within this context. The study focuses specifically on secondary schools within Buea Municipality, with data collection occurring from December 2024 to June 2025. The significance of this research lies in potential to contribute to the academic discourse surrounding the use of social media in education also in its practical implications for educators and policymakers seeking to enhance educational outcomes and skill development in geography.

Background to the study

This section provides a comprehensive overview of the historical and conceptual frameworks that inform the relationship between social media and skill acquisition in geography education. The historical background examines the evolution of educational practices in the context of technological advancements, highlighting how social media has emerged as a critical tool for enhancing teaching and learning. The integration of digital platforms into education in Cameroon dates back to the early 2000s, coinciding with the global rise of social media.

Historically, the relationship between social media and the skill acquisition of geography students has evolved remarkably since the late 20th century. Social media emerged in the early 2000s, coinciding with the rise of platforms like Friendster (2002) and MySpace (2003), which revolutionized individual interactions (Boyd & Ellison, 2007). As technology advanced, platforms like Facebook (2004) and Twitter (2006) expanded online interaction’s scope and scale (Constine, 2018). Today, Instagram and TikTok further diversify social media’s role, making it crucial for information dissemination and community engagement (Khan and Malik, 2021). Social media’s global connectivity has revolutionized personal communication and educational practices, offering new learning and skill development avenues (Greenhow & Lewin, 2016).

Tsai and Tsai (2010) found that geography students engaging with social media participated more in discussions and resource-sharing, improving academic performance. The rise of MOOCs and educational YouTube channels provides learners with quality content and resources, allowing skill acquisition at their own pace (Koller et al., 2013). The global shift towards digital learning highlights the need for educators to embrace social media as a tool for enhancing skill acquisition, particularly in spatial awareness and analytical thinking disciplines like geography (González et al., 2019). As of 2021, Africa had over 495 million social media users, about 39% of the continent’s population (Statista, 2021). This growth has the potential to revolutionize education and skill acquisition across the continent. Nigeria and Kenya, social media facilitates educational initiatives, providing students access to previously unavailable resources and peer networks (Olatunji, 2020). Platforms like WhatsApp and Facebook groups enable collaborative learning among geography students, fostering knowledge-sharing, discussions, and group projects (Ojo & Olatunji, 2021). Despite traditional resource challenges, social media allows real-time information dissemination and learning materials (Mtebe & Raisamo, 2014). Oduor et al. (2019) revealed that East African university geography students using social media for academics reported higher skill acquisition levels than peers not engaging with these platforms. This shows social media’s transformative role in fostering educational equity and skill development across diverse socio-economic contexts in Africa. As the continent embraces digital technology, social media’s potential to enhance skill acquisition warrants further exploration and research into its effective integration within educational frameworks.

In Cameroon, specifically Buea, social media’s influence on geography students’ skill acquisition illustrates a dynamic interplay between global trends and local realities. Buea, known for academic institutions like the University of Buea, has become a higher education hub in Cameroon’s Southwest region. Social media access enhances geography students’ educational experience, enabling connections with local and international peers and educators. While Buea benefits from academic infrastructure, cities like Yaoundé and Douala also leverage social media to improve educational outcomes. Yaoundé, the political capital, and Douala, the economic hub, have seen educational initiatives utilizing social media for collaborative learning and resource-sharing (Ngoh & Tabi, 2018). Geography students in these cities engage in online discussions and collaborative projects through platforms like Facebook and WhatsApp, mirroring Buea’s practices. However, social media’s impact varies depending on internet accessibility, technological infrastructure, and socio-economic conditions. In Buea, despite increasing smartphone and internet access, disparities exist, particularly in rural areas with connectivity challenges (Mokake & Ngwa, 2020). In 2023, a pivotal event in Buea underscored the transformative impact of social media on skill acquisition among geography students. The Skill Acquisition Conference, held at the University of Buea, brought together prominent educators, researchers, and industry professionals to explore social media’s role in enhancing educational outcomes.

Conceptually, the integration of social media into the educational framework has significantly influenced skill acquisition among geography students. As digital platforms continue to evolve, they provide innovative pathways for communication, learning, and collaboration. This dynamic landscape necessitates a comprehensive understanding of key social media platforms and their historical development, as well as the concept of skill acquisition, to appreciate their role in shaping modern educational practices. This provides a detailed exploration of the concepts of WhatsApp, Facebook, Instagram, social media as a whole, and the process of skill acquisition, drawing from by authors.

WhatsApp: According to Church and de Oliveira (2013), WhatsApp appeal lies in its ability to facilitate real-time communication at minimal cost, transcending geographical barriers. The platform’s evolution from basic texting to incorporating multimedia sharing, voice calls, and video conferencing has enhanced its versatility in educational contexts. For geography students in Buea, WhatsApp serves as a critical tool for collaborative learning, enabling seamless communication and resource sharing among peers and educators (Bouhnik & Deshen, 2014). Its role in facilitating study groups, discussions, and project collaborations has cemented WhatsApp as an invaluable asset in modern education.

Facebook: Ellison et al. (2007) describe Facebook as a social utility that fosters connections, information exchange, and community building. Its features, such as groups, pages, and events, have made it a powerful platform for educational purposes. For geography students in Buea, Facebook provides opportunities for engaging with academic communities, accessing educational content, and participating in global discussions. The platform’s ability to connect users with experts, institutions, and peers worldwide makes it an essential tool for skill acquisition, particularly in disciplines requiring spatial awareness and analytical skills (Bosch, 2009).

Instagram: High field and Leaver (2016) highlight Instagram ability to engage users through visual content, making it an effective platform for learning and creativity. For geography students in Buea, Instagram serves as a resource for visualizing geographical phenomena, exploring landscapes, and accessing multimedia educational materials. The platform’s emphasis on visual content aligns with the needs of geography education, where imagery plays a crucial role in understanding spatial concepts and environmental dynamics (Carah & Shaul, 2016).

Social Media: Kaplan and Haenlein (2010) define social media as a group of Internet-based applications that build on the ideological and technological foundations of Web 2.0, allowing users to share content and collaborate. The evolution of social media from early platforms like Friendster (2002) to contemporary giants like Instagram (2016) reflects a broader trend toward digital communication and community engagement. Social media’s impact on education is profound, offering new avenues for collaborative learning, resource sharing, and skill development. For geography students in Buea, social media platforms provide access to global networks, educational resources, and innovative learning experiences, enhancing their ability to acquire and apply skills in a rapidly changing world (Greenhow & Lewin, 2016).

Skill Acquisition: Anderson (1982) describes skill acquisition as a progression from novice to expert, involving cognitive, associative, and autonomous stages. The concept gained prominence in the mid-20th century with behaviorist theories emphasizing observable performance and reinforcement (Skinner, 1953). Dreyfus and Dreyfus (1986) expanded on this by introducing a model outlining five stages of skill acquisition, highlighting the complexity of learning processes. In contemporary contexts, skill acquisition encompasses a broader range of abilities, including technical skills, soft skills, critical thinking, and adaptability (Friedman, 200). The integration of social media into education further enriches skill acquisition by providing diverse opportunities for interaction, collaboration, and real-time feedback, essential for geography students in Buea to thrive in an evolving educational landscape (World Economic Forum, 2020).

Theoretically, in examining “The Influence of Social Media on Geography Students’ Skill Acquisition in the Buea Municipality,” two theories provide a framework for understanding the dynamics at play: Social Constructivism and the Technology Acceptance Model (TAM). Social Constructivism, pioneered by Lev Vygotsky in the early 20th century, emphasizes the importance of social interaction and cultural context in learning processes. Vygotsky (1978) posited that knowledge is constructed through social interactions and shared experiences, where learners actively engage with their environment and peers to build understanding. This theory is particularly relevant in the context of social media, which serves as a platform for collaborative learning and knowledge sharing. Meanwhile, the Technology Acceptance Model, introduced by Davis (1989), focuses on users’ acceptance of technology based on perceived usefulness and ease of use. TAM provides insights into how geography students in Buea might adopt social media tools for skill acquisition, considering their perceptions of the platforms’ utility in educational contexts.

Social Constructivism, by Vygotsky (1978), provides a foundational understanding of how social media facilitates skill acquisition among geography students in Buea. Vygotsky’s theory asserts that learning is inherently a social process, where interaction with peers and knowledgeable others leads to the construction of new knowledge. In the context of social media, platforms such as WhatsApp and Facebook embody this interactive environment, allowing students to engage in discussions, share resources, and collaboratively solve problems. These online interactions mirror the classroom’s social dynamics, enabling students to extend their learning beyond traditional settings (Greenhow & Lewin, 2016). Vygotsky’s concept of the Zone of Proximal Development (ZPD) is applicable, as social media provides opportunities for students to engage with more knowledgeable peers or experts, facilitating skill development that might not occur in isolation. This theory highlights the role of social media as a catalyst for interactive and participatory learning, fostering a community of practice where students co-construct knowledge and skills relevant to their geographical studies (González et al., 2019).

The Technology Acceptance Model (TAM), developed by Davis (1989), complements the understanding of social media’s influence on skill acquisition by focusing on the factors that determine students’ adoption and use of technology. According to Davis, perceived usefulness and perceived ease of use are pivotal in predicting technology acceptance. In Buea, geography students’ engagement with social media can be analyzed through this lens, as they evaluate the platforms’ utility in enhancing their learning experiences and facilitating skill acquisition. For instance, students are more likely to integrate social media into their educational practices if they perceive it as beneficial for accessing geographical data, engaging with academic content, and collaborating with peers (Venkatesh & Bala, 2008). The model suggests that positive perceptions of social media’s ease of use also encourage its adoption, as students are more inclined to use platforms that are user-friendly and accessible. These insights align with studies that demonstrate the positive correlation between perceived ease of use, perceived usefulness, and the actual use of social media in educational contexts (Hew & Cheung, 2014).

Contextually, Social media has become increasingly popular in Cameroon, particularly among young people. The number of social media users in Cameroon at the start of January 2023 was 3.90 million social media users, but it’s important to note that social media users may not represent unique individuals (Simon, 2023). The number of social media users in Cameroon at the start of 2023 was equivalent to 13.8 percent of the total population (Simon, 2023). Analysis reveals that social media users in Cameroon increased by 250 thousand (+5.8 percent) between 2021 and 2022 (Simon, 2023). Furthermore, data published of top social media platforms indicates that  there  were 3.80 million users aged 18 and above using social media in Cameroon at the start of 2023, which was equivalent to 26.2 percent of the total population aged 18 and above at that time (Simon, 2023). In addition, 30.2 percent of Cameroon’s total internet user base (regardless of age) used at least one social media platform in January 2023 (Simon, 2023). During the COVID-19 outbreak, there was a national and somehow international lockdown which made traditional face to face learning very difficult and almost impossible. As human beings, we always try to adapt to changing times which led to the shift from face to face learning to online learning and later blended learning. This brought about the use of social media in education because that was the only safe medium of communication. Platforms like Whatsapp, Google classroom, Facebook etc. were used for teaching, learning and social interactions. In the case of the Department of English Modern Letters, they opted for WhatsApp for interactive classes. The choice of these two platforms is motivated by the fact that they are relatively cheap and accessible to almost all students (Nforgwei and Ümmü, 2022).

Also, according to the Law N°98/004 Of April 4, 1998 Orientation Of Education In Cameroon Section 25: Teaching in schools takes into account the evolution of science and technology and, in its content and methods, is adapted to economic, scientific, technological, social and cultural developments in the country and the international environment. Buea Municipality, the capital of the Southwest Region of Cameroon, is geographically characterized by its unique topography and climatic conditions. Situated at the foot of Mount Cameroon, the highest peak in West Africa, Buea spans an area of approximately 870 square kilometers and is renowned for its lush green landscapes and temperate climate, which is influenced by its elevation and proximity to the equator. The geographic positioning of Buea has historically influenced its settlement patterns, with the town serving as a strategic location for colonial administrations during the German and British periods. The region’s natural environment supports diverse flora and fauna, contributing to Buea’s appeal as a destination for ecotourism and scientific research. This geographical context provides a rich backdrop for geography students, whose studies are enhanced by the tangible examples of volcanic activity, biodiversity, and land use patterns that the region offers (Ngoh, 2022).

Statement of the Problem

In an ideal educational environment, secondary school students in Buea Municipality would engage with cutting-edge digital tools and platforms, including social media, to enhance their geographical skills effectively. These tools would facilitate collaborative learning, foster critical thinking, and enable students to access a wealth of global resources, thereby equipping them with the skills necessary for the dynamic demands of the 21st-century workforce. Buea reveals a significant gap between this ideal situation and the current educational practices. Despite the widespread availability of social media platforms, their integration into the educational framework remains limited and inconsistent. Many geography students struggle to leverage these digital resources effectively due to several challenges, including inadequate digital literacy, limited access to reliable internet, and a lack of structured guidance from educators on utilizing social media for educational purposes (Fongang, 2023). This research aims to address three critical problems impacting geography students’ skill acquisition in Buea. First, the insufficient integration of social media into the geography curriculum has led to underutilized opportunities for interactive and participatory learning. Second, the digital divide within the municipality, caused by socio-economic disparities, limits students’ access to necessary technological resources, thus hindering equitable educational opportunities. There is a lack of targeted training for educators on effectively incorporating social media into their teaching strategies, resulting in missed opportunities to enhance student engagement and learning outcomes. Addressing these problems is crucial, as the consequences extend beyond individual academic performance to affect the broader societal capacity for innovation, economic development, and global competitiveness. By bridging the gap between the ideal and real situations, this research seeks to empower students with the skills required to thrive in a rapidly evolving digital landscape, ultimately benefiting the community by fostering a more educated and technologically adept population.

Research Objectives

Main Research Objective

This study seeks to investigate the influence of social media on skill acquisition among geography students in secondary schools in the Buea Municipality

Specific Research Objectives

1. To assess the influence of WhatsApp on skill acquisition among geography students in secondary schools in Buea Municipality.
2. To investigate the influence of Facebook on skill acquisition among geography students in secondary schools in Buea Municipality.
3. To evaluate the influence of Instagram on skill acquisition among geography students in secondary schools in Buea Municipality.

Research Questions

Main Research Question

What is the influence of social media on skill acquisition among geography students in secondary schools in the Buea Municipality?

Specific Research Questions

1. What is the influence of WhatsApp on skill acquisition among geography students in secondary schools in Buea Municipality?
2. What is the influence of Facebook on skill acquisition among geography students in secondary schools in Buea Municipality?
3. What is the influence of Instagram on skill acquisition among geography students in secondary schools in Buea Municipality?