Abstract: This study examines the impact of fake news on news consumption pattern among students of Researchcage University, with a primary objective to access students’ exposure to fake news, its effect on their news consumption habits, and their ability to identify credible sources. Grounded in Framing Theory, the study explores the role of digital media in the spread of misinformation and disinformation. Employing a cross-sectional survey research method, data were collected from 351 respondents through a structured questionnaire using cluster sampling. Descriptive statistics (frequency and percentage) were used for data analysis. Key findings revealed that political, celebrity, and health-related fake news is prevalent on social media, causing students to approach news with skepticism; and while students rely on fact-checking and credible news sources, they still frequently encounter fake news, impacting their trust in traditional media. The study concludes that enhancing media literacy among students is essential in mitigating the influence of fake news. Recommendations include promoting media literacy education, supporting fact-checking initiatives, improving social media platform moderation, and encouraging cross-platform verification to foster a more informed and discerning audience. These efforts aim to restore trust in reliable news sources and reduce the spread of misinformation.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The advent of the digital age has redefined how information is shared, creating a media environment where news spreads quickly and widely across various online platforms. Technological advancements, particularly in Information and Communication Technologies (ICTs), have revolutionized communication, making information sharing faster and more accessible than ever before. New media, a term encompassing platforms such as online information services, cable television, and the internet, has introduced a dynamic shift in news consumption and dissemination. Social media platforms, including Facebook, YouTube, TikTok, Twitter, and WhatsApp, are at the forefront of this transformation, enabling global connectivity and constant information flow (Oberiri&Bahiyah, 2020). However, while these platforms offer instant access to information, they also lack sufficient verification mechanisms, contributing to the spread of unverified and often false information known as fake news.
Fake news has become a prevalent issue, particularly in contexts where social media is a primary source of information, such as among students in tertiary institutions. Social media platforms provide an open space for news sharing and discussion but often lack stringent filtering and verification measures that traditional media practices uphold (Allcott&Gentzkow, 2017). The rapid spread of fake news is fueled by the interactive nature of social media, where information can be shared almost instantly by anyone with internet access. This ease of sharing allows fake news to circulate rapidly and reach wide audiences, often without critical evaluation of its accuracy. Consequently, the spread of fake news has significant social and psychological impacts, influencing public opinion, distorting facts, and sometimes causing harm (Tandoc et al., 2018).
Fake news poses unique challenges within educational settings, where students are increasingly reliant on social media for news and information (Balmas, 2014). For students, particularly those in tertiary institutions, social media is not only a tool for staying informed but also a primary means of interaction and socialization. The rise of fake news on these platforms, however, can distort students’ understanding of current events and impact their perceptions of the world. In Osun State Polytechnic (Ospoly), Iree, students frequently turn to social media to stay updated on news, which may inadvertently expose them to a blend of accurate and inaccurate information. This study is grounded in exploring how fake news affects news consumption habits among these students, examining how their trust in media sources, critical thinking abilities, and general understanding of news events are impacted by the prevalence of misinformation.
Research indicates that fake news often shapes attitudes, beliefs, and even behaviors, and this influence is particularly strong among youth populations who are active social media users (Silverman & Alexander, 2016). Studies suggest that because students may lack the media literacy skills necessary to discern credible sources from unreliable ones, they are more vulnerable to fake news and its potential consequences (Amaechi&Efanga, 2018). A 2017 study by Vosoughi, Roy, and Aral found that fake news spreads more quickly and widely on social media than verified information, a trend that can be attributed to the novelty and sensationalism often present in fake news stories. The emotional appeal and attention-grabbing nature of fake news make it more likely to be shared, leading to broader dissemination and higher exposure among social media users, including students (Vosoughi, Roy, & Aral, 2017).
In Nigeria, the issue of fake news is particularly pronounced due to high social media engagement and limited regulatory measures that address online misinformation. Research by Okoro and Adibe (2013) notes that the proliferation of fake news is a growing concern in the Nigerian media landscape, with negative impacts on public opinion, societal harmony, and even national security. For students at RU, who actively engage with social media platforms, fake news may shape their views on various topics, including politics, health, and societal events. The extent of their exposure to fake news and their ability to critically assess news sources are critical in understanding how misinformation affects their academic and social lives.
Furthermore, studies indicate that fake news can erode trust in credible media sources, as repeated exposure to misinformation leads audiences to question the reliability of all news sources (Duffy, Tandoc, & Ling, 2019). This distrust, in turn, affects students’ confidence in the media, as they may struggle to differentiate between factual information and falsehoods. A study conducted by Tandoc et al. (2018) highlights that fake news not only distorts facts but can also reinforce pre-existing biases, leading to the formation of misinformed opinions. Such misinformation can have long-lasting effects on students’ understanding of critical issues, especially as many lack formal training in media literacy or critical evaluation of news content.
In RU, the influence of fake news on students’ understanding of current events is an area of concern, as exposure to unverified information could hinder their ability to form informed opinions on social issues. This study aims to address this gap by examining how fake news impacts news consumption among RU students and identifying factors that contribute to their susceptibility to misinformation. By assessing their news consumption habits, media literacy levels, and perceptions of credibility, the study seeks to gain insights into the broader effects of fake news on youth in Nigeria.
Addressing the impact of fake news among Nigerian students is crucial, as it has implications for academic integrity, public awareness, and social responsibility.
1.2 Statement of the Problem
The proliferation of fake news, especially on social media platforms, has significant implications for how students consume and interpret news. Although these students have access to an abundance of online information, their exposure to unverified and misleading news sources raises concerns about the impact of fake news on their media consumption habits and perceptions of credible information. Prior research indicates that Nigerian students are susceptible to misinformation due to limited media literacy skills; however, there is a notable gap in examining this issue specifically among students (Amaechi&Efanga, 2018). The extent to which these students are aware of and affected by fake news remains underexplored, as does their ability to distinguish between reliable and unreliable news sources. Additionally, few studies have assessed the psychological and behavioral impacts of fake news on students in this context, such as shifts in trust toward news media or changes in news-sharing behavior. Addressing these gaps is essential to understanding how fake news influences news consumption among Researchcage University students and to informing potential interventions aimed at enhancing media literacy within this population.
1.3 Objectives of the Study
The primary objective of this study is to examine the impact of fake news and misinformation on news consumption pattern among students of RU. The specific objectives are to:
- To examine the extent of exposure to fake news among students at Researchcage University, Lagos.
- To assess the impact of fake news on the news consumption habits and perceptions of credibility among these students.
- To investigate the level of media literacy among Researchcage University students and their ability to discern reliable news sources from unreliable ones.
- To analyze the effects of fake news on students’ trust in traditional news media and their news-sharing behavior on social media platforms.
1.4 Research Questions
The study seeks to answer the following questions:
- What is the extent of exposure to fake news among students at Researchcage University, Lagos, and what types of fake news are most prevalent?
- How does exposure to fake news influence the news consumption habits and perceptions of credibility among students at Researchcage University?
- To what extent do students at Researchcage University possess media literacy skills that enable them to identify reliable news sources?
- What is the impact of fake news on students’ trust in traditional news media and their behavior regarding sharing news on social media platforms?
1.5 Significance of the Study
This study is significant for students, the general public, journalists, and the government, as it highlights the pressing need to tackle the spread of fake news. The findings will benefit:
Enhancing Media Literacy: The findings of this study will contribute to the development of targeted media literacy programs at Researchcage University, Lagos, equipping students with the skills necessary to critically evaluate news sources and mitigate the effects of fake news.
Informing Policy Development: The study’s insights can guide policymakers and educational institutions in designing interventions and policies that promote responsible news consumption among students, fostering a more informed and discerning citizenry.
Contributing to Academic Research: By addressing the gap in existing literature regarding fake news and its impact on students in Researchcage University, this study will add to the body of knowledge in media studies, communication, and educational psychology, providing a basis for future research.
Raising Awareness: The research will raise awareness among students and the wider community about the prevalence and dangers of fake news, encouraging critical discussions on the importance of verifying information before sharing.
Guiding Media Practices: The outcomes of the study may influence media practitioners and organizations to adopt ethical standards and practices that prioritize accuracy and accountability, thereby enhancing the overall quality of news available to students and the public.
1.6 Scope of the Study
The study evaluates the impact of fake news and misinformation on news consumption pattern among students was narrowed in scope to Researchcage University, Lagos. The study is limited to Researchcage University, specifically targeting its student population. Thus, the geographical scope of this study was within Researchcage University, Lagos. The choice of Researchcage University students is due to its proximity to the researcher, inadequate time to study all students in Lagos state among other logistics. This study covers between June-November, 2024.
1.7 Operational Definition of Terms
Fake News: For the purpose of this study, fake news is defined as deliberately misleading or false information presented as news, which is circulated through various media platforms, particularly social media. This includes hoaxes, sensationalized stories, and misinformation that can mislead readers regarding factual events or issues.
News Consumption: News consumption refers to the process by which students at Researchcage University, Lagos, engage with news content. This includes the frequency of accessing news, the platforms used (e.g., social media, online news websites, television), and the types of news consumed (e.g., political, social, health-related news).
Students of Researchcage University, Lagos: This term specifically refers to enrolled students at Researchcage University located in Lagos, Nigeria, across various academic disciplines and levels of study.
Media Literacy: In the context of this study, media literacy is defined as the ability of students to access, analyze, evaluate, and create media in various forms. This encompasses skills necessary to critically assess the credibility of news sources, identify fake news, and understand the implications of news consumption on personal and societal levels.
Trust in News Media: Trust in news media is operationalized as the degree to which students at Researchcage University, Lagos, believe in the reliability and credibility of the information presented by news outlets. This includes their confidence in both traditional media (newspapers, television) and digital media (social media platforms, online news).
Format = MS Word, Price = ₦4000, Chapter = 1-5, Pages = 66, References = Yes, Questionnaire =Yes, Table of Contents = Yes and Abstract = Yes
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IMPACT OF FAKE NEWS ON NEWS CONSUMPTION PATTERN AMONG STUDENTS
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