The Benefits of Social Media Among Children Aged 8 to 17 in Tema Metropolitan Area in Ghana

Abstract

In modern society, children actively engage with social media platforms, and Ghana is not an exception to this trend. People have, however, placed an excessive amount of focus on the negative implications of using social media, which has overshadowed the positive effects that it has on children. This study examines the use of social media by children, including their preferred platforms, as well as the positive and negative consequences associated with their usage. This was a cross-sectional study that employed convenient and snowball sampling procedures for data collection and analysis. The study was conducted on 400 children aged 8 to 17 in Tema. The Uses and Gratifications Theory (UGT) is the study’s underlying theory. The association between demographic characteristics and correlates of social media usage was examined using bivariate analysis, whereas the qualitative data analysis was guided by thematic analysis. The results show that 87.5% of children have ever used social media, with males being more likely than females to have done so (91.7% vs. 83.5%). The main reason social media platforms are used by children (87%) is for entertainment. TikTok has the highest usage percentage, making up 88.7% of all platforms, according to the findings. Some benefits of social media include communication, entertainment, and resources for creativity, research, and academic work. Also, the detrimental consequences of social media usage comprise exposure to sexually explicit material, addiction in children, and diminished academic achievement in children who become too engrossed in its usage. The study demonstrated that social media is widely used among children in Ghana. TikTok is the most popular social media platform among children, and it is their preferred platform. Parents are urged to encourage their children to use social media platforms for beneficial purposes, and media industry stakeholders should develop and implement initiatives to increase the benefits of social media for children. Regulation and supervision are necessary to mitigate the adverse consequences of children’s social media usage.

Keywords

social media children usage Tema Ghana

Introduction

Social media refers to computer-mediated communication channels that allow users to engage in social interaction with broad and narrow audiences in real time or asynchronously (Bayer et al., 2020). The combination of digital material, such as electronic texts, graphics, moving images, and music, into a structured computerized environment, is made possible by social media (Ocansey et al., 2016). Valkenburg and Peter (2011) argue that social media can shape children’s self-concept by modifying their identity and goals. In contemporary society, social media platforms have become an integral component of people’s daily routines, particularly among those of a younger age (O’Neill, 2023).

Recent data shows that 90% of teenagers use social media daily (Byrne et al., 2018; Dilci & Eranıl, 2019). The Kids Online survey, encompassing nineteen countries within the European Union, revealed that an average of 80% of children aged 9 and 16 engage in everyday internet usage using smartphones (Smahel et al., 2020). In Africa, there is an equal level of popularity in the use of social media platforms among children (Budree et al., 2019; Ocansey et al., 2016; Pfeiffer et al., 2014; Shava & Chinyamurindi, 2018; UNICEF, 2017). According to Ephraim (2013), Africans aged 13 to 30 utilize social media platforms the most. It is not entirely unexpected that social media platforms have garnered great appeal among the youth of Ghana (Churchill, 2018; UNICEF, 2017), Nigeria (Mbanaso et al., 2015), South Africa (Basson et al., 2010), Guinea-Bissau (Gunnlaugsson et al., 2020), and Kenya (Kharono et al., 2021).

Social media platforms function as a forum wherein children can acquire knowledge and cultivate an appreciation for diverse perspectives and worldviews, enhancing their understanding of the surrounding world and expanding their knowledge on a wide array of issues, including academic pursuits (Florence, 2014; O’Keeffe & Clarke-Pearson, 2011; Tartari, 2015a). Social media platforms can eliminate barriers that traditionally separate individuals, facilitating the cultivation of interpersonal connections and enabling the establishment of relationships that transcend geographical limits (Boyd, 2008). The availability of social media communication enables children to sustain relationships with distant family members and friends who have relocated (Abel et al., 2021; Holtzman et al., 2021). Social media usage has become deeply ingrained among young people in Ghana, leading to a heavy reliance on it for various purposes such as entertainment, academic activities, social messaging, creative expression, and as a platform for seeking support in times of personal distress when confiding in close acquaintances is not feasible (Asare-Donkoh, 2018; Ryan et al., 2014; UNICEF, 2017).

Despite the beneficial aspects of social media, it also has detrimental consequences. Cyberbullying, sexual harassment, a lack of privacy control, addiction, sleep problems, poor school performance, getting unwanted online friendship requests from strangers, and frequent exposure to inaccurate information about other people’s curated lives are among the negative consequences (Alkaabi et al., 2017; American Academy of Pediatrics [AAP], 2011; Atiso & Kammer, 2018; Davila et al., 2009; Kulidtod & Pasagui, 2017; Le Heuzey, 2011; Otu, 2015; Vosloo, 2021; Yadav, 2022).

Although there are studies on children’s social media usage in Ghana, these studies have some limitations. While these studies address both the positive and negative sides of social media, they place greater emphasis on the harmful consequences of its usage, therefore overshadowing the benefits it may have for young people (Asare-Donkoh, 2018; Churchill, 2018). UNICEF’s (2017) assessment of the internet behaviors of children in Ghana reveals that a significant number of young individuals receive unsolicited messages and engage in communication with individuals they have never met in person through the Internet and social media platforms. Asare-Donkoh (2018), Markwei and Appiah (2016), and Ocansey et al. (2016) conducted studies that yielded comparable results, highlighting the role of social media in inducing sleep deficit in children. Amofah-Serwaa and Dadzie (2015), Mingle and Adams (2015), and Kolan and Dzandza (2018) have also documented that students’ concentration on their academic tasks is negatively affected by their use of social media. Amofah-Serwaa and Dadzie (2015) discovered that there is a significant dependence on Pidgin English and the unnecessary adoption of fashion trends using social media. Warner (2011) and Danquah and Longe (2011) similarly linked the increase in scams, fraud, and hacking in the country to the rising popularity of social media among young people. According to the narratives, a significant body of literature on social media usage among young people primarily associates it with negative outcomes. Hence, the objective of this study is to examine the positive experiences that children have when using social media platforms, to make a unique contribution to the current body of research. The study examines the prevalence of children’s social media usage, the social media platform that is most utilized by children, and the benefits associated with their use of social media.

The Uses and Gratifications Theory (UGT)

The concept of the Uses and Gratifications Theory (UGT), originally introduced by Katz and Blumler in the early 1940s, focuses on comprehending the motivations behind individuals’ media usage, the underlying requirements that drive their usage, and the gratifications they derive from such usage. This study uses the UGT as a theoretical framework to elucidate the reasons why young people use social media platforms, their specific demands for using them, and the gratifications they derive from their usage. The UGT is criticized by analysts for its limited ability to consider other influential components of media use, such as cultural and social contexts (Glo, 2023), as well as the repercussions of media consumption, such as media influences on behavior, attitudes, or social perception. Overall, the theory provides excellent insights into the use of media and consumer behavior, making it very appropriate for the current study.

The UGT is based on the underlying premise that individuals engage with media and consume material to fulfil their psychological and social needs and desires (Blumler & Katz, 1974). In essence, children and adolescents make a deliberate choice to engage with a specific social media platform based on its perceived ability to fulfil their immediate requirements. The theory was initially introduced in the 1940s to provide an understanding of the factors influencing individuals’ choices in consuming the different forms of media available at that time. The theory suggests that the impact of media on consumers is minimal. In contrast, individuals exhibit proactive behavior in their engagement with media consumption, actively seeking out media content that fulfils specific requirements. Upon actively interacting with a specific medium, individuals develop their distinct interpretations and comprehensions. The theory postulates that the media serves multiple purposes, meeting the specific needs and desires of its consumer base. If a particular medium successfully satisfies consumer needs, consumers will likely remain loyal to that medium and continue to engage with its content. Conversely, if the media does not fulfil this need, the audience will seek alternative media outlets and persist in this search until their need is satisfied. In their original work, Blumler and Katz (1974) established and categorized five salient needs within the framework of the UGT, which include affective needs, cognitive needs, personal integrative needs, social integrative needs, and tension-free needs.

Affective needs are fundamental human needs that have a significant impact on an individual’s emotional well-being, personal satisfaction, and affective experiences. The predominant focus on affective needs has been on the utilization of media to fulfil emotional and entertainment needs (Rubin, 2009). People use social media for their affective needs, like entertainment or emotional needs that are met by things like watching a movie, listening to music, watching a comedy show, or watching a football game.

The UGT aligns itself with cognitive needs, specifically in cases when individuals utilize social media platforms to obtain information and expand their knowledge. This need emphasizes that people choose certain media outlets because they are looking for information and facts, and those outlets are known for providing truths. Social media might prove to be a valuable resource for children who need specific information to fulfil their academic assignments.

Personal integrative needs pertain to the aspiration of individuals to augment their credibility and standing. The significance of this need is of great importance to individuals’ lives, as it deeply resonates with their emotional well-being. It relates to self-esteem, personal stability, self-confidence, and social status (Stafford et al., 2004). This entails that certain individuals choose to employ diverse media platforms to enhance their credibility and strengthen their social status within their communities. Consequently, children may engage in the use of a particular social media platform to establish and maintain connections and to secure a sense of relevance and belonging among their peers.

The social integrative needs relate to social integration, namely interactions with family and friends. The primary emphasis lies on individuals’ level of comfort and sense of connectedness in the context of interpersonal communication. Individuals opt to utilize various social media platforms to engage in interactions with their family and friends, foster a sense of connection with others, and experience some degree of being part of the external world despite being geographically dispersed. Previous studies have indicated that the use of social media on mobile technologies has expanded the range of interactive platforms available to users. A significant portion of contemporary communication exchange revolves around the sharing of information with others (Ha et al., 2015). Social media platforms, such as WhatsApp and Facebook, offer a potential avenue for facilitating such interpersonal engagement among children.

The tension-free needs proposed by the UGT refer to the desire for individuals to utilize social media platforms as a means of alleviating or redirecting their worries, challenges, and preoccupations. During periods of adversity, individuals often turn to social media as a means of seeking solace and fulfilment. They engage with various forms of content, such as comedic or uplifting materials, to find respite and uplift their spirits.

Methods

Study Setting

The study was carried out in Ghana, a West African country that shares borders with Burkina Faso to the north, the Gulf of Guinea to the south, Togo to the east, and Côte d’Ivoire to the west. Ghana is categorized as a lower-middle-income country and has sixteen administrative regions. The population of Ghana stands at approximately 30,832,019, including 6,535,747 individuals aged 0 to 17 (Ghana Statistical Service [GSS], 2021). The study was conducted in 50 residential areas across the metropolitan area of Tema in Tema, a coastal city located 30 km east of Accra. Tema is renowned as the largest industrial zone in the country (Tema Metropolitan Assembly, 2019).

Study Design and Sampling Procedure

The study is a cross-sectional one that employed convenient and snowball sampling procedures for data collection and analysis. To gather information from children, a semi-structured questionnaire (SSQ) and a key informant interview (KII) guide were used. The KII was conducted by phone interviews (PI), while the semi-structured was done online. The online self-administered questionnaire was designed using KoboToolbox. The online survey was shared through various channels, including WhatsApp, internet platforms, and email, targeting individuals residing in the Tema area who fulfilled the criteria of being parents or legal guardians of children aged 8 to 17. All parents and guardians who showed interest in participating in the study were also encouraged to share the survey link with other relatives, friends, and colleagues who were also parents or guardians and willing to participate. To participate in this study, participants must meet the following criteria: (i) Parents/guardians of prospective child participants must have a smartphone or any other electronic device with internet connectivity. (ii) Parents must grant approval for their child to participate in the interview by using their smartphone or any other electronic device with internet connectivity; (iii) the child must be willing to give consent to participate in the study; (iv) the child must fall within the age range of 8 to 17 years; (v) reside within the Tema Metropolitan area. Children who could not get or be granted access by their parents or legal parents to use their smartphones or any other electronic gadgets with internet connectivity and who lived outside the specified study target area were excluded from the study. Children who could not gain access to these smart electronic devices were not included due to the anticipated difficulties and inconveniences it would bring, as well as the potential violation of confidentiality if they had to rely on others’ facilities. Children residing outside of Tema were likewise omitted from the study due to its specific emphasis on children within Tema.

Data Collection

The data utilized in this study was gathered over 3 months, concluding in July 2023, from a sample of children. The survey questionnaire administered online encompassed a range of subjects, such as socio-demographic characteristics, children’s knowledge, and usage of social media, access to social media platforms, preferred types of social media, perspectives on the benefits of social media, utilization of social media, and the importance of social media for children. The front page of the online survey had a brief overview that addressed the study’s objectives, criteria for inclusion and exclusion, and a statement regarding obtaining consent from participants. The study adhered to all ethical norms, ensuring that informed consent was obtained from all participants. The children’s participation in the study was based on their own discretion and consent.

A notification message was issued alerting parents and legal guardians of the study’s goals and asking them to consent for their children to participate. The message included a web link that directed participants to the online survey. The online survey participants were initially allowed 2 weeks to complete the questionnaire, but only a small number had been completed by the end of the 2 weeks, necessitating an extension of the questionnaire completion time. The link was closed at the end of the extra 2 weeks. A total of 400 children, comprising 200 boys and 200 girls aged 8 to 17, participated in the survey, while 50 children participated in the PIs. The 50 residential areas in the communities of the study were used to choose the PIs participants. To get a diversity of perspectives and experiences on social media usage, one child was picked from each residential neighborhood. The study received approval from the National Child Protection Committee of the Department of Children in Ghana in February 2023.

Results

Demographic Characteristics

Table 1 shows the demographic characteristics of the children sampled. From Table 1, 50% of the children are males, while similar proportions (50%) also comprise females. In terms of age, Table 1 shows that the biggest percentage of respondents were children aged 14 to 17 (60.3%), followed by those aged 11 to 13 (21.8%) and those aged 8 to 10 (18.0%). With regards to the educational attainment of the children, 36% of respondents reported that they were enrolled in senior high school (SHS), while 31.8% stated that they were enrolled in junior high school (JHS). Almost three in 10 (28%) of the remaining children reported being enrolled in primary school, while 3.5% indicated their enrolment in tertiary education.

Table 1.

Socio-Demographic Characteristics of Respondents.

	Frequency	Percent
Sex
Male	200	50.0
Female	200	50.0
Age
8–10	72	18.0
11–13	87	21.8
14–17	241	60.3
Education
Primary	112	28.0
JHS	127	31.8
SHS	147	36.8
Tertiary	14	3.5
Total	400	100.0

Ever Used Social Media

Table 2 presents the prevalence of those who have utilized social media at any point in time, as well as the association between internet usage and demographic factors such as sex, age, and educational attainment. According to the data presented in Table 2, almost nine in 10 (87.5%) children have ever used social media platforms. Furthermore, more males (91.7%) than females (83.3%) have ever used social media. The data reveals that all (100%) children aged 14 to 17 use social media. Among children aged 11 to 13, 70.1% claimed to have used social media, while slightly over 60% of children aged 8 to 10 acknowledged having engaged with social media platforms. Also, a higher proportion of males (91.7%) than females (83.3%) have ever used social media. Table 2 displays a statistically significant association between the use of social media and three variables: sex (p-value = .014), age (p-value = .000), and education (p-value = .000).

Table 2.

Children Who Have Ever Used Social Media by Sex, Age, and Education.

Variables	Yes (%)	No (%)	p-Values
Sex			.014
Male	176 (91.7)	16 (8.3)
Female	160 (83.3)	32 (16.7)
Age			.000
8–10	34 (60.7)	22 (39.3)
11–13	61 (70.1)	26 (29.9)
14–17	241 (100.0)	0 (0.0)
Education			.000
Primary	72 (75.0)	24 (25.0)
JHS	103 (81.1)	24 (18.9)
SHS	147(100.0)	0 (0.0)
Tertiary	14 (100.0)	0 (0.0)
Total	336 (87.5)	48 (12.5)

Social Media Platforms Mostly Used by Children

Table 3 shows a variety of social media platforms widely used by children. The results indicate that a significant majority of children, specifically 88.7%, used TikTok, followed closely by WhatsApp at 88.4%. Additionally, a substantial proportion of children, approximately 85.7%, engaged with Snapchat, while 83.9% accessed YouTube. Lastly, a notable percentage of children, specifically 67.9%, made use of Instagram. The social media platforms that were cited less frequently were Telegram (56.8%), Pinterest (48.8%), Facebook (38.1%), Twitter (19.0%), and LinkedIn (9.8%). There are slight gender variations in terms of social media usage by the children. For example, while a higher percentage of male children used WhatsApp (p-value = .004), more females used Snapchat (p-value = .014), Instagram (p-value = .001), and Pinterest (p-value = .030). With p-values of .515, .497, and .755, there is no statistically significant gender difference in the children’s use of Telegram, YouTube, and TikTok. Likewise, no statistically significant relationship exists between the child’s gender and the use of Facebook (p-value = .074) or LinkedIn (p-value = .637).

Table 3.

Social Media Platforms Widely Used by Sex.

Platform	Male (%)	Female (%)	Total (%)	p-Value
Facebook	75 (42.6)	53 (33.1)	128 (38.1)	.074
WhatsApp	164 (93.2)	133 (83.1)	297 (88.4)	.004
LinkedIn	16 (9.1)	33 (10.6)	33 (9.8)	.637
Pinterest	76 (43.2)	88 (55.0)	164 (48.8)	.030
TikTok	157 (89,2)	141 (88.1)	298 (88.7)	.755
YouTube	150 (85.2)	132 (82.5)	282 (83.9)	.497
Snapchat	143 (81.2)	145 (90.6)	288 (85.7)	.014
Twitter	62 (35.2)	2 (1.2)	64 (19.0)	.000
Instagram	105 (59.7)	122 (76.2)	227 (67.6)	.001
Telegram	103 (58.5)	88 (55.0)	191 (56.8)	.515

Perceived Benefits of Social Media Usage by Children

According to the data presented in Table 4, a significant proportion (87.2%) of children use social media platforms for entertainment, engaging in activities such as listening to music, watching films, and playing games. According to the data presented in Table 4, one of the predominant advantages of social media is its utility for communication and social networking activities, as indicated by about 80% of children who have used a social media platform. Slightly over 70% of children affirmed that social media served as a dependable resource for school-related tasks and other academic obligations. Social media also inspires creativity and learning in 58.9% of children as seen in Table 4.

Table 4.

Benefits of Social Media to Children by Sex.

Platform	Male (%)	Female (%)	Total (%)
Source of entertainment (music, movies, games, etc.)	158 (89.8)	135 (31.9)	293 (87.2)
Very essential for Communication (messaging, etc.)	159 (90.3)	102 (84.4)	261 (77.7)
Reliable source of information for schoolwork and other projects	134 (76.1)	113 (70.6)	247 (73.5)
Serve as a source of learning or showcasing talent, or creative works	106 (60.2)	92 (57.5)	198 (58.9)

During the PIs, children had to answer questions about their perspectives on the beneficial effects of using social media. The analysis of the transcripts revealed four recurring issues: social media as a source of entertainment; social media as an essential tool for communication; social media as a dependable source of information for schoolwork and assignments; and social media as a beneficial tool for fostering creativity and expanding one’s repository of knowledge.

Social Media as a Source of Entertainment

The respondents said that when one is feeling bored, sad, or stressed, using social media might help to entertain them. If a person has a phone that is connected to the internet and has enough data to access the internet, then children can readily access comedic or humorous content, watch films, listen to music, watch videos, or play games online from the comfort of their own homes. The following statements were made by one of the children in support of this during the PIs:

Because I always have the TikTok app on my phone, whenever I find myself in a boring circumstance, I can simply open the app, look for something hilarious, and laugh. It’s not always the case that the materials are humorous, but if I take my time and go through the stuff that has been uploaded, I can guarantee that I’ll find at least one thing that will make me laugh. Many of my friends share the same sentiment that social media is a place for amusement. (PI 1, girl, 14 years).

Another child reinforced his viewpoint with the following:

On social media, I have access to a huge range of content, such as amusing and inspirational music videos and videos of dance, football, basketball, and other sports. Using different social media platforms, you can always find funny or interesting content while bored. Maybe that’s why the younger generation favours YouTube and TikTok, which provide a variety of entertaining stuff. (PI 2, boy, 12 years).

Social Media as an Essential Tool for Communication

Several participants indicated that social media has become a vital tool for fostering communication. Through the installation of applications such as WhatsApp, Twitter, and Facebook, users are afforded a convenient means of engaging in communication with friends, relatives, and various individuals. As a result, social media platforms enable certain children to engage in communication beyond their immediate physical surroundings without the need for in-person interactions. One respondent shared his experience in the following statement:

Social media platforms serve as a valuable tool for facilitating communication with individuals who are geographically distant. To establish communication with an individual, it is sufficient to deliver a message through any available platform that facilitates messaging to the intended recipient. This facilitates prompt communication with the individual within a matter of minutes. Until now, one had to either compose a written correspondence or undertake a journey to meet the individual in person. It can be asserted with confidence that employing social media as a means of communication has several benefits, including time efficiency, cost-effectiveness, and the resolution of distance-related challenges. (PI 3, girl, 17 years).

Social Media as a Dependable Source of Information for Schoolwork and Assignment

Some of the participating children in the PIs expressed their reliance on social media as a dependable information source for their studies. A participant provided an account of his own experience in the following statement:

Certain applications provide the capability to independently research to augment one’s academic work in instances where teachers, seniors, or classmates are not readily available to help with challenging school tasks. Certain social media platforms offer functionalities that facilitate study, inquiries, and the utilisation of search engines to address complex academic matters. (PI 4, boy, 15 years).

Social Media as a Beneficial Tool for Creativity and Expanding the Repository of Knowledge

Several participants emphasized that social media platforms have the potential to facilitate children’s acquisition of new knowledge and skills. The participants provided accounts indicating that certain children utilize social media platforms to acquire expertise in various domains such as sewing and fashion, art, culinary skills, music, dancing, sound engineering, and a wide range of other talents and knowledge. The respondent illustrated the following statement:

Some children employ social media platforms as a means of developing their creative abilities, as various applications provide a diverse array of opportunities for acquiring new knowledge and skills. I am now acquiring piano skills through instructional videos on the YouTube platform. My younger sibling has been on a path of acquiring crocheting skills, and I can attest to the noticeable improvement in her ability to crochet since she commenced this endeavor. These were obtained using social media platforms. My friends and I keep up to date on the latest dance styles by learning how to do them on the social media site TikTok. (PI 5, boy, 16 years).

Negative Sides of Social Media Usage

The study also examined the negative aspects of children’s use of social media to understand their negative experiences with it. From the PIs, the children mentioned that although they benefit a lot from social media, there have been instances when friends have shared sexually explicit materials and in other instances when they have received unsolicited messages from strangers. Other negative uses of social media include losing focus on schoolwork, developing a social media addiction, and withdrawing from the family.

Social Media as a Source of Sexually Explicit Materials

Several participants noted that social media platforms have the potential to facilitate children’s acquisition of sexually explicit materials from their peers. Some children described how they have come across pornographic materials while using social media:

I asked my friend for a song video, and instead, he sent me a hyperlink to a pornography website. I wasn’t happy, so I confronted him about it. He expressed regret and clarified that another friend had shared it, and he considered sharing it with me as well. (PI 6, girl, 16 years).

Some of the boys in class send you nude pictures on WhatsApp just to entice you sexually, and even though I find it very appalling, some of my colleagues find it exciting and even go out asking for more. This is very common at my school. (PI 7, girl, 14 years).

Social Media as a Channel of Receiving Unsolicited Messages from Strangers

The PIs also revealed that children receive unsolicited messages from people they do not know online and, in certain instances, through text messaging. One of the children shared the following:

This week alone, I have had not less than three messages from people I don’t know. You pick up your phone, and you receive a message from either a male or female telling you he or she found your number on their phones and is calling to find out who you are. These are all lies told in disguise to trick you into a sexual relationship. (PI 8, girl, 16 years).

Social Media Leads to Addiction and a Loss of Concentration in Schoolwork

Children also recounted instances where they were so deeply absorbed in using social media platforms that they scarcely had any time left for their schoolwork. Additionally, certain children expressed that they derive significant amusement from social media and consequently isolate themselves from their siblings, parents, and other family members due to their preoccupation with social media platforms.

I don’t often get the chance to speak with my siblings in person. We are essentially always engaged in some sort of online activity, whether it is social media interaction or web browsing, which contributes to this in part. I feel like my family and I are getting less and less time together because of our apparent social media addiction. (PI 9, boy, 15 years).

I might not be myself if my parents told me not to use my phone for social media for even a day. It will feel as if something has been snatched from me. I seem to be addicted to social media use. (PI 10, boy, 14 years).

Discussion

This study makes a valuable contribution to the existing body of literature on children’s usage of social media by examining the prevalence of children’s usage, identifying the primary platforms they utilize, and exploring the benefits and drawbacks associated with their social media usage. The results can be utilized by stakeholders to aid in the design and implementation of initiatives that seek to further develop the advantages children derive from using social media platforms. The findings reveal that 87.5% of children have ever used social media and that male children (91.7%) are more likely to have done so than female children (83.5%). The finding is consistent with other studies in the United Arab Emirates (Alnjadat et al., 2019) and Tanzania (Pfeiffer et al., 2014). The virtually universal proportion of children reporting social media usage indicates the wide use of it by children in the country.

There is a statistically significant association between the sex, age, and educational level of children and their use of social media. This implies that a child’s sex, age, or educational background influences the social media platform they choose. The results reveal females exhibit a preference for Snapchat, Twitter, Pinterest, and Facebook, while males are more inclined towards Instagram, WhatsApp, and YouTube as their preferred choices. This result is consistent with earlier research findings (Ali et al., 2021). The age and educational attainment of children exhibit a similar pattern, as children aged 8–10 and 11–13 who attend primary and junior high schools are more likely to use WhatsApp. In contrast, those aged 14 to 17 are more inclined to use Snapchat. This finding suggests that gender and age influence the social media preferences of young people. This is evident from the observed differences in preferences between males and females, younger and older children, and children with varying levels of education. This finding confirms that demographic characteristics play a role in social media usage decisions. Blumler and Katz (1974) argued in the UGT that people choose their social media platforms based on their traits, circumstances, preferences, and desires. It is not surprising that female preferences differ somewhat from male preferences in certain situations. Similar arguments can be made for the different options available to children based on their ages and educational levels. Consequently, based on the results, children’s preferences, and choices for the type of social media change as they advance in age and education.

The most popular social media platform among children is TikTok (88.7%), followed by WhatsApp (88.4%), Snapchat (85.7%), and YouTube (83.0%). Twitter (19.0%) and LinkedIn (9.8%) were the least utilized platforms, according to the results. According to the UGT, this was to be anticipated because the specific content and opportunities provided by social media platforms influence people’s selection of social media platforms. This is consistent with the findings of the PIs, which indicate that children tend to cease using a particular social media channel due to the restrictions and limitations associated with its use. Children prefer social media platforms that provide age-appropriate and trending content to those that predominantly target adults and provide uninspiring and unappealing content. This conclusion is supported by the UGT, which indicates that users of a specific social media platform have distinct tendencies to satisfy their needs. It is inevitable that Twitter and LinkedIn have lost their appeal among children and are less popular than other platforms. From the PIs children indicated they prefer social media platforms with child-friendly and entertaining content. This suggests that young users remain loyal to platforms that meet their needs. If the media fails to satisfy these criteria, many will switch to alternative media until their needs are met.

According to the findings, a significant majority (87%) of children use social media platforms mostly for entertainment purposes. The almost universal proportion of children reporting using social media for entertainment was expected. The PIs yielded findings indicating that children engage in many forms of entertainment on social media platforms, such as watching comedic content, listening to music, consuming sports-related media, and viewing choreographed dance performances. Children said that the sort of media to use is determined by the user’s mental state, circumstances, or need at the time of use. This suggests that a person’s proclivity or desire to utilize a platform for social media is determined by their present circumstances, state of mind, or most pressing need. This finding is consistent with Krasnova et al.’s (2017) earlier research and lends credence to the UGT concept, which holds that people use media to meet their affective or emotional needs when they are in need.

Approximately 77.7% of children indicated that social media platforms provide them the chance to engage in social interactions and communicate with friends and family members. The findings of this study indicate that the advent of social media has facilitated frequent and instantaneous communication with distant friends and relatives. This stands in contrast to the previous reliance on costly postal services, which often resulted in significant delays of days, weeks, or even months before establishing contact with the intended recipients. The finding aligns with previous studies (Ali et al., 2021). The finding implies a shift in communication dynamics, indicating that social media has facilitated faster, more cost-effective, and more convenient modes of communication. The UGT’s social interaction and integration needs construct emphasizes the benefits of using social media for effective communication and interaction.

The study found that 73.5% of children view social media as a reliable and trustworthy information source for their academic pursuits and other educational endeavors. This observation is congruent with the UGT theory of cognitive needs and is consistent with prior research (Tartari, 2015a, 2015b). Individuals use social media platforms to acquire information and increase their knowledge, according to the theory. The results of the PIs illustrate that children usually select media platforms intending to acquire knowledge and factual content, as these channels have acquired a reputation for providing accurate and reliable information. According to the qualitative results, a substantial number of children rely solely on their preferred social media platforms, believing that these platforms will provide them with the knowledge they need to satisfy their needs in specific situations, as explained by the UGT.

According to the study, nearly six in ten (58.9%) children use social media platforms to gain knowledge or exhibit their talents and creativity in a variety of fields. This finding confirms prior studies (Ito et al., 2009; Susanty et al., 2022) and supports the UGT belief in using social media for personal identification and interactive purposes. According to the UGT, people prefer to use various media channels to earn credibility and increase their position among their peers. According to the study findings, children use social media platforms like TikTok to learn or share their musical compositions, dancing performances, and other kinds of creative expression to achieve peer acclaim. Being stable is a very significant feature in society, so children choose to watch, listen to, learn new dances, or adopt new fashions to be connected and important among their peers. This is an underlying principle of the UGT’s personal integrative needs.

The study findings highlight that the use of social media is accompanied by adverse consequences, including exposure to sexually explicit material through message sharing, receiving unsolicited messages from strangers, decreased focus on academic tasks, addiction, and distancing from family members due to excessive engagement with social media. Research has established an association between the use of social media and exposure to pornographic content globally (Andrie et al., 2021; Flood, 2007; Mitchell et al., 2007; UNICEF, 2017). Prior research has shown (Asare-Donkoh, 2018; UNICEF, 2017) that children encounter strangers online through unwanted interactions, leaving them with unpleasant experiences and making them cautious about using social media (Van Gyampo, 2017). The current results of children becoming addicted to social media usage, losing concentration in schoolwork, and performing poorly in school resonate with previous works (Amofah-Serwaa & Dadzie, 2015; Asare-Donkoh, 2018; Kolan & Dzandza, 2018; Markwei & Appiah, 2016; Mingle and Adams, 2015; Ocansey et al., 2016). These findings indicate that the use of social media has adverse impacts on children, necessitating the adoption of appropriate supervision and regulation when children are online or using other social media platforms.

Limitations and Strengths

The primary strength of this study is that it contributes to the inadequate body of knowledge on the benefits of social media use among children. However, it has limitations. The cross-sectional method used hindered the establishment of a causal relationship. Furthermore, the study focused solely on children who have computers, phones, tablets, and Internet access. In developing countries, a poor socioeconomic status may limit access to the internet and the use of internet-enabled gadgets, raising concerns about social classification (Marler, 2018). As a result, the sample excluded the viewpoints of children who did not have access to the aforementioned amenities, limiting the ability to generalize the findings to a wider population. Future studies should include a sample that adequately represents children’s rural, urban, and socioeconomic statuses. Finally, despite being asked not to interfere with the completion of the web survey tool, the researcher was unable to verify whether children completed the survey instruments or if parents had no influence on the responses provided.

Conclusion

The UGT was used to analyze and explain social media platform usage among children. The findings indicate that nearly nine out of ten children have ever used social media, with a higher usage rate among males than females. Consequently, children of all ages use social media in the study area. TikTok is the most popular social media platform among children and is their favorite. Social media use by children is statistically linked to their gender, age, and education. Females favor Snapchat, Twitter, Pinterest, and Facebook, while males choose Instagram, WhatsApp, and YouTube. Based on these findings, the study asserts that demographic variables play a significant role in shaping individuals’ decisions regarding social media usage. Additionally, it suggests that children select their preferred social media platforms based on their personal preferences, aligning with the principles of the UGT, which posits that media serves various purposes and serves the specific needs and desires of those who use it. The advantages of social media for children include being a source of entertainment, a necessity for communication and messaging, a source of information for schoolwork, and a source of learning or showcasing talent and creativity.

The study reveals that children’s use of social media is associated with adverse consequences such as exposure to sexually explicit content, online exploitation, addiction to media consumption, and poorer academic outcomes. Consequently, adopting regulations for social media aimed at children will aid in reducing the continual risks and harms encountered by children during their Internet and social media usage. In addition, parents and caregivers must assume the duty of overseeing their children’s online activities and usage of social media platforms. The government should expedite the legislative process to enact legislation that governs the use of social media by minors, as the existing regulations solely focus on preventing cyber crimes against children. Despite the negative effects, social media platforms possess significant potential for growth and development among children. Therefore, it is considered imperative for parents to actively encourage their children to use these platforms for productive purposes, while media industry stakeholders are also encouraged to create and execute initiatives aimed at enhancing the advantages children gain from engaging with social media platforms.

Footnotes

Acknowledgements

The participation of all the children involved in the study is highly valued. The author further acknowledges the gratitude towards all parents who provided consent for their children’s participation.

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

Ethical Approval

Since the investigation involved children, ethical approval was deemed necessary. In light of this, permission was sought and granted to begin fieldwork. The National Child Protection Committee granted approval permission for the study in February 2023 (DC/CPC/178).

Consent Statement

Consent was obtained from parents and children, who were informed that their participation in the study was entirely voluntary and that they could exit at any time and skip any questions they did not wish to answer. During data collection, the Helsinki Declaration’s principles were adhered to, and the obtained data were anonymized to protect the rights of children.

ORCID iD

Sylvester Kyei-Gyamfi

Data Availability Statement

The dataset is in SPSS format and can be requested and made available during the review process. The study collected data using both quantitative and qualitative approaches and can be forwarded as supplementary material upon request.

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