Investigating Cybercrime Among Female Undergraduate Student in Federal University Lokoja

Investigating Cybercrime Among Female Undergraduate Student in Federal University Lokoja

 

Abstract

This study investigated cybercrime vulnerability among female undergraduate students at Federal University Lokoja. A quantitative survey research design was adopted, and data were collected using a structured questionnaire from a sample of 120 respondents. SPSS27 was utilized for data presentation and analysis. Hypotheses were tested using t-tests. The findings revealed a significant prevalence of cybercrime among female students, with factors such as a lack of awareness about online security measures and peer pressure contributing to vulnerability. Gender-based harassment and discrimination online were identified as key factors influencing victimization. Concerns were raised regarding reporting challenges and the potential long-term effects of cybercrimes on mental health and well-being. Consequently, the study underscored the importance of enhancing cybersecurity awareness, strengthening reporting mechanisms, and fostering digital literacy among female undergraduate students. It recommended the implementation of comprehensive cybersecurity awareness programs, the establishment of confidential reporting channels, and the integration of digital literacy training into the university curriculum. Collaboration with external partners and the promotion of gender equity and inclusivity in cybersecurity initiatives were also recommended. These recommendations aimed to create a safer and more secure online environment for female students and mitigate cyber threats effectively. In conclusion, the study highlighted the urgent need for proactive measures to address cybercrime vulnerability among female undergraduate students and underscored the significance of interdisciplinary collaboration in combating cyber threats within the university context.

 

 

 

 

 

 

 

 

CHAPTER ONE

INTRODUCTION

Background to the Study

With the increasing reliance on digital technology and the internet, cybercrime has become a prevalent threat worldwide (Akers, 2019). Cybercrime encompasses a wide range of illegal activities conducted through digital means, including hacking, online fraud, identity theft, cyberbullying, and various forms of cyberattacks (Button & Cross, 2017). These activities pose significant risks to individuals, organizations, and society as a whole, with potential consequences ranging from financial loss to reputational damage and even physical harm (Levi & Burrows, 2020). As technology continues to advance and our reliance on digital platforms grows, the scope and sophistication of cybercrime are expected to increase, further exacerbating the challenges faced by law enforcement agencies and policymakers (Dzomira, 2022).

While cybercrime affects individuals across all demographics, research suggests that certain groups, such as female undergraduate students, may be particularly vulnerable (Miller, 2021). Female students are often targeted for various reasons, including perceived naivety, social engineering tactics, and gender-based harassment (Hutchings & Chua, 2017). Additionally, factors such as limited digital literacy and awareness of online risks may further increase their susceptibility to cyber threats (Arowosaiye, 2020). As such, understanding the unique vulnerabilities and experiences of female undergraduate students is essential for developing targeted prevention and intervention strategies to mitigate the impact of cybercrime on this demographic (Jegede et al., 2022).

Research into the factors contributing to cybercrime victimization among female undergraduate students has identified various socio-economic and psychological factors at play (Aker, 2018). Peer pressure, parental socioeconomic status, and exposure to deviant online behaviours have been found to influence students’ involvement in cybercrime (Babatunde & Olanrewaju, 2021). Additionally, the anonymity afforded by the internet and the perceived low risk of detection may contribute to students’ willingness to engage in illegal online activities (Koong et al., 2020). Understanding these underlying factors is crucial for developing targeted interventions aimed at addressing the root causes of cybercrime among female undergraduate students (Ojedokun & Eraye, 2022).

Moreover, societal perceptions and stereotypes regarding gender roles and behaviours may also contribute to female students’ vulnerability to cybercrime (Schmalleger & Volk, 2018). Research has shown that women are often subjected to gender-based harassment and online abuse, which can have profound psychological and emotional consequences (Jegede et al., 2022). These experiences may further deter female students from reporting cybercrimes or seeking help, perpetuating a cycle of victimization and silence (Miller & Morris, 2020). Therefore, addressing gender-based violence and promoting a supportive and inclusive online environment is essential for protecting female undergraduate students from cyber threats (Hollinger, 2021).

In addition to addressing the socio-economic and psychological factors influencing cybercrime victimization, it is essential to enhance digital literacy and awareness among female undergraduate students (Singleton & Singleton, 2020). Providing education and training on safe online practices, recognizing common cyber threats, and understanding how to report incidents can empower students to protect themselves from cybercrime (Kunz & Wilson, 2020). Furthermore, fostering a culture of accountability and responsibility within academic institutions can help create a safer and more secure online environment for all students (Taylor, 2019).

In essence, understanding the factors contributing to cybercrime among female undergraduate students is essential for developing effective prevention and intervention strategies (Ojedokun, 2020). By addressing socio-economic, psychological, and institutional barriers, we can empower female students to navigate the digital world safely and confidently, reducing their vulnerability to cyber threats and promoting a culture of digital citizenship and responsibility (Okeshola & Adeta, 2021). Through collaborative efforts between academia, policymakers, and law enforcement agencies, we can work towards creating a safer and more inclusive online environment for all individuals.

Statement of Problem

Cybercrime among female undergraduate students at Federal University Lokoja reveals several significant gaps in current research and understanding. Despite the increasing prevalence of cybercrime globally and its potential impact on individuals and society, there remains a lack of comprehensive research specifically focusing on female undergraduate students in the Nigerian context (Idehen et al., 2021). While existing studies have examined the general patterns and trends of cybercrime, there is a notable absence of research that delves into the unique experiences, vulnerabilities, and challenges faced by female students at Federal University Lokoja.

Furthermore, the limited research available tends to focus primarily on the perpetration of cybercrime rather than the victimization experiences of female students (Aderinto & Ojedokun, 2017). This gap is particularly concerning given the growing recognition of the gendered nature of cybercrime victimization, with women often experiencing different types of online harassment and abuse compared to men (Miller, 2021). Understanding the specific forms of cyber victimization experienced by female undergraduate students at Federal University Lokoja is crucial for developing targeted prevention and intervention strategies to address their unique needs and concerns.

Moreover, there is a dearth of research exploring the socio-economic, cultural, and institutional factors that contribute to female students’ vulnerability to cybercrime (Jegede et al., 2022). Factors such as peer pressure, parental socioeconomic status, and exposure to deviant online behaviours may influence female students’ susceptibility to cyber threats (Babatunde & Olanrewaju, 2021). However, the extent to which these factors impact cybercrime victimization among female undergraduate students at Federal University Lokoja remains largely unexplored.

Additionally, there is a lack of awareness and education initiatives aimed at equipping female students with the necessary knowledge and skills to protect themselves from cyber threats (Singleton & Singleton, 2020). Without adequate digital literacy and awareness, female students may be ill-equipped to recognize and respond to potential cyber risks effectively. Thus, there is a pressing need for targeted educational programs and interventions to enhance digital literacy and empower female students to navigate the digital world safely.

Objectives of the Study

The specific objectives of this study include:

1. To examine the prevalence of cybercrime among female undergraduate students at Federal University Lokoja.
2. To identify the factors contributing to cybercrime victimization among female undergraduate students.
3. To explore the perceptions of female undergraduate students towards cybercrime and its consequences.

Research Questions

To achieve the stated objectives, the following research questions guided the study:

1. What is the prevalence of cybercrime among female undergraduate students at Federal University Lokoja?
2. What are the factors contributing to cybercrime victimization among female undergraduate students?
3. How do female undergraduate students perceive cybercrime and its consequences?

Research hypotheses

Based on the objectives outlined above, the following hypotheses were formulated:

Null Hypotheses(H₀):

1. There is no significant prevalence of cybercrime among female undergraduate students at Federal University Lokoja.
2. Certain demographic and behavioural factors do not contribute to cybercrime victimization among female undergraduate students.
3. Female undergraduate students’ perceptions of cybercrime do not significantly influence their likelihood of engaging in risky online behaviours

Alternative Hypotheses(H₁):

1. There is a significant prevalence of cybercrime among female undergraduate students at Federal University Lokoja.
2. Certain demographic and behavioural factors contribute to cybercrime victimization among female undergraduate students.
3. Female undergraduate students’ perceptions of cybercrime significantly influence their likelihood of engaging in risky online behaviours.

Significance of the Study

This study has far-reaching implications for various stakeholders, including academia, policymakers, law enforcement agencies, and educational institutions. By delving into the prevalence and underlying factors driving cybercrime among female undergraduate students, the research outcomes can serve as a valuable resource for crafting tailored interventions and educational initiatives. These efforts are aimed at bolstering digital literacy, fostering online safety practices, and ultimately, reducing cyber risks within this vulnerable demographic.

Academic institutions stand to benefit significantly from the insights garnered from this study. By understanding the specific challenges faced by female undergraduate students about cybercrime, universities can develop targeted educational programs. These initiatives can equip students with the necessary knowledge and skills to navigate the digital landscape safely. Moreover, by integrating cybercrime awareness and prevention into the curriculum, institutions can play a proactive role in safeguarding their students against online threats.

Policymakers also have a vested interest in the findings of this study. The data collected can inform the development of policies and regulations aimed at addressing cybercrime among female undergraduate students. By understanding the root causes and contributing factors, policymakers can tailor legislative measures to better protect this demographic group. Additionally, policymakers can allocate resources towards initiatives that promote digital literacy and cybersecurity awareness, thereby enhancing the overall resilience of society against cyber threats.

Law enforcement agencies can leverage the insights gained from this research to enhance their efforts in combating cybercrime. By understanding the unique vulnerabilities of female undergraduate students, law enforcement can prioritize resources towards targeted interventions and support services. Moreover, the findings can inform the development of training programs for law enforcement personnel, enabling them to better respond to cybercrime incidents involving female victims.

Educational institutions, including Federal University Lokoja, can use the findings of this study to implement proactive measures to safeguard their students. By incorporating cybersecurity awareness initiatives into campus life, universities can empower female students with the knowledge and skills to protect themselves online. Additionally, educational institutions can establish support mechanisms, such as counselling services and victim advocacy programs, to assist students who have been affected by cybercrime.

Furthermore, the study contributes valuable insights to the existing body of knowledge on cybercrime. By focusing specifically on female undergraduate students, the research fills a significant gap in the literature. Previous studies have often overlooked the experiences and vulnerabilities of this demographic group. Therefore, the findings of this study provide a nuanced understanding of how cybercrime impacts female students and the factors that contribute to their susceptibility.

Scope of the Study

This study focused specifically on female undergraduate students enrolled at Federal University Lokoja. The research explored various forms of cybercrime, including hacking, online fraud, cyberbullying, and identity theft, within the context of the university environment. The study considered factors such as demographic characteristics, internet usage patterns, and perceptions of cybercrime among female students. However, it did not extend to investigating cybercrime perpetration or the involvement of external actors beyond the university community.

Operational Definition of Terms

To ensure clarity and consistency throughout the study, the following terms were operationally defined:

Cybercrime: Any illegal activity conducted through digital means, including but not limited to hacking, online fraud, identity theft, cyberbullying, and cyberstalking.

Female undergraduate students: Women who are currently enrolled in undergraduate programs at Federal University Lokoja.

Prevalence: The proportion of female undergraduate students who have experienced cybercrime within a specified period.

Factors contributing to cybercrime victimization: Demographic, behavioural, and environmental variables that increase the likelihood of female undergraduate students becoming victims of cybercrime.

Perceptions of cybercrime: Female undergraduate students’ beliefs, attitudes, and understandings of cybercrime, including its risks and consequences.

Digital literacy: The ability of female undergraduate students to access, evaluate, and effectively use digital technologies and online resources for academic, professional, and personal purposes.

Online safety: Practices and strategies employed by female undergraduate students to protect themselves from cyber threats and risks while using the internet.

Mitigating cyber risks: Efforts aimed at reducing the likelihood and impact of cybercrime through preventive measures, awareness campaigns, and enforcement actions.

 

REFERENCES

• Tade, O., & Aliyu, A. (2021). The social organisation of Internet fraud among university undergraduates in Nigeria. International Journal of Cyber Criminology, 5(2), 860-875.
• Tade, O., & Aliyu, I. (2021). The social organisation of Internet fraud among university undergraduates in Nigeria. International Journal of Cyber Criminology, 5(2), 860-875.
• Tashakkori, A., & Teddlie, C. (Eds.). (2017). Handbook of Mixed Methods in Social and Behavioural Research. Thousand Oaks: Sage.
• Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. Int J Med Educ, 2, 53–55. doi: 10.5116/ijme.4dfb.8dfd.
• Yin, R. K. (2018). Case Study Research and Applications: Designs and Methods. 6th edition. Los Angeles: Sage Publications.

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