Effect Of Home Videos On Student Discipline

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Effect Of Home Videos On Student Discipline


This study was on the effect of home videos on student discipline. The study had five objectives, five research questions and five null hypotheses. Descriptive survey design was adopted for the study. The population was thirty five thousand, eight hundred and seven (35,807) student students in junior secondary schools in six (6) local government areas in Adamawa state. Multistage sampling technique was used to administer the instrument to 500 students selected in all the six schools in the study area. Four rating scale structured questionnaire titled Video Viewed and Discipline (VVSB) was used for data collection. Data collected were coded into SPSS version 22. Pearson Product Moment Correlation (PPMC) was employed in testing hypotheses 1, 2, and 3 while t-test was used to test hypotheses 4 and 5 at 0.05 level of confidence. The result show that 54% of the respondents are male, 31.2% prefer to watch drama film and about 65% confirmed that home video has impacted positive change to student discipline. The effect of home video watch and television viewing on student discipline includes: exposure to media violence has been positively related to subsequent aggressive behaviour, ideas, arousal, and anger. The results also show that home videos have effect on the academic performance and discipline of students. The result revealed that home videos have both positive and negative effect on youth morality. It was recommended among others that parents should control the types of home video viewed by students at home. In addition, they should minimize time spent by students viewing videos at home.

Chapter One


1.1 Background to the Study

The mass media, most especially television have gradually become a part of daily lives, and sources of information, education and entertainment have been described as the primary functions of the media. Folarin (2005) assigned three functions to the media: Surveillance of the Environment (the news function), correlation of the different parts of the Environment (the editorial function) and transmission of the cultural heritage from one generation to the other (the cultural transmission function).

Film was introduced into Nigeria in the 1900’s by the British colonialist who used it for propaganda purposes, while the church used it to spread the Gospel, The Colonial Administration and the Church saw film not only as a medium of entertainment but as an effective medium of communication (Akpabio, 2003). The British colonialist with the Christian missionaries used film amongst other media to persuade Nigerians to accept Christianity, education and the western culture.

On Monday, August 12, 1903, the first motion picture was shown in Nigeria at the Glover Memorial hall in Lagos by Mr. Balboa of Barcelona, Spain, under the management of a Nigerian, Herbert Macaulay, who later closed his exhibition in Lagos and left to continue showing films in other West African countries. After his departure, an enterprising European merchant, Stanley Jones, began to show films in the same Glover Memorial Hall, and he showed his first films in November 1903.Mgbejume, (1989) said gradually it grew and became popular in the 1960’s. The Nigeria Home Movie industry thus, began from there.

Childhood development can be a frustrating and a worrying time for the young people. Apart from changes that occur in their interest and social interaction, defining them and describing their position in the changing world, these changes increase their self-awareness, self-identity and their social recognition apprehension, (Block and Robins, 2009).

Childhood development stages are noticeable by relentless psychological and emotional stresses (Armett, 2008). As they develop from childhood to adulthood they tend to explore more and new ideas. These changes normally occur in both boys and girls; however, Randy (2011) found that more difficult experiences in transition are seen by girls and boys. This implies that television is one of the tools that help in establishing the student behaviour and their opinions and social interaction (Bryant, 2011). Television enables children to gain perspective to the liberal social world. Children watch television to describe effective roles and behaviour of people in the society. Robert (1982) observed that television portrays girls as more passive than boys. In most cases, they are mostly concern with grooming and dating. Programmes on television such as soap operas reveal women as being mostly acted upon as compared to men (Caplovitz, 2002).

Early research on the effects of viewing violence on television especially among children found a desensitizing effect and the potential for aggression. Virtually since the dawn of television, parents, teachers, legislators and mental health professionals who wanted to understand the impact of television programs, particularly on children. As a result of 15years of consistently disturbing finds about the violent content of children‘s programs, The Surgeon General Scientific Adversary Committee on Television and student discipline was found in 1969 to assess the impact of violence on the attitude, values, and behaviour of viewers. Onokome (2004) stated that violence is one of the effects of home video. Children who watch a lot of violent films are prone to violent acts. There is the belief that people often accept the fictional representation in the media for their vivid and demonstrative relay of pictures. The Home-video is popularly considered by many people as a school of violence as it has the ability to hold its audience better than any conventional school. Ekwuazi (2001) opined that when children identify themselves with admired aggressive heroes and heroines in the home videos and copy their behavior whenever a relevant situation arises, the child is most likely to perceive a particular link between media mediated fantasy and concrete reality.

Films were made for the viewing pleasure of Nigerians with messages to inspire, motivate, reprove, and correct anomalies especially in the political and social systems, to eschew violence and all forms of evil. Home video viewing, however, provides an accessible domestic venue that extends the movie market to diverse mainstream audiences in cities and rural villages. Televisions are now common, and the homes of television owners often become crowded with extended family and friends gathered for an evening of watching movies. It is worthy of note that people as well as students have a more lasting impression of what they see and experience less difficulty in recalling. Home video has remained an instrument of entertainment, information and education. Omojuwa et al., (2009) opined that video programmes are not deliberately designed for instruction but for entertainment. Hence, the use of the film for academic instructions could affect school performance positively in acquisition and retention but there is no gain saying that the type of Yoruba home video films currently produced in Nigeria are not educational and therefore not motivating and beneficial to academic performance of secondary school students. It is with the foregoing background that this study set out to view the effect of home videos on student disciplines of students in Adamawa State.

1.2 Statement of the Problem

The researcher observed that special concerns have emerged about students’ access to information on the video and television. Adults marvelled at the dexterity of young people in secondary schools as they manipulate the keyboard. They spend hours in front of television watching films without in most cases parental control. These may pose serious challenge to their academic performance.

There are two extremes views about the effect of home videos on discipline of students. At one extreme they are seen to motivate them to learn and become more explanatory in solving problems (Singer, 1993). At the other end they are blamed as a source of all contemporary ills as most information on the television are not well organized or regulate (Ilo, 2004).

In Nigeria, it was affirmed by National Foundation for Family Research (NFFR) (Awake, 2002) that students engage in unprofitable cyber relationship. They were exposed to pornography and violence materials. Messages sent out on the television by many entertainment industries reflect values that one alien to our local culture and often promote materialism, crime, violence, immorality, students are exposed to indecent dressing, models and video games.
The researcher observed that today‘s students use video and television to communicate the way their parents use pens, postages stamps and telephone.

The new information society still relies on some basic non-technological competences that students need to develop good communication skills, the ability to solve problems, thinking deeply and having positive attitudes. The amount of time the students spend watching video and television is being challenged and extended in ways and at a speed that is inaccessible to their parents and teachers.

Student discipline of teenagers, disrespect for adults, promiscuity and other social misbehaviors among children aged 10-15 attracted the attention of the researcher and interactions tended to suggest that children watch Nigerian films and practice what they view. Feeling the need to find answers to their questions, students are by nature in the age of wanting to know so begin to explore on their own. Friends, printed magazines and other media sources especially Nigerian movies. Thus these then become their main sources of information on various philosophical and value issues. These students easily turn to the movies and the internet as research tools while exploring their own cultural, religious and spiritual beliefs. The movies provide them a new set of heroes and heroines whose thinking and insights they feel offer them better answers to questions that they feel uncomfortable discussing with parents or adults.

The expansion of Nollywood (Nigeria movie industry) and the alarming rate at which they produce calls for attention, Nigerian movies as a source of information and formation will likely become even more significant as availability increases. The effects of television on these students may be complex and too complicated to study thoroughly and then to specify causeeffect relationship.

It is a common practice that the film makers take time to warn the end users of such explicit content recommending it for different age groups but these videos are watched by everybody irrespective of the age restriction. Nigerian Nollywood movies have been accused of been portrayal of violence, and its adverse effect on the behaviors of Nigeria n youths and the society at large may be devastating. Some of the scenes are immoral scenes such as nudity, obscenity, use of vulgar language courses, indecent dresses, killings, murder, rape and molestation of women, smoking, and sexual harassment among others. These children do not stop their exploits on Nigerian movies alone but spend the greatest part of their time watching video and movies from outside the country. The world has eventually become a global village exposing the youth to various explicit cantered. The major concern is that these movies rather than ameliorating violent acts in the society tend to aggravate them. The researcher observed with dismay the way children in secondary schools in Adamawa state dress, talk and interact socially; there is a sharp decline from the normal social norms expected of children in the State. The problem statement therefore is whether home videos has effect on student discipline.

1.3 Objectives of the Study

The general objective of this study is to determine the effect of home videos on student discipline. While the specific objective are:

  1. Determine the effect of home video viewed on discipline of students in Adamawa state.
  2. Determine effect of time spent in home video viewing on discipline of students in Adamawa state
  3. Determine the effect of types of video viewed on student discipline
  4. Examine the difference between male and female opinions on the effect types of home video viewed on student discipline in Adamawa State
  5. Access the difference between male and female opinion on the effect of time spent in home video viewing on student discipline in Adamawa State

1.4 Research Questions

As a guide, the following research questions were raised:

  1. What is the effect of types of video viewed on discipline of students in Adamawa state?
  2. What is the effect of time spent in home video viewing on discipline of students in Adamawa state?
  3. What is the effect of home video viewing on discipline of students in Adamawa state?
  4. What is the difference between male and female on the effect types of home video viewed on student discipline?
  5. What is the difference between male and female on the effect of time spent in video viewed on student discipline?

1.5 Research Hypotheses

The following null-hypotheses were raised in order to test the answers to the research questions.

  1. H01. There is no significant effect of types of video viewed on discipline of junior secondary school students in Adamawa state
  2. H02. There is no significant effect of time spent in home video viewing on discipline of students in Adamawa state
  3. H03 There is no significant effect of home video on discipline of students in Adamawa State
  4. H04 There is no significant difference between male and female mean opinion on the effect types of home video viewed on student discipline.
  5. H05 There is no significant difference between male and female on the effect of time spent in home video viewing on discipline of students in Adamawa State

1.6 Significance of the Study

This research work is significant to the following: Students, Adolescent Parents,

Teachers and the general public:

Students: the research provide solutions toward good watching habits among children in the junior secondary schools. Adolescents; this research provide solutions toward curbing bad attitudes from peer groups.
Parents; the research provide parents with source of information on the influence of home video in the social behaviour of children, as well as suggested possible solutions on the controlling prevalence among children. Teachers and the general public; the result of this work was significance to teachers and the general public through the suggestions and recommendations of the findings toward curbing control on good home video watching in our

Furthermore, the findings of this study is significant to the Ministry of education and communication through regulating what is being transmitted for public viewing by the media houses. A copy of this work was made available to the Ministry.

1.7 Basic Assumptions of the Study

The study was based on the following assumptions that:

  1. Most young students are addicted to watching home videos for prolonged periods of time.
  2. Family background and Home video affects the secondary school students’ discipline in Adamawa state.

1.8 Limitation of the Study

The study is delimited to Effect of Home Videos watching on the Student discipline of Students of ages Ten to Fifteen (10 to 15) years in Junior Secondary Schools in Adamawa State of Nigeria. It was delimited to public junior secondary schools in Demsa, Numan, Yola North, Jada, Ganye and Yola south local government in Adamawa sate. This is because these groups of students will provide the researcher convenience in getting information on this study.

1.9 Scope of the Study

This research will focus on how social capital affects poverty reduction initiatives such as human capital development and rural farming development.

1.10 Definition of Terms

Home Video Viewing:

A regular and habitual act of looking or seeing or observing a television recording.


Discipline consists of conduct and actions exhibited by individuals within society.

1.11 Organization of the Study

The first chapter contains the study’s introductory section, which includes the study background, the research problem statement, the objective study, and the scope of the study. The second chapter is a critical review of other literatures pertinent to the study and its objectives, as well as the theoretical framework of the study. The third chapter goes over the study’s data collection, sampling, and data analysis methods. The fourth chapter examines the research findings, including how they relate to previous findings. The fifth chapter includes a summary of the findings, a conclusion, and recommendations based on the objectives of the study.
Summary, Conclusion and Recommendation

5.1 Summary

The summary of this study is presented on the topic effect of Home videos on student discipline. The chapter contains among others the conclusion and recommendations as well as suggestions for further studies on the subject.

Time spent watching home video decreases the amount of time available for pursuing other more healthy activities such as reading, writing assignments or house chores and family time. However, the effect of home video watch and television viewing on student discipline includes: exposure to media violence has been positively related to subsequent aggressive behaviour, ideas, arousal, and anger. Additionally, there is a significant negative effective of exposure to violence on subsequent helping behaviour.

Studies also indicate that watching home video has a negative effect on children‘s academic performance. When children watch Home video, they are typically not reinforcing school activities or doing homework and children watching home video when they like tend to performed poor on reading. The effect of home videos may effect younger children to become more antisocial, resulting in their becoming socially isolated which, in turn, attracts them to more violent media. As children spend more total time watching home video they spend a significantly shorter amount of time with friends as compared to those who don‘t. Most children who are exposed to violence through media or watching of home video had poorer school performance and its impact on their psychological adjustment was detrimental.

5.1.1 Contribution to Knowledge

The study has contributed to knowledge in the following ways:

  1. Home videos has effect on student disciplines in Adamawa State.
  2. Longer hours used on television watching has negative effect on the student disciplines in Adamawa State.
  3. The use of projectors and seminars with the students will give guidance by providing solutions towards good watching habits among students in the Junior Secondary School.
  4. The study will serve as reference material to both students, teachers and administrators in Adamawa State, the parents and researchers alike.

5.2 Conclusion

From the findings of this study it concluded that home video has effect on discipline of students in Adamawa state.

This also showed that the response of male and female on the effect of time spent in home video viewing on disciplines of students in junior secondary schools in Adamawa state proved significant.

The study conclude that longer hours used on television watching have negative effect on the student discipline of the junior secondary school in Adamawa State. The study notes that students on their own might not be able to tackle this phenomenon due to the pleasure involved in watching related media and home video programmes.

5.3 Recommendations

Based on the study findings the following recommendations were proffered.

  1. Home Video Programmes should be controlled by parents to maximize the inherent advantages for Students in the state.
  2. Time spent on viewing by students could be restricted to prevent addiction and counter negative tendencies associated with prolonged watching of Home video by Students
  3. Teachers should educate their students on the differences of role play in drama and the actual reality of life such that students will not always take every action in a movie with hook and silk as behavior they could emulate
  4. More attention should be focused on the male students in the control of time spent watching Home video especially those depicting anti-disciplines
  5. Male students should be given necessary education on the dangers of emulating characters they see in movies from time to time as a way of inculcating moral discipline by parents.
  6. Hence, to tackle this recurrent phenomenon in our homes, parents should monitor the shows, films and programmes their children are viewing. Also, to enhance students‘ academic performance, parents should ensure that high-quality educational programmes be made available and children should be encouraged to watch informational, educational and nonviolent movies and programmes

5.4 Suggestions for Further Study

In view of the limitation of this study, the following was suggested for further study.

  1. The study could be replicated in other state of the Federation towards having a general solution to the problem of Home video effect on student disciplines of Students in Nigeria.

Effect Of Home Videos On Student Discipline

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Effect Of Home Videos On Student Discipline


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Frequently Asked Questions

What are the effects of school discipline?

How school discipline is handled has a great impact on the learning environments of schools. Punitive school discipline does not improve student behavior or academic achievement. Students who have been suspended are significantly more likely to drop out of school and become involved in the juvenile justice system than their peers.

Can schools discipline students who misbehave during distance learning?

Student misbehavior hasn’t vanished during distance learning, but schools are finding that imposing discipline in a virtual environment is a complicated and often murky process, and that current laws don’t neatly apply to online behavior.

Does punitive school discipline improve student behavior?

Punitive school discipline does not improve student behavior or academic achievement. Students who have been suspended are significantly more likely to drop out of school and become involved in the juvenile justice system than their peers.

How can I improve my self discipline in school?

Make friends in school, but know when it’s time to socialize and when it’s time to study Learning self discipline, while not natural to everyone, is a skill that can be developed and learned in order to increase your success as a student. 

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