Impact Of Television On Primary School Students’ Moral Behavior

Primary Education Project and Semina Material

Impact Of Television On Primary School Students’ Moral Behavior


Abstract


This study was carried out on the impact of television on primary school students’ moral behaviour using some selected primary schools in the Idah Local Government Area as a case study. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of teachers of selected primary schools in the Idah Local Government Area. In determining the sample size, the researcher purposefully selected 53 respondents and 50 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. While the hypotheses were tested using chi-square statistical tool. The result of the findings reveals that television have an impact on a student’s moral behavior. The study also revealed that there isa moral difference between students who indiscriminately watch television and those who do not. Therefore, it is recommended that Television stations should ensure that the programmes aired for children should conform with acceptable behavioural and attitudinal patterns of life programmes should be well checked so as serve as instruments of social change as well as a means of teaching and promoting good, upright and acceptable moral standards of life in the Nigerian society. The media should present more of educative and instructional programmes for children.


Table of Content


Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypotheses
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.0 Data Presentation
  • 4.1 Analysis of Data
  • 4.2 Answering Research Questions
  • 4.3 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Introduction
  • 5.2 Summary
  • 5.3 Conclusion
  • 5.4 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE 

Chapter One


Introduction

1.1 Background of the Study

The impact of television on students’ moral behavior is a reality in Nigeria, one that education must recognize as a concern and address. A youngster has been subjected to a significant amount of television influence. “Media education may result in young people being less sensitive to detrimental effects of media exposure,” Villain (2001) begins. Television has been shown to boost a child’s creativity in studies. Furthermore, television has become a “family member” in practically every household on the earth. And not just any average family member, but one of the most significant, because the amount of time spent next to it exceeds the amount of time spent with any other family member (Joe, 2003). Monk (1970) noted, for example, that television is the one impact that we all share now that has replaced the social, religious, and political gatherings and festivals that were formerly powerful expressions. Television is an essential component of today’s mass media and one of the most important sources of information. Television was used to equip a large audience. All films, services, soap operas, chat and quiz shows, music and sex shows are available (Ann, 1998). Television, like every other human creation, has a long history as well as benefits and drawbacks. Television has become a gnawing in our eyes nowadays (Bernat, 2000). Individuals chew guns just to have something to put in their mouth, and they watch TV to pass the time, and regrettably, the majority of these people are youngsters. Television has an impact on learning and school performance because it takes away time that children need for activities that are important for their mental and physical development (Hanz, 2003). The majority of a student’s spare time should be spent on hobbies such as reading, exploring nature, learning about music, or engaging in sports, especially during their formative years. Furthermore, students are becoming more couch potatoes, with physical and mental issues (Chokote, 2001). They have lost sight of the joys of childhood, such as flying kites, building sand castles, playing in fields, and the purity found in being obstinate. At their annual meeting over Easter in 2007, the Association of Teachers and Lecturers blamed poor behavior displayed on television for much of the indiscipline they have to deal with in the classroom. “Their behavior directly matches what they watch on television,” one instructor stated. “There is also too much profanity on television,” another instructor said. It’s so common that it doesn’t have a dramatic impact on shows, therefore students curse in ordinary language as though it’s normal. The life interaction models shown on television are overblown and jumbled (ESther, 2005). Children learn that they can get what they want by becoming stronger and subjugating their people, that they can become famous by murdering, and that killing is OK even if you are a “nice” man. Statistics show that increasing the amount of time spent in front of the television increases the development of hostility (Williams, 2004).


1.2 Statement of the Problem

The prevalence of moral decay among youngsters of a young age has reached frightening levels (Bernard, 2002). This is due to the negative effects of watching unscreened television programs. Furthermore, their increased exposure to television has a detrimental impact on their academic achievement. The purpose of this study is to determine the impact of television on students’ moral behavior.


1.3 Objectives of the Study

The goal of this study is to learn about students’ opinions and reactions to television’s impact on their moral behavior. The purpose of the study is also to give suggestions and recommendations based on the findings.


1.4 Research Questions

Following is a list of research questions that were addressed in the study as a result of the previous explanation.

  1. Does television have an impact on a student’s moral behavior?
  2. Is there a moral difference between students who indiscriminately watch television and those who do not?
  3. Is it possible for the government to assist in the monitoring and screening of the types of home video produced?
  4. Can parents assist in lowering and monitoring the rate and kind of programming that is watched?
  5. Does watching television have an impact on a student’s academic performance?

1.5 Research Hypotheses

  • H0: Television has no impact on a student’s moral behavior.
  • H1: Television has an impact on a student’s moral behavior.

1.6 Scope of the Study

This study is confined to primary schools since they are the ones who are most affected. The data for this study came from primary schools in the Idah Local Government Area. The objective for this is to ensure that the study sample is sufficiently representative, and it may also cut across all primary schools.


1.7 Limitation of Study

The study’s key constraints are time, money, transportation, and supplies. This study was hampered by a lack of funds to complete the project, which resulted in disjointed materials. Additionally, the study did not include samples from all Nigerian primary schools, thus the results may not be representative. The information provided by the subject sample, on the other hand, was used to arrive at the research’s conclusion of finding.


1.8 Definition of Term

Television:

A television is an electrical device with a screen on which children and adults watch moving picture and sound programs.

Moral:

Is concerned with the principles of good and bad human behavior.

Influence:

The impact that someone or something has on how a person thinks or acts, or how something operates or develops.

Behaviour:

A person’s actions, especially in relation to others.

Child:

Is a young person who has not yet reached adulthood.

Media:

Television, radio, and newspapers are the primary sources of information and entertainment for a vast number of people.


1.9 Organisations of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms.

The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the impact of television on primary school students’ moral behaviour using some selected primary schools in the Idah Local Government Area as a case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was on the impact of television on primary school students’ moral behaviour using some selected primary schools in the Idah Local Government Area as a case study.The study is was specifically carried out to learn about students’ opinions and reactions to television’s impact on their moral behavior.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were validated from the enrolled participants where all respondent were teachers of selected primary schools in Idah Local Government Area, Kogi State.


5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

  1. Television have an impact on a student’s moral behavior.
  2. There is a moral difference between students who indiscriminately watch television and those who do not.
  3. It is possible for the government to assist in the monitoring and screening of the types of home video produced.
  4. Parents can assist in lowering and monitoring the rate and kind of programming that is watched.
  5. Watching television have an impact on a student’s academic performance.

5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. Television stations should ensure that the programmes aired for children should conform with acceptable behavioural and attitudinal patterns of life programmes should be well checked so as serve as instruments of social change as well as a means of teaching and promoting good, upright and acceptable moral standards of life in the Nigerian society. The media should present more of educative and instructional programmes for children.
  2. Parents and guardians should monitor the type of programmes their wards expose themselves to as some children may indulge in watching immoral programmes without the knowledge of their parents/guidance.
  3. Parents and guardians should avoided storing or keeping immoral programmes in the form of video tapes or disk in the house, also immoral stations can be disconnected from their subscriptions of television stations.
  4. Children should be thought the implication of immoral life so as to disway their minds from such acts while good and moral actions should be exalted and promoted by parents and guidance.

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Frequently Asked Questions


How does television affect children’s behavior?

Seeing people acting in a positive way can influence how children respond in similar situations. Based on concerns over the powerful influence television content can have on children, especially young children, the U.S. Congress passed the Telecommunications Act in 1996.

Do educational TV programs have a positive effect on children’s learning?

There is no doubt that educational TV programs have a positive effect .in a landitudal study by Wright et. al (2001) “educational viewing (particularly Sesame Street) was related to letter word and number skills, vocabulary, and school readiness for children.” (Muarry, 2007).

Does television have a positive or negative impact on society?

Television has the potential to generate both positive and negative effects, and many studies have looked at the impact of television on society, particularly on children and adolescents (1,2). An individual child’s developmental level is a critical factor in determining whether the medium will have positive or negative effects.

How does media influence children’s behaviour?

Media research has also demonstrated that television watching can have a beneficial effect as well. Seeing people acting in a positive way can influence how children respond in similar situations. 

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