ABSTRACT
This study
examined influence of home video on academic performance and behaviour of
students in selected secondary schools in Education District II, Lagos state.
The study adopted a descriptive survey research design. The population of study
was made up of parents and teachers of public secondary school students in
Education District II, Lagos state. A total of one-hundred and twenty (120)
participants were randomly selected. The sample size consisted of 60 teachers
randomly selected from ten (10) public secondary schools under Education
District II, and 60 parents in the District head quarters. The basic instrument
used for data collection was a researcher self-made questionnaire titled
“parents’ and teachers’ questionnaire “Influence of home video on academic
performance and behaviour of students in selected secondary schools in
Education District II, Lagos State”. The data collected were analysed using
frequency counts and percentage for the demographic data and the research
questions while all the hypotheses formulated in the study were tested using
the t-test statistical tool at 0.05 level of significance. The result shows
that there is no significant difference between parents’ and teachers’ opinion
on the influence of watching of home video on students’ academic performance
and that there is no significant difference between parents’ and teachers’
opinion on the influence of watching home video on students’ behaviour. Based
on the findings of this study, the following recommendations were made; Parents
should help to regulate and monitor the type of films which their children
watch; Teachers should make sure that they give regular homework to get the
children occupied so that they do not spend much time in watching films.
TABLE
OF CONTENTS
Title Page
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of Contents vi
CHAPTER
ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 8
1.3 Purpose of the Study 10
1.4 Research Questions 10
1.5 Research Hypotheses 11
1.6 Significance of the Study 11
1.7 Scope of the Study 12
1.8 Operational Definition of Terms 12
CHAPTER TWO:
LITERATURE REVIEW
2.1 The
Concept of Home Video 15
2.2 Home
Video and Students’ Academic Performance 20
2.3 Implications of Excessive
Television-Watching 28
2.4 The
National Film and Video Censors Board (NFVCB) 32
2.5 Home Video and Students’ Behaviour 35
2.6 Summary
of Review 43
CHAPTER
THREE: METHODOLOGY
3.1 The
Research Design 46
3.2 Study Area 46
3.3 Study Population 46
3.4 Sample and Sampling Techniques 46
3.5 Research Instrument 47
3.6 Procedure
for Data Collection 47
3.7 Data Analysis 48
CHAPTER
FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Analyses of Demographic Data 49
4.2 Analysis of Research Questions 50
4.3 Hypotheses Testing 59
4.4 Summary of Findings 61
4.5 Discussion of findings 61
CHAPTER
FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
of the study 64
5.2 Conclusion 65
5.3 Recommendations 65
References 66
Questionnaire 70
CHAPTER ONE
1.0 Introduction
1.1 Background to the Study
Film exhibition began to thrive during the
colonial era, with Glover memorial Hall playing host to a range of memorable
films viewed by Nigerians in August 1903 (Okon, 2009). According to Okome
(1991) in Odejobi (2014) it was the magic of the moment for people to see
moving pictures. For many years films continued to be shown in film houses in
Lagos, to relieve the monotony of Lagos life through interesting and innocent
entertainment” (Opubor and Nwuneli, 2009).
At the inception of film industry, motion picture
was developed largely for educational purposes only to have that purpose
engulfed in a wave of commercial and entertainment explosion. The advent of
globalization as a result of urbanization and civilization such as access to
television and cable network programmes have attracted most students to watching
of television and they are often distracted by series of cartoons and movie
activities (Fehintola & Audu, 2012).
In recent times, home video has remained an
instrument of entertainment, information and education and it has taken more
than half of other existing entertainment forms, which equally compete for time
and attention of the average citizen (Oladunjoye, 2012).
Since the early 20th century, the
American film industry dominated the cinema across the world. In early 1910,
Griffith, a renowned film director shot the ever first movie in Hollywood
titled “in old California” before world war I, film makers gravitated to
southern California as the first Hollywood studio was opened in 1911 by the Nestor
company. The film making industry was later dominated by the Jews who were
immigrants as racial prejudice prevented them from other industries. By the mid
1940’s the film market was making 400 movies a year.
Onokeme (2004) noted that the Nigeria video film
has transformed itself into an art, creating its own version of the Nollywood.
The motion picture business grew from an estimated turnover of about 2.5
million in 1994 to a 3.4 million in 1999. Larkin (2006) noted that this
development resulted in the production of over 600 films a year and this made
Nigeria one of the largest film producing nations in the world. Okoye (2003)
observed that Ken Mnebue, a resourceful Nigerian entrepreneur pioneered the
Nigerian home video by producing “living in Bondage” in 1992. However,
Nollywood is arguably the third most vibrant film industry in the world after
Hollywood and Bollywood.
With the influx of videos with assorted themes in
the market and the uncontrolled nature of sales and rentals parents and
children buy or rent films which may have adverse effect on the morals of the
entire citizenry. Since much time could be wasted by children in watching some
of these videos, there could be serious implications in their behaviour and
academic performance. Bride (1980) in Oladunjoye (2012) in a research report
estimated that at the age of 18 years, a child spends more time watching the
television than any other activity beside sleep. It was also noted that at the
first 15 years of the child’s life, he loves watching the screen than going to
school. The child is exposed to home video through the television screen and so
there is the tendency for the adolescent to be influenced by what he sees.
Bride (2000) comments that the media of communication such as home videos are
cultural instruments which serve to protect or influence attitude, to motivate,
foster the spread of behaviour patterns and bring about social integration. So,
a child begins to perceive what he sees in the home video as a pattern of
behaviour or culture that is acceptable. Perception and experience contribute
to the development of a person’s behaviour. What a child sees is accepted as a
norm, he tries to imitate.
Home videos could be said to have both negative
and positive influence on the Nigerian child depending on the type of film, the
time, and the level of control parents are able to adopt. It is however, clear
that a child imitates what he sees hence he must be guided. Onokeme (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. Ekwazi (2001) opined that when children
identify themselves with admired aggressive heroes and heroins in the home
videos and copy their behaviour, whenever a relevant situation arises, the
child is most likely to perceive a particular link between media mediated
fantasy and concrete reality.
Adieza (2004) also noted that most home videos
depict sexually related behaviour and when children watch such movies, they are
sexually aroused especially the adolescent and this could often lead to such
anti-social vices as sexual addiction, lesbianism and homosexuality. There are
the long-term and short-term effects of home video especially as it affects the
behaviour of the child. Traits such as hostility may be the effect of watching
films with violent content. This can stimulate aggressive thought and feelings.
Adesanya (2004) believes that viewing violent programme can alter children’s
behaviour such as making the child afraid, worried and suspicious. It can also
increase the child’s tendency for aggressive behaviour.
Pornographic films have untold negative effects on
the child as it escalates his sexual urge and he tends to venture into
experimentation. The most dangerous is the fact that home videos take
children’s time as noted by Adesanya (2004), thereby depriving them of maximum
concentration on their school work such as revision of notes, assignments and
even domestic chores. They prefer to remain glued to the screen rather than
participate actively in home chores. In Most Nigerian homes, the best form of
entertainment is watching films. Most home video have a time duration of one
hour, thirty minutes and some two hours, so there is a high risk of obesity.
Okoye (2003) however, advised that the home video may not be as toxic as most
people may see it. It depends on the modernization put into it. Some home video
could be educative.
In Nigeria, television is a product of
globalization which is an important source of educational enlightenment
(Naigles & Mayeaux, 2000). Television provides better, sophisticated,
diverse information and education. It is also a source of entertainment. This
aided the explosion of films in the country. Hence, motion picture showed definite
signs of becoming significant in the entertainment industry leading to an
explosion in the number of film goers. It was also recorded that over the past
20 years, in the United States of America, children have been participants in
what is called, a “mass media explosion”. In 2000 97% of American homes with
children had television sets, 97% had a video cassette recorder, and 89% had a
personal computer or other video game-capable equipment (Federal trade
Commission, 2000). As a result, children spend a larger part of their time
consuming all forms of media; more than half of this time is spent watching
television, movies, or videos (Roberts, Foehr, Rideout, & Brodie, 2009).
Thus, television was seen as a distraction during teaching/learning process
which has become a common daily occurrence among secondary school students
across the nation (Fehintola and Audu, 2012). In fact, television has been
variously criticized for negative impact on academic performance of secondary
school students. For instance, Gentile and Anderson (2003); Shin (2004) cited
in Burgess, Stermerand and Burgess (2012) expressed concern that television
viewing might begin to compete for academic time and eventually decrease school
performance.
Another point that aided the explosion of film
goers is the depressed economy and parents’ desire to make ends meet. Many
families were turn apart leaving the care of their children to the grannies
while they went in search of greener pastures. They do not bother to check up
their children’s performance in schools. This encourages truancy in children.
Little time is devoted to their studies since they are left alone to make
decisions on their own. They neglect their homework and are not prepared in
class (A common sense media Research study, 2012). In support of this idea,
Sharif, Wills, and Sergeant (2010) asserted that time spent on media use could
simply displace time spent doing other activities that promote academic
performance, such as doing homework or reading books. The after math of this
could be seen in the high rate of failure recorded for them both at internal
and external examinations.
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 and less
difficulty in recalling. Home video has remained an instrument of
entertainment, information and education. To corroborate this assertion,
Omojuwa, Timothy, and Obiekezie (2009) opined that general audience programmes
are not deliberately designed for instruction but for entertainment. Hence, the
use of film for academic instructions could affect school performance
positively in acquisition and retention but there is no gain saying that the
type of home video films currently produced in Nigeria are not educational and
therefore, not motivating and beneficial to academic performance of secondary
school students.
Based on this background, the researcher embarked
on the study of home video and the Nigerian child and its implications on
academic performance and behaviour of secondary school students in Education
District II, Lagos state.
1.2 Statement of the Problem
Nigeria is currently facing serious concerns on
the erosion of her culture because television programmes are filled with
activities such as rape, assassination, street fights, armed robbery, domestic
violence and other forms of immoral behaviours that can cause violence. These television
programmes and the music that youths and children are exposed to contain a lot
of violent and immoral contents that are eroding the good social values and
morals that the country was set on for the general good (Anatsui and Adekanye,
2014).
These youths and children are vulnerable to these
programmes that are not well scrutinized and unsupervised. The media constructs
a reality for its audiences, and so its audiences eventually adopt symbolic
violent world of the media as a reflection of their reality. Negative outcomes
have been observed in today’s schools, which appear to be related to too much
of the wrong kind of media exposure such as: attention deficit disorder,
behavioural problems, faltering academic abilities, language difficulties
(which extends to reading comprehension as well as oral expression) and weak
problem-solving skills are reported by teachers across the globe. Of course,
parents rushed life-styles and societal changes are partially responsible as
well. The presence of television in homes has grown rapidly over the years in
Nigeria. Parents, who can afford certain luxuries for their children, provide television
sets for their children in their rooms and this gives teenagers the opportunity
to view programmes without parental supervision (Folarin, 2012).
Ayodeji (2008) reported that in the result of all
the assessments, the performance of Nigerian children both at primary and
secondary school levels were rated very low. Evidences of poor performance of
Nigerian students abound in the yearly results published by West African Examination
Council and Nigeria Examination Council. All the results indicate consistent decline
in students’ performance in external examinations. The problem has assumed a
serious dimension in all levels of the nation’s education system.
All these and more, necessitate the study of home
video and the Nigerian child and its implications on academic performance and
behavior of secondary school students in Education District II, Lagos state.
1.3 Purpose of the study
The major objective of this study is to examine
the influence of home video on academic performance and behaviour of secondary
school students. Other specific objectives of this study are to:
i.
Assess the
difference between parents and teachers opinion on the influence of home video
on students academic performance.
ii.
Determine the
difference between parents’ and teachers’ opinion on the influence of home
video on students’ behaviour.
1.4 Research Questions
The following
questions are to guide the study:
i.
Is there any
difference between parents and teachers’ opinion on the influence of home video
on students’ academic performance?
ii.
Is there any
difference between parents’ and teachers’ opinion on the influence of home
video on students’ behaviour?
1.5 Research Hypotheses
The following
hypotheses are to be tested in the study:
i.
There is no
significant difference between parents’ and teachers’ opinion on the influence
of home video on students’ academic performance.
ii.
There is no
significant difference between parents and teachers’ opinion on the influence
of home video on students’ behaviour.
1.6 Significance of the study
This study will be of great importance to parents,
students, school administrators, video censor’s Board among others. The study will sensitize parents on the need
to regulate and monitor the type of films which their children watch in order
to curb the negative influences of the media on school age children and this
will promote their concentration on academic activities.
School administrators will see the need to enforce
the teaching of media education in the school system and through this subject,
the young ones will begin to respond thoughtfully and critically to media
content. It will also enable the kids or the teenagers to imbibe the culture of
peace and by this the society will experience a healthy co-existence.
The findings of this study will also enable the
National Film and Video Censor’s Board (NFRCB) to ensure that strict rules and
regulations on films and Television programmes are put in place especially
those films which portray violence, nudity, ritual killings, cultism among
others. This will reduce the level of moral decadence prevalent in our society.
Teachers will be motivated to give enough home
work to students so that the major part of their leisure time will not be spent
on watching television. This will promote private studies and there will be
subsequent improved academic achievement.
1.7 Scope of the study
This study covers examination of the influence of
home video on academic performance and behaviour of secondary school students
in Mushin Lagos Government Area of Lagos State. The study is limited to opinion
of parents and teachers on the influence of home video on academic performance
and behaviour of secondary school students.
1.8 Operational Definition of Terms
Home video: refers to a system of recording and reproducing
moving images using magnetic tape.
Academic
performance: It refers to
students output at the end of tests and examinations. It shows the level at
which students have been able to acquire the various knowledge and skills to
which they were exposed.
Behaviour: Refers to individuals’ responses or reaction to
the various stimuli in his environment.
Television (TV): Is a compact electronic structure which serves
as a transmission device. It is also a communication media which transmits
motion pictures.
Click “DOWNLOAD NOW” below to get the complete Projects
FOR QUICK HELP CHAT WITH US NOW!
+(234) 0814 780 1594
Login To Comment