ABSTRACT
The study examined the relationship
between television aggressive behaviour and students academic performance in
selected secondary schools in Mainland Local Government Area of Lagos State.
Some relevant and related literatures were reviewed in this study under
sub-headings. The research survey was used in the assessment of respondents’
opinions. The questionnaire was used to collect vital information from the
respondents, while the sampling technique was applied in selection of the
samples for this study. A total of 120 (one hundred and twenty) respondents
were selected for this study, and four null hypothesis were formulated and
tested, with the application of the Pearson Product Moment tool and the t-test
statistics at 0.05 level of significance.
At the end of the tests, the following
results were obtained:
1. There is a significant relationship between
violent television programmes and aggressive behaviour of adolescents.
2. Hypothesis two found that there is a
significant relationship between aggressive behavior and adolescents’ academic
performance at the senior secondary school level.
3. Hypothesis three showed that there is a
significant relationship between violent television programmes and the social
adjustment of adolescents in schools.
4. Finally, hypothesis four revealed that
there is no significant gender difference in aggressive behaviour due to
violent television viewing among students
TABLE OF
CONTENTS
Title page i
Certification
ii
Dedication iii
Acknowledgement
iv
Abstract v
Table of
contents vi
CHAPTER ONE 1
1.0
Introduction 1
1.1 Background to the Study 1
1.2
Statement of the Problem 11
1.3
Purpose of the Study 11
1.4
Research Questions 12
1.5
Research Hypotheses 13
1.6
Significance of the Study 13
1.7
Scope of Study 14
1.8
Definition of Terms 15
CHAPTER
TWO: LITERATURE REVIEW 17
2.0 Introduction 17
2.1
History of Radio and Television in Nigeria 17
2.2
Concept of Aggression 21
2.3
Concept of Pornography 23
2.4
Causes of Aggressive Behaviour 25
2.5
Aggression as an Inherent Part of Human Nature 26
2.6
Theories of Aggression 27
2.7
The Effects of Pornography on Adolescents 29
2.8
Television Violence and Aggressive Behaviour of Children 34
2.9
Television Violence and Sex of the Child 44
2.10 Summary of Review 45
CHAPTER THREE: METHODOLOGY 47
3.1
Research Design 47
3.2
Population of the Study 48
3.3
Area of the Study 48
3.4
Sample Size and Sampling Method 48
3.5
Research Instrument 48
3.6
Validity and Reliability of the Instrument 49
3.7
Procedure for Data Collection 50
3.8
Procedure for Data Analysis 50
CHAPTER
FOUR: DATA ANALYSIS AND PRESENTATION OF
RESULTS 51
4.1
Introduction 51
4.2
Hypotheses Testing 51
4.3
Summary of Findings 55
CHAPTER
FIVE: SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS 56
5.1 Introduction 56
5.2 Summary of the Study 56
5.3 Conclusions 57
5.4 Recommendations 58
References 60
Appendix 67
CHAPTER ONE
1.0
Introduction
1.1 Background to the Study
The potential effect of television
viewing on children’s aggressive behaviour has been a source of concern and
research interest since the introduction of television (Greenstein, 1994).
Generally, many feared that television viewing would have a negative impact on
the behaviour of most especially, the adolescents in the schools, because
viewing, especially violent television programmes, will affect the character or
behaviour of the viewing child. Not only the behaviour, children who form the
habits of viewing aggressive television programmes, turn out to be low
achievers in their academics.
A number of studies on the content of
television programming confirms the popular impression that violence is
persuasive on television (Garbner and Cross, 1994). Since the average adult
spends more than three hours a day watching television and most children watch
at least two hours per day, both adults and children are exposed to a lot of
television violence (Lyle & Hoffman, 1992).
Many (Garbner and Cross, 1994, Lyle
& Hoffman, 1992) feel that a steady diet of televised violence increases
the tendency of the viewers, especially children, to behave aggressively. Since
most children spend so much time watching television and since viewing an
aggressive model can influence aggression it might follow that watching
aggression on television can foster aggressive impulse among children. Through
watching televised aggression children become emotionally aroused, learn that
aggression is acceptable, become accustomed to viewing violence and so on.
In the society, there has been a
dramatic increase in interpersonal violence in the last century which occurred
at the same time with the dramatic changes in life styles produced by the great
technological renovations of the 20th century. Notable of these is
the introduction of the mass media into children’s everyday life. It is not
surprising therefore, that speculations about violent behaviour has been
prevalent in the society since motion pictures showing violent acts were first
distributed. With the advent of television in the early 1950s, violence
surrounds us not only in real life but also in our environment as films and
movies emphasized it. With improved techniques, television in both its news
reports and entertainments, provides a steady show of violence. Riot, uprising,
wars, terriorism, raids, and rapes all are parts of our daily lives in the news
(Johncourt, 2000).
Fredrick & Stein (1995) described
television as a dominating powerful drug on the minds of children, as rather a
conveyor of cultural values, attitudes and beliefs that is homogenizing our
society and a socialization agent of a child along side with the school, the
family, and the peer group. Yet, the television has not received much attention
in terms of research as other agents of socialization especially, in developing
countries like Nigeria. Hence, the reason for this research work. Robert et al
(1991).
In addition, to providing entertainment
television has impact on children’s learning both in school and out of school
since television is a “powerful teaching tool”. Palmerton and Jones (1994). The
effect of its violent programmes which is not doubt very important on
children’s behaviour needs to be investigated and curbed.
Violence pervades in lots of programmes
on the television. If you turn on your television set, you see dramas in which
people are stabbed, shot, beaten, or poisoned. Cartoons in which animals
inflict injuries on one another in an amazing number of ways. Violence
permeates sports as in the case of boxing and wrestling. There have been
several soccer games related riots in which hundreds of fans were injured or
killed. A number of studies of the content of television programming confirms
the popular impression that violence is prevalent on television, (Gerbner and
Cross, 1994).
Television has been criticized of
showing “foreign films which propagates the culture of immorality”. Thus,
brutalizing the highly impressionable minds of our children (Igbinedon, 1994).
The local films have nothing to offer than violence, rituals, killings and
murder as rightly reported by Mr. Zack Amata (Guardian Saturday, December 16,
2000). Children believe everything they see in the television and they imitate
and behave that way. This is because, the child’s intelligence is still
developing and unequal to the task for accessing and evaluating what he sees on
television because, they cannot distinguish between realities and the world of
fantasy.
Apart from learning specific aggressive
behaviours, exposure to violent television programmes teaches attitudes, norms
and values that are conducive to violence (Bandura, 1983). It is believed that
most violent children like watching violent programmes on the television. It is
undisputable fact that television influences behaviour either directly or
indirectly. The effect of violent television programmes on the aggressive
behaviour of children cannot be over-emphasized. It has been reported that
across all channels, television violence contributes to the learning of
aggressive behaviour and attitudes in children.
Violence is made more acceptable to
children because of the way and manner it is portrayed on the television programmes.
It is shown as the great adventure, means to achieve, one’s goals and he who is
best as it wins. There is no doubt that heavy exposure to televised violence is
one of the causes of aggressive behaviour, crime and violence in the society
today. Thus, making the society an unsafe place to live in (Dada, 1993).
The effect of television on the social
adjustment and academic performance of young people is in most cases damaging
(Brown et al, 1990). Children prefer watching television to reading their books.
It is rampant these days to hear children discussing among themselves about the
programmes they watched on the television during lesson periods. This has some
negative effects on their academic work because, they spend more of their time
on television than in their studies. Children that watch late right movies till
early hours of the morning wake up late to prepare for school. Consequently,
they are late to classes and often sleep while lesson is going on. Also,
children who are exposed to violent television viewing, end up being aggressive
to their fellow peers and others in the society.
1.1.1 Theoretical Framework of the Study
The theoretical framework on which this
study is anchored fall into two theories.
1.
The Correlational Studies (The Experimenters)
2.
The Catharsis Theory
1.1.2
The Correlational
Studies (The Experimenters)
The co-relational studies theorists
like Bandura (1985), McIntyre and Teevan, (1992) Evon, (1993); Baker & Ball
(1999); Stern et al (2002), Rosenbaum et al (2003); Walters et at (2005),
believe that violent television programmes make children to develop aggressive
behaviour or accept high – levels of aggression as a fact of daily living
Argyle (2004). The research paradigm employed by many of the experimenters
investigating modeling effects has invariably and almost inevitably involved
the imitation of a model by an observer. An imitation event is defined as one
in which new responses occur (Brown, 1996). The experimental design usually
involves the presentation of a model performing in a specified manner. An
opportunity is then provided for the observer, in a period of free expression,
to imitate the model Aleth et al (1998).
Experimental studies of modeling
process have been concerned with the differing effects of a variety of models
on the imitative behaviour of the viewer. The findings predictably revolve
around the basic psychological principle that the more attractive or the more
rewarding the model appears to the particular viewer, the more likely he is to
imitate its behaviours. It is demonstrable that when the model is rewarded for
his actions the child observes and imitate more than when the model is punished
Robert et al (1994).
Bandura (1985) suggests that children
learn to imitate the behaviour of a model towards a stimulus by the contiguity
of similar stimuli and mediation. This theory, stated more concretely, suggest
that a child observes a model performing and retains images of this behaviour.
At a later time, perhaps when the model is no longer present, the child, on
entering a situation which is sufficiently similar to that in which the model
performed, will associate some part or all of the behaviour displayed by the
model. Imitation of the model is unusual, but partial imitation may occur and
other behaviour may show obvious signs of being inspired by that of the model.
Correlational materials of Teevan
(1992) shows an association between exposure to aggressive television
programmes and various measures of aggression among children and adolescents.
Correlational studies, show that children who are aggressive watch more violent
television programmes than children who are less aggressive. Many other studies
have found correlations between preference for television violence and
children’s aggressive behaviour (Evon, 1993; Baker and Ball, 1999). From the
above studies, it is evidence that watching violent television programmes
expose viewers (children) to aggressive behaviour.
1.1.3
The Catharsis
Theory
As Blau (1958) puts it, there are many
researchers who are of the view that watching violent television programmes
does not make children aggressive. This is called the Catharsis theory.
Researchers like Butcher (2001), Albert (2005), Dollard (1999), Emery (1999),
Kenny (2002), postulated that experiencing an emotion is a way to release it.
Generalized to viewing aggression the Catharsis theory would maintain that
watching violent drama enables people to release their pent-up hostilities
(Kenny, 1994).
The concept of Catharsis is usually
credited to Aristotle. Although, Aristotle actually said nothing about
aggression, he did argue that we can purge emotions by experiencing them and
that viewing the classic tragedies therefore, enable a catharsis (purgation) of
pity and fear. To have emotion excited, the believe is to have that emotion released
(Butcher, 1991). For a while, evidence suggested that violence and aggression
on films and television had a therapeutic value the catharsis theory. Exponents
of this theory suggest that the involvement of fantasy aggression may serve as
a displacement, providing a harmless release for children’s hostile impulses,
thus reducing the instigation to overt acts of aggression (Albert 1997; Dollard
et al, 1999; Emery, 1999; Kenny, 1992; Lovas, 1989; Siegal, 1996).
Feshbach (1995) produced experimental
support for the catharsis theory. He found that self initiated verbal responses
while writing the Thematic Appreception Technique (TAT) stories following the
arousal of aggression led to a reduction in the amount of subsequent
interpersonal aggression. The original formulation of the catharsis theory, as
a result of largely negative experimental findings has been revised by some
theorists Buss (1991); Feshbach, (1995). They contend that the cathartic or
drive reducing function of aggressive modeling stimuli occurs only under
certain specified condition. Witnessing the behaviour of aggression models
supposedly decreases subsequent aggression when the observer has been
aggressively aroused at the time of exposure. If on the other hand, the
aggressive drive has not been activated, such exposure increases ensuring
aggressive response. Many experiments used in support of the catharsis theory
is that exposure to aggressive films arouses anxiety in the viewer and
consequently, subsequent aggressive behaviour is inhibited.
The catharsis theory has been extended
to include the emotional released supposedly obtained not only by observing
drama but also through expressing, emotions and through various actions.
Observing aggressive models can lower inhibitions and elicit imitation. This
suggests new ways to reduce brutal; dehumanizing portrayals in films and on
television. Steps comparable to those already taken reduced racists and sexist
portrayals. It also suggests inoculating children against the effect of media
violence. Despairing that the television network would ever face the facts and
change their programming (Cross et al, 2002). These theories are relevant to
this research findings and general observations that violent television
programmes contributes to the aggressive behaviour of children either directly
or indirectly.
The major implication of the importance
of these theories in this research work is the clear need for a reduction in
the level of violence portrayed on television. At the same time, it is equally
important to encourage broadcasters to modify the balance of television
programming in favour of pro-social content.
1.2
Statement of the
Problem
Children who
watch a lot of violence television programmes accept violence as a normal
behaviour. This is very obvious by the standard of aggression they display
(Emery, 1999). They resort to confrontation to solve their problems. They are
like animals ready to tear their prey at the least provocation. Thus, the
heartless destruction of lives and properties.
They may also take
to smoking, drinking, rapes and in more serious cases, get involved in drug
addictions and crimes imitating what they watched on the television. No wonder
there is an increase in cases of armed robbery, prostitution, sexual
harassment, stealing, examination malpractices and other anti-social behaviours
perpetrated by the youths in our society these days. These are peculiar
problems that necessitated this study.
Also, parents are
not helping the matter, the affluent parents equip each room with TV and DSTV
with the stand by generators thereby giving their children unlimited access to
violent television/programme and this has in any case, distorted their
children’s psyche and behaviours in the society.
1.3
Purpose of the
Study
The main purpose of this study is to examine the
relationship between television viewing and aggressive behaviour among
adolescents in Mainland Local Government Schools in Lagos State.
Other objectives of
the study include to:
(1) Determine the relationship between violent
television programmes and aggressive behaviour of adolescents.
(2) Examine whether there is a relationship
between aggressive behaviour of students and their academic performance in
schools.
(3) Find out whether a relationship exists
between violent television programmes and the social adjustment of youths in
the society.
(4) Investigate whether gender difference
exists in the aggressive behaviour of adolescents due to exposure to violent
television viewing.
1.4
Research Questions
The study attempts
to answer the following questions:
1.
Will there be any relationship between violent television
programmes and aggressive behaviour of adolescent?
2.
Is there any relationship between aggressive behaviour of
students and academic performance in schools?
3.
Is there any significant relationship between violent
television programmes on the social adjustment of youths in the society?
4.
Will there be any significant gender difference in
aggressive behaviour due to violent television viewing.
1.5
Research Hypotheses
1.
There will be no significant relationship between violent
television programmes and aggressive behaviour of adolescents.
2.
There will be no significant relationship between aggressive
behaviour and academic performance of senior secondary school students.
3.
There will be no significant relationship between violent
television programmes and the social adjustment of adolescents in schools.
4.
There will be no significant gender difference in aggressive
behaviours manifested by adolescents due to violent television viewing.
1.6
Significance of the
Study
1.
It is crystal and abundantly clear that violent television
programmes influences behaviour of children either directly or indirectly. With
this notion, this study will enable children to read more of their books than
spending hours watching television. It will also enable them to realize that
all what they see on television are mostly film tricks and should not be
imitated.
2.
The study will be significant to educators because the
information gathered can help to develop educational theory which will be
useful in the social development of the adolescent.
3.
The study is significant to parents in the sense that they
should be able to control and monitor the type of programmes their children
watch on television and the time to watch.
4.
Producers will be encouraged to produce more educative
programmes which will help in the children’s academic development.
5.
The government will see the importance which are transmitted
by the television stations and ensure the implementation of these strategies.
1.7
Scope of Study
This work is limited to the Senior
School Students in Mainland Local Government Educational Districts of Lagos
State and covered four secondary schools in the above mentioned education
district. It also covered the relationship between the television viewing and
aggressive behaviour among adolescents.
1.8
Definition of Terms
1. Violent:
Any overt depiction of the use of physical force or credible threat or physical
force intended to physically harm an animate being or group of beings Brown
(1986).
Violence also includes certain
depictions of physically harmful consequences against an animate being or group
that occur as a result of unseen violence means National Television Violence
Study Executive Summary (1990).
2. Aggression:
Aggression refers to behaviour which is intended to harm other people or
property physically or verbally, or in some other ways, Argyle (1984).
Social psychologists David et al
(1994) debate how to define aggression, but agreed that we should shapen our
vocabulary by distinguishing between self assured energetic, go-getting
behaviour and behaviour that hurts, harms or destroys. The former is
assertiveness, the later is clearly and surely is aggressive.
Aggression can also be defined as a
physical or verbal behaviour intended to hurt some one. This excludes auto
accidents, dental treatment and side walk collisions. It includes actions
intended to hurt someone, slaps, direct insults even gossipy “digs” Gerald and
Thomas (1983).
3. Academic
Performance is regarded as the display of knowledge attained or skills,
shown in the school, such achievements are indicated by test scores by marks
assigned by teachers. It is the school evaluation of students classroom work as
quantified on the basis of marks or grades. Akinboye (1984)
4. Social
Adjustment refers to the level at which individuals relate with their
fellows in their society. It is the rate of interpersonal relationship among
adolescents.
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