INFLUENCE OF HOME VIDEO ON ACADEMIC PERFORMANCE AND BEHAVIOUR OF STUDENTS IN SELECTED SECONDARY SCHOOLS
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INFLUENCE OF
HOME VIDEO ON ACADEMIC PERFORMANCE AND BEHAVIOUR OF STUDENTS IN SELECTED
SECONDARY SCHOOLS
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.
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.
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