Influence of Televised Violence on Socioemotional and Academic Adjustment of Students in Federal Tertiary Institutions in Anambra State
Influence of Televised Violence on Socioemotional and Academic Adjustment of Students in Federal Tertiary Institutions in Anambra State.
ABSTRACT
The major focus of this study is to assess the influence of television violence on socio-emotional and adjustment of student of federal tertiary institution in Anambra state comprising Nnamdi Azikiwe University Awka, Federal Polytechnic Oko and College of Education, Umunze. The study assessed what kinds of program me’s/films contain violence and how it affects the respondent and influence their lifestyle and behaviour particularly undergraduates.
The respond that formed the sample size were 300 in numbers randomly selected from the three Federal tertiary institution understudies. The questionnaire was designed to measure the rate of influence of television violence as well as socio-emotional and academic adjustment of student understudy. This was done in order to determine the nature and the extent of the effect of TV violence on undergraduates. In the findings of this study, it was found that youths initiate violence they observed on TV and the effect of TV violence on them is profound.
TABLE OF CONTENTS
Title Pages ………………………………………………………………… i
Approval page ……………………………………………………………. ii
Dedication………………………………………………………………… iii
Acknowledgement………………………………………………………… iv
Table of contents…………………………………………………………..v
Abstract……………………………………………………………………vi
CHAPTER ONE: INTRODUCTION
Background of the Study…………………………………………………….1
Statement of Problem………………………………………………………..7
Purpose of the Study………………………………………………………….8
Significance of the Study……………………………………………………8
Scope of the Study…………………………………………………………..9
Research Questions…………………………………………………………10
Research Hypothesis……………………………………………………….10
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework…………………………………………………..12
Concept of Violence………………………………………………………..12
Televised Violence…………………………………………………………15
Socio-Emotional Adjustment………………………………………………20
Academic-Adjustment………………………………………………………24
Gender difference in socio-Emotional and Academic
Adjustment…………………………………………………………………25
Theoretical Framework
· The social cognitive theory…………………………………………27
· The catharsis theory………………………………………………..31
· The cultivation theory………………………………………………33
· Theory of adjustment……………………………………………….36
Review of Empirical Studies
Studies on violence and Television viewing………………………………38
Studies on Aggressive behavior and television violence………………….39
Studies on Gender and Television violence……………………………….44
Summary of Literature……………………………………………………49
CHAPTER THREE: RESEARCH METHOD
Design of the Study………………………………………………………..51
Area of Study………………………………………………………………51
Population of the Study……………………………………………………52
Sample and Sampling Techniques………………………………………..52
Instrument for Data Collection…………………………………………….53
Validation of Instrument…………………………………………………..53
Reliability of the instrument………………………………………………..54
Method of Data Collection…………………………………………………54
Method of Data Analysis……………………………………………………55
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Population Distribution on the social adjustment of students………………56
Population of the sampled studies………………………………………….57
Population of the Respondents……………………………………………..58
Research Question One…………………………………………………….56
Research Question Two……………………………………………………57
Research Question Three…………………………………………………..59
Research Question Four……………………………………………………61
Hypothesis One…………………………………………………………….57
Hypothesis Two……………………………………………………………58
Hypothesis Three…………………………………………………………..60
Hypothesis Four……………………………………………………………61
CHAPTER FIVE: SUMMARY OF FINDINGS, DISCUSSION AND
RECOMMENDATIONS
Summary of the findings……………………………………………………63
Discussion of the findings………………………………………………….64
Implications of the study……………………………………………………66
Recommendations………………………………………………………….67
Limitations of the study…………………………………………………….68
Suggestions for further study………………………………………………68
Summary …………………………………………………………………..69
Conclusion …………………………………………………………………69
REFERENCES……………………………………………………………71
INTRODUCTION
The overwhelming influence of television on the lives of people since its invention has over the years become not only un-debatable, but equally stunning. Television according to Onwuegbu, (2001) is an electronic cum audio-visual device through which viewers watch recorded and live programmes on air. The influence of television on the lives of people stems not only from the three roles it plays – as a medium of information, education and entertainment.
Also, many groups have taken solace in television and its programmes as means of relaxation, recreation, withdrawal, goal setting and socialization. Teaching and learning in schools have strong social, emotional, and academic components (Zins, Weissberg, Wang, & Walberg, 2004). Students typically do not learn alone but rather in collaboration with their teachers, in the company of their peers, and with the encouragement of their families using several gadgets and television in particular.
Sometimes, violent programmes are shown on the television. Violence on society has been widely studied and vigorously debated. Based on the cumulative evidence of studies conducted over several decades, the scientific and public health communities overwhelmingly conclude that viewing violence poses a harmful risk to children. Critics of the research challenge this conclusion and dispute claims that exposure to TV violence leads to real-life 2 aggression.
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CSN Team.
