This paper is about the impact of home video on secondary school student's academic performance in Ijebu-Ode LGA of Ogun State. Three research questions were raised to guide the study. A questionnaire on “Home Video and Students’ Academic Performance Questionnaire” was used to collect the data. The instrument was administered to 150 students from five secondary schools which are randomly selected from the 14 public secondary schools in Ijebu-Ode LGA.
Table of Contents
1. Introduction
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Research Question
1.4 Hypotheses
1.5 Purpose of the Study
1.6 Scope of the Study
1.7 Significance of the Study
1.8 Operational Definition of Terms
2. Review of Related Literature
2.1 Theoretical Framework
2.2 Conceptual Framework
2.3 The concept of Mass Media
2.4 Classification of Mass Media
2.5 Function of Mass Media
2.6 The Home Video
2.6.1 Negative Effect of TV Viewing on Nigerian students
2.6.2 Television Effects on Academic Achievement of student
2.6.3 Empirical Studies on TV Viewing and the Academic Performance
2.6.4 Implications for Excessive TV-Watching
2.6.5 Remedy of Implications for Excessive TV-Watching
2.7 Appraisal of Literature
3. Research Methods
3.1 Introduction
3.2 Research Design
3.3 Research Population
3.4 Sample and Sampling Techniques
3.5 Research Instrument
3.6 Validity of the Instrument
3.7 Reliability
3.8 Method for Data Collection
3.9 Method for Data Analysis
4. Result and Discussion
4.1 Introduction
4.2 Demographic Information of Respondents
4.3 Data Analysis
4.4 Discussion of Findings
5. Summary, Conclusion and Recommendations
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
5.5 Suggestion for further Studies
Research Objectives and Themes
The primary objective of this research is to investigate the influence of home video consumption on the academic performance of senior secondary school students in the Ijebu-Ode Local Government Area, specifically analyzing both potential positive contributions and dysfunctional consequences.
- The impact of mass media consumption on student behavior.
- Positive pedagogical influences versus potential negative distractions (dysfunctional effects).
- Gender-based differences regarding media influence on academic outcomes.
- The role of parental monitoring and control in media exposure.
- The interplay between leisure time management and academic achievement.
Excerpt from the Book
2.6.2 Television Effects on Academic Achievement of student
Only a handful of television programs teach student important skills such as reading, science or problem solving. Most shows on television including cartoons are non-educational (Swanson, 1994). More time spent watching these shows are linked with poor school performance. Late night television watching tires kids out so much that they can’t pay much attention in schools as researched in 1990 by the American Academy of Pediatrics (Ozmert and Toyran, 2002).
Butterfield (1990) asserts that today’s kids are exposed to more information than any other generation in history. She discussed differences in academic achievement between American and Asian pre-school children and referred to a study prepared for the US department of education that compared Mathematics and Science achievements of children in USA. One of the findings was that the more times children spent watching television, the poorer their performance. To her the mean time spent watching television during childhood is significantly associated with leaving school without qualifications and also negatively associated with attaining higher education. Television watching during childhood has adverse effects associated with later educational achievements. It has long lasting adverse consequences for educational achievement and subsequent social economic status and well-being (Butterfield, 1990).
Too much television has an adverse effect on school performance and the more television a child watches the greater the negative impact on his or her learning (Chaot, 2004). Paul, a scholar of Thomas Jefferson University, has studied childhood television watching habits and concludes that those obsessed by television are less creative and more passive (Hancox, 2004).
Summary of Chapters
Chapter One: Outlines the background of the study regarding education in Nigeria and introduces the research problem and objectives concerning media influence.
Chapter Two: Reviews literature on mass media, observational learning theories, and the established links between television consumption and academic achievement.
Chapter Three: Details the research methodology, including the design, population selection, and the use of the HVSAPQ questionnaire for data collection.
Chapter Four: Presents the analyzed data, including testing of the null hypotheses, demonstrating significant influences of home video on performance.
Chapter Five: Summarizes the findings, provides a concluding overview, and offers recommendations for parents and educators to mitigate negative effects.
Keywords
Academic Performance, Home video, senior secondary school, media influence, TV viewing, student behavior, pedagogy, child development, educational management, parental control, mass media, learning outcomes, Nigeria, digital media, social integration.
Frequently Asked Questions
What is the core focus of this research project?
The research examines the impact of home video consumption on the academic performance of senior secondary school students in the Ijebu-Ode region of Nigeria.
What are the central themes explored in the study?
Central themes include the dual nature of home video as both a potential educational tool and a source of distraction, the correlation between media consumption and student behavior, gender disparities in media influence, and the importance of parental supervision.
What is the primary objective or research question?
The study aims to determine whether home video has a positive or dysfunctional influence on academic results and to investigate if there is a significant difference in how these influences affect male versus female students.
What scientific methods were employed to gather data?
The researcher used a descriptive correlation design and collected data from 150 students across five randomly selected secondary schools using a self-designed questionnaire titled "Home Video and Students’ Academic Performance Questionnaire" (HVASPQ).
What specific topics are covered in the main body (Chapter 2 & 4)?
The main body covers theoretical frameworks like Observational Learning and Imitation Theory, empirical studies on TV viewing, and detailed analysis of survey responses regarding study hours, emotional adjustment, and academic achievement.
Which keywords best characterize this work?
Key terms include Academic Performance, Home Video, Senior Secondary School, Educational Management, media influence, and student development.
What does the study conclude regarding the role of parents?
The study concludes that parental monitoring is crucial; it recommends that parents limit daily viewing, provide high-quality educational programming, and ensure there is a healthy balance between leisure and study time.
Are there gender-specific findings in the research?
Yes, the study identified a statistically significant difference, highlighting that home video appears to have a more measurable impact on female senior secondary students compared to their male counterparts in the sample size.
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- Samson Okelarin (Autor:in), 2015, Impact of Home Video on Secondary School Student's Academic Performance in Ijebu-Ode, München, GRIN Verlag, https://www.grin.com/document/1242794
