ucheoma excessive viewing of television and movies current

Journal of Education in Developing Areas (JEDA) Vol. 19, No. 1.

EXCESSIVE VIEWING OF TELEVISION AND MOVIES: THREAT TO STUDENTS’ ACADEMIC SUCCESS AND SUSTAINABLE DEVELOPMENT

BY

DR. MERCY C. UCHEOMA

DEPARTMENT OF CURRICULUM STUDIES & EDUCATIONAL TECHNOLOGY FACULTY OF EDUCATION

UNIVERSITY OF PORT HARCOURT, RIVERS STATE

ABSTRACT

The study investigated the impact of excessive viewing of television/movies on

secondary school students’ study habit and learning attitude. Three hundred and

twenty subjects from 8 secondary schools in Owerri Municipal and Mbaitoli Local

Government Areas of Imo State constituted the sample. Three research questions guided

the study. Data from the questionnaire were analyzed through simple percentages.

Findings from the study revealed that adolescent students waste their time watching

television. The study also revealed that because students lavish their time in watching

television/movies, their attitude to learning and study habit of study become negatively

affected. The third finding from the study is that because students watched

pornography and other ‘infectious’ films, they imitate acts and speech habits that

hamper their good moral growth. The paper recommended that parents counsel their

wards against the excessive viewing of television/movies in order to achieve sound

study habits and good moral behaviours.

March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).

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Introduction

Current social, political, technological and economic realities face both adults

and youths in the 21st century. Unless their challenges are tackled, national

development and its sustainability will become a farce. It is through education that

human capital development and sustainable development will be realized. In order to

remember and reinforce their learning, students must imbibe good study habits and

attitude to learning. That media materials aid instructions and learning has been a

widely acclaimed fact. Television and movies are audio-visual media that facilitate

learning.

The Canadian Paedriatic Society (CPS) (2009) maintains that television

programmes can be a very strong instructor because they teach children specific skills

(retrieved 19/5/09). Wright, Huston, Murphy, Peters, Pinon, Scaflin & Kotler (2001)

agree in their study that children who watch well organized educational T.V.

programmes that conform with their age level perform better in prereading skills at the

age of five than those who watch infrequently or not at all. What these researchers

claim is the emphasis on “well organized educational T.V. programmes” and not on

any T.V. show or movies for children. If T.V. programmes help children to read well,

then successful readers will be prompted to read often. Anderson, Huston, Schmitt,

Linebarger & Wright (2001) support studies that reveal that watching educational

television programmes by pre-school children is associated with more reading, higher

scores, more value placed on academics and less aggressive behaviour when they get

to higher classes.

In spite of the fact that television has some positive influences on students’

reading and other skills, there has been expressed concern and worry over mass

failures in examinations and perceived fallen standard of education in Nigeria. While

some people blame it on teachers’ ineffectiveness and governments’ poor

implementation strategies, others blame it on poor parental guides and provisions.

One of such poor parental guides is their inability to monitor the amount of time their

wards use in watching television/movies, and their study habits. Reiking and Wu

(1990) hold that the impact of television on reading and other academic skills depends

on the amount of television watched, what is being watched and the children’s age.

The amount of television viewed purports that excessive viewing has negative influence

on children. Gentile and Walsh (2002) bemoan the fact that American children

between the ages of 2 and 17 waste their time about 3½ hours daily watching

television. The Media Awareness Network (retrieved 19/5/09) opines that children who

watch television moderately perform better than those who spend much time watching

it. Research by Armstrong, Boirsky, & Mares, (1991) reveal that watching T.V.

excessively interferes with children’s retention skills when doing homework.

National development is projected through education. If students do not

concentrate in class, read and study on their own, or revise their lessons, one wonders

how they can exhibit skills needed for national development. Sustainable development



is possible only when the status quo is maintained. Nigeria’s human capital skills

acquisition will not be developed and sustained if the youths who are the future

leaders do not sustain the contemporary achievements of their forebears. This is why

science and technology and entrepreneurial skills development efforts are being

pursued by the present Federal administration of Nigeria.

T.V. programmes are mostly watched in the homes. Therefore, parents have a

share of the blame of contributing to their children’s failure in school. From the

literature on this issue, it will be agreed that although T.V has its positive influence,

children’s academic performance is hampered if their excessive viewing is not

curtailed. The purpose of this study therefore, is to investigate on the impact of

excessive viewing of television and movies on students’ study habit and learning

attitude.

Research Questions

The following research questions are formulated to guide the study:

1. To what extent do students’ indicate they spend their time in watching T.V

programmes and movies?

2. To what extent does excessive viewing of T.V and movies influence students’

study habits and academic learning?

3. How does excessive watching of television and late-night movies influence

students’ moral behaviours and attitude to learning?

Methodology

The study is a descriptive survey which sought to find out SS 2 students’

opinion on the impact of excessive viewing of television and movies on their study

habits and attitude to learning. The area of study is Owerri Municipal, and Mbaitoli

Local Government Areas of Imo State. Eight secondary schools were used in the two

Local Government Areas.

The population comprised all SS 2 students in the 8 selected schools. Through

random sampling by balloting technique, the three hundred and twenty (320) subjects

were selected as sample for the study. The three hundred and twenty (320) subjects’

responses were analyzed using frequencies and simple percentages. Through the

assistance of the teachers, three hundred and forty eight copies of the questionnaire

were distributed. Fifty four (54) copies of the questionnaire were distributed to each of

the four schools in Owerri Municipal, while thirty three (33) were distributed to each

school in Mbaitoli L.G.A. Students who indicated they did not own a television set

were discarded from the study. Due to attrition, the three hundred and twenty (320)

copies of the questionnaire which were returned served as the sample for the study.

The instrument for the study was a questionnaire titled Questionnaire for

Impact of Excessive Television Viewing on Study habit (QIETVS). The instrument was

validated by an expert in research methods and measurement and evaluation in the



Faculty of the researcher. A test-retest procedure was done with twenty students from

two schools (ten each) not used for the study. A reliability index of 0.84 was

established with Pearson’s Product Moment Correlation statistics. The test-retest

procedure took place within an interval of two weeks. The questionnaire was

structured by using the four item Likert scale format of Strongly Agree (SA), Agree (A),

Disagreed (D) and Strongly Disagree (SD). Nevertheless, before analyses, Strongly

Agree and Agree were pulled together and scored as Agree, while Disagree and

Strongly Disagree were regarded as Disagree.

Results

Table 1: Extent of students’ time spent in watching television.

Item Variable Response Response frequencies/% Total No of

frequencies

% 100

A % D %

1 I enjoy watching TV/movies 320 100% - - 320 100%

2 I must finish watching the

programmes/movies, except somebody

called me away

295 92% 25 8% 320 100%

3 I watch even late-night T.V/movies 275 86% 45 14% 320 100%

4 My brothers and sisters and I become

unhappy if there’s no electricity for

watching TV

291 91% 29 9% 320 100%

5 I can watch film for 4 hours 244 76% 76 24% 320 100%

Table I above indicates that all the 320 (100%) subjects indicated they enjoyed

watching television/movies. Item 2 indicates that only when students are called away,

may be on errands that they leave off watching television/movies, whereas 25 (8%)

held a negative view. Item 3 indicates that 275 (86%) watched late-night movies, while

45 (14%) of the subjects disagreed on that. In item 4, 291 (91%) of the subjects

indicated that they felt sad when there was no electricity for watching TV/movies,

whereas only 29 (90%) disagreed on that. Item 5, indicates that 244 (76%) indicated

that they could watch TV/movies for 4 hours, while 76 (24%) disagreed on that.

Table 2: showing impact of excessive watching of TV/movies on students’ attitude to

learning/study habit.

Item Variable response Response frequencies/% Total no of

frequencies

% 100

A % D %

6 I spend much more time on

TV/movies than my private study

281 88% 39 12% 320 100%

7 Eager to do homework, even if

TV/movies are on

76 24% 244 76% 320 100%



8 Loose interest in reading/studying

because I have a particular

film/movies to watch.

295 92% 25 8% 320 100%

9 I love reading my books always. 96 30% 244 70% 320 100%

10 In school, we discuss popular films

with friends.

225 70% 95 30% 320 100%

11 I like watching educational

programmes/movies

64 20% 256 80% 320 100%

12 My parents discuss educational

programmes on TV with me

12 4% 308 96% 320 100%

13 I can watch TV/movies for more

than 3½ hours daily

288 90% 32 10% 320 100%

In table 2, item 6, 281 (88%) subjects preferred watching TV/movies to their private

studies, while 39 (12%) would want to study instead of watching TV. Item 7 shows

that 224 (76%) of the subjects would not be eager to do their home work, whereas only

76 (24%) would yearn to do their home work, even when the TV was on. In item 8, 295

(92%) subjects would stop reading to watch a particular film of interest, while 25 (8%)

would do otherwise. Item 9 shows that only 96(30%) of the subjects had reading

culture, whereas 224(70%) did not like reading. In item 10, 225 (70%) discussed the

film they had watched with their peers in school. In item 11, only 64 (20%) subjects

liked watching educational programmes, while 256 (80%) did not like educational

programmes. In item 12 (4%) students said that their parents discuss educational

programmes on TV with them. In item 13, 288 (90%) subjects could watch TV/movies

for more than 3½ hours, while only 32 (10%) indicated otherwise.

Table 3: showing impact of excessive viewing of TV/movies on students’ moral

behaviour and learning attitude.

Ite

m

Variable response Response frequencies/% Total no of

frequencies

% 100

A % D %

14 My behaviour and speech habits are affected

because I imitate guys/musicians from

TV/movie shows.

247 77% 73 23% 320 100%

15 I copy my styles from most of the fashionable

TV/moves stars.

208 65% 112 35% 320 100%

16 I enjoy watching aggressive and violent films

and pornography.

274 78% 46 22% 320 100%

17 I enjoy watching religious programmes and

preachers.

54 17% 266 83% 320 100%

Table 3, item 14 indicates that 247 (77%) students’ behaviour and speech habits were

affected by the people and actions they watched, whereas 73 (23%) felt otherwise. Item

15 shows that 208 (65%) of the subjects copied their styles of fashion from TV/movie,



while 112 (35%) did not do that. In item 16, 274 (78%) enjoyed watching pornography.

Fourty six (22%) of the subjects did not like watching pornography. Item 17 indicates

that only 54 (17%) subjects enjoyed watching religious programmes and preachers,

whereas, 266 (83%) did not enjoy doing that.

Discussion

The study proved that viewing of television in excess is sport for many Nigerian

students, a practice which takes much of the time they would use in reading and

studying. In table I, items 1-5 sought to elicit the subjects’ responses to determine the

extent they spent their time watching T.V/movies. In item1, all the students (320;

100%) enjoyed watching TV and movies. This shows that watching TV and movies is

part of the adolescent life, but excessive watching of these programmes has a

deleterious effect on the youth.

The United Nations Convention of the Rights of the Child, article 3 recognizes

the child’s right of freedom “to seek, receive and impart information and ideas of all

kids… through any media of the child’s choice” (Retrieved 19/5/09). However, this

Convention recognizes the negative influence which television has on children in

imparting on them offensive language and violent unsafe practices. The implication is

that although children have their rights, parents, teachers and educators should

counsel them against practices that are inimical to their well being. Since children, as

indicated above watch late-night movies and would not leave off watching unless they

were lured away (items 3 and 2 respectively), they could doze off in the class while the

teacher is teaching. If a student does not listen to the teacher because of sleep in

class, definitely no learning will take place. The sleep is caused as a result of the

revelation in items 4 and 5 which indicates that students watched TV and movies with

their siblings even for four hours. This purports that parents have lost their role.

Dimkpa (2006: 157) complains that “The family whose main function is the training of

their children, has lost its place.

Nonchalance of secondary school students to study is extended when they

eventually enter the universities. Of course, no one is sure that university candidates

who claim to have made their papers in the Senior Secondary School Certificate

Examination (SSCE) merit them. A study by Nneji (2004) reveals that university

undergraduates have poor study habit. This paper suggests this may be a carry-over

effect of students’ poor attitude to study and learning during their pre-university

period. Excessive viewing of video and television contributes to students’ negative

attitude to studying and learning.

In table 3, item 6, 281 (88%) respondents spent more time watching T.V and

video than on private studies. Two hundred and fourty four respondents (76%) were

not interested in doing their home work when TV/video was on (item 7). The students’

reading culture diminishes because they have a particular film to watch and we know



how long a film lasts, in addition to the discussions that follow when the subject

matter is on pornography. In item 8, 295 (92%) subjects indicated they lost interest in

studying because of a favoured film. Further more, item 9 indicates that 224 (70%) of

the subjects dislike reading. When reading is not practiced, the skills of

comprehension will not be acquired. This corroborates Udosen’s (2003) view and

Ucheoma’s (2008) finding that inability to acquire the skills of reading contributes to

lack of comprehension. The fact that 288 (90%) students indicated they could watch

films for more than 3½ hours and 225 (70%) discussed in school what they had

already viewed (items 13 and 10 respectively), purports students’ poor attitude to

studying and learning. Item 11 and 12 indicate that only 64 (20%) subjects liked

watching educational films and 12 (4%) of the subjects stated that their parents

discussed educational programmes on TV with them. This excessive viewing of

uneducative TV/movies hinders knowledge acquisition and sustainable development.

The study by Anderson, Huston, Smith Linebarger and Wright (2001) confirms that

watching of educational programmes helps children to imbibe good study habits.

Research Question 3: This section sought to investigate how excessive viewing of

TV/movies influences students’ moral behaviour and attitude to learning. Aggressive

violent and pornographic films are popular with adolescents and teenagers. Item 16,

table 3 indicates that 274 (78%) of the subjects enjoyed watching violent and

pornography, while 46 (22%) disagreed on that. Forley (2000:14) laments that

“pornography and sadistic violence… foster anti-social behaviour and weaken the

moral fibre of society itself”. Promotion of Peace is one of the philosophies of education

in Nigeria in the 21st century. Youth restiveness affects the peace and development of

a nation. Nwafor (2006) agrees that since Warri area of Delta State has been affected

by youth restiveness, no meaningful development has taken place and that investors

are scared. Simons (2003) opines that habitual male users of pornography indulge in

rape acts. Item 14, table 3 indicates that the behaviour and speech acts of youths are

imbibed from the characters watched on TV/movies. While 247 (77%) of the students’

agreed on that, only 73 (23%) disagreed. Item 15 indicates that the mode of fashion by

the youths is copied from the fashion models and musicians. Immoral behaviour

definitely will not allow adolescents to be obedient to their parents and teachers. When

this affects their studies negatively, sustainable development is hampered.

Implication for Sustainable Development

If nothing is done to curtail the excessive viewing of TV children will regard

viewing of TV as a major part of their school curriculum. The effect will destroy

reading culture in students’ minds. Reading is part of studying and through reading

and studying, students will acquire knowledge and skills that help to develop social,

political, technological and economic development. Another implication is that if

excessive watching of television is not preached against, students’ will waste their

study periods and imbibe poor attitude to learning. Then examination misconduct will



continue to be increasing rather than decreasing. It is then that Nigerian educated

products will be quacks. Parents should help by counseling children on the dangers of

excessive viewing of television.

Conclusion and Recommendation

The study reveals that excessive viewing of television and movies has negative

impact on students’ attitude to learning, study habits and moral behaviour. Television

viewing is a good teaching and learning resource if it dwells more on educative

programmes. Parents have a role to play by guiding against excessive watching of

television, especially late-Night movies. Furthermore, parents and Guidance

Cousellors should give regular sex education to children, stressing on the dangers of

watching pornography. Parents and guardians should debar children from excessive

watching of T.V, and late-night movies.

Government and school PTA should provide T.V, video sets computers hardware

and software on education programmes. In addition, Nigerian Government should

make a policy on school educational programmes and direct radio and T.V stations to

provide educational programmes two or three times a week during school periods.

This could help teachers to use them to reinforce their teachings (where there are

radios and computer accessories). Teachers should advise parents and guardians to

monitor the amount of time their children and wards spend in watching T.V and

movies.

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ucheoma excessive viewing of television and movies current

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