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 understudy. 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.
CHAPTER ONE
INTRODUCTION
Background of the Study
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 aggression. As we move into the
digital era with enhanced images and sound, media violence will undoubtedly
continue to be a focus of public concern and scientific research.
In
recent times, it appears the rate at which violence is aired on television is
increasing. Osuji (2009) defined violence as an act accompanied by attack or
force inflicting injury or pains on another person. Enyi (2003) has also
defined violence as the act of showing in motion pictures and movies the acts
accompanied with attacks and injuries. Moreso, violence on the streets as well
as the tendency of youths (including students) to act violently, after viewing
violence has become an increasingly disturbing issue among many concerned
groups.
The
combination of sound and vision has made television exert tremendous influence
in shaping the lives of students in tertiary institutions. It is informing,
educating, entertaining and persuasive. As a result of this, it is a powerful
force in determining the socio-emotional and academic adjustments of students.
Despite the importance of television, its harmful effects cannot be
overemphasized as it shapes the students’ socio-economic and academic aspects
of life. Students watch violent movies/films on television screen without
considering if its advantages out weight the harmful effects on their lives and
the society at large (Bushman & Cantor, 2003).
Different
television stations show violent and horror movies that students often like to
copy and form attitude about life without weighing the hazardous effects of
such violent movies on one’s behaviour. In this case, television is easily manipulated by movie makers to
show movies that dominate the realm of students’ reasoning thus consciously or
unconsciously impacting on their socio-emotion and academic adjustments. With
its adaptability to modern technology, television is a veritable tool for
integration by providing the viewers’ access to a variety of information which
helps them to know and understand each other but when wrongly manipulated it
influences the socio-emotional and academic adjustment of students.
The
issue of learners’ adjustment at school has long been a concern of
educationalists and psychologists. From the psychological point of view,
adjustment is important because it plays a role in the optimal development of
children. The educationists view adjustment of learners at school as
determining the children’s school performance as well as their likelihood of
continuing at school rather than dropping out. Reynolds, Weissberg and Kasprow
(1992) write that early school adjustment determines later school adjustment
and social competence in children. This implies that adjustment has a
significant influence on children’s attitudes towards school and school
progress. This further implies that the academic adjustment of children could
lead to poor performances in school work, poor attendance to lectures and other
class activities, mention but a few. This is a situation where the adjustment
is a negative one.
Today
students copy role models from television screens in the form of clothing,
hairstyle, language and attitudes. The aftermath is that greater number of
students in federal tertiary institutions in Anambra State, Federal College of....
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