IMPACTS OF TELEVISION ON THE STUDY HABITS OF FRESHMEN STUDENTS IN ST. MARY’S ACADEMY A Research Paper Presented to Ms. Ma. Teresa Sanchez In Partial Fulfillment of the requirements of the Subject English-IV Janine Grace A. Sy Agapito V. Manlunas III Marie Clarice T. Villanueva March, 2011 i ACKNOWLEDGEMENT We, the researchers, wish to express our grateful acknowledgement and dedication to those who contributed in making this research paper a success. First of all, we would like to express our profound gratitude to our beloved parents for their understanding and support financially, spiritually and morally.
Rev. Fr. Luis Arnado, school director of Saint Mary’s Academy for his expertise and managing the institution to open a secondary institution which gives convenience to us and other groups to finish their research in different fields of study. Ms. Ma. Teresa Sanchez, our school principal and at the same time our English teacher for her encouragement and patience in guiding and making rules and policies for the benefits of the students and also for her constructive teachings and guidance in making this research paper a success.
To all library personnel of Saint Mary’s Academy to give an ample support and for letting us use the different references for our research paper. To all 1st year students who serve our respondents, for their kindness in answering the respondents questionnaires. To all our friends for helping us in making this research paper, for the companionship, for the encouragement and advices, for lifting us up whenever we fell down, for the good friendship, and for giving us the inspiration to the success of our study
Above all, the most powerful and all knowing Almighty Father, who enrich our mind, lighted and guided our path and give us enough strength, efforts and courage to reach the golden success of this work. TABLE OF CONTENTS TITLE PAGE ……………….. …………………………………………………………… i ACKNOWLEDGEMENT …. …………………………………………….. ………… ii-iii TABLE OF CONTENTS ………………………………………. ……………. ………. iv-v LIST OF FIGURES………………………………….. ………………………………….. vi LIST OF TABLES…………………………………………………………………… ….. vii CHAPTER I Introduction …………………………………………………………. ……. ….. 1-4 Statement of the Problem.. ………………………………………………………. 5
Objectives of the Study …….. …………………………………………………… 5 Significance of the Study …….. …………………………………………………. 6 Scope of the Study …………. …………………………………………………… 6 CHAPTER II Review of Related Literature ………………………………. ……………….. 7-12 Conceptual Framework/Research Paradigm ………. ………………………. 13-14 Hypothesis of the Study ………………….. ……………………………………. 15 Definition of Terms ……………………………………………………….. 15-16 CHAPTER III Method of Research ……………………………………………………………. 17 Sources of the Study ………………………………………………………….. 17 Sampling Techniques………………………………………………………. 17-18 Data Gathering Procedure ……………………………………………………… 18
Research Instrument ………………………………………………………. …… 18 CHAPTER IV Presentation, Analysis, and Interpretation …………………………………. 19-27 CHAPTER V Summary of Findings, Conclusions, and Recommendations ……………… 28-29 BIBLIOGRAPHY ………………………………………………………. …………. 30-32 APPENDICES …………………………………………………………………………. 33 Appendix A – Respondents Questionnaire …………………………………….. 34 Appendix B – Letter to the Respondents …………………………………… 35-36 Appendix C – Letter to the Subject Teacher …………………………………… 37 LIST OF FIGURES Schematic Diagram of the Conceptual Framework……………………………………. 14 LISTS OF TABLES Table 1.
Respondents of the Study…………………………………………………………………………. 17 Table 2. Effects of Television Viewing on Study Habits (1st year Faith)……………………………… 19 Table 3. Effects of Television Viewing on Academic Performance (1st year Faith)……………….. 20 Table 4. Effects of Television Viewing on Study Habits in 1st year Hope…………………………… 21 Table 5. Effects of Television Viewing on Academic Performance (1st year Hope)………………. 22 Table 6. Effects of Television Viewing on Study Habits (1st year Charity)……. …. …………………. 23 Table 7.
Effects of Television Viewing on Academic Performance (1st year Charity)……………… 24 Table 8. Effects of Television Viewing on Study Habits of all the Respondents…….. ……………. 25 Table 9. Effects of Television Viewing on Academic Performance of all the Respondents…….. 26 CHAPTER I THE PROBLEM AND ITS BACKGROUND This chapter presents the background of the study, statement of the problem, significance of the study, purpose of the study and the scope of the study. Introduction Studying is an art which involves many things that are presently neglected or not taking seriously by most students.
Inefficient study habits become one of the most enduring problems students have. But this problem can be remedied of students who are helping find better ways of studying effectively. It is common belief that a student performance is affected by his attitude toward certain objects. The influence at an attitude and as interest apparent in a person’s response in any situation. If he is likely to understand more completely than if he was concentrating on an entire different type of situation of a problem. Attitude towards learning include ingredients such as liking and disliking the subjects.
There is a tendency to engage in or avoid learning and a belief that learning is useful or useless. Student’s perceptions of learning may reflect his attitude towards it. Such attitude deciphers the most difficulties and barriers in the study habits of these students and in effectively understanding the subject. Poor study habits might be due to several factors. These are poverty, inaccessibly to library, family relationship, destructors like radio gang and television viewing causes students to take things easy that eventually making learning dependent solely upon the teachings of the teacher.
So, television is one of the most influential in all parts. It contributes greatly to what home viewers learn. It is beneficial for widening our experiences. On the other hand it is detrimental it captures the people’s attention and interest. There is no doubt that television has a great influence on children from a very early age itself and it will affect children’s cognitive and social development. The role that Television plays in socializing children is very great. Television can be educational and beneficial; several studies have found that television has many educational advantages.
The Media Awareness Network (MAN) explains in its article, “The Good Things about Television”, that television can be a very powerful and effective learning tool for children if used wisely. The article states that television can help young people discover where they fit into society, develop closer relationships with peers and family, and teach them to understand complex social aspects of communication. Many social scientists believe that people are likely to form negative impressions from watching a lot of television. One of this is that the people are better off than they are.
The order is the world is an unfriendly place, titled with untrustworthy people and risky circumstances since people can imitate whatever they seen in the television. The history of television records the work of numerous engineers and inventors in several countries over many decades. The fundamental principles of television were initially explored using electromechanical methods to scan, transmit and reproduce an image. As electronic camera and display tubes were perfected, the electromechanical television gave way to all – electronic systems nearly all applications.
Television is the exact and continuous transmission of visual images, still or in motion but without permanent recording, for instantaneous viewing at a distance: affected by a combined optical and electrical system for converting light waves into corresponding electrical impulses which are converted into their visual form in receiving a set. Television is used to promote commercial, social and political agendas. Use of public service announcements (including those paid for by governing bodies or politicians), news and current affairs, television advertisement, advertorials and talk shows are used to influence public opinion.
Undoubtedly, television plays a most important role in our lives. It is the cheapest form of entertainment. The entertainment industries have established that there is no real link between media and real-life violence. Today, it is undeniable that the television spread rapidly into homes throughout the world. According to the National Institute on the Media plus the Family, 20% of 2-to 7-year-olds, 46% of 8- to 12-year-olds and 56% of the 13-to 17-year-olds have TVs in their bedrooms (Gentile and Walsh, 2002).
Moreover, in modern society, television provides many powerful models for children and abundant opportunities for observational learning. Educational programs such as “Sesame Street” give children the opportunity to learn letters of the alphabet, words, numbers and social skills. Such programs also show people how to solve problems and resolve differences through cooperation and discussions rather than through aggressiveness and hostility. There is no doubt that television has many important contributions to humans. But despite of these, many parents are concerned about the behaviors that their children can observe on television.
Researchers also claim that television is one of the great adversaries to students. An increase amount in watching television is not intellectual stimulating. Aside from its ability to provide information, watching television requires minimal effort and cognition. It makes a person apathetic and even lazy. An active and prepped mind for learning is necessary for students but being hindered by watching television. There is considerable disagreement among experts regarding the effects of television on child’s growth and development.
Some regard technology as an advancing intellectual development. Others worry that technology may over stimulate and actually impair brain functioning. But most experts looked at the impact of a particular technology rather than at the technology environment as a whole (Elkind, 2003). Cultivation theory suggests that exposure to television cultivates viewers’ perceptions of reality. It is anticipated that the influence of television in social patterns has a great impact on individuals especially with the young adults today (Gerbner, 1960).
It has a significant influence in the society especially when lifestyle will be patterned after the program that they see in television. Probably this influence will become stronger in the succeeding generations. Statement of the Problem The main purpose of the study was to know the impact of television to the study habits of the first year high school students. Thus, the study aimed to answer the following questions: 1. What is the profile of the students in terms of: a)Name b)Section 2. What are the effects of television viewing on the study habits of the students? 3.
What are the effects of television viewing on academic performance of the students? Objectives of the Study This study sought to determine the response of the 1st year students on the impacts of television in their study habits. Specifically it aims to: 1. Finding out the preference of the students whether they would choose to study or to watch television. 2. Find out whether television viewing has a negative impact on the study habits and academic performance of the students. Significance of the Study The result of this study will be of great significance and use to the following:
Students – The students will develop positive attitudes towards studying and they will gain knowledge towards the effect of television on their study habits. Teachers – They would be guided in formulating an action plan that would address the problem. Parents – This will give feedback and awareness to the parents on their roles to their children specifically in supervising them on their activities and find remedies regarding procrastination effect of frequent television viewing. Administrators – They will be aware and informed of the effects of TV viewing to the study habits of the students.
Community – This study will give awareness to the community people on how children of today’s generation are exposed on television and how these affect their studies. The Researchers – This study will give the researchers the knowledge on how television viewing affects the students. Moreover, they would gain a deeper understanding on the effects of television viewing to their own lives as well as that of the other students. St. Mary’s Academy – Being the end user of this study, the institution will be provided with some inputs on ho television viewing greatly affects the students. Scope of the Study
This study was limited only to the impacts of television viewing on the study habits and also in the academic performance of the 1st year high school students inside the campus of St. Mary’s Academy, Claveria, Misamis Oriental from school year 2010-2011. The respondents were the selected students from the three sections of first year high school namely: Faith, Hope and Charity. CHAPTER II REVIEW OF RELATED LITERATURE According to Zworykin (1940), television by virtue of usage, has come to mean the electrical transmission of transient scenes to be viewed at a distant point practically simultaneously with him original occurrence.
Thomas (1942) added that the television is the result of many separate inventions, discoveries and proposals by a large number of scientists over a long period of time. Television is the most widespread form of communication in the world. It s a system of sending and receiving pictures and sound by means of electromagnetic signals transmitted through waves and optical fibers. Television has variety of applications in society, business and science. It provides access to entertainment, news, politics, current events and so much more. The common use of television is a source of information and entertainment for viewers in their homes.
Through various news programs and documentaries television keeps us educated. Through television we can be informed about the worldwide news (Myanmar Times). Burrows (1992) described how the television show works. Television is loosely divided into broadcast and non-broadcast. Broadcast television is generally produced by commercial TV stations and professional production companies that make dramas, comedy series, newscasts, documentaries, game shows and advertisements familiar to television viewers. Non-broadcast television is produced for a much narrower audience. Business, private production ompanies and some TV studios specialize in creating educational and industrial programming used in schools. Television picture may itself be an outdoor scene, a stage production, or a motion picture film. In all instances, the viewer sees an apparently continuous motion picture (Morton, 1940). Johnson (2001) enumerated the use of television. It provides news, information and entertainment programs, the technical means of getting the program from their point of origin to each affiliated station and the advertising support or sponsorship for many of the groups offered to the situation.
In addition to news, sports and drama, many programs of a public service in educational nature were given by several television stations. Travel talk, roundtable discussions, educational films and colorful religious services received much attention (Lohr, 1940). Guntler (1997) stated that a great number of people all over the earth considered television as the most important source of entertainment, Television is a great way of educating people throughout the society with important issues that affect our daily lives. We use the television as a convenient way to find out what goes on in other parts of the world.
Security personnel also use television to monitor buildings, manufacturing plants, and numerous public facilities. Public utility employees use television to monitor the condition of the underground sewer line. Doctors can probe the interior of a human body with a microscopic television camera without having to conduct major surgery on the patient. Educators use television to reach students throughout the world (Encarta. msn. com). Television provides cultural and informational material and offers entertainment programs with special, rather than mass appeal.
Also many television stations broadcast Educational Television (ETV) programs, which are usually courses of instruction in school subjects at the elementary, secondary and college levels (Singer, 1981). The Federal Communications Commission (FCC) of the United States of America has received more than three hundred channels across the country for Educational Television (ETV) stations. These were set up because, while commercial television can and does make contributions to education, programs of a strictly educational and cultural nature need to be supported by some source other than advertising.
The work of NET and of ETV has been supported by grants from government agencies, foundations associated with private industries, the commercial networks, local stations and viewers, Lesser (1991) added. Jolls (2007), a media literacy educator states that television is a tool, just like any other media. It can be used to help children get ready to read, by calling their attention to colors and shapes and sounds. Children can be taught about the difference ads and television shows, so they start learning the difference between content that’s trying to tell them something versus sell them something.
Such critical thinking is a lifelong learning skill. Television is a great teacher, especially if kids are helped in interpreting what they see and hear. On the other hand, Mcaleer (1997) stated the negative side of television. He said that there are some people who considered television as destruction especially to the study habits and attitude of the students. Charlton, et al (2000) supported the statement of Mcaleer, he said that in the last several years much research has been devoted to the subject, television and students, there are students waste their time in watching television instead of studying.
Television may have a direct effect on children’s ability to develop basic skills including reading and writing in part, because television affects their attention and may impact their motivation especially for learning. One of the common arguments is that students doing poor in school because of the amount of television they watch. Potter and Hornik (cited in Caldas and Banksten 1999) argue that” time spent focused on the small screen has negative impact on school performance because this time could more profitable spent reading and engaging in other developmentally useful ctivities”. According to Razel (2001) the relationship between television viewing and academic achievement depends on the age of the students. For children ages 5 and 6, the “correction between television viewing and achievement is positive: for ages 7-9, the average correlation is even more negative”. Televisions viewing during childhood (ages 5-11 years) and adolescence (ages 13-15 years) had adverse association with later educational achievement. However, adolescent viewing was a stronger predictor of non-attainment of a university degree.
Conclusions television viewing in childhood and adolescence is associated with poor educational achievement by 26 years of age. Excessive television viewing in childhood may have long-lasting adverse consequences for educational achievement and subsequent socio-economic status and well-being (Hancox 2005, et. al). Most educators were persuaded that television inhibits school achievement. The empirical case, however, is weak (Anderson and Collins, 1988). Extensive television viewing (more than 30 hours a week) may inhibit the development and maintenance of reading skills, but even that relationship is not consistently supported.
Among children in late elementary school and adolescence, there are reliable, but low negative relationships of total television viewing to performance on achievement test and school grades (Allen et. al, 1992) Williams (1982) reported a mental analysis of 23 large-scale studies. The average correlation of time viewing to television with achievement was 50. Children who watched 10 hours a week performed slightly better than those who watched less, but as viewing increased beyond 10 hours a week achievement declined dramatically.
However, Comstock (1991) disputed the curvilinear relation using an analysis of the California assessment study to demonstrate that the relationship of viewing to achievement is linear and negative. In addition, Koolstra, (1997) in his edited study “The Impact of Television: A Natural Experiment in three communities” found out that television made kids more aggressive, harmed the acquisition of reading skills, decreased creativity scores, and cut participation in non-television leisure activities. The study is restricted to small town in British Columbia.
The study concludes that the findings are not novel and not peculiar. With all the efforts, the detailed analysis of the study shows that the effects are negative. However another study reveals that there is no little or no reason to believe that television displaces homework. In an analysis of eight state wide assessments and the data from the National Assessment of Educational Progress (NAEP) including thousands of cases (Neuman, 1986), the correlation between homework and television viewing were slightly negative for 13- and 17-year-olds, but not for 9 years-old.
In another survey of 12th Graders, However, homework time was related to television viewing (Keith et al. , 1986). Moreover, there was no evidence of changes in time spent on homework after television was introduced in South Africa (Mutz et al. , 1993) Studies have shown that children who watch carefully constructed educational programs that are aimed at their age level such as Sesame Street; do better on pre-reading skills (at age 5) than children who watched infrequently or not at all (Macbeth, 1996).
Additionally, in a long-term study of highschoolers, researchers found that viewing educational television programs as preschoolers was associated with higher grades, more reading, less aggression and more placed on academics when those children reached high school (Anderson, et al. ,2001). According to the study of Quinto (2002) that out of school activity such as reading, part- time employment, recreational activities and television viewing aid not significantly affect their academic performance in school. Maybe there were other factors that could enhance if not hinder their performance in school.
There are many factors that can affect the performance of the students sometimes it may affect the teacher himself, their socio-economic status and other problems that may cause to the performance of the students. Alcantara (1997) was concerned on non-intellectual factors such as study habits, and attitudes affected the achievements of the students in his own way the later remembrance only the part meaningful to his life, so that he can apply in as daily, without thinking of what will be the effect of being influencing it. Capilitan stated that most of the parents do not fully supervise of their children’s study habits.
It is very their activity in home especially in watching television. Since television has a great impact in poor study habits. Parents should supervise to obtain and maintain good study habits in order that the performance of their child will improve. On the other hand, parents’ good educational attainment and their economic status should also be considered as an attribute to their commitment to the factor causing habits of their children (Loquinte, 1999). On the other hand, Robinson (1973) disclosed that everyone has personal problems that make one worry and affects study habits.
Student’s difficulties in the use of time and difficulty in settling down to work for example cause for study habits. Good pupils actually don’t study more than poor students. They are just more efficient when they do study. The researcher will use the high school students as the respondents of the study because this is the time that the study habits must be observed, developed and must be practiced in preparation for them to enter the tertiary level of education, Thus, this study will clarify and give us some hints of effects of television viewing on the study habits as perceived by selected students.
Conceptual Framework/Research Paradigm The main purpose of the study was to determine the effects of television viewing on the study habits of the first year high school students in St Mary’s Academy. The study was anchored on Article 209 of the Family Code of the Philippines. Article 209 states that parents are authorized to care and rear the children for the total growth and development. It also explains that authorities such as administrator and teachers that engaged in child care shall have parental authority and responsibility applied to all authorized activities whether inside or outside the school premises.
Correspondingly, Republic Act No. 8370 or known as Children’s Television Act of 1997 recognized the importance and impact of broadcast media particularly television programs. The stake takes steps to support and protect children’s interest as well as providing television programs without exploiting them. The legal bases of the study are in consonance with the Wright and Huston, 1995; and Coe et. al. 1999. Coe et. al. (1999) emphasized that telecommunication helps in making child an active participant in his learning since television is pervasive in the society.
Wright and Huston, (1995), on the other hand purport those children who watched cartoon shows and other more entertainment television programs has less time in spending with books and print media. The theoretical and legal bases served as guide in determining the effects of television viewing. The effects of television viewing on the study habits and the effects of television viewing on academic performance facilitated in finding ways for students improvement. Figure 1. Schematic Diagram of the Conceptual Framework. Hypothesis of the Study
Hypothesis 1 – Television viewing has a negative impact on the study habits of the students of first year high school. Hypothesis 2 – Television viewing has a negative impact on the academic performance of the first year high school students. Definition of Terms For better understanding of the concepts of this study, the terms below are defined operationally: Academic Performance. This refers to the performance of the pupils in the school with corresponding ratings. Article 178 (Family Code of the Philippines). This refers that the separation between the husband and wife without conjugal partnership.
Article 209 (Family Code of the Philippines). This refers that if a separation occurred between the husband and wife, without judicial approval, the provisions of Article 178 shall apply. Broadcast Television. A mode of television broadcasting which does not involve satellite transmissions or cables – typically using radio waves through transmitting and receiving antennas or aerials. The term is more common in Europe, while in the United States it is referred to as terrestrial television or sometimes over-the-air television. Educational Television (ETV). The use of television programs in the field of education.
It may be in the form of individual programs or a dedicated television channel. Federal Communications Commission (FCC). An independent agency of the United States government, created, and with the majority of its commissioners is appointed by the current President. The FCC works towards six goals in the areas of broadband, competition, the spectrum, media, public safety and homeland security and modernizing the FCC. Large-scale Studies. An extensive research on a particular subject. Mental Analysis. A thorough investigation of the component parts of the mind and its intellectual factors.
National Assessment of Educational Progress (NAEP). A periodic assessment of student progress conducted in the United States by the National Center for Education Statistics, a division of the U. S Department of Education. The assessment covers the areas of mathematics, reading, writing, science and more. Assessments in world history and in foreign language are anticipated in 2018. NAEP results, released as “The Nation’s Report Card”, are used by policymakers, state and local educators, principals, teachers and parents to inform educational administration. Non-broadcast Television.
It is a television channel available via cable television. Such channels are usually also available via satellite television. Non-intellectual Factors. Non-rational factors that affect the performance of students in education. One of these factors is television, which distracts their study habits. Republic Act No. 8370. The state recognizes the vital role of the youth and shall therefore protect and promote their well-being by enhancing their over-all development taking into account their needs in the development of education, cultural, recreational policies and programs.
It created the National Council for Children’s Television the body tasked to formulate plans and policies towards high quality locally produced children’s television programming. The law requires that each broadcasting network shall allot a minimum of 15% of daily total airtime for child-friendly shows. Study Habits. Refers to the attitude of the respondents towards studying. Television. An electronic device for receiving and reproducing the images and sounds of a television signal. Television Viewing. Refers to the act of watching TV programs. CHAPTER III METHODOLOGY Method of Research This study made use of survey type of research.
The method includes the impact of television viewing on the study habits of the 1st year high school students. Questionnaires were to be answered by the selected 1st year high school students of Saint Thomas Aquinas College. Sources of Data Our primary sources of data are the selected 1st year high school students in sections: Faith, Hope and Charity. They serve as our respondents. Our secondary sources are the books and references coming from the school library of St. Mary’s Academy and from the Internet. Sampling Techniques This study is administered to the selected 1st year high school students in sections: Faith, Hope and Charity of St.
Mary’s Academy, School Year 2010-2011. Table 1. Respondents of the study School LevelNumber of Students in ClassNumber of Student Respondents Faith4210 Hope4910 Charity4410 TOTAL:13530 As revealed in Table 1, among the respondents, ten (10) are from 1st year Faith, ten (10) from 1st year Hope and ten (10) from 1st year Charity. Selected students from these sections served as respondents. The total number of respondents was 30 in all. Data Gathering Procedure First, the researchers went into the classrooms of the 1st year students and give a formal letter to their subject teacher asking for permission to conduct a research on the students.
The researchers distributed the questionnaires with a letter to the 1st year students and discussed to them how to answer it. The researchers guided the students and collected the answered questionnaires right after. Research Instrument The instrument used in this study was a researcher-made questionnaire. It covered the items that could measure the impact of television viewing on the study habits of 1st year High School students. They were categorized into three parts. The first part was on: “the profile of the students”, the second was on: “the effect of television in their study habits” and the hird was on: “the effect of television in their academic performance”. CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION This chapter presents the analysis and interprets the data gathered. The discussion was based on the problems created in this study such as: profile of the selected 1st year high school students in St. Mary’s Academy in terms of name, age, sex and section; effects of television viewing in the study habits of the students; and the effects of television viewing in the academic performance of the students. Effects of Television Viewing on Study Habits (1st year Faith)
Table 2. Effects of Television Viewing on Study Habits (1st year Faith) IndicatorsYesNo 1. Encourages me to study at night. -10 2. Motivates me to do my homework. -10 3. Keeps me interested to read my notes. -10 4. Provides me additional information that helps me to answer my homework. 55 5. Makes me to study conveniently. 28 6. Decreases my free time in studying. 91 7. Serves as an alibi to escape from studying. 73 8. Makes me lazy to study. 10- 9. Makes me to do my homework very late at night. 10- 10. Decreases my reading and comprehension skills. 91
Table 2 shows the effects of television viewing on study habits of the respondents in 1st year Faith. Effects of Television Viewing on Academic Performance (1st year Faith) Table 3. Effects of Television Viewing on Academic Performance (1st year Faith) IndicatorsYesNo 1. Increases my scores in quizzes and examinations. 37 2. Contributes to my high grades in all subjects. -10 3. Contributes learning thus I can get good grades. 19 4. Motivates me to participate in class discussion. 19 5. Makes me a slow learner. 73 6. Makes me an absent-minded in the class. 73 7. Decreases my reading and comprehension skills. 82 8.
Makes me more viewer than a participant. 82 9. Lessen my retention skills, thus I easily forget the lesson. 82 10. Lessen my attention span, thus I get low grades. 82 Table 3 shows the effects of television viewing on the academic performance of the respondents in 1st year Faith. Effects of Television Viewing on Study Habits (1st year Hope) Table 4. Effects of Television Viewing on Study Habits in 1st year Hope. IndicatorsYesNo 1. Encourages me to study at night. 19 2. Motivates me to do my homework. 37 3. Keeps me interested to read my notes. -10 4. Provides me additional information that helps me to answer my homework. 7 5. Makes me to study conveniently. 28 6. Decreases my free time in studying. 73 7. Serves as an alibi to escape from studying. 73 8. Makes me lazy to study. 10- 9. Makes me to do my homework very late at night. 73 10. Decreases my reading and comprehension skills. 82 Table 4 shows the effects of television viewing on study habits of the respondents in 1st year Hope. Effects of Television Viewing on Academic Performance (1st year Hope) Table 5. Effects of Television Viewing on Academic Performance (1st year Hope) IndicatorsYesNo 1. Increases my scores in quizzes and examinations. 9 2. Contributes to my high grades in all subjects. 28 3. Contributes learning thus I can get good grades. 28 4. Motivates me to participate in class discussion. 28 5. Makes me a slow learner. 73 6. Makes me an absent-minded in the class. 55 7. Decreases my reading and comprehension skills. 82 8. Makes me more viewer than a participant. 82 9. Lessen my retention skills, thus I easily forget the lesson. 73 10. Lessen my attention span, thus I get low grades. 64 Table 5 shows the effects of television viewing on the academic performance of the respondents in 1st year Hope.
Effects of Television Viewing on Study Habits (1st year Charity) Table 6. Effects of Television Viewing on Study Habits (1st year Charity) IndicatorsYesNo 1. Encourages me to study at night. 55 2. Motivates me to do my homework. 64 3. Keeps me interested to read my notes. 55 4. Provides me additional information that helps me to answer my homework. 91 5. Makes me to study conveniently. 64 6. Decreases my free time in studying. 55 7. Serves as an alibi to escape from studying. 64 8. Makes me lazy to study. 64 9. Makes me to do my homework very late at night. 55 10. Decreases my reading and comprehension skills. 7 Table 6 shows the effects of television viewing on study habits of the respondents in 1st year Charity. Effects of Television Viewing on Academic Performance (1st year Charity). Table 7. Effects of Television Viewing on Academic Performance (1st year Charity) IndicatorsYesNo 1. Increases my scores in quizzes and examinations. 55 2. Contributes to my high grades in all subjects. 64 3. Contributes learning thus I can get good grades. 55 4. Motivates me to participate in class discussion. 46 5. Makes me a slow learner. 64 6. Makes me an absent-minded in the class. 73 7.
Decreases my reading and comprehension skills. 82 8. Makes me more viewer than a participant. 91 9. Lessen my retention skills, thus I easily forget the lesson. 64 10. Lessen my attention span, thus I get low grades. 73 Table 7 shows the effects of television viewing on the academic performance of the respondents in 1st year Charity. The Total Number of the Respondents in the Effects of Television Viewing on Study Habits Table 8 shows the effects of television viewing on study habits of all the respondents. Table 8. Effects of Television Viewing on Study Habits of all the Respondents.
IndicatorsYesNo 1. Encourages me to study at night. 624 2. Motivates me to do my homework. 921 3. Keeps me interested to read my notes. 525 4. Provides me additional information that helps me to answer my homework. 1713 5. Makes me to study conveniently. 1020 6. Decreases my free time in studying. 219 7. Serves as an alibi to escape from studying. 2010 8. Makes me lazy to study. 264 9. Makes me to do my homework very late at night. 228 10. Decreases my reading and comprehension skills. 2010 The table above shows positive and negative effects of television viewing on he study habits of the respondents. There is one positive effect of television viewing on the study habits of students it provides additional information that helps the students to answer their homework. The negative effects of television viewing are the following; it decreases the student’s free time in studying, it serves as an alibi to escape from studying, it makes a student lazy to study, it makes the student to do their homework late at night, and it decreases their reading and comprehension skills. This only implies that the effects of television viewing to study habits were all negative.
Parents should have knowledge on the negative effect of television on the study habits of their children. They must have a vital role in managing their children’s time of watching television and supervise their children, they must not left their children alone to avoid them from staying long in front of television set and sleeping late at night without doing their homework and studying their lesson thus they tend to be sleepy at school. The Total Number of the Respondents in the Effects of Television Viewing on Academic Performance Table 9 shows the effects of television viewing on the academic performance of all the respondents.
Table 9. Effects of Television Viewing on Academic Performance of all the Respondents. IndicatorsYesNo 1. Increases my scores in quizzes and examinations. 921 2. Contributes to my high grades in all subjects. 822 3. Contributes learning thus I can get good grades. 822 4. Motivates me to participate in class discussion. 723 5. Makes me a slow learner. 2010 6. Makes me an absent-minded in the class. 1911 7. Decreases my reading and comprehension skills. 246 8. Makes me more viewer than a participant. 255 9. Lessen my retention skills, thus I easily forget the lesson. 219 10.
Lessen my attention span, thus I get low grades. 219 The result shows that there is no positive effect of television viewing on the academic performance of the students. The effects are all negative; it makes the student a slow learner, it makes them an absent-minded in class, decrease their reading and comprehension skills, makes them a viewer than a participant, lessen their retention skills, thus they easily forget the lesson and it lessen their attention span, thus they get low grades. This only implies that the effect of television viewing on the academic performance of the students is all negative.
It means that television viewing has big effect to the student’s performance in school. This implies that the respondents were heavy viewers of television shows that were destructive to their study habits as well as in their academic performance. It’s possible that during their class discussion they keep on thinking the television shows they had watch thus, making them absent minded, and it is also possible that during the class discussion they always talk to their seatmate talking about the show they had watch, thus lessen their attention span.
Through frequent television viewing the reading skills were affected, it decreases creativity scores in class performance and cut participation in non-television leisure activities (Williams, 2007). Thus the children prefer to be a viewer than a participant. CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS This chapter summarizes the study and presents the conclusions, and recommendations. The conclusions are based on the research problems mention in the first chapter of this study. Findings In the light of the result of the study, the summaries of findings are here under enumerated.
The profile of the 1st year students in terms of the “effect of television viewing on the study habits” is all negative. The profile of 1st year students in terms of the “effect of television viewing on academic performance” is also negative. Conclusions Based on the findings of the study, it is concluded that television viewing has a negative impact on the study habits of the students as well as on academic performance. Therefore the hypothesis of the study is correct. Recommendations The conclusion of the study led the researchers to recommend the following: 1.
Watching television program is not prohibited to students however parents should set limitations on time of viewing. 2. The students should maintain or if possible improve their study habits. 3. The students should spend more time in watching educational TV programs aside from entertainment programs/ news items. 4. Keep television out of child’s bedroom. The best place of television is in the family room. 5. Another study should be conducted using another set of respondents including other factors that could affect study habits in different school in the region to find out if it has similar results.
BIBLIOGRAPHY A. Books Anderson, D. R. et. al. (2001). Early Childhood Television Viewing and Adolescent Behavior: The Recontact Study. Monographs of the Society For Research on Child Development. Anderson, D. R and Collins, P. A. (1988). The Impact on Children’s Education: Television’s Influence on Cognitive Development. Washington, D. C. , US Department of Education. Burrows, Thomas D. (1992). Television Production. Coe, Mary Ann, et al, (1999). Tools for Schools, Wadworth Publishing Company. Comstock, George (1991). Television and the American Child.
San Diego, CA; Academic Press, Inc. Hurlock, Elizabeth B. (1982). Developmental Psychology 5th Edition, McGraw- Hill Inc. Gentile, D. A. and Walsh, D. A. (2002, January 28). A Normative Study of Family Media Habits. Applied Developmental Psychology. Lohr, L. R. (1940). Television Broadcasting. Macbeth, Tannis (editor) (1996). Turning Into Young Viewers. Newbury Park, CA: SAGE Publications. Morton, G. A. (1940). Television. Mutz, D. C. , et al (1993). Reconsidering the Displacement Hypothesis: Television Influence on Children’s Time Use. Communication Research.
Neuman, S. B. (1986). Television, Reading and the Home Environment. Reading Research and Instruction. Quinto, Emmalene T. Student’s Out of School Activities Vis-Avis Academic Performance. Singer, D. G. (1981). Teaching Television. Wright, J. C. and Huston, A. C. , (1995, June). Effects of Educational TV Viewing of Lower Income Pre-schoolers on Academic Skills, Report to Children’s Television Workshop, Center for Research on the Influences of Television on Children, University of Kansas, Lawrence. Zworykin, V. K. (1940). Television. B. Journal Allen, L. et al. , (1992).
Multiple Indictors of Children’s Reading Habits and Attitudes: Construct Validity and Cognitive Correlates. Journal of Educational Psychology. Razel, M. (2001). The Complex Model of Television Viewing on Educational Achievement. Journal of Education. Williams, P. A. , et al. (1982). The Impact of Leisure-time Television on School Learning; A Research Synthesis. American Educational Research Journal. C. Unpublished Thesis Loquinte, Segundina I. (1999). Parents and Teachers Commitment on the Selected Factors of Poor Study Habits:, Basis for a Proposal Values Orientation Seminar, Tomas Oppus Campus.
Capilitan, Divine T. (2001). An Assessment of the Study Habits of Grade VI Pupils of Cambite Elementary School. D. Internet Resources Tessa Jolls retrieve from: http://aplaceofourown. org/question_detail. php? id=255 David Elkind` retrieve from: http://www. cio. com/article/29797/David_Elkind_Technology_s_lmpact_ on_child_Growth_and _Development? Page=3 Encarta. msn. com E. Other References Philippine Constitutions The New Book of Knowledge, 1999 Encyclopedia Americana, 1995 APPENDICES APPENDIX A Respondents Questionnaire St. Mary’s Academy
Claveria, Misamis Oriental Name: ______________________ Section: ___________ Age: _____ Effects of Television on Study Habits 1. Encourages me to study at night. Yes____No____ 2. Motivates me to do my homework. Yes____No____ 3. Keeps me interested to read my notes. Yes____No____ 4. Provides me additional information that helps me to answer my homework. Yes____No____ 5. Makes me to study conveniently. Yes____No____ 6. Decreases my free time in studying. Yes____No____ 7. Serves as an alibi to escape from studying. Yes____No____ 8. Makes me lazy to study.
Yes____No____ 9. Makes me to do my homework very late at night. Yes____No____ 10. Decreases my reading and comprehension skills. Yes____No____ Effects of Television on Academic Performance 1. Increases my scores in quizzes and examinations. Yes____No____ 2. Contributes to my high grades in all subjects. Yes____No____ 3. Contributes learning thus I can get good grades. Yes____No____ 4. Motivates me to participate in class discussion. Yes____No____ 5. Makes me a slow learner. Yes____No____ 6. Makes me an absent-minded in the class. Yes____No____ 7.
Decreases my reading and comprehension skills. Yes____No____ 8. Makes me more viewer than a participant. Yes____No____ 9. Lessen my retention skills, thus I easily forget the lesson. Yes____No____ 10. Lessen my attention span, thus I get low grades. Yes____No____ APPENDIX B Letter to the Students St. Mary’s Academy Claveria, Misamis Oriental Dear Students: We the researchers would like to inform you that we are presently conducting a survey entitled, “The Impact of television on the study habits of first year high school students”, we made you as one of our respondent.
The researcher s would like to request you to answer the items honestly. Rest assured that your answers will be treated with the utmost confidentially. Your valued cooperation for the success of the study will be highly appreciated. Thank you very much. Very truly yours, Janine Grace A. Sy Agapito V. Manlunas III Marie Clarice T. Villanueva APPENDIX C Letter to the Teacher St. Mary’s Academy Claveria, Misamis Oriental Dear Ma’am/Sir:
We the researchers are currently conducting a study entitled, “The Impact of television on the study habits of first year high school students”, in fulfillment of our subject English. In this connection we would like to ask a permission to use a little of your time to conduct a research on your students. Rest assured that the results of this research will not in any way affect your teaching performance. Thank you for your cooperation. Teacher’s Approval: ________________ Very truly yours, Janine Grace A. Sy Agapito V. Manlunas III Marie Clarice T. Villanueva APPENDIX D Documentation