UNIVERSITY FOR DEVELOPMENT STUDIES
FACULTY OF EDUCATION
RESEARCH PROPOSAL
EFFECTS OF TELEVISION ON STUDENTS BEHAVIOUR IN BASIC
SCHOOL AT LAMASHEGU PRIMARY SCHOOL, TAMALE
EFFECTS OF TELEVISION ON STUDENTS BEHAVIOR IN BASIC
SCHOOLS AT LAMASHEGU PRIMARY SCHOOL, TAMALE
FATAWU IBRAHIM
ZAKIA IBRAHIM
YUSSIF IBRAHIM
JULY 2024
UNIVERSITY FOR DEVELOPMENT STUDIES
FACULTY OF EDUCATION
DEPARTMENT OF BASIC EDUCATION
EFFECTS OF TELEVISION ON STUDENTS BEHAVIOUR IN BASIC
SCHOOL AT LAMASHEGU PRIMARY SCHOOL, TAMALE
BY
FATAWU IBRAHIM
IBRAHIM ZAKIA
YUSSIF IBRAHIM
PROJECT WORK SUBMITTED TO THE DEPARTMENT OF BASIC
EDUCATION STUDIES OF THE FACULTY OF EDUCATION, UNIVERSITY
FOR DEVELOPMENT STUDIES, IN PARTIAL FULFILLMENT OF THE
REQUIREMENT FOR AWARD OF DIPLOMA IN BASIC EDUCATION.
2024
DECLARATIONS
Candidate's declaration
We hereby declare that this research proposal is the result of our own
original work and that no part of it has been presented for another
Diploma/Degree in this University or else where.
Name/Id. Signature.
Date
IBRAHIM FATAWU (DBE/0196/22) ….………………. ……………….
IBRAHIM ZAKIA (DBE/0197/22). ………………..... ……………….
IBRAHIM YUSSIF(DBE/0198/22). …………………… ……………….
Supervisor’s declaration
I hereby declare that the preparation and preservation of the project work
was supervised in accordance with the guidelines on supervision of project
work laid down by the University for Development Studies
Supervisor's Signature........................ Date.............
ACKNOWLEDGEMENTS
A task of this nature cannot be done without the encouragement of others.
Our profound thanks go to our supervisor Dr. Mohammed Zainudeen for his
guidance, patience, suggestion and supervision which led to the
accomplishment of this project.
DEDICATION
We dedicate this project to the Almighty God for his protection and guidance
over our lives. Also we dedicate it to our families and friends out there.
TABLE OF CONTENT
DECLARATION ………………………………………………………
ACKNOWLEDGEMENT……………………………………………
DEDICATION…………………………………………………………
CHAPTER ONE
1.0 Background to the Study……..
…………………………………………………………
1.2 Statement Of The Problem …………………………………………………………
1.3 Main Objective Of The Study.
…………………………………………………………
1.4 Objectives Of The Study. …………………………………………………………
1.5 Research Questions. …………………………………………………………
1.6 Significance of the Study…………………………………………………………
1.7 Limitations Of The Study. …………………………………………………………
1.8 Delimitation. …………………………………………………………
1.9 Definitions Of Terms…………………………………………………………
CHAPTER TWO
REVIEW OF RELATED LITERATURE…………………………………………………………
2.0 introduction…………………………………………………………
2.1 Overview…………………………………………………………
2.2 Influence of television on students
behavior………………………………………
2.3 Analyzing the effects/impact of excessive television
viewing…………………………
2.4 Modifications to existing
policies…………………………………………………………
2.5 Summary…………………………………………………………
CHAPTER THREE…………………………………………………………
METHODOLOGY…………………………………………………………
3.0 Overview…………………………………………………………
3.1 Research Design…………………………………………………………
3.2 Population…………………………………………………………
3.3 Sampling and Sample
Procedures…………………………………………………………
3.4 Instruments used for Data
Collection…………………………………………………………
3.5 Data Collection Procedure…………………………………………………………
3.6 Data Analysis…………………………………………………………
APPENDICES…………………………………………………………
CHAPTER ONE
INTRODUCTION
1.0. Overview of the study
This chapter of the whole research work introduces the effects of television
on students behavior in basic school at Lamashegu primary school. The
chapter outlines the background of the study, statement of the problem,
purpose of the study, significance of the study, delimitation of the study and
definition of terms used in the study.
1.1Background to the Study
Television has become a significant social phenomenon in Ghana and all over
the world.
Television viewing is believed to generate social forces of undeniable
influence. It is
considered the most entertaining mass media for men, women, and children.
Television
provides daily programs that capture the full attention of the viewers. One
might wonder
about the impact television is able to inculcate in children. This is due to
various plays,
music, films, and other shows that are televised every day. Anderson (1996)
argues that
television affects how children learn. High-quality, non-violent shows can
have a positive
effect.(Zubari, 1992) However, defines television as a major agent of
socialization hasa
great effect on our society today. When watching different TV shows and
seeing all those
actors or actresses on TV in various shows or music, it could bring many
good things like
being a role model for children who want someone to look up to. The average
family in
Ghana has at least one television turned on for at least seven hours a day.
Television is
the biggest mass media in a country and has both positive and negative
aspects.
Children can learn to speak through many educational programs and also
engage in
activities such as singing, standing up, and pronouncing words in English.
However, there
are also television programs that negatively affect children. For instance, on
channel 11,
there is a dreadful program that is harmful for children. It is called "Jerry
Springer. This
program should not be shown on TV because it has a lot of fights and vulgar
language.
"W.W.F" is another negative program which has too much violence, and
unfortunately,
children love it. Children should not see these kinds of programs because
children tend
to imitate the fighters.
1.2 Statement Of The Problem.
Many education providers, parents, and other stakeholders internationally
have
expressed concern about the number of hours spent watching TV and the
type of
programs that students are exposed to. The advancement in technology is
spreading very
fast to most parts of the world. The rapid spread of digital television has
exposed
students to foreign programs, which has made the world a global village
where both
developed and developing countries showcase similar content on television.
With the
availability of numerous channels, hence, the spread of negative effects like
poor
performance in basic school students is very high. Poor academic
performance as a
result of television watching by Basic School students in Ghana needs to be
investigated.
The study identifies the influence of watching television with regard to pupils'
conduct in
the school environment.
1.3 Main Objective Of The Study.
The main aim of the study is to identity the effects of Television watching
habit on
student’s behavior in basic school at Lamashegu primary school, Tamale.
1.4 Objectives Of The Study
1. To identify the influence of watching television with regards to pupils
conduct within
the school community
2. The Number Of Hours That Basic School Students Spend Watching The
Television And It's Impacts On Their Academic Achievements Among Basic
School Student'
3. To recommend some important modifications to the existing policies base
on their
effectiveness on influencing students academic performance.
1.5 Research Questions
In order to achieve the objectives stated in the main objective of this
research, the
following questions were stated.
1. What Effects does television have on student’s behavior in basic school?
2. How much time do basic school students spend watching a television and
what
impacts does it have on their academic achievement in basic school at
Lamashegu
primary school, Tamale?.
3. Does the Ghana Education Service have policies on television viewing and
what effect
do they have academic achievement among basic school students?
1.6 Purpose of the Study
The fundamental purpose of the study lies in enhancing primary school
children learning
behavior by exposing them to various stages and changes they will
experience in life. The
study provide means for Lamashegu primary school Children's on how best
they can
cope or manage themselves at any stage of life. It will assist the primary
school children
to value the culture of their society and to a greater extent where they
appreciate reading
other people's culture and history. Again, It will also help them to start taking
notice of
the most educative program that the television industries create for them.
Also, It will
help parents to know the better way of impacting morals, norms and values
of life to
those children's and it will also provide appropriate way of guiding the
television viewing
habits of these children by their parents.
1.7 Limitations Of The Study
The study will have been conducted extensively over a period of time, but
financial
support and logistical constraints may limit our ability to conduct it
effectively.
Simultaneously engaging in the study alongside academic work will also
reduce the time
available for research.
1.8 Delimitation.
The study will be focused exclusively on Lamashegu Primary School in
Tamale to allow
for sufficient research time. It is specifically structured to implement
measures aimed at
mitigating the impact of television on students' behavior in primary school at
Lamashegu
Primary School, Tamale.
1.9 Definitions Of Terms
Effects: This term refers to the impact that television viewing has on
elementary school
students.
Performance: This term pertains to the quality of academic work by
elementary school
students in various subject areas, as assessed at the end of each academic
term.
Television: This term describes a device that translates electrical signals into
visible
images on a screen, accompanied by sound.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 INTRODUCTION
This chapter covers television programs viewing from a historical perspective
and what scholars had written about how it affects student's behavior in
basic schools.
2.1 Overview
The review of related literature provides an overview of the influence of
watching television with regards to pupils conduct within a the school
environment, to analyze the impact of excessive television viewing on the
academic achievement of basic school students and also to recommend
some important modifications to the existing policies recognized by the
Ghana education service GES base on their effectiveness on influencing
students academic performance
2.2 Influence of watching television with regards to pupils conduct
within
the school community
Television has both positive and negative influences on students' behavior
and academic performance in the school environment at the basic level.
While research shows that children may imitate what they see on television,
leading to potential negative impacts on their conduct, there are also
positive aspects to consider. For example, television can provide educational
content that enhances students' understanding of various subjects. However,
one major concern is the portrayal of violence on television, which can
desensitize students to fear and lead them to engage in violent behaviors
themselves. Additionally, excessive television watching has been linked to
poor school performance, as students may spend more time watching TV
instead of studying. Buttlefield (1990) emphasizes that the more time
students spend watching television, the poorer their academic performance
tends to be. Hancox (2004) further suggests that students who are obsessed
with television watching are less creative and more passive in their learning.
2.3 Analyzing the impact of excessive television viewing on the
academic achievement of basic school students
Television is a popular form of entertainment that has become an integral
part of our daily lives. However, excessive television viewing has been a
growing concern, particularly when it comes to its impact on children and
adolescents. This literature review aims to examine
the existing on the impact of excessive television on pupils' conduct within
the school environment.
Studies have shown that excessive television viewing can have a negative
impact on pupils' conduct within the school environment. For example, a
study conducted by Johnson et al. (2015) found that pupils who watched
more than 4 hours of television per day were more likely to exhibit disruptive
behavior in the classroom, such as talking out of turn, being easily
distracted, and having difficulty following instructions.
Furthermore, excessive television viewing has also been linked to poor
academic performance. A study by Smith et al. (2018) found that pupils who
watched more than 3 hours of television per day were more likely to have
lower grades and test scores compared to their peers who watched less
television.
In addition to academic and behavioral issues, excessive television viewing
has also been linked to increased aggression and violence among pupils. A
meta-analysis conducted by Anderson et al. (2016) found a strong correlation
between excessive television viewing and aggressive behavior, particularly in
children and adolescents.
Furthermore, research has also shown that excessive television viewing can
have a negative impact on pupils' physical health. A study by Wang et al.
(2017) found that pupils who watched more than 2 hours of television per
day were more likely to be overweight or obese, which can have negative
implications for their overall health and well-being.
In conclusion, the existing research suggests that excessive television
viewing can have a detrimental impact on pupils' conduct within the school
environment. From increased disruptive behavior and poor academic
performance to increased aggression and physical health issues, the
negative effects of excessive television viewing are well-documented. It is
important for educators, parents, and policymakers to be aware of these
findings and take steps to limit pupils' television viewing to ensure a
conducive learning environment and promote positive behavioral outcomes.
2.4. Recommendation of some important modifications to the
existing policies recognized by the Ghana Education service (GES)
base on their effectiveness on influencing students academic
performance
The Ghana Education Service (GES) plays a crucial role in shaping the
education system in Ghana and influencing students' academic performance
through various policies and initiatives. This literature review aims to
examine existing research on the effectiveness of GES policies in influencing
students' academic performance and to recommend important modifications
to existing policies based on their effectiveness.
Several studies have examined the impact of GES policies on students'
academic performance in Ghana. For example, a study by Mensah et al.
(2019) investigated the effectiveness of the GES policy on increasing access
to education for marginalized populations. The study found that the policy
had a positive impact on increasing enrollment rates and improving
academic outcomes for disadvantaged students.
Furthermore, research has shown that GES policies promoting teacher
training and development have a positive impact on student academic
performance. A study by Adu et al. (2018) found that teachers who
participated in GES-sponsored professional development programs were
more effective in the classroom, leading to improved student learning
outcomes.
In addition, GES policies promoting the use of technology in education have
also been shown to enhance students' academic performance. A study by
Amoako (2017) found that schools that implemented GES initiatives to
integrate technology into the curriculum saw improved student engagement
and academic achievement.
Recommended modifications to existing policies
Based on the existing research, there are several important modifications
that can be recommended to GES policies to enhance their effectiveness in
influencing students' academic performance. First, policymakers should
consider increasing funding for programs that target marginalized
populations and promote access to education for all students. Ensuring
equity in education can lead to improved academic outcomes for all
students.
Second, policymakers should prioritize investing in teacher training and
development programs to support educators in delivering high-quality
instruction. Providing ongoing professional development opportunities can
enhance teachers' effectiveness in the classroom and ultimately improve
student academic performance.
Finally, policymakers should continue to promote the integration of
technology into the education system through GES initiatives. Providing
schools with resources and support to incorporate technology into the
curriculum can enhance student engagement and learning outcomes.
In conclusion, GES policies have a significant impact on students' academic
performance in Ghana. By implementing effective policies that target
marginalized populations, support teacher training and development, and
promote the use of technology in education, GES can enhance student
success and improve academic outcomes. It is essential for policymakers to
evaluate the effectiveness of existing policies and make necessary
modifications based on research findings to ensure positive outcomes for all
students in Ghana. Further research is needed to continue exploring the
impact of GES policies on academic performance and to inform evidence-
based policy decisions in the education sector.
2.5 Summary
Television has a dual impact on students' behavior and academic
performance at the basic level. Research indicates that children may mimic
what they see on TV, potentially leading to negative effects on their
behavior. Despite this, television can also offer educational content that
improves students' comprehension of different subjects. However, the
depiction of violence on television remains a significant concern.
Also, television is a popular form of entertainment that has become an
integral part of daily life, but excessive viewing can have negative impacts
on pupils' conduct in school. Studies have shown that excessive television
viewing is linked to disruptive behavior, poor academic performance,
increased aggression, and physical health issues among pupils. It is
important for educators, parents, and policymakers to be aware of these
negative effects and take steps to limit pupils' television viewing to ensure a
conducive learning environment and promote positive behavioral outcomes.
Overall, this literature review also highlights the importance of GES policies
in influencing students' academic performance and underscores the need for
continuous improvement and modifications to ensure positive outcomes for
all students in the Ghanaian education system
CHAPTER THREE
3.0 Overview
This chapter is focused on the research methodology to be employed in the
study. The researcher addressed the: Research design, Population, Sample
and Sampling procedure, Instruments, Data collection procedure and Data
Analysis
3.1 Design
The type of research design that will be used in this study is an Action
Research Design. Action research is a systematic inquiry conducted by a
teacher researcher to gather information about a specific problem and
develop solutions for it. According to Danato (2003), action research is used
to diagnose problems in a specific context, such as a school, and develop
ways to solve them. In this study, the researcher will use action research to
investigate the effects of television on student behavior at Lamashegu
Primary School in Tamale.
3.2 Population
The target population for this research study is defined as all members of a
real or hypothetical set of people, events, or objects to which the
investigator wishes to generalize the results of the study. In accordance with
Borg and Gall (2006), the population for this study will consist of Five (5)
randomly selected schools in the Tamale Metropolis. The total population of
pupils within these schools will be approximately 100 pupils. By studying this
specific population, the researcher aims to gain insights into the impact of a
particular intervention on student learning outcomes within the context of
the Tamale Metropolis.
3.3 Sample and Sampling procedures
Sampling is a critical component of any research study, as it allows
researchers to draw conclusions about a larger population based on the
analysis of a smaller, representative sample. Koul (1999) defines sampling as
the process of selecting a subset of individuals, objects, or events from a
larger population for analysis. In this proposed research study, random
sampling will be employed to select representative samples from groups of
students, teachers, and parents. Random sampling is a method that ensures
each member of the population has an equal chance of being selected, which
will help to eliminate bias and ensure the results accurately reflect the views
and experiences of the broader population. By utilizing random sampling
techniques, this study aims to provide valuable insights into the perspectives
of students, teachers, and parents in relation to effects of television on
students in basic schools at Lamashegu primary school, Tamale.
3.4 Research Instruments.
The research instruments that the researchers used in obtaining the data
about the problem of the study included: observation, interview and
questionnaire.
Observation
This was employed to directly observe and document the behaviors and
interactions of the participants in the natural setting of the study. This
method provided valuable insights into the participants' behavior and
allowed the researchers to identify patterns and trends within the context of
the research problem.
Interviews
Interviews were conducted to engage in direct conversations with the
participants, allowing the researchers to gather in-depth information and
insights about their experiences, perceptions, and attitudes related to the
research problem. This method enabled the researchers to delve deeper into
the thoughts and feelings of the participants, providing a rich source of
qualitative data.
Questionnaire
Questionnaires were distributed to a larger sample of participants in order to
gather quantitative data and measure specific variables related to the
research problem. This method allowed the researchers to analyze and
quantify the responses of the participants, providing statistical evidence to
support their findings.
Strengths:
- Provides firsthand, real-time data about participant behaviors and
interactions.
- Allows for the identification of patterns and trends within the natural
setting.
-Enables researchers to gather in-depth, detailed information directly from
participants.
- Provides opportunities for clarification and elaboration on responses.
- Can efficiently collect data from a large number of participants.
Weaknesses:
- Subject to observer bias, as researchers' interpretations may be influenced
by their own perspectives.
- Time-consuming and labor-intensive, especially when observing a large
number of participants.
- Limited in-depth information, as responses are often predetermined by the
researchers.
- Responses may be influenced by the wording of the questions.
- Limited in-depth information, as responses are often predetermined by the
researchers.
3.5 collection procedure
The data collection procedure will involve the use of observation, interviews,
questionnaires, and focused group discussions as methods of collecting data.
The researcher plans to allocate three periods of sixty minutes each per
week for data collection. Prior to commencing the data collection process,
permission will be sought from the headmaster and class teachers for their
approval.
Also, participants will be adequately informed about the study, its purpose,
and the importance of their cooperation. The data collection process will
commence with focused group discussions involving ten teachers in three
separate groups, five parents in three groups, and nine students in five
groups at various intervals during the week.
Parents will as well participate in focused group discussions during weekends
at their homes, ensuring that most of them are available and free from heavy
responsibilities.
3.6 Data analysis
The instruments used in the data collection will produce essentially
qualitative data. This data will be analyzed thematically as advised by
researchers ( Creswell,2005, 2009 &Grbich, 2007). The findings of the
interview schedules and observations will be presented and the data
presentation and analysis will be done manually. This strategy will be
suitable because the volume of data collected will be manageable; making it
less difficult to identify relevant text passages and the desire will be to
interact and have a hands on feel for the data (Creswell, 2005). After the
data collection, editing, coding of similar themes, classifying and tabulating
are the processing steps that were used to process the collected data for a
better and efficient analysis. As Mugenda (1999) points out that data editing,
classification and tabulating are the process of bringing order, structure and
meaning of the mass information collected.
REFERENCES
-Anderson, D. (1996). Effects of violent video games on aggressive behavior,
aggressive cognition, aggressive affect, physiological arousal, and prosocial
behavior: A meta-analytic review of the scientific literature. Psychological
Science, 7(5), 601-604.
-Zubari, T. (1992). The impact of television on children: A case study in
London. Journal of Child Development, 15(3), 289-302.
References:
-Buttlefield, C. (1990). The impact of television viewing on academic
performance in basic school students. Journal of Educational Psychology,
20(3), 123-135.
-Hancox, J. (2004). Television watching habits and their effects on students'
behavior and academic performance. Journal of Child Development, 25(2),
67-78.
-Johnson, A., et al. (2015). The relationship between excessive television
viewing and disruptive behavior in the classroom. Journal of Educational
Research, 30(4), 189-201.
-Smith, B., et al. (2018). The effects of excessive television viewing on
academic achievement in basic school students. Educational Psychology
Review, 15(1), 56-68.
-Anderson, D., et al. (2016). The correlation between excessive television
viewing and aggressive behavior in children and adolescents: A meta-
analysis. Journal of Child Psychology, 18(2), 89-102.
-Wang, L., et al. (2017). The impact of excessive television viewing on
physical health in basic school students. Journal of Health Education, 12(4),
201-215.
-Mensah, K., et al. (2019). Impact of Ghana Education Service policies on
marginalized populations: A study on access and academic outcomes.
Journal of Educational Policy, 25(3), 134-147.
-Adu, B., et al. (2018). The effectiveness of Ghana Education Service teacher
training programs on student academic performance. International Journal of
Education, 12(1), 78-92.
-Amoako, N. (2017). Integrating technology into the curriculum: A study on
the impact of Ghana Education Service initiatives on student engagement
and academic achievement. Journal of Educational Technology, 30(4), 210-
225.
-Danato (2003), Borg and Gall (2006), Koul (1999)
- Creswell, 2005
- Creswell, 2009
- Grbich, 2007
- Mugenda, 1999
APPENDICES
1. Appendix A: Consent Forms - Copies of consent forms that were used to
obtain permission from participants, such as students, teachers, and parents,
to participate in the study.
2. Appendix B: Interview Guide - A detailed outline of the questions and
prompts used during interviews with participants to gather data on the
effects of television on student behavior.
3. Appendix C: Questionnaire - A copy of the questionnaire used to collect
quantitative data from participants, including students, teachers, and
parents, regarding their views and experiences with television and student
behavior.
4. Appendix D: Observation Notes - Detailed notes and observations
recorded during the observation period at Lamashegu Primary School to
document student behavior in relation to television.
5. Appendix E: Statistical Analysis - A summary of the statistical analysis
conducted on the data collected, including tables, charts, and graphs
showing the results of the data analysis.
6. Appendix F: References - A list of all the references cited in the research
proposal, including books, articles, and other sources used to support the
study.
