COMPLETE PROJECT-THE EFFECT OF HOME “VIDEO” ON STUDENTS’ ACADEMIC PERFORMANCE: A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN BENIN CITY

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THE EFFECT OF HOME “VIDEO” ON STUDENTS’ ACADEMIC PERFORMANCE: A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN BENIN CITY

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Effect of home ‘video” on students academic performance entails a detail look at home video programmes which are not good for students at home, students get attracted to these programmes which make some impact in some of them which they exhibit at that tender age or later on in life. Although the mass media acts as a means of transmitting information and materials from a diversity on natural and international source, especially those aimed at promoting child’s social, spiritual and moral well being and physical and mental health. The child’s personality can either be shaped positively or negatively by the mass media.

According to Dennis Cole (2000) he say today children live in a world home “video” is the norm and so many people have come to believe that home video programmes have contributed significant to general academic weakness and low performance of students especially in the urban cities. Producers of home videos industries do not take much time in warning viewers about the scenes. Alicia Wittmeyer (La Times July, 2005) observed reports from different studies provided more ammonites for linking television vis a vis home “video” watching to poor academic performance. Although in some cases, they specify the age limit that should match such home “video”. But there is no mechanism through which those who watch such programmes are monitored and as such they find their ways easily to the students who should not use them. As a result of the home video programmes which students watch, they exhibit some action in the society they live in.

1.2 STATEMENT OF PROBLEMS

This research is working into home “video” programme which students are being exposed to daily and the effects these home “video” programmes have on them after watching such programmes. In order for these problems to be solved, the research is aimed at informing the public about the problems. Therefore, the following questions have become necessary.

1.3 RESEARCH QUESTIONS

1. Is it true that because some students watch home video they turn out to be delinquent or violent?

2. Does the home video, which students watch make any impact on them or make any impression on them after watching.

3. Has parental influence got anything to do with student’s delinquent behaviour?

4. How does the society or government see home “video” amongst students?

5. Does the home video, which students watch contribute to their academic level or performance.

1.4 SIGNIFICANCE OF THE STUDY

It is expected that findings from this study will help in the following areas:

1. The significance of the study is that it will serve as a way of enhancing the knowledge of the general public especially parents on how to educate the student’s about what they watch, read or listen to fro the mass media.

2. Help to identify in students some of the problems resulting fro the watching of home video.

Further more this research will contribute to the existing literature on this subject and will be useful for further research purpose.

1.5 PURPOSE OF THE STUDY

This research is aimed at achieving the following goals because many children or students have fall victims into the hands of these television programmes called home “video” have been able to affect them academically or socially. The main purpose of this study therefore, is to identify whether the home “video” students watch affect them in a negative way. How parental background of students contribute to their exposure to home video vices. Attempts would be made also to identify the problems people attitudes towards them and possible solution to these problems.

1.6 SCOPE OF STUDY

This study will cover only three secondary schools in Benin City, which includes; Edokpolor Grammar School (Oredo LGA) and New Era college (Ikpoba Okha LGA).

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