WELCOME TO KENTERPRO:
INFLUENCE OF TELEVISED AGGRESSION AND PORNOGRAPHY ON THE SOCIAL ADJUSTMENT AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOLS IN PANKSHIN LGA, PLATEAU STATE

 ABSTRACT

This study investigated the influence of televised aggression and pornography on the social adjustment and academic performance of secondary schools in Pankshin LGA, Plateau state. The study had five (5) objectives, research questions, and hypotheses. The survey research design was adopted in which questionnaires were used to obtain data for the study from a sample of two hundred (200) students selected using simple random sampling from ten (10) senior secondary schools within Pankshin metropolis. The data obtained from the questionnaires were analyzed using mean while t-test was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that exposure to televised aggression and pornography negatively impacts adolescents’ social adjustment by hindering their ability to build positive relationships, increasing aggressive behavior, and distorting perceptions of social norms, it also adversely affects academic performance, leading to distractions, procrastination, reduced motivation, and difficulty concentrating on schoolwork, it distorts adolescents’ perceptions of healthy relationships and boundaries, leading to unrealistic expectations, confusion about consent, and hindering social development, it diverts adolescents’ attention away from academic pursuits, resulting in procrastination, reduced motivation, and difficulty concentrating on studies, ultimately leading to decreased academic performance. The findings revealed that gender differences exist in the influence of televised aggression and pornography on academic performance, with male students more affected by aggression and female students more susceptible to the distracting effects of pornography, underscoring the need for tailored interventions. It was concluded that it is imperative to raise awareness about responsible media consumption habits among adolescents and implementing targeted interventions to mitigate the negative impacts of televised content on social adjustment and academic performance. It was recommended among others that school-based counseling services should be established to provide support and guidance to adolescents who may be experiencing challenges related to exposure to televised aggression and pornography.

CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND OF THE STUDY

Television has become an integral part of modern society, serving as a powerful medium for entertainment, education, and information dissemination. It plays a significant role in shaping the attitudes, behaviors, and perceptions of individuals, especially adolescents who are in a critical phase of their development. While television offers numerous benefits, concerns have been raised regarding the increasing availability of televised aggression and pornography and their potential impacts on the social adjustment, gender dynamics, and academic performance of adolescents in secondary schools. Television has evolved into a pervasive and influential medium of communication, captivating audiences with its combination of vivid visuals and compelling audio. This dynamic and immersive experience makes television a potent tool for shaping individuals’ views and beliefs. It engages viewers through a wide range of content, including drama, film, documentaries, and various presentations, thus serving as a platform for entertainment, education, and information dissemination (Oberiri, 2016). Television’s influence extends beyond mere entertainment; it contributes significantly to the formation of ideas, opinions, and the restructuring of individual understandings. In a rapidly changing world, where individuals are exposed to a multitude of communication sources, television has emerged as a powerful force in molding not only mature individuals but also the young, impressionable minds of adolescents (Muhammad & Bushra, 2015).

Adolescents’ susceptibility to television’s influence is well-documented. They are a demographic known to accept both positive and negative influences from television programs (Curtis, 2012). Television, as described by Onwuegbu (2011), serves as an electronic audio-visual device that delivers a wide array of content to viewers, encompassing information, education, and entertainment. Additionally, many individuals, including adolescents, find solace in television as a means of relaxation, recreation, and even socialization (Baran, 2009). While television offers a diverse array of content, it also presents a darker side. The proliferation of televised aggression and pornography has raised considerable concerns within society. Violent programs and explicit content have been shown to influence the behavior of viewers, particularly adolescents, and can have far-reaching consequences on their mental health and social development (Onyekosor & Nwankpa, 2014).

Numerous studies have explored the relationship between exposure to televised violence and its impact on real-life aggression. While scientific and public health communities generally conclude that viewing violence on television poses a harmful risk to children, critics have challenged this connection (Okpala, Awujo, & Okpala, 2012). As we transition into the digital era with enhanced audiovisual capabilities, media violence remains a focal point of public concern and scientific inquiry (Zins, Weissberg, Wang, & Walberg, 2014). Moreover, the availability and prominence of violent and pornographic content on television have led to concerns about their influence on adolescents’ social behavior and academic performance. Examples such as the popular “Big Brother Nigerian” program affecting the dressing habits of girls and the potential link between televised violence and the rise of cultism in educational institutions illustrate the pressing need for a comprehensive examination of these issues (Oberiri, 2016).

The influence of televised aggression and pornography on social adjustment is a particularly significant concern. Adolescents are at a stage of life where they are developing their social identities, forming relationships, and learning how to interact within society. Exposure to aggressive and explicit content can shape their perceptions of acceptable social behaviors, affecting their ability to adapt and relate to their peers and broader communities. Furthermore, it may lead to desensitization to violence and objectification of individuals, which can hinder healthy social development (Huesmann & Taylor, 2006).

In another development, gender dynamics play a crucial role in understanding the influence of televised aggression and pornography on adolescents. Television often perpetuates stereotypical gender roles and norms, which can impact how adolescents perceive their own gender identity and the roles they are expected to play in society. Additionally, explicit content may perpetuate harmful gender stereotypes and objectification, affecting how adolescents view themselves and others in terms of gender (Ward, 2002). Investigating these gender dynamics is essential for a comprehensive understanding of the impact of televised content on social adjustment. In addition to social adjustment and gender dynamics, academic performance is a critical aspect of adolescents’ lives. Exposure to aggressive and explicit content on television may lead to cognitive distractions and reduced focus on academic responsibilities (Huesmann, Moise-Titus, Podolski, & Eron, 2003). It is essential to explore whether there is a correlation between exposure to such content and academic performance, as this can have long-term implications for the educational outcomes of adolescents.

In light of the evolving media landscape and the profound influence of television on adolescents, it is imperative to investigate the impact of televised aggression and pornography on the social adjustment, gender dynamics, and academic performance of adolescents in secondary schools. This study aims to provide a nuanced understanding of how exposure to such content affects adolescents, shedding light on potential consequences for their well-being, social interactions, gender identities, and educational development.

1.2       STATEMENT OF PROBLEM

A key challenge for 21st Century schools involves serving culturally diverse students with varied abilities and motivations for learning. Unfortunately, many students lack social-emotional adjustment after viewing aggression and pornography programmes on television. As a result, they become less connected to school as they progress from elementary through secondary to tertiary institution, and this lack of connection negatively affects their academic performance, behaviour and health. Negative effect of televised aggression and pornography on students’ academic performance resulting to students’ inability to adjust academically after viewing violent programmes on television. Aggression and pornography is one of the dominating messages disseminated through the sensation of television, which plays an active role in entertaining and impacting the lives of today’s students behaviour. The influence of televised aggression and pornography on socio-emotional and academic adjustment of children has been largely associated with imbibing new ways of life and has not been properly addressed by different researchers. These ways include social, emotional and mental behaviours. Gender is also an important consideration in the degree of influence of televised aggression and pornography as women appear to react differently to televised aggression and pornography. Because of its prevalence, aggression and pornography on TV has grown to be a controversial issue on which several studies have been conducted since the 1950s. This project explores the influence of aggression and pornography among adolescents in secondary schools.

1.3       OBJECTIVES OF THE STUDY

            The main objective of this study remains on the influence of televised aggression and pornography on social adjustment and academic performance of adolescents in secondary schools. The specific objectives of the study are to:

1. Find out the effect of televised aggression on social adjustment of adolescents in secondary school
2. Find out the effect of televised aggression on academic performance of adolescents in secondary school
3. Find out the effect of televised pornography on social adjustment of adolescents in secondary school
4. Find out the effect televised pornography on academic performance of adolescents in secondary school.
5. Find out the influence of televised aggression and pornography on male and female students’ academic performance.

1.4       RESEARCH QUESTIONS

            The following research questions were raised.

1. What are the effects of televised aggression on social adjustment of adolescents in secondary school?
2. What are the effects of televised aggression on academic performance of adolescents in secondary school?
3. What are the effects of televised pornography on social adjustment of adolescents in secondary school?
4. What are the effects televised pornography on academic performance of adolescents in secondary school?
5. What is the influence of televised aggression and pornography on male and female students’ academic performance?

1.5       RESEARCH HYPOTHESES

Hoi:     Televised aggression has no significant influence on social adjustment of adolescents in secondary school.

Hoii:    Televised aggression has no significant influence on academic performance of adolescents in secondary school.

Hoiii:   Televised pornography has no significant influence on social adjustment of adolescents in secondary school.

Hoiv:   Televised pornography has no significant influence on academic performance of adolescents in secondary school.

Hov:    Televised aggression and pornography has no significant influence on male and female students’ academic performance.

1.6       SIGNIFICANCE OF THE STUDY

The findings of this study will be found useful to the teachers, parents, educational psychologist, school administrators, policymakers   and students.   The findings of this study will be theoretically significant as the data   provided will hopefully help the educational psychologists in refining all   the theories with regards to the influence of televised violence on student’s   socio-emotional and academic adjustments.

The teachers / lecturers will benefit from this study as they become   aware of the influence of televised-violence on the behaviour and academic   performance of their children, considering their developmental stages. It   will help them make use of appropriate technique in teaching the children.

The findings of the study will be of immense help to educational psychologists and policy-makers and assist them in their different duties   towards the students and their overall performance. For the students, this   study will go a long way in assisting them in creating a balance on the rate   at which they are exposed to televised aggression and pornography.

Parents too, will find this work valuable as it will assist them in knowing what exposure to televised violence can cause their children in school. This will help them to check against such violence-portrayed movies capable of influencing attitudes negatively.

Lastly, this work, would be beneficial to future researchers who can now readily lay their hands on the result of this work by making use of the research report.

1.6       THEORETICAL FRAMEWORK

The contemporary landscape of media, particularly television, occupies a central role in the lives of adolescents, shaping their beliefs, behaviors, and developmental trajectories. In this era of rapid technological advancement, understanding the intricate interplay between media content and adolescent development has become an imperative concern. This research project delves into this critical domain, seeking to explore how televised aggression and pornography impact the social adjustment and academic performance of adolescents in secondary schools. To accomplish this, the study leverages a robust theoretical framework that draws upon established theories and models in psychology, media studies, and sociology. By integrating elements from Social Learning Theory, Cultivation Theory, Media Effects Theory, Ecological Systems Theory, and Gender Socialization Theory, this framework offers a comprehensive lens through which to investigate the nuanced dynamics of media influence on adolescents’ lives, providing insights essential for both academic scholarship and practical interventions.

Social Learning Theory (Albert Bandura)

In the context of this research project, Albert Bandura’s Social Learning Theory serves as a foundational concept. This theory proposes that adolescents learn behaviors and attitudes through observation and imitation. Within the framework of this study, this theory suggests that adolescents may acquire aggressive behaviors and attitudes by observing and imitating what they see on television. Consequently, the research seeks to understand how exposure to televised aggression can influence the social adjustment and academic performance of adolescents in secondary schools.

Cultivation Theory (George Gerbner)

George Gerbner’s Cultivation Theory offers valuable insights into the long-term effects of media exposure. It posits that extended exposure to media content can shape individuals’ perceptions of reality. In the context of this research, Cultivation Theory helps explain how repeated exposure to televised aggression and pornography might cultivate specific beliefs and attitudes among adolescents. These cultivated perceptions could have significant implications for their social adjustment and academic performance, making this theory a crucial component of the research framework.

Media Effects Theory

The Media Effects Theory, encompassing various perspectives, provides a comprehensive approach to understanding the impact of media content. This theory considers both direct and indirect effects of media exposure. Within this research framework, Media Effects Theory allows for the exploration of not only how adolescents respond directly to televised content but also how their interactions with peers and family, along with discussions about the content, may mediate its influence on their social adjustment and academic performance.

Ecological Systems Theory (Urie Bronfenbrenner)

Urie Bronfenbrenner’s Ecological Systems Theory is instrumental in examining the multifaceted influence of televised content within the broader context of adolescents’ lives. This theory emphasizes the interplay of various systems, including the microsystem, mesosystem, exosystem, and macrosystem. In this research framework, it provides a lens through which to analyze how televised aggression and pornography interact with adolescents’ immediate environments, their interactions between these environments, external factors, and cultural norms. This comprehensive perspective allows for a nuanced understanding of the complex web of influences on social adjustment and academic performance.

Gender Socialization Theory

The Gender Socialization Theory is particularly relevant for this research project, considering its focus on understanding the differential impact of televised content on male and female adolescents. This theory recognizes that media plays a significant role in shaping gender roles and expectations. Within the framework, Gender Socialization Theory acknowledges that gender-specific content in televised aggression and pornography may influence the social adjustment and academic performance of adolescents differently based on their gender. This aspect adds depth to the research, allowing for an examination of potential variations among different groups of adolescents.

By integrating these theories, you’re the theoretical framework for this study accounts for multiple dimensions of influence, including individual learning processes, long-term media exposure, direct and indirect effects, the broader ecological context, and the role of gender in shaping responses to televised content. This holistic approach helps build a comprehensive understanding of how televised aggression and pornography affect adolescents in secondary schools, both in terms of their social adjustment and academic performance. It also allows for a nuanced examination of potential variations among different groups of adolescents based on their gender and other contextual factors.

1.7       SCOPE OF THE STUDY

This research project is dedicated to a meticulous investigation into the influence of televised aggression and pornography on the social adjustment and academic performance of adolescents attending secondary schools. It delineates the parameters and boundaries within which this study will be conducted, ensuring clarity and focus in its objectives. The primary focus of this research lies in the adolescent population enrolled in secondary schools. Adolescents, typically aged between 12 to 18 years old, will constitute the core group under scrutiny. A key facet of the research will involve gender-based analysis, encompassing both male and female students. This inclusivity aims to uncover potential variations in the impact of televised content based on gender. The study will be geographically bound to Pankshin metropolis, the selection of which will be delineated in the research design. This region will be chosen with the intention of offering a representative cross-section of secondary school students, ensuring that findings can be generalized to a broader context within the specified area. Televised content, for the purposes of this study, will be categorized into two primary types: televised aggression and pornography. Televised aggression pertains to content featuring violent acts, conflicts, or aggressive behaviors, while televised pornography encompasses explicit sexual content. These content categories will be examined in relation to their potential impact on adolescents. The study will closely investigate two core dependent variables: social adjustment and academic performance.

1.8       OPERATIONAL DEFINITION OF TERMS

Influence: The capacity or power of persons or things to be a compelling force on or produce effects on the actions, behaviour or opinions of others.

Behaviour: Behaviour is the range of actions and mannerisms made by individuals, organism, systems or artificial entities in conjunction with themselves or their environment, which includes the other systems or organisms around as well as the (inanimate) phFica1 environment.

Television: It is an electronic device that exudes both visual and audio clips and sounds respectively.

Television Programmes: They are packaged acts that could be educating, entertaining or informative, transmitted for view through the television.

Televised Aggression: Refers to the depiction of physical or verbal acts of aggression in television programs or movies.

Pornography: Refers to sexually explicit material intended to arouse sexual desire.

Social Adjustment: Refers to the ability of an individual to adapt to social situations and interactions with others in a healthy and positive manner.