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THE INFLUENCE OF TELEVISION ON PUPILS MORAL BEHAVIOR

Abstract

This study examined the influence of television on pupils’ moral behavior. A cross-sectional survey research design was adopted to explore this relationship. A structured questionnaire was developed and administered to a sample of 333 primary school teachers to collect relevant data. The data collected were analyzed using the Statistical Package for the Social Sciences (SPSS) version 27, and a one-sample t-test was used to test the hypotheses at a 0.05 significance level. The results revealed that teachers generally agreed that television influenced pupils’ moral behavior; however, this finding was not statistically significant. There was no significant difference in the opinions of teachers based on gender or religious affiliation regarding the impact of television on pupils’ moral development. However, a significant difference was found based on teaching experience, with more experienced teachers believing that television had a greater impact on pupils’ moral behavior compared to their less experienced counterparts. In conclusion, the study emphasized that while television does influence pupils’ moral behavior, its effect is perceived differently based on the teachers’ experience. The findings highlight the importance of monitoring television content and promoting media literacy to mitigate the potential negative effects on pupils’ moral development. The study suggests that teacher training programs should incorporate strategies for guiding pupils on the ethical consumption of media to foster positive moral growth. This research contributes to the understanding of the role of media in shaping children’s behavior and moral values.

 

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Television has emerged as one of the most influential mass media platforms, particularly in shaping behaviors, values, and perceptions among children. In many households, television serves as a primary source of entertainment, information, and education. For children, especially those in their formative years, television programming is not only a source of fun but also a subtle and potent agent of socialization. Unlike other traditional sources of moral instruction such as the family, school, and religious institutions, television presents moral messages both explicitly and implicitly, often in ways that children are not developmentally mature enough to analyze critically (Mangal, 2002).

The rapid increase in media content, the rise of digital cable, and the accessibility of various programs through streaming platforms mean that children are exposed to a broader array of content than ever before. While some television content aims to educate and instill positive values, a substantial portion portrays violence, inappropriate language, antisocial behavior, and morally ambiguous situations. According to Huesmann (2023), the exposure of young viewers to televised violence can have long-term implications on their emotional and behavioral outcomes. Research has consistently shown that the more time children spend watching television, the higher the likelihood of internalizing and mimicking the behaviors portrayed on screen (Eron, 2021).

Children in primary school are particularly susceptible to these influences because they are still in the early stages of moral development. Jean Piaget and Lawrence Kohlberg have argued that moral reasoning evolves with age and cognitive maturity. At this young stage, children tend to absorb and reflect back what they see, often without the cognitive tools to differentiate fantasy from reality or right from wrong. Repeated exposure to television content laden with aggression, selfishness, and lack of respect can thus hinder their capacity to develop sound moral judgments (Gupta, 2023). This concern has prompted educators and researchers alike to delve into how television content correlates with behavioral outcomes among children.

Teachers, who play a critical role in the moral and academic development of pupils, are often among the first to notice behavioral changes that might stem from media exposure. Their perception is vital in understanding how television shapes children’s moral reasoning and day-to-day actions within the school environment. For instance, Thomas (2024) noted in his research that teachers observed an increase in aggressive and disruptive behaviors among pupils who reported watching violent television programs regularly. Similarly, Chakrawarty (2024) found that students who frequently played violent electronic games and consumed violent TV content exhibited higher levels of aggression and impulsivity in school.

One of the primary issues surrounding television influence is the normalization of violence. Numerous studies have shown that children who watch violent content are more likely to perceive violence as an acceptable means of conflict resolution (Elmasry et al., 2024). In their study of adolescents in Egypt, Elmasry and colleagues found a strong correlation between physical aggression and prolonged exposure to violent television programming. While their study focused on adolescents, similar patterns have been observed in younger children, as early media exposure lays the foundation for behavioral patterns that may persist into adolescence and adulthood (Nazari et al., 2023).

Moreover, the impact of television is not limited to violence alone. Many programs, especially those targeting pre-teens, showcase materialistic values, body image ideals, and attitudes of defiance toward authority figures. Singh (2024) investigated the influence of television on moral formation in rural India and concluded that while some educational content promoted empathy and cooperation, a significant portion undermined traditional values of respect, obedience, and humility. This has direct implications in the Nigerian context, where communal living, respect for elders, and religious devotion form core components of societal values.

Huesmann et al. (2023) argue that the long-term consequences of TV exposure during childhood can extend into adulthood. Their longitudinal study revealed that children exposed to higher levels of televised violence were more likely to display aggressive and antisocial behaviors years later. This notion is particularly worrying in a rapidly evolving society where digital platforms increasingly supplement traditional television. Teachers, therefore, face growing challenges in guiding pupils through a maze of media-influenced behaviors that often conflict with the moral education they strive to provide in the classroom.

In rural and suburban communities where access to extracurricular activities and parental supervision may be limited, children often turn to television for engagement. Unfortunately, not all households regulate or co-view content with children, making them vulnerable to unsuitable messages. Karriker-Jaffe et al. (2022) highlighted how children in less supervised environments are more prone to adopting negative behaviors portrayed on television due to the lack of adult mediation in interpreting these messages. Teachers in these settings often bear the responsibility of addressing the behavioral consequences that emerge from unsupervised media consumption.

Furthermore, television may undermine the efforts of schools and religious institutions in reinforcing moral behavior. Morgan et al. (2022) emphasize that social learning through observation—central to Bandura’s social learning theory—is significantly influenced by media. Children learn not just through instruction but through modeled behavior, especially from characters they admire. This becomes problematic when children idolize fictional characters who are rewarded for immoral or antisocial actions. The glamorization of such behaviors complicates the work of educators who strive to instill discipline and promote positive role models.

However, it is important to acknowledge that television is not inherently harmful. The medium itself can be a powerful educational tool when used responsibly. Educational programs like “Sesame Street” and “Dora the Explorer” have demonstrated positive impacts on literacy, problem-solving, and social skills. According to Best and Kahn (2023), the key lies in content selection, parental guidance, and critical engagement. When guided appropriately, children can benefit from media that reinforces pro-social behavior, cultural appreciation, and cognitive development.

Therefore, the role of media literacy education becomes increasingly critical. Schools should integrate media education into their curriculum to help pupils critically evaluate the content they consume. This approach not only mitigates the adverse effects of negative television content but also empowers children to make informed viewing choices. Manganello and Taylor (2023) advocate for early intervention through parent-teacher collaborations and awareness programs that teach both children and guardians about the potential risks and benefits of television viewing.

1.2 Statement of the Problem

The pervasive influence of television on children’s moral behavior has become an area of increasing concern for educators, parents, and researchers. While numerous studies have acknowledged the impact of television on children’s cognitive development and social behavior, there remains a significant gap in understanding the specific ways in which these influences shape moral behavior among primary school pupils within the Nigerian context (Mangal, 2002; Huesmann et al., 2023). Much of the existing literature has been conducted in Western or Asian settings, such as the works of Singh (2024) and Elmasry et al. (2024), which highlight the effects of media on adolescents in India and Egypt, respectively. However, these findings cannot be readily generalized to Nigerian pupils due to sociocultural differences, varying educational systems, and distinct moral value orientations.

Although studies by researchers like Gupta (2023) and Thomas (2024) have examined the behavioral outcomes of media exposure among school-aged children, there is still limited empirical evidence focusing on how Nigerian teachers, who spend significant time with these children, perceive the impact of television on moral behavior. Most existing research has focused on measurable aggression or cognitive effects rather than the subtle moral distortions that may occur through repeated exposure to television content lacking ethical clarity (Eron, 2021; Nazari et al., 2023). Consequently, the moral aspect—such as honesty, empathy, responsibility, and respect for others—has not been adequately explored through the lens of educators’ observations.

Furthermore, previous studies often fail to consider the mediating role of local cultural values and parental control in shaping children’s responses to televised content. For instance, while Karriker-Jaffe et al. (2022) emphasized the influence of environment and supervision, few studies contextualize this within the Nigerian educational and family structure. Additionally, there is a noticeable lack of research that compares the effects of different types of television content (e.g., cartoons, reality shows, local drama) on children’s morality as perceived by those directly involved in their upbringing and education.

Therefore, there exists a research gap in understanding how television influences pupils’ moral behavior in Nigeria from the standpoint of teachers. Addressing this gap is crucial for developing culturally relevant media literacy programs and school-based interventions aimed at mitigating negative influences and reinforcing positive moral development in children.

1.3 Objectives of the Study

The general objective of this study is to investigate the influence of television on the moral behavior of pupils. The specific objectives are to:

1. Examine the opinion of teachers on the influence of television as an agent of socialization on pupils’ moral behavior.
2. Determine whether teachers’ opinions on the influence of television vary based on gender.
3. Assess how teachers’ religious affiliations influence their perception of television’s effect on pupils’ moral behavior.
4. Investigate whether teaching experience influences teachers’ opinions on the impact of television on pupils’ morals.

1.4 Research Questions

To guide this study, the following research questions have been formulated:

1. What is the opinion of teachers on the influence of television as an agent of socialization on pupils’ moral behavior?
2. What is the influence of teachers’ opinions on the basis of gender?
3. What is the influence of teachers’ opinions on the basis of religion?
4. What is the opinion of teachers on the basis of their teaching experience?

1.5 Research Hypotheses

The following null hypotheses will be tested in the study:

1. H₀₁: There is no significant relationship between television exposure and pupils’ moral behavior as perceived by teachers.
2. H₀₂: There is no significant difference in teachers’ opinions on the influence of television on pupils’ moral behavior based on gender.
3. H₀₃: There is no significant difference in teachers’ opinions on the influence of television on pupils’ moral behavior based on religion.
4. H₀₄: There is no significant difference in teachers’ opinions on the influence of television on pupils’ moral behavior based on teaching experience.

1.6 Significance of the Study

This study holds substantial importance for various stakeholders across the educational, media, and social development sectors. For educators and school administrators, the research offers valuable insights into how exposure to television content can influence the behavior of primary school pupils. These insights can guide the development of appropriate school-based policies and value-driven education programs aimed at reinforcing positive behavior and discouraging negative conduct. By examining teachers’ perspectives, the study helps uncover patterns of behavior among pupils that may be linked to television consumption, thereby supporting the integration of media literacy into the school curriculum.

Parents and guardians also stand to benefit significantly from the outcomes of this research. As primary caregivers, understanding the extent to which television can shape their children’s moral behavior can help them make informed decisions regarding content supervision. They can implement appropriate strategies such as limiting screen time, selecting age-appropriate programs, and engaging children in discussions about the values depicted in the content they watch. The findings of this study will empower parents to take a more proactive role in guiding their children’s moral development in an age where media exposure is almost inevitable.

In addition, religious and moral institutions can apply the insights from this study to adjust their approaches to moral instruction. With the knowledge of how media influences moral thinking and behavior, these institutions can tailor their teachings to address the challenges children face due to conflicting values presented through television. This could involve the incorporation of media-related themes in moral and religious education to better equip children with the tools to critically evaluate what they see.

Furthermore, television content creators and producers may find this study particularly useful. It draws attention to the ethical responsibilities involved in creating children’s programming. By understanding how television content affects young viewers, media professionals can prioritize the development of educational and morally sound programming that supports positive growth and learning in children.

Lastly, the study contributes to academic discourse by filling an existing gap in literature concerning the influence of television on moral behavior in the Nigerian context. It serves as a foundation for future research on media impact, child psychology, and educational development, especially studies that seek to understand the role of media in shaping children’s values and behavioral tendencies.

1.7 Scope of the Study

This study focuses on investigating the influence of television on the moral behavior of primary school pupils from the viewpoint of their teachers. The geographical scope will be limited to selected public and private primary schools within a defined area. The study will explore the impact of television programming generally, without limiting it to specific channels or genres. Data will be collected through structured questionnaires administered to teachers across varying demographics, including gender, religious background, and years of teaching experience. The research will be delimited to examining moral attributes such as honesty, respect, empathy, responsibility, and discipline.

1.8 Operational Definition of Key Terms

1. Television: A broadcast medium that transmits audio-visual content to a mass audience, including educational, entertainment, and news programs. In this study, it refers to all forms of televised content accessible to pupils.
2. Pupils: Children enrolled in primary school, typically between the ages of 6 and 12 years, who are in the formative stage of moral development.
3. Moral Behavior: Actions or conduct that reflect societal values of right and wrong, including honesty, integrity, respect, and responsibility.
4. Socialization: The process by which individuals internalize the norms, values, and behaviors necessary for participation in society.
5. Teachers’ Perception: The attitudes, beliefs, and interpretations that teachers hold regarding the influence of television on pupil behavior.
6. Teaching Experience: The number of years a teacher has spent in the education sector, which may influence their understanding of children’s behavior.
7. Religion: The belief system or faith (e.g., Christianity, Islam, Traditionalism) to which a teacher adheres, which may shape their moral expectations and judgments.
8. Gender: The biological and social classification of individuals as male or female, which may affect perceptions and opinions in the educational setting.