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IMPACT OF TELEVISION VIEWING HABIT ON DEVELOPMENT OF BASIC COGNITIVE AND SOCIAL SKILLS AMONG PRIMARY SCHOOL CHILDREN IN NSUKKA URBAN, ENUGU STATE, NIGERIA

ABSTRACT

 This study investigated the impact of intense, moderate and low Television Viewing Habit (TVHa) on the development of basic cognitive and social skills among primary school children in Nsukka urban, Enugu State. The design of the study was Ex post facto. Three research questions and three null hypotheses guided the study. The sample for the study was 429 primary five pupils purposively drawn from six public and four Government- approved privately owned primary schools in Nsukka Urban. The instruments used for the study - Personal Television Viewing Profile (PTVP), Test of Acquisition of Basic Verbal Reasoning Skills (TABVRS), Test of Acquisition of Basic Arithmetic Skills (TABAS) and Scale of Acquisition of Basic Social Skills (SABSS),were developed by the researcher. The research questions were answered using descriptive statistics and the hypotheses were tested using Analysis of variance statistic (ANOVA). Findings of the study indicated that moderate television viewing (TV) habit engendered the development of basic verbal reasoning, arithmetic and social skills among primary school children. Intense TV habit was found to be detrimental to the development of basic verbal reasoning, arithmetic and social skills among children. Low TV habit did not promote the development of basic cognitive and social skills among primary school children. Comparatively, moderate TV habit was found to have significant positive impact while intense TV habit had significant negative impact on the development of basic verbal reasoning, arithmetic and social skills among primary school children. Based on these findings, the researcher concluded that, encouraging children to develop moderate television viewing habit may enhance their development of basic verbal reasoning, arithmetic and social skills. Also that complete denial or low access to television viewing may limit the children’s world of experience thereby hampering their basic cognitive and social skills development. Among the educational implications are that primary school children need as an educational requirement a moderate amount of television viewing time to expand their experiential base on global issues, adult and peer language, as well as social etiquette and nuances, routine processes, life skills and social display rules exhibited by models and stars in television which otherwise would not be accessible on routine activities in the home or school. It also implies that children will not only view television, they need help from significant adults to adequately appropriate prime time to academic activities, physical activities, interactions with people, events and object in their social environment as well as getting enough sleep. Some of the recommendations made were that: parents, care-givers and teachers should be available to examine closely the TVHa of children in order to understand the emergent impact television viewing has on their children’s cognitive and social skills development so they can exercise timely interventions. Children should be helped by parents, care providers and all who are concerned with children development to tap from the opportunities offered through regulated television programmes to access global experience needed for adequate development of basic life skills. Children should be helped to develop moderate TVHa early in life.

Project detailsContents
 
Number of Pages152 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
ReferenceReference
QuestionnaireQuestionnaire
AppendixAppendix
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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