degree of exposure of the la salle university college of arts and sciences students to television

7/28/2019 Degree of exposure of the La Salle University College of Arts and Sciences students to television.

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CHAPTER 1

THE PROBLEM

Introduction

Media has become part of the daily existence. From the

moment people get up in the morning until the time they go

to bed at night, the media are waiting to keep company. It

has become so powerful in affecting the lives of the people.

As observed, there are lots of problems the country is

facing nowadays. Problems like crimes, corruption, food

shortage, economic turmoil, diseases and drug addiction are

felt by every Filipino citizen. Many young individuals are

involved in illegal actions like crimes, group gangs, and,

other unnecessary activities in which it greatly affects

their behavior. This is maybe due to the advancement of

technologies which influences the more simple way of life

of the people to a complex one (Gelena, 1997).

Of all the media distribution channels, the most

influential has been the television; people are constantly

exposed to thousands of images of violence, advertising,

sex, celebrities and much more. Television is considered to

be the most effective means of communication in the world

today and has become part of the peoples way of life. More

than any other medium, television has infiltrated the lives

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of its audience. The effects of television have attracted

much attention from parents, educators, religious leaders,

public officials and any one else who is connected with

societys habits and values. Adding the pictures to the

sounds of radio, television truly transformed the

lifestyles, behavior and learning patterns of the people

(Lagerway, 1992).

This study aims to know the degree of exposure of La

Salle University - College of Arts and Sciences students to

television.

Review of Related Literature

Television has gone a long way now and impacts the

lives of its viewers a lot. Thus, television has a

significant role in the lives of the people and the society

in the transmission of knowledge, attitudes, perceptions

and beliefs. Television has also play a crucial role as a

socializing agency in determining the attitudes of the

young people. Television is one important element in the

development of the Filipino consciousness. However,

television has been taken for granted as benign. While it

has been originally conceived as an instrument to improve

communication and wider dissemination of information, or

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simply showing movies at home, the intensity and variety of

its potentially negative impacts can no longer be ignored

(Bella C. Tan, 1994).

Television will be an influential force when these

factors are obtained: the same ideas, people or behavior

recur consistently from programs to programs; that are when

they are presented in a stereotype manner. When an

individual is heavy exposed to television content he could

lose interactions with his family, other socializing agent

and would lack an alternative set of beliefs to serve as a

standard which is to assess portrayal of what he sees

(Dominick, 1990).

Television has become a potent agency of socialization

because like the family, school, and peers, it directly

provides the child with experiences which shape their

attitudes and influence their behaviors (Caroline S. De

Leon).

Television is acknowledged as powerful and effective

means of transmitting knowledge, of cultivating values that

give meaning to life (SEDP English Book, 1992). Thus, it

exerts tremendous force in shaping public opinion and

attitudes. Showing great influence on the ideas: about what

is right and what is wrong, about the way a person should

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behave, and about life in general (Shayon,1981). He farther

emphasized that the values and lifestyles that one gets

from TV are in conflict with those that are taught at home,

school, church and synagogue.

Emmet (1971) also viewed media especially TV exert

such a steady pressure to all. It can hardly be doubted and

it constantly modifies behavior, alter attitudes, opinions

and increase stock of information.

As cited in Values Education Book, exposure to filmed

violence can elicit aggressive behavior in several ways: by

teaching aggressive behavior; by increasing arousal and by

stimulating passion (Singer, 1981). It was also revealed

that aggressive behavior and the pro-behavior is to some

degree related to the kind of program to watch the further

traced that the more violent the content of the people TV

viewing, the more aggressive the people is ( MC See, 1977).

The Manual on Media Education (1997) cited the

prevalence and effects of broadcast media to the audience

which are varied and offensive in various ways particularly

to the morale of the young individual. Its statement says:

Broadcast media widens human experience. Through the

media, varied things are learned by the viewers. It also

causes behavioral changes in them.

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Another thing is that television viewing has decreased

the reading skills of the viewers who tend to watch TV

programs most of the time as asserted by Williams, 1990.

Likewise, Hornik (1981) expressed thoughts that TV

viewing had an effect on students time of reading and

doing their homework. Johnson (1991) cited similar view on

his essay that says Television robs the time of reading,

playing outside, doing homework, family bonding and other

important activities. With this, he barely supported the

idea that poor academic performance is linked to heavy TV

viewing.

Generally, television is mainly thought of as having a

negative effect on learning capabilities, although some

studies show that it can actually be a useful educational

tool. Some suggest a moderate amount of television is

acceptable for children especially students while others

believe it should be cut of a teens activities all

together (Hornik, 1981).

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Statement of the Problem

This study aimed to find out the degree of exposure of

the La Salle University College of Arts and Sciences

students to television.

1. What is the demographic profile of respondents in

terms of:

1.1 age

1.2 gender and

1.3 year level?

2. What is the degree of exposure of La Salle University

College of Arts and Sciences students to television?

Theoretical Background

This study is anchored on the premise that modern

technology has enormous effects and influences on the

attitude, behavior and academic performance of the young

individuals.

Professionals discovered several alarming effects of

media on the people. This study is based on the theories

expounded by experts. It lies on the study of (Gelena,

1997) who provided the variables on sex and year level and

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who proved that length of television viewing among students

varies when they are grouped by sex and year level.

The influence of this particular medium is no longer a

matter of speculation. Television has the potential for

good as well as for bad and was acknowledged as a powerful

means of cultivating values that give meaning to ones life

(Lagerway, 1992).

As cited in an Secondary Education Development Program

(SEDP) English book IV (1992), Influencing Mass Media,

provided similar information that the role of broadcast

media today has been questioned. Critics pointed out that

television stimulates the publics taste and appetite for

sensationalism in crime, violence, and sex, thereby

breaking and destroying the Filipino sense of values and

tradition.

The US Surgeon General Scientific on the Television

and Social Behavior (1972) concluded in their study that

there is evidence that television has a strong effect on

the behavior and attitude of the young minds

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Significance of the Study

This study is significant to the administrators,

teachers, media personnel, community, parents and students

for the following reasons:

School Administrators. The result of this study may

encourage the school administrators in enriching the

curriculum and in making worthwhile activities for

students. In this way, they can motivate students to do

their school work diligently.

Teachers. Through this study, teachers may be

critically conscious of those television shows with good

and bad effects on the lives of the students, it would help

them in giving information, student insights, and

worthwhile activities in the classroom.

Media Personnel. This study will help them plan decent

television programs which are educational in nature and

infuse with values geared for personality development of

the young audience.

Parents. The findings of this study may guide in

providing supervision to their children as to what TV

programs they may watch and how long their viewing will be.

It will help them to become aware of the effects of

television programs to their children. This will motivate

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them to provide supervision and guidance to their children

during viewing time.

Students. This study may motivate them to refrain from

watching indecent television shows. With this, they can

spend their time on studying rather than watching TV shows.

Researchers. This study may motivate them to undertake

another study concerning the exposure of television to

students.

Scope and Limitation

This study is limited to the exposure of the La Salle

University College of Arts and Sciences students to

television.

The respondents are 60 randomly selected students from

the College of Arts and Sciences of La Salle University who

took English subjects during the first semester academic

year 2011-2012.

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CHAPTER 2

RESEARCH METHODOLOGY

Research Design

The researchers comprehensively used the descriptive

method employing the researchers modified survey -

questionnaires. The descriptive method was used since the

study involved in describing the degree of exposure of the

respondents to television.

Research Respondents

The respondents of this research were the 60 selected

students using the purposive sampling from the College of

Arts and Sciences of La Salle University who took English

subjects during the first semester academic year 20112012.

The respondents served as the sources of information

tabulated by the researchers to produce the specific result

by conducting surveys through the researchers modified

survey-questionnaires.

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Research Locale

In 2007, PAASCU Accreditation-III was granted to the

College of Arts and Sciences.

The College of Arts and Sciences is considered as the

feeder college among the colleges and school of La Salle

University since the faculty of the College of Arts and

Sciences are the ones who handled the general education

courses in the university.

This college is composed of (8) programs: BS- Social

Work, BS- Mathematics, BS- Library and Information Science,

BS-Criminology, BS- Psychology, AB- Mass Communication, AB-

Political Science, and AB- English Language.

Research Instrument

This study utilized the descriptive survey method

through the intensive use of questionnaire-checklist as the

main tool in gathering necessary data.

The instrument was characterized into two main parts,

the demographic profile and the degree of exposure of the

respondents to television.

The demographic profile is composed of the

respondents age, gender, and year level.

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The degree of exposure to television is composed of

the specified day and duration respondents are exposed to

television.

Data Gathering Procedure

The researchers distributed the questionnaire to the

respondents who are randomly selected using the purposive

random sampling to the LSU College of Arts and Sciences

students who took English subjects during the 1st

semester

of academic year 2011-2012.

After questionnaires were distributed and answered, it

was then collected, tallied, presented and analyzed by the

researchers with the help of the university statistician.

Statistical Treatment of Data

The researchers modified survey-questionnaires used

the frequency and percentage distribution as their main

tool in extracting information from the randomly selected

students of College of Arts and Sciences in La Salle

University.

The researchers use the purposive sampling technique

focusing on the homogenous sampling wherein students who

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watched television daily are chosen as the qualified sample

of this study.

The verbal description for the degree of exposure of

LSU College of Arts and Sciences students to television are

as follows:

Degree of ExposureVerbal

Interpretation

Less than 3 hours but less than 5 hoursa day.

Less Exposure

More than 5 hours but less than 7 hoursa day.

Great Exposure

More than 7 hours a day Very Great Exposure

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CHAPTER 3

PRESENTATION, ANALYSIS and INTERPRETATION of DATA

This chapter presents, analyzes and interprets the

gathered data. The data are presented following the

sequence of problems stated in Chapter 1.

The table below presents the ages of the respondents

of this study.

Table 1. The demographic profile of students in terms of age

Age Frequency Percentage

16 13 21.7 %17 8 13.3 %18 20 33.3 %19 11 18.3 %20 8 13.3 %

Total 60 100 %

Table 1 showed the respondents age. As presented,there are more respondents to be 18 years old with 20 out

of 60 or 33.3%.

It can be observed that majority of the respondents in

this study are 18 years old since in the study of Lacson,

et.al (1997) among the university students in the

Philippines, the age bracket would run from 16-20 with 72%

of 1,355 respondents are 18 years old.

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The table below presents the number of female and male

respondents of this study.

Table 2. The demographic profile of students in terms of

gender

Gender Frequency Percentage

Male 41 68.3%

Female 19 31.7 %

Total 60 100 %

Table 2 showed that majority are male respondents with

41 or 68.3%. Few are only chosen from females with 19 or

31.7%.

Since the study used a purposive sampling technique

using the homogeneous sampling wherein sample is chosen to

the characteristics of the particular group of interest

(Lund, 2010), it can be observed that males are more

exposed to television daily than males.

The table 3 below illustrates the number of

respondents per year level.

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Table 3. The demographic profile of students in terms of

Year level

Year Level Frequency Percentage

1 18 30 %

2 24 40 %

3 12 20 %

4 6 10 %

Total 60 100 %

As shown in Table 3, majority of the respondents are

second year level with 24 or 40% while the least are from

the fourth year level with 6 or 10%.

It can also be observed that since homogeneous

sampling is used in this study, second year students are

more exposed to television compared to the other levels.

The table 4 below presents the length of time spent bythe students on watching television programs.

Table 4. The degree of exposure of CAS students to

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television

As shown in Table 4, almost 100% of the respondents

have an exposure of less than 3 hours but less than 5 hours

to television during school days from morning up to evening

and weekends from morning to afternoon.

On the other hand, majority of the respondents watched

television during weekends in the evening with 35 or 58.3%.

It can be observed that respondents do usually have

less exposure to television during school days since most

of the time they are in the school and that they will be

home in the evening after their classes wherein they still

have to study and prepare for their classes on the next

day. Also, during weekend morning and afternoon, wherein

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Level of Exposure to televisionLE GE VGE

% % %

1. I watch television on

school days in themorning. 57 95 3 5 0 0

2. I watch television onschool days in theafternoon.

60 100 0 0 0 0

3. I watch television onschool days in theevening.

53 88.3 6 10 1 1.7

4. I watch television onweekends in the morning

49 81.7 9 15 2 3.3

5. I watch television on

weekends in the afternoon.

53 88.3 7 11.7 0 0

6. I watch television onweekends in the evening.

18 30 35 58.3 7 11.7


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SUMMARY OF FINDINGS, CONCLUSION and RECOMMENDATION

This chapter presents the summary of the findings,

conclusion and recommendations of the study. This study

aims to discover the degree exposure of the College of Arts

and Sciences students to television. This study is limited

to a sample of 60 randomly selected students using the

purposive sampling technique from the College of Arts and

Sciences in La Salle University - Ozamiz. This study used a

descriptive type of research. The instrument used is a

survey questionnaire using frequency and percentage

distribution as the main tool in extracting information to

accurately extract the result of the survey.

Findings

Based on the research conducted through survey-

questionnaire, the researchers were able to have these

findings:

1. There are more respondents aged 18 years old with

33.3%.

2. Majority of the respondents are males with 68.3%

than females with 31.7%

3. There are more second year level respondents with

40%.

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4. Weekend evening is the only time that respondents

have great exposure to television with a degree of

more than 5 hours but less than 7 hours.

Conclusion

Based on the findings, the researchers concluded that

in the application of the purposive sampling technique

using the homogenous sampling, there are more males who are

exposed to television than females and that almost all of

the respondents are less exposed to television except

during weekend evening.

Recommendations

Based on the findings and conclusions that were drawn,

the following recommendations were established:

1. Academic programs should be enhanced to allow the use

of television as a tool in develop the learning

capabilities of the students.

2. Media personnel should work closely with the

Department of Education or Commission on Higher

Education in producing relevant educational programs

that can be useful to mold the physical, emotional,

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mental, spiritual and social well-being of the

students.

3. Parents must help their children in comprehending the

visual materials presented on television as to keep

them guided on critical issues encountered

4. Students must strategically identify the programs that

they should watch on the television so that they will

be able to balance their studies and television

exposure.

5. Future researchers should study on the effects of

television exposure to the academic performance of the

student.

List of References

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Baran, S. (2006). Introduction to Mass Communication. MediaLiteracy and Culture (Fourth Edition). New York: McGraw-Hill, Inc.

Dominick, J. (1993). The Dynamics of Mass Communication.United States of America: Mc Graw-Hill, Inc.

De Leon, C. Impact of Television Violence on Children.Manila, Philippines. Retrieved August 15, 2011, fromwww.childprotection.org.ph/.../impact_of_tv_violence.doc

Emmet, B. P, (1971). The Design of Investigation and theEffects of Radio and Television Programs: Media

Sociology. Chicago: Illinois University Press.

Hornick, J., (1981). Psychology, The Science of Behavior.University of Massachusetts.

Largerway, C. (1992). MassMedia and Values. CommunicationValues and Society. U.P., Los Banos, Laguna:Philippine Association of Community Educators.Institution of Development Communication.

Mc S, H. (1977). Television and Human Behavior. New York:Columbia University Press.

Nicholas, J. (1991). Television and the Child. London:Oxford University Press.

Tan ,B.C, (1994).Television is not for Children. RetrievedJanuary 12, 2012, from

http://www.rstep.org.ph/reading2.html

Appendix

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http://www.rstep.org.ph/reading2.htmlhttp://www.rstep.org.ph/reading2.html


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Dear Respondents:

Lasallian Greetings!

This survey-questionnaire aims to identify the degree of exposure of LSU College

of Arts and Sciences students to television.

With this, we would like to ask your heartfelt support on filling up this

questionnaire-checklist.

Thank you so much!

Sincerely,

Researchers___________________________________________________________

Instructions: Please mark a check /fill in the spaces provided below.

Students Profile

Name: ___________________________ (optional) Age: ___ Sex: M F

Course and Year: ________________________

More than 7 hours & above a day Very Great Exposure (VGE)

More than 5 hours but not more than 7 hours a day Great Exposure (GE)Less than 3 hours but not more than 5 hours a day Less Exposure (LE)

Level of Exposure to Television

Below are the items that determine the level of exposure to television. Mark check on thenumber which corresponds to your answer.

Items LE GE VGE

1. I watch television on school days in the morning

2. I watch television on school days in the afternoon.3. I watch television on school days in the evening.

4. I watch television on weekends in the morning

5. I watch television on weekends in the afternoon.

6. I watch television on weekends in the evening.

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degree of exposure of the la salle university college of arts and sciences students to television

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