Effect of Computer Games in Academic Performance of Grade IV Pupils

CHAPTER I
INTRODUCTION

Television has always been used as a medium to educate, entertain and instruct. Television is also used to raise the public’s awareness about matters relating to crime, punishment, social responsibilities and government policies. For instance, warns people about drugs and the punishment meted out to those involved in drugs is shown in sad and gory details so that it would influence the viewing public to behave in socially responsible manners. Thus, the influences of television, when controlled by the authorities in a country, can maintain the moral fiber of the country. In addition television viewing is a major activity and influence on children and adolescents. Most of the children watch an average of three to four hours of television a day. They will have spent more time watching television than they have in the classroom. While television can entertain, inform, and keep our children company, it may also influence them in undesirable ways.
Young children as of today often mimic what they see. Parents and caretakers observe this regularly. If children see people punching and kicking, they may act out that same behavior. Older children develop, through years of watching, sub-conscious mental plans of how they will react in conflict situations. For years they have seen conflicts resolved by violence, and they sub-consciously develop the same reaction plan.
Through television, children and teens view countless acts of violence, and terror as part of the entertainment. They become conditioned to associating violence with entertainment. In the past, heroes of movie and television shows were usually people who strictly followed the law. Now, heroes are often people who take the law into their own hands, who see an injustice or evil and seek to rectify it personally, sometimes brutally, regardless of the consequences. Such portrayals signal to a child society’s approval of that behavior. Lacking the judgment that comes with age, a child who feels he has been dealt with unfairly may copy that behavior, with disastrous consequences.
Also, time spent watching television takes away from important activities such as reading, school work, playing, exercise, family interaction, and social development. Children also learn information from television that may be inappropriate or incorrect. They often cannot tell the difference between the fantasies presented on television versus reality. They are influenced by the thousands of commercials seen each year, many of which are for alcohol, junk food, fast foods, and toys.
In addition, parents can help by doing the following: don’t allow children to watch long blocks of TV, but help them select individual programs. Choose shows that meet the developmental needs of your child. Children’s shows on public TV are appropriate, but soap operas, adult sitcoms, and adult talk shows are not. Set certain periods when the television will be off. Study times are for learning, not for sitting in front of the TV doing homework. Meal times are a good time for family members to talk with each other, not for watching television. Encourage discussions with your children about what they are seeing as you watch shows with them. Point out positive behavior, such as cooperation, friendship, and concern for others. While watching, make connections to history, books, places of interest, and personal events. Talk about your personal and family values as they relate to the show. Ask children to compare what they are watching with real events. Talk about the realistic consequences of violence. Discuss the role of advertising and its influences on buying. Encourage your child to be involved in hobbies, sports, and peers. With proper guidance, your child can learn to use television in a healthy and positive way.
This study is aimed to satisfy the desire of the researchers to know the influences of television in young children, up to now as their core of behavior and values go.

Statement of the Problem
The study aims to investigate the perceptions of the Grade – V Class Pupils on the influence of watching television during the School Year 2014 – 2015.
Specifically, it sought to answers the following questions:
1. What is the profile of the respondents in terms of:
1.1. Age
1.2. Gender
1.3. Religion
1.4. Parent’s Occupation
1.5. TV Program Watched and;
1.6. Number of hours spent in watching television?
2. What is the influences of watching television as perceived by the respondents on their:
2.1 Comprehension Level
2.2 Psychological Aspect and;
2.3 Physical well-being?
3. What implication may be drawn from the findings of the study?

Objective of the Study
The main objective of the study is to determine the perceived behavior among Grade – V Class Pupils of Mamagum Elementary School as Influenced by Watching Television during the first grading period School Year 2014 – 2015. This study specifically sought to:
1. Determine what are the influences of watching television as perceived by the respondents;
2. identify how television shows really affect their behavior on their Comprehension Level, Psychological Aspect and Physical Well-Being; and
3. discover what are the TV Programs that the respondents loved to watch.

Limitations of the Study
This study concerns only on to the Perceived Behavior among Grade – V Class Pupils of Mamagum Elementary School, School Year 2014 – 2015.
This study limits to the structured survey questionnaires to obtain the respondent’s profile distribution in terms of their age, gender, religion, parent’s occupation, TV program watched and number of hours spent in television and its perceived influence to the respondents’ comprehension level, psychological aspect and physical well – being.
The study concerns only to Grade – V Class Pupils who are officially enrolled in Mamagum Elementary School during the School Year 2014 – 2015.

Significance of the Study
This study will serve as a guide for those who are concern with the development of children’s behavior.
School’s Administrator, the findings of the study will be used in making revising policies geared towards the development of children’s behavior and attitudes. Teachers (They are the instrument of change and most effective factor for they are directly involved in the teaching – learning process.) the study can give them some insights on how they can apply positive influence on children’s choice of TV program. (Garbo & Manabo, 2005). Guidance Counselor after the outcome of the study will help to assist the children and the parents to some guidelines that would healthily connect TV program and education. For the pupils (They are the direct recipient of this study), they will now be aware of what TV program could be educational or not and they will be aware on the exact time they are going to spend on viewing TV program that might influence in their both behavior and academic performance. Especially the Parents, to have an insight for the parents to choose suitable television programs for their children at the same time, they must be aware of their responsibilities, rules and regulation toward their children’s future. In addition, parents should guide their children while watching television programs.
MTRCB (Movies and Television Regularity Commission Board). This study will help them evaluate and regulate TV program that would show good and wholesome images to society, the kind of program that would entertain the viewer as well as would strengthening their values and lastly for future researcher, the outcome of this study may serve as a reference material to those future researchers who might undertake further investigation on the areas related to this study.

Theoretical Framework
In this study, several theories have been forwarded and considered to give credibility to the study, such as the theories of Gordon (1981), Erikson & Selders (1981).
According to the theories of Gordon (1981), Erikson & Selders (1981) had cited several causes that have the influences to change the children’s behaviors and mental attitudes. Gordon (1981), cited that there were three perspective on viewing television, the first theory was Gathering Theory, which contains the viewing of scenes of aggression that helps to urge the viewer’s aggression feeling. In other words, experiencing violence viciously may make the individual likely to commit a violent act. The second was Stimulation Theory, which maintains that seeing scenes of violence helps to stimulate an individual to behave more violently. The third theory was Null theory, which maintains fictionalized violence, and there is no influence on real violence. It means that there is positive and negative influence on viewing different television programs.
While Gambel and Dennis (1993) cited there are four theories predominated in the violence – media relationship. The Catharsis Theory claims that there are actual benefits gained from televised violence. The Aggressive Cues Theory suggest that exposure to violence on television will raise the level of excitement in the viewer, forming a catalyst to trigger already learned behavior resulting in violent acts being repeated in a real-life setting. Closely aligned into the aggressive cues theory is the Reinforcement Theory, suggesting that televised violence will reinforce behavior already existing in an individual and the Observational learning theory, suggesting that televised violence will reinforce behavior already existing in an individual and the Observational learning theory suggest that we can learn violent behavior from watching violent programs.
In a way, society has condoned violence if it is “right”. This is important because few of us ever feel that we are not justified in “paying someone back” (Collins, 1986). These studies are based on the principle that people imitate all kinds of behavior, including violence. What, then, are the effects on children of viewing television? First of all, in the laboratory if children see a movie with a violence, they tend to become violent themselves by a process called imitation learning (Carlson, 1984). Logic, then suggests that TV can contribute to imitation and aggression (Robert & Bachen, 1984). Examination of the overall behavior of children (not just their television viewing) those show something important. Children who are already aggressive and view a lot of TV get progressively worse. In addition, already aggressive children actively seek out aggressive television (Eron, 1983). Apparently, program makers are adding an ingredients (violence) that people don’t care all that much about, and then everyone is getting upset about it.
Lt. Col. Dave Grossman’s (2009) compelling book, on killing: The Psychological Cost of Learning to kill in War and Society identifies three conditioning factors to which our children are subjected: Classical conditioning, Operant conditioning, and Social learning. (1) Through television, video games, and movies children and teens view countless acts of violence, brutality, and terror as part of entertainment. They become conditioned to associating violence with entertainment. This is the classical conditioning. (2) First-person shooter video games develop our children’s skills in operating weapons. The games reward marksmanship, and further reinforce the association of killing with entertainment. (3) In the past, the heroes of movie and television shows were usually people who strictly followed the law. Now, heroes are often people who take the law into their own hands, who see an injustice or evil and seek to rectify it personally, sometimes brutally, regardless of the consequences. Such portrayals signal to a child society’s approval of that behavior. Lacking the judgment that comes with age, a child who feels he has been dealt with unfairly may copy that behavior, with disastrous consequences. (http://www.limit.org/aggression.htm,2009).
Some of the most interesting research on children’s imitation of violence comes from the laboratory of Albert Bandura. In one particularly significant set of experiments an adult attacked a large, inflated clown doll (affectionately referred to in the literature as “Bobo dol”). One group of children watched the attack; some witnessed in person, others on television. Another group watched the adult engage in innocuous behaviors. Later, the children were allowed to play in the room where the doll was kept. All the children who had seen the adult beat Bobo, either in person or on television, imitated the adult’s behavior, giving the doll a savage beating. The children who watched innocuous behavior did not display aggression toward the doll. It was also clear that the children’s aggressive behavior was modeled on that of the adult. Those who had seen the adult kick the doll, use a hammer to hit it, or sit on top of it and pound it’s face did the same. (Microsoft Encarta Online, 2009).

Conceptual Framework
As presented in the Schematic diagram (Figure 1), the variables considered are the respondents’ age, gender, religion, parents occupation, TV program watched, and number of hours spent in watching television. It is projected in this study that these variables may have some influences on the respondents’ Comprehension level, as well as on the Psychological aspects and in their Physical well-being. Investigation on the perceptions of the respondents would lead to making implications and recommendations on the perceived influences of watching television.

Figure 1. Schematic Diagram of the Conceptual Framework of the Study
Definition of Terms
For a vivid understanding of the study, the following terms are defined conceptually or operationally.
Aggressive. A form of behavior usually of a punitive, destructive nature and often caused by frustration; a behavior intended to harm another person. (McGraw Hill 1999).
Academic Aspect. This pertains to the areas of the pupils or performance in school of the respondents. In this study, this refers to the aspects of which engages characteristics concerning academic achievement such as good comprehension, good study habit, listening skill, acquiring of good grades, and active participation in the class. (Garbo & Manabo, 2005).
Behavior. This term refers to almost any activity. Thus, the blink of an eye is behavior, and so is sweating, and so is thinking. It includes attitudes, thoughts, and physical changes, as well as emotional changes. (McMahon et al., s 1994).
Imitation Learning. The process of learning behaviors by viewing others and then doing the same things they did. In the laboratory, if children see a movie with violence, they tend to become violent themselves by a process an imitation learning (Carlson et al., 1984).
Modeling. The social transmission of behavior (learning) that is accomplished by viewing the behavior of others. (Hethirington, 1993)
Physical Aspect. Refers to the mind or mental states and process or behavior of the individual. In this study , it refers as to how the TV program influences their development in logical thinking as well as to know one and acquire self-esteem (Garbo & Manabo, 2005).
Psychological Aspect. This refers to the visible and individual of aspect of one’s character as it is impresses others. In this study, it depends on the individual theory or view of the TV programs, e.i, and his way of understanding how things work for him and for others. It is pervasive range under media control and influence (Garbo & Manabo, 2005).
Television. This term refers to the transmission of usual images by means of electromagnetic waves (Webster, 1989). In this study, it refers to the facilities that offer entertainment accessible in the homes.
Television Program. This refers to different programs viewed daily by the respondents such as games shows, cartoons, educational programs, kiddies shows, soap opera, etc. (Garbo & Manabo, 2005).
Pupils. Grade V – I Class who are officially enrolled at Sultan Naga Dimaporo Central Intermediate School in the School Year 2013 – 2014.

CHAPTER II
REVIEW OF RELATED LITERATURE

Special Issues for Young Children
Parents of young children need to actively manage and control TV viewing in the home. Children need a variety of activities for healthy development and television can be a fun and educational part of a child’s daily routine, if managed properly.

Preschoolers (2 – 5 years)
Children in this age group should spend most of their day in playing and socializing, not watching TV. The Canadian Pediatric Society suggested no more than one hour of television per day for preschoolers. The American Academy of Pediatrics recommends no television for children under age two, saying that parents should focus on interacting with their children instead.
Because preschoolers are more prone to exhibiting aggressive behavior after watching shows containing violence, parents should restrict their exposure to violent programming. Especially cartoons. Avoid buying action toys based on violent programs.
The good news for this age group is that there is a lot of wonderful programming for it, particularly on public television. Build up a videotape library of your kids’ favorite shows – because preschoolers love to watch the same programs over and over again.

School – aged Kids (6 – 11 years)
Because television takes time away from reading and schoolwork it’s important to control TV viewing during the school week. Studies show that even one to two hours of daily television viewing by school – aged children has a significant harmful effect on academic performance, especially reading. (Canadian Pediatric Society, 2000)
Unfortunately, there is a death of good programs for older kids, so they tend to spend their time watching cartoons and adult-oriented fare. Try to find quality shows that are aimed specifically at this age group, or appropriate general audience fare such as nature shows, family sitcoms or spots.
Children at this age (as well as preschoolers) like action cartoons, and identify with superhero figures. Parents should actively supervise superhero play to minimize the aggressive aspects and maximize the creative, imaginative potential. (For tips on managing superhero play, use the tip sheet on the right side bar.)
The “buy me that” Syndrome
Parents of young children have to deal with the commercial influence of television every time they take their child to a supermarket or toy store. Some children’s programs are little more than half – hour commercials for spin – off merchandise. When your children are young, you can greatly minimize “buy me that” pressure by restricting their viewing to educational, commercial – free TV channels. (For more information on this topic see the Marketing and Consumerism section)

Effects on Healthy Child Development
Television can affect learning and school performance if it cuts into the time kids need for activities crucial to healthy mental and physical development. Most of children’s free time, especially during the early formative years, should be spent in activities such as playing, reading, exploring nature, learning about music or participating in sports.
TV viewing is a sedentary activity, and has been proven to be a significant factor in children obesity. According to the Heart and Stroke Foundation of Canada almost one in four Canadian Children, between seven and twelve, is obese. Time spent in front of the TV is often at the expense of more active pastimes.
A Scientific American article entitled “Television Addiction” examined why children and adults may find hard to turn their TVs off. According to researchers McMahon, Judith W., McMahon, Frank B. & Romano, Tony (2000), viewers feel an instant sense of relaxation when they start to watch TV – but that feeling disappears just as quickly when the box is turned off. While people generally feel more energized after playing sports or engaging in hobbies, after watching TV they usually feel depleted of energy. According to the article “this is the irony of TV: people watch a great deal longer than they plan to, even though prolonged viewing is less rewarding.”
As well as encouraging a sedentary lifestyle, television can also contribute to childhood obesity by aggressively marketing junk food to young audiences. According to the Canadian Pediatric Society, most food advertising on children’s TV shows is for fast foods, candy and pre-sweetened cereals. Commercials for healthy food make up only 4 percent of those shown.
A lot of money goes into making ads that are successful in influencing consumer behavior. McDonald’s, the largest food advertiser on TV, reportedly spent $500 million on their “We love to see you smile” and campaign.

Television’s Impact on Kids
Television is one of the most prevalent media influences in kids’ lives. According to Kid’s Take on Media, a survey conducted in 2003 by the Canadian Teacher’s Federation, watching TV is a daily pastime for 75 percent of Canadian children, both boys and girls from Grade 3 to Grade 10.
How much impact TV has on children depends on many factors: how much they watch, their age and personality, whether they watch alone or with adults, and whether their parents talk with them about what they see on TV.
To minimize the potential negative effects of television, it’s important to understand what the impact of television can be on children. Below you will find information on some areas of concern.

Impact of TV Violence on Children
The research on television violence is now voluminous with more studies on the way. What the research is telling us about the relationship between the portrayal of violence and aggressive behavior was summarized in the Journal of Communication. That cartoon as well as live portrayals of violence can lead to aggressive performances on the part of the viewer. Repeated exposure to cartoon and live portrayals of violence does not eliminate the possibility that new exposure will increase the likelihood of aggressive performances, aggressive performances is not depended on a typical frustration, although frustration facilities aggressive performance and although the effect in some experiences may be aggressive but not antisocial ply, implications in regard to the contribution of television violence to antisocial aggressive remain. (Comstock, 2003) another research conducted by Gerbner entitled “Effects of Television in Children” (2009) showed that who watch a lot of violence on television are more likely to become less sensitive to the pain and suffering of others; more fearful of the world around them; more likely to behave in aggressive ways toward others; more likely to act out the violence they see on TV in playing; more likely to commit violent acts; less bothered by violence in general and; more likely to eventually commit crimes. Kids who watched violent programs were slower to intervene or to call for help when they saw younger children fighting or playing destructively than kids who watched non-violent one. At the University of Pennsylvania, show that children’s TV shows contain about 20 violent acts each hour. Another study determined that children’s TV show had about four times more acts than occurred in general audience programming.
How much do children understand what they watch on TV? According to research of De Leon (2009), before age seven, children have difficulty integrating separate scenes into a continuous story line. Instead, they treat each scene as an isolated incident and are unable to relate a TV character’s behavior to its prior motives and eventual consequences. This, young children cannot see the connection between violence and its consequences if the perpetrator of violence gets to be punished only at the end of the program. Studies show that young children recall little information that is central to the plot of a story. Their difficulty stems from their inability to differentiate what is essential to the plot and what is peripheral. Character actions, especially those showing physical and confrontations, are remembered better those scenes offering explanations for their actions. Children find it hard to recall scenes recounting inner feeling that explain previous events.
Young children also have a hard time distinguishing make-believe from reality. A five-year-old wondered why an actor who “died” in one TV program “came back to life” in another show; and if Superman can fly, why can’t he (the child) even if he wears a Superman cape. Children on serve that cartoon characters manage to recover from sever violent acts almost immediately. This kind of exposure could lead them to internet that in real life, people who are victims of violent acts do not really get hurt at all. Conservation between an author and a six-year-old clearly illustrates the kind of message a child gets from a cartoon program.
“Why is GI Joe your favorite show?”
“Because, has a lot of fighting.”
“Who would you like to be like when you grow up?”
“I want to be like Rambo because he has a big gun.”
“What happens to the bad guys you shoot?”
“They die.”
“And what happens to you?”
“Nothing.”
Young children who watch a lot of television tend to believe that it is all right to hit someone if one angry and have a good reason (De Leon, 2009).
A study in 1991 by the National Coalition on TV Violence on 100 nationally distributed cartoons showed that 50 percent glorified violence or used it to entertain. According to the study, cartoons have three times as many acts of violence than prime television. Among those listed as most violent were: Teenage Mutant Ninja Turtles, G.I. Joe, Tom and Jerry Kids, and Bugs Bunny and Pals with 68 acts of violence per hour. Child psychologist point out that it is a misconception to consider cartoons as harmless just because they are funny. The theme of cartoons such as Popeye is that any problem can be solved by brute force which one acquires by eating spinach. In being funny and fast paced, cartoons may tend to reduce a child’s perception of danger, pain, and suffering. One of the most ambitious longer-term studies was that conducted by Dr. Leonard D. Eron in 1963 who examined a group of eight-year-old in a small upstate New York town which covered children, their teachers as well as parents, and finding a relationship between television viewing and aggression (De Leon, 2009).
Perhaps the most comprehensive assessment of violence on American television in the history of social science research can be said to be that of the National Television Violence Study (NTVS) commissioned by the U.S. Congress to examine for a period of three year (1996 to 1998) the amount of television violence and the manner this is presented across 23 broadcast and cable channels in the U.S. (De Leon, 2009).
1. Content analysis of some 2,700 programs from 1994 – 95 to 1995 – 96 television season revealed that violence on television is glamorized, and frequently sanitized. Perpetrators of violence are often the “good characters” who therefore become role models to children. They rarely show remorse at the time they engage in aggression and are seldom condemned by others or immediately apprehend. Violence is typically shown with little or no harm to the victim. In fact, more than half of the violent incidents on television depict on physical injury or pain to the victim.
2. Portrayals that have a high risk of teaching aggression to children under seven are concentrated in the very programs and channels targeted to young viewers. Of all program forms, children’s programs contain the greatest number of high-risk violent portrayals. Of all channel types, child-oriented basic cable (Cartoon Network, Disney, and Nickelodeon) contains the most high-risk portrayals for children. Unlike books, television programs are easily accessible to children. In a book culture, parents exercise control over the flow of information by selecting the type of books according to the child’s reading readiness. Television resents the same information to adults and two children of all ages; and so parents often find it difficult to censor their children’s viewing without censoring their own (De Leon, 2009).

It’s no work that we’re living in a violent world. Between news reports on terrorism, bullying at school, and violence in the media, our children are exposed to all kinds of aggression. It’s also no secret that such violence can have negative effects on child behavior and development. While you probably can’t quash violence in the media bring a halt to terrorism, or even stop the school bully from picking fights on the playground, you can control your child’s exposure to violence. And when your son or daughter is exposed to violence (sadly, it’s bound to happen). Not only do we live in a violent world, but we also live in a busy world, a world that often leaves moms little time to supervise what they’re children watch on TV. The unfortunate result is exposure to violence in media. If there wasn’t so much violence in the media, effect on child behavior may be minimal-even. Everything in moderate but, television and movie violence is certainly not delivered “in moderation”. Some experts estimate that by the time most kids reach age 13, they have already seen more than 100,000 incidents of violence! The National Television Violence Study, the largest ongoing scientific study of television violence, concluded that television violence tends to be sanitized, sensationalized and glamorized. This manipulation of the truth nature of violence has negative effects on the child behavior. Dr. Barbara Wilson (2002), senior researcher, as cited by Nault states that, “Younger children have difficulty distinguishing televised fantasy from reality, and are therefore at increased risk of imitating cartoon violence.” According to this same study, witnessing television causes children to: Become less sensitive to the pain and suffering of others, have heightened fear in the world, and demonstrate increased aggression and violent behavior toward others. (Kelly E. Nault, M.A http://www.christian-mommies.com/ages/elementary-schoolers/violence-in-the-media-effects-on-child-behavior/,2008).
One commentator notes that by the age of 14 the average American child has been 11,000 murders on TV. In fact, studies have shown that violence is much less prevalent on British TV than on American TV. However, the type of programmed matters: There’s more violence in cartoons than in many other fictional programmed, but children do discriminate between cartoon violence and more ‘realistic’ violence. Nevertheless, violence is common place even on British TV.
Bandura felt there were three main sources of aggressive models: the family, the sub-culture and the mass media. Of these sources, has concentrated on the mass media, and in particular on television violence.
In 1997 Ronny Zamora, a 15 year-old, shot and killed the 82 years old woman who lived next door to him in Florida. Not guilty, pleaded his lawyer, Ellis Rubin, by reason of the boy’s having watched too much television. From watching television Ronny had become dangerously inured to violence. Ronny’s lawyer, however, didn’t sway the jury; Ronny was convicted of first-degree murder. After decades of research, we can safely conclude that televised violence may cause aggressive behavior in the children who deserve it. In recent survey of children and the media, Strasburger and Donnerstein (1999) discovered the following; Children view of all shows contain violence, with children’s programming being the most violent; Sixty-one percent of all violent acts involve the use of guns, researchers concluded that children learn their attitudes about violence at a very young age, once learned, the attitudes can be lifelong; The issue of desensitization is of constant concern and has not been adequately addressed; Children can learn that violence is acceptable to resolve conflicts and achieve goals (Steyer 2002).
Consequently, you cannot ignore possible long-term negative effects of violence on TV, particularly when you realize the power of observational learning. Most children watch television with few, if any, parental restrictions. (Our concern here is with middle childhood youngsters who tend to watch adult shows). In a 10,000-hour, 3 year study if televised violence (The National Television Study – NVTS) (1996) found that 60 percent of sampled programs contained violence. The context of the violent scenes suggested the probability of future negative effects on children, especially when: Bad characters were never punished; More than 70% of the bad characters showed no remorse for the violence; More than 40% of the violent scenes included humor; More than 50% of the violent scenes gave no clue as to the pain inflicted; and More than 40% of the violence was committed by attractive (hero) models.
Commenting on these findings, Shifrin (1998) noted that, depending on the child’s development level, cartoons and fantasy type violence that is, sanctioned violence cannot be dismissed simply because it is unrealistic.
The effects of viewing television violence are more forceful for children than adults, particularly if the children believe that the televised violence is real. Another major concern, of course, is the possibility of children becoming desensitized because of their exposure to a steady diet of televised violence. Over time children can begin to lose their sense of reality and fantasize about their own aggressive behavior.
Osterreich (2000) in her study showed that youngsters have longer attention spans on watching TV or movie than studying their lessons. The study found out that American youngsters spend 23% of their “media time” with television, followed by ratio at 28% the internet 11% and the remaining time on rest and study their lesson if not tired.

Positive Influence of TV Programs
Some good TV programs have good effects on children. In fact TV shows for children on some channels like Discovery or National Geographic Channel can increase child’s knowledge. Such knowledge is a must have in this competitive age. It is necessary on part of parents that they encourage their children to watch such shows.
There are also some TV programs which help children understand the importance of proper nutrition, health and exercise. Apart from that, children also learn a lot of things which are helpful in their academic and future life. They can also watch quiz contests which increase their general knowledge. Parents should motivate their child to take part in such quiz contests on TV. Some TV programs also provide opportunity to prove child’s talent in dance, acting, painting, win scholarships etc; which can prove beneficial for child. However, parents should not force children to watch such shows if their child is not interested.
Television is an inescapable part of modern culture. We depend on TV for entertainment, news, education, culture, weather, sports – and even music, since the advent of music videos.
With the recent explosion in satellite and digital specialty channels, we now have access to a plethora of both good quality and inappropriate TV content. In this crowded television environment, the key for parents is to search out high quality TV programs for their kids, and whenever possible, enjoy them together as a family.

Television offers lots of benefits to kids, including:
Because of its ability to create powerful touchstones, TV enables young people to share cultural experiences with others.
Shared viewing gives family members of all ages an opportunity to spend time together.
Parents can use TV as a catalyst to get kids reading – following up on TV programs by getting books on the same subjects or reading authors whose work was adapted for the programs.
Great television can teach kids important values and life lessons.
TV programs often explore controversial or sensitive issues, which can make it easier for parents and kids to discuss them.
Educational programming can develop young children’s socialization and learning skills.
News current events and historical programming can help make young people more aware of other cultures and people.
Documentaries can help develop critical thinking about society and the world.
TV can help introduce your family to classic Hollywood films and foreign movies that may not be available in your local video store.
Cultural programming can open up the world of music and arts for young people.

Negative Influence of TV Programs
Along with the positive effects, TV program can also have negative impact on children. TV programs affect the behavior of child the most. Most of the children watch cartoon films. They get infatuated with it so much that they start using the dialogues used by their favorite cartoon characters frequently.
If accidently, children watch the TV programs meant for adults, it can prove dangerous. Such TV programs are based on the concepts like divorce, crime, murders etc; which can have a very bad impact on child’s mind. At times, unwanted thoughts may start coming to their mind which can divert their attention from studies and force them to do undesirable things. It can create disturbance in child’s life and make force them to do undesirable things. It can create disturbance in child’s life and make his or her life stressful. Watching TV for longer time can also deteriorate child’s health.

Violence
Over the past two decades, hundreds of studies have examined how violent programming on TV affects children and young people. While a direct “cause and effect” link is difficult to establish, there is a growing consensus that some children may be vulnerable to violent images and messages.

Researchers have identified three potential responses to media violence in children:
Increased fear – also known as the “mean and scary world” syndrome
Children, particularly girls, are much more likely than adults to be portrayed as victims of violence on TV, and this can make them more afraid of the world around them.
Desensitization to real-life violence
Some of the most violent TV shows are children’s cartoons, in which violence is portrayed as humorous – and realistic consequences of violence are seldom shown.
Increased aggressive behavior
This can be especially true of young children, who are more likely to exhibit aggressive behavior after viewing violent TV shows or movies.

Parents should also pay close attention to what their children see in the news since studies have shown that kids are more afraid of violence in news coverage than in any other media content. Fears based on real news events increases as children get older and are better able to distinguish fantasy from reality.

Sexual Content
Kids today are bombarded with sexual message and images in all media – television, magazines, advertisements, music, movies and the Internet. Parents are often concerned about whether these messages are healthy. While television can be a powerful tool for educating young people about the responsibilities and risks of sexual behavior, such issues are seldom mentioned or dealt with in a meaningful way in programs containing sexual content.
According to a 2001 study from the Kaiser Family Foundation, entitled Sex on TV, three out of four prime time shows contain sexual references. Situation comedies top the list: 84 percent contain sexual content. Of the shows with sexual content, only one in ten included references to safe sex, or the possible risks or responsibilities of sex. In shows that portrayed teens in sexual situations, only 17 percent contained messages about safe and responsible sex.

Frightening TV Content
Because young children have trouble distinguishing make-believe from reality, parents need to safeguard them from violent or scary TV content. Research shows that children want to be protected from media images that are disturbing or frightening. A 2000 study by Ryerson University asked more than 900 kids, between 2 and 12, if they felt should be protected from certain kinds of TV shows, Websites and Video Games. Over half (64 percent) said they needed safeguarding, while only 19 percent said they didn’t.
It’s important for parents to understand what is appropriate TV viewing for the various developmental stages of childhood. In her book Mommy, I’m Scared, author Joanne Cantor describes the types of media images that children find most frightening at different ages.

Two-to-seven-year-olds:
Visual images, whether realistic or fantastic, that are naturally scary: vicious animals, monsters, and grotesque, mutilated, or deformed characters
Physical transformations of characters, especially when a normal character becomes grotesque
Stories involving the death of a parent or child victims
Natural disasters, shown vividly
Seven-to-twelve-year-olds:
More realistic threats and dangers, especially things that could happen to children violence or the threat of violence.

Good Television Shows
How can you select viewing that is good for your children? David Kleeman, Director of the American Center for Children and Media, says ask you self the following questions:
Does the program actively engage my child, physically or intellectually?
Television watching doesn’t have to be passive. It can prompt questions, kindle curiosity, or teach activities to pursue when the set is off.
Do I respect this program?
Parents don’t have to like every show their children choose – in fact young people need their own district culture. But parents should trust that a program’s creators understand and respect how children grow and learn.
Does my child see others like himself or herself on television?
Young children believe that television reflect the real world. To not see people like themselves – in race, ethnicity, or physical ability, for example – may diminish their self-worth. A lack of role models should spark discussion about how TV portrays different types of people.
How do makers of this program regard my child?
Some program creators see young people as consumers to be sold to. Others see them as students to be educated, as future citizens to be engaged in the community, or simply as children, whose work is play.

How to manage TV at Home
Talking to your kids about television.
Help your kids to understand that TV is only a construction of reality.
Talk about whether TV characters look and act like real people.
Talk which children about violence on TV.
Explain what stereotypes are and talk about them.
Help kids understand that commercial TV is a business-and its job is to sell viewers to advertisers.

CHAPTER III
METHODOLOGY

Research Locale

This study was conducted at Mamagum Elementary School, Mamagum, Sultan Naga Dimaporo, Lanao del Norte. The school is headed by its newly principal, Mrs. Anisa A. Maruhom.

Figure 2. Location Map of Mamagum Elementary School, Sultan Naga Dimaporo, Lanao del Norte
(Google, 2012)

Respondents of the Study
The total number of Grade V Pupils of Mamagum Elementary School is 98 with 68 girls and 30 boys. The researcher chose the Grade V – Honors class pupils which are composed of 22 girls and 10 boys a total number of 32 pupils in this section.
The study focused on the Perceived Behavior among Grade – V Honors Class Pupils as influenced by Watching Television of Mamagum Elementary School SY 2014 – 2015.

Research Design
The study made used of the descriptive Survey Method. Descriptive research is fact-finding with adequate interpretation. The descriptive method is something more and beyond data-gathering; the latter is not reflective thinking and not research. The true meaning of data collected should be reported from the point of view of the objectives and the basic assumptions of the project under way (Whitney, 1950). For Emory (1980), it portrays accurately the characteristics of the study by showing the occurrence with which it is associated with something else. Gathering data is through the assist of questionnaire. Thus, method is use to describe the perceived aggressive behavior among Grade V Honors Class pupils watching television and its influence on their Comprehension Level, Psychological Aspect, and Physical well-being.
Research Instrument
The study made used of an adopted survey questionnaire by Garbo & Manabo (2005) in their study entitled “The Perception of Grade V Honors Class Pupils on the Influence of Movies” which will be slightly modified by the researchers (Appendix 1). It consist of two parts namely: Part 1 that looked into the profile of the respondents; and Part II on the perceived influence of watching Television on their comprehension level, psychological aspect and physical well-being.
The data gathered will score according to the 2 scale rating such as the YES or NO.

Data Gathering
The researcher gathered the data and information guided by the following steps. First, the researcher will send a letter to the principal to ask permission from her office that the researcher would like to conduct a study on the said school. second, when the request will approve, the researchers approach the respondents. Third, they will give several video clips viewed before the questionnaire was distributed to them. And lastly the instructions will be explain to them as well as the purpose of the study.

Data Analysis
Data for the study were analyzed by purely descriptive means based on the variables mentioned in the different components of the study.
The following tools will utilize in this investigation to extract information from the data gather.

1. Frequently Distribution – this will use to determine the profile of the respondents. To determine the number of respondents in answering the questionnaires, the formula is:
P = F/N x 100
Where : P = Percentage F = Frequency N = Number of respondents

2. Weighted Mean – this will use to determine the general average and to measure the mastery level of the Aggressive behavior among Grade V Honors Class Pupils watching television. The formula is:

Where: X = weighted mean summation x = total number f = frequency

3. Mean – this was used to get the mean score respondents’ comprehension level.

Where : xi = is mean of the ith category N = Number of categories

The scaling for the total mean with qualitative is as follows Yes (Y) = 3 points No (N) = 1 points

For qualitative and quantitative description of the main rating, the following are used:
3.1 = 5.00 = Yeas
00.0 – 3.00 = N

They will view TV program. In determining the respondents’ perception on viewing TV program. The researcher will use the 2 scale rating with following scheme.
The scaling for the total mean with qualitative description is as follows:
1.1 3:00 = Yes
1.00 – 2.00 = No

PERCEIVED BEHAVIOR AMONG GRADE V – HONORS CLASS PUPILS OF MAMAGUM ELEMENTARY SCHOOL AS
INFLUENCED BY WATCHING TELEVISION
DURING FIRST GRADING SCHOOL
YEAR 2014 – 2015

AMERIL P. MUNDI

SUBMITTED TO FACULTY OF THE COLLEGE OF EDUCATION MINDANAO STATE UNIVERSITY-LANAO NORTE
AGRICULTURAL COLLEGE IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR
THE DEGREE OF

BACHELOR OF ELEMENTARY EDUCATION
(General Education)

MARCH 2014

TABLE OF CONTENTS

PAGE
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
APPROVAL PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 1 INTRODUCTION

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Limitations of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 2 REVIEW OF LITERATURE

Special Issues for Young Children . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Preschoolers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School – aged Kids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The “buy me that” Syndrome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Effects on Healthy Child Development . . . . . . . . . . . . . . . . . . . . . . . .
Television’s Impact on Kids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Impact of TV Violence on Children . . . . . . . . . . . . . . . . . . . . . . . . . . .
Positive Influence of TV Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Television offers lots of benefits to kids, including . . . . . . . . . . . . . . .
Negative Influence of TV Programs . . . . . . . . . . . . . . . . . . . . . . . . . . .
Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sexual Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Frightening TV Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Good Television Shows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How to manage TV at Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 3 METHODOLOGY

Research Locale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Data Gathering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
REFERENCES
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LIST OF FIGURES

Figure Page
1. Schematic Diagram of the Conceptual Framework of the Study
2. Location of the School
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