EXTENT OF TV UTILIZATION OF WNU CICT STUDENTS IN RELATION TO THEIR ACADEMIC PERFORMANCE

A Research Paper Presented to Dr. Venancio B. Ardales West Negros University Bacolod City

In Partial fulfillment of the Requirements in ENG 121: Writing In the Discipline

Chapter 1 Chapter 1

INTRODUCTION

Background of Study

Television is one of the worlds widely used electronic device that plays an important role in humans life.. Television has a number of uses. First of all, it makes it possible for us to see what is happening far away. In our homes we watch on television, films or events taking place in other cities, countries and other continents. The artificial satellites have made it possible to watch events in other countries directly. Television is a very fine medium of entertainment. It brings musician and the music, singer and his singing and actor and his acting close to us. Whether it is rain or sunshine, hot or cold, we can enjoy television programs within four walls of our homes. Television can be used to teach uneducated people. Through it we can improve knowledge of our students and educated people. We can present on TV educational programs of different categories. The invention of the television was the result of the work by many inventors, scientists and engineers in the late 1800s and early 1900s. Many inventors made technological breakthroughs that were used by other inventors to successfully make working television systems.

Television provides information about local and foreign events, it also conducts television show such of these are game shows, talents shows and reality shows that offers entertainment and fun to the viewers. Television gives valuable information to students viewing knowledge channels or discovery channels that improves the knowledge of a student. Television have been productive since it was invented, it improves peoples awareness to daily events and even global events . For instance , an anchorman reports an up-to-date news about global

economic crisis, or about the number of victims due to natural disaster such as tsunamis, earthquake, heavy storms etc. Television maybe considered as one of the most significant inventions man have ever invented since the start of industrialization and modernization in 18th century because of its uses and advantages it may give to a person. As time passes by, viewing of television is still very useful to human lifestyle. But improper and abusive usage of television on the part of the viewer may result to disadvantages. It may result to disorder to a person or group of person that practices such thing. One of these are the students. As mentioned earlier, students can gain vital information from viewing television. They can gain new knowledge and ideas and facts from knowledge channels and discovery channels

on TV. And they can even take down notes from watching over a worthwhile TV programs that is related and important to their studies. However, there are students who does not exercise proper usage and utilization of television at their home. They tend to forget and even neglect their responsibility as a student, their duty to study and learn important lessons that can be gained in school. For this very reason, the study is to be conducted to determine the extent of TV utilization of WNU BSIT students and how such utilization influence their academic performance.

Objectives of the study General Objectives This research aims to determine the extent of TV utilization of WNU CICT students in relation to their academic performance during the first semester of school year 2011 - 2012.

Specific Objectives Specifically, the study seeks answers to the following questions:

1. What is the extent of TV utilization of WNU CICT students in

each of the following together?

areas and when areas are taken

a. Number of Hours in a Day

b. Number of Days in a Week 2. Are there significant differences between the extents o f TV

utilization of WNU CICT students when they are grouped and compared according to their characteristics which are: a. Age b. Sex
c. Economic status d. Access to TV 3. Are there significant differences between the extents o f TV

utilization of WNU CICT students according to areas of TV programs they view and when the areas are grouped and compared accordingly which are:
a. Television Drama b. Reality Television

c. Game show
d. Animated Cartoon e. Educational Television 4. What is the level of academic performance of the WNU CICT

students taken as a whole group and when classified according to their aforementioned characteristics / variables?
5. Are there significant differences between the levels of

academic performance of WNU CICT students when they are

grouped and compared according to their aforementioned variables?

6. Is there a significant relationship between extents of TV

utilization of WNU CICT students and their aforementioned selected variables / characteristics?
7. Is there a significant relationship between extents of TV

utilization of WNU CICT students and their academic performance?

Hypotheses

1. There is no significant differences between the extents of TV

utilization of WNU CICT students when they are grouped and compared according to their characteristics which are: a. Age b. Sex c. Economic status d. Access to TV e. Year level
2. There are no significant differences between the extents o f TV

utilization of WNU CICT students according to areas of TV programs they view and when the areas are grouped and compared accordingly which are:

a. Television Drama b. Reality Television

c. Game show
d. Animated Cartoon

e. Educational Television
3. There are no significant differences between the levels of

academic performance of WNU CICT students when they are grouped and compared according to their aforementioned variables.
4. There are no a significant relationship between extents of TV

utilization of WNU CICT students when they are grouped and compared according to aforementioned variables.
5. There is no significant relationship between extents of TV

utilization of WNU CICT students and their academic performance.

Assumptions

1.

The WNU CICT students have utilized television. The extents of TV utilization of WNU CICT students can be subjected to scientific measurement with the use of appropriate tools.

2. The extents of TV utilization affects the academic performance of

the CICT students of West Negros University.

3. The improper utilization of television influenced the

academic performance of University.

CICT students of West Negros

Scope and

Limitation

This study is focused on determining the extent of TV utilization of WNU CICT students in relation to their academic performance during the 1st semester of School year 2011 - 2012. The extent of TV utilization of WNU CICT students will be determine by calculating the number of hours in a day and the number of days in a week a particular students utilizes television. Such degree will be measured by the areas of TV programs of Television drama, Reality Television, Game show, Animated Cartoon , and Educational Television. The level of academic performance of the CICT students will be measured by their average grades from the different academic subjects they have taken during the 1st semester of school year 2011 2012. The respondents of the study are the CICT students of West Negros University.

The personal characteristics of the students which are considered are their age, sex, economic status, access to TV and the year level where they belong. In view of the financial and time constraints on the part of the researcher, only BSIT students of WNU will be selected & studied. Due to this constraint, findings will only be applicable to the students that will be covered by the study.

Definition of Key terms

Important terms used in this study are defined conceptually and operationally as follows:

Extent - Conceptually, extent is the range over which something extends: scope, the point, degree, or limit to which something extends, the amount of space or surface that something occupies or the distance over which it extends. Operationally, Extent refers to the degree or amount of TV utilization of WNU CICT students using the areas of TV programs of Television Drama, Reality Television , Game show, Animated Cartoon, Educational Television. Such degree or amount of TV utilization can be measured or quantified in terms of number of hours in a day and number of days in a week.

Television (TV) - Television is a telecommunication medium for transmitting and receiving moving images that can be monochromatic (shades of grey) or multicolored. Images are usually accompanied by sound. "Television" may also refer specifically to a television set, television programming, television transmission. The same definition is applied in this study. UtilizationConceptually, Utilization refers to the use, operation

or consumption of anything. Operationally, Utilization refers to the amount or degree of TV usage by the college WNU CICT students using four areas of TV drama, Reality Television, Animated Cartoon, and Educational Television.

Academic performance - Conceptually, academic performance refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers. Academic performance is the ability to study and remember facts and being able to communicate your knowledge verbally or down on paper. Operationally, Academic performance refers to the average grade of the college students in their different subjects during the first semester of the school year 2011 - 2012.

Television Drama Conceptually, drama is television content that is scripted and (normally) fictional. This excludes, for example, sports, news, reality and game shows, stand-up comedy and variety shows. Also, by convention, the term is not generally usually used for situation comedy or soap opera. A prose or verse composition, especially one telling a serious story, that is intended for representation by actors impersonating the characters and performing the dialogue and action. A serious narrative work or program for television, radio, or the cinema. Theatrical plays of a particular kind or period. The art or practice of writing or producing dramatic works. A situation or succession of events in real life having the dramatic progression or emotional effect characteristic of a play. Operationally, Television Drama refers to one of the areas of TV utilization of the WNU CICT students which refers on the prose or verse composition, especially one telling a serious story, that is intended for representation by actors impersonating the characters and performing the dialogue and action.

Reality television - Conceptually, reality television is a genre of television programming that presents purportedly unscripted dramatic or humorous situations, documents actual events, and usually features ordinary people instead of professional actors, sometimes in a contest or other situation where a prize is awarded.

Operationally, Reality television refers to one of the areas of the TV utilization of the WNU CICT students which refers to a television program presents purportedly unscripted dramatic or humorous situations, documents actual events, and usually features ordinary people instead of professional actors, sometimes in a contest or other situation where a prize is awarded.

Game shows - Conceptually, game show is a type of radio or television program in which members of the public or celebrities, sometimes as part of a team, play a game which involves answering questions or solving problems usually for money and / or prizes. Operationally, Game shows refers to one of the areas of the TV utilization of the WNU CICT students which refers to a television program in which members of the public or celebrities, sometimes as part of a team, play a game which involves answering questions or solving problems usually for money and / or prizes.

Animated Cartoon - Conceptually, animated cartoon is a motion picture or television film consisting of a photographed series of drawings, objects, or computer graphics that simulates motion by recording very slight, continuous changes in the images, frame by frame.

Operationally, Animated Cartoon refers to one of the areas of the TV utilization of the WNU CICT students which refers to a television program consisting of a photographed series of drawings, objects, or computer graphics that simulates motion by recording very slight, continuous changes in the images, frame by frame.

Educational television - Conceptually, educational television is the use of television programs in the field of distance education. It may be in the form of individual television programs or dedicated specialty channels that is often associated with Cable television in the United States Public, educational, and government access (PEG) channel providers. Operationally, Educational television refers to one of the areas of the TV utilization of the WNU CICT students which refers to a television program in the field of distance education.

Importance of the Study

This Study is significant to the following ( School administrators, Parents, BSIT students, BSIT teacher, Future and Present Researchers ) .

School Administrators. Results of the study will give them valuable information as to the extent of TV utilization of a CICT students in

relation to their academic performance. Hence, this study will be valuable as a basis of planning, decision making and project implementation like purchasing a set of television in their schools for the purpose of education and teaching and a form of gathering important data or information.

Parents. Results of the study will give them valuable information as to the extent of TV utilization of WNU CICT students in relation to their academic performance. Hence, they will monitor and regulate the utilization of television of their children. Parents will also limit the time o f utilization to their children and will encourage them to focus in their studies. In contrast, they will also be motivated to purchase a set of television in their home so that it will be useful for the studies of his or her child.

BSIT Student. Results of the study will give them significant information of what effects may do if too much utilization of television may be tolerated by them. Therefore, students will be motivated to lessen his / her viewing & utilization of television because it will influence him / her to disregard his / her studies & neglect responsibility as a student and a child of their family. They will as well be motivated to gather information from TV programs esp. educational that will help them to their studies.

BSIT Teachers. Results of the study will give the important information as to the extent of TV utilization of their students. Hence, they will offer tips and guidelines to their students on how to utilize the television in a proper and right way of at home or outside. They will also encourage students to be more serious and focus to their studies.

Future and Present Researchers. Results and recommendations of this research, future researcher may be encourage to conduct similar studies in a wider scope & include other variables not covered in this study.

Chapter 2

REVIEW OF RELATED LITERATURE

A number of related literatures mostly from electronic media like Internet as well as from books and conducted researches provided the researcher with a rich background on this study, giving him insights and a better understanding of the phenomenon. These literatures also furnished him with the framework for his study, the research instrument he needed in

gathering necessary data as well as direction in the conduct of the study and analysis of data.

Conceptual Literature

Television Television (TV) is a telecommunicationmedium for transmitting and receiving moving images that can be black-and-white or monochromatic (shades of grey) or multicolored. Images are usually accompanied by sound. "Television" may also refer specifically to a television set, television programming, and television transmission (http://en.wikipedia.org/wiki/Television).

Television program A television program (television programme in the United Kingdom, Ireland and many Commonwealth countries), also called television show (in the United States), is a segment of content, which is intended to be broadcast on television. It is the product of a television productionor the filmmaking process. It may be a one-time broadcast or part of a periodically recurring series (http://en.wikipedia.org/wiki/Television_program, August 2011).

Video production Video production is videography, the process of capturing moving images on electronic media (e.g., video tape, direct to disk recording, or solid state storage like a tapeless camcorder) even streaming media. The term includes methods of production and post-production. It is the equivalent of filmmaking, but with images recorded electronically instead of film stock (http://en.wikipedia.org/wiki/Television_production, 10 September 2011).

Transmission Transmission (in telecommunications) is the process of sending, propagating and receiving an analogue or digital information signal over a physical point-to-point or point-to-multipoint transmission medium, either wired, optical fiber or wireless.[1] Transmission technologies and schemes typically refer to physical layer protocol duties such as modulation, demodulation, line coding, equalization, error control, bit synchronization and multiplexing, but the term may also involve higher-layer protocol duties, for example, digitizing an analog message signal, and source coding (compression) (http://en.wikipedia.org/wiki/Transmission_telecommunications, December
2006).

Television channel

A television channel is a physical or virtual channel over which a television station or television network is distributed. For example, in North America, "channel 2" refers to the broadcast or cable band of 54 to 60 MHz, with carrierfrequencies of 55.25 MHz for NTSC analog video (VSB) and 59.75 MHz for analog audio (FM), or 55.31 MHz for digital ATSC (8VSB). Channels may be shared by many different television stations or cabledistributed channels depending on the location and service provider (http://en.wikipedia.org/wiki/Television_channel, November 2010).

Television station A television station is a type of broadcast station that broadcasts both audioandvideo to televisionreceivers in a particular area. Traditionally, TV stations made their broadcasts by sending specially-encoded radio signals over the air, called terrestrial television. Individual television stations are usually granted licenses by a government agency to use a particular section of the radio spectrum (a channel) through which they send their signals. Some stations use LPTVbroadcast translators to retransmit to further areas (http://en.wikipedia.org/wiki/Television_station, January 2008).

Television network A television network is a telecommunications network for distribution of television program content, whereby a central operation provides programming to many television stations or pay TV providers. Until the mid-

1980s, television programming in most countries of the world was dominated by a small number of broadcast networks. Many early television networks (e.g. the BBC, NBC or CBS) evolved from earlier radio networks (http://en.wikipedia.org/wiki/Television_network ,October 2007).

Global Positioning System The Global Positioning System (GPS) is a space-based global navigation satellite system (GNSS) that provides location and time information in all weather, anywhere on or near the Earth, where there is an unobstructed line of sight to four or more GPS satellites. It is maintained by the United States government and is freely accessible by anyone with a GPS receiver (http://en.wikipedia.org/wiki/Global_Positioning_System, 14 September 2011).

Television transmitter A television transmitter is a device which broadcasts an electromagnetic signal to the television receivers. Television transmitters may be analogue or digital. (http://en.wikipedia.org/wiki/TV_transmitter, 15 August 2011).

Television Works Just as a radio and a telephone are devices for converting acoustic energy into electrical and vice versa, the television receives wirelessly transmitted electromagnetic waves and converts them into acoustic and light energy for viewing. Although the initial inspiration for the television existed as early as the 1830s, when inventor Michael Faraday demonstrated the relationship between light and electricity, the television did not become practical for mass-production until more than a century later - in the 1940s. The history of the television is marked by a series of devices that were progressively more effective at sending or receiving wireless electronic patterns (Michael Anissimov, 04 August 2011).

Television Shows Make Money In the early years of television show production in the United States, television sets were not as available to the masses as they are today. As the availability of televisions and the innovation behind them grew, a new system developed. It consisted of "centralized sales, distribution and production services which lowered costs for individual affiliates...(and) was geared towards generating advertising revenue as well, because advertisers were interested in the ability to reach nationwide audiences," states an article on the Duke University Libraries website.

The cost of television show production is covered by advertising. In their article published in "The Quarterly Journal of Economics," Michael Spence and Bruce Owen claim that "consumers are given a free product (the program) in order to generate audiences that are then sold to advertisers." Television shows offer commercial slots that advertisers pay for depending on factors such as demographics and ratings. For years, advertisers have entered bidding wars for Super Bowl commercial slots because of the game's high ratings. Newer forms of integrated advertising such as product placement promote products more inconspicuously through dialog or appearances, while promotional merchandise is directly related to promoting the show's fan-base rather than external products (Duke University Libraries (Chanelle Sicard, November 2008).

Research Literature

A study was conducted by Dr. Randall Neustaedter, OMD, studies have shown that television viewing is associated with learning problems and language delays in preschoolers (Tanimura, 2007). Television viewing promotes attention problems (Christakis, 2004) and interferes with academic performance (Strasburger, 1986). More than 1,000 studies have shown an association between exposure to violent television programming and aggressive or violent behaviors in children (Strasburger, 2002), including early exposure as preschoolers and later antisocial behavior (Christakis, 2007). It is estimated that the average child views 12,000 acts of violence every year. Most network broadcasted shows for children contain 20 violent acts per hour. Given the association between television viewing and learning or behavior problems in children, a recent study of preschoolers provides some alarming statistics. A study of 8,950 children, published in the Journal of Pediatrics (Feb 2011) found that preschoolers on average are exposed to 4 hours of screen time per day. Children in home-based child care had the most screen time, averaging 5.5 hours per day. Children in parental care only were exposed to an average of 4.4 hours of screen time. Obviously, some of these children watched much more than 4 or 5 hours per day to produce these averages.

The majority of screen time for preschoolers occurred at home. However, screen time in home-based child care represented 33 percent of total weekday screen time compared to only 3 percent of total time for day care centers. The ratio of screen time on average was 1/2 hour at day care and 3 1/2 hours at home. Since most screen time occurs at home, parents have the power to limit their children's screen time and potentially prevent some of these associated learning problems. A limit of 1 hour of screen time at home per day will reduce the average of most preschool children's TV exposure by as much as 75 percent. The type of programming that children watch is significant as well. Age appropriate programs are essential for preschoolers. This may be especially difficult to control if older siblings are watching TV. In that case parents need to be vigilant and instruct older children about viewing programs when their younger siblings are not present in the room. Encouraging alternative activities such as reading stories, using building materials or participating in other creative play is far preferable for developing learning skills than keeping kids in front of the TV (Christakis DA, Ebel BE, Rivara FP and Zimmerman FJ. Television, video, and computer game usage in children under 11 years of age, Journal of Pediatrics 145 (2004), pp. 652-656).

Another study was also conducted by: Jonathan Benson, staff writer. Study shows roughly 95 percent of poll respondents indicated that they

typically play video games, watch television, use the computer, or access their smart phones within the hour before they go to sleep. And 43 percent of respondents between the ages of 13 and 64 said they rarely ever get a good night's sleep during an average work week. "This study reveals that light-emitting screens are in heavy use within the pivotal hour before sleep," said Charles Czeisler from Harvard Medical School, in a Breitbart piece. "Invasion of such alerting technologies into the bedroom may contribute to the high proportion of respondents who report that they routinely get less sleep than they need." While respondents in older generations tended more towards passively watching television before bed, younger respondents indicated participation in more active and brain-engaging activities like playing video games and using smart phones, which experts say may be even worse for sleep and overall health. "Over the last 50 years, we've seen how television viewing has grown to be a near constant before bed, and now we are seeing new information technologies such as laptops, cell phones, video games and music devices rapidly gaining the same status," said Lauren Hale of Stony Brook University Medical Center. "The higher use of these potentially more sleep-disruptive technologies among younger generations may have serious consequences for physical health, cognitive development, and other measures of wellbeing."

Keeping mobile phones and other radiation-emitting devices away from your bed at night will also help improve sleep quality by limiting exposure to the "electro-smog" they emit that can disrupt restful sleep. Long-term exposure to even low levels of electromagnetic frequencies (EMFs) may cause serious health problems, so it is always a smart idea to limit their use and keep them away from your body whenever possible (http://www.naturalnews.com/022926_E...) (http://www.breitbart.com/article.ph.).

Another study conducted by researchers at the University of Rochester looked at the causes of and solutions to obesity in employees at a manufacturing facility in upstate New York. In a preliminary evaluation of baseline data from 2800 professional level male employees, researchers found the prevalence of obesity mirrored that in the general population. However, those in more stressful positions had almost a BMI unit more of weight than did those in less demanding jobs. The same study found that over 65% of these employees watched two or more hours of television a day. Many relayed to the researchers that job stress tired them out and they looked forward to relaxing in front of the TV when they got home. For those who watched two to three hours of television a day, the probability of obesity increased by 150%. This connection between TV time and obesity has also been observed in other research. For example, a study conducted by the University of

Vermont studied the relationship between TV time and calorie expenditure for two groups of obese adults. One group had no limit to their TV time. The other was limited to 3 hours a day when a monitor attached to their set automatically turned it off. Those who spent less time in front of their TV burned an average of 119 more calories daily which translated to weight loss of half a pound per week. These study participants didn't suddenly start a vigorous exercise program as soon as their televisions went off. Instead, the authors suggest that since it takes so little energy to watch TV just about any other activity burns more calories. Neither of these studies addressed caffeine, which is ubiquitous at home or work as coffee, tea or soda. There is good evidence that excess caffeine promotes eating through its impact on cortical levels and blood sugar. Excess caffeine also causes anxiety raising stress levels. What can we conclude from this information? First, preliminary results from the New York study suggest that for reducing job stress, exercise was more effective than diet. In other words, to relieve stress at work, start by introducing some form of exercise into your day, even if it is just a quick walk at lunchtime. This in turn will help with weight loss. Second, when you get home from work, leave the TV off, or be selective about the time spent watching it. Then talk to your kids, take your dog for a walk or work in the yard. Remember, just about anything except sleep, burns more calories than watching TV.

Third, to help minimize the negative effects of caffeine enjoy a cup or two of your favorite beverage in the morning. Then switch to hot or cold tea made from one of the adaptogenic herbs such as Gynostemma. This sweet flavored Chinese tea helps relieve stress, reduce cholesterol and even out blood sugar. It is also known to help regulate weight, promoting either weight gain or weight loss as needed by the individual (University of Rochester Medical Center ,2010, March 25).

Another study was conducted by Assoc. Prof. Dr. Feridun AKYUREK,Faculty of Communication Sciences, Eskisehir, Anadolu UniversityTURKEY. The study shows that for the future of the society, investments on education cannot be kept low. Parallel to this, investing on educational television programs cannot be kept low compare to other television programs. The money spent on, the labor, the time can be unique to these programs. But, broadcasting cycle for these programs take almost ten years, so investment is comparably very low. It is wrong to argue science, art and television are all apart. Educational television programs needs creative, unique, conceptualized works in relation to aesthetics and artistic applications. In Turkey, using imagination and creative methods for educational television

programs lack. Planned knowledge for the program has to be first researched, observed and imagined; aesthetically dimensioned. This is the first step. All written are under the lights of years. Through cameras, they will be transferred to tapes with the decision of director. This is the second step. The third step is using supportive materials for education and teaching in television. All these applications can take place at pre-broadcasting, during broadcasting and post broadcasting phases. At the same time, besides the target audience, approval from the society for our programs is a real value for the people who gave their labor. Television, with its capabilities of video, audio and motion, is a strong, modern mass medium of transferring information to mass audience in current age. It is like a Trojan Horse with lots of surprises. Some people consider it as a time consuming medium with lots of fantasies and with no educational capabilities (Oskay, 1978); some consider it as dumb box and some consider it as beneficial with stating magic box. Besides these two contradictory ideas, there are ideas which consider it as useful and helpful medium for education (Mc Quall, 1970: 182). Television can be used for supporting education, gathering attention, attracting direction, filling the blanks, reaching the masses, presenting the facts for both students and adults in terms of decreasing the problems of education. According to this, students are not in schools but in informal environments with totally different educational medium. This is television

with all these capabilities in all households. In all aspects of education and teaching television is the widely spreading medium (Hancock, 1976: 11). Another fact research findings show is the increase of developing educational television programs after 1970s (Baggaley, 1982:46). At first, there needs to be found out where the problems are in current educational television programs. The answer has to be found out for this: What are the roles of educator subject specialist (text writer) and television program maker? The answer depend of different experiences and viewpoints of specialist and the television program maker. Subject specialist puts everything on paper when tries to write a script for television. Writing an article and a television script are not the same thing for specialist. From program makers View point, whatever the subject is, having attractive programs for mass audience with limitless imagination is the key factor with using all possibilities of television. Educator has a tendency to have effective presentation from an educational view point and want to limit presentation this way. Thats why, professional directors would not agree on letting only educators decide on what needs to be presented and they find distracting to use too many visual and dramatic parts in them (Cassirer 1960: 163). Traditional way of using speakingthis is another reason for conformism.

Meanwhile, producer does not want to fit in the educational lines of educator. According to producer, television has its own coding coming from years of experience (Cassirer 1960: 163). Griffiths makes statements on using radio and television in distance learning methods: The biggest problem in distance learning with using radio and television is the use of these media inappropriate ways for gaining prestige. We are the real people grown up with toys and television is one of these toys (Hzal 1983: 58 from Clarke 1968: 203). Subject specialist (as text writer) should keep an eye on what television requires and Television program director should remember the principles of education to reach a satisfactory result. With its limitations and possibilities, we first need to know why to use television for education It is possible to gather two main subjects as educational and practical (Hzal 1983: 58). The aim of education is to give quality to human nature. Student wants to see the face of the teacher where he/she is not able to see from the books and the texts. Educational Television provides answer to this need: Programs aim to particular audience parallel to

57 formal educations (Dale 1946: 363) create practical goals. These courses are filled with other learning experiences as reading, discussion, problem solving, practice (Akyrek, F,2004).

Another study was also conducted by Science Daily (May 8, 2007) Approximately 40 percent of three-month old children and about 90 percent of children age 24 months and under regularly watch television, DVDs or videos, according to a report in the May issue of Archives of Pediatrics & Adolescent Medicine. "The public health implications of early television and video viewing are potentially large. There are both theoretical and empirical reasons to believe that the effects of media exposure on children's development are more likely to be adverse before the age of about 30 months than afterward," the authors note. Recent studies suggest that what children younger than two years watch and whether they watch it alone or with a parent may be important for their vocabulary development. Frederick J. Zimmerman, Ph.D., of the University of Washington, Seattle, and colleagues, conducted a telephone survey of 1,009 parents of children age 2 to 24 months. The study analyzed four television and DVD content categories: children's educational, children's non-educational, baby DVDs/videos and grown-up television (such as talk shows or sports programming). Average daily viewing, reasons parents gave for their child's

viewing, who was present during viewing and socio-demographic factors were reported. The median age of initiating viewing was 9 months. The average amount of viewing time for the children was 40.2 minutes per day. At 3 months of age children watched less than an hour per day and by 24 months they watched more than 1.5 hours per day. "Approximately half of the viewing was of shows that parents reported to be in the children's educational category," the authors note. "The remaining half was approximately equally split among children's non-educational content, baby DVDs/videos and grown-up television." Of the reasons given by parents for allowing television and DVD/video viewing, 29 percent believe that television is educational or good for their child's brain, 23 percent believe that it is enjoyable or relaxing for their child and 21 percent believe it gives them time to get things done while the child is entertained. Parents watched with their children more than half the time. Researchers also reported that compared with children without siblings, children with two or more siblings were less likely to view grown-up television and watched about 18 minutes less per day in all content types. "These results suggest that it may not only be the amount or content type that children view, but also the role of siblings in helping to process this content that may affect whether television viewing helps or hinders development," the authors conclude. In addition, "these results suggest that the widespread notion that parents turn to television only as an electronic

babysitter is a misconception...Parents are clearly hungry for truly educational content for children younger than 2 years. More research is urgently required to determine whether it is realistic to produce genuinely educational content for children younger than 2 years, and if so, what it would be." This study was supported by the Tamaki Foundation. Dr. Zimmerman is supported by a grant from the National Institute of Mental Health (Science Daily May 8, 2007).

Another study was also conducted by Science Daily (Jan. 4, 2007) Watching television, eating family meals and the safety of the neighborhood all play a role in children's weight, according to researchers at the University of Missouri. The study surveyed more than 8,000 children between kindergarten and third grade to identify eating and activity factors associated with schoolage children's weight. Researchers grouped the children into three different groups: 1) those who were not overweight during kindergarten and first grade but were overweight by third grade, 2) those who became overweight during kindergarten and remained overweight through third grade and 3) those who were never overweight. The researchers found children who watch more television and eat fewer family meals are more likely to be overweight once they reach first grade. Children who watch more TV, eat fewer family meals and live in

neighborhoods perceived by their parents as less safe for outdoor play are more likely to be overweight from kindergarten on. "Intervening quickly on children's behalf is of the utmost importance," the researchers write. "Clinical overweight among this age group tracks notably into adulthood." The researchers conclude: "When working with families to prevent and treat childhood weight problems, professionals should attend to children's time spent with screen media, the frequency of family mealtimes and parents' perceptions of neighborhood safety for children's outdoor play." (Science Daily (Jan. 4, 2007)).

Synthesis

The concepts and studies have a given the research insight and a rich background for this study. These also contributed to the study and enabled the researcher to formulate ideas and concepts particularly in the formulation of the research instrument, as well as in the analysis of the result recommendations, of the study.

Chapter 3 METHODOLOGY

This chapter presents the research design that is to be employed, the subject and respondents of the study, the data processing procedure, and the statistical treatment of data.

Research Design

This study aims to determine the extent of TV utilization of the WNU BSIT students in relation to their academic performance; hence the descriptive research design is to be employed. This type of research design involves fact-finding procedures as regards to conditions relationships that exist, practices that prevail, beliefs or points of view that are held, processes that are going on, effects that are being felt or trends that are developing. This also involves the application of appropriate statistical tool in the analysis and interpretation of data. It is for these reasons that the researchers consider this research design as appropriate in this study.

This method is characterized as an attempt to analyze, interpret, and report the status of social institution, group or area. It is a fact-finding procedure, which is considered with conditions that are held, processes that are going on or trends that are developing. (Ardales, Basic Concepts and Methods in Research, 1992). Subject of the study

The subject of the study are the BSIT students who are officially enrolled in West Negros University and have consumed and utilize the television at home or outside at their houses. There are total of 576 BSIT students in the said school who have utilized the television. Since the number is quite large, the researcher will decide to use the sample survey. The formula used in getting the adequate sample size is:

n =

N 1 + N (e)

Where: n = sample size N = Population e = margin of error at 0.05 Thus:

546 1 + 546 (0.05)

546 1 + 546 (0.0025)

546 1 + 1.44

n n

546 2.44 230.8668076 = 231

Table 1 below presents the distribution of respondents in all year level of BSIT at West Negros University.

Year Level 1. First Year 2. Second Year 3. Third Year 4. Fourth Year Total

No. of Students 338 137 56 15 546

No. of Samples 143 58 24 6 231

The respondents will be grouped and classified according to their different selected categories. First, with regards to age, all the ages of the respondents will be added and the sum will be divided by the total number of respondents to get the mean. Those respondents whose are equal or above the mean will be

considered as older, while those whose ages are below the mean will be considered as younger. With regards to sex, the respondents will be grouped into male and female category. With regards to economic status, the basis will be the average monthly family income of the respondent. All the average monthly income of the respondents will be added and the sum is divided by the total number of respondents to get the mean. Those respondents whose average monthly family income is equal or above the mean will be considered as with higher economic status while those respondents whose average monthly family income is below the mean will be considered as with lower economic status. With regards to access to TV, the respondents will be grouped according to their accessibility to television whether there is no TV access or have TV access. Lastly, with regards to Year level, the respondents will be grouped according to their respective year level where they belong namely: First year, Second year, Third year, Fourth year.

Data-gathering Procedure

To gather needed data for this study, the researchers decide to utilize the questionnaire which they themselves will construct. The research instrument that is to be used in this study is a questionnaire on the basis of their readings from different journals, books, related studies and the Internet. Part I of the questionnaire aims to solicit information on the person with characteristics of the respondents namely his/her age, sex, economic status , access to TV, and year level where he/she belongs. Part II of the questionnaire aims to gather information about what extent the respondents utilizes Television namely: Number of hours in a day, and Number of days in a week. The respondents will be given options to choose from their answers which are as follows:

Code (No. of hours in a day) 7 - or more hrs. 5 6 hrs. 3 4 hrs. 2 3 hrs. 1 2 hrs Code(No. of days in a week) 6 7 days 5 6 days 4 5 days 3 4 days 1 2 days

Responses Very Great Extent Great Extent Moderate Extent Slight Extent Very Slight Extent Responses Very Great Extent Great Extent Moderate Extent Slight Extent Very Slight Extent

Part III is the questionnaire proper on the extent of TV utilization of the BSIT students. There are 5 areas to be included in the said instrument namely: Television drama, Reality television, Game shows, Animated cartoon, and Educational television. The area on the Television drama is to be allocated 5 items, while the areas on the Reality television, Game shows, Animated cartoon, and Educational television are to allocated 7 items each, thereby totaling 15 items in the instrument. The respondents will be given options to choose from their answers which are as follows. Code 5 4 3 2 1 Responses Very Great Extent Great Extent Moderate Extent Slight Extent Very Slight Extent

Validity of the instrument. A questionnaire is considered to be valid if it serves the purpose for which it is designed. According to Ardales, validity refers to that quality of research instrument or procedure that enables it to measure what it is supposed to measure and produce data that are true and accurate. To establish the validity of the instrument, it is to be subjected to content validation during the proposal defense where it is to be presented to the Dean of Graduate Studies. The instrument will also be presented to the researchers adviser. Their suggestions and comments will be solicited and incorporated in the final copy of the instrument.

Reliability of the instrument. A data-gathering instrument is said to be reliable if it has the ability to elicit stable, consistent, and dependable data from the respondents. In order to establish the reliability of the instrument, it is to be subjected to a test-retest using dry-run respondents 20 BSIT students in all year level from the WNU who are officially enrolled. These students will not be included in the actual respondents of the study. The test-retest will be conducted with a 2-week time interval. Results of the test will be computed to determine the reliability of the said instrument through the use of the Pearson Product Moment Coefficient of Correlation or the Pearson r with the formula.

xy

(x) (y) Where: r = the coefficient correlation =

summation of xy = sum of the product of x and y scores x = deviation of the x scores from their mean y = deviation of the y scores from their mean

The following guide is to be used to interpret the results: 0.81 1.00 0.71 0.80 0.41 0.70 0.20 0.40 Very High Correlation /Very Dependable Relationship High Correlation /Marked Relationship Moderate Correlation /Substantial Relationship Low Correlation /Small Relationship

Conduct of the Study

After the validity and reliability of the research instrument will be established, sufficient copies will be reproduced for administration to the respondents. The researchers will write a letter addressed to the Vice President for Academic Affairs asking permission to have access to the

records of officially enrolled BSIT students of West Negros University and for the researchers to have copies of grades of the respondents during the first semester of the school year 2011-2012. After the permission will be granted, the researchers will go to the Office of the Registrar and to the dean of the College of Information and Communications Technology and present the letter and courteously requested them for researchers to have access to the grades of the respondents during the first semester of the school year 20112012. The researchers will personally administer the questionnaire to the respondents, for them to explain the purpose of the study and to answer possible questions which may arise or need further clarification. They will wait for the respondents to finish answering the questionnaire. As a result, the researchers will be able to distribute and retrieve the questionnaire from the 236 respondents.

Analytical Schemes

This study will employ three analytical schemes in accordance with the specific objectives of the study. For objective 1 which aims to determine the extent of TV utilization by the BSIT students in each of the following areas and when areas are taken together, and objective 4 which aims to determine the level of academic performance of the BSIT students, the descriptive analytical scheme will be used.

For objective 2 which aims to determine whether or not significant differences exist between the extents of TV utilization by the WNU BSIT students when they are grouped and compared according to their selected characteristics which are: age, sex, economic status, access to TV, and year level they belong , for objective 3 which aims to determine whether or not significant differences exist between the extents of TV utilization by the WNU BSIT students according to areas of TV programs they view and when areas are grouped and compared accordingly which are: Television Drama, Reality Television, Game Shows, Animated Cartoon, Educational Television, and objective 5 which aims to determine whether or not significant differences exist between the level of academic performance of the WNU BSIT students when they are grouped and compared according to their selected characteristics which are: age, sex, economic status, access to TV, and year level they belong, the comparative analytical scheme will be utilized. For objective 6 which aims to find out whether or not a significant relationship exist between the extents of TV utilization by the WNU BSIT students and their selected characteristics which are: age, sex, economic status, access to TV, and year level they belong, and objective 7 which aims to find out whether or not a significant relationship exist between the extents of TV utilization by the WNU BSIT students and their academic performance, the relational analytical scheme will be employed.

Statistical Tools

Various statistical tools will be used in the analysis of the data in order to answer the objective of this study. Objective 1 which aims to determine the extent of TV utilization by the BSIT students in each of the following areas and when areas are taken together, make use of the mean. The formula in computing the mean is:

x =

fx N N

Where:

x
= Mean = Summation of fx = Weighted scores N = Number of cases

The formula of the Z- test is:

Z =

X1 X2 SEDm

Where: Z = Z test X1 = mean of the first group X2 = mean of the second group SEDm = standard error of the difference of the means

The 0.05 level of significance will be used as the basis for rejecting or not rejecting the null hypothesis. To determine the extents of TV utilization by the WNU BSIT students when they are grouped and compared according to year level where they belong, the one way analysis of variance(ANOVA) will be used. The 0.05level of significance will be used. The formula of the ANOVA is:

Z =

1+2 1 2
N1 N

Where: 1 = variance of population 1 of category 1 2 = variance of population 2 of category 2 N2 = size of population 2 1 = mean N1 = size of population 1 1 = mean

Since the comparison of differences is among 4 year level, the F-value is computed using the formula shown below:

Sbg
F =

Swg

Where: Sbg = mean square among groups Swg= mean square within groups Objective 4 which aims to determine the level of academic performance of the BSIT students will made use of the mean. The mean scores that will be obtained will be interpreted as follows: Mean Score Range 1.0 1.59 1.60 2.09 2.10 2.50 2.60 3.09 Verbal Interpretation Outstanding Very Satisfactory Satisfactory Fair

3.10 5.00

Poor

Objective 5 which aims to aims to determine the differences between the level of academic performance of the WNU BSIT students according to their selected characteristics which are: age, sex, economic status, access to TV, and year level they belong, will be made use of the Chi Square(x). The formula of the Chi Square is:

Where: X = Chi Square = Summation of Fe = Expected frequency Fo = Observed frequency

To interpret the results of the computations, the critical value of the Chi Square (x) will be interpreted based on the Table of Critical Values of a specific Degree of Freedom and at the desired level of 0.05 level of significance. If the computed Chi Square(x) is equal to 0 or greater than the Tabular critical value, the null hypotheses is to be rejected.

To determine the difference between the level of academic performance of the BSIT students when they are grouped and compared according to their selected characteristics, the ANOVA will be employed. Objective 6 which aims to determine whether or not a significant relationship exist between the extent of TV utilization of the BSIT students and their selected characteristics of ages, sex, economic status, access to TV, Year level where the respondents are enrolled, will be made use of the Pearson Product Moment Coefficient of Correlation of the Pearson r. Objective 7 which aims to determine whether or not a significant relationship exists between the extent of TV utilization of the BSIT students by area and their level of academic performance, will be made use of the Chi Square(x ).