Project Body:




The impact of television on students' moral behavior is a reality in Nigeria, one that education must recognize as a concern and address. A youngster has been subjected to a significant amount of television influence. "Media education may result in young people being less sensitive to detrimental effects of media exposure," Villain (2001) begins. Television has been shown to boost a child's creativity in studies. Furthermore, television has become a "family member" in practically every household on the earth. And not just any average family member, but one of the most significant, because the amount of time spent next to it exceeds the amount of time spent with any other family member (Joe, 2003). Monk (1970) noted, for example, that television is the one impact that we all share now that has replaced the social, religious, and political gatherings and festivals that were formerly powerful expressions. Television is an essential component of today's mass media and one of the most important sources of information. Television was used to equip a large audience. All films, services, soap operas, chat and quiz shows, music and sex shows are available (Ann, 1998). Television, like every other human creation, has a long history as well as benefits and drawbacks. Television has become a gnawing in our eyes nowadays (Bernat, 2000). Individuals chew guns just to have something to put in their mouth, and they watch TV to pass the time, and regrettably, the majority of these people are youngsters. Television has an impact on learning and school performance because it takes away time that children need for activities that are important for their mental and physical development (Hanz, 2003). The majority of a student's spare time should be spent on hobbies such as reading, exploring nature, learning about music, or engaging in sports, especially during their formative years. Furthermore, students are becoming more couch potatoes, with physical and mental issues (Chokote, 2001). They have lost sight of the joys of childhood, such as flying kites, building sand castles, playing in fields, and the purity found in being obstinate. At their annual meeting over Easter in 2007, the Association of Teachers and Lecturers blamed poor behavior displayed on television for much of the indiscipline they have to deal with in the classroom. "Their behavior directly matches what they watch on television," one instructor stated. "There is also too much profanity on television," another instructor said. It's so common that it doesn't have a dramatic impact on shows, therefore students curse in ordinary language as though it's normal. The life interaction models shown on television are overblown and jumbled (ESther, 2005). Children learn that they can get what they want by becoming stronger and subjugating their people, that they can become famous by murdering, and that killing is OK even if you are a "nice" man. Statistics show that increasing the amount of time spent in front of the television increases the development of hostility (Williams, 2004).


The prevalence of moral decay among youngsters of a young age has reached frightening levels (Bernard, 2002). This is due to the negative effects of watching unscreened television programs. Furthermore, their increased exposure to television has a detrimental impact on their academic achievement. The purpose of this study is to determine the impact of television on students' moral behavior.


The goal of this study is to learn about students' opinions and reactions to television's impact on their moral behavior. The purpose of the study is also to give suggestions and recommendations based on the findings.


Following is a list of research questions that were addressed in the study as a result of the previous explanation.

i. Does television have an impact on a student's moral behavior?

ii. Is there a moral difference between students who indiscriminately watch television and those who do not?

iii. Is it possible for the government to assist in the monitoring and screening of the types of home video produced?

iv. Can parents assist in lowering and monitoring the rate and kind of programming that is watched?

v. Does watching television have an impact on a student's academic performance?

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