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CHAPTER 1 THE PROBLEM Introduction

Media has become part of the daily existence. From the moment people get up in the morning until the time they go to bed at night, the media are waiting to keep company. It has become so powerful in affecting the lives of the people. As observed, there are lots of problems the country is facing nowadays. Problems like crimes, corruption, food

shortage, economic turmoil, diseases and drug addiction are felt by every Filipino citizen. Many young individuals are involved in illegal actions like crimes, group gangs, and, other unnecessary activities in which it greatly affects their behavior. This is maybe due to the advancement of

technologies which influences the more simple way of life of the people to a complex one (Gelena, 1997). Of all the media distribution channels, the most

influential has been the television; people are constantly exposed to thousands of images of violence, advertising, sex, celebrities and much more. Television is considered to be the most effective means of communication in the world today and has become part of the peoples way of life. More than any other medium, television has infiltrated the lives

of its audience. The effects of television have attracted much attention from parents, educators, religious leaders, public officials and any one else who is connected with societys habits and values. Adding the pictures to the sounds of radio, television truly transformed the

lifestyles, behavior and learning patterns of the people (Lagerway, 1992). This study aims to know the degree of exposure of La Salle University - College of Arts and Sciences students to television.

Review of Related Literature


Television has gone a long way now and impacts the lives of its viewers a lot. Thus, television has a

significant role in the lives of the people and the society in the transmission of knowledge, attitudes, perceptions and beliefs. Television has also play a crucial role as a socializing agency in determining the attitudes of the

young people. Television is one important element in the development of the Filipino consciousness. However,

television has been taken for granted as benign. While it has been originally conceived as an instrument to improve communication and wider dissemination of information, or 2

simply showing movies at home, the intensity and variety of its potentially negative impacts can no longer be ignored (Bella C. Tan, 1994). Television will be an influential force when these

factors are obtained: the same ideas, people or behavior recur consistently from programs to programs; that are when they are presented in a stereotype manner. When an

individual is heavy exposed to television content he could lose interactions with his family, other socializing agent and would lack an alternative set of beliefs to serve as a standard which is to assess portrayal of what he sees

(Dominick, 1990). Television has become a potent agency of socialization because like the family, school, and peers, it directly provides attitudes Leon). Television is acknowledged as powerful and effective means of transmitting knowledge, of cultivating values that give meaning to life (SEDP English Book, 1992). Thus, it exerts tremendous force in shaping public opinion and the and child with experiences their which shape their S. De

influence

behaviors

(Caroline

attitudes. Showing great influence on the ideas: about what is right and what is wrong, about the way a person should 3

behave, and about life in general (Shayon,1981). He farther emphasized that the values and lifestyles that one gets from TV are in conflict with those that are taught at home, school, church and synagogue. Emmet (1971) also viewed media especially TV exert

such a steady pressure to all. It can hardly be doubted and it constantly modifies behavior, alter attitudes, opinions and increase stock of information. As cited in Values Education Book, exposure to filmed violence can elicit aggressive behavior in several ways: by teaching aggressive behavior; by increasing arousal and by stimulating passion (Singer, 1981). It was also revealed that aggressive behavior and the pro-behavior is to some degree related to the kind of program to watch the further traced that the more violent the content of the people TV viewing, the more aggressive the people is ( MC See, 1977). The Manual on Media Education (1997) cited the

prevalence and effects of broadcast media to the audience which are varied and offensive in various ways particularly to the morale of the young individual. Its statement says: Broadcast media widens human experience. Through the

media, varied things are learned by the viewers. It also causes behavioral changes in them.

Another thing is that television viewing has decreased the reading skills of the viewers who tend to watch TV programs most of the time as asserted by Williams, 1990. Likewise, Hornik (1981) expressed thoughts that TV

viewing had an effect on students time of reading and doing their homework. Johnson (1991) cited similar view on his essay that says Television robs the time of reading, playing outside, doing homework, family bonding and other important activities. With this, he barely supported the idea that poor academic performance is linked to heavy TV viewing. Generally, television is mainly thought of as having a negative effect on learning capabilities, although some

studies show that it can actually be a useful educational tool. Some suggest a moderate amount of television is

acceptable for children especially students while others believe it should be cut of a teens activities all

together (Hornik, 1981).

Statement of the Problem


This study aimed to find out the degree of exposure of the La Salle University College of Arts and Sciences

students to television.

1. What

is

the

demographic

profile

of

respondents

in

terms of: 1.1 1.2 1.3 age gender and year level?

2. What is the degree of exposure of La Salle University College of Arts and Sciences students to television?

Theoretical Background
This technology study has is anchored on the and premise that modern on the

enormous

effects

influences

attitude, behavior and academic performance of the young individuals. Professionals discovered several alarming effects of media on the people. This study is based on the theories expounded by experts. It lies on the study of (Gelena, 1997) who provided the variables on sex and year level and

who proved that length of television viewing among students varies when they are grouped by sex and year level. The influence of this particular medium is no longer a matter of speculation. Television has the potential for

good as well as for bad and was acknowledged as a powerful means of cultivating values that give meaning to ones life (Lagerway, 1992). As cited in an Secondary Education Development Program (SEDP) English book IV (1992), Influencing Mass Media, provided similar information that the role of broadcast

media today has been questioned. Critics pointed out that television stimulates the publics taste and appetite for sensationalism in crime, violence, and sex, thereby

breaking and destroying the Filipino sense of values and tradition. The US Surgeon General Scientific on the Television and Social Behavior (1972) concluded in their study that there is evidence that television has a strong effect on the behavior and attitude of the young minds

Significance of the Study


This study is significant to the administrators,

teachers, media personnel, community, parents and students for the following reasons: School Administrators. The result of this study may encourage curriculum the and school in administrators making in enriching activities the for

worthwhile

students. In this way, they can motivate students to do their school work diligently. Teachers. Through this study, teachers may be

critically conscious of those television shows with good and bad effects on the lives of the students, it would help them in giving information, student insights, and

worthwhile activities in the classroom. Media Personnel. This study will help them plan decent television programs which are educational in nature and

infuse with values geared for personality development of the young audience. Parents. providing The findings to of this study may to guide what in TV

supervision

their

children

as

programs they may watch and how long their viewing will be. It will help them to become aware of the effects of

television programs to their children. This will motivate

them to provide supervision and guidance to their children during viewing time. Students. This study may motivate them to refrain from watching indecent television shows. With this, they can

spend their time on studying rather than watching TV shows. Researchers. This study may motivate them to undertake another study concerning the exposure of television to

students.

Scope and Limitation


This study is limited to the exposure of the La Salle University television. The respondents are 60 randomly selected students from the College of Arts and Sciences of La Salle University who took English subjects during the first semester academic year 2011-2012. College of Arts and Sciences students to

CHAPTER 2 RESEARCH METHODOLOGY

Research Design
The researchers comprehensively used the descriptive method employing the researchers modified survey -

questionnaires. The descriptive method was used since the study involved in describing the degree of exposure of the respondents to television.

Research Respondents
The respondents of this research were the 60 selected students using the purposive sampling from the College of Arts and Sciences of La Salle University who took English subjects during the first semester academic year 20112012. The respondents served as the sources of information tabulated by the researchers to produce the specific result by conducting surveys through the researchers modified

survey-questionnaires.

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Research Locale
In 2007, PAASCU Accreditation-III was granted to the College of Arts and Sciences. The College of Arts and Sciences is considered as the feeder college among the colleges and school of La Salle University since the faculty of the College of Arts and Sciences are the ones who handled the general education courses in the university. This college is composed of (8) programs: BS- Social Work, BS- Mathematics, BS- Library and Information Science, BS-Criminology, BS- Psychology, AB- Mass Communication, ABPolitical Science, and AB- English Language.

Research Instrument
This study utilized the descriptive survey method

through the intensive use of questionnaire-checklist as the main tool in gathering necessary data. The instrument was characterized into two main parts, the demographic profile and the degree of exposure of the respondents to television. The demographic profile is composed of the

respondents age, gender, and year level.

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The degree of exposure to television is composed of the specified day and duration respondents are exposed to television.

Data Gathering Procedure


The researchers distributed the questionnaire to the respondents who are randomly selected using the purposive random sampling to the LSU College of Arts and Sciences students who took English subjects during the 1st semester of academic year 2011-2012. After questionnaires were distributed and answered, it was then collected, tallied, presented and analyzed by the researchers with the help of the university statistician.

Statistical Treatment of Data


The the researchers and modified survey-questionnaires distribution as their used main

frequency

percentage

tool in extracting information from the randomly selected students of College of Arts and Sciences in La Salle

University.

The researchers use the purposive sampling technique focusing on the homogenous sampling wherein students who

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watched television daily are chosen as the qualified sample of this study.

The verbal description for the degree of exposure of LSU College of Arts and Sciences students to television are as follows: Degree of Exposure Less than 3 hours but less than 5 hours a day. More than 5 hours but less than 7 hours a day. More than 7 hours a day Verbal Interpretation Less Exposure Great Exposure Very Great Exposure

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CHAPTER 3 PRESENTATION, ANALYSIS and INTERPRETATION of DATA

This gathered

chapter data.

presents, data

analyzes are

and

interprets following

the the

The

presented

sequence of problems stated in Chapter 1.

The table below presents the ages of the respondents of this study. Table 1. The demographic profile of students in terms of age Age 16 17 18 19 20 Total Frequency 13 8 20 11 8 60 Percentage 21.7 % 13.3 % 33.3 % 18.3 % 13.3 % 100 %

Table 1 showed the respondents age. As presented, there are more respondents to be 18 years old with 20 out of 60 or 33.3%. It can be observed that majority of the respondents in this study are 18 years old since in the study of Lacson, et.al (1997) among the university students in the

Philippines, the age bracket would run from 16-20 with 72% of 1,355 respondents are 18 years old. 14

The table below presents the number of female and male respondents of this study. Table 2. The demographic profile of students in terms of gender Gender Male Female Total Frequency 41 19 60 Percentage 68.3 % 31.7 % 100 %

Table 2 showed that majority are male respondents with 41 or 68.3%. Few are only chosen from females with 19 or 31.7%. Since the study used a purposive sampling technique using the homogeneous sampling wherein sample is chosen to the characteristics 2010), it of the be particular observed group of interest are more

(Lund,

can

that

males

exposed to television daily than males.

The

table

below

illustrates

the

number

of

respondents per year level. 15

Table 3. The demographic profile of students in terms of Year level Year Level 1 2 3 4 Total Frequency 18 24 12 6 60 Percentage 30 % 40 % 20 % 10 % 100 %

As shown in Table 3, majority of the respondents are second year level with 24 or 40% while the least are from the fourth year level with 6 or 10%. It can also be observed that since homogeneous

sampling is used in this study, second year students are more exposed to television compared to the other levels.

The table 4 below presents the length of time spent by the students on watching television programs. Table 4. The degree of exposure of CAS students to 16

television Level of Exposure to television 1. I watch television on school days in the morning. 2. I watch television on school days in the afternoon. 3. I watch television on school days in the evening. 4. I watch television on weekends in the morning 5. I watch television on weekends in the afternoon. 6. I watch television on weekends in the evening. LE 57 60 53 49 53 18 % 95 100 88.3 81.7 88.3 30 3 0 6 9 7 35
GE

% 5 0 10 15

0 0 1 2

VGE % 0 0 1.7 3.3 0 11.7

11.7 0 58.3 7

As shown in Table 4, almost 100% of the respondents have an exposure of less than 3 hours but less than 5 hours to television during school days from morning up to evening and weekends from morning to afternoon. On the other hand, majority of the respondents watched television during weekends in the evening with 35 or 58.3%. It can be observed that respondents do usually have less exposure to television during school days since most of the time they are in the school and that they will be home in the evening after their classes wherein they still have to study and prepare for their classes on the next day. Also, during weekend morning and afternoon, wherein

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respondents

are

expected

to

have

hanged

out

with

their

friends thus, they are still less exposed to television. It is also shown that respondents are only greatly exposed to television during weekend evening since they

have no classes on the following day and that this is the time for them to sit back and relax after a long week of academic activities.

CHAPTER 4
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SUMMARY OF FINDINGS, CONCLUSION and RECOMMENDATION


This conclusion chapter and presents the summary of the of the findings, This study

recommendations

study.

aims to discover the degree exposure of the College of Arts and Sciences students to television. This study is limited to a sample of 60 randomly selected students using the purposive sampling technique from the College of Arts and Sciences in La Salle University - Ozamiz. This study used a descriptive survey type of research. using The instrument and used is a

questionnaire

frequency

percentage

distribution as the main tool in extracting information to accurately extract the result of the survey.

Findings
Based on the the research researchers conducted were able through to surveythese

questionnaire, findings:

have

1. There are more respondents aged 18 years old with 33.3%. 2. Majority of the respondents are males with 68.3% than females with 31.7% 3. There are more second year level respondents with 40%.

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4. Weekend evening is the only time that respondents have great exposure to television with a degree of more than 5 hours but less than 7 hours.

Conclusion
Based on the findings, the researchers concluded that in the application of the purposive sampling technique

using the homogenous sampling, there are more males who are exposed to television than females and that almost all of the respondents are less exposed to television except

during weekend evening.

Recommendations
Based on the findings and conclusions that were drawn, the following recommendations were established: 1. Academic programs should be enhanced to allow the use of television as a tool in develop the learning

capabilities of the students. 2. Media personnel of should work or closely with on the

Department

Education

Commission

Higher

Education in producing relevant educational programs that can be useful to mold the physical, emotional,

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mental, students.

spiritual

and

social

well-being

of

the

3. Parents must help their children in comprehending the visual materials presented on television as to keep them guided on critical issues encountered 4. Students must strategically identify the programs that they should watch on the television so that they will be able to balance their studies and television

exposure. 5. Future researchers should study on the effects of

television exposure to the academic performance of the student.

List of References
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Baran, S. (2006). Introduction to Mass Communication. Media Literacy and Culture (Fourth Edition). New York: Mc Graw-Hill, Inc. Dominick, J. (1993). The Dynamics of Mass Communication. United States of America: Mc Graw-Hill, Inc. De Leon, C. Impact of Television Violence on Children. Manila, Philippines. Retrieved August 15, 2011, from www.childprotection.org.ph/.../impact_of_tv_violence .doc Emmet, B. P, (1971). The Design of Investigation and the Effects of Radio and Television Programs: Media Sociology. Chicago: Illinois University Press. Hornick, J., (1981). Psychology, The Science of Behavior. University of Massachusetts. Largerway, C. (1992). Mass Media and Values. Communication Values and Society. U.P., Los Banos, Laguna: Philippine Association of Community Educators. Institution of Development Communication. Mc S, H. (1977). Television and Human Behavior. New York: Columbia University Press. Nicholas, J. (1991). Television Oxford University Press. and the Child. London:

Tan ,B.C, (1994).Television is not for Children. Retrieved January 12, 2012, from http://www.rstep.org.ph/reading2.html

Appendix
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Dear Respondents: Lasallian Greetings! This survey-questionnaire aims to identify the degree of exposure of LSU College of Arts and Sciences students to television. With this, we would like to ask your heartfelt support on filling up this questionnaire-checklist. Thank you so much! Sincerely, Researchers ___________________________________________________________ Instructions: Please mark a check /fill in the spaces provided below. Students Profile Name: ___________________________ (optional) Age: ___ Sex: Course and Year: ________________________ M F

More than 7 hours & above a day Very Great Exposure (VGE) More than 5 hours but not more than 7 hours a day Great Exposure (GE) Less than 3 hours but not more than 5 hours a day Less Exposure (LE) Level of Exposure to Television Below are the items that determine the level of exposure to television. Mark check on the number which corresponds to your answer.

Items
1. 2. 3. 4. 5. 6. I watch television on school days in the morning I watch television on school days in the afternoon. I watch television on school days in the evening. I watch television on weekends in the morning I watch television on weekends in the afternoon. I watch television on weekends in the evening.

LE GE VGE

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