Thesis SKA - SKM

SOUTHERN PHILIPPINES ACADEMY COLLEGE INC.
Magaslong Datu Piang, Maguindanao Del Sur
CHAPTER I
INTRODUCTION
BACKGROUND OF THE STUDY
The increasing prevalence and accessibility of online videos have
become a prominent aspect of modern digital media consumption,
including among young children, including kindergarten pupils. Online
videos encompass a wide range of content, including educational,
entertainment, and other types of videos, which can impact the
psychological well-being of young children. Understanding the
background of the study on the psychological effects of watching online
videos on kindergarten pupils is important to provide context and
rationale for the research.
In recent years, there has been growing interest in the potential
effects of online videos on children's psychological development. Young
children, including kindergarten pupils, are exposed to online videos
through various platforms, including video sharing websites, streaming
services, social media, and mobile applications. Online videos can have
both positive and negative psychological effects on young children, and
understanding these effects is critical for parents, educators, and
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policymakers to ensure healthy and appropriate media consumption

habits among young children.
On the positive side, online videos can serve as a source of
educational content, promoting cognitive development, language skills,
and creativity in young children. They can provide opportunities for
cultural exposure, social learning, and imaginative play. Online videos
can also foster parent-child bonding and provide a means of relaxation
and entertainment.
However, there are also potential negative effects of online videos
on kindergarten pupils. Exposure to inappropriate or violent content can
result in negative emotions, fear, aggression, and anxiety. Excessive
screen time can impact sleep patterns, attention span, and social
interactions, leading to potential developmental issues. Online videos can
also lead to addictive behaviors and dependency, affecting self-regulation
and healthy media habits.
Given the potential impacts of online videos on kindergarten
pupils, it is important to conduct research to understand the
psychological effects in order to inform parents, educators, and
policymakers about the risks and benefits associated with online video
consumption among young children. The background of the study
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provides the context and rationale for investigating the psychological

effects of watching online videos on kindergarten pupils, which can
contribute to our understanding of how online videos influence young
children's psychological well-being and inform strategies for promoting
healthy media consumption habits in this age group.
With this information, the researchers would like to explore the
psychological effects of online video platforms on children in Green
Meadows Academy, Davao City, and investigate the demographic
characteristics of the respondents which may influence these effects.
Through the information which can be obtained from the present study,
the researchers can fill the literature gap regarding the phenomenon of
this study in the local context.
Statement of the Problem
The core problem that this study intends to determine is the
psychological effects of Online Video Platforms on kindergarten pupils of
Green Meadows Academy.
In addressing these, an attempt will be made to provide answers to the
following pertinent questions:
1. What are the factors that influence pupils in using online video
platforms?
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2. What are the various online video platforms they often use?
3. What are the types of videos they watch?
4. What are the psychological effects of online video platforms on
kindergarten pupils?
Scope and Delimitation of the Study
This study focuses only on determining the psychological effects of

online video platforms on the 32 kindergarten pupils of Green Meadows
Academy in Barangay Ma-a, Davao City for the school year 2022-2023.
Its main purpose is to identify whether the psychological effects might be
positive or negative and to propose the possible recommendations
regarding this problem.
Significance of the Study
The study on the psychological effects of watching online videos on
kindergarten pupils can be significant for several reasons:
1. Early Childhood Development: Kindergarten is a critical stage in a
child's early childhood development. Understanding the
psychological effects of watching online videos at this stage can
shed light on how it may impact their cognitive, emotional, and
social development. This knowledge can inform educators, parents,
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and policymakers on how to create age-appropriate and beneficial

online video viewing experiences for young children.
2. Digital Media Literacy: With the increasing availability and
accessibility of online videos, it is crucial to understand the
psychological effects of online video consumption on young
children who may not have the necessary digital media literacy
skills. Studying the psychological effects can highlight potential
risks and benefits, helping parents and educators to foster healthy
online media habits and promote digital media literacy skills
among kindergarten pupils.
3. Parental Guidance: Parents play a vital role in guiding their
children's media consumption, including online videos.
Understanding the psychological effects can help parents make
informed decisions about the type of online videos their
kindergarten-aged children should watch, how much screen time
is appropriate, and how to promote healthy screen habits to
support their child's development.
4. Educational Practices: Kindergarten educators may also
incorporate online videos into their teaching practices.
Understanding the psychological effects can provide insights into
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how online videos can be effectively integrated into educational

programs to support learning and development in kindergarten
pupils.
5. Policy and Regulations: The findings of the study can inform
policymakers and regulators in developing guidelines, policies, and
regulations related to online videos for young children. This can
help ensure that online video content targeted towards
kindergarten pupils is age-appropriate, safe, and beneficial for
their psychological well-being.
Overall, the significance of studying the psychological effects of
watching online videos on kindergarten pupils lies in its potential to
contribute to our understanding of how online videos may impact the
cognitive, emotional, and social development of young children, and how
parents, educators, and policymakers can promote healthy and beneficial
online video consumption habits in this age group.
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OPERATIONAL DEFINITION OF TERMS

Online Videos: Online videos refer to any visual content that is
accessible through the internet using various platforms, including video
sharing websites, streaming services, social media, and mobile
applications.
Kindergarten Pupils: Kindergarten pupils refer to children who are

between the ages of four to six years old and are enrolled in formal
educational programs for kindergarten.
Psychological Effects: Psychological effects refer to the mental or

emotional responses, changes, or developmental outcomes that
kindergarten pupils experience as a result of their exposure to online
videos. These effects may include cognitive, emotional, and social
development, as well as potential risks or negative outcomes.
Factors: Factors refer to any variables or influences that may influence

kindergarten pupils in using online video platforms, such as
socio-economic status, parental attitudes, and media literacy skills.
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Online Video Platforms: Online video platforms refer to websites,

applications or services that provide online videos, including YouTube,
Netflix, TikTok, and Facebook.
Types of Videos: Types of videos refer to the different categories or

genres of online videos, including educational, entertainment,
informative, and violent or inappropriate content. These categories may
vary depending on the platform and the individual users' preferences.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents a review and summary of literature and
studies related to online video platforms.
Foreign Studies
The early childhood years are a crucial period for young children’s
development and foundational skills (National Research Council and
Institute of Medicine, 2000). Today’s young children are growing up in
technology-rich environments (AAP Council on Communications and
Media, 2016). For example, it was reported in 2017 that children younger
than 8 years old spend an average of 2 hours and 19 minutes a day with
both traditional (TV, computer) and emerging digital media (tablets,
smartphones, e-readers). Even though television viewing continues to
dominate children’s daily media use, their digital media use has
increased dramatically in the last few years (Rideout, 2017), and further
research is needed to understand how various digital technologies play a
role in children’s development and learning (AAP Council on
Communications and Media, 2016).
In recent years, online video platforms such as Youtube, Tiktok
and Facebook reels have become increasingly popular platforms that
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young children use to watch videos (Marsh et al., 2015; Ofcom, 2017;
Rideout, 2017). A study conducted in the United States found that over
80% of teenagers aged 13-17 use YouTube, making it the most popular
social media platform among this age group (Pew Research Center,
2018). Another study from the United Kingdom found that 50% of
teenagers aged 12-15 use YouTube daily, with 96% of them using it at
least once a week (Ofcom, 2019). These studies suggest that YouTube is
a preferred platform for watching videos among young people, and its
popularity is not restricted to any particular region. The appeal of
YouTube can be attributed to several factors, including an abundance of
content, ease of use, and accessibility across various devices. Another
study conducted in the United States found that students who watched
educational videos on YouTube performed better in their coursework
than those who did not (Brame, 2016).
Families with access to the necessary technology and internet can
make good use of YouTube and other online video-streaming sites
(Watkins & Jon, 2011, p. 14). However, it is important to realize that
there are some limitations. First, video platforms' videos are random,
which makes it inappropriate for the whole family especially to kids. If
the same account or device is being used by the parents and kids, then it
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might be a problem. Given the vastness of the library of each platform,, a

certain amount of structuring and guidance from the parents might be
necessary in order to prevent kids from watching videos that aren’t
appropriate for their age. However, according to Watkins & Wilkins
(2011, p. 25) Video stream sites remain a valid resource for parents to
help them entertain their children. The phrase “digital babysitter” crops
up regularly in comments about children and video sharing platforms.
It’s often framed as a criticism of parents: leaving their children in the
corner of a room with an iPad doing the parenting. In some ways, this
argument doesn’t ring true. First, even an hour spent watching YouTube
for instance leaves plenty of hours in the day for reading books, riding
bikes, drawing and generally getting the kind of face-to-face parental
attention that’s so important for children. Second, because YouTube
doesn’t have to be something a child does alone: co-viewing can be a fun
activity for them to share with their parents. And thirdly: sometimes
parents just need to get stuff done. YouTube and other video streaming
platforms can buy the short bursts of time that a parent or carer needs
to keep things running. But also like television, it needs boundaries.
Research into the ways parents regulate their children’s media
use, referred to as parental mediation, was originally developed in
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reference to the medium of television and the types of rules and

restrictions imposed by parents on the routines and content of children’s
viewing (e.g. Austin, 1993; Pasquier, 2001). Studies have since extended
the focus on television to include newer media such as computers, the
internet and videogames (e.g. Livingstone & Helsper, 2008; Nikken &
Jansz, 2006). Literature on parental mediation addresses a range of
measures parents implement to moderate, or preside over, their
children’s media use, predominantly within home environments.
Historically, this theory of communication has been located within a
psychological effects model, aimed at prescribing strategies for mitigating
the perceived negative impacts of media on children’s development
(Clark, 2011). Strategies for parental mediation extend from restrictive
approaches such as banning media, creating technology free times and
spaces, enforcing rules and monitoring use, through to more active
approaches such as evaluating the quality of media and engaging with
children’s use, or encouraging diversity of play activities (e.g. Nikken &
Jansz, 2006; Valkenberg et al. 1999). Concern with trying to assess the
negative impacts of and impose limitations on children’s media use has,
however, blinded parental mediation literature to alternative theoretical
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approaches for understanding the cultural contexts and diverse practices

of digital parenting (Clark, 2011).
The study "Impact of Online Videos on Children's Cognitive
Development and Learning Outcomes" by Muhammad Yousuf and Lina
Alaknawy (2018) – aimed to examine the impact of online videos on
children's cognitive development and learning outcomes. The results
showed that online videos had a positive impact on children's cognitive
development and learning outcomes. "The Effects of Internet Use on
Children's Developmental Outcomes" by Keina Y. Grandison and Sue D.
Hobbs (2019) – This study investigated the effects of internet use on
children's developmental outcomes, including psychological outcomes.
The results suggested that internet use had both positive and negative
effects on children's emotional and psychological development.
According to Leila K. Namvar and Zahra M. Zanjani (2018), "Effects
of Social Media Use on Children's Psychological Well-being" – This study
explored the effects of social media use on children's psychological
well-being. The findings suggested that excessive use of social media
could have negative effects on children's psychological well-being,
including anxiety, depression, and low self-esteem.
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In the study, "Online Video Use and Its Effects on Children and
Adolescents" by Jennifer W. Shewmaker and Cindy Elmore (2016) – they
investigated the effects of online video use on children and adolescents,
including the psychological effects. The results suggested that online
video use had both positive and negative effects on children's
psychological development, depending on the content and frequency of
use.
"The Psychological Consequences of Watching Violent Media on
Children and Adolescents" by Roland H. Shaffer and Tammy L. Wasp
(2017) – This study examined the psychological consequences of
watching violent media on children and adolescents. The results showed
that exposure to violent media could lead to aggressive behavior,
desensitization to violence, and increased anxiety and depression.
The study, "Factors influencing the acceptance of e-learning in a
developing country: An empirical study" by Umer Farooq, Sufian
Farrukh, and Muhammad Aqeel Ashraf (2017), explores the factors that
influence the acceptance of e-learning in a developing country,
specifically Pakistan. The authors use a questionnaire to collect data
from 349 university students and analyze it using structural equation
modeling. Their findings indicate that cognitive needs have a significant
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positive influence on the acceptance of e-learning. Additionally, affective

needs, such as enjoyment and perceived usefulness, also have a
significant positive influence. However, the influence of social needs and
personal fulfillment needs are found to be nonsignificant. These results
are similar to the findings of the previous study, suggesting that
cognitive needs are a key factor in the use and acceptance of online
learning platforms. However, this study also emphasizes the importance
of affective needs, indicating that enjoyment and perceived usefulness
are important factors for learners.
In this chapter, we consider young children’s use of the platforms
such as YouTube, Tiktok and Facebook reels, and review some relevant
literature. In conclusion, young children are increasingly using online
video sites like Youtube, Tiktok, and Facebook reels to watch videos.
Families who have access to the internet and the required technology
can benefit from YouTube and other online video-streaming services. It's
crucial to understand that there are some restrictions. It must, however,
be watched with some supervision and coordination, just like television.
Local Studies
In a 2010 global research by Universal McCann entitled, “Power to
the People- Wave 3,” it has been found out that Philippines was the top
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among other countries with 83.1% Filipinos belonging to Youtube, Tiktok

and other social networking sites and it was also the Filipinos who
became top users who frequently share photos and videos to these
websites. Apparently, the growing numbers of users are students. With
these research findings, it is alarming that many Filipino youth are
currently engaging themselves in social media- posting a massive variety
of content, updating statuses, and uploading and sharing photos and
videos. By being more active and spending a lot of time on social media,
a great part of this generation’s social and emotional development occurs
on the Internet and on their smartphones or gadgets. Due to absorption
in these platforms, it eventually affects the psychological being of the
children.
“Effects of Video Streaming on Children’s Social and Emotional
Development” by Mery Flor G. Arcillas and Christine G. Villanueva. This
study examines the impact of video streaming on the social and
emotional development of elementary school students in the Philippnes .
The authors found that excecssive viewing of online videos can lead to
negative psychological effects, such as reduces concentration, social
isolation, and negative attitudes towards academic tasks.
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Another study conducted by the Philippines Information Agency

(PIA) highlights the negative impact ofviolent content in online videos on
the emotional and behavioral development of children. The study
revealed that exposure to violent content can cause children to become
desensitized to violence and to imitate violent behavior.
A study by Marielle H. Galang and FLorante C. Quiocho, published
in the international journal of research in Social Sciences, explores the
relationship between online video viewing and academic performance, as
it may distract and reduce the focus of children on their studies.
Moreover, a study by T. Asokan and R. Nirmala published in the
international Journal Innovative Research in Education, emphasizes the
impact of excessive screen time on the behavioral aspect of children. It
revealed that children who spend more time watching online videos tend
to show more aggressive and impulse behavior.
The internet use has become a very common feature of most
Filipinos daily lives. In 2015, the data of the Social Media and Digital
Stats in the Philippines from Third Team Media shows that the
Philippines remains as the “Social Media Capital of the World ''. Out of
more than 100 million population in the country, 44 million are Internet
users and 40 million of them are active social media users. Recently, the
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2016 data on Social Media and Digital Stats in the Philippines, the
percentage of social media penetration has increased from 40% in 2015
to 47% in 2016. This data means that the internet continues to be an
essential part in the lives of Filipinos who have increased access to the
Internet via their mobile phones and electronic devices (Castro, 2016). In
the article by Digital Marketing Philippines, from the 40 million active
social media users, 65% of them are children and young adults, and 81%
of them access their internet daily (Gregorio, 2013).
The aforementioned research findings demonstrate that in recent
years, young children and their families paid attention to internet video
platforms all around the world. Children of all ages enjoy watching
videos on platforms like YouTube, Tiktok, and others. Although studies
examining the average amount of time spent watching online videos (on
platforms like YouTube or others) and the various types of videos
watched by young children are currently available, studies are still
limited in examining the potential advantages and disadvantages of this
activity for children's learning and development.
We summarized recent literature in our chapter by providing an
overview of research findings from studies of YouTube and other similar
platforms, as well as parental concerns about children's digital media
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use. We believe that additional research should be conducted as soon as

possible in order to broaden our understanding of the potential benefits
and risks of online videos, as well as to educate parents about the
well-being of young children in this digital age.
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Conceptual Framework
Figure 1
This study’s paradigm is represented by the diagram:
The independent variables on the left figures indicate the causes of
the dependent variable on the left figure. The researchers conceptualized
this framework with the following independent variables: the factors that
influence pupils in using online video platforms, the online video
platforms they often use, and type of videos watched by children. On the
other hand, the dependent variable is the Psychological effects of online
video platforms on children. The researchers believe that this framework
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is a clear visualization in order to formulate the expected

cause-and-effect relationship between the variables.
Theoretical Framework
After the review of relevant literature, the help of the following
theories has been sought to substantiate the objectives of the research
study:
Uses and Gratification Theory
Originally uses and gratification theory arose in the 1940s and a
revival presented by Jay Blumler and Elihu Katz in 1974. UGT explains
how people use media for the fulfillment of their needs. This theory was
presented in contradiction with the hypodermic needle theory, which
explains that the audience is passive, and the media is deriving public
opinion accordingly. Uses and gratification theory explains what people
do with media rather than what media does with people. UGT is all about
the media choices by the public independently. Blumler and Katz defined
five categories of human needs. (1) affective needs, (2) cognitive needs, (3)
social integrative needs, (4) personal integrative needs, and (5)
tension-free needs. The purpose to apply the uses and gratification
theory for the current study was to find out what are the uses of Online
video Platforms for children and what sort of gratification they were
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getting by using Online Video Platforms. Researchers wanted to know the

liking, disliking, and frequency of different content watched by children.
Uses and gratifications research has revealed numerous motivations that
people often have for using different media outlets. These motivations
include relaxation, force of habit, passing the time, companionship,
escapism, and information. In addition, recent research explores people’s
use of different media to fulfill higher-order needs like considering values
and finding meaning. Studies from a uses and gratifications viewpoint
have included all forms of media, from radio to social media (Vinney,
2019).
Categories of Human Needs and Gratifications
Human needs can be divided into five categories, which are
explained as under
1. Affective Needs
Affective needs belong to the emotional satisfaction and pleasure
that people get by watching different content on television i.e., soap
operas, movies, dramas, etc. People relate themselves to the character in
the drama and become emotional. If the character cries, the viewers cry
and if they become happy, the viewers become happy too.
2. Cognitive Needs
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People also use different media to fulfill their intellectual needs.

People get information through the media by watching and listening to
news and documentaries. They want to be up to date on what is
happening in politics and government. Public watches and listens to
news mostly to satisfy this need. Other examples of cognitive needs
include teaching programs, quiz programs, arts programs for kids, etc.
People also use the internet and social media to gratify these needs.
3. Social Integrative Needs
Every person wants to socialize with people, and it is the need of
every person. Interactions with different people and getting social with
family and friends are called social integrative needs. People use different
social media platforms like Facebook, Twitter, Instagram, etc. to interact
and socialize. Social media also helps people by providing them with
issues and ideas to discuss with their colleagues and friends. So, the
media increases the social interaction skills of people.
4. Personal integrative Needs
Personal Integrative needs include the needs of a person to be in
fashion. These needs are related to self-esteem. People watch different
dramas and shows to assure that they are having a respectable status.
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People watch the advertisements of different products and buy them

accordingly to change their lifestyles.
5. Tension Free Needs
People use the media as a means of escapism. They want to escape

from their stress and worries by watching shows on television. People
have different tensions and stress in their life, so they feel relaxed by
watching television and other social media.
The purpose of applying this theory in this study is to understand
the cause of why and how people actively seek out specific media to
satisfy their specific needs which will help us determine which factors
affect the children the most psychologically. Additionally, it will help the
researchers to formulate the indicators for this study.
Social Learning Theory
Social Cognitive Theory, proposed by Albert Bandura, could be a
relevant theoretical framework for investigating the psychological effects
of watching online videos on kindergarten pupils. Social Cognitive Theory
posits that individuals learn by observing others and imitating their
behaviors, and that cognitive processes, environmental factors, and
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behavior all interact to shape human development. Here's how Social

Cognitive Theory could be applied to the topic:
Observational Learning: Social Cognitive Theory suggests that
children learn by observing others, including through media such as
online videos. Kindergarten pupils may watch online videos and imitate
the behaviors, attitudes, and emotions they see on screen. For example,
they may learn new words, gestures, or social interactions from videos.
Researchers could investigate how online videos impact kindergarten
pupils' observational learning, and whether the behaviors portrayed in
the videos are imitated or internalized by the children.
Imitation: Social Cognitive Theory proposes that individuals imitate
behaviors they observe in others, especially if they see those behaviors
being rewarded or reinforced. Online videos may depict various
behaviors, including prosocial behaviors, aggressive behaviors, or other
emotional expressions. Researchers could explore whether kindergarten
pupils imitate the behaviors they see in online videos, and how these
imitated behaviors may influence their psychological development.
Vicarious Learning: Social Cognitive Theory suggests that
individuals can also learn from the consequences experienced by others.
In the context of online videos, kindergarten pupils may observe the
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consequences of behaviors portrayed in videos, such as the outcomes of

characters' actions or the reactions of others to those actions.
Researchers could examine how kindergarten pupils perceive and
internalize the vicarious consequences of behaviors depicted in online
videos, and how these perceptions may shape their psychological
responses and attitudes.
Cognitive Processes: Social Cognitive Theory highlights the
importance of cognitive processes, such as attention, memory, and
self-regulation, in learning and behavior. Kindergarten pupils may
engage in cognitive processes while watching online videos, such as
paying attention to video content, processing information, and retaining
it in memory. Researchers could investigate how these cognitive
processes are influenced by online videos and how they may impact
kindergarten pupils' cognitive development, emotional regulation, and
self-regulatory skills.
Environmental Factors: Social Cognitive Theory emphasizes the
role of environmental factors in shaping human behavior. Online videos
represent an environmental factor that can influence kindergarten
pupils' psychological development. Researchers could explore how the
characteristics of online videos, such as the content, format, duration,
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and frequency of exposure, may impact kindergarten pupils'

psychological responses, attitudes, and behaviors.
Overall, Social Cognitive Theory could provide a framework for
examining how online videos may influence the psychological
development of kindergarten pupils through observational learning,
imitation, vicarious learning, cognitive processes, and environmental
factors. It could help researchers investigate how online videos shape
kindergarten pupils' behaviors, attitudes, emotions, and cognitive
processes, and how these effects may contribute to their psychological
well-being or potential risks.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design that used, respondents
of the study, instrument of the study, and the data gathering procedure.
Research Design
The research design that was used for this study was a
quantitative research approach. It employs a survey questionnaire as a
primary data collection tool. The questionnaire was distributed to
parents of kindergarten pupils of Green Meadows Academy, Davao City,
Philippines. The survey included questions that covered the four
statements of the problems in the study.
Local of the study
The study was conducted at Green Meadows Academy, located in
Davao City, Philippines. Specifically, the study focused on the
kindergarten pupils of the said school, with a total of 32 pupils. The
parents of these pupils were involved in the study as they provided their
perceptions on the psychological effects of online video platforms on their
children.
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Respondents of the Study

The respondents of the study are the parents of the 32
kindergarten pupils of Green Meadows Academy in Davao City. The
parents were the ones who answered the survey questionnaire in order to
gather data on the factors that influence pupils in using online video
platforms, the various online video platforms they often use, the types of
videos they watch, and the psychological effects of online video platforms
on kindergarten pupils.
Sampling Design
The sample for this study were the parents of the 32 kindergarten
pupils of Green Meadows Academy in Davao City, for the school year
2022-2023. The sampling technique was purposive sampling where the
researchers selected participants based on a specific purpose.
Instrument of the Study
Data was gathered from the parents of the Kindergarten pupils of
Green Meadows Academy using a questionnaire-checklist with indicators
formulated by the researchers and this was answered by the pupils’
parents based on their observation. In preparing this questionnaire, the
researchers considered the “Uses and Gratification Theory ” by Blumler
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and Katz in determining the factors that affect these children, and other
successful relevant studies as their bases.
A questionnaire with four parts was developed by the researchers
that was used for data collection. First part is to determine the factors
influencing the pupils in using online video platforms. The second part
determines the various online video platforms they watch videos at. The
third part is to determine the types of videos they watch. Lastly, the
fourth part gathers information on parents’ views and observations about
their children’s use of online video platforms. In order to determine the
psychological effects of online video platforms to these children, there
were 10 possible effects of online video platforms so parents can choose
whether they agree or disagree with it using a 5-point Likert scale which
is found to be highly reliable.
To determine the psychological effects of online video platforms to
these children, the scale was used and it to be responded as follows:
Scale Description
4.21 - 5.00 Strongly Agree
3.41 - 4.20 Agree
2.61 - 3.40 Moderately agree
1.81 - 2.60 Disagree
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1.00 - 1.80 Strongly Disagree

Data Gathering Procedures
In order to gather data for this study, a survey was conducted
among the parents of the 32 kindergarten pupils. The survey covered the
following areas:
1. Demographic information about the parents and their children,
such as age and gender.
2. The factors that influence their children's use of online video
platforms.
3.The various online video platforms that their children often use,
such as YouTube, Facebook Reels or TikTok.
4.The types of videos that their children watch, such as
educational or entertainment content, etc..
5.The perceived psychological effects of online video platforms on
their children.
The data gathered from the survey was analyzed by the
researchers. The results were used to answer the statement of the
problems, specifically to identify the factors that influence kindergarten
pupils' use of online video platforms, the various online video platforms
they often use, the types of videos they watch, and the psychological
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effects of online video platforms on these pupils. This data will be used to
inform recommendations for parents, educators, and policymakers
regarding the appropriate use of online video platforms among young
children.
Statistical Tools
Descriptive statistics was used in this study to analyze data
collected from the survey of parents of kindergarten pupils at Green
Meadows Academy in Davao City. The survey included questions related
to the four statements of problems listed above.
For the first problem statement, the researchers used descriptive
statistics to analyze the factors that influence pupils in using online
video platforms. This includes analyzing the reasons why they watch
videos such as: cognitive needs, affective needs, personal integrative
needs, and tension-free needs.
For the second problem statement, the researchers used
descriptive statistics to identify the various online video platforms that
kindergarten pupils often use. This includes calculating the frequency of
use for platforms such as YouTube, Tiktok and Facebook reels.
To address the third problem statement, descriptive statistics will
be used to analyze the types of videos watched by kindergarten pupils.
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This may include categorizing videos by Educational videos, Other

children’s vlogs, Gaming videos, Animal videos, Cartoons, and Tutorial
videos.
Finally, the researcher used descriptive statistics to analyze the
psychological effects of online video platforms on kindergarten pupils, as
identified by parents. This may include identifying trends in reported
changes in behavior or mood.
Overall, descriptive statistics was used to provide a comprehensive
analysis of the influence of online video platforms on kindergarten
pupils, as perceived by parents.
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
The results, analysis, and interpretation of the data acquired are
covered in this chapter. In the interest of examining the psychological
effects of online video platforms on Kindergarten pupils of Green
Meadows Academy in Davao City, it provides textual and tabular
presentations of the data acquired from the survey.
PART 1- PROFILE OF THE RESPONDENTS
Distribution of the respondents in terms of age.
Table 1
Profile: Age
N=32
Age Frequency Percentage
4 8 25
5 24 75
Total 32 100
In accordance with the data acquired, there are 2 pupils who are 4
years old and 24 pupils who are 5 years old. It implied that these pupils
required parental assistance, thus this survey was perceived by the
parents.
34
Distribution of the respondents in terms of gender.

Table 2
Profile: Gender
N=32
Gender Frequency Percentage
Male 13 41
Female 19 59
Total 32 100
According to the statistics obtained, there were thirteen male

pupils and nineteen female pupils. It pointed out that the vast majority of
kindergarten pupils at Green Meadows Academy are female.
PART 2- What are the factors influencing the pupils in using
online video platforms?
Distribution of the respondents in terms of the factors influencing
the pupils in using online video platforms.
Table 3
Profile: The factors influencing the pupils in using online video
platforms
N=32
Indicator Mean Value Description
Cognitive Needs 4.24 Strongly agree
They watch videos to
fulfill their intellectual
needs.
35
Affective needs 3.67 Agree

satisfy their emotional
needs.
Personal integrative 3.31 Moderately agree
needs
They watch to stay in
trend.
3.11 Moderately agree
Tension Free-Needs
escape from their
stress and worries.
Overall Mean 3.58 Agree
According to the analysis, the respondents strongly agree that

cognitive needs have the highest influence on their use of online video
platforms. They have also agreed that the affective needs, such as
emotional and social connections, have moderate influence. In addition,
personal fulfillment and achievement, were also reported as having
moderate influence. Finally, tension-free needs, including desire for
relaxation and stress relief, were found to have a relatively low influence
on the decision to use online video platforms.
Overall, these results suggest that cognitive needs are the most
important factor influencing pupils when it comes to using online video
36
platforms. This highlights the importance of providing high-quality

educational content and opportunities for intellectual growth through
these platforms. However, affective needs and personal integrative needs
should also be considered when designing online experiences, as they
can impact motivation and engagement.
It is interesting to note that tension-free needs were found to have
a relatively low influence on the decision to use online video platforms.
This may indicate that pupils are primarily using these platforms for
educational and cognitive needs, rather than simply for relaxation
purposes.
These results are similar to the findings of the previous study
"Factors influencing the acceptance of e-learning in a developing
country: An empirical study" by Umer Farooq, Sufian Farrukh, and
Muhammad Aqeel Ashraf (2017), suggestinqg that cognitive needs are a
key factor in the use and acceptance of online learning platforms.
However, this study also emphasizes the importance of affective needs,
indicating that enjoyment and perceived usefulness are important factors
for learners.
These findings could be useful for educators and platform
designers when developing online learning experiences. By
37
understanding the factors that influence pupil’s use of online video

platforms, they can design more effective and engaging educational
content that meets the needs and motivations of learners.
PART 3- What are the various online video platforms they
watch videos at?
Distribution of the respondents in terms of the various online video
platforms they watch videos at.
Table 4
Profile: Various online video platforms they watch videos at
N=32
Youtube 4.63 Strongly agree
Tiktok 3.12 Agree
Facebook reels 3.33 Agree
Based on the data, it is clear that the majority of pupils prefer to

watch videos on Youtube as compared to other platforms. This is evident
from the mean value of 4.63 out of 5, which indicates that the pupils
strongly agree that they watch videos on Youtube. This could be due to
the vast variety of content available on Youtube and its accessibility on
multiple devices.
38
On the other hand, Tiktok and Facebook reels have mean values of
3.12 and 3.33 out of 5 respectively, indicating that the pupils agree but
are not likely to watch videos on these platforms as they are on Youtube.
This could be because Tiktok and Facebook reels are relatively new
platforms compared to Youtube Or have a more limited selection of
content which may not be interesting or relevant to the pupils.
The data suggests that Youtube is the most popular online video
platform among pupils, followed by Tiktok and Facebook reels. However,
it is important to note that the psychological effects of these platforms on
pupils should also be considered, as excessive use of online video
platforms can have potential negative effects on mental health and well-
being.
The findings of this study are supported by similar research
conducted in other countries. For example, a study conducted in the
United States found that over 80% of teenagers aged 13-17 use YouTube,
making it the most popular social media platform among this age group
(Pew Research Center, 2018). Another study from the United Kingdom
found that 50% of teenagers aged 12-15 use YouTube daily, with 96% of
them using it at least once a week (Ofcom, 2019).
39
These studies suggest that YouTube is a preferred platform for

watching videos among young people, and its popularity is not restricted
to any particular region. The appeal of YouTube can be attributed to
several factors, including an abundance of content, ease of use, and
accessibility across various devices.
Moreover, studies have also shown that watching videos on
YouTube can have educational benefits. For instance, a study conducted
in the United States found that students who watched educational videos
on YouTube performed better in their coursework than those who did not
(Brame, 2016).
Overall, the findings of this study align with previous research on
the popularity of YouTube among young people and highlight the
importance of considering YouTube as an educational resource.
PART 4- What are the types of videos they watch?
Distribution of the respondents in terms of the types of videos they
watch.
Table 5
Profile: Types of videos they watch
N=32
Educational videos 4.23 Strongly Agree
40
Other children’s vlogs 3.12 Agree

Gaming videos 3.65 Agree
Animal videos 2.68 Agree
Cartoons 3.87 Agree
Tutorial videos 3.53 Agree
Based on the data provided, it appears that the educational videos

are the type of videos that have the highest mean value, with a score of
4.23.This indicates that pupils are more likely to watch videos than other
types of videos on video platforms. Other children’s vlogs, gaming videos,
cartoon, and tutorial videos also show medium to moderate average
scores, which suggest that these types of videos are also frequently
watched by pupils. However, animal videos have a lower average score,
indicating that pupils are less likely to watch them compared to other
types of videos.
Overall, the study’s findings suggest that pupils tend to consume a
mix of educational, entertainment, and tutorial videos. These results
could have implications for the psychological effects of video
consumption on pupils. For example, watching educational videos may
41
positively impact pupils’ academic performance and cognitive

development, while excessive consumption of certain types of videos,
such as gaming videos or vlogs, may lead to negative outcomes such as
addiction or a decrease in social skills. These results could be further
explored in the following section of this study.
PART 5- What are the psychological effects of online video
platforms to your child?
Distribution of the respondents in terms of the psychological
effects of online video platforms on their children.
Table 6
Profile: The psychological effects of online video platforms on their
children.
N=32
1. The child became smarter. 3.51 Agree
2. The child became more 2.71 Agree
independent.
3. The child’s English language 4.31 Agree
improved.
4. The child’s creativity, and 2.98 Agree
talents were enhanced.
5. The child became more 3.35 Agree
friendly.
6. The child easily gets annoyed 3.67 Agree
without the internet.
42
7. It increases the child’s screen 3.06 Moderately Agree

time.
8. The child was bullied online. 1.34 Strongly
Disagree
9. The child became an introvert. 2.49 Disagree
10. It makes the child withdraw 3.42 Agree
from the activities outside.
These data provide some insights into the psychological effects of

watching videos on online video platforms on children. Firstly, the mean
value of 3.51 for Indicator 1 suggests that children who watch videos on
online video platforms become smarter. This may be due to the
educational content that some videos provide or the exposure to new
ideas and concepts. Moreover, the mean value 4.31 for Indicator 3 shows
that children’s English language skills improve with watching videos on
online video platforms. This is likely due to the fact that most of these
platforms offer a wide range of videos in English, which may also help
children learn new vocabulary and pronunciation.
However, the mean values of Indicator 2 (2.71) and Indicator 4
(2.98) suggest watching videos on online video platforms may not
improve children’s independence or creativity as much as children
43
becoming smarter and improving their English language skills. Perhaps,

children tend to be more passive viewers while watching videos and less
likely to engage in creative activities. Indicator 5 indicates that watching
videos online may improve children’s social skills. The mean value of
3.35 ssuggests that children may become more friendly. This may be
because some videos promote positive social behaviors, such as kindness
and empathy.
Watching videos online can be beneficial to children’s language
and cognitive development, as well as their social skills. However, there
maybe some potential negative effects associated with it. Indicator 6
suggests that some children may become irritable or easily frustrated
when internet access is not available, which could indicate some
dependency on or addiction to online video platforms. Indicator 7 implies
that watching videos online may increase children’s screentime beyond
recommended limits, which could have negative effects on their physical
health and development, such as obesity, poor eyesight, and irregular
sleep patterns. Indicator 8 indicates that some children maybe
experiencing bullying while using these platforms, which is a serious
concern that needs to be addressed by parents and online video platform
providers. Indicator 9 suggests that some children may become more
44
introverted. This maybe because they spend less time interacting with
others in real life, and more time watching videos in isolation. Lastly,
Indicator 10 implies that some children may withdraw from activities
outside. This may limit their opportunities for physical activity,
socialization, and development of their important skills.
Overall, while watching videos on online video platforms can have
positive effects on children’s cognitive and social development, it is
important for parents to monitor their children’s screen time, internet
use, and online interactions to prevent negative effects such as
cyberbullying and dependency/addiction. It is also important to
encourage children to engage in a variety of activities outside of watching
videos online to promote their overall health and well-being.
45
CHAPTER V
SUMMARY OF FINDINGS
In summary, the study found that cognitive needs have the highest
influence on pupils' use of online video platforms, followed by affective
needs, personal fulfillment and achievement, and tension-free needs.
YouTube is the most popular online video platform among pupils, while
educational videos are the most commonly watched type of videos.
Watching videos online can improve children's language and cognitive
development, as well as social skills, but there are also potential negative
effects such as increased screen time, cyberbullying, and
dependency/addiction. Parents should monitor their children's screen
time and online interactions and encourage a variety of activities outside
of watching videos online for their overall well-being. These findings can
be useful for educators and platform designers when developing online
learning experiences.
CONCLUSION OF THE STUDY
Overall, the psychological effects of online video platforms on
children appear to be a mix of positive and negative outcomes. The data
represents responses from individuals who were asked to provide
feedback on the impact of internet use on a child's development. The
46
respondents agree that internet use has had a positive impact on the
children's development. Specifically, the respondents strongly agree that
the children's English language skills improved and agree that children
became smarter, more independent, and more friendly. However, there
are also concerns raised about the negative impact of internet use, with
the respondents moderately agreeing that it increases the children's
screen time and agreeing that it makes the child withdraw from activities
outside. Furthermore, the respondents strongly disagree that the
children were bullied online and disagree that the children became
introvert. However, there is also agreement that children easily gets
annoyed without the internet.
Overall, these findings suggest that while internet use has had
positive impacts on the child's development, there are also some negative
effects. Further analysis and interpretation, including examining
potential covariates and demographics of the respondents, may be
necessary to fully understand the implications of these results.
It is important for parents and online video platform providers to
be aware of these potential effects and take appropriate measures to
ensure that children's online video consumption is balanced and
monitored. Encouraging a healthy balance between educational and
47
entertainment content, setting limits on screen time, and promoting safe

online behaviors can help mitigate the potential negative impacts of
online video platforms on children's psychological well-being. Further
research and understanding of the psychological effects of online video
platforms on children are needed to inform appropriate guidelines and
interventions for healthy video consumption habits.
RECOMMENDATION OF THE STUDY
Based on the findings of the study on the psychological effects of
using online video platforms, the following recommendations can be
made:
1. Provide high-quality educational content: As cognitive needs were
found to be the most influential factor in pupils' use of online video
platforms, it is important for educators and platform designers to
prioritize the development and delivery of high-quality educational
content. This can include videos that align with the curriculum,
provide opportunities for intellectual growth, and promote critical
thinking skills.
2. Consider affective and personal integrative needs: While cognitive
needs were found to be the most important factor, affective needs
(such as emotional and social connections) and personal
48
integrative needs (such as personnel fulfillment and achievement)

also had moderate influence in watching videos online. Therefore,
online experiences should be designed to address these needs as
well, in order to enhance motivation and engagement among
pupils.
3. Monitor screen time and set limits: As excessive screen time can
have negative effects on children's physical health and
development, it is important for parents, educators, and platform
designers to monitor and set appropriate limits on the amount of
time children spend on online video platforms. This can help
prevent issues such as obesity, poor eyesight, irregular sleep
patterns, and dependency/addiction.
4. Promote a balanced mix of video content: While educational videos
were found to be the most preferred type of videos among pupils, it
is important to promote a balanced mix of video content that
includes educational, entertainment, and tutorial videos. This can
provide a well-rounded experience for pupils and prevent
overconsumption of certain types of videos that may have negative
effects on their psychological well-being.
49
5. Address issues of bullying and online safety: It is a serious

concern. Therefore, it is important for parents, educators, and
platform providers to address issues of bullying and online safety,
and take appropriate measures to protect pupils from such
harmful experiences.
6. Encourage offline activities and creativity: While watching videos
online can be beneficial, it is also important to promote offline
activities and creativity among pupils. This can include engaging in
hobbies, physical activities, and creative pursuits that promote
independence, creativity, and social skills.
7. Provide parental guidance and supervision: Parents play a crucial
role in guiding and supervising their children's online activities. It
is important for parents to be actively involved in their children's
online video platform usage, set appropriate rules and boundaries,
and engage in open communication to ensure safe and responsible
usage.
8. Continuously monitor and assess psychological effects: The
psychological effects of online video platforms on children may
vary and evolve over time. It is important for researchers,
educators, and parents to continuously monitor and assess the
50
psychological effects of online video platforms on children, and

take appropriate measures to address any potential negative
effects.
9. Provide resources for digital literacy: As online video platforms
continue to be a prominent source of content for children, it is
important to provide resources for digital literacy to help children
develop critical thinking skills, media literacy, and responsible
online behavior. This can include educational programs,
workshops, and resources for parents and educators to enhance
children's digital literacy skills.
10. Collaborate with platform providers for child-friendly features:
Educators and parents can collaborate with online video platform
providers to encourage the development of child-friendly features,
such as age-appropriate content filters, parental controls, and
privacy settings, to ensure a safe and positive online experience for
children.
51
SURVEY QUESTIONNAIRE
APPENDIX A
Dear Respondents,
Below is the set of questionnaires in gathering data of our research
work entitled “The Psychological effects of online video platforms on
kindergarten pupils of Green Meadows Academy in Davao City, School
Year 2022-2023”. The items listed below provide the necessary profile for
this study.
Direction: Please rate your response to the information below by
putting a check mark (✔) in the space provided.
PART 1: Profile of the Respondents
1. What is the profile of the respondent in terms of?
Name: __________________________________________(optional)
Age: 4 years old ( )
5 years old ( )
Gender: Male ( )
Female ( )
52
PART 2
2. What are the factors influencing the pupils in using online video
platforms?
Factors Strongly disagree Moderately agree Strongly
disagree agree agree
Cognitive Needs
They watch videos to fulfill
their intellectual needs.
Affective needs
They watch videos to satisfy
their emotional needs. (e.g.
They get annoyed without
it.)
Personal integrative needs
They watch to stay in trend.
Tension Free Needs

They watch videos to escape
from their stress and
worries.
53
PART 3
3. What are the various online video platforms they watch videos at?
Online Video Strongly disagree Moderately agree Strongly
platform disagree agree agree
Youtube
Tiktok
Facebook reels
PART 4
4. What are the types of videos they watch?
Video type Strongly disagree Moderately agree Strongly
disagree agree agree
Educational videos
Other children’s vlogs
Gaming videos
Animal videos
Cartoons
Tutorial videos
54
PART 5
5. What are the psychological effects of online video platforms to your
child?
Effects of online video Strongly disagree Moderately agree Strongly
platforms disagree agree agree
1. My child became
smarter.
2. My child became
more independent.
3. My child’s English
language improved.
4. My child’s creativity,
and talents were
enhanced.
5. My child became
more friendly.
6. My child easily gets
annoyed without the
internet.
7. It increases my
child’s screen time.
8. My child was bullied
online.
9. My child became an
introvert.
10. It makes my child
withdraw from the
activities outside.
55
PERMISSION LETTER TO CONDUCT SURVEY

APPENDIX B
February 2, 2023
Sir:
Warmest Greetings!
We, the undersigned, are fourth year students of Southern
Philippines Academy College Inc. pursuing a degree in Bachelor of
Elementary Education major in General Program, are currently
undertaking a research entitled “Psychological effects of Online Video
Platforms on Kindergarten pupils of Green Meadows Academy in
Davao City as Perceived by Parents”.
With your expertise, we are humbly asking your permission to
validate the attached survey questionnaires to the identified respondents
of Green Meadows Academy.
Thank you and we hope that you will be able to fulfill our request.
Very truly yours,

SAMERAH K. AMPAC
SAIMA K. MAULANA
Noted:
AMERIL T. AYUNAN, BSIR, MPA
Adviser
Approved:
ABDULLAH B. ADAM, PhD
Extension Director
56
CURRICULUM VITAE
APPENDIX-C
Picture here
PERSONAL DETAILS
Full Name: Samerah Kasim Ampac
Contact Number: +639559874171
Email Address: sam.hermione0718@gmail.com
Date of Birth: July 18, 1993
Place of Birth: Brokenshire Hospital, Davao City
Nationality: Filipino
Civil Status: Single
Address: Balut, Sultan Mastura Maguindanao
EDUCATION
Elementary: Balut Elementary School
Secondary: Sultan Mastura National High School
Tertiary Education
College: BS Architectural Design Technology
School: Ramon Magsaysay Memorial Colleges
General Santos City, Graduated in 2015
College: Bachelor of Elementary Education
School: Southern Philippines Academy College Inc.
Parang Maguindanao
WORK EXPERIENCE
Company: Patwoods Processing Inc.,Gen. Santos City, 2016-2019
Position: Designer | Research and Development Head
Company: NOVAKID School, 2019-Present
Address: (Work from Home) Company based in Europe
Position: English for Secondary Language Teacher
57
CURRICULUM VITAE
Picture here
PERSONAL DETAILS
Full Name: Saima Kasim Maulana
Contact Number: +639276187119
Email Address: sapalonsaima01@gmail.com
Date of Birth:
Place of Birth:
Nationality: Filipino
Civil Status: Maried
Address: Tuka, Sultan Mastura Maguindanao
EDUCATION
Elementary: Tuka Elementary School
Tuka Sultan Mastura Maguindanao
Secondary: Sultan Kudarat National High School
Sultan Kudarat Maguindanao
College: Bachelor of Elementary Education
School: Southern Philippines Academy College Inc.
Parang Maguindanao
WORK EXPERIENCE
Company: Agricultural Products Buy and Sell Proprietorship
Address: Tuka, Sultan Mastura Maguindanao
Position: Proprietor/Businesswoman
58
PHOTO DOCUMENTATION
APPENDIX D
59
BIBLIOGRAPHY
AAP Council on Communications and Media. (2016). Media and young
minds. Pediatrics, 138(5), e20162591.
Austin, E. (1993). Exploring the effects of active parental mediation of
television content. Journal of Broadcasting & Electronic Media, 37(2),
147-158.
Brame, C. J. (2016). Effective educational videos: Principles and
guidelines for maximizing student learning from video content. CBE-Life
Sciences Education, 15(4), es6.
Clark, L. S. (2011). Parental mediation theory for the digital age.
Communication Theory, 21(4), 323-343.
Galang, M. H., & Quiocho, F. C. (2019). Online video viewing and
academic performance of primary school pupils. Philippine Journal of
Social Sciences and Humanities, 2(2), 39-48.
Grandison, K. Y., & Hobbs, S. D. (2019). The effects of internet use on
children's developmental outcomes. Journal of Childhood Studies, 44,
58-66.
Marsh, J., Plowman, L., Bishop, J. C., & Scott, F. (2015). Exploring play
and creativity in pre-schoolers' use of apps: Final project report.
University of Sheffield.
National Research Council & Institute of Medicine. (2000). From neurons
to neighborhoods: The science of early childhood development. National
Academies Press.
Nikken, P., & Jansz, J. (2006). Parental mediation of children's videogame
playing: A comparison of the reports by parents and children. Learning,
Media and Technology, 31(2), 181-202.
Ofcom. (2017). Children's media literacy research: Video use and attitudes
among young people.
60
Pew Research Center. (2018). Teens, Social Media & Technology 2018.
Rideout, V. J. (2017). The Common Sense census: Media use by kids age
zero to eight. Common Sense Media.
Shaffer, R. H., & Wasch, T. L. (2017). The psychological consequences of
watching violent media on children and adolescents: A review. Aggression
and Violent Behavior, 33, 1-7.
Shewmaker, J. W., & Elmore, C. A. (2016). Online video use and its
effects on children and adolescents. Childhood Education, 92(6),
480-487.
Universal McCann. (2010). Power to the people- wave 3.
Valkenburg, P. M., Krcmar, M., Peeters, A. L., & Marseille, N. M. (1999).
Developing a scale to assess three styles of television mediation:
“Instructive mediation”, “restrictive mediation”, and “social coviewing”.
Journal of Broadcasting & Electronic Media, 43(1), 52-66.
Watkins, P. J., & Jon, H. (2011). “Digital Genres” and the use of YouTube
in a school subject: Key strategies for teachers. Learning, Media and
Technology, 36(1), 21-36.
Watkins, P. J., & Wilkins, C. (2011). YouTube, the "digital Delacroix" of
amateur documentary representation. Journal of Digital and Media Arts,
2, 23-30.
Yousuf, M., & Alaknawy, L. (2018). Impact of online videos on children's
cognitive development and learning outcomes. Journal of Educational
Research and Reviews, 6(7), 115-120.
Lerner, C. D., & Barr, R. (2019). The impact of digital media on young
children and early learning. The Future of Children, 29(1), 43-65.
Hoge, E., Bickham, D. S., & Cantor, J. (2017). Digital media and cognitive
development in early childhood: Short-term and long-term effects.
Pediatrics, 140(Supplement 2), S97-S101.
61

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SOUTHERN PHILIPPINES ACADEMY COLLEGE INC.

Magaslong Datu Piang, Maguindanao Del Sur

policymakers to ensure healthy and appropriate media consumption

provides the context and rationale for investigating the psychological

Scope and Delimitation of the Study

This study focuses only on determining the psychological effects of

and policymakers on how to create age-appropriate and beneficial

how online videos can be effectively integrated into educational

OPERATIONAL DEFINITION OF TERMS

Kindergarten Pupils: Kindergarten pupils refer to children who are

Psychological Effects: Psychological effects refer to the mental or

Factors: Factors refer to any variables or influences that may influence

Online Video Platforms: Online video platforms refer to websites,

Types of Videos: Types of videos refer to the different categories or

might be a problem. Given the vastness of the library of each platform,, a

reference to the medium of television and the types of rules and

approaches for understanding the cultural contexts and diverse practices

positive influence on the acceptance of e-learning. Additionally, affective

among other countries with 83.1% Filipinos belonging to Youtube, Tiktok

Another study conducted by the Philippines Information Agency

use. We believe that additional research should be conducted as soon as

is a clear visualization in order to formulate the expected

getting by using Online Video Platforms. Researchers wanted to know the

People also use different media to fulfill their intellectual needs.

People watch the advertisements of different products and buy them

5. Tension Free Needs

People use the media as a means of escapism. They want to escape

behavior all interact to shape human development. Here's how Social

consequences of behaviors portrayed in videos, such as the outcomes of

and frequency of exposure, may impact kindergarten pupils'

Respondents of the Study

1.00 - 1.80 Strongly Disagree

This may include categorizing videos by Educational videos, Other

Distribution of the respondents in terms of gender.

According to the statistics obtained, there were thirteen male

Affective needs 3.67 Agree

Overall Mean 3.58 Agree

According to the analysis, the respondents strongly agree that

platforms. This highlights the importance of providing high-quality

understanding the factors that influence pupil’s use of online video

Based on the data, it is clear that the majority of pupils prefer to

These studies suggest that YouTube is a preferred platform for

Other children’s vlogs 3.12 Agree

Based on the data provided, it appears that the educational videos

positively impact pupils’ academic performance and cognitive

7. It increases the child’s screen 3.06 Moderately Agree

These data provide some insights into the psychological effects of

becoming smarter and improving their English language skills. Perhaps,

entertainment content, setting limits on screen time, and promoting safe

integrative needs (such as personnel fulfillment and achievement)

5. Address issues of bullying and online safety: It is a serious

psychological effects of online video platforms on children, and

Tension Free Needs

PERMISSION LETTER TO CONDUCT SURVEY

Very truly yours,

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