Mass Media and Childhood Socialisation (Iloka Cecilia)

ROLE OF MASS MEDIA IN CHILDHOOD SOCIALISATION (A STUDY OF
IMMACULATE HEART NURSERY AND PRIMARY SCHOOL, HOLY GHOST

CATHEDRAL OGUI ENUGU)
BY
ILOKA CECILIA AMARACHUKWU
IMT/MC/N2019/3/067
DEPARTMENT OF MASS COMMUNICATION
SCHOOL OF COMMUNICATION ARTS
INSTITUTE OF MANAGEMENT AND TECHNOLOGY, ENUGU
JANUARY, 2022.
ii
Title Page
ROLE OF MASS MEDIA IN CHILDHOOD SOCIALISATION (A STUDY OF

IMMACULATE HEART NURSERY AND PRIMARY SCHOOL, HOLY GHOST
CATHEDRAL OGUI ENUGU)
BY
ILOKA CECILIA AMARACHUKWU
IMT/MC/N2019/3/067
A PROJECT SUBMITTED
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF

NATIONAL DIPLOMA (ND) IN MASS COMMUNICATION
INSTITUTE OF MANAGEMENT AND TECHNOLOGY, ENUGU
JANUARY, 2022.
iii
Approval Page
This is to certify that the project titled: “Role of Mass Media in Childhood
Socialisation: A Study of Immaculate Heart Nursery and Primary School, Holy Ghost
Cathedral, Ogui, Enugu”, has been read and approved as original work submitted in partial
fulfilment of the requirements for the award of National Diploma (ND) in Mass
Communication, Institute of Management and Technology (IMT), Enugu.
Mr Okafor Chukwuebuka K. Sign/Date: -----------------------

Project Supervisor
Dr. (Mrs.) Onyiaji Judith C. Sign/Date: -----------------------

Head of Department
Dr. Ifeanyi Ojobor Sign/Date: -----------------------

DSCA
External Examiner Sign/Date: -----------------------

iv
Dedication
v
Acknowledgements
vi
Abstract
The main focus of this study was on the role of mass media in childhood socialisation, using
Immaculate Heart Nursery and Primary School, Holy Ghost Cathedral, Ogui, Enugu as the
case study. The research design adopted by the researcher is survey. This enabled the
researcher to use the sample of 53 representing the whole population of study. The whole
population was studied because it is manageable. The sampling technique used was simple
random sampling for the fourteen layouts in the urban areas to distribute the copies of the
questionnaire. The findings of the study show that Children in Immaculate Heart Nursery
and Primary School, Enugu have high exposure to the mass media, and the mass media have
high level of influence on the children in Immaculate Heart Nursery and Primary School,
Enugu. It was recommended that The producers of broadcast programmes should always
conduct an audience research in order to find out the literacy level and social category of the
target audience and the appropriate language to be used in the presentation of the
programme. Also, the producers of broadcast programmes should know the appropriate time
to get their target audience because programme choice is also determined by scheduling in
terms of time and duration.
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Table of Contents
Title page - - - - - - - - - - i
Approval page - - - - - - - - - ii
Dedication - - - - - - - - - - iii
Acknowledgement s - - - - - - - - iv
Table of Contents - - - - - - - - - v
Abstract - - - - - - - - - - vii
Chapter One: Introduction
1.1 Background of the Study - - - - - - - 1
1.2 Statement of the Research Problem - - - - - 3
1.3 Objectives of the Study - - - - - - - 4
1.4 Significance of the Study - - - - - - - 4
1.5 Research Questions - - - - - - - 5
1.6 Research Hypotheses - - - - - - - 5
1.7 Theoretical Framework - - - - - - - 6
1.8 Scope of the Study - - - - - - - 9
1.9 Limitations of the Study - - - - - - 10
1.10 Definition of Terms (Conceptual and Operational) - - 10
Chapter Two: Literature Review
2.1 Sources of Literature - - - - - - - 13
2.2 Review of Relevant Literature - - - - - - 13
2.3 Summary of Literature Review - - - - - - 28
Chapter Three: Methodology
3.1 Research Design - - - - - - - - 31

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3.2 Area of Study - - - - - - - - 31
3.3 Population of the Study - - - - - - - 31
3.4 Research Sample - - - - - - - - 32
3.5 Sampling Technique- - - - - - - - 32
3.6 Instrument of Data Collection - - - - - - 33
3.7 Method of Data Collection - - - - - - - 34
3.8 Method of Data Analysis - - - - - - - 34
3.9 Expected Results - - - - - - - - - 34
Chapter Four: Presentation and Interpretation of Findings
4.1 Data Presentation and Analysis - - - - - - - 35
4.2 Test of Hypotheses - - - - - - - - 38
4.3 Discussion of Results - - - - - - - 41
Chapter Five: Summary, Conclusion and Recommendations
5.1 Summary - - - - - - - - - 43
5.2 Conclusion - - - - - - - - - 44
5.3 Recommendations - - - - - - - - 44
5.4 Suggestions for Further Study - - - - - - 45
References - - - - - - - - - 46
Appendices - - - - - - - - - 49-51
Chapter One
Introduction
1.1 Background of the Study

The mass media have gradually become a part of our daily lives and sources of
information, education and entertainment. These have been described as the primary
functions of the media by Daramola (2003, p.72). Lasswell (1948) as cited in Folarin (2005,
p.74) assigns three functions to the media: surveillance of the environment (the news
function); correlation of the different parts of the environment (the editorial function);
transmission of the cultural heritage from one generation to the other (the cultural
transmission function). There is no doubt that the impact of the media on young people’s
lives is broadly considered within what is referred to as “media effects” debate which to a
great extent focuses on the potentially negative impact of the media on young people’s lives:
video violence, gambling, educational performance, mass consumerism etc. (Miles, 2000,
p.112).
Wimmer and Dominick (2003, p.98) identifies three main reasons why media
influence should be given a closer look. These reason are: (i) young people spend more time
with the mass media than they do in school or with their parents; (ii) the media are full of
portrayals that glamorize risky adult behaviour such as excessive drinking and sexual
promiscuity; (iii) parents and other socialization agents have arguably shirked their
responsibilities when it comes to directing youth away from risky forms of behaviour –
thereby allowing the media a more fundamental influence.
Regardless of the actual time young people spend getting exposed to media contents,
there is no doubt that the mass media have played and will continue to play an important role
in structuring young people’s lives in some shape and form in a period of rapid social change
(Miles, 2000, p.115). The amount of media products consumed by young people has
drastically expanded in recent years, allowing them to compose their own ‘media menu’ with
their own preferences and likings. Children particularly are undergoing a period of rapid
change, likewise the ways in which they use the media. The advent of cable and satellite
television, as well as other forms of improved media channels has boosted media exposure
among children in recent years (Berry & Asamen, 2001).
Brown, Steele and Walsh-Childers (2002) posits that young people’s use of the mass
media binds them together more than any social activity (and hence their relationship with
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social change). Young people could be said to be united through their pursuit of pleasure
through the mass media. The media (or the people behind it) are skilled at knowing what will
appeal to the mass teenagers and use skilful manipulation to get messages across, buy into an
idea or product that communicates an idea. However, Signorielli (2002) argue that the
manner in which the mass media, especially television portray aspects of the outside world
might be said to actively prevent young people from developing a critical consciousness that
will allow them prioritize larger issues of personal and social responsibility.
George (2008, p.11) opines that “One of the most important features of childhood
and adolescence is the development of an identity. As children shape their behaviour and
values, they may look to heroes and role-models for guidance. They may identify the role-
models they may wish to emulate based on possession of certain skills or attributes. While
the child may not want to be exactly like the person, he/she may see possibilities in that
person.” Till recently, media studies have focussed predominantly on the negative effects of
electronic media like television in the socialisation of children. This focus has being on the
development of aggressive and antisocial behaviours, and the reinforcement of ethnic,
occupational, age, gender, sex-role stereotypes (Pecora, Murrray & Wartella, 2007).
The mass media have awesome power and responsibility. Over the years, they have
contributed immensely to the development of our society. The mass media are powerful
means of information, education and entertainment. Little wonder, both residents of rural
communities and urban cities are exposed to the media (Daramola, 2003, p.99). At inception,
the mass media in Nigeria was basically used for information, entertainment and educational
purposes.
Decades of scholarly investigations have made scientists conclude that mass media
contents and representations of violence may affect viewers’ attitudes, beliefs and behaviours
to a certain degree (Murray, 2007). Results of one longitudinal study, for example, indicate
that young people who watch more than one hour of television daily are more likely to be
involved in aggressive acts in their late teen years and early twenties (Johnson, Cohen,
Smailes, Kasen & Brook, 2002). This means that exposure to the media has the potency to
shape one’s view about life and the society. It is in the light of this that the researcher in this
study tends to explore the role of the mass media in childhood socialisation, using
Immaculate Heart Nursery and Primary School, Enugu as the focus.
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1.2 Statement of the Research Problem

It cannot be over emphasized that the mass media have taken a centre stage in our
daily activities especially in the 21st Century with the emergence and consolidation of
different forms of mass media. The mass media have different levels of influences on the
audience. Some are negative while some are positive. Mass media are important agents of
socialisation. Children in this modern age have serious exposure to the mass media. This
results to varied influences on them and directs to a great their worlds view. There have been
the association of negative tendencies and delinquent behaviours in children to exposure to
the media. Though it is evident through previous researches that with different types of mass
media available for the consumption of children, they spend more time on the media than
some other activities. It becomes very imperative to examine the role mass media play in
their socialisation.
1.3 Objectives of the Study
The general objective of this study is to appraise the role of thr4 mas media in
childhood socialisation.
The specific objectives are:
I. To determine the level of exposure of children in Immaculate Heart Nursery and
Primary School, Enugu to the mass media.
II. To ascertain the level of influence the mass media have on the children in
Immaculate Heart Nursery and Primary School, Enugu.
III. To know whether parental control affects the influence of the mass media on
children of Immaculate Heart Nursery and Primary School, Enugu.
IV. To find out whether mass media contents shape the world view of children of
Immaculate Heart Nursery and Primary School, Enugu.
1.4 Significance of the Study
This study seeks to draw the attention of media practitioners and owners (especially
television) to the vital role television plays as an agent of socialization. Having this fact in
mind, television media practitioners and owners will be mindful of the kind of programmes
they air, most especially at prime time, knowing fully the vulnerable and gullible nature of
children.
A research into how the mass media shape the social behaviour of children whether
positively or negatively appears novel, especially in television media studies. This is a
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contemporary issue which scholars in the field of media studies have paid little or no
attention to. Therefore, part of the uniqueness of this study is that it will be of immense
significance to researchers in the academia in the 21st Century. It does not only aim at
contributing to knowledge but also providing a foundational basis for further studies into the
socialization role of television.
Nonetheless, parents and children who are at the heart of this study will understand
fully the positive and negative roles the mass media play in contributing to shaping their
social behaviour in their immediate environment. It will also avail counsellors viable
information on where and how children draw inferences for their social behaviours. This is
because children might not only behave in a certain manner because of mere peer influence,
but also from what they watch on television, especially from people or celebrities they see as
role models.
Finally, it is believed that the findings of this study will be an added resource to
available literature and will be used to promote informed decision-making and policies by the
regulating bodies of the broadcast industry.
1.5 Research Questions
The research questions for this study are:
I. What is the level of exposure of the children in Immaculate Heart Nursery and
Primary School, Enugu to the media?
II. What is the level of influence the mass media have on the children in Immaculate
Heart Nursery and Primary School, Enugu?
III. Does parental control affect the influence of the mass media on children of
Immaculate Heart Nursery and Primary School, Enugu?
IV. Do mass media contents shape the world view of children of Immaculate Heart
Nursery and Primary School, Enugu?
1.6 Research Hypotheses
The hypotheses for this study are:
H1 Children in Immaculate Heart Nursery and Primary School, Enugu have high exposure to
the mass media.
Ho Children in Immaculate Heart Nursery and Primary School, Enugu do not have high
exposure to the mass media.
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H2 The mass media have high level of influence on the children in Immaculate Heart Nursery
and Primary School, Enugu.
Ho The mass media do not have high level of influence on the children in Immaculate Heart
Nursery and Primary School, Enugu.
H3 Parental control affects the influence of the mass media on children of Immaculate Heart
Ho Parental control does not affect the influence of the mass media on children of Immaculate
Heart Nursery and Primary School, Enugu.
H4 Mass media contents shape the world view of children of Immaculate Heart Nursery and
Primary School, Enugu.
Ho Mass media contents do not shape the world view of children of Immaculate Heart
1.7 Theoretical Framework
In a bid to give theoretical backing to this study, the Social Learning Theory and
Cultivation Theory were used.
Social Learning Theory
The Social Learning theory was propounded by Albert Bandura in 1963. He was a
psychologist at Stanford University. The theory suggests that much learning takes place
through observing the behaviour of others (Anaeto, et al, 2008). Bandura (2004) in Witz
(2008, p.50) posit that “People learn behaviours, emotional reactions, and attitudes from role
models whom they wish to emulate. In his earliest studies to support this theory, fondly
called the “Bobo Doll Studies”, pre-school children watched a film in which an adult
pummelled, kicked, threw, and hammered a 3.5 feet tall, inflatable Bobo the clown doll. One-
third of the children watched the film that ended with the adult aggressor being rewarded;
one-third watched a film that ended with the adult aggressor being punished and one-third
saw a no-consequence version of the film. All the children were then turned loose in a
playroom filled with attractive toys, including a Bobo doll. Children who saw rewarded or
inconsequential aggression were more likely to beat up the Bobo doll than were children who
saw punished aggression. The results therefore, showed that whether or not the children acted
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aggressively depended on their observations of another person’s experiences with reward and
punishment, and not on their own personal experiences.”
He further stated that “Children and adults acquire attitudes, emotional responses,
and new styles of conduct through filmed and televised modelling” (Wirtz, 2008, p.53).
Therefore, he placed a caution that television viewing might create a violent reality, which
has to be feared for its capacity to influence the way we deal with people every day. His
theory can be summarized as follows: He says that we learn by observing others; He focuses
on the power of examples and the importance of role models; He stresses the importance of
vicarious behaviour as a means of modifying behaviour (Wirtz, 2009).
According to Lefkowitz, Eron, Walder and Huesmann (1977) as cited in Wirtz
(2008), three stages can be identified in the link between passive violence (just watching) and
active violence (actually carrying it out).
1. Attention: the first step is to grab a social learner’s attention and television achieves this
through advertisements and programmes- the more explicit and violent, the better,
because it does achieve its goal.
2. Retention: people learn things by vicariously experiencing them. A television viewer can
watch the most graphic, explicit and or violent acts and experience the thrills, the fear, the
strength in the safety of his own room, in his house, before his television screen.
Therefore, a television viewer interprets these television experiences according to his
cognitive and emotional levels and then stores them in his memory. These memories may
remain unused and untapped for years; they may contribute towards shaping future active
or passive experiences.
3. Motivation: it was suggested that when a person vicariously learns something that deeply
affects him, he will be tempted to try it out for him or herself and see what happens. The
question is usually; would he/she experience the same results as the on-screen character?
In other words, the person tries out the experience on the basis of what he perceives the
outcome to be, rather than what may be the actual outcome.
The social learning theory has a general application to socializing effects of media
and the adoption of various models of action as it applies to many everyday matters such as
clothing, appearance, style, eating and drinking, modes of interaction and personal
consumption. Television is rarely the only source of social learning and its influence depends
on other sources such as parents, friends, teachers, etc. (McQuail, 2005).
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From the discussion, it can be reliably argued that this theory appropriately
addresses the mass media help in shaping the social behaviour of children. This is because as
they are exposed to the entertainment programmes, they engage in a form of social learning
process through some of the attributes as portrayed on television. Clark (1994) is of the view
that it is not the medium that influences learning, instead there are certain attributes of
television that can be modelled by learners and can shape the development of unique
“cognitive processes.”
In relation to this study, the mass media can help to shape the social behaviour of
children. However, in terms of influence, it is not the mass media that influence the
socialisation of children. Rather, it is certain attributes of the mass media, based on contents
that determine what children learn and inculcate. Whether the influence is negative or
positive depends on the programmes children are exposed to. When there is guided exposure
to ensure that children are exposed only to contents that are targeted at them, then there is the
potential for positive influence.
The Cultivation Theory
The Cultivation Theory was designed by George Gerbner, Larry Gross, Morgan,
Signorielli, Eleey, Jackson Beck, and Jeffries Fox of the University of Pennsylvania.
Cultivation theory was derived from several large-scale projects “concerned with the effects
of television programming (particularly violent programming) on the attitudes and
behaviours of the American public” (Miller, 2005, p.281). According to Miller (2005, p.282),
cultivation theory was not developed to study "targeted and specific effects (e.g. watching
Superman will lead children to attempt to fly by jumping out of the window) rather in terms
of the cumulative and overreaching impact television has on the way we see the world in
which we live."
Cultivation theory in its most basic form, then, suggests that exposure to television
over time, subtly "cultivates" viewers' perceptions of reality. This cultivation can have an
impact even on light viewers of TV, because the impact on heavy viewers has an impact on
our entire culture. Television is a medium of the socialization of most people into
standardized roles and behaviours. Its function is in a word, enculturation".
Stated most simply, the central hypothesis explored in cultivation research is that
those who spend more time watching television are more likely to perceive the real world in
ways that reflect the most common and recurrent messages of the television world, compared
8
with people who watch less television, but are otherwise comparable in terms of important
demographic characteristics (Gerbner, Gross, Morgan, Signorielli & Shanahan, 2002).
Anaeto, et al (2008, p. 103-104) summarizes the assumptions and principles of the theory
thus:
 Cultivation analysis basically means that heavy television viewers will cultivate the
perception of reality portrayed by the television.
 People indicate their judgements- about and their actions- in the world on the cultivated
reality provided by television.
 Television is essentially and fundamentally different from other mass media. It is the only
medium in history with which people can interact.
 The medium is the “central cultural arm” of society as typified by America. There,
television is the “chief creator of synthetic cultural patterns” (entertainment and
information).
 The substance of the consciousness cultivated by television is not much specific attitudes
and opinions as more basic assumptions about the ‘facts’ of life and standards of
judgement on which consciousness is based.
 Television’s major cultural function is to stabilize social patterns; it is a medium of
socialization and acculturation.
 The observable, measurable, independent contributions of television to the culture are
relatively small. Simply, though we cannot always see media effects, they do occur and
eventually will change the culture in possible, profound ways.
At this juncture, it is important to note that the impact of television on its viewers is
not unidirectional; that the "use of the term cultivation for television's contribution to
conception of social reality. However, this does not necessarily imply a one-way, monolithic
process. The effects of a pervasive medium upon the composition and structure of the
symbolic environment are subtle, complex, and intermingled with other influences. This
perspective, therefore, assumes an interaction between the medium and its publics".
Cultivation Theory is equally viewed as a top-down, linear, closed communication
model regards audiences as passive, presenting ideas to society as a mass with meaning, open
to little or no interpretation. The ideas presented to a passive audience are often accepted,
therefore influencing large groups into conforming to ideas, meaning that the media exerts a
9
significant influence over audiences. This audience is seen as very vulnerable and easily
manipulated.
Cultivation Theory looks at media as having a long term passive effect on audiences,
which starts off small at first but has a compound effect, an example of this is body image
and the bombardment of images (Morgan, 2009). The influence television has on the
socialisation of children is dependent on their level of exposure to it. This influence is
however, not on sided. There are other factors like environmental, family, peer group,
religion that contribute to shape the perception of reality by children. The values inculcated
in them in these various associations and groups to a large extent have a stake in what
television content influences their social behaviour.
1.8 Scope of the Study
The scope of this study is on the role of the mass media in childhood socialisation.
The pupils of Immaculate Heart Nursery and Primary School, Enugu will be used to
determine the said role of the mass media in the socialisation of children.
1.9 Limitations of the Study
Finance was a limitation to this study. There was inadequate finance to expand the
study to other areas which would have been of great value to the study. Also financial
constraint was responsible for the restriction of the study to Immaculate Heart Nursery and
The time frame for this study was also a limitation. There was short time for the
completion of the study which did not allow the expansion of the scope. The researcher
combined this study with other academic activities which did not allow for full concentration
on the study.
1.10 Definition of Terms (Conceptually and Operationally)
Conceptual Definition
I. Role: This is the function or position of something.
II. Mass Media: These are the channels of communication that allow the transmission of
real-time messages to a wide diversified audience.
III. Childhood: This is the time during which one is a child, from between infancy and
puberty.
IV. Socialisation: The process of learning or the art of interacting with others of being
social.
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Operational Definition
I. Role: This is the function or position of the mass media in the socialisation of
children.
II. Mass Media: These are the channels of communication like NTA, Radio Nigeria,
Daily Sun, Newswatch etc. that allow the transmission of real-time messages to a
wide diversified audience, mostly children.
III. Childhood: This is the time during which the pupils in Immaculate Heart Nursery
and Primary School, Enugu are children, from between infancy and puberty.
IV. Socialisation: The process of learning or the art of interacting with others of being
social.
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References
Anaeto, S. G., Onabanjo, S. O., & Osifeso, B. J. (2008). Models and theories of
communication. Maryland: African Renaissance Books Incorporated.
Clark, R. E. (1994). Media will never influence learning. Journal of Educational Technology
Research and Development, 42(2), 21-29.
Daramola, I. (2003). Introduction to mass communication (2nd ed.). Lagos: Rothan Press.
Folarin, B. (2005). Theories of mass communication: An introductory Text (3rd ed.). Ibadan:
Bakinfol Publications.
George-Okoro, T. G. (2008). The effects of movies with sex content on teenage sexual
attitudes and values. Unpublished undergraduate thesis of the Department of Human
Resource Development (Psychology), College of Development Studies, Covenant
University, Ota, Ogun State.
Gerbner, G., Gross, L., Morgan, M., & Signorielli, N. (2002). Growing up with television:
Cultivation processes. In J. Bryant, & D. Zillman (Eds.), Media effects, pp. 19-42.
Mahwah, NJ: Erlbaum.
Johnson, J. G. et al. (2002). Television viewing and aggressive behaviour during adolescence
and adulthood. Science, 295, 2468-241.
McQuail, D. (2005). Mass communication theory (5th ed.). London: Sage Publications.
Miles, S. (2000). Youth lifestyles in a changing world. Buckingham: Open University Press.
Miller, K. (2005). Communications theories: Perspectives, processes, and contexts. New

York: Mc GrawHill.
Morgan, M. (2009). Cultivation analysis and media effects. London: The SAGE.
Murray, J. P. (2007). TV violence: Research and controversy. In N. Pecora, J. P. Murray, &

E. Wartella, (Eds.). Children and television: Fifty years of research. Mahwah,
New Jersey: Erlbaum.
Pecora, N., Murray, J. P., & Wartella, E. A. (Eds). (2007). Children and television: Fifty
years of research. Mahwah, NJ: Erlbaum.
Wimmer, R. D. & Dominick, J. R. (2003). Mass media research: An introduction. Belmont,
CA: Thomson/Wadsworth.
Wirtz, B. (2008). What is social learning theory? Retrieved from
http://www,xyhd.tv/2008/uncategirised/what-is-social-learning-theory
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Chapter Two
Literature Review
2.1 Sources of Literature

The researcher, in the course of this study got information from different sources such
as books, newspapers, magazines, journals, periodicals, past student’s research projects and
personal interview with people. The researcher consulted relevant literature with concepts
related to the topic understudy. This literature review corroborated various propositions about
the way television positively socialise children.
2.2 Review of Relevant Literature
2.2.1 Mass Media as an Agent of Socialisation
The concept of socialisation is central to a number of social sciences and is
approached by scholars from a variety of angles. It is viewed as one of the basic functions of
communication that affects nearly every kind of behaviour (Crain, 2000) and continues
throughout life. The communication perspective on socialisation explores the interaction
between individuals and the mass media as well as other sources of socialisation (Van-Evra,
2004).
Early communication theorists considered the transmission of social heritage one
generation to another an important mass communication function which increases social
cohesion, aids integration of society, reduces social anomic, and maintains cultural
cohesiveness. Contemporary communication scholars defined socialisation as a complex
dynamic process of transferring society’s ideas, culture across generations and indicated that
it involves a number of socialising agents (Rosengren, 2000). Specifically, the process deals
with the transmission of shared social and cultural experiences and values to youths,
reinforcement of accepted societal norms, and preservation of social order harmony and
stability.
The advances in communication technologies have led to a situation where parents,
teachers and other socialisation agents have lost their position as the primary role models for
youth to the mass media. In today’s information age, saturated with electronic media –
family, church and school are no longer the main source of knowledge about society. Given
the diminishing role of the tradition positive influences and the growing accessibility in the
mass media of images distorted for entertainment purposes, we are facing the problem of
“under socialisation”. The advent of new computer-based communication and information
13
technologies, children are socialised into adult roles earlier than any previous generation. If
print media offered carefully crafted steps of socialisation for children, electronic media
blurred the boundaries between various socialisation stages by making the same information
available to children, adolescents, and adults (Rosengren, 2000).
Travis and Violato (2001) claimed that to understand the socialisation experience of
youths, it is necessary to analyse the popular culture that forms their socialisation
background. In the for-profit mass media environment of the U.S., refined technologies of
communication can combine with artful layout and style to vulgarise everything for
commercial ends. The sophistication of mass media in a consumer society creates artificial
needs that saturate the society.
In spite of promoting individuality, spontaneity, and creativity, mass media
homogenise the general viewing population in their opinions, beliefs, values, ideas, and
behaviour. Mass media content in general may contribute to a generation of young people
who feel “jaded, world weary and hopeless” – that is, old before their time. A pro-social
approach to mass mediated programming may allow young people to face problems of an
older age when they are older, yet develop in the manner suitable to their age (Travis &
Violato, 2001).
2.2.2 Mass Media and Childhood Socialisation
Exposure to the mass media remains a major activity for many young people.
According to Roberts, Foehr and Rideout (2005) an American child between the age of 8 and
18 years spends over three hours a day in front of a television screen, and also other minds of
mass media. In the view of Real Vision (2004), school age children spend 1.023 hours per
year getting exposure to the media and 900 of those hours at school. The mass media retain
their position as the primary channel for communicating with children and adolescents. The
socialising impact of the mass media is subject to modification by the agents and that it can
be reinforced or supplemented by conventional agents such as parents. Critical theorists
however, warned specifically that the mass media have the potential to usurp the socialising
function of the family by inculcating the value of consumerism (Gerbner, 2001, p.132).
Today, young generations are confirmed with significantly greater opportunities,
challenges, and decisions to make them at any time in history (Firestone, 2003). It is not
accidental one national survey reported that 76% of interviewed parents believed that they
experienced more difficulties in raising children than their parents had (Farkas, Johnson &
14
Duffett, 2002). Nearly three quarters were concerned about the impact of negative images in
the media. The majority (90%) agreed that coarse language and adult contents increasingly
proliferated on the media. Parents predominantly thought that the media could convey
positive messages and lessons to their children. Yet, their role as imparters of pro-social
values still has to be defined. With the help of the family, young viewers can critically select
pro-social television programmes based on interests, values, and philosophical world views.
Pro-social television programming would have a loyal narrowcast rather than broadcast
audience (Farkas, Johnson & Duffett, 2002).
2.2.3 Impact of the Mass Media on Children’s Cognitive Development and Social
Cognitive
The cognitive developmental and social cognitive are the two perspectives on
socialisation. It is penitent to examine the role the mass media could play in these
perspectives.
Cognitive Developmental Perspective: Cognitive progress occurs gradually in the sequence
of four different phases; sensori motor, preoperational, concrete operational, and formal
operational. Contemporary cognitive-developmental perspective recognises that the
socialising impact of television depends on a range of factors such as psychological and
physiological maturation, learning and experience. Developmental differences between
various age groups are considered critical among those factors (Strasburger & Wilson. 2003).
Most social scientists acknowledge that the essence of adolescence as a stage of
human development lies in the transition from childhood to adulthood. If adolescence starts
with puberty and lasts till children are able to assume adult social roles, early adolescence is
a period when multiple developmental transformations happen in a very short time: namely,
changes in “physical, hormonal, familial, relational, and educational processes.
Mortimer and Larson (2002) averred that advances in information and communication
technologies along with the shaping of a knowledge-based type of economy have placed new
demands on the labour force. The new demands have pushed the upper age limit of
adolescence into the late twenties. The economic and social changes have also been
accompanied by physiological changes. If puberty started at the age of fifteen during
Rousseau’s time, it begins in contemporary industrialised societies at twelve (Schickedanz et
al., 2001).
15
Both developmental and educational psychologists emphasise that it is during

adolescence that socialisation is most critical. Adolescence, especially in its early stages, is
an important time in children’s physical, cognitive, moral, and social growth. It is time of the
acquisition of social knowledge and the development of both short-term and sustained social
behaviours. Therefore, it is vital potential problems in children’s social development before
they may arise. Producing developmentally appropriate television programmes can assist
children and adolescents with constructive socialisation into adult roles and may ultimately
help them become productive members of society.
Social Cognitive Perspective: According to the social cognitive theory of mass
communication, children acquire social skills by consciously modelling parents, peers,
teachers, and other socialising agents. Modelling refers to the process of observing the
actions of other people and subsequently imitating observed behaviour. Modelling can be
direct (live), and indirect (television portrayals), or synthesised (combination of both). The
effectiveness of modelling behaviour is associated with a person’s willingness to act in
accordance with the chosen model, characteristics of the model, personal characteristics of
the viewer, observer-model similarity, social setting, and reinforcement of acquired
behaviour. Knowledge gained through vicarious (i.e. indirect) reinforcement may serve as a
predictor of whether the child will adopt modelled behaviour.
From the social learning view point, age is not critical but indicative of the social
stages of development; preschools, school children, and adolescents. Indeed, observational
learning is vital for child development at any age and varies depending on the level of
individual’s psychological and physiological development. Rather than focussing on
developmental changes, the theory concentrates on explaining how the changes occur and the
acquisition of new behaviours and actions.
Social cognitive theory of mass communication places emphasis on the role of
electronic media in people’s direct and vicarious observational experiences. The theory
maintains that symbolic modelling is central to understanding the effect of mass media.
Through symbols, people give meaning to the experiences they have. Social learning may
occur at community and society-wide levels of environments created by modern
communication technologies such as telecommunications (Bandura, 2002). Hence, by
observing positive attitudes and behaviours depicted in televised stories, children are likely to
16
make socially desirable choices that will serve as guidelines for their future “thought, affect,
and action.”
Unlike theories within the cognitive developmental paradigm, social cognitive theory
has been used to explain the short-term effects of television (Van-Evra, 2004). A new
conceptual model originated as a result of a series of a quarter-century longitudinal
qualitative and quantitative research in media use by minors. The model utilised a system
approach and viewed socialisation as dependent on a range of socialising factor: namely,
social and demographic background (i.e. environment) family, peers, school, and mass
media.
Rosengren (2002) pointed at eight large groups of agents whose influence is critical in
communicating ideals, values, cultures, to young generations in contemporary society:
family, peers, schools, work, religious groups, law agencies, social organisations, and general
and specialised media of communication. Children’s overall values are, attitudes, social
relations, habits, and activities were viewed as directly related to the results of the interplay
between the socialising factors.
2.2.4 The Mass Media as Positive Contributors to the Childhood Socialisation
In past times, researches done have gone a long way towards pointing out the bad
effects of the mass media have on children and their socialisation process. This concentration
on the negative aspects has led many subsequent researchers to dwell on the same
perspective. Very few have looked at the other side of the matter. A leading proponent of this
cultural pessimism is Neil postman. He argues that because information in print is harder to
gain access to and involves learning from to read, children in the past were protected from
known ledge about behaviour, which is assumed to be bad for them. He believes that print
media made this possible because it made audit information and skills two different for
children to obtain until they had the requisite literacy.
Another author, Maric Winn, sees if from an almost opposite direction from
postman’s she holds the opinion that the content of television is completely irrelevant
watching “Sesame Street” or “Tales by Moonlight” and this presumable cannot be corrupting
in the way Postman fears. She observes that “certain specific physiological mechanisms of
the eyes, ears and brain respond to the stimuli emanating from the television screen
regardless of the cognitive contents of the programmes” Winn believes that the mass media
are drug that children get addicted to and this is responsible for parent steady loss of control
17
as they gradually withdraw from an active role in their children’s upbringing. Winn’s views
as stated above, are aimed at making television the sole culprit for difficulties that are
endemic to the hard labour of looking after children. And this can be dangerous as it leads
one to ignore all the other causes of marital dishonesty, economic difficulties etc. Winn
therefore is saying that life would really be easy without television and this of course would
be given to be really false.
Furthermore, not only do children learn from the media but aggressive behaviour has a
high probability of being learned. Schramm have countered that view while stating that
learning new aggressive techniques is different from applying that learning to a life situation.
Hence, they believe that there is a possibility that the mere viewing of aggression will arouse
impulses and habits, but impulses and baits have apparently existed before the children tuned
to the screen. Daniel Anderson and Elisabeth Larch in 1983 conducted studies that go to
indicate that children learn to play attention to “salient” aspect of television and children’s
awareness of realism and plausibility increase with age. Accordingly, research on children’s
reactions to various television programmes shows a significance difference from that adult.
Many communication experts believed that communication messages do not have direct
powerful effect on its audience, both intellectually and socially, television will have most
impact when it is reinforced or modified by experiences in the child’s own world. Moreover,
the child is likely to learn best from television if it is integrated with and related to other
areas of life.
The mass media are parts of whole network of experiences and relationship. Their
impact depends on how they are used or not used or abused, in the child’s family and it also
depends on the individual child and the state he or she has reached and the sort of person he
or she is. Children are affected by mass media just as they are affected in some way be other
events in their lives. They give time and attention to the media, they respond emotionally to
the media, learns from the media but they are not by any stretch of imagination, sponges
indiscriminately soaking up anything they see or hear.
The contribution of the mass media along other agents of socialization cannot be
under estimated. The mass media however, is not all powerful, it can provide example of
some of their curiosity for knowledge but it cannot play for them. Similarly, it can show them
how other people behave, but it cannot bring them up to be nice or nasty people. Only
families and communities can do that. The mass media works best in partnership with other
18
interested adults who can help children to follow up what they have seen and heard on
programmes. This information and examples of skills provided by television need to be
reinforced by experience if they are to be of use to the children.
2.2.5 Impact of the Mass Media on Children
The mass media have so much impact on children. It is common for parents and
caregivers to use the media as a substitute babysitter. Also, many parents buy videos that
they think can make their kids smart. The impact of television on children is both positive
and negative. Some of the bad impacts of the mass media on children are:
 They provide no educational benefits for a child under age two.
 It steals time for activities that actually develop children’s brain, like interacting with
other people and playing. A child learns a lot more efficiently from real interaction –
with people and things, rather than things the child is exposed to on the media.
 Media exposure takes away the time that children need to develop important skills
like language, creativity, motor, and social skills. These skills are developed in the
kids’ first two years (a critical time for brain development) through play, exploration,
and conversation (Bushman & Huesmann, 2001).
The language skills of children, for example, do not improve by passively being
exposed to the mass media. It is developed by interacting with people, when talking and
listening is used in the context of real life. Media exposure numbs kids’ mind as it prevents
them from exercising initiative, being intellectually challenged, thinking analytically, and
using their imagination. Media exposure takes away time from reading and improving
reading skills through practice. Children who are exposed to media contents like cartoons and
entertainment television during pre-school years have poorer pre-reading skills at age
5. Also, children who watch entertainment television are also less likely to read books and
other print media (Comstock, 1991, p.43).
Children who have a lot of media exposure have trouble paying attention to teachers
because they are accustomed to the fast-paced visual stimulation. Children who are exposed
to the media more than they talk to their family have difficult times adjusting from being
visual learners to aural learners (learning by listening). They also have shorter attention
spans. School children who watch too much television also tend to work less on their
homework. When doing homework with television on the background, children tend to
19
retain less skill and information (John, 2007). When they lose sleep because of television,
they become less alert during the day, and these results in poor school performance.
The mass media exposes children to negative influences, and promotes negative
behaviour. Mass media contents and commercials usually show violence, alcohol, drug use
and sex in a positive light. The mind of children is like clay. It forms early impressions on
what it sees, and these early impressions determine how he sees the world and affect his
grown-up behaviour. Children who are more exposed to media violence behave more
aggressively as children and when they are older. They are taught by the media that violence
is the way to resolve conflict – as when a television hero beats up a bad guy to subdue him
(John, 2007).
Media exposure also affects a child’s health and athletic ability. The more exposure
level of a child to the media, even in the first years of life, the more likely the child is to be
obese and less muscularly fit. Even though children do not aspire to be football stars, their
athletic abilities are important not only for physical health, but predicting how physically
active he will be as an adult. Every hourly increase in daily media exposure from two and a
half years old is also associated with bullying by classmates, and physical prowess at
kindergarten.
On the hand, the mass media also have some positive impact on children. Some media
contents can educate inform and inspire. They can be more effective than books or
audiotapes in teaching a child about processes like how a plant grows or how to bake a cake.
Children who are exposed to media educational and non-violent children’s contents do better
on reading and math tests than those who do not (Bushman & Huesmann, 2001). Children
who are exposed to informative and educational shows as pre-schoolers tend to watch more
informative and educational shows when they get older. They use the media effectively as a
complement to school learning. On the other hand, children who are exposed to more
entertainment programmes have little exposure to informative programmes as they get older.
Pre-schoolers who viewed educational programmes tend to have higher grades, are
less aggressive and value their studies more when they reach high school, according to a
long-term study (Murray, 2007). Children experience a soothing, painkilling effect by
watching cartoons. So perhaps, a little entertainment television can be a source of relief to
children who are stressed or are in pain.
20
2.2.6 Mass Media as a Means of Mass Information on Children Socialisation

The mass media present different forms of information for children’s socialisation.
The media has influence on children from a very young age and affects their cognitive and
social development (Van-Evra, 2004). While exposed to media contents, children have the
feeling that they’re interacting, but they’re not. That’s one of the disadvantages of the media
as a socialiser. They satisfy social needs to some extent, but doesn’t give children the social
skills (or the real-life practice in those skills) that allow them to function effectively with
people. Since the average child is exposed to 3 to 4 hours of the media a day, the time left for
playing with others and learning social skills is drastically reduced. Even infants average
about an hour and a half of television viewing a day between the time they are born and age 2
(Pecora, Murray & Wartella, 2007).
Of course, parents can control the time their children spend on the media, but many
don’t. They can monitor the selection of programmes, but some allow their children to watch
whatever happens to be on. Some parents don’t consider how they can use television to teach
decision making. They don’t make children aware that when one program ends they can
either weigh the various merits of the next offerings or turn the set off. Some children,
especially those with a remote control in hand, flick through the channels periodically,
randomly stopping at whatever catches their interest at the moment (Johnson, et al., 2002).
That’s very different from critically examining options and consciously deciding on one.
This is where parent education could be effective. Some parents who grew up with television
themselves haven’t given much thought to the effects of that medium, and how to decrease
these effects.
Children learn through watching television. Some of the things they learn are
beneficial; others are not. They learn about the world and the ways of the society. They learn
something about occupations, for example, getting an idea about what a nurse does, what a
doctor does, and how the two relate to each other (Murray, 2007). They learn about the
institutions of the society – what goes on in court, for example. Children also learn about
current themes and issues, both from newscasts and dramas—issue such as kidnapping, the
homeless, and the spread of AIDS.
2.3 Summary of Literature Review
The literature reviewed shows an indication that the mass media have become one of
the hottest media in the 20th and 21st centuries, and without doubt, the medium has the ability
21
to capture its audience with its potentials of sound and sight; and its dramatic and
demonstrative powers. It was also identified that television has been a part of everyday life,
because statistics were given of the percentage of households (95%) that own at least one
television set, and on an average, television plays for about seven hours daily in those
households. The medium has been of tremendous influence in our daily living and has
revolutionalised the way people learn and socialise in their immediate environment and
social groups.
The mass media play important roles in the positive socialisation processes of
children. This is because the media is described as the early window through which children
see the world beyond their immediate environment, and therefore helps shape their
perception about reality. In the socialisation process, television has serious impact on the
cognitive-developmental and social cognitive perspectives of the overall socialization of
children. When properly guided, exposure to the media by children can go a long way to
adequately socialise them on the positive side, rather than the notion that the media only has
negative impact on the socialisation of children.
22
References
Bandura, A. (2002). Social cognitive theory of mass communication. In Byrant, J. &

Zillman, D. (eds). Media effects: Advances in theory and research (2 nd ed).
Mahwah, New Jersey: Erlbaum.
Bushman, B. J. & Huesmann, L. R. (2001). Effects of televised violence on aggression. In
Singer, D. G. & Singer, J. L. (Eds). Handbook of children and the media.
Thousand Oaks, CA: Sage.
Comstock, G. (1991). Television and the American child. San Diego: Academic.
Crain, W. C. (2000). Theories of development: Concepts and applications. Upper Saddle
River, New Jersey: Prentice Hall.
Farkas, S., Johnson, J. & Duffett, A. (2002). A lot easier said than done: Parents talk about
raising children in today’s America. New York: Public Agenda. Retrieved from
http://www.publicagenda.org/specials/parents.htm
Firestone, C. M. (2003). From vast wasteland to electronic garden: Responsibilities in the
new video environment. Federal Communications Law Journal. Retrieved from
http://www.highbeamreseach.com
Gerbner, G. (2001). Communities should have more control over the content of mass media.
In Torr, J. D. (ed). Violence in the media. 129-137. San Diego, CA: Greenhaven.
John, K. (2007). What is the role of the media in the socialisation of teenagers. Retrieved 13
June, 2009 from http://en.wikipedia.org/wiki/media_manip.
and adulthood. Science, 295, 2468-241
Mortimer, J. T. & Larson, R. W. (Esd). (2002). The changing adolescence experiences:
Societal trends and the transition to adulthood. New York: Cambridge University
Press.
Murray, J. P. (2007). TV violence: Research and controversy. In Pecora, N., Murray, J. P. &
Wartella, E. (Eds). Children and television: Fifty years of research. Mahwah, New
Jersey: Erlbaum.
Pecora, N., Murray, J. P. & Wartella, E. A. (Eds). (2007). Children and television. Fifty years
of research. Mahwah, NJ: Erlbaum.
Real Vision. (2004). Facts and figures above TV habit. Retrieved form
http://www.tvturnoff.org
Roberts, D. F., Foehr, U. G. & Rideout, G. (2005). Generation M: Media in the lives of 8-
18years olds. Menlo Park, CA: The Henry J. Kaiser Family Foundation. Retrieved
from http://www.kff.org
Rosengren, K. E. (2000). Communication: An introduction. London: Sage.
23
Schickedanz, J. A. et al. (2001). Understanding children and adolescents. Boston, MA: Allyn
and Bacon.
Strasburger, V. C. & Wilson, B. J. (2003). Children, adolescents, and the media. Thousand
Oaks, CA: Sage.
Travis, L. & Violato, C. (2001). Advances in adolescent psychology. Calgary: Detselig.
Van-Evra, J. (2004). Television and child development. Mahwah, NJ: Erlbaum.
Wilson, R. J. & Wilson, R. S. (2001). Mass media, mass culture: an introduction (5th ed.).
New York: Mc Graw Hill.
24
Chapter Three
Methodology
The research method adopted by the researcher in this study is the survey research
method. According to Nwodu (2006, p. 67) survey “is a research method which focuses on a
representative sample derived from the entire population of study.” This will be used for the
analysis in this study as well as to have an authentic and valid result.
3.1 Research Design
Nwodu (1991, p. 162) defines research design as a plan or blue print which specifies
how data relating to a given problem should be collected and analysed. It provides the
procedural outline for the conduct of any given investigation. According to Udeagha (2003 p.
153) research design is a framework that indicates the types of information that is needed for
the research sources of information and method of collection. In line with this, the research
design for this study is concerned with the use of questionnaire. This design is appropriate
because the study deals with people as the study characteristics. Questionnaire was structured
and administered to the representative sample of the study.
3.2 Area of Study
The area of study for this work is Enugu South Local Government Area. Residents of
this area, particularly children were studied to determine the positive contribution of
television to their socialisation. Enugu South was chosen because the primary school in focus
is located in the area.
3.3 Research Population
Ogili (2005, p. 53) observes that population “involves a group of persons or an

aggregate of items, things the researcher is interested in getting information from for the
study.” The population of this study was drawn from the management and staff of
immaculate Heart Nursery and Primary School, Holy Ghost Cathedral, Ogui, Enugu.
Statistical data available put the staff and management of the school at 53.
25
3.4 Research Sample
The sample for this study was derived from the population. Since the population of the
study is manageable, the whole population will be studied.
3.5 Sampling Technique
The sampling technique for this study is the simple random sampling technique.
According to Uwakwe (2006, p. 118) “simple random sampling provides an avenue for each
element in the sample to have equal and independent chance of being included in the
sample.” So the researcher adopted this technique to give equal chance to the sample
population to be selected in the study.
3.6 Instrument of Data Collection
The instrument for data collection in this study is questionnaire. The questionnaire is
structured to contain only closed-ended questions. The questionnaire is also divided into two
sections. The first section is designed to get the demographic data of the respondents, while
the second section will dwell on the research questions. The questionnaire provided for the
confidentiality of the respondents. The copies of questionnaire produced are fifty three (53),
to suit the sample of the study.
3.7 Method of Data Collection

Copies of questionnaire were used to elicit the necessary information from the
respondents. Interview was also conducted. The copies of questionnaire were collected
immediately from the respondents.
3.8 Method of Data Analysis
Data in this study was analysed using tables, frequencies and percentage. The chi-
square formula was used in testing the hypotheses for this study.
The formula is given as
X2 = ∑(Fo –Fe)2
Fe
26
Where;
‘Fo’ is observed frequency
‘Fe’ is expected frequency
‘X2’ is chi-square value
Decision Rule: If the calculated Chi-square value (X 2) is greater than the table value, the
alternative hypothesis (H1) is accepted, but if the calculated Chi-square value is less than the
table value, the null hypothesis (Ho) is accepted.
3.9 Expected Results
It is expected that all hypotheses in this study would be given statistical support by the
data collected using the measuring instrument. It is also expected that the data collected and
analysed should be able to clearly identify the positive effects of television on the
socialisation of children.
27
References
Nwodu, L. C. (1991). Essentials to research. Enugu: Topman.

Nwodu, L. C. (2006). Research in communication and other behavioural sciences –
Principles, methods and issues. Enugu: Rhyce Kerex.
Ogili, E. E. (2005). Project writing: Research best practice. Enugu: Providence.
28
Chapter Four
Presentation and Interpretation of Findings
4.1 Data Presentation and Analysis
Data analysis is an explanation of factual information generated in the course of a
study (Nwodu, 2006, p.172). Also, Ikeagwu (1998, p.280) says that “data can be analysed to
further the overall goal of understanding social phenomena achieved through the process of
description, explanation and prediction”. In this chapter, tables were used for presentation of
data with responses measured in percentages and frequencies; Chi-square formula is applied
as the statistical tool for testing the hypotheses.
Table 1: Gender of Respondents
Variables Frequency Percentage
Male 19 35.85%
Female 34 64.15%
Total 53 100%
Source: Field Survey 2022
The table above shows that 19 of the respondents, representing 35.85% are male,
while 34 respondents representing 64.15% of the total respondents are female.
Table 2: Age of Respondents
20-35 17 32.08%
36-45 29 54.72%
47 and above 7 13.20%
Total 53 100%
The table above shows that 17 respondents representing 32.08% of the total
respondents are between the age range of 20 and 35 years; 29 respondents representing
54.72% of the respondents are between the age range of 36 and 45 years, while 7 respondents
representing 13.20% of the total respondents are between the age range of 47 years and
above.
Table 3: Educational Qualification of Respondents
O’level 6 11.32%
ND/NCE 22 41.51%
HND/Degree 21 39.62%
Others(specify) 4 7.55%
Total 53 100%
29
The table above shows that 6 respondents representing 11.32% of the respondents are
O’level holders; 22 respondents representing 41.51% of the total respondents are ND/NCE
holders; 21 respondents representing 39.62% of the total respondents are HND/Degree
holders, while 4 respondents representing 7.55% of the total respondents are of other
qualifications not mentioned in the option.
Table 4: What is the level of exposure of the children in Immaculate Heart Nursery and
Primary School, Enugu to the media?
High 39 75.58%
Low 14 24.42%
Total 53 100%
The table above shows that 39 respondents representing 75.58% of the total
respondents said that the level of exposure of the children in Immaculate Heart Nursery and
Primary School, Enugu to the media is high, while 14 respondents representing 24.42% of
the total respondents said the level is low.
Table 5: What is the level of influence the mass media have on the children in
High 41 77.36%
Low 12 22.74%
Total 53 100%
The table shows that 41 respondents representing 77.36% of the total respondents said
that the level of influence the mass media have on the children in Immaculate Heart Nursery
and Primary School, Enugu is high, while 12 respondents representing 22.74% of the total
respondents said it is low.
Table 6: Does parental control affect the influence of the mass media on children of
Yes 46 86.79%
No 7 13.21%
Total 53 100%
The table above shows that 46 respondents representing 86.79% of the respondents
said that parental control affect the influence of the mass media on children of Immaculate
30
Heart Nursery and Primary School, Enugu, while 7 respondents representing 13.21% of the
respondent said ‘No’ to the question.
Table 7: Do mass media contents shape the world view of children of Immaculate Heart
Nursery and Primary School, Enugu?
Yes 49 92.45%
No 4 19.55%
Total 400 100%
The table above indicates that 49 respondents, representing 92.45% of the total
respondents said mass media contents shape the world view of children of Immaculate Heart
Nursery and Primary School, Enugu, while 4 respondents, representing 19.55% expressed a
dissenting view.
4.2 Test of Hypotheses
The hypothesis in this study were tested using the Chi-square formula stated as
X2 = Fo – Fe
Fe
Where X2 = Chi-square value
Fo = Observed frequency
Fe = Expected frequency
 = Summation.
Decision Rule: If the calculated Chi-square value is equal to or greater than the table value,
the alternative hypothesis will be accepted, but if the calculated Chi-square value is less than
the table value, the null hypothesis is not rejected.
Hypothesis One
H1 Children in Immaculate Heart Nursery and Primary School, Enugu have high exposure to
the mass media.
Ho Children in Immaculate Heart Nursery and Primary School, Enugu do not have high
Table 8: Testing of Hypothesis One

Variables 0 E 0–E (0 – E)2 (0 – E)2
E
High 39 26.5 12.5 156.25 5.90
Low 14 26.5 -12.5 156.25 5.90
Total 53 11.80
31
Df = K–I
Where;
Df = Degree of freedom
K = Number of Columns or alternatives

Df = 2–1
Df = 1
Error margin = 0.05
X2 = 3.841
Decision: Since the calculated Chi-square value (11.80) is greater than the table value (3.841)
the alternative hypothesis is accepted. It therefore, holds that children in Immaculate Heart
Nursery and Primary School, Enugu have high exposure to the mass media.
Hypothesis Two
H2 The mass media have high level of influence on the children in Immaculate Heart Nursery
Ho The mass media do not have high level of influence on the children in Immaculate Heart
Table 9: Testing of Hypothesis Two

Variables 0 E 0–E (0 – E)2 (0 – E)2
E
High 41 26.5 14.5 210.25 7.93
Low 12 26.5 14.5 210.25 7.93
Total 53 15.86
Df = K–I
Where;
Df = Degree of freedom
K = Number of Columns or alternatives

Df = 2–1
Df = 1
Error margin = 0.05
X2 = 3.841
32
Decision: Since the calculated Chi-square value (15.86) is greater than the table value
(3.841), the alternative hypothesis is accepted. It therefore holds that the mass media have
high level of influence on the children in Immaculate Heart Nursery and Primary School,
Enugu.
Hypothesis Three
H3 Parental control affects the influence of the mass media on children of Immaculate Heart
Ho Parental control does not affect the influence of the mass media on children of Immaculate
Table 10: Testing of Hypothesis Three

Variables 0 E 0–E (0 – E)2 (0 – E)2
E
Yes 46 26.5 19.5 380.25 14.35
No 7 26.5 -19.5 380.25 14.35
Total 400 28.70
Df = K–I
Df = 2–1
Df = 1
Error margin = 0.05
X2 = 3.841
Decision: Since the calculated Chi-square value (28.70) is greater than the table value
(3.841), the alternative hypothesis is accepted. Therefore, it means that parental control
affects the influence of the mass media on children of Immaculate Heart Nursery and
Hypothesis Four
H4 Mass media contents shape the world view of children of Immaculate Heart Nursery and
Ho Mass media contents do not shape the world view of children of Immaculate Heart
33
Table 11: Test of Hypothesis Four

Variables 0 E 0–E (0 – E)2 (0 – E)2
E
Yes 49 26.5 22.5 506.25 19.10
No 4 26.5 -22.5 506.25 19.10
Total 400 38.20
Df = K–I
Df = 2–1
Df = 1
Error margin = 0.05
X2 = 3.841
Decision Rule:
Since the calculated chi-square value (100) is greater than the table value (3.841), the
alternative hypothesis is accepted. It therefore holds that mass media contents shape the
world view of children of Immaculate Heart Nursery and Primary School, Enugu.
4.3 Discussion of Results
In all, the four hypotheses tested for statistical support. The entire alternative
hypothesis received support. Hypothesis one which is concerned with whether children in
Immaculate Heart Nursery and Primary School, Enugu have high exposure to the mass media
received statistical support. From the analysis, the calculated Chi-square value (11.80) is
greater than the table value (3.841) which gave the alternative hypothesis support. It
therefore holds that children in Immaculate Heart Nursery and Primary School, Enugu have
high exposure to the mass media.
The second hypothesis dwells on whether the mass media have high level of influence
on the children in Immaculate Heart Nursery and Primary School, Enugu. The analysis
showed that the calculated Chi square value (25) is greater than the table value (3.841) giving
credence to the alternative hypothesis. This implies that the mass media have high level of
influence on the children in Immaculate Heart Nursery and Primary School, Enugu.
Hypothesis three focussed on whether parental control affects the influence of the
mass media on children of Immaculate Heart Nursery and Primary School, Enugu. From the
analysis, the calculated Chi-square value (144) is greater than the table value (3.841) giving
validity to alternative hypothesis. This goes to stand that parental control affects the influence
of the mass media on children of Immaculate Heart Nursery and Primary School, Enugu.
34
In hypothesis four, the central discourse was on whether mass media contents shape
the world view of children of Immaculate Heart Nursery and Primary School, Enugu. From
the analysis, the calculated table value (100) is greater than the table value thereby validating
the alternative hypothesis. It therefore holds that mass media contents shape the world view
of children of Immaculate Heart Nursery and Primary School, Enugu.
35
References
Ikeagwu, E. K. (1998). Groundwork of research methods and procedures. Enugu: Institute
Of Development Studies.
Nwodu, L.C. (2006). Research in communication and other behavioural science, -
Principles, method and issues. Enugu: Rhyce Kerex Publishers.
36
Chapter Five
Summary of Findings, Conclusion and Recommendation
5.1 Summary of Findings
This study examined the role of mass media in childhood socialization, using children
of Immaculate Heart Nursery and Primary School, Enugu as the case study. The researcher
adopted survey method. A questionnaire which consists of opened ended and closed ended
question was framed and administered to a chosen population sample as an instrument of
data collection. The study started with background information on the subject matter which
revealed the statement of the problem. The statement of research objectives, research
questions, research hypotheses, and significance of the study were properly addressed to
reflect the overall purpose of the study. There was also an extensive review of relevant and
related literature, which was based on materials written by scholars and authorities in the
field covered in this study.
The researcher adopted Chi-square formula to test the hypotheses for statistical
support. Findings from the analysis revealed that:
 Children in Immaculate Heart Nursery and Primary School, Enugu have high
 The mass media have high level of influence on the children in Immaculate Heart
 Parental control affects the influence of the mass media on children of Immaculate
 Mass media contents shape the world view of children of Immaculate Heart Nursery
5.2 Conclusion
Nigerian broadcasting industry is improving. It is hoped that producers of broadcast

programmes should know their audience before packaging their programmes. This is to
enable them find out the literacy level and the social category of the target audience and the
appropriate language to be used in the presentation of the programme. And this can be
achieved by conducting an audience research. Based on the findings, the social behaviour of
children is greatly affected and influenced by their exposure to the media. This is because
they tend to learn and apply the contents of what they watch on television. This is due to the
37
format of some of the programmes as they are designed in such a way that they have
elements of entertainment, information and education.
5.3 Recommendation
Based on the findings of the study, the following recommendations have been made:-
I. The producers of broadcast programmes should always conduct an audience research in
order to find out the literacy level and social category of the target audience and the
appropriate language to be used in the presentation of the programme.
II. The producers of broadcast programmes should know the appropriate time to get their
target audience because programme choice is also determined by scheduling in terms of
time and duration.
III. The programmes producers should try as much as possible to improve the content and
quality of their programmes because programmes content and quality, command viewer-
ship.
IV. The needs of the target audience should be considered by the programme producers
before packaging their programmes.
V. Television should be used positively to socialise children.
VI. Parents should censor and control exposure to the media by their children so as to
properly guide to programmes which are beneficial to them.
38
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43
Appendix I
Letter of Introduction
Department of Mass Communication
School of Communication Arts
Institute of Management and Technology
Enugu
22 November 2021
Dear respondents,
The researcher is ND2 of the aforementioned institute, carrying a study on “Role of

Mass Media in Childhood Socialisation: A Study of Immaculate Heart Nursery and Primary
School, Holy Ghost Cathedral, Ogui, Enugu.” This is a partial fulfilment of the requirements
for the award of National Diploma (ND) in Mass Communication.
I am soliciting your support towards this study by completing this questionnaire, with
the promise that your responses shall be used for the purpose of this study and treated with
utmost confidentiality.
Thanks for your cooperation.
Yours faithfully,
ILOKA CECILIA
IMT/MC/N2019/3/067
44
Appendix II
Questionnaire
Instructions: Tick the box close to your most appropriate response and write on the dotted
lines where applicable.
Section A: Personal Data
1. Gender: Male [ ] Female [ ]
2. Age: 20-25 [ ] 26-30 [ ] 31 and Above [ ]
3. Occupation: Journalist [ ] Student [ ] Civil Servant [ ] Others

(specify)…………
4. Marital Status: Single [ ] Married [ ]
5. Educational Qualification: NCE/ND [ ] HND/Degree [ ] MA/MSc [ ] Others (specify).

……………
Section B: Research Questions

6. Do you listen to radio or watch television? Yes [ ] No [ ]
7. Do you read newspaper and magazine? Yes [ ] No [ ]
8. How often are you exposed to the media? Everyday [ ] Once a week [ ] Twice a week
[]
9. How can you rate the exposure level of the children in Immaculate Heart Nursery and
Primary School, Enugu to the media? High [ ] Low [ ] Moderate [ ]
10. What is the level of influence the mass media have on the children in Immaculate Heart
Nursery and Primary School, Enugu? High [ ] Low [ ] Moderate [ ]
11. Do you think parental control affect the influence of the mass media on children of
Immaculate Heart Nursery and Primary School, Enugu? Yes [ ] No [ ]
12. Do you agree that mass media contents shape the world view of children of Immaculate
Heart Nursery and Primary School, Enugu? Agree [ ] Strongly agree [ ] Disagree [ ]
Strongly disagree [ ]

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ROLE OF MASS MEDIA IN CHILDHOOD SOCIALISATION (A STUDY OF

IMMACULATE HEART NURSERY AND PRIMARY SCHOOL, HOLY GHOST

ILOKA CECILIA AMARACHUKWU

DEPARTMENT OF MASS COMMUNICATION

SCHOOL OF COMMUNICATION ARTS

INSTITUTE OF MANAGEMENT AND TECHNOLOGY, ENUGU

ROLE OF MASS MEDIA IN CHILDHOOD SOCIALISATION (A STUDY OF

ILOKA CECILIA AMARACHUKWU

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF

INSTITUTE OF MANAGEMENT AND TECHNOLOGY, ENUGU

Mr Okafor Chukwuebuka K. Sign/Date: -----------------------

Dr. (Mrs.) Onyiaji Judith C. Sign/Date: -----------------------

Dr. Ifeanyi Ojobor Sign/Date: -----------------------

External Examiner Sign/Date: -----------------------

Chapter One: Introduction

1.1 Background of the Study - - - - - - - 1

1.2 Statement of the Research Problem - - - - - 3

1.3 Objectives of the Study - - - - - - - 4

1.4 Significance of the Study - - - - - - - 4

1.5 Research Questions - - - - - - - 5

1.6 Research Hypotheses - - - - - - - 5

1.7 Theoretical Framework - - - - - - - 6

1.8 Scope of the Study - - - - - - - 9

1.9 Limitations of the Study - - - - - - 10

1.10 Definition of Terms (Conceptual and Operational) - - 10

Chapter Two: Literature Review

2.1 Sources of Literature - - - - - - - 13

2.2 Review of Relevant Literature - - - - - - 13

2.3 Summary of Literature Review - - - - - - 28

Chapter Three: Methodology

3.1 Research Design - - - - - - - - 31

3.2 Area of Study - - - - - - - - 31

3.3 Population of the Study - - - - - - - 31

3.4 Research Sample - - - - - - - - 32

3.5 Sampling Technique- - - - - - - - 32

3.6 Instrument of Data Collection - - - - - - 33

3.7 Method of Data Collection - - - - - - - 34

3.8 Method of Data Analysis - - - - - - - 34

3.9 Expected Results - - - - - - - - - 34

Chapter Four: Presentation and Interpretation of Findings

4.1 Data Presentation and Analysis - - - - - - - 35

4.2 Test of Hypotheses - - - - - - - - 38

4.3 Discussion of Results - - - - - - - 41

Chapter Five: Summary, Conclusion and Recommendations

5.4 Suggestions for Further Study - - - - - - 45

1.1 Background of the Study

1.2 Statement of the Research Problem

Miller, K. (2005). Communications theories: Perspectives, processes, and contexts. New

Murray, J. P. (2007). TV violence: Research and controversy. In N. Pecora, J. P. Murray, &

2.1 Sources of Literature

Both developmental and educational psychologists emphasise that it is during

2.2.6 Mass Media as a Means of Mass Information on Children Socialisation

Bandura, A. (2002). Social cognitive theory of mass communication. In Byrant, J. &

3.1 Research Design

3.2 Area of Study

3.3 Research Population

Ogili (2005, p. 53) observes that population “involves a group of persons or an

3.4 Research Sample

3.5 Sampling Technique

3.6 Instrument of Data Collection

3.7 Method of Data Collection

The formula is given as

‘Fo’ is observed frequency