Effect of television violence watching on secondary school students in Mbeya city council, Tanzania

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dc.contributor.authorMasiba, Watson
dc.date.accessioned2019-12-23T11:45:19Z
dc.date.accessioned2020-01-08T09:16:02Z
dc.date.available2019-12-23T11:45:19Z
dc.date.available2020-01-08T09:16:02Z
dc.date.issued2015
dc.descriptionAvailable in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF P96.V5M37)en_US
dc.description.abstractThe study explored the effect of television violence watching on secondary school students in Mbeya City Council, Tanzania. Five specific objectives guided this study namely examining the students’ accessibility to the television (TV), ascertaining the violent TV programmes and the amount of time students spend on them, determining the ways in which TV violence watching affects academic performance of the students, finding out the effect of TV violence watching on students’ discipline, and examining the role of parents/ guardians in addressing the effects of TV violence on children. The study was guided by Bandura’s social learning and Gerbner’s cultivation theories. The study employed mixed methods research approach and the explanatory sequential design. Data were collected from 300 respondents through questionnaires, focus group discussion (FGDs), interview, and documentary review. Purposive, stratified, and simple random sampling techniques were used for selecting the sample of the study. Quantitative data were subjected to SPSS Version 20 for analysis while qualitative data were thematically analyzed. Results indicated that most secondary school students accessed TV at home and watched it in sitting rooms. The most violent TV programmes were movies, music, drama, and informational. Many students spent an average of three hours per day on week days and seven-and-half hours on weekends. The results also show that spending much time watching violent TV programmes decreased the academic performance and the discipline of the students. Furthermore, results show that parents/ guardians’ role is to discourage and limit students from watching TV violence, and choosing appropriate TV programmes for them. It was concluded that the amount of time spent on watching TV violence related to students’ poor academic performance and the discipline. However, students who spend the same amount of time watching non-violent TV programmes their academic performance would be similar to those who watched TV violence. Therefore, parents, teachers, and school authorities have to play their role to save students from such deleterious effect resulting from TV violence watching. It was recommended that parents, teachers, government, and TV industry should have public discussions on rescuing students from the effect TV violence watching. Experimental, correlation and longitudinal studies on the effect of TV and interactive media violence to secondary school students should be conducted at national level.en_US
dc.identifier.citationMasiba, W (2015) Effect of television violence watching on secondary school students in Mbeya city council, Tanzania.Master dissertation, University of Dar es Salaam, Dar es Salaam.en_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/4624
dc.language.isoenen_US
dc.publisherUniversity of Dar es salaamen_US
dc.subjectViolence in mass mediaen_US
dc.subjectHigh school studentsen_US
dc.subjectMbeya cityen_US
dc.subjectTanzaniaen_US
dc.titleEffect of television violence watching on secondary school students in Mbeya city council, Tanzaniaen_US
dc.typeThesisen_US
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