NEGATIVE IMPACTS OF HOME VIDEO ON STUDENT ACADEMIC ACHIEVEMENT

NEGATIVE IMPACTS OF HOME VIDEO ON STUDENT ACADEMIC ACHIEVEMENT

CHAPTER ONE

INTRODUCTION

1.1     BACKGROUND TO THE STUDY

Movies have remained a source of entertainment, knowledge, and education, surpassing more than half of the other forms of entertainment that compete for the average citizen’s time and attention. The American film industry has dominated the global film industry since the early twentieth century. In early 1910, Griffith, a well-known film director, shot “In Old California,” the first film in Hollywood. Filmmakers flocked to Southern California before World War I, where the Nestor Company built the first Hollywood studio in 1911. Because racial prejudice prevented them from working in other industries, Jews who were immigrants eventually dominated the film industry. The film industry was producing 400 films per year by the mid-1940s. Onokome (2009) claims that the Nigerian video film has developed into an art form, giving rise to its own version of Nollywood. From an estimated 2.5 million dollars in 1994 to 3.4 million dollars in 1999, the motion picture industry grew. According to Larkin (2006), this expansion resulted in the production of 600 films per year, making Nigeria one of the world’s largest film producers. According to Okoye, Ken Mnebue, a resourceful Nigerian entrepreneur, pioneered the Nigerian film industry by producing “Living in Bondage” in 1992. (2003). However, Nollywood is arguably the world’s third most vibrant film industry, after Hollywood and Bollywood. The colonial overlords introduced movies to Nigeria in 1930. Herbert Macaulay, according to Adieza (2010), financed these films, which were shown at the Glover Hall in Lagos. Film was new at the time. The British Empire was primarily used to pique people’s interest. The first Indigenous film, “Culture in Transition,” an abbreviated version of Wole Soyinka’s “The Strong Breed,” was made in 1960, shortly after independence. “Kongi’s Harvest” also commemorated Independence Day. At the time, films were shown in large cinema halls, which drew large crowds, and the film hall eventually became a hangout for criminals. Because it was prohibitively expensive to project a picture using these projectors, when movies were introduced to the country in 1980, they were welcomed by all households. Producers shifted their focus to creating films that were both cheaper and faster. According to Sor (2011), the film market in 1996 had over 20,000 films. West African Examination Council (WAEC)  Both the West African Examination Council (WAEC) and the National Examination Council NECO (2007, 2008, 2009, and 2010) have expressed concern about the low quality of education in Nigeria’s educational system, as well as the consequences of poor academic performance among senior secondary school students. Some blame students for the apparent decline in educational quality and moral standards, while the majority blames teachers. Teachers blame children and parental attitudes toward their children’s education (Ogbadu, 2010). Others, such as Jekayinfa (2007), have criticized the government for the poor quality of service and physical infrastructure in some parts of the system. However, in addition to the factors listed as secondary school student failure causes, the advent of globalization as a result of urbanization and civilization, Access to the internet, GSM, Television, and Cable Network programs, for example, have relegated most students to a showbiz, and they are frequently distracted by a series of cartoons and movie activities. Globalization, according to Marwa (1999), is the most recent technological endeavor to reduce the physical barrier between nations and civilizations around the world by transferring information at previously unheard-of speeds in information technology. As a result of the free flow of information enabled by modern technologies such as the internet and electronic media, the world has become borderless (i.e. audio, visual, and audio-visuals gargets and newspapers). Television has grown in importance as a result of globalization.

Nigeria’s source of educational enlightenment and language acquisition (Mayeaux, 2001). Television provides more complex, diverse, and current information and instruction. According to Omojuwa (2009), because students are more likely to use their mother tongues after school, television may help to reinforce language skills learned in school. As a result, depending on how widely it is used, the impact on Nigerian secondary school students may vary. Television has been chastised for having a negative impact on academic performance. Wright (2001), for example, associates increased exposure to mass-media television with lower language levels. The low language ratings are attributed to the content of the shows rather than the amount of time spent watching them.

1.2 THE PROBLEM’S STATEMENT

Depending on the genre of the film, Depending on the time and level of parental supervision available, movies can have both a negative and positive impact on a Nigerian child. However, it is obvious that a child mimics what he sees, so he must be led. One of the consequences of movies, according to Onokome (2009), is violence. Children who watch a lot of violent movies are more likely to act violently. People are said to readily accept fictitious representations in the media due to their vivid and demonstrative image conveyance (Arony, 2006). Many people consider home video to be a school of violence because it has the ability to hold an audience’s attention longer than any traditional institution. Movies have both long-term and short-term consequences, particularly in terms of how

They influence a child’s behavior. Observing violent films may result in traits such as hostility. This could cause you to think and feel aggressively. According to Adesanya (2008), watching violent programs can influence children’s behavior by making them fearful, concerned, and suspicious, as well as increasing the child’s proclivity for aggressive behavior. Pornographic videos are harmful to children because they increase their sexual desire and encourage them to experiment. As Adesanya (2004) points out, movies occupy children’s time, preventing them from fully focusing on schoolwork such as note revision, assignments, and even household tasks.

1.3 THE STUDY’S OBJECTIVE

The primary goal of this research is to determine the negative impact of home video on students.

Student academic achievement video. The study will concentrate on students and teachers in Ekiti State’s Efon Local Government Area.

1.7 RESTRICTIONS OF THE STUDY

Over the course of the studies, obtaining funding for general research activity will be difficult. Correspondents may also be unable or unwilling to complete or submit questionnaires sent to them. However, these constraints are expected to be overcome by making the best use of available resources and devoting more time to research than is necessary. As a result, despite these constraints, it is strongly believed that their impact on this research report will be minimal, allowing the study’s purpose and importance to be met.