AN ASSESSMENT OF SECONDARY SCHOOL STUDENTS’ ENGAGEMENT WITH EDUCATIONAL TELEVISION PROGRAMMES IN LAGOS STATE

CHAPTER ONE INTRODUCTION 1.1 Background to the Study Television remains one of the most pervasive forms of household entertainment and is accessible to children across various age groups. It is present in the majority of homes and has become an integral part of daily life. Due to their impressionable nature and limited life experiences, children are often thought to be particularly vulnerable to the array of messages transmitted through television. In discussing the concept of communication, Rodman (2016) posits that communication is the process through which humans exchange messages. These messages may serve to entertain, inform, or persuade audiences and can be verbal or visual, intentional or unintentional. Notably, the message received can sometimes be interpreted differently by the sender and the recipient. Victoria (2019), cited in Onabanjo (2021), describes communication as a dynamic process involving the transmission of messages through channels that connect individuals via language and symbolic codes. Television, as a medium, plays a significant role in bringing the outside world into the home, fostering familiarity, and facilitating the sharing of diverse perspectives and ideologies. In Nigeria, television has become one of the most dominant media forms, widely present in many households. Rodman (2016) asserts that television continues to consume the largest portion of leisure time and remains a primary source of information and entertainment. It is the main avenue through which political discourse is visually and audibly disseminated and also stands as a powerful tool for marketing and advertisement on a global scale. According to Van (2022), educational programming on television involves the time spent watching broadcasts that either actively or passively engage viewers with informative content. He highlights that educational television considers factors such as the viewer’s age, the type of content consumed, and the duration of viewing. Gunter and McAleer (2017) observe that children are frequent viewers of educational programming, which occupies a substantial part of their screen time. They emphasize that such content can either enhance or hinder cognitive development. When educational programs are watched for about one to two hours daily, they may positively influence cognitive skills. However, excessive viewing of non-educational content—especially more than three hours daily—may reduce the time children spend in essential verbal and social interactions, which are critical for cognitive development. The appeal of television largely lies in its vibrant visuals and engaging audio features, making it especially attractive to young audiences (Victoria, 2019). Against this background, the present study investigates the extent to which secondary school students in Lagos engage with educational programmes on television. 1.2 Statement of the Problem As one of the most consumed public communication platforms, television has a significant influence on contemporary youth. It continues to occupy a central place in living rooms and is often the first form of media encountered by children in the home. Although some television content—such as educational programmes designed to teach alphabets, numbers, colors, and shapes—is beneficial and often relied upon by busy parents, there is growing concern about the overall appropriateness of television content for young audiences. The ease of access to television makes it possible for viewers, regardless of age, to be exposed to any type of content. Research by Samrat (2018) and Robertson et al. (2021) reveals that excessive exposure to television may hinder young people’s cognitive development. Their studies also point to a correlation between television consumption and the emergence of various forms of deviant behavior, such as overt aggression, unregulated sexual activity, substance abuse, and other morally inappropriate actions. This study centers on the concern that certain television content is contributing to the rise of antisocial behaviors among youths, behaviors directly linked to the messaging in some programs. Consequently, this research seeks to examine the viewership patterns of educational programmes on television among secondary school students in Lagos, with the aim of understanding both the potential benefits and risks associated with their media consumption habits. 1.3 Objective of the Study The broad objective of the study is on An Assessment of Secondary School Students’ Engagement with Educational Television Programmes in Lagos State. i.To determine the extent of viewership of educational programmes on television among secondary school students in Lagos ii.To find out the various educational programmes aired on television. iii.To examine the effect of viewership of television educational programmes on students academic achievement. 1.4 Research Questions The following questions have been prepared for the study: i.What is the extent of viewership of educational programmes on television among secondary school students in Lagos state? ii.What are the various educational programmes aired on television? iii.What is the effect of viewership of television educational programmes on students academic development? 1.5 Research Hypothesis Ho: The viewership of television educational programmes has no positive effect on the academic development of students. H1: The viewership of television educational programmes has a positive effect on the academic development of students. 1.6 Significance of the Study The study will be significant to school heads and students as Educational television programs are designed to promote the cognitive and prosocial development of children. Research finds that children benefit from viewing well-designed programs in both of these areas. The study is also significant to the academic community as it will contribute to the existing literature. 1.7 Scope of the Study The study will focus on An Assessment of Secondary School Students’ Engagement with Educational Television Programmes in Lagos State. The study will further focus on the extent of viewership of educational programmes on television among secondary school students in Lagos, the various educational programmes aired on television, and the effect of viewership of television educational programmes on students academic achievement. The study will be conducted in Ajah, Lagos State. 1.8 Limitation of the Study Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview), which is why the researcher resorted to a moderate choice of sample size. More so, the researcher will simultaneously engage in this study with other academic work. As a result, the amount of time spent on research will be reduced. 1.9 Definition of Terms Students: a person who is studying at a university or other place of higher education. Television: a system for converting visual images (with sound) into electrical signals, transmitting them by radio or other means, and displaying them electronically on a screen. Educational Programmes: a collection of educational activities which are organised to accomplish a pre-determined objective or the completion of a specified set of educational tasks.