AN EVALUATION OF THE IMPACT OF VIOLENT VIDEO GAMES ON THE ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN NIGERIA

CHAPTER ONE INTRODUCTION 1.1 Background of the Study The increasing popularity of video games among adolescents has sparked widespread concern regarding their potential influence on academic performance. A notable portion of students now dedicate significant amounts of their leisure time to playing violent video games, which are characterized by combat-centered gameplay and aggressive content. Research has indicated that excessive engagement with violent content may negatively affect adolescents' cognitive, emotional, and social development, which in turn could hinder their academic achievement (Anderson & Bushman, 2021). This raises critical questions about the extent to which such games influence students' behavior, ability to concentrate, and overall academic success. Given that the secondary school stage is pivotal for both educational and social growth, it becomes crucial to examine how violent video games may influence students’ academic progress. Several studies have identified a potential association between increased aggression triggered by violent video games and diminished academic performance. Scholars argue that spending prolonged hours on these games can result in reduced time for studying, insufficient sleep, and mental exhaustion (Gentile et al., 2022). Adolescents engaged in violent gaming may suffer from concentration difficulties, thereby limiting their capacity to focus on academic tasks. The social learning theory proposes that individuals can replicate behaviors observed in media content, including video games. When secondary school students are exposed to violent gaming environments, they might internalize aggressive tendencies, which could lead to lower classroom participation and greater instances of disruption (Bandura, 2020). This form of exposure may negatively influence students' educational experiences and outcomes by causing conflicts with peers and teachers as well as reduced classroom engagement. Nevertheless, not all research supports these negative outcomes. Some scholars suggest that violent video games can enhance cognitive functions like spatial reasoning, problem-solving, and strategic thinking (Granic et al., 2021). When gaming is done in moderation, these cognitive gains may contribute to better academic results. This dual perspective underscores the need for a nuanced understanding of the relationship between violent video games and students’ academic success. The role of regulation and parental involvement becomes essential in minimizing the negative consequences of violent gaming. Studies have shown that effective parental monitoring can help reduce excessive gaming and redirect students' focus towards academic responsibilities (Kirsh, 2022). A supportive home environment that promotes learning can also play a protective role, underscoring the importance of parental engagement in students’ education. There is a scarcity of data specifically examining how violent video game exposure affects academic performance among secondary school students in Nigeria. With the growing adoption of internet-enabled devices across the country, digital gaming has become more accessible, increasing the likelihood that students will encounter violent content (Adegbite & Okonkwo, 2023). As such, there is a pressing need for detailed research into the educational implications of this trend, which can inform policies and school programs designed to promote a healthy balance between digital entertainment and academic focus. Therefore, this study seeks to evaluate the influence of violent video games on the academic performance of secondary school students in Nigeria. 1.2 Statement of the Problem The rising engagement of secondary school students with violent video games has sparked serious concerns about its potential negative impact on their academic success. Research findings suggest that adolescents are especially susceptible to the highly immersive and intense nature of violent games, which may distract them from their academic obligations (Anderson & Dill, 2020). In Nigeria, where digital game access has broadened due to increased smartphone use and internet availability, there is growing anxiety among parents and educators over how these games might impair academic outcomes. Studies have proposed that the time students invest in playing violent video games could detract from their study time and affect their ability to maintain concentration (Gentile et al., 2015). Despite a wealth of studies conducted globally, the Nigerian context remains relatively underexplored. Specific local variables such as family background, access to educational resources, and the degree of parental supervision may significantly influence how violent video games affect students' academic trajectories. Furthermore, violent gaming may contribute to heightened aggression and reduced cognitive focus, potentially disrupting classroom behavior and academic engagement (Ferguson, 2015). These gaps highlight the need for targeted research into the academic effects of violent video games among Nigerian secondary school students. 1.3 Objective of the Study The overarching goal of this research is to evaluate the impact of violent video games on academic performance among secondary school students in Nigeria. The study will address the following specific objectives: i. To examine how the amount of time spent playing violent video games affects students’ study habits in Nigeria. ii. To investigate whether there is a connection between violent video game use and reduced focus and concentration in the classroom among secondary school students. iii. To explore the relationship between violent video game engagement and the academic performance of Nigerian secondary school students. iv. To offer practical recommendations for managing students’ exposure to violent video games in order to enhance academic outcomes. 1.4 Research Questions To guide this investigation, the following research questions have been formulated: i. How does time spent playing violent video games influence students’ study habits in Nigeria? ii. Is there a correlation between violent video game usage and decreased classroom concentration among secondary school students? iii. What is the relationship between violent video game involvement and the academic performance of Nigerian secondary school students? iv. What recommendations can be made to regulate students’ exposure to violent video games to support better academic performance? 1.5 Significance of the Study The outcomes of this research will be valuable to policymakers by providing evidence-based insights to guide strategies aimed at regulating children’s exposure to violent video game content. These findings can help shape public awareness campaigns and inform the development of policies promoting responsible gaming. Such policies may include content rating systems and age-appropriate gaming restrictions to safeguard children's psychological and academic development. This study will also hold significance for the academic community by enriching the existing body of knowledge, contributing to library resources, and serving as a reference for future researchers interested in adolescent development, gaming behavior, or educational outcomes. 1.6 Scope of the Study This study is focused on examining the effects of violent video games on the academic performance of secondary school students in Nigeria. Empirically, the research will assess how the time spent on such games affects students’ study patterns, determine whether violent gaming correlates with reduced classroom attention, explore the link between violent video game use and academic results, and provide recommendations for managing gaming behavior. Geographically, the scope of the study is limited to selected secondary schools in Ado-Ekiti, located in Ekiti State, Nigeria. 1.7 Limitation of the Study As with many research endeavors, this study encountered several limitations. Time Constraints: The researcher had to manage the demands of this study alongside academic responsibilities, including attending lectures and fulfilling other academic obligations. Financial Constraints: Significant financial resources were required for tasks such as printing, typesetting, accessing literature, and gathering data, which posed a challenge. Limited Access to Materials: Difficulty in locating adequate literature and relevant materials on the subject limited the depth of some areas of the research. The relative novelty of this research area in the Nigerian context contributed to this limitation. 1.8 Definition of Terms Violent Video Games: These refer to digital games that feature scenarios where players either participate in or witness acts of violence, aggression, or simulated warfare. They typically include graphic depictions of harm or aggressive conflict. Academic Performance: This term describes a student's success in educational tasks, usually measured by grades, test scores, and general academic standing across various school subjects like mathematics, science, and languages. Secondary School Students: These are adolescents, typically aged between 12 and 18 years, who are enrolled in secondary-level education and are preparing for higher academic or vocational paths. Study Habits: These are the regular practices students adopt to manage academic responsibilities effectively, including homework completion, exam preparation, time management, and class participation. Aggressive Behavior: This involves patterns of hostility, confrontation, or verbal and physical aggression, which may be influenced by external factors such as prolonged exposure to violent media or games.