Chapter 1

INTRODUCTION

Background of the Study

The mass media, most especially television have gradually become part of our

daily lives and form the major sources of information, education and entertainment for

the youth. Reality television programming in particular has dominated the television

market while inherently giving the impression that what occurs on the screen is in fact

reality.

Television has the potential to generate both positive and negative effects, and

many studies have looked at the impact of television on society, particularly on children

and adolescents An individual’s developmental level is a critical factor in determining

whether the medium will have positive or negative effects. Not all television programs

are bad, but data showing the negative effects of exposure to violence, inappropriate

sexuality and offensive language are convincing (Bonnin, 2003).

Television programs can be educational as well as entertaining. It can give

people the opportunity to travel around the globe, expose them to new ideas that they

might not have encountered from their community and also a chance to learn about

different cultures. Pro-social messages from shows on television will give a positive

impact on the behavior of today’s youth. However, these youths are more likely to learn

negative values from these television programs.

Television has now become a debatable issue as some question its influences on

the attitude and psychological development of today’s youth. Nowadays, the world of

television has been discovered by children at very young age. As we know, television

is an effective educational tool. With programs showcasing wildlife, scientific theories

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etc, it helps these children to be broad-minded and also have a better understanding

about the world around them. However, we have to remember and be aware that the

television also is seem to possess more negative effects than positive ones.

If we look further into the issue, television programs do indeed affect the

attitude of today’s youth as it enhances negative social development amongst youths,

which may lead to aggressive or violent behavior, and they tend to affect self-

development and self-esteem. While mature audiences may be savvy about the

difference between reality and reality television, for children and adolescents, these

differences can be less clear. It is important to know what values youth are ascertaining

from reality television, as studies suggest that these media images may have an impact

on adolescent values (Bora, 2009)

Hence, the proponents decided to conduct a study on the influence of reality

TV shows on Grade 12 Academic Track Students in order to further understand how it

affects their values as individuals.

Statement of the Problem:

Generally, this research aims to assess the influence of Reality TV Shows on

youth’s values.

Specifically, it seeks to find answers to the following questions:

1. Do reality TV shows have implication on youth’s values?

2. What is the degree of influence among the respondents of reality TV shows on

their values when they are taken altogether and grouped according to sex and

locality?

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 3. How do the reality TV shows affect the respondents’ value system?

a. positively

b. neutrally

c. negatively

4. Is there a significant relationship between the influence of reality TV shows on

youth’s values and their demographic profile?

Theoretical Framework

The cultivation analysis theory states that heavy exposure to media causes

individuals to develop an illusory perception of reality based on the most repetitive and

consistent messages of a particular medium. This theory most commonly applies to

analyses of television because of that medium’s uniquely pervasive, repetitive nature.

Under this theory, someone who watches a great deal of television may form a picture

of reality that does not correspond to actual life. Televised violent acts, whether those

reported on news programs or portrayed on television dramas, for example, greatly

outnumber violent acts that most people encounter in their daily lives. Thus, an

individual who watches a great deal of television may come to view the world as more

violent and dangerous than it actually is (Boyd, 2010).

Moreover, the according to the Social cognitive theory (SCT), used in

psychology, education, and communication, holds that portions of an individual's

knowledge acquisition can be directly related to observing others within the context of

social interactions, experiences, and media influences.

Based on the theory, much human learning relies on the models in one's

immediate environment. However, a vast amount of knowledge about styles of thinking

and behaving and the mores and structures of social systems is gained from the

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extensive modeling in the symbolic environment of the electronic mass media. A major

significance of symbolic modeling lies in its tremendous reach, speed, and

multiplicative power. Unlike learning by doing, which requires shaping the actions of

each individual laboriously through repeated consequences, in observational learning a

single model can transmit new ways of thinking and behaving simultaneously to

countless people in widely dispersed locales. Electronic delivery systems feeding off

telecommunications satellites are now rapidly diffusing new ideas, values, and styles

of conduct worldwide.

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 Reality TV Shows

Influence on Youth’s Values

Positive Negative

Neutral

Figure 1. Framework of the Study

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Review of Related Literature

Television’s negative influence on the morality of its audiences is more or less

assumed. Arguments about the pernicious effects of sexually explicit images and

violence in movies and television serial son the (mental and physical) health of today’s

youth are common. These arguments are often misinformed or represent a

misinterpretation of research results (Slade, 2002). Adolescent sexual behaviour is

influenced by a complex set of interactions of biology and genetics, individual

perceptions, personality characteristics, media influence and sociocultural norms and

values. Adolescents on the verge of their first sexual experience tend to be quite young,

and their limited knowledge and experience make them less confident and skilled at all

planning ahead and taking the measures needed to avoid unsafe sex. Moreover, their

young independence from their parents makes adolescents more susceptible to peer-

pressures and norms, especially at younger ages. This issue is compounded through the

influence the media plays in young peoples’ lives. Sexual behaviour is strongly

manipulated by culture, and television is an important part of an adolescent’s culture

(Ward, 2006). Although television content has little effect on a male’s psycho-social

health profile, females are affected. Increased amounts of television exposure might

result in feelings of loneliness, self-esteem, weight satisfaction, perceived attraction,

and more. Young female viewers are more likely than young male viewers to change

the behavior, beliefs, values, or attitudes based on the content of reality television shows

(Hammermeister et-al, 2005). The views and roles displayed by reality television will

be thought of as norms and the women will eventually practice and engage in the

behavior. If girls are already sexually active, watching reality television shows will

likely cause them to expose themselves to sex in the media and increase their sexual

activity (Bleakley et-al, 2008). The association between exposure to television and

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sexual behavior found that high school students who watched television with a lot of

sexual content were more likely to be having sex than other high school students who

watched shows with little or no sexual content (Eitel et al., 2005). After witnessing the

level of sexuality displayed in the media, adolescents believe they should be displaying

the same level of sexuality in their lives. Thinking their peers are engaging in sexual

activities or behavior causes them to be more attracted to reality television programs

andmore interested in increasing their promiscuity. Young women who are attracted to

reality television programs are more likely to endorse sexual empowerment views and

traditional female roles (Cato &Carpentier, 2010).

Scope and Limitations of the Study

This study limits its coverage to the Grade 12 Senior High School Academic

Track students of Hinigaran National high School enrolled for the school year 2018-

2019.

In gathering the quantitative data, there are 141 respondents. Twenty (20) of the

respondents are STEM students, thirty-four (34) from ABM, and eighty (80) from

HUMSS. However, for the qualitative data, there are ten (10) participants from the

academic track which were chosen through purposive sampling.

The primary data were taken from the responses on interviews and

questionnaires in order to determine and gather an actual representation of the students’

perspective in the study.

Significance of the Study

The generalization of this study would be a great contribution to the vast

knowledge in relation to the influence of reality TV shows on the values of Grade 12

academic track students of Hinigaran National High School.

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 The result of this investigation could be highly significant and beneficial to the

following:

Students. They will be aware of how reality TV shows affects their value

system.

Parents. They will be informed of how Reality TV shows influence their

children's values as a person.

Teachers. The study will help teachers determine the effects of reality TV

shows to the value system of their students.

Guidance Counselors. They will be knowledgeable of the influence of Reality

TV shows on the young students’ behaviors and values.

Definition of Terms

The following terms were defined conceptually for easier understanding:

Youth. Conceptually, youth is defined as a period of transition from the

dependence of childhood to adulthood’s independence and awareness of our

interdependence as members of a community.

Operationally, it is an independent variable in the study.

TV Shows. These are programs presenting information on recreation, hobby

and skill development, recreational sports and outdoor activities, travel and leisure,

employment opportunities, and talk shows of an informative ("how-to") nature.

Operationally, it was used in the study as a factor that affects the values of the

youth.

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 Values. These are the basis for our behavior and motivation. Values are abstract,

hierarchical and dynamic concepts that essentially describe what we desire or seek to

achieve. We may hold values such as “loyalty”, “truthfulness”, “charity”, “service” and

many others.

Operationally, it is a dependent variable in the study.

Influence. It is the ability to cause desirable and measurable actions and

outcomes.

Operationally, it determines the degree of influence of reality TV shows on

youth’s values.

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 Chapter 2

METHODOLOGY

Research Design

Multiple method is used in the study because it allows the research problem to

be conducted in a very specific manner. It consists of quantitative and qualitative

methods of research in order to deeply and distinctively gather enough information

from the variables under investigation so that researchers could arrive at a more

objective conclusion.

Respondents & Sampling

The respondents of the study were the Senior High School Academic track

students of Hinigaran National High School.

The total population size of Grade 12 Senior High School Academic track is

472. Sample size was determined using the Slovin Formula. The sample size computed

is 141. Twenty (20) of the respondents are STEM students, thirty-four (34) from ABM,

and eighty (80) from HUMSS.

The sampling design used by the researchers in gathering the quantitative data

is simple random sampling where every member of the population had an equal chance

of being selected. This method of sampling also eliminates any biases in the study.

For the qualitative data, purposive sampling was used wherein researchers

focused on particular characteristics of a population that are of interest, which best

enabled them to answer their research questions.

Research Instrument

A researcher-made questionnaire was used as the research instrument in

gathering quantitative data. Whereas for the qualitative data, a voice recorder was

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utilized during interviews in order for the researchers to accurately transcribe the

responses of the respondents.

Data Gathering Procedure

Providing questionnaires to the respondents was used as the data collection

technique. Research questionnaires were distributed to experts for the validity of the

instrument. The actual survey was conducted to 141 respondents. Focused interviews

were also conducted on random academic track students. Afterwards, results were

based on the data gathered through the questionnaires and interviews. The responses

were kept confidential.

Each questionnaire was labelled respondent 1 to 141. The responses were

summarized and organized in a table. Statistical treatments were applied afterwards.

For the qualitative data, the recorded responses were transcribed.

Lastly, all the gathered data were used for the presentation and interpretation of

data, summary of findings, conclusions and recommendations.

Data Analysis

The transcribed answers of the respondents were read thoroughly and were

organized in a coherent manner to provide an in-depth data for the qualitative research

questions.

For the quantitative data, responses from the questionnaire items were coded

numerically and were entered on a SPSS database.

Afterwards, comparison of means was used to answer the difference of the

mean scores on the influence of reality TV shows to the values of the respondents when

grouped according to locality and sex.

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 Lastly, Pearson’s r correlation was utilized to compute the significant

relationship between the influence of reality TV shows and youth’s values.

Ethical Considerations

The information gathered were for research purposes only and were treated with

outmost confidentiality. The respondents remained anonymous.

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 Chapter 3
RESULTS AND DISCUSSION

In this chapter, the responses of the respondents were presented, analysed and

interpreted as they relate to the research questions composed for this study.

Reality TV Shows’ Degree of Influence on Youth’s Values

Demographic Profile Classification N Mean Std. Deviation Interpretation

Male 67 3.7030 0.23288 Highly

Sex
Female 74 3.6054 0.28376 Influenced

Urban 72 3.6361 0.29374 Highly

Residential Location
Rural 69 3.6681 0.23104 Influenced

Table 1. Reality TV Shows’ Degree of Influence on Youth’s values according to their

demographic profile
Table 1 shows that the respondents are highly influenced by the values

depicted in Reality TV Shows regardless of their sex and locality. More specifically,

male respondents, with a mean of 3.7030 are more influenced than females.

Moreover, respondents residing in rural areas, with a mean of 3.6361, are more

influenced than those in urban locations.

Relationship between Reality TV Shows and Youth’s Values

Demographic p-value Interpretation

Influence of
Reality TV Shows Profile
on Youth’s Values
Sex .044 Significant

Locality ..046 Significant

Table2. Relationship between Reality TV Shows and Youth’s Values when grouped
according to sex and locality
Table 2 results using Pearson’s R correlation reveals that the relationship

between Reality TV Shows and youth’s values according to sex and locality with a p-

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value of .044 and .046, respectively is below the significance level of 0.05. This implies

that there is a significant relationship between them.

Implication of Reality TV Shows on Youth’s Values

The participants shared their opinions on the implication of Reality TV Shows

on their own values. They narrated their view this way:

“Yes, may ara involvement ang reality TV shows sa aton pamatasan, malain

man kag hindi kay kis-a gaka adopt ta ang mga gakatan-awan ta nga pwede ma relate

sa adlaw-adlaw nga pangabuhi” (Yes, reality TV shows have an involvement in our

values, both good and bad. This is because we tend to adopt the things we watch on TV

that relates in what we do every day.) – Participant 2

“Yes kay ma apply mo gid sa sa real life kag maka encounter ka amo na nga

scenarios” (Yes, because the scenes we watch can both be encountered and applied in

real life.) – Participant 5.

“Para sakon, may implication gid ya ang reality TV shows sa pamatasan ta kay

ginpakita da bi ang realidad t kis-a ma relate ta gid aton experiences sa mga gakaagyan

man nila.” (For me, reality TV shows have implication on our values because it shows

what happens in the real world, wherein sometimes, we get to relate our experiences

with theirs whenever something similar happens to them. – Participant 8.

The aforementioned experiences imply that reality TV shows have implication

on youth’s values. They affirm that the contents and values depicted in reality TV shows

can be liken to the situations we encounter in our day-to-day lives.

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Reality TV Shows’ Effect on Youth’s Values

When asked regarding the effect of reality TV shows on the participants’ values,

the following were their opinions:

Positive

“Nagalain imo perspective in life, parehas bala maglantaw ko PBB haw,

gakatun-an ko nga we should never judge a person kapin nagid kung indi ta pa gid sila

kilala like sa PBB. Kada lantaw ko na gakalearn ko gid nga mangin friendly and to

never judge a person easily kag indi gid magubra conclusion about sa ila knowing nga

lain lain gid man ta environment nga gindako an” (TV shows shape our perspective in

life. For instance, the housemates on the show PBB (Pinoy Big Brother) teaches me not

to judge a person based on your first impression about him/her and to never conclude

anything about who they really are because of the fact that we all respond differently

on certain situations). – Participant 3

“Ang mga ginalantaw ta may tendency gid ya nga maadopt ta. For example

everytime maglantaw ko Ipaglaban Mo, it shows that mas nami gid ya nga maging

mayo ta nga taho kag honest kesa mangin malain nga taho , amo na guro ng akung

makalntaw ka daw ma inspire ka man nga sundon mo, nga mas mangin mayo man nga

taho” (We have the tendency to adopt the values shown in reality TV shows. For

example, the show Ipaglaban Mo¸ shows that it is better to be kind and honest in our

dealings than to be unfair and unkind. It inspires me to become a better person.) –

Participant 6

“As an introvert person indi ka gid ya mainchindihan sang iban kay indi ka

kabalo maghambal sang mga bagay bagay nga gusto mo kag gusto mo ipabati sa iban

pero maglantaw ka Ipaglaban mo makita mo nga ginapagbato gid ya nila ang sabanta

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nila insakto, as long as insakto ka kag kabalo ka nga wala ka may ginaubra nga malain,

never be afraid to speak up biskan sa ano pa nga sitwasyon or biskan sin o pa ang ara

sa tubang mo that is why very helpful gid ya ang mga reality shows nga ina.” (As an

introvert, nobody usually understands me and there are times that I could not voice out

my thoughts. However, everytime I watch the show Ipaglaban Mo, I gain courage to

stand up for what I know is right as long as I do not step on anyone. It teaches me to

never be afraid to speak up in whatever situation, that is why I find reality TV shows

really helpful. – Participant 9.

Neutral

“May bad and good side man ang reality tv shows, ti indi man ta kahambal nga

puros nalang kalaen ang content sang isa ka reality tv shows kay may ara gid na part

ya sang is aka episode nga may mayo man nga ginaconvey kag makainspire sa imo.

Depende nalang na guro sa content sang palagwaon.” (Reality TV shows has its good

and bad sides. We cannot conclude that it only contains negative contents because there

are also instances that it conveys something inspirational. I think it really depends on

the content of the show.) – Participant 4.

Negative

“Reality tv shows t indi gid na ya scripted, t may ara gid na ya nga episode for

example sa PBB. May mga teenagers gid ya nga nanamian sa PBB to the point nga

super attached na sila sa show nga ina, t may mga content sometimes nga nagapakita

sang bad side sang isa ka housemate nga indi gid mapunggan gakakita sang mga

parehas sa akon and we may think nga daw ka okay man lang sang ginaact sang

housemate nga ina pero ang tuod sala gali” (Reality TV shows can sometimes affect

us in a bad way. At times, we get so attached with a certain show to the extent that we

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think it is okay for a show to contain scenes that exposes bad attitudes of the participants

in the show since it isn’t scripted.) – Participant 10.

The views and opinions shared by the participants suggest that reality TV shows

has its good, neutral, and bad effect on the values of the youth. Moreover, reality TV

shows display matters in a holistic way and it is upon the individual on how he/she

would allow himself/herself to be influenced by those shows.

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 Chapter 4
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This final chapter will present the conclusions drawn from the analysis of the

findings. A discussion of the implications and suggestions for recommendation

purposes were also presented.

Summary of Findings in the Study

This study examined 141 Grade 12 students in academic track to determine the

influence of reality TV shows on their values. The results were based purely on the

received data from the questionnaires and focus interviews.

Reality TV shows’ degree of influence to youth’s values according to their

demographic profile was determined using the comparison of mean. Results showed

that the respondents are highly influenced by the values depicted in Reality TV Shows

regardless of their sex and locality. More specifically, male respondents, with a mean

of 3.7030 are more influenced than females, and that respondents residing in rural areas,

with a mean of 3.6361, are more influenced than those in urban locations.

Another test was made to determine the relationship between youth’s values and

reality TV shows. Results using Pearson’s-r correlation reveals that the relationship

between Reality TV Shows and youth’s values according to sex and locality with a p-

value of .044 and .046, respectively is below the significance level of 0.05, implying

that there is a significant relationship between the variables.

On the other hand, a qualitative approach was utilized in order to further find

answers regarding the implication of reality TV shows on youth’s values. The narrated

responses of the participants imply that reality TV shows have implication on youth’s

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values. They affirm that the contents and values depicted in reality TV shows can be

likened to the situations we encounter in our day-to-day lives.

Lastly, the participants also shared how reality TV shows affect their value

system. Their views and opinions suggest that reality TV shows has its good, neutral,

and bad effect on the values of the youth. Moreover, reality TV shows display matters

in a holistic way and it is upon the individual on how he/she would allow himself/herself

to be influenced by those shows.

Conclusions

Based on the findings of the study, the researchers have drawn the following

conclusion:

1. Reality TV shows have implication on the value system of the youth.

Participants can relate to the scenarios shown in reality TV shows, which is why

they tend to imitate what they observe on television.

2. In terms of the degree of influence of reality TV shows on the values of the

respondents, the comparison of means showed that the respondents are highly

influenced by the values depicted in reality TV shows regardless of their sex

and locality.

3. Reality TV shows has its positive and negative effect on youth’s values. The

values depicted in reality TV shows depends on how the viewers perceive and

allow it to influence their selves.

4. Based on the statistical results, there is a significant relationship between reality

TV shows and youth’s values when they are grouped according to sex and

locality. This implies that reality TV shows affects youth’s values.

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Recommendations
For future studies, the researchers would like to recommend expanding the

respondents of the study. It is suggested that future researchers include the Junior High

School and Non-Academic Track students of Hinigaran National High School.

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