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TAGUDIN NATIONAL HIGH SCHOOL

Tagudin, Mabini, Pangasinan

CHAPTER I
Research Problem

Rationale

Television has a big role to many people around the world. Also,

television provided everyone an ability to familiarize with multifarious

cultural places and events whether in the other city or country. For instance,

if it was previously impossible to visit some museum or any other places of

interest in a foreign country, it may deliver a huge amount of information. A

recent study by Patrick E. and Daniel Romer (2014) states that, surveys

revealed that heavy TV viewers in the USA (United States of America)

overestimate the prevalence of violence and the presence of police (Gerbner,

Gross, and Morgan 1997). When viewers were asked whether they would be

'afraid to walk alone at night in their neighborhood,' they were more likely to

answer yes. Gerber and colleagues named this phenomenon 'mean world

syndrome,' which consisted the viewing of the world as a dangerous and

violent place, were people 'just looked out for themselves,' and could not be

trusted' (Gerbner, Gross, Morgan 1980). This shows the impact of heavy

viewing of prime time shows. Despite of the benefits given by the television,

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there's always a negative effect to human. It clearly states that heavy

watching is so dangerous for a certain person who always watching on TV.

The researchers think that the television is one of the major factors that

affect the behavior of young ones. Thus, there are people surmise that this

phenomenon is due to the content of the prime time shows or TV programs.

Whereas others differ and coin that longer usage of mentioned machine is

more relevant. Both notions have their own contribution to the issue, and

people should consider each one of these factors. The quality of programs

that people observed during television hours could affect their attitudes and

views in life. Television shows a wide array of contents from politics,

terrorism and lifestyle.

Also, the increase of violence among our youth, especially as it relates

to school, has become one of America’s most present issues. Faced with this

growing level of violence and its impact on society, many have looked for an

explanation to this aggressive behavior. One reason has been that our youth

learn violent and anti-social behavior by watching violent television.

The research therefore suggests that before the age 18, the average

American teen will have witnessed 200,000 acts of violence on television

alone! I believe that continual viewing of televised violence socializes our


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students I a negative way by presenting aggressive anti-social, and even

criminal behaviors as everyday usual behavior.

Research shown that over the years, American teenagers have

alarmingly increasing rates of violence. One FBI statistic from 1995 shows

that one third of all violent crimes are committed by people under the age of

twenty-one (Margolis, 1997). The arrest rates for boys ages fourteen to

seventeen steadily increased from a level of 4% in 1950. The increase has

continued through the years. The US Department of Justice has data

showing that between 1985 and 1993 the rate of fifteen – year – old males

arrested for murder increased 207 percent, in 1994.

This propensity for violence seems to be uniquely American. Is it just

a coincidence that American television, which is the most violent TV in the

world, was introduced shortly before this enormous increase? If television is

affecting our youth and is manifested in behavior at the high school level,

the can teachers do to help?

The NCCT survey in the Philippines does not include the level of

violence of children see on TV, but it cites a 2001 study by the Philippine

Children Television Foundation, which found that half of TV programs in

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the Philippines contain violence. That study says that at the time its research

was conducted, viewer was seeing one violent incident on every 10 minutes,

or an average of 6.2 incidents per hour. “Parental Guidance” programs

meanwhile many contain some adult material that children may be allowed

to watch as long as this is done under the guidance of an adult “Strong

Parental Guidance “ shows require move vigilant supervision from parents

because these may contain a more serious subject.

Yet even out-side of news programs, these advisories are mot always

followed in most Filipino households. For instance, the NCCT study found

that for every 10 children who said it was “always” while four said it was

“often” and three said it was “seldom”. About 8% of the respondents said

they received no guidance at all.

The study however, does not cover the quality of guidance received by

the children from his or her parents or guidance. “Guidance” may range

from mere parental presence while the children watch TV to an explanation

from a parent or guardian about the material being watched. For sure

violence is no longer uncommon in TV dramas, movies, and video games.

Yet unlike these; those shown in news report, whether on TV, print, or online

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are real and no longer vicarious point out development Psychologist or Liane

Pena Alampay. In the study of NCCT (2015) wherein, TV remains the major

source of information, entertainment and extremely violence among

Filipino.

Research Paradigm

Teen violence has become a very important issue to us as inner

researcher high school learners. The researcher constantly hears about the

tragic outcomes of student violence in the news and read about disturbing

acts of violence between the children.

The researchers want to discover in how televised violence affects the

learner’s behavior. Also, to gain some insight into how learners feel about

this issue. The study will start by addressing this issue by giving a survey to

grade 12 learners. After each completes the survey, the researchers will

briefly interview the respondents to gain better insights into their feelings

regarding the impact of television violence to them. The information that the

researchers will gathered hopefully shed some light on behaviors problems

seen at the high school level and gives the researchers’ ideas to help teachers

and students become more aware of consequences of watching violence on

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television. The researchers are planning to include several recommendations

for teachers and school to help raise learner’s awareness of violence in the

television programs they watch, both in their younger and late years to help

deal with the impact that this medium has had upon them.

Impacts of Televised Violence among Grade 12


Learners in Tagudin National High School
INPUT PROCESS OUTPUT

Gaining
information about
Profile (Gender learners behavior
& Age) regarding the
issue
Questionnaires
Determining the
Parents, impacts of
different kinds of
Teachers,
scene in a
Pamphlets
Learners
Televised Violence
Related situation to the
learners
Literature and
Studies Survey and
Interview

Statement of the Problem

This study aimed to figure out the impact of televised violence in

order to generate possible solutions for the learners in Tagudin National

High School, Mabini, Pangasinan.

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Purposely, this study aimed to answer the following sub-problem:

1. What is the scale of impact of the televised violence in the students’


behavior?

Assumption of the Study

This research on Televised Violence reveals unequivocal evidence that

media violence increases the likelihood of fear and violent behavior to the

learners. The research basis is strong and heavy enough to prove that

Televised Violence has a big and heavy impact to the behavior of each

learner. The growing body of media violence yields to increasing the

likelihood of mental fear, verbally aggressive behavior, aggressive thoughts,

and aggressive emotions. Overall the researchers concluded that while some

learners may imitate what they are exposed through the media, there are

several more important factors that lead to violence. Furthermore the

researchers determined that people often places blame on the media for fear

of accepting the fact that our own shortcomings are the driving factor behind

this harmful result.

Significance of the Study

This study has a great benefit to the following groups or individuals:

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Teachers: the teachers will be the learners’ guide for imparting and

educating the learners regarding the issue.

Parents: the study will totally help the parents to become well informed to

help their child be aware about the issue.

Learners: the study will greatly help learners in self-development especially

in self-awareness.

Future Researchers: this study could be used as a reference in conducting a

similar study.

Scope and Delimitation

This study aimed to determine the Impact of Televised Violence to the

Learners in Tagudin National High School especially grade 12. The study

also described the generated solution for the behaviors of those learners.

This research was delimited to the learners of Grade 12.

Definition of Terms

Televised Violence. This refers to the study of violence in mass media,

analyzes the degree of correlation between themes of violence in media

sources with real-world aggression and violence over time.

Learning Strategy. This refers to methods that students use to learn.


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Aggression. A short- or long-term effect from viewing violent media that

involves a display of antisocial behavior.

Content Analysis. A procedure that helps researchers identify themes and

relevant issues often contained in media messages.

Fear. Also described as fear of victimization or cultivation of fear, is the

emotional effect as derived from heavy viewing of violent television that

leads people to construct unrealistically high estimate of the risk of

victimization and corresponding belief that the world is a mean and violent

peace.

Emotional Effect. Reactions to media related physiological changes that can

make a person feel things as well as trigger weak or strong emotions.

Behavioral Effect. Long- and Short- term media effects that can trigger

actions.

CHAPTER II
Review of Related Literature and Studies

This chapter presents the related literature and studies that provide the

researchers insights and directions in the conceptualization of the study.

Research Literature

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In early years, it can be concluded that there is a great deal of violence

being shown on television and readily available for the youth to view, but

the main question remains, is there a link between their violent behaviors

and the violence they see on television? Numerous studies, both

governmental and independent, have addressed this issue of a relationship

between TV violence and real crime.

Television concern made to public appearance in 1952 with the first of

a series of congressional hearings. In the year 1953, the first major senate

hearing was held before the senate subcommittee in Juvenile Delinquency

who gathered a panel of social scientists, parents, teachers, and TV

executives to inquire into the impact of television violence on behavior of

children (Murray, 1995). During one such hearing, a psychologist, Eleanor

Maccoby, testified that even though not so many studies had been done in

that area, social scientists did know how films influenced the youth and

could exactly make suggestions about television (Maccoby, 1954).

In 1960’s the pace of research on the topic “television and violent

behaviors”, began to pick up as it is gained more public attention. In 1968,

the national commission on the causes and prevention of violence concluded

from studies done in this area that “Yes from the Research that we have,
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although it is thin and limited, we do know that there is reason for concern

about in the violence in the media, particularly violence on television, and

particularly the violence on television seen by children”. (Baker & Ball,

1969, p.12)

In the year 1970 TV violence was for the first time framed as a public

health issue when the Surgeon General was invited to a hearing. After

listening to concerns, the General respond by placing the TV violence

controversy in the same context as the smoking and lung cancer controversy

of that time (Murray, 1995). The Surgeon General approached this issue by

establishing a twelve-member panel of distinguished social scientists,

television industry representatives, political scientists, and professionals in

psychiatry and child development to review evidence and enhance a report.

Over three year span, this group established 60 research projects around the

country (Murray, 1996). After reviewing the research conducted by this

group, the surgeon general released a report in 1972 which concluded that

violence on television does influence children who view that programing

and does increase the like hood that they will become more aggressive in

certain ways. It stated (Murray, 1973, p.475).

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The major report was the 1982 study from the national institute of

mental health who did a ten year follows up on the surgeon General’s report.

They stated in their conclusion that: “Now, with ten more years of research,

we know that violence on television does affect aggressive behavior of

children and adults”. (Murray, 1996, p, 3) another report, in 1992, by the

American psychological association task force on television and social

behavior extended this finding by concluding that now 30 years of research

confirmed harmful effects of TV violence (Huston et al,.1992).

It is undeniable that today’s children are growing in a highly saturated

world. With easy access to television, children are exposed to the realities of

the world through media. Along with the children’s growing consumption of

media, its aggressive content also increases (Grofbel, 1999). Now the

question is being raised, would children be shielded from the effects of

media violence? It’s time we urge the movie and television review and

classification board (MTRCB) to sanction television companies in the

Philippines that show teleseryes containing violence. Why? It can decrease

violent behavior and aggression in children, it will keep them for becoming

desensitized to violence, and it will not encourage them to morally

questionable acts they see on television. Although there are many plausible
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reasons why we should sanction these teleseryes, many still say that children

should be exposed these types of shows. They believe prohibiting a child in

watching media violence would limit the child’s coping mechanisms in

facing real-life violence.

Media now plays a big part in the lives of the world’s children. The

Philippine Children’s Television Foundation (2001) also conducted a study

on the content of Philippine television. They found out that violence is

dominants in Philippine TV shows that are aimed for audiences aged twelve

and below, 52 % of the program shown on TV were action and adventure

themed, watch were described by the researchers to contain more violence

than other programs. TV violence was defined as portrayals of blatant

physical force that threatens another individual, the use of this physical force

to purposely harm an individual or group of individual as an outcome of off-

screen or unseen violence. This clearly shows that Filipino children watched

a large amount of violence without the supervision of adults.

The impact of watching TV violence are not only limited to aggressive

attitude and behaviors as the previous research has shown two other effects

on viewers are summarized in a report from national television violence

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study (1996): becoming desensitized to real world violence and developing a

fear of being victimized by violence.

CHAPTER III
Research Methodology

This chapter provides a description of the methodology that would be

used in the study. Specifically, this chapter briefly discusses the research

design, instrumentation and data collection tools for data analysis.

Research Design

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All gathered data were supplied in a numerical format of analysis and

also analyzed in a quantifiable way using different kinds of statistical tools.

Research Method Used

This study aimed to determine the Impact of Televised Violence to the

Learners in Tagudin National High School, Mabini, Pangasinan. Descriptive

method is the method used by the researchers for the description and

interpretation of quantitative data. Purposive sampling was used in the study.

Research Subject

The respondents of the study were the 35 learners selected coming

from different strands.

Tagudin National High School is the site of the research study. It is a

public secondary school which provides services from grade seven to grade

twelve. This school is within the vicinity of the town of Mabini in

Pangasinan as shown in the Map.

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Research Instrumentation and Validation

The researchers used questionnaires to gather data. The first part of

the profile was the respondent’s profile, which contains the gender and age

that is needed for identifying if the respondent is a boy or girl and what age

are they belong. For the par 2 of the questionnaire, a series 10 topic

questions was shown with the number of choices scaled 1 – 4. The purpose

of the questionnaire was to determine the impacts of different kinds of scene

in a Televised Violence situation to the learners of Tagudin National High

School. They could choose the number from 4 the highest and the lowest

number 1. There are corresponding values for each number of answers. The

researchers asked permission in a form of a letter to the school principal for

conducting the survey. Also the researchers provided a letter to the

respondents for their permission for undergoing survey questionnaires. The

researchers also conducted an informal interview regarding the issue after

the survey has been done.

Data gathering procedures


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The learners were gathered in the room for privacy, each of the

learners were given a questionnaire and they were also given directions to

choose the most appropriate answer in each question. Any questions that

they do not want to answer could be skipped, however they were reminded

that their answers would be strictly confidential, keeping their true identities

anonymous. After the survey questionnaires had been answered the

researchers conducted an informal interview regarding the issue to be also

used by the researchers in interpretation of the data.

Statistical Treatment of Data

To treat the gathered data, the following statistical tools were being

used: The researchers used Average Weighted Mean to determine the level of

Impacts of Televised Violence among Grade 12 Learners of Tagudin

National High School

Formula for AWM:

AWM= f/n

f= frequency

n=respondents

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The level of Impact of Televised Violence among Grade 12 Learners

Tagudin National High School was interpreted as follows:

DESCRIPTIVE

SCALE STATISTICS INTERPRETATION


4 3.26-4.00 VERY HIGH

IMPACT(VHI)
3 2.51-3.25 HIGH IMPACT(HI)
2 1.76-2.50 MODERATE

IMPACT(MI)
1 1.00-1.75 NO IMPACT(NI)

Lastly to treat the profile of the respondents in terms of age and gender the

researchers used Frequency and Percentage.

Formula for PERCENTAGE:

P= f
___ x 100
N

P=percentage

f= frequency

n=respondent

100=constant

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CHAPTER IV
Presentation of Analysis and Interpretation of Data

This chapter presents the analysis and interpretation of gathered data,

followed by a discussion of the research findings as perceive of the learners.

Interpretation of problems: The table shows the LEVEL or SCALE of the

Impacts of Televised Violence among Grade 12 Learners of Tagudin National High


School.

INDICATOR FREQUENCY DESCRIPTION


Q1 102 HIGH IMPACT(HI)
Q2 92 HIGH IMPACT(HI)
Q3 87 MODERATE

IMPACT(MI)
Q4 97 HIGH IMPACT(HI)
Q5 102 HIGH IMPACT(HI)
Q6 90 HIGH IMPACT(HI)
Q7 104 HIGH IMPACT(HI)
Q8 111 HIGH IMPACT(HI)

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Q9 95 HIGH IMPACT(HI)
Q10 118 VERY HIGH

IMPACT(VHI)

Discussion

Table 1:

FREQUENCY STATISTICAL DESCRIPTION


102 2.91=HI

This table shows that indicator number 1 holds the 4 th place of high

impact with the frequency of 102. It clearly indicates that the subjects are

always bothered when there is someone murdered. It shows that too much

violence has a high impact to the behavior of the learners.

Table 2:

FREQUENCY STATISTICAL DESCRIPTION


92 2.63=HI

This table shows that indicator 2 holds the 8th place of high impact

with the frequency of 92. It clearly indicates that there is a slight to high

impact to the learners when watching physical fights. It shows that physical

fight is slightly not a big deal for them. Maybe, they can do that also without

hesitation on themselves.
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Table 3:

FREQUENCY STATISTICAL DESCRIPTION


87 2.49=MI

This table shows that indicator 3 holds the 10 th place of high impact

with the frequency of 87. It clearly indicates that seeing blood is normal. It

shows that blood is not enough to see if the learners are afraid of violence.

Table 4

FREQUENCY STATISTICAL DESCRIPTION


97 2.77=HI

This table shows that indicator 4 holds the 6 th place of high impact

with the frequency of 97. It clearly indicates that seeing a guy that being

murdered is not okay for the learners and it has a big impact for them.

Table 5:

FREQUENCY STATISTICAL DESCRIPTION


102 2.91=HI

This table shows that indicator 5 holds the 5 th place of high impact

with the frequency of 102. It clearly indicates that seeing a good guy that

being brutally murdered is totally not okay for the learners.

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Table 6:

FREQUENCY STATISTICAL DESCRIPTION


90 2.57=HI

This table shows that indicator 6 holds the 9 th place of high impact

with the frequency of 90. It shows that learners don’t actually care about

innocent people being hurt. It shows that they have an attitude problem.

Table 7:

FREQUENCY STATISTICAL DESCRIPTION


104 2.97=HI

This table shows that indicator 7 holds the 3 rd place of high impact

with the frequency of 104. It clearly indicates that learners are more likely to

feel fear or bothered when women are being hurt.

Table 8:

FREQUENCY STATISTICAL DESCRIPTION


111 3.17=HI

This table shows that indicator 8 holds the 2nd place of high impact

with the frequency of 111. It has the second most serious and stressful

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impact to people. It is serious because when learners are experiencing this

level of impact, they’re really affected to the point that, what if they might

be on that situation that will give them a different kind of bad impact to their

behavior.

Table 9:

TOTAL STATISTICAL DESCRIPTION


95 2.71=HI

This table shows that indicator 9 holds the 7 th place of high impact

with the frequency of 95. It clearly indicates that seeing people that are

fighting verbally is actually highly affective but also stressful. Yes, it is right

because strong verbal fights are really capable in giving each other a

stressful feeling.

Table 10:

TOTAL STATISTICAL DESCRIPTION


118 3.37=VHI

This table shows that indicator 10 holds the 1st place of very high

impact with the frequency of 118. It clearly indicates that this is the highest

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impact that learners or people could ever experience. It is true because

seeing a person being tortured is extremely bothering

Respondents profile in terms of Gender:

Gender Frequency Percentage


Male 16 46

Female 19 54

=35 =100%

This table shows the frequency and the percentage of the respondents

in terms of gender. The table indicates that females are dominant in terms of

frequency and percentage. With the frequency (19) and has a 54%. Overall it

clearly shows that females are more exposed to television than males.

Respondents profile in terms of Age:

Age Frequency Percentage

16 6 17%

17 20 57%

18 9 26%

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=35 =100%

This table shows the frequency and the percentage of the respondents

in terms of Age. The table indicates that 17% or 6 respondents fall into age

bracket 16. While the 20 or 57% respondents fall into age bracket 17 and the

26% or 18 respondents fall into age bracket 18. Overall the table shows that

age 17 has the most highest count of watcher of television followed by the

age 16 and 18.

After the survey, the respondents were being interviewed. The most

profound statement from one of the students affirmed:

‘’We get told about bad stuff affecting us all the time like alcohol, drugs,
eating bad food, smoking, but one has ever mentioned television
programs excepts for the fact not to sit too close to them for our eyes. At
least we know about the others, and if we choose to do them after we
know, it’s our own fault. But if no one tells us of what television shows
can do to us. Then that’s worst. My parents even told us as kids to go sit
down and watch TV and didn’t care what we watched. They even watch
violent shows with us.’’
The respondents also affirmed that they would use aggressive

behavior and verbally aggression just to resolve conflict and to protect their

selves from violence. That what they are seeing in the television is an

instrument for self-protection. Therefore it clearly states that watching or

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involvement in televised violence can lead to negative behaviors as stated by

the respondents.

Chapter V
Conclusion and Recommendations

Conclusion

This study confirmed that the researchers’ suspicions that the grade 12

Leaners at Tagudin National High School were being highly affected by

televised violence. They were highly bothered by the violence they saw on

television and in real life, they often used or would use aggressive behavior

to solve conflicts in their lives. The question, therefore, of whether televised

violence affects the senior high school learners how needs to change to”

what can be alone to help?’’

The biggest impact that learners can have regarding televised violence

is to create awareness within the school. The researchers were surprised by

the responses in their interview in this study by students who declared that

they never thought about the impact of televised violence on them.

This awareness should encompass not only learners but, educators and

parents as well. Only an informed society who understands the impact that

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televised violence has on our youth can bring about the change that is

needed to address this mounting problem.

Recommendations given in this paper are by no means exhaustive, but

are start. They should be done not just to confirm what research has shown,

but to make learners aware of this issue. That’s why the researchers would

suggest conducting a similar study with learners at any school. The long-

term benefit of this is to have begun questioning things they see and making

sound decisions about they watch on their own. This is especially important

since they are not only exposed to televised violence, but violence in video

games, magazines, comics and music.

It is important to remember that while televised violence may be the

only factor leading to behaviors such as fear and aggression, it is significant

once. It is time to address this issue and help our youth to become informed

consumers of not only messages they receive on television, but all forms of

media where violence can be found. As Thoman (1999, p. 6) meaningfully

stated, become “competent, critical, and literate in all media forms so that

they control interpretation of what they see or hear, rather than let the

interpretations control them.

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Recommendations

Below are the powerful and useful recommendations to help teachers,

learners and parents become more aware of this issue.

 The first and most important recommendation of the researchers is to

make teachers aware of this issue. A survey can be given to teachers to

assess how much they know about this issue, by the researchers’

prediction that many will assume that televised violence does have an

effect, but they do not know in what ways.

 The next thing that the researchers recommend is that, teachers and

the school needs to conduct a one day symposium or seminar for the

learners regarding the issue and also to make parents aware of the

impact of television violence may be bring on their child. There are

many suggestions that can be given to parents, such as limiting their

child’s total viewing time to know more than one to two hours of

quality programming a day; viewing television shows with their

children and discussing its content and monitoring the shows that their

children are viewing.


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 Parents should also encourage alternative entertainment for children,

including reading, athletes or hobbies.

 The school should have a type of “teen center” where teens or kids

could go to play any kind of sports and games in the evening or

weekend.

 The school should create a site or page to make students aware of the

problems that watching violent television can cause.

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Bibliography

Baker and Ball (1969) ‘’ Violence on Television’’

E.B (1938) ‘’Harper’s Magazine’’

Frontline (1996) ‘’Hours of Television’’

Gerbner, Gross, Morgan (1980) ‘’Impact of Heavy Viewing’’

Grofbel (1999) ‘’ Growing Consumption of Media’’

Huston et al, (1992) ‘’ Harmful Effects of TV Violence’’

Maccoby (1954) ‘’ Suggestion about Television’’

Margolis (1997) ‘’Violent Crimes’’

Minow and LaMay (1996) ‘’Hours Watching Television’’

Murray (1995) ‘’ Television Violence on Behavior’’

Nielsen (1998) ‘’ Homes with Teenagers’’

Patrick and Daniel Romer (2014) ‘’ Heavy TV Viewers’’

The Philippine Children’s Television Foundation (2001) ‘’ Content of

Philippine Television’’

Thoman (1999) “Competent, critical, and literate in all media forms’’

(UNESCO) (1999) The National Council for Children’s Television

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APPENDICES

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APPENDIX A
REQUEST LETTER TO THE RESPONDENTS AND PRINCIPAL

Dated: September 6, 2019

Dear Respondents,

The undersigned is conducting a research on the "The Impacts of


Televised Violence among Grade 12- GAS students of Tagudin National
High School" in Mabini, Pangasinan.

May I request for your cooperation and support by filling out the
attached questionnaire. The data gathered from you would be great
importance in the realization of this endeavor.

Thank you.

Very truly yours,

Alcartado, Arsenio III


Baracas, Baby Quenee
Birog, Christian Jay
Delos Santos, Jeremy
Doria, Melanie
Macatuggal, Marlon
Oas, Argie
Rivera, Jessavielle
Sarmiento, Rodel
Taoatao, Emily

Noted by:

Dondon C. Onoza
(Research Adviser)

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TAGUDIN NATIONAL HIGH SCHOOL
Tagudin, Mabini, Pangasinan

September 6, 2019
DARWIN C. NAZARENO
Principal II
Tagudin National High School
Mabini, Pangasinan
Dear Sir,
The undersigned is conducting a study entitled "The Impacts of
Televised Violence among Grade 12- GAS students of Tagudin National
High School" as a partial requirement for the Practical Research II in grade
12 GAS (General Academic Strand).
In this regard, we would like to ask a permission to conduct our
study and administer our questionnaire to the grade 12 Senior High School
students of your respected school. It is highly hoped that the result of the
study will provide a bright prospect for the enhancement of education
particularly in the grade 12 students. Your favorable action on this matter
will be highly appreciated.
Thank you very much.
Very truly yours,
Alcartado, Arsenio Approved By:
Barracas, Baby Quenee
Mr. Darwin C. Nazareno
Birog, CJ
School Principal
Delos Santos, Jeremy
Doria, Melanie Noted By:
Macatuggal, Marlon
Mr. Dondon Onoza
Oas, Argie
Subject Teacher
Rivera, Jessavielle
Sarmiento, Rodel
Taoatao, Emily

Researchers

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TAGUDIN NATIONAL HIGH SCHOOL
Tagudin, Mabini, Pangasinan

APPENDIX B
QUESTIONNAIRES

PART I. RESPONDENTS PROFILE

Direction: Please fill in the information needed on the appropriate spaces.

1. Name:____________________________________________________(Optional)

Family Name First Name Middle Name

2. Gender: ( )Male ( )Female

3. Age:

PART II.IMPACTS OF TELEVISED VIOLENCE AMONG GRADE 12 – GAS


STUDENTS OF TAGUDIN NATIONAL HIGH SCHOOL

Direction: Please ENCIRCLE the number that corresponds to your answer, using the following
legends:

4- Extremely bothered 3- Bothered 2- Slightly bothered

1- Not bothered at all

While
Watching
1. Seeing someone murdered 1 2 3 4
2. Seeing someone in a physical fight 1 2 3 4
3. Seeing blood 1 2 3 4
4. Seeing a bad guy brutally hurt or murdered 1 2 3 4
5. Seeing good guy brutally hurt or murdered 1 2 3 4
6. Seeing innocent people hurt 1 2 3 4
7. Seeing women hurt 1 2 3 4
8. Seeing someone’s body part get taken off 1 2 3 4
9. Hearing people verbally fight 1 2 3 4
10. Seeing torture done to a person 1 2 3 4

Thank you and more power!


(Researchers)

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TAGUDIN NATIONAL HIGH SCHOOL
Tagudin, Mabini, Pangasinan

APPENDIX C
PAMPHLET

After the television was


first framed in the year 1970 TV
violence has been caused
behavioral issues. According to
the study of (Murray, 1973),
which concluded that violence
on television does influence
children who view that
programming and does
increase the like hood that they
will become more aggressive in
certain ways.

Also in the study of


(Murray, 1996), that major
reports from the national
institute of mental health who
did a ten year follows up on the
Surgeon General’s report . They
stated in their conclusion that:
“Now, with more ten years of
research, we know that
violence on the television does
affect aggressive behavior of
children and adults’’

Another report, in 1992,


by the American psychological
association task force on
television and social behavior
extended this finding by
concluding that now 30 years of
research confirmed harmful
effects of TV violence (Huston
et al,.1992).

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TAGUDIN NATIONAL HIGH SCHOOL
Tagudin, Mabini, Pangasinan

 Parents should also


encourage alternative
entertainment for
children, including
reading, athletes or
hobbies.
 The school should have
a type of “teen center”
where teens or kids
could go to play any
kind of sports and

? games in the evening or


weekend.
 The school should create
a site or page to make
students aware of the
problems that watching
violent television can
cause.
DO OTHER HELPFUL ACTIVITIES:
 Teachers and Parents
awareness program
WE CAN  One day symposium
 Teen Center
WHAT  Sites or Page

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TAGUDIN NATIONAL HIGH SCHOOL
Tagudin, Mabini, Pangasinan

Curriculum Vitae

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TAGUDIN NATIONAL HIGH SCHOOL
Tagudin, Mabini, Pangasinan

Curriculum Vitae

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TAGUDIN NATIONAL HIGH SCHOOL
Tagudin, Mabini, Pangasinan

Curriculum Vitae

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TAGUDIN NATIONAL HIGH SCHOOL
Tagudin, Mabini, Pangasinan

Curriculum Vitae

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TAGUDIN NATIONAL HIGH SCHOOL
Tagudin, Mabini, Pangasinan

Curriculum Vitae

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TAGUDIN NATIONAL HIGH SCHOOL
Tagudin, Mabini, Pangasinan

Curriculum Vitae

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TAGUDIN NATIONAL HIGH SCHOOL
Tagudin, Mabini, Pangasinan

Curriculum Vitae

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TAGUDIN NATIONAL HIGH SCHOOL
Tagudin, Mabini, Pangasinan

Curriculum Vitae

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TAGUDIN NATIONAL HIGH SCHOOL
Tagudin, Mabini, Pangasinan

Curriculum Vitae

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TAGUDIN NATIONAL HIGH SCHOOL
Tagudin, Mabini, Pangasinan

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