STUDENT ACADEMIC PERFORMANCE AS A RESULT OF MOVIE INFLUENCE

CHAPTER ONE

INTRODUCTION

1.1    BACKGROUND TO THE STUDY

In recent years, movies have remained a source of amusement, information, and education, and they have surpassed more than half of the other types of entertainment that compete for the typical citizen's time and attention. Since the early twentieth century, the American film industry has dominated the global film business. Griffith, a well-known cinema director, shot the first picture in Hollywood, "In Old California," in early 1910. Before World War I, filmmakers flocked to Southern California, where the Nestor Company constructed the first Hollywood studio in 1911. Because racial prejudice hindered them from working in other businesses, the film industry was eventually dominated by Jews who were immigrants. By the mid-1940s, the film industry was producing 400 films each year. According to Onokome (2009), the Nigerian video film has evolved into an art form, spawning its own version of Nollywood. The motion picture industry rose from an estimated 2.5 million dollars in 1994 to 3.4 million dollars in 1999. According to Larkin (2006), this expansion led in the creation of approximately 600 films every year, making Nigeria one of the world's largest film producers. Mnebue, a smart Nigerian entrepreneur, pioneered the Nigerian film industry by releasing "Living in Bondage" in 1992, according to Okoye (2003). However, behind Hollywood and Bollywood, Nollywood is perhaps the world's third most dynamic film business. In 1930, the colonial overlords brought movies to Nigeria. According to Adieza (2010), Herbert Macaulay financed these films, which were screened at the Glover Hall in Lagos. At the time, film was primarily used to pique interest in the British Empire. "Culture in Transition," an abbreviated version of Wole Soyinka's "The Strong Breed," was the first Indigenous film created in 1960, just after independence. The Independence Day was also commemorated by "Kongi's Harvest." Films were presented in big cinema halls at this time, which typically drew enormous crowds, and the film hall eventually became a hangout for criminals. Because the expense of projecting a picture using these projectors was prohibitively expensive, when movies were introduced to the country in 1980, they were welcomed by all households. Producers changed their focus to making movies that were both cheaper and quicker. According to Sor (2011), the film market had over 20,000 films by 1996. The West African Examination Council (WAEC) and the National Examination Council (NECO) (2007, 2008, 2009, and 2010) have both 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 kids for the apparent loss in educational quality and moral standards, while the majority blames teachers for the problems in our schools, while teachers blame children and parental attitudes toward their children's education (Ogbadu, 2010). Others, such as Jekayinfa (2007), criticised the government for the poor service quality and physical infrastructure in some portions of the system. However, in addition to the factors listed as causes of failure among secondary school students, the advent of globalization as a result of urbanization and civilization, such as access to the internet, GSM, Television, and Cable Network programs, has relegated most students to a showbiz and often distracted by a series of cartoons and movie activities has relegated most students to a showbiz and often distracted by a series of cartoons and movie activities. They spend the most of their time in front of their televisions rather than reading books, doing homework, or socializing with others. Teenage years are a time when youngsters are just beginning to break their reliance on their parents, at least in terms of their own identity. They may relate to their peers from a more impartial and less intimidating frame of reference provided by the media (Ohadebeh, 2012). This is due to the fact that most youngsters view the media in the same way. Unfortunately, because most teenagers are still searching for their own identities, they are more vulnerable to media suggestions and peer pressure, which may overwhelm what they have already constructed of their own identities based on other people's ideas, what they should think and feel. With the way the media operates now, they may unconsciously start taking up other people's ideas instead of creating their own (Okechukwu, 2014). However, with the advent and consolidation of multiple television stations and service providers in Nigeria in the twenty-first century, it cannot be overstated that television has taken center stage in our everyday routines. Satellite and cable TVs have a larger viewership in cities than local television channels, according to studies. This study, on the other hand, looks at the impact of late-night movie viewing on secondary school pupils. Previous studies have shown that with television stations at their fingertips, youngsters spend a significant amount of time watching television (Arony, 2009). An typical American adolescent spends 2.5 hours per day watching television, according to a conservative estimate. As demonstrated by prior study findings, teens spend an average of 16–18 hours per week watching television, beginning at the age of 13 and ending at the age of 19, and they watch the most popular rated movies. The majority of the programming that teens watch are entertainment-related, such as movies, musical videos, soap operas, and so on. According to Olorogun (2013), the impact of these programs on teens may not be instantaneous or successful owing to other factors such as family, social groups, peer groups, and so on. Nonetheless, the influence may lead to erroneous ideals and bad social practices among youths. However, the more kids are exposed to entertainment television, as measured by the amount of time some of them spend watching it, the more likely they are to develop a world view and a sense of reality that is similar to what they see on television over time.

1.2   STATEMENT OF THE PROBLEM

Depending on the sort of film, the time, and the degree of parental supervision available, movies may have both a bad and beneficial impact on a Nigerian kid. However, it is obvious that a youngster imitates what he sees, thus he must be led. According to Onokome (2009), one of the consequences of movies is violence. Children who see a lot of violent movies are more likely to engage in violent behavior. People are said to frequently accept fictitious representations in the media because of their vivid and demonstrative conveyance of images. Many people regard home video as a school of violence because it has the power to keep an audience longer than any traditional institution. There are long-term and short-term consequences of movies, particularly in terms of how they alter a child's behavior. Observing films with violent material may result in traits such as hostility. This might make you think and feel aggressively. Viewing violent programs, according to Adesanya (2008), can influence children's behavior by making them fearful, concerned, and suspicious, as well as increasing the child's proclivity for aggressive conduct. Pornographic videos have several detrimental consequences for children, since they increase their sexual desire and encourage them to experiment. The most harmful aspect is that, as Adesanya (2004) points out, movies occupy children's time, preventing them from focusing fully on schoolwork such as note revision, assignments, and even household tasks. Rather of actively participating in household tasks, they choose to remain hooked to the screen. The best source of entertainment in most Nigerian families is watching movies. Because most movies last one hour, thirty minutes, or even two hours, there is a substantial risk of obesity. The study's challenge arises from the conduct of school-aged youngsters. Many schoolchildren, it is said, have a positive urge to watch movies rather than concentrate on their schoolwork (Ken, 2007). This positive urge manifests itself in the form of spending more time watching movies and less time on schoolwork, perhaps leading to absenteeism and tardiness. Another issue might be the behavior of these youngsters who have been exposed to movies in which they have little control. They pick up new ways of speaking, dressing, and engaging in unethical behavior. As a result, the purpose of this study is to look at the impact of home movies on secondary school students' academic performance in the Logo local government region in Benue state.

1.3   OBJECTIVES OF THE STUDY

The primary goal of this study is to look at the impact of movies on students' academic performance. The study's specific goals are to:

i. Determine the level of student addiction to home movies and the impact on their academic performance.

ii. To determine which film genres students are more exposed to and how this affects their academic performance.

iii. To determine the impact that movies have on pupils' academic performance.

1.4   RESEARCH QUESTIONS

The following research questions were raised to guide the researcher during the course of the research:   

i. What is  the level of student addiction to home movies and the impact on their academic performance?

ii. Which of the  film genres are students more exposed to and how does it affect their academic performance?

iii. What are the impacts that movies have on Students academic performance?             

1.5   SIGNIFICANCE OF THE STUDY

This research is important for teachers, parents, and students. This research will aid school instructors in understanding the impact of movies on their students, allowing them to educate and raise awareness among students about the potential impact. The study is essential for parents in that it will inform them of the potential consequences of these movies on their children, allowing them to act as watchdogs for their children. The research will educate senior students so that they are aware that, in addition to the social benefits of utilizing this movie site, using it more than is necessary may endanger their health. It will be useful in aiding students in comprehending the variety of movies available. It will give useful information for students and other scholars working on comparable projects. The study will provide more information to academics about the impact of movies on student academic performance.

1.6   SCOPE OF THE STUDY

The primary goal of this research project is to investigate the impact of movies on students' academic performance. Students from Benue State, namely the Logo local government area, will participate in the study.

1.7   DEFINITION OF TERMS

Influence: the ability to have an impact on someone or something's character, development, or behavior, or the effect itself.

Academic Performance: Academic performance refers to a student's, teacher's, or institution's achievement of short- and long-term educational objectives.

 movie is a film that is shown in a theater.