Children’s Television Viewing and its Influence on Completion of School Homework among Lower Primary School Pupils in Kisumu County, Kenya

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Date
2024-05
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Kenyatta University
Abstract
Today’s children1are growing up1in a rapidly changing digital age. A variety1of technologies such as TVs, phones and computers are all around us in the1homes, offices and1schools such as TV, phones and computers. When these technologies are used wisely, they can support learning including completion of school homework. However, studies have revealed that exclusive TV viewing has the potential to generate both negative and positive effects on pupils’ homework completion. The purpose1of this1study, therefore, was to investigate1the influence1of television watching1on completion of1school homework amongst lower primary school pupils in Nyakach Sub-County, Kisumu County. The1objectives of the1study were to1establish the extent1to which pupils in lower grades watch television at home, to find out the impact of television watching by pupils in lower grades in relation to completion of school homework and to explore the strategies parents of lower grade pupils have put in place to regulate children’s television viewing in Nyakach Sub-County, Kisumu County in Kenya. The study was informed by the theory of Urie Bronfenbrenner’s (1979) Ecological Systems Theory. Descriptive study design was adopted by the researcher in this1study. The target population consisted of lower primary school pupils from 57 public and 16 private lower primary school children in Nyakach Sub-County; 230 teachers, 300 parents/guardians in Nyakach Sub-County, Kisumu County, Kenya. The researcher used stratified sampling techniques to select the schools from a total of 73 primary schools in Nyakach Sub-County. Data collection was done using questionnaires and interviews. Statistical Package for Social Sciences (SPSS) software was used to analyze the data. Analysis of quantitative data was done using frequencies and percentages and the findings presented using tables, figures and narratives. Qualitative data was analyzed using sub themes and themes that emerged from the findings. The study established that the majority of preschool children spent long hours watching preferred TV programmes especially during weekends. It was further established that both parents and teachers agreed that TV viewing disrupt homework completion particularly in the absence of parental supervision, control and regulation. The study recommended the need for both parents and teaches to work together to ensure that TV watching by children are put under check to enhance homework completion. The study recommended that1further research1can be carried1out to establish1the challenges facing parents in regulating TV watching as a source of failure to do homework for lower primary school children.
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A Research Project Submitted in Partial Fulfilment of the requirement for the Award of the Degree Of Master of Education (Early Childhood Education) In the School of Education, Kenyatta University May, 2024 Supervisor Yattani Buna
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