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
Authors
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Publisher
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.
Description
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