Influence of Television Programmes on Pre-School Children's Classroom Behaviour in Mukuru-Ka Yaba Slum,Nairobi County, Kenya

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dc.contributor.authorWambundo, Joyce Akinyi
dc.date.accessioned2021-05-21T06:21:26Z
dc.date.available2021-05-21T06:21:26Z
dc.date.issued2017-12
dc.descriptionResearch Project Submitted in Partial Fulfilment for the Award of the Degree of Master of Education, Department of Early Childhood Studies in the School of Education, Kenyatta University, December 2017en_US
dc.description.abstractThe influence of television (TV) programmes on children's classroom behavior including their academic performance has become a major worldwide concern among people dealing with the minors' welfare. TV Programme can have a positive effect on children's classroom behaviour and academics. Through educational programmes, children can enhance their language, creativity and attentiveness. However, TV programmes have sadly been found to impact negatively on children's classroom behaviour and their academic performance. Children, for instance, may learn negative behaviours such as aggression, selfishness, fear, inattentiveness, self-centeredness and poor social interactions. The purpose of the study was to determine the influence of TV programmes on pre-school children's classroom behaviour and ultimately their academic performance in Mukuru Kayaba. The social learning theory by Bandura (1977) which emphasises on the ways, through which humans and specifically children learn different behaviours, was employed to guide the study, using the exploratory research design. The target population was schools with children between five to six years in Mukuru Kayaba slum in Nairobi County. The study sample size comprised 8 (60%) pre-schools out of 12, 16 (50%) teachers out of31, 36 (30%) and 36 (30%) parents/ children out of the 120 of them from the sampled pre-schools. A pilot study was conducted in 2 pre-schools that were not included in the main study. Questionnaires were used to collect data from teachers and parents while interview schedules were administered to children. Quantitative and qualitative data were collected on variables related to the influence of TV programmes on pre-school children's classroom behaviour. Qualitative data were analysed according to study themes while descriptive statistics namely frequencies, means, percentages were used to analysis quantitative data and frequency tables as well as graphical illustrations used to present information obtained. Findings indicate a correlation between exposure to TV and aggressive behaviour as well as differences in the behaviour portrayed in the level of aggressiveness. Majority of pre-school children were exposed to TV on an average of 1-2 hours per day, and boys were found to develop more aggressive behaviour more than girls after exposure to violent TV programmes. The study recommends that parents and caregivers should restrict TV time and encourage viewing of pro-social and educational programmes, particularly among children in order to curb against the ills that emanate from viewing violent programmes.en_US
dc.description.sponsorshipKenyatta universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/22203
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectTelevision Programmesen_US
dc.subjectPre-School Children'sen_US
dc.subjectKenyaen_US
dc.titleInfluence of Television Programmes on Pre-School Children's Classroom Behaviour in Mukuru-Ka Yaba Slum,Nairobi County, Kenyaen_US
dc.typeThesisen_US
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