CORRELATIONAL STUDY BETWEEN VIOLENT CARTOONS AND ANTI-SOCIAL BEHAVIOUR OF CHILDREN


CORRELATIONAL STUDY BETWEEN VIOLENT CARTOONS AND ANTI-SOCIAL BEHAVIOUR OF CHILDREN   

TABLE OF CONTENT

Title Page………………..i

Certification………….…ii

Dedication………………iii

Acknowledgement……….iv

Table of content……...…v

CHAPTER ONE:   INTRODUCTION

1.1    Background to the study

1.2    Statement of problem

1.3    Objectives of study

1.4    Research questions

1.5    Hypothesis

1.6    Significance of study

1.7    Scope/limitations of study

1.8    Definition of terms

CHAPTER TWO:  INTRODUCTION

2.1    Theoretical framework

2.1.1    Social learning theory

2.1.2    Information processing theory

2.1.3    Cognitive developmental theory

2.2    Review of relevant literature

2.2.1    Conceptualizing cartoon violence

2.2.2    Cartoon violence and antisocial behaviour

2.2.3    Role of parents/guardian

2.2.4    Children’s attitude towards cartoon violence

2.3    Review of related empirical studies

2.4    Summary

CHAPTER THREE:  RESEARCH METHODOLOGY

3.1    Introduction

3.2    Research Design

3.3    Population of the Study

3.4    Sample Size and Sampling Technique

3.5    Research Instrument

3.6    Validity of the Instrument

3.7    Reliability of the Instrument

3.8    Method of Data Collection

3.9    Method of Data Analysis

References

CHAPTER FOUR:  PRESENTATION AND ANALYSIS OF RESULTS

Demographic Information of the Respondents

4.2 Research Questions:

Correlations

4.4 Research Hypothesis

CHAPTER FIVE:  SUMMARY, CONCLUSION AND RECOMMENDATION

5.1    Summary of findings

5.2    Conclusion and recommendation

Appendix

Questionnaire

                         CHAPTER ONE

INTRODUCTION

1.9    BACKGROUND TO THE STUDY

For many years, behavioural and educational researchers have studied the psychological effects of violent cartoons and other violent television programs on viewers, particularly children (Krieg, 2003). Children all over the world have been entertained by various animated films and cartoon shows for over 80 years. Currently, children across the world are exposed to animated film classics and new cartoon series which can be seen on cable/satellite channels, such as Boomerang, Cartoon Network, and The Disney Channel. Violence in cartoons is an integral part of cartoon content. In fact, frequency of violence in cartoons is higher than in live-action dramas or comedies (Potter & Warren, 1998). As the result, children are more exposed to violence showed in the cartoon program than any other television program broadcasted. Cartoon watching affects the attitude and behavior of children i.e. their liking and disliking, way of talking, and behaving with other children. It also has a strong effect on their language and the way of their dressing and eating. When children watch cartoon character is smoking they might likely practice it someday. Cartoon related injuries are now becoming a serious problem, which is now needed to be addressed in the world today. Due to strong affiliation with these supernatural characters in cartoons, many children fall prey to some serious injuries (Saturnine, 2004). Under the guise of “having fun”.

There has been a serious argument among researcher that children's cartoons are too violent say that these cartoons will greatly affect these children's behaviors growing up. Violence is a learned behavior and therefore children need to see violence in order to become violence themselves (Krieg, 2003). If a child is viewing their favorite character hitting, kicking, and beating up the "bad guys" a child will learn these behaviors too. However, according to Siegel (1996), children also learn how to endure and strength to tackle the evil that has bedeviled the society when watching their favorite character doing so. And because most of these cartoons do not show any consequences for these behaviors and in a sense glorify violence; children think that this is an acceptable form of problem solving (Benham, 2006). Children also experience other negative effects from viewing these violent cartoons such as, antisocial behaviors, increased anxiety, and nightmares containing TV characters (Chandler, 1999).

However, many parents and teachers across Nigeria are worried about the cartoons their children are watching (Krieg, 2003). According to Krieg (2003), they feel that the cartoons have become too violent and are having negative long-term effects on children. It is common to see young boys pretending to shoot one another, while jumping on the couch and hiding in closets as a sort of make-believe fort. But parents say that children are learning these behaviors from cartoons and imitating them. Others however, disagree; they say that violence in cartoons does not affect children and that children need this world of fantasy in their lives. They say that children would show these same behaviors regardless of the content of the cartoons they watch (Benham, 2006).

It was found in previous study that what children watches on TV at age 8 will be one of the best predictors of how aggressive they will be as an adult. The children's TV viewing outweighed other factors such as child-rearing practices and socioeconomic factors (Chandler, 1999). Chandler (1999) also found that what a child watches after age 8 is not nearly as important as what they watch before age 8. Others argue that this violence desensitizes children to real life violence. They see the cartoon characters beating up the bad guys so when they see a bully at school picking on another kid they are less likely to find anything wrong with that situation.

It has long been accepted that certain behaviour by children causes significant alarm, distress, fear or intimidation to certain members of society (Siegel, 1996). Antisocial behaviors are disruptive acts characterized by covert and overt hostility and intentional aggression toward others. Antisocial behaviors exist along a severity continuum and include repeated violations of social rules, defiance of authority and of the rights of others, deceitfulness, theft, and reckless disregard for self and others (Snow, 2004). Antisocial behavior can be identified in children as young as three or four years of age. If left unchecked these coercive behavior patterns will persist and escalate in severity over time, becoming a chronic behavioral disorder. Antisocial behavior may be overt, involving aggressive actions against siblings, peers, parents, teachers, or other adults, such as verbal abuse, bullying and hitting; or covert, involving aggressive actions against property, such as theft, vandalism, and fire-setting (Snow, 2004). Covert antisocial behaviors in early childhood may include noncompliance, sneaking, lying, or secretly destroying another's property. Antisocial behaviors also include drug and alcohol abuse and high-risk activities involving self and others (Anderson, 2008).

1.10    STATEMENT OF PROBLEM

It is a general believe that adults can watch violence in cartoon and other TV  series and understand that it is not real, children on the other hand may have difficulties in differentiating between what is real and what is make believe. This is has made it necessary to understand how cartoon violence influences the behaviour of children. Multiple risk factors for development and persistence of antisocial behaviors include genetic, neurobiological, and environmental stressors including violent cartoons, beginning at the prenatal stage and often continuing throughout the childhood years (Haynes, 2008). Heavy exposure to media violence through television, movies, Internet sites, video games, and even cartoons has long been associated with an increase in the likelihood that a child will become desensitized to violence and behave in aggressive and antisocial ways (Haynes, 2008). However, research relating violent cartoons with antisocial behavior is inconsistent and varies in design and quality, with findings of both increased and decreased aggression after exposure to violent cartoons. However, the researcher is investigating the correlation between violent cartoons and antisocial behaviors in children.

1.11    OBJECTIVES OF STUDY

The following are the objectives of this study:

1.    To examine the correlation between violent cartoons and antisocial behaviors in children.

2.    To determine the extent of children’s exposure to violent cartoons.

3.    To determine the positive influence of cartoons on children.

1.12    RESEARCH QUESTIONS

1.    What is the correlation between violent cartoons and antisocial behaviors in children?

2.    What is the extent of children exposure to violent cartoon?

3.    What are the positive influences of cartoons on children?

1.13    HYPOTHESIS

HO: There is no significant relationship between violent cartoons and antisocial behaviors in children

HA: There is significant relationship between violent cartoons and antisocial behaviors in children

1.14    SIGNIFICANCE OF STUDY

The outcome of this study will form a useful guide for government, policy makers and the video censor board in regulating the violent content of cartoons videos on sale in the country considering the antisocial consequences on children. The results of this study will also educate the parents and teachers on the type of cartoons that the children should be exposed to and the consequences. This will also form a guide for the parents and teachers in educating their children on the language and attitude that are socially acceptable and the ones that are not. This research will also serve as a resource base to other scholars and researchers interested in carrying out further research in this field subsequently, if applied will go to an extent to provide new explanation to the topic.

1.15    SCOPE/LIMITATIONS OF STUDY

This correlational study between violent cartoons and antisocial behaviors in children will cover the violent contents of popular cartoon videos on sale in Nigeria with a view of identifying the negative consequences on children behaviour. Parents and children will also participate as subjects in this research.

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

 Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.16    DEFINITION OF TERMS

Behaviour: the way in which one acts or conducts oneself, especially toward others.

Cartoons: a motion picture using animation techniques to photograph a sequence of drawings rather than real people or objects.

Violence: behavior involving physical force intended to hurt, damage, or kill someone or something.

.

CORRELATIONAL STUDY BETWEEN VIOLENT CARTOONS AND ANTI-SOCIAL BEHAVIOUR OF CHILDREN



TYPE IN YOUR TOPIC AND CLICK SEARCH.






RESEARCHWAP.NET

Researchwap.net is an online repository for free project topics and research materials, articles and custom writing of research works. We’re an online resource centre that provides a vast database for students to access numerous research project topics and materials. Researchwap.net guides and assist Postgraduate, Undergraduate and Final Year Students with well researched and quality project topics, topic ideas, research guides and project materials. We’re reliable and trustworthy, and we really understand what is called “time factor”, that is why we’ve simplified the process so that students can get their research projects ready on time. Our platform provides more educational services, such as hiring a writer, research analysis, and software for computer science research and we also seriously adhere to a timely delivery.

TESTIMONIES FROM OUR CLIENTS


Please feel free to carefully review some written and captured responses from our satisfied clients.

  • "Exceptionally outstanding. Highly recommend for all who wish to have effective and excellent project defence. Easily Accessable, Affordable, Effective and effective."

    Debby Henry George, Massachusetts Institute of Technology (MIT), Cambridge, USA.
  • "I saw this website on facebook page and I did not even bother since I was in a hurry to complete my project. But I am totally amazed that when I visited the website and saw the topic I was looking for and I decided to give a try and now I have received it within an hour after ordering the material. Am grateful guys!"

    Hilary Yusuf, United States International University Africa, Nairobi, Kenya.
  • "Researchwap.net is a website I recommend to all student and researchers within and outside the country. The web owners are doing great job and I appreciate them for that. Once again, thank you very much "researchwap.net" and God bless you and your business! ."

    Debby Henry George, Massachusetts Institute of Technology (MIT), Cambridge, USA.
  • "Great User Experience, Nice flows and Superb functionalities.The app is indeed a great tech innovation for greasing the wheels of final year, research and other pedagogical related project works. A trial would definitely convince you."

    Lamilare Valentine, Kwame Nkrumah University, Kumasi, Ghana.
  • "I love what you guys are doing, your material guided me well through my research. Thank you for helping me achieve academic success."

    Sampson, University of Nigeria, Nsukka.
  • "researchwap.com is God-sent! I got good grades in my seminar and project with the help of your service, thank you soooooo much."

    Cynthia, Akwa Ibom State University .
  • "Sorry, it was in my spam folder all along, I should have looked it up properly first. Please keep up the good work, your team is quite commited. Am grateful...I will certainly refer my friends too."

    Elizabeth, Obafemi Awolowo University
  • "Am happy the defense went well, thanks to your articles. I may not be able to express how grateful I am for all your assistance, but on my honour, I owe you guys a good number of referrals. Thank you once again."

    Ali Olanrewaju, Lagos State University.
  • "My Dear Researchwap, initially I never believed one can actually do honest business transactions with Nigerians online until i stumbled into your website. You have broken a new legacy of record as far as am concerned. Keep up the good work!"

    Willie Ekereobong, University of Port Harcourt.
  • "WOW, SO IT'S TRUE??!! I can't believe I got this quality work for just 3k...I thought it was scam ooo. I wouldn't mind if it goes for over 5k, its worth it. Thank you!"

    Theressa, Igbinedion University.
  • "I did not see my project topic on your website so I decided to call your customer care number, the attention I got was epic! I got help from the beginning to the end of my project in just 3 days, they even taught me how to defend my project and I got a 'B' at the end. Thank you so much researchwap.com, infact, I owe my graduating well today to you guys...."

    Joseph, Abia state Polytechnic.
  • "My friend told me about ResearchWap website, I doubted her until I saw her receive her full project in less than 15 miniutes, I tried mine too and got it same, right now, am telling everyone in my school about researchwap.com, no one has to suffer any more writing their project. Thank you for making life easy for me and my fellow students... Keep up the good work"

    Christiana, Landmark University .
  • "I wish I knew you guys when I wrote my first degree project, it took so much time and effort then. Now, with just a click of a button, I got my complete project in less than 15 minutes. You guys are too amazing!."

    Musa, Federal University of Technology Minna
  • "I was scared at first when I saw your website but I decided to risk my last 3k and surprisingly I got my complete project in my email box instantly. This is so nice!!!."

    Ali Obafemi, Ibrahim Badamasi Babangida University, Niger State.
  • To contribute to our success story, send us a feedback or please kindly call 2348037664978.
    Then your comment and contact will be published here also with your consent.

    Thank you for choosing researchwap.com.