The Impact of Watching Movies and TV Series on the Academic Performance of

Grade 11 Students at the University of Manila\

A Research Project

In Partial Fulfillment of the Requirements

For RDL 101

School Year 2019-2020|

First Semester

By:

Gonzaga, Gabriel B.

Tan, Bea Ellyza V.

Bautista Jericho S.

Tabogoc, Daniela

Ritual, Mj

Quiambao, Angelo.

Carreon, Queenie Faith

Pambid Alliza

Masaba, Peter Lee

Manalo, Carl

Igloso, Drei

Somera, Siena

Sese, Kurt Lowelle

Cabales, Justine
 CHAPTER 1

I. Introduction

The academic progress and performance of students is greatly tied to a

number of factors ranging from intelligence capacity, emotional quotient, lifestyle
habits, number of hours spent on studying, dietary value of food intake, family
wealth and privileges, etc. There are a variety of studies that focus on these
factors but studies looking into the impact of what students consider as a form of
relaxation and entertainment to their academic performance are rare and far about.

With the rise of technology, there has also been a shift in the paradigm of
entertainment resources. Some of this are through social media, video games, and
video sharing sites. Access to various forms of entertainment sources are more
easier today because of technology. Responsibilities play into view as some
students may only allocate their remaining time into studying and no more time
for entertainment or relaxation. There has also been numerous accounts of great
academic achievements being tied to minimal time allotted for relaxation or rest
to dedicate more time to studying or even working.

This research will look into how regularly watching movies and
TV series affect a student’s academic performance. This research aims to have a
better outlook at which values of time taken for relaxation and entertainment
provide a better means of achieving a better academic performance,thereby,
offering the students a better way on how they can allocate their time to maximize
their academic performance.

As years pass by, technology is getting more easy to access. Before, we are using
CD’s and DVD player just to watch a movie, but now almost every person has a
Netflix on their phone and they can watch movies anytime and anywhere. As the
culture is changing, the procrastination of the youth is also getting severe. The
rise of video streaming services meant that more and more various video content
are available for consumption.

II. Statement of the Problem

This study aims to see the impact of watching movies and TV series with
the academic progress and performance of a Grade 11 Student.

1. What is the demographic profile of the respondents according to:

1.1 Age?

1.2 Sex?

1.3 Family Income?

2. What are the beneficial factors that affect a student’s academic performance in
connection to watching movie/tv series?

3. How does the movies/tv series that a student watches affect his/her academic
performance

III. Significance of the Study

The outcome of the study is expected to be of help to the following:

Students - This research will illustrate how different types of leisure time
influence student academic performance. The result is a great way to improve a
student's time management skills.

Parents - This study would inform parents of what ways they may do so
they can help their children achieve better academic performance.

Teachers - This can aide teachers on how to be of better help to improve

their student’s academic performance.
 Researchers - This research will serve as a stepping stone for future
researchers about understanding the impact of watching movies/TV series in the
academic performance of students.

IV. Conceptual Framework

This is the conceptual framework. First, the researchers planned out the scope and
coverage of the study as well as the subjects and respondents. Then, from the questions
the researchers seek to be answered, the researchers developed a survey, implemented the
survey and analyzed the responses
V. Scope and Limitation

This study focuses on the effects of watching movies and TV series on the
academic performance of Grade 11 students. The data collection will be gathered
by reaching out to the respondents which would be represented by the Grade 11
students of The University of Manila School Year 2019-2020. The study will be
conducted through the utilization of questionnaires, conducting interviews and
surveys. Each of the respondents will be given a questionnaire to answer, and
other respondents will be interviewed to gather information

VI. Definition of Terms

For the clearer understanding of the terms used in study. The following terms are
operationally and lexically defined.

Allocate - to give out something for a special reason

Binge - a short period of time when you do to much of something

Descriptive – to give information about how something or someone looks,

sounds, etc.

Intelligence capacity - our intelligence, or even our knowledge has a limitation

at everything

Procrastinate – to delay doing something until a later time because you do not
want to do it, because you are lazy etc.

Researchers - Refers to the authors whose name are as follows: Gonzaga,

Gabriel. Tan, Bea. Bautista, Jericho. Ritual, Mj. Quiambao, Angelo. Manalo,
Carl. Carreon, Queenie Faith. Tabogoc, Daniela. Pambid, Alliza. Somera, Siena.
Cabales, Justine. Igloso, Drei. Masaba, Peter
 CHAPTER II: REVIEW OF RELATED LITERATURES

Local Literature

Given the television-watching culture in the Philippines, the Philippine Children’s

Television Foundation (2001) stated that the media—particularly in terms of the
increasingly dominant role of television—has become as much a part of childhood as the
traditional games passed on from one generation to another.

For some parents, allowing their children to watch television or giving them longer
television-viewing hours serve as a form of reward. Others use television to get their
children’s attention, while they are busy running some errands or doing other chores. In
this regard, parents need to realize that letting their children sit with them while watching
television, or even letting their children watch television programs alone, could do more
harm than good. According to Lee-Chua (2007), watching too much television is one of
the reasons why young people nowadays fail to focus well or sustain their attention (as
cited in Rosario-Braid & Tuazon, 2011).

According to Paul Saffo (2005) as cited in Campbell et al. (2011, p. 169), television was
about to go through a profound reinvention. He further stated that no old media form ever
disappears; they just get reinvented into a new purpose. Despite the changes in the format
of television program consumption, television was able to retain its purpose of
entertaining, selling, alar phones and the Internet. (McCann-Erickson, 2006 as citend
influencing through effective marketing; now, it even serves a wider set of audience in
many other ways. The findings of the 2006 McCann-Erickson Intergenerational Youth
Study revealed that traditional media, such as watching television and listening to the
radio, remained to be on the top leisure activities of teens after school. However, the
study also found out that there is an emerging prominence of technology-related activities
like cellud in Rosario-Braid & Tuazon, 2011)

Television, developed by technicians with certain goals, is said to have fallen as prey to
the sellers who are more interested in marketing it (Williams, 1990). Ratings determine
which programs are selling and which are not. The historical importance of ratings and
shares to the eventual survival of television programs is something that should not be
underestimated (Campbell et al., 2011). As evident in the current television
programming, many television programs that were helpful to the development of the
Filipino children were axed because they are“unmarketable”.

Foreign Literature

Gunter and McAleer (1997: xii-xiii) stated that television is not a ‘one-eyed monster’
who waits to spread evil over the young members of the household. This is an implication
that when a child watches a significant program that is – educational, informative, and
values-promoted shows will increase their intellectual growth. Researchers explain this,
through watching preschoolers ‘Sesame Street’ regularly, it easily recognize their
emotions and to cope trauma when the 9/11 terrorist attack in New York by featuring a
story about grease fire in Hooper’s Stone which required the help of the brave firefighters
(Wilson, 2008).

Second positive effect of television among children is that they acquire basic languages
on it. Studies shows that if they watch educational programs, their tendency is to learn
basic shapes, numbers, letters, etc. if their parents guided them (Lemish and Rice, 1986).
However, Naigles and Mayeux (2001) found that in certain circumstances children learn
words and their meanings from educational programs that are specifically design for them
(age, content etc.). Further, we must say that we select programs that are capable to their
age and they must guide them in order for them to learn their language acquisition.
Although still, there is no significant evidence that suggests television as part of their
everyday lives to learn new things in life.
 CHAPTER III: METHODS AND PROCEDURES

METHODOLOGY

This chapter design that used in research, the numbers of respondents and the
location of the conducted study also includes the statistical treatment of datand what kind
of respondents that used in the research and the formula to collect and tabulate the data
coming from the survey questionnaires

RESEARCH DESIGNS

The researchers used descriptive design to know the situation in particular

problem and to know the students perspective on the impact of watching movies/TV
series on the academic performance of the respondents, The respondents would include
the Grade 11 Senior High School from the strand of STEM (Science,Technology,
Engineering and Mathematics), GAS (General Academic Strand) and ABM
(Accountancy Business and Management) of the University Of Manila

RESEARCH LOCALE

The research would be conducted in The University Of Manila located in 546

M.V. Delos Santos St. Sampaloc, Manila.

RESPONDENTS OF THE STUDY

The research respondents in this study were the one hundred (100) random
Grade 11 Senior High School Students at The University Of Manila Academic Year
2019-2020

RESEARCH INSTRUMENT
 The researchers used survey questionnaires which includes the demographic
profile of the respondents, and the questions itself which would be used to collect data
based on the answers that would be given by the respondents

DATA GATHERING PROCEDURES

The researchers used survey questionnaires to collect data needed in the study
and used a formula to determine the result coming from the answers of the respondents in
the survey questionnaire

STATISTICAL TREATMENT OF DATA

The researchers used a simple formula to determine and examine the answers
from the survey questionnaire

P=R/K x 100

P=Percentage

R=Number Of Respondents answered

K=Whole number of Respondents

100+ Whole Percentage

The researchers also used the weighted mean formula to determine and
examine the answers from the survey questionnaire

Weighted Mean = Σwx/Σw

Σ = the sum of .

w = the weights.

x = the value.
CHAPTER IV: PRESENTATION, INTERPRETATION, AND DATA ANALYSIS

This part focused on data presentation, analysis and interpretation after the tabulation of
facts obtained from the administered survey. The researchers constructed the frequency
table which showed the findings of the study

Frequency Percentage

15-16 12 24

17-18 32 64

19-Above 6 12

Total 50 100

Table No. 1
The Frequency and Percentage of Respondents
According To Age

Table 1 showed that 12% of the respondents were aged 19-Above, which had the least
percentage of respondents. Respondents aged 15-16 followed with 24%. and last is the
respondents aged 17-18 with 64%

It can be inferred that most of the respondents were aged 17-18

 Frequency Percentage

Male 32 64

Female 18 36

Total 50 100

Table No. 2
The Frequency and Percentage of Respondents
According To Gender

Table 2 showed that among the 50 respondents, 32 of them were male

The table implies that most of the respondents were male

Frequency Percentage

PHP 9,520 - PHP 19,040 30 60

PHP 19,040- PHP 38,080 8 16

PHP 38,080- PHP 66,640 7 14

PHP 66,640 - PHP 114,240 5 10

Total 50 100

Table No. 3
The Frequency and Percentage of Respondents
According To Family Income (Monthly)

Table 3 showed that 60% of the respondents had a monthly family income of PHP 9,520-
PHP 19,040. While 8% had PHP 19,040- PHP 38,080. 14% had PHP 38,080- PHP
66,640 and 10% of the respondents had PHP 66,640 - PHP 114,240 monthly family
income

It can be interpreted from the table that most of the respondents have HP 9,520-
PHP 19,040 of monthly family income

DESCRIPTIONS 5 4 3 2 1 Mean Qualitative

Remarks
(SA) (A) (FA) (DA) (SDA)

4.1 As a Source of 17 21 7 3 2 3.96 Agree

Inspiration

4.2 As a Means of 10 12 24 3 1 3.54 Agree

Distraction

4.3 As a Source of 8 24 10 4 2 3.52 Agree

Knowledge

4.4 As a Source of 11 21 15 1 2 3.76 Agree

Motivation

Table No. 4
Beneficial Factors That Affect Academic Performance In Relation
To Watching Movies/TV Series
Table 4.1 showed that 17 picked Strongly Agree (SA), 21 opted for Agree (A), 7 chose
Fairly Agree (FA), 3 selected Disagree (DA), and 2 marked Strongly Disagree (SDA).

The weighted mean is 3.96 or Agree for the statement As a Source of Inspiration

It can be implied that most of the respondents agree that they see watching
movies/TV series As a Source of Inspiration

Table 4.2 showed that 10 picked Strongly Agree (SA), 12 opted for Agree (A), 24 chose
Fairly Agree (FA), 3 selected Disagree (DA), and 1 marked Strongly Disagree (SDA).
The weighted mean is 3.96 or Agree for the statement As a Means of Distraction

It can be implied that most of the respondents agree that they see watching
movies/TV series As a Means of Distraction

Table 4.3 showed that 8 picked Strongly Agree (SA), 24 opted for Agree (A), 10 chose
Fairly Agree (FA), 4 selected Disagree (DA), and 2 marked Strongly Disagree (SDA).

The weighted mean is 3.96 or Agree for the statement As a Source of Knowledge

It can be implied that most of the respondents agree that they see watching
movies/TV series As a Source of Knowledge

Table 4.4 showed that 11 picked Strongly Agree (SA), 21 opted for Agree (A), 15 chose
Fairly Agree (FA), 1 selected Disagree (DA), and 2 marked Strongly Disagree (SDA).

The weighted mean is 3.76 or Agree for the statement As a Source of Motivation

It can be implied that most of the respondents agree that they see watching
movies/TV series As a Source of Motivation

DESCRIPTIONS 5 4 3 2 1 Mean Qualitative

Remarks
 (SA) (A) (FA) (DA) (SDA)

5.1 Becomes a way of 14 11 16 7 2 3.56 Agree

distracting oneself from
studying

5.2 Becomes a form of 14 17 15 2 2 3 Fairly

entertainment and Agree
relaxation after a study
session

5.3 Helps you in 15 22 10 3 1 4 Agree

learning new words
from a certain language
and how it is applied

5.4 Becomes a way of 15 23 12 0 0 4.2 Agree

acquiring new
knowledge about the
things around you

Table No. 5
Ways That the Movies/TV Series Watched By a Student Affect Him/Her In
Connection To Their Academic Performance

Table 5.1 showed that 14 picked Strongly Agree (SA), 11 opted for Agree (A), 16 chose
Fairly Agree (FA), 7 selected Disagree (DA), and 2 marked Strongly Disagree (SDA).

The weighted mean is 3.96 or Agree for the statement Becomes a way of distracting
oneself from studying

It can be implied that most of the respondents agree that they see watching
movies/TV series Becomes a way of distracting oneself from studying
Table 5.2 showed that 14 picked Strongly Agree (SA), 17 opted for Agree (A), 15 chose
Fairly Agree (FA), 2 selected Disagree (DA), and 2 marked Strongly Disagree (SDA).

The weighted mean is 3 or Fairly Agree for the statement Becomes a form of
entertainment and relaxation after a study session

It can be implied that most of the respondents agree that they see watching
movies/TV series Becomes a form of entertainment and relaxation after a study
session

Table 5.3 showed that 15 picked Strongly Agree (SA), 22 opted for Agree (A), 10 chose
Fairly Agree (FA), 3 selected Disagree (DA), and 1 marked Strongly Disagree (SDA).

The weighted mean is 4 or Agree for the statement Helps you in learning new words
from a certain language and how it is applied

It can be implied that most of the respondents agree that they see watching
movies/TV series Helps you in learning new words from a certain language and how
it is applied

Table 5.4 showed that 15 picked Strongly Agree (SA), 23 opted for Agree (A), 12 chose
Fairly Agree (FA), None selected Disagree (DA), and none of the respondents marked
Strongly Disagree (SDA).

The weighted mean is 4.2 or Agree for the statement Becomes a way of acquiring new
knowledge about the things around you

It can be implied that most of the respondents agree that they see watching
movies/TV series Becomes a way of acquiring new knowledge about the things
around you
 CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATION

This research looked into how regularly watching movies and TV series affect a
student’s academic performance. This research aimed to have a better outlook at which
values of time taken for relaxation and entertainment provide a better means of achieving
a better academic performance, thereby, offering the students a better way on how they
can allocate their time to maximize their academic performance.

It is in this context that the researchers wanted to pursue this study. This paper
aims to give awareness into how watching movies and TV Series could affect a student’s
academic performance. Furthermore this also intends to enlighten people on what are the
actual effects of watching movies and TV series to a student

This study aims to see the impact of watching movies and TV series with the academic
progress and performance of a Grade 11 Student.

1. What is the demographic profile of the respondents according to:

1.1 Age?

1.2 Sex?

1.3 Family Income?

2. What are the beneficial factors that affect a student’s academic performance in
connection to watching movie/tv series?

3. How does the movies/tv series that a student watches affect his/her academic
performance
Findings

1. Based on the demographic profile most of the respondents were male; aged 17-18;
with a monthly family income of PHP 9,520 - PHP 19,040

2. Majority of the respondents Agree that the movies/TV Series are watched As a
Source of Inspiration,

3. Majority of the respondents Agree that the movies/TV Series are watched As a
Means of Distraction

4. Majority of the respondents Agree that the movies/TV Series are watched As a Source
of Knowledge

5. Majority of the respondents Agree that the movies/TV Series are watched As a
Source of Motivation.

6. Majority of the respondents Agree that the movies/TV Series watched Becomes a way
of distracting oneself from studying

7. Majority of the respondents Fairly Agree that the movies/TV Series watched Becomes
a form of entertainment and relaxation after a study session

8. Majority of the respondents Agree that the movies/TV Series watched Helps you in
learning new words from a certain language and how it is applied

9. Majority of the respondents Agree that the movies/TV Series watched Becomes a way
of acquiring new knowledge about the things around you

CONCLUSION

Based on the Findings the following conclusions were drawn

1. Based on the demographic profile most of the respondents were male; aged 17-18;
with a monthly family income of PHP 9,520 - PHP 19,040
2. Most of the respondents agree that they see watching movies/TV series As a Source of
Inspiration, As a Means of Distraction, As a Source of Knowledge and As a Source
of Motivation.

3. Most of the respondents agree that they see watching movies/TV series Becomes a
way of distracting oneself from studying, Helps you in learning new words from a
certain language and how it is applied, and Becomes a way of acquiring new
knowledge about the things around you.

4. Most of the respondents fairly agree that they see watching movies/TV series Becomes
a form of entertainment and relaxation after a study session

RECOMMENDATION

Based on the conclusion the following recommendations were drafted

1. The researchers recommend to take into account the other beneficial factors that
the students’ make use of in spending their time watching movies and TV series
2. More research is recommended on the study in order to further improve the study
and contribute new knowledge for research enthusiasts