IMPACT OF CARTOON NETWORK ON CHILDREN’S ACADEMIC

PERFORMANCE IN SELECTED PRIMARY SCHOOLS

IN ENUGU METROPOLIS

BY

EZUGWU CHIDERA HERRIETA

IMT/MC/N2019/3/069

DEPARTMENT OF MASS COMMUNICATION,

SCHOOL OF COMMUNICATION ARTS,
INSTITUTE OF MANAGEMENT AND TECHNOLOGY,
ENUGU

JANUARY, 2022.
 ii

IMPACT OF CARTOON NETWORK ON CHILDREN’S ACADEMIC

PERFORMANCE IN SELECTED PRIMARY SCHOOLS
IN ENUGU METROPOLIS

BY

EZUGWU CHIDERA HERRIETA

IMT/MC/N2019/3/069

A PROJECT SUBMITTED IN PARTIAL FULFILLMENTOF THE

REQUIREMENTS FOR THE AWARD OF NATIONAL DIPLOMA
(ND) IN MASS COMMUNICATION,
INSTITUTE OF MANAGEMENT AND TECHNOLOGY
ENUGU

JANUARY, 2022.
 iii

APPROVAL PAGE

This is to certify that the project titled: “Impact of Cartoon Network on Children’s

Academic Performance in Selected Primary Schools in Enugu Metropolis”, has been read

and approved as original work submitted in partial fulfillment of the requirements for the

award of Ordinary National Diploma (OND) in Mass Communication, Institute of

Management and Technology (IMT), Enugu.

Mr Igwebike Obiora Sign/Date: -----------------------

Project Supervisor

Mrs. Onyiaji Judith C. (PhD) Sign/Date: -----------------------

Head of Department

Dr. Ifeanyi Ojobor Sign/Date: -----------------------

DSCA

External Examiner Sign/Date: -----------------------

 iv

DEDICATION

I dedicate this research project to Almighty God.

 v

ACKNOWLEDGEMENTS

I am indeed grateful to God Almighty for making it possible for me to finish this
research work accordingly and safely.

Again, I appreciate the unfailing unrelenting help and guidance of my supervisor Mr.
Obiora Igwebuike who saw me through the project and made all the necessary corrections
and I am also grateful to my Head of Department Dr. (Mrs.) Judith C. Onyiaji for her
academic guidance during my studies in IMT.

I appreciate my mother Mrs. Jacintha Ezugwu and my siblings for their support,
prayers and encouragement. To my friends, lecturers and staffs of Enugu State Tourism
Industry whose effort for the achievement of this research work is immeasurable, I say
thanks and may the Almighty God richly reward you all.
 vi

TABLE OF CONTENTS

Title page - - - - - - - - - - ii
Approval page - - - - - - - - - iii
Dedication - -- - - - - - - - - iv
Abstract - - - - - - - - - - v
Acknowledgement - - - - - - - - - vi
Table of Contents - -- - - - - - - - vii

CHAPTER ONE: INTRODUCTION

1.1 Background of the study - - - - - - - 1
1.2 Statement of the Research Problem - - - - - 3
1.3 Objectives of the Study - - - - - - - 3
1.4 Significance of the Study - - - - - - - 4
1.5 Research Questions - - - - - - - - 4
1.6 Research Hypotheses - - - - - - - 5
1.7 Theoretical Framework - - - - - - - 5
1.8 Scope of the Study - - - - - - - - 6
1.9 Limitations of the Study -- - - - - - - 6
1.10 Definition of Key Terms (Conceptual and Operational) - - - 6

CHAPTER TWO: LITERATURE REVIEW

2.1 Sources of Literature - - - - - - - 9
2.2 Review of Relevant Literature - - - - - - 9
2.3 Summary of Literature Review - - - - - - 20

CHAPTER THREE: METHODOLOGY

3.1 Research Design - - - - - - - - 22
3.2 Area of Study - - - - - - - - 22
3.3 Population of the Study - - - - - - - 22
3.4 Research Sample - - - - - - - - 23
3.5 Sample Technique - - - - - - - - 23
3.6 Instrument of Data Collection - - - - - - 24
3.7 Method of Data Collection - - - - - - - 24
 vii

3.8 Method of Data Analysis - - - - - - - 24

3.10 Expected Results - - - - - - - - 54

CHAPTER FOUR: PRESENTATION AND INTERPRETATION

OF FINDINGS
4.1 Data Presentation and Analysis - - - - - - 25
4.2 Test of Hypotheses - - - - - - - - 28
4.2 Discussion of Results - - - - - - - 31

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary - - - - - - - - - 32
5.2 Conclusion - - - - - - - - - 32
5.3 Recommendations - - - - - - - - 33
References - - - - - - - - - 34
Appendices - - - - - - - - 37-38
 viii

ABSTRACT

The focus of this study was on the impact of cartoon network on children’s academic
performance in selected primary schools in Enugu metropolis. The ability of children to
restrain their motives is very weak, so they can take the aggressive behaviours of cartoon
characters as a model. Since children desire and look for power, the producer sets out from
this need and creates sympathetic, strong and aggressive media heroes that can overcome
every difficulty through magical and infinite powers, and solve their problems by brute force.
Based on the foregoing, this study seeks to examine the impact of cartoons on the academic
performance of children in primary schools. The researcher adopted survey research method
in the execution of the study. Copies of questionnaire were distributed to the respondents for
generating data for the study. Findings from the study show that the level of exposure of
primary school children to cartoons in Enugu metropolis is high, and the extent to which
exposure to cartoons affect study patterns of primary school children in Enugu metropolis.
Among others, it was recommended that Children should be encouraged to watch cartoons
because not all cartoons are bad. However, they should be cautioned against watching
cartoons for long hours. Also, as children spend greater part of their time in the home and in
school, parents and school authorities should make concerted efforts to reduce the amount of
violent cartoons children watch in the home and outside the home.
.
 Chapter One

Introduction

1.1 Background of the study

Children are usually the target audience of cartoons. Some argue that cartoons
entertain children and expose them to new worlds giving them the opportunity to travel
around the world to learn different things, and get exposed to ideas they may never encounter
in their own environment. Others however contend that children are likely to learn things
from cartoons that parents do not want them to, and so cartoons have negative influences on
them. Still, others say cartoons cannot be blamed for children’s misbehaviour as children
upbringing is the preserve of parents and not, cartoons.
Cartoons have been a part of cinema history from the time the first motion pictures
were made in the late 1800s. A cartoon is a movie made by using animation instead of live
actors, especially a humorous film intended for children (Thompson, 2010). Cartoons can
also be described as the making of movies by filming a sequence of slightly varying
drawings or models so that they appear to move and change when the sequence is shown.
These are the elements that keep viewers, (mostly children) glued to their seats. Cartoons
were initially so short because people would be watching these shorts in the movie theatres
before their feature film. When cartoonists could put their shows on TV, they began to get
longer, creating the half hour block shows that are on Nickelodeon, Cartoon Network, and
the Disney Channel today. Also, the cartoons had to become more “family friendly” so that
more people would watch their show (Kapelian, 2009).
Television shows and animated films, for over 80 years, have been entertaining the
kids. Felix the Cat the first ever cartoon icon, which started its journey in 1920s. In the next
10 years, Donald duck, Mickey Mouse and Pluto was the cartoon character which are being
introduce by Disney Brother’ s Cartoon Studios (Box Office Mojo, 2004). Now a day,
children’s physical activities are limited by excessive watching of television. As cartoon
watching is the most favorite hobby of children in their leisure time, so they like to watch the
cartoons on television rather than to do any physical activity. Cartoon watching affects the
attitude and behavior of kids 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.
 2

Cartoon Network is the most favorite cartoon channel in the world. Cartoon network
started its transmission in 1992, and has gained record breaking popularity. Since August
2002, it has been watched in more than 80 million homes in United States of America and in
145 countries throughout the world. It is one of the top ad supported channels for cable
television network. Cartoon Network is a 24 hours channel, broadcasting only cartoons, yet,
its 68 percent audience belongs to children of the age group from 2 to 17 years, whereas, 32
percent belongs to the age group of above 18 years and adults. The children from the age
group 6 to 11 are the core audience of the Cartoon Network (Stabile & Harrison, 2003).
Cartoon programs contain violence as its integral part. It is noted that cartoon content is full
of violence than serial plays and comedies (Potter & Warren, 1998). As a result, children are
more exposed to violence showed in the cartoon program than any other television program
broadcasted during prime time (Gerbner, Gross, Morgan & Signorelli, 1994).
The recurrence of the roles like Cinderella in numerous animated cartoons has led to
the perception that it is an exceedingly passive character who is devoid of role model
behaviour; a pathetic victim who takes no action towards the fulfilment of her own dreams.
There is a need for children to understand that a female character like Kim Possible from the
animated cartoon series of the same name is a seeker and saviour and that she is not
necessarily “un-feminine” when actively determining her own destiny. Research has
indicated that television has a socializing influence on children particularly in their attitudes
toward gender roles.
Cartoons send strong and compelling messages about socially approved gender roles
and stereotypes that are in turn, reinforced by parents, friends, and school, contributing to the
child’s sense of what it means to be male or female in that society. There is increased risk to
children’s safety in many of today’s children cartoons (Kindera 2006). Cartoon characters
jump, dive, and fall from very great heights and land without being harmed. For example on
every episode of Looney Toons, Wylie Coyote is always trying to catch the Road Runner.
And in every clip Wylie Coyote in some shape or form, seems to fall off a cliff or simply
have one of his inventions go wrong and cause a massive explosion. Yet, he manages to
collect his teeth, dust himself off and get up for another attempt to catch the Road Runner.
This seems funny until a child thinks it is alright to imitate these deeds.
 3

1.2 Statement of the research problem

In today’s society, the prevalence of internet and television (TV) is an indisputable
fact. While at the very beginning of 1980s, there were TVs only in a limited number of
houses, we can now say that there are computers and internet connection available in nearly
every house. As a result of these technological developments, the messages communicated
from TV screens penetrate into houses and influence children, especially those in whose
minds the defense mechanisms have not yet formed (Köşker, 2005). In her study, Arnas
(2005) indicated that there was one TV in each house of the family in Nigeria, and about half
of them have 2 and more TVs. Today, children are exposed to the effects of TV for too long
within their daily lives.
Children spend much more time watching TV than participating in any other activity;
Larson (2001) determined that young people in America, Europe and Eastern Asia watched
TV an average of 1.5 to 2.5 hours daily. The effects of TV have been much stronger on
children than on adults. This is especially true because the purposes for watching TV are
different among children and adults. While adults generally watch TV for fun, children watch
it for purposes of learning and recognition. Additionally, more vulnerable children try to
understand the TV programs they watch and they are more influenced by them (Yavuzer
2011).
The most effective influence in the lives of children, after their parents, is TV.
Cartoons are the first and most common among the types of broadcasts that children watch
on TV, Cartoons have been presented to children on many channels, without recognition of
their useful or harmful aspects. The ability of children to restrain their motives is very weak,
so they can take the aggressive behaviours of cartoon characters as a model. Since children
desire and look for power, the producer sets out from this need and creates sympathetic,
strong and aggressive media heroes that can overcome every difficulty through magical and
infinite powers, and solve their problems by brute force. Based on the foregoing, this study
seeks to examine the impact of cartoons on the academic performance of children in primary
schools.
1.3 Objectives of the study
The general objective of this study is to investigate the impact of cartoons network on
children’s academic performance in selected schools in Enugu metropolis.
 4

The specific objectives are:

I. To ascertain the level of exposure of primary school children to cartoons in Enugu
metropolis.
II. To find out the extent to which exposure to cartoons affect study patterns of primary
school children in Enugu metropolis.
III. To determine the extent exposure to cartoons influence the articulation level of
primary school children in Enugu metropolis.
1.4 Research questions
The following were put forward to guide the study:
i. What is the level of exposure of primary school children to cartoons in Enugu
metropolis?
ii. To what extent does exposure to cartoons affect study patterns of primary school
children in Enugu metropolis?
iii. To what extent does exposure to cartoons influence the articulation level of primary
school children in Enugu metropolis?
1.5 Research Hypotheses
The following hypotheses were postulated in this study:

H1 The level of exposure of primary school children to cartoons in Enugu metropolis is high.
H0 The level of exposure of primary school children to cartoons in Enugu metropolis is not
high.

H2 To a large extent exposure to cartoons affect study patterns of primary school children in
Enugu metropolis.
H0 To a minimal extent exposure to cartoons affect study patterns of primary school children
in Enugu metropolis.

H3 To a large extent exposure to cartoons influence the articulation level of primary school
children in Enugu metropolis.
H0 To a minimal extent exposure to cartoons influence the articulation level of primary
school children in Enugu metropolis.
 5

1.6 Significance of the Study

The study has both theoretical and practical significance. Theoretically, it will
contribute to knowledge of existing literature on animated cartoons.
Practically, the findings of the study will be relevant to education personnel that create
excellence in education for early childhood centre and primary school teachers that are
involved in the business of babysitting. It will also be of primary importance to families with
children of school age and guardian of infants on the impacts of exposing them to cartoon
programmes.
1.7 Theoretical framework
The theoretical framework for this study is the Social Learning theory. Social learning
theory emphasizes the “reciprocal interaction between cognitive, behavioral and
environmental determinants” of human behaviour (Bandura, 1977 in Witz, 2008). It stresses
the importance of observing and modeling the behaviors, attitudes, and emotional reactions
of others. Bandura (1977 in in Witz, 2008) states: Learning would be exceedingly laborious,
not to mention hazardous, if people had to rely solely on the effects of their own actions to
inform them what to do.
Fortunately, most human behavior is learned observationally through modeling: from
observing others one forms an idea of how new behaviors are performed, and on later
occasions this coded information serves as a guide for action. Social learning occurs through
four main stages of imitation, namely: close contact, imitation of superiors, understanding of
concepts, and role model behaviour. As explained by Baran and Davis (2003), the component
processes underlying observational learning are attention, retention, motor reproduction and
motivation.
Attention: the first step is to grab a social learner’s attention and television achieves this
through advertisements and programmes- the more explicit and violent, the better, because it
does achieve its goal.
Retention: people learn things by vicariously experiencing them. A television viewer can
watch the most graphic, explicit and or violent acts and experience the thrills, the fear, the
strength in the safety of his own room, in his house, before his television screen. Therefore, a
television viewer interprets these television experiences according to his cognitive and
emotional levels and then stores them in his memory. These memories may remain unused
 6

and untapped for years; they may contribute towards shaping future active or passive
experiences.
Motivation: it was suggested that when a person vicariously learns something that deeply
affects him, he will be tempted to try it out for him or herself and see what happens. The
question is usually; would he/she experience the same results as the on-screen character? In
other words, the person tries out the experience on the basis of what he perceives the
outcome to be, rather than what may be the actual outcome.
1.8 Scope of the study
The scope of the study covers the impact of cartoon network on the academic
performance of children in Enugu metropolis, using selected primary schools.
1.9 Limitations of the study
The researcher encountered the following challenges:
Time: A research of this kind will always require enough time in order to ensure that
adequate coverage of the work is done. The time available was not enough as the researcher
needs to attend lectures, do assignments, read and do other academic and personal activities
as well as study to prepare for final year examination
Resources: Financial resources required in obtaining data were on the high side, considering
the amount required in photocopying and transportation to various places. Also, considering
the combination of both my studies and the project, time was not adequate for a more
elaborate study.
1.10 Definition of terms
The terms in this study were defined conceptually and operationally.
Conceptual definitions
i. Impact: This is the significant or strong influence something or somebody has on
something or somebody.
ii. Cartoon network: This is the home of favourite kids cartoons online - with great free
videos, online games, pictures and activities.
iii. Children: These are people who are below the age of adulthood.
iv. Academic performance: This is the measurement of student achievement across various
academic subjects using classroom performance, graduation rates and results from
standardised tests.
 7

Conceptual definitions
i. Impact: This is the significant or strong influence that cartoons have on the academic
performance of primary school children in Enugu metropolis.
ii. Cartoon network: This is the home of favourite kids cartoons online - with great free
videos, online games, pictures and activities that primary school children in Enugu
metropolis are exposed to.
iii. Children: These are people in primary schools in Enugu metropolis who are below the
age of adulthood and are exposed to cartoons on cartoon network.
iv. Academic performance: This is the measurement of the performance of children in
primary schools in Enugu metropolis across various academic subjects using classroom
performance, graduation rates and results from standardised tests.
 8

References

Baran, J. S., & Davis, K. D. (2003). Mass communication theory: Foundations, ferment, and
future. Belmont, CA: Thomson Wadsworth.

Box Office Mojo. (2004). Retrieved December 27, 2004, Retrieve:

http://www.boxofficemojo.com

Gerbner, G., Gross, M., Morgan, L., & Signorelli, N. (1994). Growing up with television:
The cultivation perspective. In J. Bryant, & D. Zillmann (Eds.), Media effects. New
York: Hillsdale.

Kapelian, J. (2009). From movies to TV: Cultural shifts and cartoons. Retrieved from
http://serendip.brynmawr.edu/exchange/ node/3971

Köşker, N. (2005). Examination of effects of cartoons on (animation) TV for education of

primary school students. Unpublished graduate thesis.

Potter, W. J., & Warren, R. (1998). Construction of judgement of violence. Paper Presented at
the Annual Meeting of the International Communication Association, 131: San
Francisco, CA-US.

Stabile, C. A., & Harrison, M. (2003). Prime time animation: Television animation and
American culture. Routledge, 71.

Thompson, A. (2010). Pros and cons of cartoons on children. Retrieved from

http://www.ehow.com/list_6874711_pros-cons-cartoons-kids.html#ixzz0xbVkv0R0

Wirtz, B. (2008). What is social learning theory? Retrieved from

http://www,xyhd.tv/2008/uncategirised/what-is-social-learning-theory

Yavuzer, H. (2011). Child and crime. İstanbul: Remzi Kitapevi.

 9

Chapter Two
Review of Literature
2.1 Sources of Literature
Literature for this study was sourced from books, journals, periodicals,
dictionaries, magazines as well as newspapers. The internet will also be strongly
consulted for generating of detailed and concrete information that will aid in the
successful completion of this research work.
2.2 Review of Relevant Literature
2.2.1 Concept of Cartoon
Cartoons and animated films were once the favorite program of viewers of the
different age groups in the society. These cartoons and films were enjoyed but all most every
person, from different walks of life on their television sets and theatres. In the beginning
when the animated movies and cartoons started their journey, the program contents of both
contained humor and entertainment for all ages and sophistication levels. Cartoons, however,
now lacked their cross-generational appeal and converted into “kids’ stuff” (Kellogg, 1992).
Cartoon is not a precise term now a day as it is applied to multifaceted graphic form. It is the
most entertaining source for kids as they developed a strong affiliation and attachment with
it.
Animated programs and cartoons are playing a vital role in enhancing the profit of
companies manufacturing toys as cartoons are source of advertisement for corporate
companies. It can be said that cartoon are generally half-hour commercials for profit oriented
companies. The last decade has seen an astronomical change in the genre of animated
programs broadcasted on television. We are in the midst of “toon-boom” (Kellogg, 1992).
Cable television network is now available to about 75 percent of the US houses. Nickelodeon
and Cartoon network broadcasts 16 hours/day and 24 hours/day respectively, having a Lion’
s Share of TV viewership and about 80 percent of advertising impacts (Westcott, 2002).
Most of the classic animations on Cartoon Network are now no longer broadcasted on
regular basis with the exception of Tom and Jerry and Loony Tunes due to their popularity in
kids (Susan, 2000). The main stream press, however, did not highlight the harmful effects of
Cartoons and animations on kids. Cartoon Network is now no longer safe for kids due to its
adult contents. Before it was believed by both the parents and children that cartoons which
are being presented on television is safe e.g. a cartoon character of Joe Camel. But it is
 10

obviously having an adverse effect on children, if they watch cartoon character is smoking.
We must assure the safe contents of cartoon programs and address the harmful effects of
cartoon programmes like Space Ghost and Harvey Birdman, Attorney at Law on kids.
Cartoon related injuries are now becoming a serious problem, which is now needed to
be addressed in America. Due to strong affiliation with these supernatural characters, many
of our children fall prey to some serious injuries (Saturnine, 2004). Under the guise of
“having fun” how many more kids will get injured? It must be kept in minds that it is the
result of balanced coverage of Animation World Network that it is willing to publish my case
study on the harmful effects of cartoons on kids. The parents and guardians of kids may be
disturbed by the results of this study, but hopefully everybody will respond positively on this
call to ban all the harmful cartoons.
Now a day, in social communication research, the impact of cartoons has gained a
new status. Today, animation is used to convey the messages to target audience, e.g. in
marketing and learning (Ginmann, 2003). The results of the research has shown that there are
different variables having affects such as liking and disliking of cartoon characters, based on
their gender, accessories and costumes they use, physical attractiveness, age, intelligence,
anti and pro-social behaviors and over goodness and badness (Klein and Shiffman, 2006).
The influence of the media especially television in learning mechanism is considered
to be very important. Television has a strong impact on all of its viewers including all age
groups. Today, our mother tongue is greatly affected by the different linguistic expressions
which are being presented on television e.g. “break ke bad” (After the break). Likewise,
children also affected up to a large extent by the different linguistic terms presented on
television in their favorite dramas and cartoons (Gokulsing, 2009). Kottak (1990) believes
that television programs and all types of cartoons and animated movies are the main factors
which are playing a key role in enculturalisation of American children. It should be
understood now that which type of culture these different television contents are presenting,
in order to bring some drastic changes in popular cultures.
2.2.2 Mental and Psychological Effects of Cartoons on Children
Troppe (1984) postulated that from the time children start school to when they
graduate they are averaged to have spent about 15,000 hours in school. Unless compared to
the hours a child watches television, which is nearly 20, 000 hours, this may appear like very
unpleasant lots of hours to attend school. The comparison is outrageous in that the amount of
 11

television that children watch will have effects on their brains, emotions as well as their sense
to feel pain. The United States Surgeon General, David Satcher, in a 2000 report on
adolescents’ violence said more aggressive behaviour in a young child’s life is caused by
regularly watched entertainment that have violent content. Consequently, according to
Hossler (2004), the American Psychological Association (APA) issued a resolution in
February 1985 keeping broadcasters and the public informed about the dangers of violence
on television on children.
Hossler (2004) claimed that psychological studies have found three major effects of
violence on children. First, children who are exposed to violence may become less sensitive
to pain and sufferings of other people. Secondly, children who watch violent cartoons are not
afraid of violence or bothered by violence as a whole, and they are more likely to become
aggressive or inflict harm on others. When born, we have the capacity for motivation,
experience and training; consequently, our minds are very impressionable. As a result, our
brains’ development is a dynamic blend of nature and nurture, and so it is essential to choose
a healthy environment for all children. Consequently, cartoons with violent content will not
be healthy for a child because generally, being interactive with any environment enhances the
development of a successful brain. Therefore, a huge amount of childhood involvement with
electronic media can limit social interaction and may disturb the development of a brain’s
social systems.
2.2.3 Increased Risk of Child Safety
According to Ybarra (1970:79), recently, in a number of children’s cartoons you will
see characters jumping, diving and falling from very high heights and then landing without
being harmed. As long as these cartoons do not promote sex or any kind of violence parents
appear happy with this. However, are these cartoon types really all right for children? In all
episodes of Loony Tunes, you will possibly spot a short clip of Wile E Coyote trying to catch
the Road Runner. Similarly, in every clip of Wile E Coyote in some shape or form appears to
fall off a cliff or just have one of his inventions backfire and cause a massive explosion.
Nevertheless, he manages to collect his teeth, clean himself and get up attempting to catch
the Road Runner. Bugs Bunny and Elmer Fudd are other examples of these kinds of cartoons.
In Bugs Bunny and Elmer Fudd, it appears all the time rabbit hunting season and Elmer Fudd
can never appear to shoot that dangerous rabbit. Bugs usually find a means to bend the gun to
aim at Elmer or plug it up with some kind of object, when he tries. Nevertheless, either way
 12

the guns always fire into Elmer’s face.

These kinds of cartoons display false sense of reality on children. Being able to fall off
a cliff or being shot in the face with a gun and walking without a scratch from these incidents
raises eyebrow. With regard to their age, such false sense of reality can affect children
greatly. It has been found that, averagely, children watch four hours of television every day.
Moreover, as a result of this false sense of reality “for every hour of television watched in a
day, the risk of injury rose by roughly 34 percent in children surveyed”. Children look up to
and want to be like the super heroes in cartoons. That explains why the false sense of reality
in cartoons may encourage children to emulate things that their favourite super heroes do.
Besides, television is believed to have connection with seizures in some cases. High-
speed flash of light or very quick colour changes are believed to be able to induce seizures in
persons who are vulnerable. In Japan, this was found to be the reason behind numerous
seizures. Very quick changing stimuli can damage the special cells in the retina, called rods
and cones which enable the eye to transmit information to the brain. Consequently, the fact
that the cartoons children watch do not contain sexually or violence content do not mean the
children are free from harm. 34 percent increase regarding injuries to children is not a small
amount of jump.
2.2.4 Parental Guidance on the Viewing of Cartoons by Children
Generally, children’s involvement with television occurs in the home regardless of the
fact that a survey on children’s screen media exposure outside the home (for example, in the
home of a friend) is lacking. Moreover, children of all ages with access to television sets in
their bedrooms are becoming increasingly popular. Kaiser Family Foundation (2003) found
that one quarter (26 percent) of children in the United States aged 2-4 have television sets in
their bedrooms. Besides, Roberts and Foehr (2004) recorded that by the time they enrol in
middle school that proportion increases to 70 percent.
According to d’ Haenens (2001), the numbers is hugely lower in Europe. A significant
proportion of the children too in Europe however have access to television in their bedrooms.
Per the statistics from the late 1990s, for example, 50 percent of UK children aged 6-7, 32
percent of Danish children and 28 percent of Israeli children of the same age group had
televisions in their bed rooms. The numbers increased to 75 percent at age 15 in UK, 84
percent in Denmark and 40 percent in Israel. The significant interest here is the degree of
parents’ involvement and attempt to influence the habits of their children with regard to
 13

television. In the family context, children experience media exposure differently than when
they use media on their own. Again, the interpretation of television content is highly
dependent on the context within which it is assessed. This, in turn, can affect the degree of
effect such content may have on children’s social development positively or negatively.
Maccoby (1964) contended television has been an essential of family life since the
1950s, particularly in families with children and though video games have increased in
popularity and availability in the past decades, television continues to occupy a greater
portion of young people’s free time. Because the media landscape has evolved, children’s
screen media use too has changed. Such changes have not only reshaped the family context
in which different kinds of media are used in the US but globally. In the first decades of
television, families gathered in unison around it usually in the living room. Most families had
only one television set with a limited number of channels to select from, and so numerous
programmes were targeted at the entire family instead of certain age group (Paik,
2001).Consequently, television viewing was largely a family event.
Li et al (2007) suggested that the average number of television sets per household
grew with many children and parents now having television sets in their bed rooms as the
popularity of television increased and the price of television sets reduced. Roberts and Foehr
(2004) argued that the number of broadcasts and cable channels availability has as well
increased and more than a quarter of households in the United States and Germany subscribe
cable or satellite programming. d’ Haenens (2001) contended that more than half of the
population in Denmark, Israel, Sweden and Switzerland have cable or satellite access while
the numbers are lower in southern European countries. Having more channels to select from
and more television sets, parents and children now have the chance to watch their favourite
programmes by themselves.
Unlike younger children who usually watch television with parents and siblings, older
children are more likely to watch television by themselves. In dairies of American children,
Kaiser Foundation observed that 2, 014 older children and adolescents said that children who
are older did not often watch television with their parents (Roberts and Foehr, 2004).
According to Pasquier (2001) European survey discovered that children were more likely to
watch television with their parents, particularly their mothers, though a substantial number of
them still watch a lot of television alone. Undoubtedly, having access to their own television
sets encourages numerous children to watch television by themselves.
 14

Rideout et al (2005) argued that because a huge number of children and adolescents
have access to television in their bedrooms, the important question is, to what extent are
parents aware of their children’s television usage? Numerous surveys have recorded that
much of children’s screen media use is not supervised. Thus, parents have completely no idea
about their children’s real media exposure, unless they have explicit conversations with them
about how much time they spend watching television and other screen media.
Rideout (2007) observed that most parents express some fear about their children’s
screen media use, particularly with television. Kaiser Family Foundation recorded that 65
percent of parents admitted being concerned about children’s exposure to television content
that are not appropriate. According to Rideout et al (2003), they however appear to worry the
more about the content of television programmes such as violence, sexual and explicit
language than the actual screen time. Fass (2007) claimed that, globally, concern has
increased regarding the content of American television that is permeating the local screens,
and spreading the popular culture of Americans among the local youth. This concern
revolves around mainly on the availability of violent and sexualised content and the trends in
popular music, body styles, dress, ornamentation and cultural values.
Considering the relatively large number of parents expressing misgivings about their
children’s television use, to what degree can parents supervise, mediate or restrict the use of
television by their children? Parents can be involved in their children’s media use in several
ways, and three kinds of mediation have been identified: restrictive mediation, active (or
instructive) mediation and co-viewing. According to Nathanson (2001), restrictive mediation
entails setting rules about children’s media exposure. Warren et al (2002) postulated that, in
respect of television, restrictive mediation is about the rules pertaining to how much, what
kind and when children can watch and parents, who care more about the content of
television, tend to make more rules about television viewing.
Moreover, Roberts and Foehr (2004) found that parents tend to impose more viewing
rules on children who are younger than older children and adolescents. Rideout et al (2003)
advanced that nearly 90 percent of parents with children below 6 years regulate media
content while 46 percent of them whose children were in their teens regulate media content.
Nathanson (2001) contended that active mediation (instructive mediation) is the most highly
recommended form of parental involvement, and it entails the conversation parents have with
their regarding the content of television. These conversations include discussing, explaining
 15

content, answering questions and providing critical comments.

Weintraub et al (1999) maintained that, more specifically, it comprises three tasks:
categorisation (i.e. defining if and how the content reflects reality), validation (i.e. endorsing
or condemning content and character portrayals) and supplementation (i.e. pointing out
useful information and providing additional information). Nathanson (2001) said active
mediation is at times classified into positive and negative mediation. Positive mediation
includes pointing out positive messages, highlighting good things television characters do
and agreeing with messages. Simply put, it is the parental endorsement of the content of
television. Conversely, negative mediation includes disagreeing with television messages,
condemning behaviour of television characters and explaining that content or characters lack
realism. Thus, negative mediation aims at making children sceptical and reason critically
about what they watch and consequently, become less likely to accept television content.
According to Nathanson (2001) watching television with children, a mediation
strategy usually, called co-viewing is a common means for parents to monitor their children’s
television time. Co-viewing does not mean that parents and children discuss the content of
television as in active mediation. However, they watch the same programme together in the
same room. Valkenburg et al (1999) said item of analyses of varied instruments employed to
determine parental involvement show that watching television with a child is not necessarily
related to active mediation strategies like discussions and explanations. Besides, as
Nathanson (2001) observed that active mediation does not require parents to co-view with
their children (parents can discuss content of television with children before or after they
watch it), and co-viewing does not necessarily entail any kind of active mediation.
According to Anand and Crosskick (2005) past survey shows that parents’ socio-
economic status is linked to the amount of television children watch. Children from families
of higher socio-economic status usually spend less time with television. Conversely, Hoff-
Ginsberg and Tardif (1995) argued that families with low socio-economic status may be
more likely to choose television as entertainment for their children as they do not have the
resources that are necessary to enable them access other social and recreational activities.
Furthermore, Comstock and Scharrer (1999) argued that study revealed that families with
low socio-economic status usually watch more television, and are more likely to provide their
children with television in the bedroom. Hoff-Ginsberg and Tardif (1995) maintained that
much study has not however been done on the influence of socio-economic status on the
 16

level of involvement and mediation. All in all, parents with high socio-economic status were
found to spend more time conversing with their children; consequently, they may be more
likely to engage their children in discussions about the content of television than parents with
low socio-economic status.
Parents with low socio-economic status may have fewer resources around to engage in
appropriate and necessary levels of mediation to save their children from the negative
influence of television. Study also revealed that parents with low socio-economic status
stress authority and obedience and as such they tend to be more controlling and restrictive
with their children (Hoff-Ginsberg and Tardif, 1995). Such move possibly affects their
mediation strategies, and Warren (2005) affirmed that parents with low socio-economic
status reported more regular use of restrictive mediation than instructive mediation.
2.2.5 Negative Effects of Cartoons on Children
Children were more likely to copy aggression from violent cartoon characters whose
actions were not only praised but also justified rather than being punished. According to
Ledingham (1993) aggressive reactions in children were not different when they watch
cartoons or live-actions. In yet another study, Ledingham (1993) postulated the consequence
of viewing violent cartoons was overestimated in that there abound a blend of violent and
nonviolent cartoons. This study only determined children’s reactions after they have viewed
only violent/only nonviolent cartoon. Children who think violence is a remedy to a problem
such as wanting to toy with another child and have justified in some way as “he/she hit me
first” scenario, are more exposed to violent acts than those are not prone to cartoons and
media violence (Ledingham and Richard, 1993).
Comical cartoon violence disillusions children to the negativity of violence. The
Simpsons which is one of the popular comedy cartoons regularly portrays the unpleasant son
Bart Simpsons making a rude comment or indulging in mischief. His father Homer Simpsons
usually punished him by strangling him. Bart bulges his eyes and lolls his tongue for a while,
gets all right and the comedy continues. Stewie Griffin is the most violent infant. Stewie is
portrayed as a genius inventing many strange and destructive devices. In the episodes, Stewie
attempts killing or injuring a family member and even when he is beaten mercilessly with a
baseball bat or shot with an automatic weapon, The Griffins get all right within few minutes
later.
 17

These cartoons show violence as funny with no devastating or permanent negative

effects. Violence in cartoons portrayed as comedy removes feelings of fear that a child might
have towards violent actions (Ledingham and Richard, 1993). Such thing increases the
possibility of children unleashing violence on their siblings and classmates because of the
notion that violence is funny or is simply temporarily devastating to the victim. According to
Strasburger (1995) Japan remains the only nation in the world that comes close to the United
States with regard to entertainment violence. Strasburger contests if media violence
contributes to real-life violence, how come the Japanese society is not more affected? How
violence is portrayed in cartoons in Japan is at variance with the depiction of violence in
cartoons in the United States. In Japan, the violence is more explicit and much emphasis is
laid on physical suffering. For example, in Elfin Lied, the popular Japanese cartoon, Lucy the
killing machine decapitates heads, chops off limbs and injuries other characters severely. As
if that is not enough, when these characters die or get injured, they remain dead and their
chopped off body parts do not miraculously grow back. Though this particular cartoon has a
lot of violence, it has emotional undertones that outweigh the physical violence. The plot is
moving because of the emotional and heart-wrenching behind every character; violence is
simply a sideshow and the theme of the movie is love and friendship.
However, in the popular American cartoon Tom and Jerry, a cat and a mouse literally
chase each other attempting to harm or kill the other. The whole plot of the cartoon is a cat
trying to eat a rat and a rat trying to kill a cat and when one unleashes pain on the other, they
simply get up and resume their chase. Moreover, Strasburger (1995) observed that, in
Japanese cartoons, the “bad guys” unleash nearly all the violence while the “good guys” bear
the brunt. Conversely, American cartoons portray violence as unacceptable behaviour with
real devastating consequence instead of being justifiable.
In a paper, Peters and Blumberg (2002) raised the social issue of whether cartoon
violence is harmful to preschoolers and the effects violent cartoons have on children’s
actions. Notwithstanding the common belief that violent cartoons produce violent children it
is possible and practical now to believe that violent cartoons may not be as devastating as we
think. That cartoons display huge amount of violence incorporated in their story plots is
undisputable. However, it is becoming clear that preschoolers may actually be too young to
pick up on it (Peters and Blumberg, 2002). Peters and Blumberg (2002) said there is evidence
that preschoolers do learn some behaviour by observing others’ actions. However, a belief
 18

has started to emerge that preschoolers have a “fairly sophisticated understanding of moral
violations such physically harming another person”. Consequently, even after watching
violence on television, they may actually have the moral capacity to know that they should
not recreate violence from their cartoon fantasy into their everyday lives. Much of this is
speculation. Nevertheless, the paper provides enough evidence that watching violent cartoons
is not harmful to these young adolescents as much as the media publicises it.
Peters and Blumberg (2002) suggested that rather than shying away from the cartoons
entirely, a valid tool known as “co-viewing” could be beneficial. Co-viewing entails parents
watching the cartoons together with their children so that they can help the children interpret
the plots of the story and violent actions that may emerge. In assisting preschoolers to
understand better what they watch on television, minimal chance is left for them to
misinterpret the unrealistic actions they watch and so it is less possible that they will behave
as such in real life (Peters and Blumberg, 2002). Kirsh (2006) claimed that while
investigating the effects of cartoon violence on children and how it relates to their health, the
only major effect was how it affected children’s emotional behaviour. Popeye the Sailor and
The Flintstones were the first violent cartoons from the 1950s. Ever since the amount of
violence and graphics in the cartoons for children watch have changed. Previous cartoon
violence such as The Road Runner and Tom and Jerry, for example, has comedic elements.
These cartoons contain comedic elements all the time and not so much graphic detail such as
blood. Consequently, this culminated in making violence in such cartoons less conspicuous.
Cartoons with comedic elements and those without comedic elements are still
perceived to be less violent than-live action forms of media violence that children watched.
Studies have revealed that previously aggressive behaviour is much higher after children
watched non-comedic cartoons like Teenage Mutant Ninja Turtles and X-Men (Kirsh, 2006).
Perceived reality is one thing that makes these cartoons distinct. The characters in non-
comedic cartoons appear more unrealistic while the acts/abilities are more fantasy-like. A
child’s ability to notice the difference between fantasy and reality influences the control on
aggression. Kirsh (2006) advanced that children who are most affected by acts of violence in
cartoons and more possibly to act out are those diagnosed with a mental disorder. Through
active intervention with children telling them the forms of violence that they watch is not
tolerated and wrong, will reduce the chances of them having high amounts of aggression and
acting out on those kinds of violence. Studies on the effects of cartoon violence on children
 19

vary. Cartoon violence has been observed to have influence on children’s behaviour. Some of
the studies found that comedic cartoon violence increases the possibility of violence from
children towards their peers because of the belief that violence is humours or is simply
temporarily devastating to the victim. Violence in Japanese cartoons is more realistic and
emphasis is laid on physical suffering.
Sternheimer (2003) argued that the focus of the public on violent cartoons is
staggering. People, who are very critical of violent cartoons, have complained that cartoons
contain violence and expose young children to more violence than other forms of media.
According to Sternheimer (2003) people however shy away from the stereotypical portrays
of race and gender which occur as well in cartoons for children. People ought to bear in mind
that cartoon violence “is often slapstick in nature, more comic relief than anger management
tool”. Though children may be young, they are not completely ignorant and unconscious of
morality. They have the intellectual as well as the moral capacity to discern reality from
animation, right from wrong. The Disney films and cartoons that mirror xenophobia, racism
and sexism are criticised by few people (Sternheimer, 2003).
Parents are not only too comfortable with Disney, but also, so familiar with it.
Usually, they unconsciously ignore the stereotypical race and gender depictions of Disney
cartoons. Snow White and Cinderella, for example, have sexist undertones: the heroine is all
the time searching for a man for companionship and she is nothing, without a man.
Moreover, in The Little Mermaid, Ariel must surrender her voice for the love of a man.
Obviously, it is not necessary for a woman to have ideas of her own here, as the prince falls
in love with her appearance (Sternheimer, 2003). It is ironic how the very people who
choose to ignore issues of inequality are usually the same ones who fear children are hugely
influenced by violent cartoons, and children who watch these cartoons will eventually copy
what they see (Sternheimer, 2003). When children ultimately copy what they see in cartoons
that they watch, then maybe that is the reason racial and gender inequality still exist today
along violence. Criticising only the things we dislike and letting those which we like evade
scrutiny is dangerous (Sternheimer, 2003).
2.2.6 Positive Effects of Cartoons on Children
Educational media can teach or improve personal skills. In a longitudinal survey of
preschoolers from low socio-economic status, Wright et al (2001) recorded that watching
educational television programmes, such as Sesame Street positively predicted time spent on
 20

reading, letter-word knowledge, mathematics skills, vocabulary size and school readiness
three years later, even after controlling for demographic variables and preschool attendance.
In a survey that exposed children from 5-8 years to a safety videotape that portrayed children
engaging in both injurious recreational behaviour and alternative safe behaviour, Pott and
Swisher (1998) discovered that children’s willingness to take physical risks was reduced and
their identification of injury hazards was increased. In addition, Murphy et al (2002)
contended that educational video games have been revealed to increase performance in a
range of areas from algebra to computer programming. Besides, video games have been used
to teach life skills to students with severe learning disabilities and health self-care behaviours
to children with asthma and diabetes (Standen and Cromby, 1996; Lieberman, 2001).
According to Singhal et al (2004), media are being used to target global problems
such as over-population, illiteracy, women’s inequality, environmental destruction and
AIDS. Bandura et al (2001) designed dramatic serials on television and radio to inform and
motivate people change their behaviour towards detrimental societal norms and practices. In
a region in Kenya, for example, a serial drama was aired to address family planning issues.
Westoff and Rodriguez (1995) found that compared to the control region (with additional
statistical controls), contraception use in the broadcast region increased by 58 percent and
family size reduced to 24 percent. Media models can activate channel and support pro-social
behaviour. These results are promising. However, caution is needed.
Media campaigns have shown limited effectiveness with children as isolated strategies
for prevention, though they appear to enhance the effectiveness of other school and
community-based prevention programmes in addressing issues as substance abuse (Perry et
al, 1992). Moreover, Cantor and Wilson (2003) recorded that among late adolescents and
adults, media campaigns at times seem to exacerbate negative target attitudes (boomerang
effects), and behaviours instead of inducing positive change.
2.3 Summary of literature
Cartoons and animated films were once the favorite program of viewers of the
different age groups in the society. These cartoons and films were enjoyed but all most every
person, from different walks of life on their television sets and theatres. In the beginning
when the animated movies and cartoons started their journey, the program contents of both
contained humor and entertainment for all ages and sophistication levels. Cartoons, however,
now lacked their cross-generational appeal and converted into “kids’ stuff” (Kellogg, 1992).
 21

Cartoon is not a precise term now a day as it is applied to multifaceted graphic form. It is the
most entertaining source for kids as they developed a strong affiliation and attachment with
it.
Television is believed to have connection with seizures in some cases. High-speed
flash of light or very quick colour changes are believed to be able to induce seizures in
persons who are vulnerable. In Japan, this was found to be the reason behind numerous
seizures. Very quick changing stimuli can damage the special cells in the retina, called rods
and cones which enable the eye to transmit information to the brain. Consequently, the fact
that the cartoons children watch do not contain sexually or violence content do not mean the
children are free from harm.
Considering the relatively large number of parents expressing misgivings about their
children’s television use, to what degree can parents supervise, mediate or restrict the use of
television by their children? Parents can be involved in their children’s media use in several
ways, and three kinds of mediation have been identified: restrictive mediation, active (or
instructive) mediation and co-viewing. Restrictive mediation entails setting rules about
children’s media exposure. Restrictive mediation is about the rules pertaining to how much,
what kind and when children can watch and parents, who care more about the content of
television, tend to make more rules about television viewing.
Media campaigns have shown limited effectiveness with children as isolated strategies
for prevention, though they appear to enhance the effectiveness of other school and
community-based prevention programmes in addressing issues as substance abuse.
Moreover, among late adolescents and adults, media campaigns at times seem to exacerbate
negative target attitudes (boomerang effects), and behaviours instead of inducing positive
change.
 22

Chapter Three
Methodology
3.1 Research Design
The descriptive survey method of research design was employed in executing this
study. This design was used because of the credibility it adds to the result generated in
studies. In this study, employing the descriptive survey method involves using a selected
portion of the population of the study and the results derived would be regarded as being
acceptable and applicable to the entire population of the study. The selected portion of the
population known as sample size, would randomly be administered the questionnaire
prepared for this study. The questionnaire will aid in the generation of relevant information
that will immensely aid the completion of this study.
3.2 Area of Study
The area of study of this research work is specifically on the impact of cartoon
network on children’s academic performance in selected primary schools in Enugu
metropolis. The residents of Enugu metropolis form the characteristics of the study.
3.3 Population of the Study
Ogili (2005, p.53) observes that population “involves a group of persons or aggregate
items, things the researcher is interested in getting information from for the study”.
Therefore, the population of this study was drawn from the residents of Enugu metropolis.
According to the 2006 National Census Figure released by the Nigerian Population
Commission (NPC), the population figure of Enugu metropolis is 722664. However, to get
the current population of Enugu metropolis, there will need to use the annual population
growth rate projection. According to Nigerian Population Worldmeters, the average annual
population growth rate of Nigeria is 2.59%. This was used to determine the population Enugu
metropolis in 2020.
2.5% of 722664 = 18716.9
Annual growth is 18717. From 2006 to 2020 is a period of eleven (14) years. 18717 x 14 =
262038.
The population of Enugu metropolis in 2020 according to the projection is 262038 + 722664
= 984702. The population of study therefore is 928551.
 23

3.4 Sample Size

The sample of this study was derived from the research population using the Taro
Yamane formula stated as
n = N
1 + N (e)2
Where n = sample size;
N = Population;
e = error margin
Therefore, the sample is;
n = 928551
1 + 928551 (0.05)2
n = 928551
1 + 928551 (0.0025)
n. = 928551
1 + 2321.3775
n = 928551
2322.3775
n = 399.8
n = 400
Therefore the sample for the study is 400.
3.5 Sampling Technique
The simple random method of sampling was employed in administering copies of the
questionnaire for data collection. Using this technique, the respondents were randomly
selected to take active part in the survey of this study. This technique is used because it gives
every respondent selected equal opportunity to contribute towards the generating of relevant
data for the study.
From the Enugu metropolis that is made up of Ogui New Layout, Achara Layout, and
Abakpa with different population figures of 244,845, 198,723 and 279,089 respectively. The
copies of the questionnaire were administered to the sample size of 400 respondents to elicit
their views and opinions towards the subject of this study.
 24

3.6 Instrument of Data Collection

The instrument for data collection in this study is questionnaire. This is a special
constructed set of questions that are directly related to the research topic, which were
administered randomly to the sample size of this study in order to determine their responses.
3.7 Method of Data Collection
To effectively collect data, the copies of questionnaire prepared for this study will be
randomly administered to the sample size of 400 respondents. All information or responses
generated from the 400 respondents could be taken to be generally applicable to the entire
population of study. This is because the selected sample size gives maximum representation
of the entire population.
3.8 Method of Data Analysis
In analyzing the data generated for this study, relative frequencies of the responses of
the questionnaire administered to the respondents will be converted into percentages. The use
of tables and frequencies will be employed in data analysis because any result generated and
presented in such format allows for easy understanding by anyone. The hypothesis will be
tested using the Chi-square formula stated as
X2 = fo – fe
fe
Where X2 =
Chi-square value
 = Summation
fo = Observed frequency
fe = Expected frequency
 25

Chapter Four
Data Presentation and Interpretation of Findings
4.1 Data Presentation and Analysis
Data analysis is an explanation of factual information generated in the course of a
study (Nwodu, 2006, p.172). According to Ikeagwu (1998, p.220) data can be analysed to
“further the overall goal of understanding social phenomena achieved through the process of
description, explanation, and prediction.” At the course of this study, the researcher
administered four hundred (400) questionnaires. However, the returned copies of the
questionnaire are three hundred and seventy five (375) copies. The tables below give a
description and presentation of the demographic details of the respondents.
Table 1: Gender Distribution of Respondents

Variable Frequency Percentage

Male 247 65.9%
Female 128 34.1%
Total 375 100%
Source: Field Survey, 2021.

With respect to gender, the table above showed that out of 375 respondents, 247 of the
respondents representing 65.9% are males, while 128 of the respondents representing 34.1%
are females.
Table 2: Age Distribution of Respondents
Variable Frequency Percentage
18-25 80 21.33%
26-30 87 23.20%
31-40 71 18.93%
41-50 99 26.40%
51-60 23 6.14%
61 and above 15 4.00%
Total 375 100%
Source: Field Survey, 2021.

From the table above, 80 of the respondents representing 21.33% are between the age
of 18 and 25; 87 of the respondents representing 23.20% are between 26 and 30 years;
 26

71(18.93%) are 31 to 40 years; 99(26.40%) are 42 to 50 years; 23(6.14%) are 51 to 60 years,

while 15 of the respondents representing 4.00% are 61 years and above.
Table 3: Marital Status of Respondents
Variable Frequency Percentage
Single 50 13.3%
Married 325 86.6%
Total 375 100%
Source: Field Survey, 2021.

Table 3 carries the distribution on marital status and showed that 50 of the respondents
representing 13.3% are single, while 325 of the respondents representing 86.6% are married.
Table 4: Educational Qualification of Respondents
Variable Frequency Percentage
O’level 85 22.7%
ND 28 7.5%
HND/BSc 140 37.3%
MSc 83 22.1%
PhD 39 10.4%
Total 375 100%
Source: Field Survey, 2021.
The table indicates that 85 of the respondents representing 22.7% are O’ level holders;
28 of the respondents representing 7.5% are OND holder; 140 of the respondents
representing 37.3% are either HND or BSc holders, 83 of the respondents representing 22.1%
are MSc holders, while 39 representing 10.4% are PhD holders.
Table 5: Occupation Distribution of Respondents
Variable Frequency Percentage
Civil servants 192 51.2%
Business persons 102 27.2%
Teachers 60 16%
Self-employed and other occupations 21 5.6%
Total 375 100%
Source: Field Survey, 2021.
 27

From the above, it is deduced that 192 of the respondents representing 51.2% are civil
servants; 102 of the respondents representing 27.2% are business persons; 60 of the
respondents representing 16% are teachers or lecturers, while 21 of the respondents
representing 5.6% are self-employed and belong to other occupation not mentioned in the
variables.

Table 6: What is the level of exposure of primary school children to cartoons in Enugu
metropolis?

Variables Frequency Percentage

High 201 53.6%
Low 81 21.6%
Moderate 93 24.8%
Total 375 100%
Source: Field Survey, 2021.

The table indicates that 201 of the respondents representing 53.6%% said that the level of
exposure of primary school children to cartoons in Enugu metropolis is high; 81 respondents,
representing 21.6% said it is low, while 93 of the respondents representing 24.8% said it is
moderate.

Table 7: To what extent does exposure to cartoons affect study patterns of primary
school children in Enugu metropolis?
Variables Frequency Percentage
High 215 57.3%
Low 160 42.7%
Total 375 100%
Source: Field Survey, 2021.
The table indicates that 215 of the respondents representing 57.3% said that the extent
to which exposure to cartoons affects study patterns of primary school children in Enugu
metropolis is high, while 160 of the respondents representing 42.7% said it is low.
 28

Table 8: To what extent does exposure to cartoons influence the articulation level of
primary school children in Enugu metropolis?

Variables Frequency Percentage

High 201 53.6%
Very high 97 25.9%
Low 20 5.3%
Very low 57 15.2%
Total 375 100%
Source: Field Survey, 2021.
The table indicates that 201 of the respondents representing 53.6% said that the extent
to which exposure to cartoons influence the articulation level of primary school children in
Enugu metropolis is high; 97 of the respondents representing 25.9% said it is very high; 20 of
the respondents representing 5.3% said it is low, while 57 respondents, representing 15.2%
said it is very low.
4.2 Test of Hypotheses

The Chi-square formula was used to test the hypotheses in this study.
The Chi-square formula is stated as
X2 = fo – fe
fe
 = Summation
fo = Observed frequency
fe = Expected frequency

Hypothesis one
H1 The level of exposure of primary school children to cartoons in Enugu metropolis is high.
H0 The level of exposure of primary school children to cartoons in Enugu metropolis is not
high.
 29

Table 9: Test of Hypothesis One

Variables 0 E 0–E (0 – E)2 (0 – E)2
E
High 201 125 76 5776 46.2
Low 81 125 -44 1936 15.5
Moderate 93 125 -32 1024 8.2
Total 375 69.9

Df = K–1
Df = 3–1
Df = 2
Level of significance at 0.05 = 5.991
Decision: Since the calculated Chi-square value (69.9) is greater than the table value (5.991)
at 0.05 level of significance and 2 degree of freedom, the alternative hypothesis (H I) is
accepted and the null hypothesis (Ho) is rejected. It holds that the level of exposure of
primary school children to cartoons in Enugu metropolis is high.

Hypothesis two
H2 To a large extent exposure to cartoons affect study patterns of primary school children in
Enugu metropolis.
H0 To a minimal extent exposure to cartoons affect study patterns of primary school children
in Enugu metropolis.

Table 10: Test of Hypothesis Two

Variables 0 E 0–E (0 – E)2 (0 – E)2

E
High 215 188 30 900 4.8
Low 160 188 28 784 4.2
Total 375 9

Df = K–1
Df = 2–1
Df = 1
Level of significance at 0.05 = 3.841
 30

Decision: Since the calculated Chi-square value (9) is greater than the table value (3.841) at
0.05 level of significance and 1 degree of freedom, the alternative hypothesis (H1) is accepted
while the null hypothesis (H0) is rejected. It holds that to a high extent exposure to cartoons
affect study patterns of primary school children in Enugu metropolis.

Hypothesis three
H3 To a large extent exposure to cartoons influence the articulation level of primary school
children in Enugu metropolis.
H0 To a minimal extent exposure to cartoons influence the articulation level of primary
school children in Enugu metropolis.

Table 11: Test of Hypothesis Three

Variables 0 E 0–E (0 – E)2 (0 – E)2
E
High 201 93.75 107.25 11502.5625 122.69
Very high 97 93.75 3.25 10.5625 0.11

Low 20 93.75 -73.75 5439.0625 58.02

Very low 57 93.75 -36.75 1350.5625 14.41

Total 375 195.23

Df = K–1
Df = 4–1
Df = 3
Level of significance at 0.05 = 7.815
Decision: Since the calculated Chi-square value (195.23) is greater than the table value
(7.815) at 0.05 level of significance and 3 degree of freedom, the alternative hypothesis (H I)
is accepted and the null hypothesis (Ho) is rejected. It holds that to a high extent exposure to
cartoons influence the articulation level of primary school children in Enugu metropolis.
 31

4.3 Discussion of Results

In all, three hypotheses were tested for statistical support. All the alternative
hypotheses received statistical support. The focus of hypothesis one is on the level of
exposure of primary school children to cartoons in Enugu metropolis is high. In the analysis,
the calculated Chi-square value (69.9) was observed to be greater than the table value
(5.991), validating the alternative hypothesis. It holds that the level of exposure of primary
school children to cartoons in Enugu metropolis is high.
In hypothesis two, the focus was on the extent exposure to cartoons affect study
patterns of primary school children in Enugu metropolis. The analysis showed that the
calculated Chi-square value (9) is greater than the table value (3.841), authenticating the
alternative hypothesis. It holds that the extent to which exposure to cartoons affect study
patterns of primary school children in Enugu metropolis.
Hypothesis three dwelt on the extent exposure to cartoons influence the articulation
level of primary school children in Enugu metropolis. In the analysis, the calculated Chi-
square value (195.23) is greater than the table value (7.815), giving credence to the
alternative hypothesis. It holds that the extent to which exposure to cartoons influence the
articulation level of primary school children in Enugu metropolis.
 32

Chapter Five
Summary, Conclusion and Recommendations
5.1 Summary
The focus of this study is on the impact of cartoon network on children’s academic
performance in selected primary schools in Enugu metropolis. This study started with
background information on the subject matter of the study as to determine the level of impact
cartoon network has on the academic performance of children. This analysis gave rise to the
statement of the research problem; the objectives of the study were stated; research questions
and hypotheses were formulated to further the overall generation and analysis of data.
The research methodology for this study is the survey research method. Questionnaire
was constructed and administered to the sample of the study, which was drawn from the
population. From the analysis of the research questions and the test of hypothesis, the
findings of the study is summarised as follows:
 The level of exposure of primary school children to cartoons in Enugu metropolis is
high.
 The extent to which exposure to cartoons affect study patterns of primary school
children in Enugu metropolis.
 The extent to which exposure to cartoons influence the articulation level of primary
school children in Enugu metropolis.
5.2 Conclusion
In the current era of powerful media, the children also affected by their most favorite
programme on television i.e. cartoons. There is a strong impact of cartoon network on the
academic performance of children. Most children spend their time in watching cartoons and
this affects their study time. Most of the cartoons watch by children in Nigeria are foreign
based because there is a heavy influx of foreign programmes from satellite TV providers like
DSTV which is what almost all the respondents claim to be watching. It is important to note
here that this foreign cartoons have content that differ from Nigerian culture; their morals,
values, language/diction and even mode of dressing are different from what prevail in
Nigeria. The lack of locally produced cartoons in the opinion of the researcher is one of the
major reasons why there are so many foreign cartoons and little or no Nigerian cartoon. But
it is also noteworthy to mention that a number of the parents prefer the children to watch
foreign cartoons because “it helps their English” as opposed to the Nigerian dialect as seen
 33

on locally produced programmes. No matter the case, cartoon network impacts on the
academic performance of children to a high extent, because of high level f exposure.
5.3 Recommendations
Based on the findings of this study, the following recommendations have been made:
 Children should be encouraged to watch cartoons because not all cartoons are bad.
However, they should be cautioned against watching cartoons for long hours.
 As children spend greater part of their time in the home and in school, parents and
school authorities should make concerted efforts to reduce the amount of violent
cartoons children watch in the home and outside the home.
 Animation companies such as Disney, Pixar and DreamWorks should also be
provided tax exemptions in order to encourage them produce more cartoons that will
influence children positively.
 Local producers of cartoon should be encouraged and empowered to produce
educative cartoons so that even when children watch cartoons, they have something to
learn academically.
 Children should be made to realise that violence is not the best solutions to problems;
indeed, we must caution them that not everything seen in cartoons are good and so
they should not apply all that cartoons teach them in real life situations.
 Moderation in watching cartoons should be encouraged among children and not
outright ban because cartoons are among the biggest sources of entertainment for
children and children learn greatly from them.
 34

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 37

Letter of Introduction

Department of Mass Communication

School of Communication Arts
Institute of Management and Technology
Enugu
24 November 2021
Dear respondents,

The researcher is a student of Mass Communication, at the Institute of Management

and Technology, Enugu carrying a study on “The Impact of Cartoon Network on Children’s
Academic Performance in Selected Primary Schools in Enugu Metropolis.” This is a partial
fulfillment of the requirements for the award of National Diploma (ND) in Mass
Communication.

The researcher is soliciting your support towards this study by completing this
questionnaire, with the promise that your responses shall be used for the purpose of this study
and treated with utmost confidentiality.

Thanks for your cooperation.

Yours faithfully,

EZUGWU CHIDERA H.
(Researcher)
 38

Questionnaire

Instructions: Tick the box close to your most appropriate response and write on the dotted
lines where applicable

Section A: Personal Data

1. Gender: Male [ ] Female [ ]

2. Age: 18-25 [ ] 26-35 [ ] 35 and above [ ]
3. Educational level: O’Level [ ] ND/NCE [ ]
HND/Degree [ ] Others (specify)………………………………………….
Section B: research questions
4. Do you have television set? Yes [ ] No [ ]
5. Do you watch television? Yes [ ] No [ ]
6. How often do you watch television?
Everyday [ ] Once a week [ ] Twice a week [ ]
7. What type of programmes do you like to watch on television?
Cartoon [ ] Drama [ ] Quiz [ ] All programmes [ ]
8. What is the level of exposure of primary school children to cartoons in Enugu metropolis?
Low [ ] High [ ] Moderate [ ]
9. To what extent does exposure to cartoons affect study patterns of primary school children
in Enugu metropolis? High [ ] Very high [ ] Low [ ] Very low [ ]
10. To what extent does exposure to cartoons influence the articulation level of primary
school children in Enugu metropolis? High [ ] Very high [ ] Low [ ]
Very low [ ]
11. Do you think that primary school children are highly influenced by cartoon network?
Yes [ ] No [ ]