The Influence of Television Series Viewing Engagement and Duration on Academic Performance of Jimma Secondary School Students

Abstract

This study aimed to investigate how television series viewing engagement and duration influence the academic performance of students in Jimma Secondary School. Using a retrospective design, 227 students were chosen by systematic sampling technique from 523 students who had spent time watching TV series between September 2020 and February 2021. Participants completed demographic data questionnaire and series watching engagement scale (SWES). The students’ first-semester evaluation results were also included, which were consolidated and used to measure the students’ educational performance. Descriptive and inferential statistical methods of analysis (mean, SD, t-test, correlation, ANOVA and regression) were used. The statistical outputs were evaluated and interpreted after the data was filled into SPSS version 20. Accordingly, educational output of light TV viewers was higher (M=84.97, SD=19.03) than that of heavy TV viewers (M=56.30, SD=7.23), t (225) = -16.027, p=.000. In addition, students who scored high on SWES performed worse in school (M=56.27, SD=7.17) than students who scored low on SWES (M=88.24, SD=17.01), t (225) =-18.801, p=0.000. As SWES score increased, educational performance decreased and vice versa. The correlation of television viewing duration and educational performance of students was significant. Recommendations for comprehensive study are forwarded.