ABSTRACT

The research study was on DSTV cartoons and children educational development in mother’s pride nursery and primary school, Ikot Ekpene. The objectives of the study were to find out extent pupils in mother’s pride nursery and primary school, Ikot  Ekpene are exposed to  DSTV cartoons “mickey mouse funhouse and paw patrol”. This   study used the survey research method. A population of 734 was used for the study, while a sample of 330 was drawn for use in the study with respect to Dominic and Wimmer (2003) guideline for questionnaire on the pupils of mother’s pride nursery and primary school. Findings among others revealed that in mother’s pride nursery and primary school agree to being well exposed to DSTV cartoons “mickey mouse funhouse and paw patrol” to extent that they watch it very often. Also that DSTV cartoon “mickey mouse funhouse and paw patrol” appeal the pupils of mother’s pride nursery and primary school, Ikot Ekpene through the fantasy, bright colour and funny way of depicting the story. Based on the findings, the study recommended that expert in the fields of educational cartoons production should be encouraged to write textbooks to assist cartoonist in presenting cartoon in its appropriate way in nursery and primary level, in order not to interpret a different meaning to the pupils.

TABLE OF CONTENTS

Cover Page- –         –         –         –         –         –         –         –         –         i

Certification-          –         –         –         –         –         –         –         –         ii

Dedication-  –         –         –         –         –         –         –         –         –         iii

Acknowledgements-        –         –         –         –         –         –         –         iv

Table of Contents- –         –         –         –         –         –         –         –         v

List of Tables-       –         –         –         –         –         –         –         –         vi

Abstract-      –         –         –         –         –         –         –         –         –         vii-xi

CHAPTER  ONE

INTRODUCTION

1.1 Background of the Study- –         –         –         –         –         1-5

1.2     Statement of the Problem-         –         –         –         –         –         5-6

1.3     Objectives of the Study-  –         –         –         –         –         –         6-7

1.4     Research Questions-        –         –         –         –         –         –         7-8

1.5     Scope of the Study-         –         –         –         –         –         –         8

1.6     Significance of the Study-         –         –         –         –         –         8-9

1.7     Limitations of the Study- –         –         –         –         –         –         9

1.8     Definition of Terms-        –         –         –         –         –         –         10

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1     Concept of Cartoon-        –         –         –         –         –         –         11

2.2     Cartoons: Origin and Development     –         –         –         –         11-14

2.3    DSTV Cartoon (Mickey Mouse Funhouse and Paw

Patrol) Mickey Mouse Funhouse-       –         –         –         –         14-28

2.4     Kinds of Cartoons- –         –         –         –         –         –         –         28-31

2.5     The Approaches in Cartoon Production-        –         –         –         31-32

2.6     Impact of Cartoon on Pupils’ Educational

Development-        –         –         –         –         –         –         –         32-38

2.8     Theoretical Framework-  –         –         –         –         –         –         38-41

2.9     Review of Study-   –         –         –         –         –         –         –         42

CHAPTER THREE

RESEARCH METHODOLOGY

3.1     Research Design-   –         –         –         –         –         –         –         43

3.2     Population of the Study-  –         –         –         –         –         –         43

3.3     Sample Size and Sampling Procedure- –         –         –         –         44

3.4     Instrument of Data Collection-   –         –         –         –         –         44

3.5     Validity and Reliability of Instrument-          –         –         –         45

3.6     Methods of Data Presentation-   –         –         –         –         –         45

CHAPTER FOUR

DATA PRESENTATION ANALYSIS AND DISCUSSION OF FINDINGS

4.1     Data Presentation and Analysis- –         –         –         –         46-53

4.2     Discussion of Findings-   –         –         –         –         –         –         53-56

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1     Summary-    –         –         –         –         –         –         –         –         57-59

5.2     Conclusion – –         –         –         –         –         –         –         –         59-60

5.3     Recommendations-          –         –         –         –         –         –         60-61

References

Appendix

LIST OF TABLES

Table 1: Distribution of Respondents by Age-         –         –         –         46

Table 2: Distribution of Respondents by Gender-    –         –         –         47

Table 3: Distribution of Respondents by Class-       –         –         –         47

Table 4: Distribution on the extent pupils of Mother’s

Pride Nursery and Primary School, Ikot Ekpene

are Exposed to DSTV Cartoons “Mickey Mouse

Funhouse and Paw Patrol”-  –         –         –         –         –         48

Table 5: Distribution on what in DSTV Cartoons “Mickey

Mouse Funhouse and Paw Patrol” that appeal

to Mother’s Pride Nursery and Primary School

Pupils, Ikot Ekpene-    –         –         –         –         –         –         49

Table 6: Distribution on Whether DSTV Cartoons

“Mickey Mouse Funhouse and Paw

Patrol” is Effective on Learning among Pupils

of Mother’s Pride Nursery and Primary

School, Ikot Ekpene-  –         –         –         –         –         –         51

Table 7: Distribution on the Extent DSTV Cartoon

“Mickey Mouse Funhouse and Paw Patrol”   Influence

educational development of pupils of Mother’s

Pride Nursery and Primary School, Ikot Ekpene-         –         52 

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Cartoon is a pictorial parody which by the devices of caricature analogy and indecorous position sharpens the public view of a contemporary events, educational/religion trend. Cartoons, as a means of entertainment, are the most viewed programmes by Pupils (Kingdom, 2017). According to the Peduk (2016), pupils at very early age, before five, prefer to watch simplified short films, but pupils going to school are attached to long tropical film series. Pupils have become much more interested in cartoons, over many years and it has become a primary action of some live. Typically, pupils begins watching cartoons on the television at an early age of two years, and by the age of three and above pupils developed good passion and interest for cartoons (Godwin, 2015).

According to Paul (2016) pupils’ minds have a big capacity of storing everything they experience even from exposing to television programmes. Sharmin (2016) discloses that cartoons impart pupils positively. He added that with the help of cognitive ability a child can memorize any type of image.

Those things do not stick only in the pupils memories, but they appear also in their behaviours  and  speeches. According to Maqsood and Amer (2016), pupils minds are quite receptive and they adapt things faster. At such innocent age, a child’s mind is unable to differentiate between the positive and negative perspective of things. Pupils tend to imitate what they see, in this point. Peduk (2016) argues that during the development period, pupils learn best my mimicry. A child mimics the plots they observe around themselves. They mimic some people more than others.

According to Pandit and Kulkarni (2017, p. 45) “Psychologists  emphasize the negative effects of cartoons. Kids who watch cartoons 3-4 hours a day are more Inclined to brutality. In addition, underestimation of cognitive capacities, disparity from substances, and an increment of negative conduct may create throughout the span of time”. When pupils are exposed to a violence, sexual or fantasy cartoons, this will affect their minds, their way of thinking and their behaviours. This happens especially with the absence of the parents control of the child.

Cartoon heroes have a great impact on pupils. Kids try always to play the role of those heroes in the actual world. Pandit and Kulkarni point out that as a child growing up he wants to be the super heroes in the cartoons. The pupils are encouraged to try the same thing that they saw their favorite hero does in the cartoon.

According to Kingdom (2016), cartoons are essential part of every childhood. They are, certainly, the most popular entertainment for pupils, but also much more than that. With the help of cartoons kids can learn more about the world around us, about new emotions, life issues and other important things.

Similarly, Victory (2016) posits that pupils learn new sounds, shapes and colours with the help of cartoons (animated cartoons); they also get in contact with music in a different way (most of the times they are used to listen to songs on CD player or the radio); watching cartoons inspire kids to dance and to talk in a new imaginative language only known to them.

At early age, pupils usually do not have patience to listen to long bed time stories and tales we read to them. Instead, they prefer watching short cartoons. In the process of imitating the cartoons, pupils first concentrate on the line in the cartoon, then think over every detail, make comments by establishing connection and weave a story in their minds putting out the contrast and associations between objects. Thus, the pupils think in creative and critical manner (Ozalp, 2016).

In line with this aspect, cartons improve pupils critical thinking and problem solving skills among school age pupils and also allows expression of themselves, to think freely and imagine to tell their thoughts and feelings orally and in writing (USLU 2016). Moreover, cartoons especially motion graphics enable the pupils to realize the events in different aspects while they make them smile (Black, 2017).

Cartoons can help kids get an early start on learning. The positive influence of cartoons on pupils can be seen especially in the case of education cartoons that teach shapes, numbers and colours. Such cartoons can teach basic things to pupils in a fun and interactive way, thus making learning an enjoyable activity.

Pupils most preferred DSTV educational cartoon show is “Mickey mouse funhouse and paw patrol”. Mickey Mouse Funhouse show tend to be attractive to kids because they are fun, engaging, but also informative. Paw patrol also has become a hugely popular cartoon among kids. It has a charming story line and has a somewhat cartoon spin on reality.

It is against this background that this research work is out to examine DSTV Cartoons (“Mickey Mouse Funhouse and Paw Patrol”) and children educational development.

1.2     Statement of the Problem

Over the years, it has been observed that some pupils showed more interest on television cartoons while some pupils possessed bad attitude and less interest about television cartoons. Some pupils tends to be afraid of television cartoons due to its design, sound, noisy nature and programming. Some of these pupils see cartoons as something that can bite or harm while some choose to watch cartoons with their parent due to its threatening nature. It has been noted that pupils who are exposed to television cartoons are likely to have poor perception/misconception about cartoons due to their poor understanding of cartoons they watch and its educational value.

What is not known is how pupils perceive DSTV cartoons “Mickey Mouse Funhouse and Paw Patrol”, how effective is the DSTV cartoons “Mickey Mouse Funhouse and Paw Patrol” on children educational development in Mother’s Pride Nursery and Primary School, Ikot Ekpene? The problem and question above necessitated this research work.

1.3     Objectives of the Study

The following were the objective of the study

1. To find out extent pupils in Mother’s Pride Nursery and Primary School, Ikot Ekpene are exposed to DSTV cartoons “Mickey Mouse Funhouse and Paw Patrol”.
2. Find out what on the DSTV cartoon “Mickey Mouse Funhouse and Paw Patrol” appeal to mother’s pride Nursery and Primary School pupils in Ikot Ekpene.
3. To examine how effective DSTV cartoons “Mickey Mouse Funhouse and Paw Patrol” are on learning among pupils of Mothers Pride Nursery and Primary School, Ikot Ekpene.
4. To find out the extent to which the DSTV cartoon “Mickey Mouse Funhouse and Paw Patrol” Influence educational development of pupils of mother’s Pride Nursery and Primary School, Ikot Ekpene.

1.4     Research Questions

The study set out to answer the following research questions:

1. To what extent does pupils of Mother’s Pride Nursery and Primary School, Ikot Ekpene are exposed to DSTV cartoons “Mickey Mouse Funhouse and Paw Patrol?”
2. What in DSTV Cartoon “Mickey Mouse Funhouse and Paw Patrol” appeal to mother’s Pride Nursery and Primary School Pupils, Ikot Ekpene?
3. Is DSTV Cartoons “Mickey Mouse Funhouse and Paw Patrol” effective on learning among pupils of Mother’s Pride Nursery and Primary School, Ikot Ekpene?
4. To what extent does DSTV Cartoon “Mickey Mouse Funhouse and Paw Patrol” influence educational development of pupils of Mother’s Pride Nursery and Primary School, Ikot Ekpene?

1.5     Scope of the Study

The study was strictly limited to pupils of Mother’s Pride Nursery and Primary School, Ikot Ekpene. It sought to examine the effect of DSTV Cartoon “Mickey Mouse Funhouse and Paw Patrol” on children educational development.

1.6     Significance of the Study

This study will be of immense significance in the following ways:

1. It will help the parents and teachers to know what motivates school pupils in television cartoons.
2. It will also help opinion leaders in the educational sector and programme producers to know the influence of Cartoons on educational development of pupils.
3. Furthermore researchers would also benefit from it as it is potentially a stepping stone to them.
4. It will add to the existing literature in Cartoons and educational development of pupils.
5. It will help parents to know their pupils perceptions on television cartoons.

1.7     Limitations of the Study

This study was limited to the following factors:

Some respondents were reluctant to air their views.

Some respondent were not around in most cases to give the required information. Some respondents demanded inducement before responding to the questionnaire. Constant postponement of visit by respondents for reason of being busy, limited time to complete the study.

Some respondents declined making personal contribution for fear of being quoted. Some were not co-operative and willing to answer questions saying they were not in the right position to answer.

Despite the challenges, the researcher was able to overcome the problems with high level of persuasion, explanation of the questionnaire questions to the respondents, patient and persistency.

1.8     Definition of Terms

To aid clarify, the following terms were operationally defined:

Paw Patrol: Is a Canadian computer animated children’s television series created by keith chapman.

DSTV: Digital Satellite Television. DSTV is a Sub-Saharan African direct broadcast satellite service owned by multi-choice.

Education development: These are activities which helps a child gain social, physical, behavioural or cognitive understanding are part of their education.