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Movies have remained a source of amusement, knowledge, and education, and they have surpassed more than half of the other types of entertainment that compete for the typical citizen’s time and attention. Since the early twentieth century, the American film industry has dominated the global film business. Griffith, a well-known cinema director, shot the first picture in Hollywood, “In Old California,” in early 1910. Before World War I, filmmakers flocked to Southern California, where the Nestor Company constructed the first Hollywood studio in 1911. Because racial prejudice hindered them from working in other businesses, the film industry was eventually dominated by Jews who were immigrants. By the mid-1940s, the film industry was producing 400 films each year. According to Onokome (2009), the Nigerian video film has evolved into an art form, spawning its own version of Nollywood. The motion picture industry rose from an estimated 2.5 million dollars in 1994 to 3.4 million dollars in 1999. According to Larkin (2006), this expansion led in the creation of approximately 600 films every year, making Nigeria one of the world’s largest film producers. Ken Mnebue, a resourceful Nigerian entrepreneur, pioneered the Nigerian film industry by producing “Living in Bondage” in 1992, according to Okoye (2003). However, after Hollywood and Bollywood, Nollywood is arguably the world’s third most vibrant film industry. In 1930, the colonial overlords brought movies to Nigeria. According to Adieza (2010), Herbert Macaulay financed these films, which were screened at the Glover Hall in Lagos. At the time, film was primarily used to pique interest in the British Empire. “Culture in Transition,” an abbreviated version of Wole Soyinka’s “The Strong Breed,” was the first Indigenous film created in 1960, just after independence. The Independence Day was also commemorated by “Kongi’s Harvest.” Films were presented in big cinema halls at this time, which typically drew enormous crowds, and the film hall eventually became a hangout for criminals. Because the expense of projecting a picture using these projectors was prohibitively expensive, when movies were introduced to the country in 1980, they were welcomed by all households. Producers changed their focus to making movies that were both cheaper and quicker. According to Sor (2011), the film market had over 20,000 films by 1996. The West African Examination Council (WAEC) and the National Examination Council NECO (2007, 2008, 2009, and 2010) have both expressed concern about the low quality of education in Nigeria’s educational system, as well as the consequences of poor academic performance among senior secondary school students. Some blame students for the apparent loss in educational quality and moral standards, while the majority blames teachers for the problems in our schools, while teachers blame children and parental attitudes toward their children’s education (Ogbadu, 2010). Others, such as Jekayinfa (2007), criticised the government for the poor service quality and physical infrastructure in some portions of the system. However, in addition to the factors listed as causes of failure among secondary school students, the advent of globalization as a result of urbanization and civilization, such as access to the internet, GSM, Television, and Cable Network programs has relegated most students to a showbiz and often distracted by a series of cartoons and movie activities has relegated most students to a showbiz and often distracted by a series of cartoons and movie activities. According to Marwa (1999), globalization is the most recent technical endeavor to reduce the physical barrier between nations and civilizations throughout the world by transferring information at previously unheard-of speeds in information technology. As a result, the globe has become borderless, owing to the free flow of information enabled by contemporary technologies such as the internet and electronic media (i.e. audio, visual, and audio-visuals gargets and newspapers). As a result of globalization, television has become a significant source of educational enlightenment and language acquisition in Nigeria (Mayeaux, 2001). Television offers more complex, broad, and up-to-date information and instruction. Omojuwa (2009) said that because students are prone to resort to their mother tongues after school, television might assist to reinforce language abilities learned at school. As a result, the impact on Nigerian secondary school students may vary depending on how widely it is used. Television has been chastised for having a deleterious impact on academic achievement. Wright (2001), for example, links increased exposure to broad audience television to lower language levels. They ascribe the low language ratings to the substance of the shows rather than the amount of time spent watching them.


Depending on the sort of film, the time, and the degree of parental supervision available, movies may have both a bad and beneficial impact on a Nigerian kid. However, it is obvious that a youngster imitates what he sees, thus he must be led. According to Onokome (2009), one of the consequences of movies is violence. Children who see a lot of violent movies are more likely to engage in violent behavior. People are said to frequently accept fictitious representations in the media because of their vivid and demonstrative conveyance of images (Arony, 2006). Many people regard home video as a school of violence because it has the power to keep an audience longer than any traditional institution. There are long-term and short-term consequences of movies, particularly in terms of how they alter a child’s behavior. Observing films with violent material may result in traits such as hostility. This might make you think and feel aggressively. Viewing violent programs, according to Adesanya (2008), can influence children’s behavior by making them fearful, concerned, and suspicious, as well as increasing the child’s proclivity for aggressive conduct. Pornographic videos have several detrimental consequences for children, since they increase their sexual desire and encourage them to experiment. The most harmful aspect is that, as Adesanya (2004) points out, movies occupy children’s time, preventing them from focusing fully on schoolwork such as note revision, assignments, and even household tasks.


The primary goal of this study is to determine the harmful influence of home video on student academic performance. More specifically, the study aims to:

i. Research the impacts of home video on students’ academic achievement.

ii. Determine the extent to which students are addicted to home videos.

iii. Determine which video genres the kids are most familiar with.


i.     What is the impacts of home video on the academic performance of students?

ii.     To what extent are the students addicted to home videos?

iii.     What is genre of home videos that the kids are more familiar  to?


This research is important for teachers, parents, and students. This research will aid school instructors in understanding the impact of home video on their kids, allowing them to educate and raise awareness among students about the potential consequences. The study is essential for parents in that it will inform them of the potential consequences of home recordings on their children, allowing them to act as watchdogs for their children. The research will educate senior students so that they are aware that, in addition to the social benefits of utilizing this movie site, using it more than is necessary may endanger their health. It will be useful in aiding pupils in comprehending the variety of films available. It will give useful information for students and other scholars working on comparable projects. The study will provide more information to academics about the impact of movies on student academic achievement.


This research project will investigate the impact of home video on student academic achievement. The research will focus on students and instructors in the Efon Local Government Area of Ekiti State.


Obtaining funding for general research activity will be difficult over the course of studies. Correspondents may also be unable or unwilling to complete or submit the questionnaires that have been sent to them. However, it is expected that these limits will be overcome by making the greatest use of existing resources and devoting more time to research than is required. As a result, it is firmly considered that, despite these constraints, their impact on this research report will be small, allowing the study’s purpose and importance to be met.


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