Due to the technical improvement of widely available media instruments, teenage movie viewing has become a typical occurrence. The difficulty is that viewing violent films might have negative impacts on the psychological development of teenagers and society as a whole. This research focuses on the impact of violent movie sequences on teenagers in two chosen Zaria, Kaduna State, schools. The study investigated the kind of films that tend to appeal to teenagers and how they influence their behavior. The purpose of this research was to address teenagers’ exposure to violent films by identifying detrimental behaviors connected with their viewing of such films. This study used a combined technique of quantitative and qualitative research. Two chosen schools, Demonstration Secondary School and Great Hallmark International School, were handed a total of 286 questionnaires, of which 280 were returned. The results of the investigation revealed that teenagers mimic violent situations in films, particularly when such actions are glamorized and have no immediate repercussions. These findings are consistent with the Social Learning Theory, which focuses on the imitation of media-based behavior. The Cultivation Theory, which is based on the principles that the media cultivates the viewer’s vision of reality, is validated by the study’s finding that teenagers’ continual exposure to violent films influences their impressions of society. In addition, the outcomes of the research demonstrated that violent film viewing might desensitize teenagers to real-world violence and lead them to display unfavorable views in school and in society. On the basis of the study’s results, it was proposed that parents supervise what their teenage children see on their media devices by obtaining the appropriate technical skills and by making time to watch movies and engage in other social activities with them. Also, it was suggested that producers avoid making films that glorify violence. Additionally, the Nigerian Film and Video Censorship Board should alter movie ratings in order to restrict access to violent films. Further, it was proposed that school administrators should involve teenagers in academic activities to keep them engaged. The premise of this research is that a properly channeled development program for teenagers employing nonviolent educational films would result in a stronger growth of the society.
Today, violence is a big worry in every area of society.
Studies by Kaplan (2012),
Mc Quail (2010), Miller (2002), as well as Ajilore, Ojo, Nwalolikpe, Odeybenle, and Jegede
Exposure to violent media, such as movies, has been demonstrated to encourage aggressive or violent behavior.
The International Journal of Innovative Behavioral
(2013), Research and Development. Scientists like Mangwere, Wadesango, and Kurebwa,
(2013) feel that exposure to action-packed films has a significant effect on the behavior of adolescents.
children and teenagers The majority of youngsters and teenagers attempt to mimic movie characters;
They want intimate association with the personalities they perceive to be superior (Mangwere et al.
al, 2013). They are seen behaving like movie stars. They fight with a buddy on the street and employ
Uncensored language. The most significant worry in the discussion of violent films has been
whether or if it encourages aggressive behavior among adolescents (Evra 1990).
Additionally, the introduction of new media platforms for viewing violent films has
The consequences of violent movie scenes on teenagers were exacerbated. All of these have accumulated
This kind of investigation was required in Zaria.
1.1 Background to the Study
In recent years, the influence of violent films on young people has been a contentious matter.
Many think that movies have a significant detrimental impact on the lives of teenagers.
The exposing of adults or teenagers to films featuring violent situations. As reported by Chauhan (2011),
Movies are the finest way to unwind and for the audience to empathize with characters.
characters in the narrative Movies fulfill fundamental impulses that are often shown in society 1
environment (Chauhan, 2011). Film is a popular form of entertainment that is relevant to
Observe that the instant one begins to watch movies, he or she is turned into a different person.
A universe where the mind is at peace (Nsisong, 2016). Teenagers watch films for fun
and delight. Action, suspense, romance, and mystique are some of the characteristics of films.
Youth are drawn to (Chauhan, 2011).
Norris and Sargent (2002) discovered that a surprising amount of young adolescents watch television.
really violent movies. In nations such as the United States, an average youngster witnesses 200,000 violent actions.
and 16,000 killings on television by the age of eighteen (Donoughp, 2006; Rideout, Foehr, and Roberts, 2010;
Bickham, 2006 and Strasburger, 2002). The situation is similar in Nigeria; the majority of youngsters are malnourished.
Children and young adults between the ages of 5 and 20 spend nearly six hours each day on entertainment media.
television and motion pictures (Ukoha, 2013).
It has been found that in Nigeria, motion pictures are among the socialisation agents.
No less than 75 hours a week are spent by adolescents viewing movies.
This number considerably surpasses the
length of time spent in school (Wood, 1983). In other words, within the course of only one week.
A youngster would have seen 100 murders; armed robbery, prostitution, rape, sex, and violence.
and combat (Wood, 1985). Wood (1985) notes that these films impact the behavior of audiences.
adolescents considerably. This is concerning since films influence the behavior of teenagers.
favorable and bad aspects While there are films that praise valor and bravery, the
Concerning a growing number of people nowadays is the prevalence of films that depict brutality and torture.
murders, homicide, abduction, terrorism and sexual adventures (Okon, 2015).
Even G-rated (appropriate for children) films often have violent content.