Exploring The Relationship Between Mass Media Usage And Student Performance At The Secondary Level

Abstract

Mass media has emerged as a powerful force shaping educational outcomes among secondary school students in contemporary society. This study investigates the complex relationship between mass media usage patterns and academic performance among 400 secondary school students aged 14-17 years from selected schools in India. A descriptive survey research design was employed using stratified random sampling technique. Data was collected through structured questionnaires measuring media exposure duration, type, and academic achievement scores. The hypothesis posited that excessive mass media usage negatively correlates with academic performance. Results revealed that 83.7% students used television daily, 62.5% used mobile phones, and 43.7% accessed internet regularly. Statistical analysis demonstrated significant negative correlation (r=-0.42, p<0.01) between television viewing time exceeding 3 hours daily and academic achievement. However, educational media content showed positive association with learning outcomes. Students spending moderate time (1-2 hours) on educational programs demonstrated higher performance compared to both heavy users and non-users. The study concludes that while excessive recreational media consumption adversely affects academic achievement, balanced and purposeful media usage can enhance learning experiences. Recommendations emphasize parental guidance, media literacy programs, and structured viewing schedules to optimize educational benefits while minimizing negative impacts on student performance.