Societal Curriculum: Effects of Television on Social Values System in Pakistani Society

[...]if we see the curriculum in broader sense, it is defined as "curriculum is all the experiences that learners have in the course of living" (Marsh and Willis, 2003, p.108). [...]Livingstone (1999) viewed curriculum as "any activity involving the pursuit of understanding, knowledge...

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Bibliographic Details
Published inBulletin of education and research Vol. 39; no. 1; pp. 75 - 89
Main Authors Shah, Syeda Tahira, Khurshid, Farhana
Format Journal Article
LanguageEnglish
Published Lahore Knowledge Bylanes 30.06.2017
AsiaNet Pakistan (Pvt) Ltd
Institute of Education and Research
Subjects
Advertising
Beliefs
College Students
Culture
Curriculum
Educational aspects
Ethical Instruction
Focus Groups
Foreign Countries
Informal Education
Islam
Lifelong Learning
Likert Scales
Literature Reviews
Mass Media
Mass Media Effects
Media Research
News Reporting
Norms
Peer Groups
Physical Development
Political Issues
Questionnaires
Religion
Social Agencies
Social aspects
Social Change
Social science research
Social Values
Society
Sociocultural Patterns
Student Attitudes
Television
Television programs
Television Viewing
Values
Pakistan
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Summary:[...]if we see the curriculum in broader sense, it is defined as "curriculum is all the experiences that learners have in the course of living" (Marsh and Willis, 2003, p.108). [...]Livingstone (1999) viewed curriculum as "any activity involving the pursuit of understanding, knowledge or skill which occurs outside the curricula of educational institutions, or the courses or workshops offered by educational or social agencies" (p.5). [...]media is emerging as a strong and powerful tool in shaping the social values in the light of what we see on television advertisements, dramas/plays and news reports. [...]this study investigated the effects of today's television media particularly the advertisements, dramas/plays, and news reports on the social value systems in the context of Pakistani society. The questionnaire consisting of four parts, six items in each; part A had items relating to 'television as informal curriculum', 'part B contained items about television drama', part C has items regarding the 'television advertisements', and finally the focus of part D was items on 'television news'. [...]in total there were 24 items, which were scored on five point Likert scale as 5. [...]three main themes emerged relating to the effects of television media on the social value system in the Pakistani society, which were: 1) Positive effects of television media on society, 2) Negative effects of television media on society, 3) Productive role of television media in the Pakistani society.
ISSN:0555-7747