The Effect of Violence in Media On The School

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THE EFFECT OF VIOLENCE IN MEDIA ON THE SCHOOL STUDENTS: AN

EXPLORATORY STUDY
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INNOVATIVE THOUGHTS pISSN 2321-5453 eISSN 2347-5722
International Research Journal
Retrieved from: http://itirj.naspublishers.com/
Volume 5, Issue 2, October 2017
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THE EFFECT OF VIOLENCE IN MEDIA ON THE SCHOOL

STUDENTS: AN EXPLORATORY STUDY
Anis Jahan1 and Intakhab Alam Khan2
Abstract
Violence has become an integral part of the modern social system. Related literature is
indicative of the fact that there exists a close bond between violence shown in media and children's
violent behavior throughout the world. Studies have also shown that there is a rapid increase in
violent behaviour after watching aggressive programs on TV and other media. Though Critics of video
games are of the opinion that watching violent programmes on television does not always lead to
violent behavior. Research has also shown that the viewers who watch violent shows for about four or
more hours a day show less interest and exert less effort at school. It has been noticed that violent
shows make children tough and less emotional which may lead to the aggressive activities. The
present attempt is an exploratory study based on questionnaires administered on teachers of schools.
Some teachers of a school located in south Delhi were also interviewed to substantiate the data. The
findings of the study will be helpful in coping with the issue of violence in educational institutions, and
in framing recommendations for further research in this area.
Keywords: Violence, Media, TV, Violent behavior, School students.
INTRODUCTION
Seeing is a very powerful means of learning and doing. Media, especially TV plays a
significant role in making or destroying mankind especially the younger generation. Effective
guardianship and efficient parenting should ensure that for the sake of their children parents should
check their children’s access to any violent behavior either on TV or website, however it is quite
challenging. The media which market the violent TV shows , or even website programmes usually
neglect the fact that that any form of violence exert negative influence on the society in general and
school going children in particular. The case of India may not be much different from those of other
Asian countries or even European nations, however the degree and severity may vary from situation to
situation.
Psychological Factors of Violence
A good understanding of psychological factors is needed to explore and invent new techniques
to deal with sudden danger is now a matter of concern for everyone. It is generally felt that prediction
of threat to one’s life or others is not an easy task. Those with maladaptive disorder or mental disorder
are usually identified during incarceration (Moore & Hogue, 2000). In even most of the developed and
developing countries, those suffering from mental illness are being transferred to community-
treatment facilities which means they could be living next door, and do normal daily activities. (Bartol
& Bartol, 2012 cited Tengstom, Hodgins, Grann, Langstrom, & Kullgren (2004). The researchers
found that 11.3 % of men and 2.3 % of women with schizophrenia usually become violent. However,
it is also a fact that most people with schizophrenia are not violent toward others. (Bartol & Bartol,
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1
Associate Professor, D/O Education, Aligarh Muslim University, U.P., India.
2
King Abdulaziz University, Jeddah-Saudi Arabia.
2012). In addition, researches have contended that those with psychotic symptoms are more violent if
medications are discontinued (Bartol & Bartol, 2012).
Research has revealed yet another reality, that women are victimized more frequently than
men. Bartol & Bartol (2012) contended that men encounter stranger offending more often than
women: it could be one of the reasons of violence. Most of us may agree that one behavioral pattern
does not sufficiently attribute to the typical definition for mental disorder/illness; but, active
observation over time can indicate the signs and symptoms.
These are not only psychological/behavioural disorders that can lead to violence, there can be
a lot more reasons associated with the violent and aggressive or impolite behavior among people in
general and among school children in particular. The present study, for example explores the effect of
media on students in relation to violence. Even if the learners are normal, but keep on watching
violence in their favourite TV programmes, they tend to emulate that behaviour . On the other hand, if
the students are not normal due to some disorders( genetic or environmental ), the results may become
more severe and risky for others who live around them .
Violence in Schools
Violence in children in schools basically includes a range of activities and behaviors which
include threats, bullying, harm to animals, aggression toward others etc. There can be many reasons of
violent activities including psychiatric issues known as conduct disorder. American Academy of Child
& Adolescent Psychiatry (AACAP) proposed the idea that a complex interaction or combination of
factors leads to an increased risk of violent behavior in children and adolescents.”
Genetics and Environment
Stephen Scott (2015), an adolescent psychologist conducted a thorough review of the research
on childhood conduct disorder, and found that children having a antisocial parental background tend
to develop conduct disorder despite a background of an adoptive home. This suggests that violence
may be related to genetic issues as well. At the same time, the risk of developing conduct disorder is
even higher among these children if they are born and brought up in an unfavorable family/social
atmosphere.
Exposure to violence: 60% of American children are exposed to violence at home, at school or in the
community every year, according to the Office of Juvenile Justice and Delinquency Prevention
(OJJDP). The OJJDP states that such children are exposed to violence suffer from their violent
behavior leading to lasting physical, mental, and emotional harm to others and even themselves. The
amount of crime may not be much different in India as learners are quite exposed to violence, and they
are actually violent which can be observed on the streets and even inside institutions.
Social and economic factors: Quite a number of socio-economic factors can cause conditions leading
to violent activities among children and adolescent, according to the AACAP. These factors may
include stressful family situations such as single parenting, broken family, unemployment, poverty etc.
These socio-economical factors constitute the psychology of a child.
The Media
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Among other factors Media is one which affects the mindset of the children living in a specific
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society. There is debate over the role of the media especially violence on television, in movies and in
video games in causing violence among children and teens. Some researchers have found a correlation
between media violence and real-world violence. For example, a 2010 study led by researchers from
Columbia University and Mount Sinai Medical Center in New York found that adolescents who
viewed more than one hour of television a day were tend to be more violent. This case may occur in
countries other than even USA or similar countries. India has huge population, and perhaps one among
three highest consumers of technology. Most of the youngsters are using technology and media most
of the time they are active.
Factors of violence in school students: Paquette (2003) states that the amount of violence on
television has considerably increased. Every year, the average child watches approximately 12,000
violent TV shows especially of murder and rape. More than 1000 studies contend that watching
violence on television increases aggressive behaviour, especially among boys (Johnson et al 2002,
Comstock and Strasburger, 1990; Green,1994; Huston et al.1992). Other studies tried to find out the
connection between television or newspaper publicity of suicides, which ironically increases suicide
risk among those who are exposed to such programs.(Gould and Davidson, 1988; Gould, Shaffer and
Kleinman ,1988; Gould and Shaffer ,1986; Shaffer et al,1988).
It has been noticed that the following types of children may be more prone to violence having
an exposure to electronic media in general and TV in particular:
- Emotionally disturbed children;
- Children with learning disabilities;
- Children who are abused by their parents; and
- Children in families in distress (Johnson et al. 1992).
One can cite numerous instances of evidences proving that violent media plays a vital role in
children’s indulgence in such violent activities. So many other such cases have been dealt with in
films, serials and dramas, and the case is not limited to one country. The fact that the phenomenon is
global can’t be denied by anyone.
Another view from researchers suggests that performing violent acts in video games may be
contributing more to children's aggression than passively watching violent acts on television.
According to this view, the more children practice violent acts, the more likely they are to perform
violent acts (Cesarone, 1994). In most video games women are usually portrayed as persons who are
acted upon rather than as initiators of action, in the extreme they are depicted as victims.
Unfortunately violent situations are all too common in everyday entertainment. In this regard,
the National Coalition on Television Violence reported that there has been a consistent increase in the
number of video games based on violent actions. These games increased from 53% in 1985 to 82%
in1988 (Cesarone, 1994).
Another study in 1989 on video game usage and content found that most of the arcade games
contained “antisocial values of a violent nature” (Ivory, 2001). On the other hand, a contradictory
study revealed that there was no difference between children who were exposed to violent media and
those who were exposed to non-violent media.
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According to Wartella and Reeves (1985), “Our review found a progression from early
attention to studies of media use to increasing emphasis on issues of physical and emotional harm, and
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changes in children’s knowledge, attitudes, and behaviors”.

Management of Aggressive Behavior

A lot of people and groups can manage the aggression among the children and students. In this
connection, the below mentioned activities can handle such behavior to a great extent if employed
cleverly:
Parents’ involvement and guidance: Violence is a natural phenomenon. In an attempt to decide what
measures can be taken to protect the children from the adverse effects of TV violence on students in
particular, it is important to analyse today's trends of modern culture to create a balanced personality.
Moreover, some of the following actions may be taken:
TV watching time should be restricted: Try and restrict television time to a specific time period per
day, but it is to be noted that the exposure to corrupt programs even for 5 minutes may exert more
dangerous effect than a social drama for 3-4 hours.
Right choice of programs: Preview shows that the children may watch so that parents can decide if
they are watchable.
A frank discussion needed: Parents should frankly discuss TV/media violence with the children.
Researches indicate that one of the best ways of avoiding the negative effects of TV violence on
children is to involve them in discussions about the inappropriateness of the programs from social and
religious viewpoints. order to face and cope with such behavioral issues, schools, churches, and even
social groups should select such target groups for training in how to actively listen to conversations,
observe behavioral patterns, and the utilization of Internet searches on those who demonstrate
abnormal behavior.
THE PRESENT STUDY
Importance of the Study
‘Violence’ is a crucial issue that is highly prevalent in India and in the entire world. Students
of schools are especially affected by such violence which later becomes more dangerous. Despite this
widespread prevalence, such violence is not generally acknowledged by academicians. Therefore, this
study has been undertaken with a view to explore the reasons and some possible ways to check the
violent behavior of students so that they grow up to be peaceful and responsible citizens of the nation.
Purpose of the Study
The ultimate purpose of this qualitative study was to explore students’ perceptions of violence
in three schools located in South East Delhi. School violence has been the focal point in this study
because violence exists even in the educational settings. It is thus quite significant that both the
teachers and management develop understanding of the type and level of violence on the school
campus, and factors associated with it. Later, it is imperative to deal with such phenomenon in
educational institutions. Parents’ support is also needed to cope with the existing case.
Objectives of the Study
With the above background, this study was undertaken with the following objectives:
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1. To determine the prevalence of violence among school going boys.

2. To explore if TV is the most crucial factor spreading violence among school students.
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3. To find out the perceptions of school leaders towards eliciting other reasons of violence.
4. To explore whether parents check their wards while they watch TV and use internet.
Research Questions
1. Is ‘violence’ prevalent among Indian secondary school students?
2. Is TV the most important factor of aggression and violence in students?
3. Are there other reasons of violence in Indian schools?
4. Do parents check the TV and internet activities of their wards?
Sample:
A sample of 103 students (boys) of 11th class from three government schools of South East
Delhi was purposefully distributed the questionnaire to fill in. Some working teachers of the schools
helped the investigators in the data collection process. Principals/vice principals of the sample schools
were interviewed in order to substantiate the data gathered through the students’ questionnaire, and to
cross check.
Tools Used:
Having reviewed around a dozen questionnaires (Appendix-C) to elicit primary data, the
researcher found one nearly appropriate questionnaire (Magoma, J., 2011) , therefore decided to adapt
(Appendix-A). Content validity of the adapted tool was tested by seeking opinion of 8 experts in the
field of research/education. In the end, the items were finalized.
Interview schedule (Appendix-B) for principals/vice principals of the concerned sample
schools was developed on the basis of an online available tool (Media Violence:
https://home.ubalt.edu/tmitch/309/class%20projects/Media%20violence%20files.doc)
Delimiting the Study: The study is delimited in various aspects as follows
1. Sample size is small,
2. Self designed questionnaire would have been a better choice,
3. The study is general, however a comparison between boys and girls could have been studied.
4. Convenient-purposive sampling may not be an error free sampling technique.
ANALYSIS OF DATA
Students’ questionnaire
Item wise Analysis (N=103)
Section A: Access to & Consumption of Electronic Media
1- 78% respondents agreed that they usually spend between 3-5 hours working on internet?
2- 41% students said that they are on the internet for social networking, 34.5 % confirmed that
they watch movies, shows, songs, serials etc, while remaining 25% use internet for emails,
learning and doing serious and important works.
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3- 55.5% respondents were of the opinion that internet is useful for social networking, email,
information sharing, 29% agreed that internet is basically consumed by them for
entertainment, while remaining 11% were not sure why they use internet.
4- 38% agreed that they watch TV for more than 4 hours, 25.5% admitted that they usually watch
TV for around 3 hours, 18% confirmed that they watch TV for 2-3 hours while remaining
affirmed that they only watch TV for around 1-2 hours on daily basis.
5- 62.5 were in agreement with the statement that they watch TV every day.
6- The responses on this item showed scattered data on favourite TV programmes: Education
based programmes = Only 4.5 %, Sports =15.5%, crime and violence related
programmes=21% , Cartoons=3% ,action movie= 19% , Horror movies= 7%, Romantic
movies=19.9%, Comedies=6%, and All of the above=4%
7- 55% students accepted that their parents try to restrict them from watching or using unwanted
programmes.
8- Only 37% admitted that they obey the orders of their parents.
Section B: Influence of Electronic Media to Children
1- 28% confirmed that they read/watch violence related news/information. 23 % informed that
they watch general news and updates. 31% liked reading/watching sports news/updates while
remaining 20% had no choice.
2- Most of them stated that they become aware of what is happening in the world.
3- Only 22% confirmed that their habits got changed due to watching/reading of TV/internet
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access.
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4- Most of the students were of the opinion that the internet access, watching TV and playing
computer/ TV games affect their life styles.
5- Nearly all the respondents revealed that their parents allow them to access electronic media,
however with some terms and conditions.
Section C: Effects of Electronic Media on Studies
1- Only 28% students were of the opinion that the time spent in the internet/ TV/ games reduced
their time in academic activities.
2- 44% students responded positively that electronic media at one point hampers students’
studying behavior.
3- 53.5% were of the opinion that their reading habits have been changed due to electronic access
of media.
Analysis of section-D (Appendix-D)
1- 29% students agreed that they don’t like violence related programmes.
2- 33% student were in agreement with the statement that they don’t bother if one is violent on
TV or in real life.
3- 66.5% respondents agreed that violence is part of today’s life.
20 Violence is a serious social issue. 59% 18% 23%
59% students agreed that violence is a serious issue while 23% didn't agree to the statement.
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21 Internet is the main cause of violence 31% 15% 54%

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Only 31% students were of the opinion that internet is the main cause of violence.
22 TV/films are the main cause of violence in the society. 45% 11% 54%
45% students were in agreement that TV/films are the main cause of violence in society.
23 I learn violence from the society. 39% 16% 54%
Only 39% students agreed that they learn violence from society. The response may be an
outcome of their ignorance that they have been affected by violence as a social issue.
24 Sex and violence are related. 55% 12% 23%
The connection between sex and violence was accepted by 55% while 23% were against.
25 Most of my friends are very violent and aggressive. 22% 13% 65%
Only 22% agreed that their friends are violent and aggressive. This also leads to an
interpretation that they possibly have not realized that their friends are not on the right and required
track.
26 I usually enjoy violent behavior. 17% 14% 69%
Most of the students were against violent behavior. This shows that the students are quite
aware that this tendency is not generally liked by majority in a civic society.
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Analysis of Interview
The interview with the principals/vice principals of the schools whose students were
administered questionnaire was a good experience. All the heads of the schools were of the opinion
that ‘violence’ is a serious social issue. They also confirmed that some students are very violent
because of social environment that includes family background, peer group and other organizations.
They categorically commented that in most cases the tendency of violence is learnt by seeing,
therefore family background can never be ignored. On asking the question if TV is the most influential
factor in spreading violence, they added other factors too. Psychological factors related to adolescence
cannot be marginalized due to many reasons. Internet and websites are perhaps playing more crucial
roles in spreading violence that TV and films. The interviewees responded clearly on the association
of sex and violence. In fact they were of the opinion that sex issues usually lead to violence especially
at young age. They held parents responsible for not watching over and controlling their wards,
however, teachers’ role is also important in guidance and counseling. But, parents should restrict their
wards indirectly by making them understand not to watch violence or sex related programmes/sites
else the children will go/watch against the parents’ wish and command. The heads agreed that their
wards are violent on certain occasions, especially while driving. They think that if we all work hard
together, we can minimize such issues.
CONCLUSIONS
There is a consensus on the fact that the elements of violence in media/TV affect the young
minds. However, some researches show limitations on the negative long term effect of violent media
on the students in particular. The fact of the matter is that parents should monitor and be more
attentive to their children. In the act of a busy life we all tend to forget the real life issues. Parents
need to pay more attention to their children’s lives and not sit them in front of the television, whether
it is for movies, video games, or general television shows. In this scenario, most parents get too
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wrapped up in their own lives to be overly concerned about what their children are doing. Raising a
child is hard enough in this day and age. The media violence makes it ten times harder to steer the
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child in the right direction. Does that really mean violent media causes children to be violent? It can’t
be categorically stated in positive, but the effect is a fact which cannot be completely denied or
ignored. Total control is next to impossible as media/TV is a necessary evil. All we can do as parents
is to pay attention to our children and stay involved in their lives before it is too late.
RECOMMENDATIONS
Based on the conclusions, it is recommended that there should be a check on the activities of
the children especially of high school going children. In order to further tackle the issue, a frank and
friendly talk between parents and children needs to be initiated.
SUGGESTIONS FOR FURTHER RESEARCH
An empirical research needs to be undertaken on a larger sample, and a comparison between
boys and girls is also better to explore the problem further.
Appendix A: Questionnaire for Students
Section A: Access to & consumption of electronic media

1. How many hours do you normally spend working on internet?
2. What do you normally do when you are online visiting websites?
3. In what ways does internet help you?
4. How many hours do you watch TV?
5. Do you watch TV every day ?
6. Which TV programmes are your favourites? (Check as many apply to your case):
(i). Education (ii) Sports (iii) crime and violence related programmes (iv). Cartoons (v). Action
movies (vi). Horror movies (vii). Romantic movies (viii). Comedies (viii). All of the above (ix).
Others (specify)……………………………………………
7. Do your parents/guardians try to restrict you to reduce number of hours on watching TV?
8. Do you obey your parents’ restrictions?
Section B: Influence of electronic media to children
9. What do you learn from reading magazines/newspapers from the internet? .................
10. What do you learn from watching TV? ......................................................................
11. Does watching TV change your habit?
If yes how? ....................................................................................................................
12. Do you think internet, watching TV and playing computer/ TV games affect your
Life styles?
13. Does your parent/guardian allow you to use electronic media?
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Section C: Effects of electronic media on studying

14. Do you think the time spent in the internet/ TV/ games reduce your time in academic
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activities?
15. Can electronic media at one point hamper students’ studying behaviour?
16. Do you think your reading habit changed due to electronic media? If yes, how?
Section D: Perception on Violence
Sl.no. Statements Agree Undecided Disagree

17 I don’t like programmes on violence.
18 I don’t bother if one is violent on TV or in real life.
19 Violence is part of today’s life.
20 Violence is a serious social issue.
21 Internet is the main cause of violence
22 TV/films are the main cause of violence in the
society.
23 I learn violence from the society.
24 Sex and violence are related.
25 Most of my friends are very violent and aggressive.
26 I usually enjoy violent behavior.
Appendix-B: Interview for Teachers
1- People say that ‘violence’ is a serious social issue, what do you think?
2- Do you agree that students are violent because of social environment.
3- In most cases, Violence is transmitted from families, what is your opinion?
4- TV is the most influential factor in spreading violence, what do you say?
5- Internet and websites are main cause of violence, do you agree?
6- Sex and violence are related, any comments from your side?
7-Parents should be watchful on their wards’ activities especially on internet, do you agree?
8- Will you as a parent restrict your children while they access internet or other modes of media?
9-Do you endorse any violent action from your wards? If so, why?
10-Are you hopeful that violence may be eradicated from present society even to some extent?
(reference: Media Violence
https://home.ubalt.edu/tmitch/309/class%20projects/Media%20violence%20files.doc)
Appendix- C: Questionnaires Studied/Consulted for Tool Adaptation

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1- http://pediatrics.aappublications.org/content/pediatrics/124/5/1495.full.pdf
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2- http://www.livestrong.com/article/224345-questionnaire-on-the-effects-of-tv-violence-on-
children/
3- https://www.adolescenthealth.org/Meetings/2017-Annual-Meeting/2017-Speaker-
Handouts/20-Questions-About-Media-Violence-AMSTARS-August-2.aspx
4- https://www.surveymonkey.com/r/S732XHC
5- https://www.surveymonkey.com/r/LMWLMLS
6- https://www.cdc.gov/violenceprevention/pdf/yv_compendium.pdf
7- http://mediasmarts.ca/blog/asking-questions-about-media-violence
8- https://www.slideshare.net/Venkitachalam/validity-and-reliability-of-questionnaires Teachers'
perceptions of school violence. - NCBI
9- https://www.ncbi.nlm.nih.gov/pubmed/12665730
10- https://etd.ohiolink.edu/rws_etd/document/get/toledo1166023506/inline
The Impact of Electronic Media Violence: Scientific Theory and Research
11- https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2704015/
12- www.livestrong.com › Parenting
13- https://www.surveymonkey.com/r/S732XHC
A Questionnaire for the Assessment of Violent Behaviors in Young ...
14- journals.plos.org/plosone/article?id=10.1371/journal.pone.0126089
Appendix-D: Perception on Violence
Sl.no. Statements Agree Undecided Disagree

16 I don’t like programmes on violence. 29% 11% 60%
17 I don’t bother if one is violent on TV or in real life. 33% 9% 58%
18 Violence is part of today’s life. 66.5% 8% 25%
19 Violence is a serious social issue. 59% 18% 23%
20 Internet is the main cause of violence 31% 15% 54%
21 TV/films are the main cause of violence in the 45% 11% 54%
society.
22 I learn violence from the society. 39% 16% 54%
23 Sex and violence are related. 55% 12% 23%
24 Most of my friends are very violent and aggressive. 22% 13% 65%
25 I usually enjoy violent behavior. 17% 14% 69%
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The Effect of Violence in Media On The School

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THE EFFECT OF VIOLENCE IN MEDIA ON THE SCHOOL STUDENTS: AN

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Anis Jahan Intakhab Khan

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THE EFFECT OF VIOLENCE IN MEDIA ON THE SCHOOL

changes in children’s knowledge, attitudes, and behaviors”.

Management of Aggressive Behavior

1. To determine the prevalence of violence among school going boys.

20 Violence is a serious social issue. 59% 18% 23%

21 Internet is the main cause of violence 31% 15% 54%

23 I learn violence from the society. 39% 16% 54%

24 Sex and violence are related. 55% 12% 23%

26 I usually enjoy violent behavior. 17% 14% 69%

Section A: Access to & consumption of electronic media

Section C: Effects of electronic media on studying

Sl.no. Statements Agree Undecided Disagree

Appendix-B: Interview for Teachers

Appendix- C: Questionnaires Studied/Consulted for Tool Adaptation

Appendix-D: Perception on Violence

Sl.no. Statements Agree Undecided Disagree

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