The number of TV shows viewed appears to have only a marginal negative relationship with educational achievement, while encouraging behavioral impulsivity. More study in this area is urged. (KR)

TELEVISED INSTRUCTION WAS FOUND TO BE AS EFFECTIVE AS CLASSROOM INSTRUCTION WHEN RESULTS WERE MEASURED BY FINAL EXAMINATIONS OR BY STANDARDIZED TESTS. STUDENT ATTITUDES TOWARD INSTRUCTIONAL TELEVISION WERE VARIED, GRADE SCHOOL STUDENTS THOUGHT THEY LEARNED MORE FROM TELEVISED CLASSES, BUT HIGH SCHOOL AND COLLEGE STUDENTS WERE DOUBTFUL. COLLEGE…

In blaming television for low test scores and poor academic achievement, critics ignore other, more compelling factors that should be addressed. The quest of educators should be for more and better ways to capitalize on the useful aspects of the child's viewing experience. (Author)

To integrate empirical findings concerning the impact of leisure time television viewing on student achievement in grades K-12, 274 correlations were assembled from 23 studies. The effects were slightly positive for up to 10 hours of viewing a week, but beyond 10 hours the effects are negative and increasingly more deleterious. (Author/BW)

Explores how children's preschool television watching experiences relate to their academic success and social integration in the first grade. (PD)

Classified primary students in India into light, moderate, and heavy television viewers (controlling for socioeconomic status) and assessed them for either academic performance or cognitive skills, using various instruments. Found no significant differences among groups, but light viewers performed significantly better on oral reading; results may…

This study attempted to determine whether television viewing amount independently affects school performance. The television viewing amount and school grades of 43 male and 47 female middle class subjects from three age groups (6 to 7, 8 to 9, and 10 to 11) were measured twice, 18 months apart. Cross-lagged panels were tested using correlations…

Meta-analyzed data from six national studies of elementary through high school students to determine the relationship between amount of television viewing and educational achievement. According to a complex viewing-achievement model, for small amounts of viewing, achievement increased with viewing, but as viewing increased beyond a certain point,…

A review of 23 studies, including doctoral dissertations, statewide assessments, national surveys, journal articles, technical reports, books, and unpublished papers, sought to integrate empirical findings concerning the impact of leisure time television viewing on student achievement in grades K through 12. For each study, the reviewers coded the…

This report focuses on key questions concerning the relationship of television to learning, and provides examples drawn from current television research to demonstrate television's positive effect on student achievement. A set of practical recommendations are also provided so that broadcasters and educators can maximize the effectiveness of video…

Examines the relationship in adolescents between exposure to various types of television programs and measures of achievement. Supports a differential viewing hypothesis and a displacement of time hypothesis as explanations for the relationship. Indicates no adverse academic achievement affect from television viewing until viewing exceeds 10 hours…

This paper summarizes research on the effects of television viewing on student achievement. Information concerning students in the San Juan Unified School District in California is highlighted. Studies have revealed that: (1) watching more than 3 hours of television a day prevents students from engaging in other activities; (2) moderate television…

Reports and discusses the findings of a study which analyzed the relationships between the television viewing, IQ (intelligence quotient), and academic achievement of 625 students in the sixth through ninth grades of a public school in suburban-rural New Jersey. Statistical data are tabulated. (Author/JD)

This study was aimed at determining whether there was a difference in attitude and achievement scores of undergraduate students enrolled in an instructional television (ITV) course when academic content was given three treatments: (1) by a regular faculty member who employed formal lecture- reading mode, (2) role player who employed formal…