Students Perception ON THE Effects OF Watching Anime PDF

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Research about Student's Perception on the effects of Anime - agreement on relieving stress and learning additional information....

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GRADE 12 GENERAL ACADEMIC STRAND STUDENTS’ PERCEPTION ON THE EFFECT OF WATCHING ANIME S.Y. 2017-2018

A Research Paper Presented to the Faculty of Simala National High School Simala, Sibonga, Cebu

In Partial Fulfillment of the Requirements For the Subject Inquiries, Investigations, and Immersion

Mary Angel R. Fuentes Mark Lester L. Atendido Justine N. Gecale Harrah R. Abella

2018 ii

APPROVAL SHEET

This thesis entitled "GRADE 12 GENERAL ACADEMIC STRAND STUDENTS’ PERCEPTION ON THE EFFECT OF WATCHING ANIME", prepared and submitted by Mary Angel R. Fuentes, Mark Lester L. Atendido, Justine N. Gecale, and Harrah R. Abella in partial fulfillment of the requirements for the subject INQUIRIES, INVESTIGATIONS AND IMMERSION has been examined and is recommended for approval with a grade of PASSED.

Panel of Oral Examiners:

CYRIL L. PEPITO, MA.Ed

RONGIE C. ABELLA, MA.Ed

Member

Member

MA. CRISTY S. DEGUMA, Dev. Ed. D Chairman

iii ACKNOWLEDGEMENT

Making, researching, and working on this research paper were not easy. There were people who were behind the success of this study, which contributed time and information that not only made this research paper possible but also greatly improved this study. We would like to thank our parents for always providing us the encouragement, support, and the means to reach our aspirations in life. We would also like to thank our research respondents or “otakus” who undoubtedly bestowed their time on answering our prepared questionnaire of this study. We really appreciated our classmates and friends who gave suggestions regarding this research. We would like to thank the faculty and staff of Simala National High School. To the cooperation of the members of this research study, who encoded and decoded the necessary parts or requirements of the paper. We would always appreciate the help of the panel namely, Dr. Ma. Cristy S. Deguma and Mr. Rongie C. Abella, who gave suggestions to improve this research and thesis. We would also like to extend our warm gratitude to our instructor in Inquiries, Investigations and Immersion, Dr. Cyril L. Pepito who gave her all out support and guided us to enhance and make this research in the first and second semester of the school year 2017-2018. And our sincere thanks to Almighty GOD who gave us strength, serenity and faith to finish this research paper until the end.

iv DEDICATION

We dedicate this research paper to our family, respondents, and friends who were our inspirations to make this research paper and study possible. A special feeling of gratitude to our loving parents who enriched us. To our respondents, fellow classmates, and friends who also inspired us in choosing this topic in research. We would like to dedicate this research paper to the faculty and staff of Simala National High School. Moreover, we would like to dedicate this thesis to our instructors and teachers who helped us in improving this research paper, Mr. Rongie C. Abella and Dr. Ma. Cristy S. Deguma. We also dedicate this research paper to ourselves, who gave time, knowledge, and effort in creating this research to be successful, and spending countless days and nights to work on it. We dedicate this work and gave our warm gratitude to our instructor in Inquiries, Investigations and Immersion, Dr. Cyril L. Pepito who spent her time to proofread certain parts of the research paper. Lastly, to Almighty GOD, who helped us to be brave, gave us wisdom and faith to finish this research paper with a purpose to ponder in this life He had given.

v TABLE OF CONTENTS

Title Page……………………………………………………………………………………........i Approval Sheet…………………………………………………………………………………..ii Acknowledgement…………………………………………………………………………...….iii Dedication…………………………………………………………………………………….....iv Table of Contents……………………………………………………………………………….v List of Figures and Tables…...…………………………………………………………...…...vii List of Appendices……………………………………………………………………..…….....ix Abstract…………………………………………………………………………………………..x Chapter 1

THE PROBLEM AND ITS SCOPE……………………………………………1 Rationale of the Study…………………………………………………………..1 Theoretical and Conceptual Framework of the Study……………….…..….3 Statement of the Problem………………………………………………….…..7 Statement of Hypothesis…………………………………………………….…8 Significance of the Study…………………………………………………….…8 Scope and Delimitations………………………..………………………….…..9 Definition of Terms………………………………………………………….…..9

2

REVIEW OF RELATED LITERATURE AND STUDIES…………………..12

3

RESEARCH METHODOLOGY………………………………………………15

vi

Research Method and Design………………………………………………..15 Research Subjects and Respondents……………………………………….15 Research Environment………………………………………………………..17 Research Instrument………………………………………………………..…17 Data Gathering Procedure……………………………………………………18 Statistical Treatment of Data…………………………………………………19 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA……20

5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS……………………………………………………….34 Summary of Findings………………………………………………………….34 Conclusion……………………………………………………………………...36 Recommendations…………………………………………………………….37

REFERENCES…………………………………………………………………………………39 APPENDICES………………………………………………………………………………….43

vii List of Figures and Tables

Figure

Title

Page

1

The Theoretical and Conceptual Framework.………………….…………….4

2

Percentage Profile of Agreement of the Respondents on the Positive Effect of Watching Anime in terms of Relieving Stress …………...………24

3

Percentage Profile of Agreement of the Respondents on the Positive Effect of Watching Anime in terms of Learning Additional Information……………......………..………………………………………….25

Table

Title

Page

1

The Subjects’ Profile According to their Age, Sex or Gender…………….16

2

Respondents’ Profile According to the Age and Sex or Gender…….…...20

3

Frequency Distribution and Rank of the Genres of Anime Usually Watched by the Respondents...................................................................22

4

Frequency and Percentage Distribution of the Respondents Who Watched Anime…………………...………………………………………...…23

5

Frequency of Watching Anime and Agreement of Relieving Stress……..27

6

Frequency of Watching Anime and Agreement of Learning Additional Information…………................………………..………………………....…..28

7

Distribution of Observed and Expected Value of Chi-Square in the Frequency of Watching Anime and Agreement of Relieving Stress…......30

8

Distribution of Observed and Expected Value of Chi-Square in the Frequency of Watching Anime and Agreement of Learning Additional Information………….......................…………..……………………………...30

viii

9

Decision and Interpretation of Chi - Square and Critical Values in the Relationship Between the Frequency of Watching Anime and Agreement of its Positive Effect………….……………..……..........………31

10

Profile of the Students According to their Grade & Section, Gender and Age………….…………………..…………………………….........……..46

11

Profile According to the Grade and Section, Gender (Quota Sampling)...47

12

Frequency and Percentage Distribution of the Responses of Respondents from the Questionnaire………..……………………………...48

13

Chi-Square Distribution of the Frequency of Watching Anime and Agreement of Relieving Stress……………...……………………………....50

14

Distribution of Observed and Expected Value of Chi-Square and Degrees of Freedom in Relieving Stress……………………………...…….51

15

Chi-Square Distribution of the Frequency of Watching Anime and Agreement of Learning Additional Information……………..……………....52

16

Distribution of Observed and Expected Value of Chi-Square and Degrees of Freedom in Learning Additional Information……………...…..53

17

Critical or Table Values of Chi-Square………………………………………54

ix

List of Appendices

Appendix

Title

Page

A

Letter of Approval to the Principal……………………...…....44

B

Questionnaire…………………………………………………..45

C

Computations and Solutions…….……………………..…….46

D

Output Proposal: Homeroom Session Guide on the Effects of Watching Anime…………………………………....56

x ABSTRACT The scope of this quantitative descriptive correlational design research took place in Simala National High School located in Simala, Sibonga, Cebu that focused on the Grade 12 GAS students. Out of 90 SHS Grade 12 – GAS students, 28 respondents were used as a sample in conducting the study. This study aimed to correlate the frequency of watching anime and the agreements of its positive effect that were relieving stress and learning additional information. The perception of the subjects on its positive effect was statistically treated, analyzed and interpreted using percentage and chi-square test for independence. This study found out that watching anime could affect in relieving stress and learning additional information. It has been agreed that just by watching anime, it could really relieve their stress not regarding how frequent they watch it. For the reason of most anime was designed to give entertainment which contains humorous content and stories. Moreover watching anime could affect in learning additional information not depending on how frequent they have watched an anime. As long as they liked the story of the anime, they could get significant information on it. In which it could instill to learn moral lessons or good values and other information. The proposed homeroom session guide that was about the effects of watching anime has the goal to provide awareness to the parents, guardians and especially the students. Its objectives were to promote awareness to the students on the positive and possible negative effect of watching anime. It was recommended that students should watch anime in television, gadgets or online with approval of their parents. Also, they should not watch anime in a long period of time. It was better to watch anime that was suited on the viewers’ preferences because it was good in relieving stress and they could learn additional information from it. Other researchers might use the findings of this research to further study about viewing anime.

Keywords: perception, effect, watching anime, relieving stress, learning additional information

CHAPTER 1 THE PROBLEM AND ITS SCOPE

Rationale of the Study “Animation offers a medium of storytelling and visual entertainment which can bring pleasure and information to people of all ages everywhere in the world,” according to Disney (2017), founder of an entertainment company. The animation industry began less than 50 years ago, and as time passes by, it has grown into a hugely popular phenomenon. There are two common styles of animation, and these are 2D and 3D animation. The 2D animation is a creation of moving pictures in a two-dimensional environment, such as through “traditional” cell animation or in computerized animation software. It creates movement in twodimensional artistic space and focuses on creating characters, storyboards, and backgrounds in two-dimensional environment (Sanders, 2016). The 3D animation consists of varying properties of a three-dimensional scene defined in numerical quantities. It is dependent on numerous techniques and is often achieved through the combination of various tools (Rebelo, 2003) such as motion capture interpolation, kinematics, generators such as particle system and smoke. Known entertainment companies that creates animation production films worldwide are Pixar, Walt Disney Animation Studios, Studio Ghibli, Dreamworks Animation, Nicklelodeon Animation Studio, Warner Brothers Animation, Toei Animation, Cartoon Network Studios, Laika Entertainment and more (Minton, 2016).

2 In Japan, Japanese animation refers to ‘anime’ that is a style of animation originated in its state. Anime has a far longer history in which they modernized in the early 20th century. The oldest example of Japanese animation is Namakura Gatana that means Blunt Sword in 1917. In the first decades of the 20 th century, animation from these times shows artists trying to incorporate traditional stories and motifs in a new modern form. The artwork styles of anime are unique and can be easily separated from that of cartoon. The characters and the environment in an anime are described in depth and tend to have detailed background stories. Japanese animation has all kinds of genres to suit all ages and preferences including action, adventure, comedy, drama, fantasy, mystery, romance, science - fiction, sitcoms, sports and many more. Anime have become more popular worldwide, especially in Western countries during the 1990’s with the export of animated films and videos from Japan. Many of today’s school children, youth or teens were exposed to the media. They begin watching television and are open to a variety of

program content in it, including

anime. In going through this process, they are encouraged to watch anime, which causes and affects their perception in entertainment and information that they could get from watching anime. Anime brings significance, which is important in socializing because anime help people interact with each other, especially when two people are in the same fandom. But not just in socializing anime

brings

importance

but as well

as in

education.

Considering that anime give ideas to the students then gives new knowledge and new

3 information or facts such as knowing the Japanese culture what would be like and enriches the view of daily lives. All of those are quite good and productive. Students who are too much exposed to anime become addicted, however being addicted to it may cause good and bad effects to them and for the people around them. Perhaps the most educational benefit of students’ interest in anime is the frequent interest in Japanese language and culture that the students develop as a result which was about learning new information. Some people like to watch anime as past time or stress reliever because it was made for visual enjoyment and pleasure that give information to the viewers. Then the question is, is Japanese anime really affects the actions and perception of the viewers or people especially students? It can affect to the people who watched anime. It can influence them like changing views or perception in life on the other way around in relation to its positive effect to them. The purpose of this descriptive correlational quantitative research is was to correlate the frequency of watching anime and the agreement of its positive effect. Theoretical and Conceptual Framework of the Study This stated the theory that could support and applied in this study. This also included the input-process-output system. People were influenced by their favorite shows in some way or another. Not surprisingly, characters we saw online (streamed, downloaded) videos or on TV can have a real effect of ones’ perception and actions in life that psychology backs up.

4

Watching Anime Entertainment & Information Developed by Albert Bandura in 1965 and 1977. Adolescents can learn new actions/behavior as well as information in one or two ways: by direct experience or observing and imitating others in their social environment.

Watching Anime

States that the set of actions of an individual as acquired through observation and/or direct interaction.

Descriptive Correlational

He added that they can also learn from characters and people through watching entertainment in TV, online, or from friends (Sparks, 2002).

Subjects’ Perception on Its Positive Effect



Relieving Stress

 Learning Additional Information

Proposed Homeroom Session Guide on the Effect of Watching Anime

Bandura (1994) stated that observational learning is more effecient than trying to discover everything in your own.

Figure 1. The Theoretical and Conceptual Framework

5 Without even realizing it, they mimicked people/visual image online or on television based from what they have learned. It’s called the Social Learning Theory. Albert Bandura, psychologist and originator of the theory stated that, “Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior or actions was learned observationally through modeling: from observing others, one forms an idea of how new information and actions were used or performed, and on later occasions this coded information serves as a guide for action.” (1965-1977) The Social Learning Theory identified that people or adolescents can learn new actions and information in one or two ways, by direct experience or observing and imitating others in their social environment. The learning process included watching modeled events and especially manners or actions that someone deem admirable. While this theory also covered mimicry of physical people in their lives, the best examples of this mimicry comes from the television or online that they watch, including anime. Two principles of the theory that included learning by observation starts with organizing and rehearsing the molded actions then enacting it publically. Actions and information that was symbolic was easier to remember then just behavior that is being observed.

In addition, people will apply the behavior if it resulted in a functional

outcome that they value. Students remember scenes more easily if they’re meaningful for them; therefore they’re more likely to be influenced by television or online they have some sort of emotional attachment to. When they saw an exciting event, heroic or fascinating actions

6 on television, as well as a humorous scene, they enjoyed watching while being entertained from what they perceived. Thus, it gave information to learn for the viewers. The input covered the sub-problem stated in a declarative sentence and itemized. In the process, there are various activities to be conducted in the realization of the studies. And lastly in the output was a proposed homeroom session to suggest significant outcomes and implications to the sub-problem in the input. On the input, the sub-problems were the age and gender of respondents that relate to demography, and about the relationship of the frequency of watching anime and agreement of relieving stress and learning additional information. In the process, was relating this research to related studies and to a theory that would support as foundation of the study. Next was identifying the variables of the topic, where the independent variable was watching anime and the dependent variables were the perception on the positive effects of watching anime. Then, making the validated instrument and that instrument was a questionnaire that would help in answering the problem of the study. Then, informing the respondents on what to do with the prepared postal questionnaire. After answering the questionnaire, interpretation and analysis of the gathered data of the study was conducted. The statistical

treatment used in the

study for the gathered data were percentage and chi-square test in order to analyze, interpret, and know the perception on the effects and implications of watching anime. And in...