Abstract:
With the ending of World War II and the attendant industrial conversion to peacetime production, Americans were treated to a number of household conveniences and appliances which promised to revolutionize their way of life. Perhaps the most revolutionary, from the standpoint of family life, has been the television set. Television has been heralded as the indispensible tool of the educator and the entertainment attraction that has restored the family unit. It has been accused of murdering the art of conversation and arresting the development of our children. The fact that these recommendations and accusations are so unreserved indicates its force. But we must turn to the commercial statistics to quantify the growth of television and establish its influence. The National Broadcasting Company estimated that there were 11,748,000 television sets in use in the United States as of March 1, 1951. This figure indicated that sets were in operation in about 27 per cent of all American homes, or in 44 per cent of the homes in the television reception areas. The present study was conducted on April 11, 12, and 16, 1951, when the foregoing figures were current. Television networks, manufacturers of television sets, advertising sponsors, and educators have led the field in the race to measure television's effect upon the viewing public. Quite naturally the chief concern of the educator has been the effect upon the student. The present study is also concerned with the effect of television upon the student. The primary aim of the study is to obtain a comprehensive picture of the television interests and viewing habits of the students of Lincoln High School, Ferndale, Michigan. Secondary aims are the discovery and measurement of any effect television might have upon the study habits and scholastic grades of these students.
