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Name:Makkia Shaheen I.D: 09U0239 Section: M Instructor: Ms Shama Razi

This document presents the findings of a study on the effect of cartoon viewership on children's behavior. 30 children participated in a questionnaire. Statistical analysis methods like one variable analysis, correlation analysis, and multiple regression analysis were used to analyze the data. The findings showed that increased viewership of cartoons can negatively impact children's learning ability and time spent on other activities, but may positively influence their language skills, personality development, and sense of guidance from parents when in moderation.

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70 views15 pages

Name:Makkia Shaheen I.D: 09U0239 Section: M Instructor: Ms Shama Razi

This document presents the findings of a study on the effect of cartoon viewership on children's behavior. 30 children participated in a questionnaire. Statistical analysis methods like one variable analysis, correlation analysis, and multiple regression analysis were used to analyze the data. The findings showed that increased viewership of cartoons can negatively impact children's learning ability and time spent on other activities, but may positively influence their language skills, personality development, and sense of guidance from parents when in moderation.

Uploaded by

Makkia Shaheen
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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NAME :MAKKIA SHAHEEN

I.D : 09U0239
SECTION : M
INSTRUCTOR: MS SHAMA RAZI
THESIS STATEMENT

EFFECT OF CARTOON
VIEWERSHIP(BABY TV and CAROON
NETWORK) ON CHILDREN’S
BEHAVIOR
DEFINATION OF IMPORTANT WORDS

 Cartoons
Humorous drawings of something interesting.
Television has been criticized for influencing
children, especially cartoons.
The two most famous cartoon channels include
Cartoon Network and Baby Tv.
METODOLGY

 30 participants were used for the


questionnaires.
 Sampling was done through convenient random
sampling,
 Questionnaires conducted in L.G.S and L.A.S.

 Close ended questions were used.


QUESTIONNAIRE FINDINGS
 Data entered in the form of rows and columns
 rows: number of questions
 columns : number of respondents

• METHOD OF COMPILATION OF QUESTIONNAIRE


FINDINGS:

 “CODING METHOD”
 CHOICES SELECTED WERE ENTERED IN THE FORM OF
NUMBERS IN THE SPREADSHEET.
ANALYSIS

 Statistical tools were used to analyze the data.


 One –variable analysis

 Co-relation regression

 Multiple regression
1. ONE VARIABLE ANALYSIS illustrated the measures of
central tendency
2. Co-relational Analysis: used the data to make
judgments regarding the hypothesis statements.
 The analysis used t-statistics and p-values to
conclude that Ho should be accepted for all of the
independent variables
 3. Multiple Regression Analysis :used the entire
findings to generate the Regression Equation's F-
values were used in the analysis.
FINDINGS: ONE VARIABLE ANALYSIS

1. The skweness was positive (>0) for all variables.

2. The kurtosis for all variables was < 3, except


for personality development of children, was
5.11.
 All of the H0 were accepted except for variables
X5 (guidance) and X6(dressing sense).
CORELATION ANAYSIS
 The table 8, shows that the t-value is 1.9121, which is
not found in the critical region (< -2.58 or >2.58),
therefore we accept H0. Also the p-value is 0.061
greater than α which is 0.05.

 Table 9 shows that the t-value calculated is 1.32, which


is not found in the critical region, therefore we accept
H0. The p-value is 0.198 greater than α.

 Table 10 shows the t-value of -1.22 falls in the critical
region therefore we accept H0. The p-value 0.23 is
greater than α.
 Table 11 shows the t-value of 0.143 which is not in the critical region,
therefore we accept H0. The p-value is 0.89 greater than α.

 Table 12 shows the t-value of 4.21, which does not lie in the critical
region, therefore we reject H0. The p-value of 0.0002 is also less
than α.

 Table 13 shows the t-value of 3.31 which does not lie in the critical
region therefore we reject H0. The p-value 0.0025 is also less than α.

 Table 14 shows the t-value of -1.37 which does fall in the critical
region therefore we accept H0. Also the p-value of 0.178 is greater
than α.
CORELATION COEFFICIENT
Positive Negative

Learning ability(weak) Personality development(weak)

Language(weak) Time(weak)

Parental control(weak)

Guidance(strong)

Dressing sense(strong)
COEFFICIENT OF DETERMINATION

 11.51% variation in Y due to X1


 5.85% variation in Y due to X2

 5.09 % variation in Y due to X3

 0.064% variation in Y due to X4.

 38.8 % variation in Y due to X5.

 28.18 % variation in Y due to X6.

 6.335% variation in Y due to X7.


MULTIPLE REGRESSION:

 LOG(Y) = 0.26096 - 0.0569642*LOG(learning


ability) + 0.207764*LOG(language) +
 0.0260382*LOG(personality development) +
0.0580896*LOG(parental control) +
0.444517*LOG(guidance)
+0.142269*LOG(dressing sense) -
0.215175*LOG(time)
MUTIPLE VARIABLE ANALYSIS
 A 5.5 % decrease in cartoon would lead to a 1% increase in the
learning ability of children, which would have a positive effect on their
behavior.
 A 20.78 % increase in cartoons would lead to a 1% increase in the
language of children.
 A 2.6 % increase in cartoons would lead to a 1% increase in the
personality development of children.
 A 5.8% increase in cartoons would lead to a 1 % increase in parental
control which would help to make them behave better.
 A 44.4 % increase in cartoons would lead to a 1 % increase in
guidance of parents and teachers.
 A 14.2 % increase in cartoons would lead to a 1% increase in the
dressing sense of children.
 A 21.5 decrease in cartoons would lead to a 1% increase in time.

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