Escolar Documentos
Profissional Documentos
Cultura Documentos
Practical Research II
October 2017
TABLE OF CONTENTS
Abstract……………..……………………………..………………………………….……..…..i
Acknowledgments………..…………………….……….………………………………....….ii
Chapter I: Introduction……..............….……………………….…………………….………1
Related Studies…………………………………………….……………….…....……..7
Theoretical Framework…………….……………………………………….………....25
Conceptual Framework…..………………….……………………………….…….…26
Research Paradigm…..…..………………….……………………………….…….…27
Research Design…………………………………………………………….….……..28
Research Instrument….………….……….……….……………………….……….…29
Research Process……….………….……….…….………………………….…….…30
Statistical Treatment….….………….……….……………………………….…….…31
Summary……………………………………………….…..…………………….…….48
Findings………………………………………………………………..…….….……...49
Conclusion…………………………………………………………………..….……...51
Recommendations……………………………...……………………………..………51
References……………………………..…………………………………………………..….53
Appendices…………………………...…………………………………………………….…56
Appendix 3: Biodata…….……..……………………………….……………………...60
ABSTRACT
The focus of this study was to investigate the effects of media violence and
profanity as perceived by students of selected senior high schools in the City of Batac.
The researcher used the descriptive quantitative research method and conducted a
survey using questionnaires with a sample of 40 respondents. The data-gathered were
then carefully analyzed and interpreted. Results show 32.5% of the respondents spend
4-7 hours watching movies during weekdays and 55% also spend 4-7 hours during
weekends. Furthermore, 68.25% of the respondents answered that using violence is not
appropriate on most situations and 251 or 62.75% of the respondents answered that
swearing is also not appropriate on most situations. The profiles of the respondents show
a relation to the results of the analysis on the attitudes of the students towards movie
violence and profanity.
The following conclusions were then drawn: despite being underage, most
teenagers have already watched a lot of R-Rated movies which are deemed appropriate
for their age; teenagers are already critical thinkers who evaluates movie content before
applying what they see in real life; and watching movies with violence and profanity does
not guarantee that viewers would also be violent and profane. However, negative effects
are more probable through continuous watching of movies with violence and profanity
towards children than in teenagers.
ACKNOWLEDGMENTS
Three words sum up my experience in finishing this journey: blood, sweat, and
tears. Though not literally, it really felt like this study was going to be the end of me. I
pulled countless all-nighters; darkened and deepened my eyebags which I thought had
reached its limits, but it turned out I was wrong; sacrificed my pocket money and lunch
breaks; and spent most of my hours in front of my laptop screen. However, the success
of this study could not be credited to my own efforts only. A lot of wonderful people have
First and foremost, to God Almighty, thank You for lending me the knowledge and
wisdom that I need to complete this journey. I also thank the Lord for giving me the
strength to continue and persevere during the times when I wanted to give up. I am forever
grateful to the Almighty One in all aspects of this study and my life.
To my parents, Harold and Janeth, thank you for fully emotionally and financially
My sincerest gratitude goes out to the forty Senior High School Students who
willingly participated in the survey. The completion of this study would not have been
ceased to give her genuine support and guidance. Thank you for your constructive
I am also very much thankful to Mr. Jan Marc S. Duyao, our dearest homeroom
adviser, who fully supported and understood me. I hope I made you proud sir!
MGSC
CHAPTER I
INTRODUCTION
For decades, films have been an integral part of the entertainment industry catered
to people of all ages. The history of film began in the 1890s and only continued to evolve
through time anchored in the advancement of technology while also matching the
It has become a vital part of most people that in a tally made by the IHS Screen
Digest Cross Platform Movie Market Monitor in 2012, it was shown that worldwide
consumers spent 62.4 billion dollars on movies in 2012 which include theater and buying
can consumers watch movies in televisions and theaters, people can also already watch
on their own gadgets such us laptops, tablets, and mobile phones. According to a report
released by Nielsen (2015), it showed that more than two thirds of Filipinos watch movies
on a computer. These heavily imply that movies are not only made available to adults,
but is also gave teenagers and children easy access to films of all genres.
While media effects on students are still debatable, it is important to look after
teenagers and give them the best environment conducive to learning. Teenagers are
undoubtedly still fairly dependent on their parents or caregivers. Thus, looking after them
carefully and monitoring what they do, hear, watch, and say are essential for their
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It is undebatable that there are various advantages of the advancement of
technology as well as movies in the life of students. Learners can discover new
information that could help them in the different areas of life. It is considered a boon to
the society. However, that same principle could be applied to technology and film’s
disadvantages.
The influence of media equipped by the advancement of technology and the time
they spend on media exposure has given open doors for children and teenagers to adapt
different characteristics they hear or watch. In fact, in a study conducted by Kaiser Family
Foundation (2010), it is revealed that children and teens consume many hours of media
With this fact, it could be deduced that this could pose a problem since a lot of films
are inappropriate for children and even teens, especially films with violence and profanity.
Accordingly, it was roughly estimated from research in the past that about 90% of movies
include some depictions of violence, as do 68% of video games, 60% of TV shows, and
1990s found that 90% of movies shown on television included violent content (Smith et
al., 1998). A look at movie previews that were included in home video releases in 1996
found that 76% included at least one scene of physical aggression, and 46% contained
In addition to these, in the United States of America, surveys found that even young
audiences have seen violent, R-rated movies. On 2002, one survey of 4,000 ten to 14-
year-olds found that one in four (28%) had seen “extremely violent” movies that were in
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that year’s top box-office hits (Sargent, Heatherton, Ahrens, Dalton, Tickle, & Beach,
2002).
Not only is media violence prominent in the U.S., it is also common in the
founded that half of TV programs in the Philippines contain violence. That study says that
at the time its research was conducted, viewers were seeing one violent incident on TV
The National Council for Children’s Television study found that for every 10
children who said they received guidance from their parents or guardians, only three said
it was “always” while four said it was “often” and three said it was “seldom.” About eight
With these facts and studies in mind, it is most likely probable that problems may
arise as there are some parents who are negligent enough to allow their children to watch
movies like such. These could lead to undesirable effects on the character of the
Even in the local setting of Batac, citizens patronize watching in movie theaters
and movies by including these in their family and peer bonding activities. However, there
might be effects of watching movies with violence and profanity towards teenagers if left
While there have been limited studies in the past that tackles the effects of
exposure of teenagers to violence and profanity in media, studies on its effects in the local
setting of Batac are scarce. Learning what these effects are would be beneficial to both
teenagers and parents. This inspired the researcher to conduct a study on the said matter.
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Statement of the Problem
This research study aimed to identify the effects of watching movies with violence
and profanity as perceived by students of selected senior high schools in the City of Batac:
1.1 Violence
1.2 Profanity
1.4 Religion
2.1 Violence
2.2 Profanity
3. What are the evident effects of watching movies with violence and profanity
This study would be beneficial to the general public as it focused on the effects of
movies with violence and profanity as perceived by teenagers who are the future of the
nation. This would help the massive percentage of teenagers and even the general public
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This research also specifically benefits the following:
Movie and Television Review and Classification Board. This research would
aid the Movie and Television Review and Classification Board (MTRCB) in maintaining a
strict and responsible regulation and classification in movies and films. It would promote
and support the mandate given to the board, as well as their mission and vision for the
entertainment industry of the Philippines. The results of this study could also be of aid in
Parents. The results of this research would help parents in identifying the effects
of watching movies with violence and profanity towards their children. It would help them
practice deliberation, full-time guidance, and choosing the right movies and even videos
which are appropriate for their children who are teenagers. Moreover, this study would
aid the parents in ingraining vital moral values towards their children that they would carry
Teenagers. With the help of the parents, this study would benefit the teenagers in
avoiding the undesirable effects of watching movies with violence and profanity. They
would be able to choose more appropriate films for their age that could instill moral values
and is educational that is more beneficial for them. Furthermore, they would be able to
distinguish movies that contain inappropriate scenes and foul language and learn which
reference for future researches related to the topic. This study also serves as an additional
knowledge to come up with new information and ideas in the same field.
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Scope and Delimitations
It focused on the effects of watching movies with violence and profanity towards
aggressive behavior; and the evident effects of watching movies with violence and
profanity towards teenagers on their language and actions. The questionnaire included
the following specific movies: Deadpool, Logan, The Hangover, 21 Jump Street, Lucy,
Baby Driver, John Wick, Saw, Kick-Ass, X-Men, Transformers, The Wolverine, Guardians
This study only focused on movie violence and profanity and did not include sex.
It also did not investigate the relationship between the profile of the informants and their
This study is a quantitative research in which the researcher utilized surveys in the
data-gathering with a sample size of 40 informants. This was conducted in the City of
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CHAPTER II
REVIEW OF RELATED LITERATURE
This section presents the review of literature and studies that have relevance to
the investigation of the problem under the study. It provides the basis for conducting the
present study and present similarity and differences with the previous researches
conducted relevant to the subject. This chapter also includes the theoretical framework,
Deadpool
operative who became a mercenary named Wade Wilson (Ryan Reynolds). After being
the subject of a rogue experiment that gave him accelerated healing powers, Wade
adopts the alter ego Deadpool. Armed with his new capabilities and a dark, twisted sense
of humor, Deadpool pursuits the man who nearly destroyed his life.
According to Common Sense Media (2013), it has lots of graphic violence, sex,
adult humor, and non-stop strong language. Unlike most other Marvel superhero films,
Logan
Logan is a Rated R movie that tells the story of the mutant superhero once known
as Wolverine. Logan’s (Hugh Jackman) healing powers are starting to wane, everything
is harder for him, and he is always in pain. He hides out in a desert with aged Professor
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Xavier (Patrick Stewart) and albino mutant Caliban (Stephen Merchant). Their superhero
days are over, and no new mutants have appeared in years. One day, a woman arrives,
asking Logan to look after a young girl named Laura (Dafne Keen) and take her to a safe
The movie showcased extreme, bloody comic book violence, including characters
being sliced through flesh and skulls, shot, shown in pain, and killed. A young girl is
involved in the fights, and there's disturbing footage of children being mistreated in a
laboratory setting. Language is also really salty, with many uses of "f--k," "motherf----r,"
"s--t," and much more and suicide is also considered (Common Sense Media, 2013).
The Hangover
The Hangover tells the story of Doug (Justin Bartha) and his three friends (Bradley
Cooper, Ed Helms, Zach Galifianakis) who, two days before Doug’s wedding, drove to
Las Vegas for a wild and memorable stag party. When the three groomsmen wake up the
next morning, they cannot remember a thing; nor can they find Doug. With little time to
spare, the three friends try to re-trace their steps and find Doug so they can get him back
to Los Angeles in time to walk down the aisle. The movie was Rated R for sexual
21 Jump Street
21 Jump Street is a Rated R movie about Schmidt (Jonah Hill) and Jenko
(Channing Tatum) who were not friends in high school. Schmidt was sensitive and smart
and not particularly sporty; Jenko was the opposite. But the police academy they both
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attended is the great equalizer, and they each learn from the other's strengths. They go
to prove they have what it takes by busting a major drug ring by pretending to be in high
school again. The storyline leads to plenty of drug content and also contains lots of strong
language (including "f--k," "s--t," and more), crude references, and sexual innuendoes.
Lucy
This Rated R movie tells the story of Lucy (Scarlett Johansson) who was tricked
by her boyfriend into delivering a briefcase to a supposed business contact and was
abducted by thugs who intend to turn her into a drug mule. She is surgically implanted
with a package containing a powerful chemical, but it leaks into her system, giving her
superhuman abilities. With her former captors in pursuit, Lucy seeks out a neurologist
In this movie, the main female character is manhandled, punched, and kicked, and
she also kills some bad guys without consequence. There are some quick documentary-
like flashback scenes of sex between animals as well as between humans, and the main
Baby Driver
Baby Driver is a Rated R action-packed crime drama about a young getaway driver
(Ansel Elgort) for a group of bank robbers. In this movie, violence is constant as there are
several mass shootings, with machine-gun deaths choreographed to music; you'll also
see several car accidents with splintering glass and bloody dead bodies, sudden deaths,
blood, and gore. Many of the characters eventually die sudden, terrible deaths.
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The main character is a reckless driver who performs over-the-top stunts.
Characters kiss and make references to "getting it on" or "role-playing." There's lots of
swearing, including "f--k," "ass," "goddamn," and more. One man calls another a "retard"
and a "freak"; he also calls men things like "ladies" to imply they're weak. There are some
smoking and social drinking; one character has a drug addiction he feeds by stealing
John Wick
John Wick is a Rated R brutally violent, frequently bloody thriller starring Keanu
Reeves as an assassin. This film presents characters getting shot, maimed, stabbed,
beaten, threatened, killed with firearms at close range, blown to bits in an explosion,
strangled with bare hands, and more. A streak of humor also runs through it, and fight
Lots of swearing are also littered throughout the movie ("f--k," "s--t," and more) and a fair
Saw
Saw includes images of torture and death are brutal and explicit, lingering in mind
long after the movie ends. Photographer Adam Stanheight (Leigh Whannell) and
oncologist Lawrence Gordon (Cary Elwes) regain consciousness while chained to pipes
at either end of a filthy bathroom. The two men realize they have been trapped by a
sadistic serial killer nicknamed "Jigsaw" and must complete his perverse puzzle to live.
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In this Rated R movie, there are multiple deaths, a child's life is threatened,
characters die, a father is forced to make terrible decisions to protect his family, and there
are no scenes free of peril. There are also references to suicide, adultery, drug addiction,
madness, and self-mutilation. There's strong language ("f--k," "s--t," and more), and
characters smoke. Underlying the killer's motive is the belief that everyone deserves to
Kick-Ass
superhero after being inspired by the comics he loves – despite a complete lack of special
powers. Dave dons a costume, calls himself "Kick-Ass," and gets to work fighting crime.
This Rated R film features teen characters, and – most notably – an 11-year-old girl who
dole out extreme violence and language (including "f--k" and "c--t" out of the mouth of the
11-year-old). It also depicts some sex scenes between teens and references to drugs. It
has some arguably good messages about taking action instead of standing by when bad
stuff happens, but it also has a relentless, darkly humorous mean streak (Common Sense
Media, 2013).
X-Men
X-Men is a PG-13 film about the children of the atom who were born with a unique
filled with hate and prejudice, they are feared by those who cannot accept their
differences. Led by Xavier, the X-Men fight to protect a world that fears them. They
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engage in a battle with former colleague and friend, Magneto who believes humans and
mutants should never co-exist. X-Men involves a great deal of comic-book violence
executed with near-bloodless restraint but, at the same time, visceral efficiency.
Transformers
and action figures that is not for young. The film is packed with scenes of loud, hectic
combat (including gunfire), destruction, and flying missiles and bodies. Moreover, the
characters swear ("bitch," "s--t," "damn," a couple of incomplete "f--ks," etc.), and it
The Wolverine
The Wolverine is a fascinating look at the iconic X-Men character and how his past
intersects with his present. It is a wild journey that is often punctuated with violence – the
action scenes are ferocious and vicious, with weapons (guns, knives, arrows, claws, and
more), explosions, and bloody hand-to-hand combat – and some melancholy. The film
also depicts some swearing ("s--t" and one use of "f--k"), a bit of drinking, and some
romance (one scene shows three underwear-clad characters kissing each other) between
film about a group of misfit outlaws who band together to defend the universe against a
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murderous villain. There' is violence, but it is mostly hand-to-hand combat and a few
deaths (or near deaths) that are heartbreaking for other characters and viewers alike (one
explosions and weapons. Language isn't frequent but includes "s--t," "bulls--t," "bitch,"
"ass," "bastard," and "d--k"; at one point, the Guardians also drink an unidentified liquid
The Expendables
The Expendables is an R-Rated film that has its cast filled with living action legends
like Sylvester Stallone, Jason Statham, Jet Li, Arnold Schwarzenegger and Bruce Willis.
There's also some violence against women, and language is strong (including both
"f--k" and "s--t"), though not constant. Drugs are a vital part of a subplot, and one character
has a drug problem, even though viewers never see any drugs consumed. Other
The Final Destination is an R-Rated movie full of bloody, bleak, and violent deaths
mutilations, crushing blows, and more. There's also a sex scene with nudity, plenty of
strong language (including "f--k" and "s--t"), and some drinking and smoking (Common
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Movie Classification Ratings of MTRCB
movies that are rated G admits viewers of all ages. A G or General Audience classification
advises parents or supervising adults that the film is suitable for all audiences.
film may contain any of the elements that may not be suitable for children below 13 years
of age.
Restricted–13 (R-13)
Only viewers who are 13 years old and above can be admitted. An R-13
that the film may contain any of the elements that may not be suitable for children below
13 years of age.
Restricted–16 (R-16)
Only viewers who are 16 years old and above can be admitted. An R-16
classification advises parents and supervising adults that the film may contain any of the
elements that may not be suitable for children below 16 years of age.
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Restricted-18 (R-18)
Only viewers who are 18 years old and above can be admitted. An R-18
classification advises viewers, parents, and supervising adults that the film may contain
any of the elements that may not be suitable for children below 18 years of age. This
rating does not mean that the film is "obscene," "offensive," or "pornographic," as these
terms are defined by law (Movie and Television Review and Classification Board, 2017).
Concept of Violence
The concept of violence was reflected in the Convention on the Rights of the Child
in articles 19, 34 and 37, and other human rights treaties and human rights instruments
Under article 19 of the Convention and the work of the Committee on the Rights of
"all forms of physical or mental violence, injury and abuse, neglect or negligent
The general definition of child abuse was also agreed upon by the experts
Prevention in 1999:
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Violence and abuse may occur only once, can involve numerous strategies of
subtle manipulation or may occur recurrently while escalating over a period of months or
years. In any form, violence and abuse deeply affect individual health and well-being. The
roots of all forms of violence are originated in the many types of inequality which continue
Types of Violence
Domestic Violence
There are several ways in which violence can be inflicted towards victims.
According to Community Against Violence, Inc. (2016) one of the main types of violence
isolate, frighten, terrorize, coerce, threaten, blame, hurt, injure, or wound someone; can
used by one person to gain or maintain power and control over another or others.
shoving, grabbing, pinching, biting, hair pulling, etc. Physical abuse also includes denying
a partner medical care or forcing alcohol and drug use. It occurs when someone uses a
Domestic violence also includes sexual abuse which can be defined as coercing
or attempting to coerce any sexual contact or behavior without consent. Sexual abuse
includes but is certainly not limited to marital rape, attacks on sexual parts of the body,
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forcing sex after physical violence has occurred, or treating one in a sexually demeaning
manner.
Another one under domestic violence is the emotional abuse. It occurs when
people undermine an individual's sense of self-worth and self-esteem. This may include,
caused when an individual inflicts fear by intimidation; threatening physical harm to self,
partner, children, or partner's family or friends; destruction of pets and property; and
Sexual Violence
behavior or advances towards a person that has not given consent that causes that
category. Physical, sexual assault occurs when someone touches any part of another
person's body sexually, even through clothes, without that person's consent. It also
includes, but not limited to forced sexual intercourse (rape), sodomy (oral or anal sexual
acts), child molestation, incest, fondling and attempted rape (Community Against
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Child Abuse
Violence could also be inflicted through child abuse which is defined as the
deliberate and serious injury inflicted upon a child by a caregiver. There are many ways
in which child abuse could be inflicted – one of which is child neglect. It is the most
frequently reported form of child abuse and the most fatal; defined as the failure to provide
Another form of child abuse is physical neglect. It is caused when caregivers refuse
or delay in seeking health care needed by children, abandon, expel from the home or
refuse to allow a runaway to return home, and inadequately supervises a child or children.
Child abuse also involves educational neglect which includes the allowance of
chronic truancy, failure to enroll a child of mandatory school age in school, and failure to
considered inattention to the child’s needs for affection, refusal of or failure to provide
needed psychological care, spouse abuse when the child is present, and consent of drug
Physical abuse, on the other hand, is a physical injury inflicted upon the child with
cruel and malicious intent. It includes but is not limited to: beating, punching, burning,
Emotional abuse is also included in child abuse. It is also called psychological child
abuse, verbal child abuse, or mental injury of a child. Emotional abuse includes acts or
lapses by parents or other caregivers that could cause serious behavioral, emotional, or
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mental disorders. Examples of this can be bizarre forms of punishment, such as detaining
In addition to these, sexual abuse is also under child abuse. It includes touching a
The Community Against Violence, Inc. (2016) also added that youth & dating
violence is a type of violence that showcases a pattern of abusive behaviors used to exert
power and control over a dating partner. Teens and young adults experience the same
types of abuse in relationships as adults. This can include physical abuse and sexual
abuse.
Stalking
harassment, and contact. It can be caused by following or waiting for the victim; repeated
unwanted, intrusive, and frightening communications from the perpetrator by phone, mail,
and/or e-mail; damaging the victim’s property; making direct or indirect threats to harm
the victim, the victim’s children, relatives, friends, or pets; and repeatedly sending the
online stalking, or Internet stalking; securing personal information about the victim by
accessing public records (land records, phone listings, driver or voter registration). It can
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also be caused by using Internet search services, hiring private investigators, contacting
friends, family, work, or neighbors, going through the victim’s garbage, following the
Elder Abuse
abuse of an older adult, usually, one who is disabled or frail by a caregiver (either in the
person's home or an institution). Elder abuse includes physical abuse, sexual abuse,
Additionally, another type of violence that is more prevalent and relevant in today's
social networks and other electronic tools to bully, stalk, intimidate, harass, frighten or
advances directed at another using the Internet and other forms of online and computer
inflicted through the use of computers, cell phones, and other electronic devices
Spiritual Violence
Furthermore, spiritual (or religious) violence, another type of violence, occurs when
someone uses a person’s spiritual beliefs to manipulate, dominate or control the person.
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Spiritual violence includes, but is not limited to: not allowing the person to follow her or
his preferred spiritual or religious tradition; forcing a spiritual or religious path or practice
beliefs or practices; and, using one’s spiritual or religious position, rituals or practices to
2017).
Functions of Swearing
offensive language had been frowned upon by people in the society long before.
Nevertheless, a lot of people still swear in their everyday lives and is even presented in
the media. Therefore, researchers believed that swearing must have some unique
Similar research within this subject has been conducted by Pinker (2008). He
observed that swearing could be used for many different functions within numerous
situations. He pointed out that cursing can carry powerful emotional feelings – not only
negative but also positive emotions. However, this is only one of the many functions of
swear words.
swearing is to express emotions. Jay (2000) suggests that the main purpose of swearing
is to show the speaker's emotional state to listeners. Usually, swearing is linked with
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Crawford (1995) stated that as a form of emotional expression, swearing could also be
and surprise.
Wang (2013) further added that emphasis is also a function of swearing. Emphasis
speaker is using swear words as a means of emphasizing his or her feelings about
something. In Stapleton's (2003) study, she stated that the emphatic function of swearing
other functions, Wang (2013) also included aggression. Aggression swearing can be used
epithets, profanity, vulgarity, and obscenity. Epithets are various types of slurs, such as
wop, raghead, bitch, or fag. Usually, these refer to ethnicity, race, gender, or sexuality,
but they may also pertain to appearance, disabilities, or other characteristics (e.g., midget,
Profanity, on the other hand, is known as religious cursing. This ranges from a mild
or damn or hell to a more emphatic goddamn, and it involves the ill-mannered use of what
is taken to be sacred.
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Vulgarity and obscenity refer to words or expressions which characterize sex-
differentiating anatomy or sexual and excretory functions in a crude or lewd way, such as
shit and fuck. The main difference between vulgarity and obscenity is only the degree of
prurience. The categories of epithet, profanity, and vulgarity or obscenity are not
exclusive.
wherein puberty takes place. Young girls and boys aged eleven to 13 years old start to
undergo physical development including growth of body hair and increase perspiration
In this stage, girls’ breasts and hips start to develop and most begin to have their
menstruation. On the other hand, boys’ testicles and penis start to grow, have wet
dreams, and experience deepening of the voice. Both girls and boys also experience
tremendous height and weight gain, and they also start to have higher sexual interest.
Cognitive development in this stage includes their growing capacity for abstract
thought. However, most are interested in the present with limited thought to the future.
Their intellectual interests also start to expand and become more important, and they
development in this stage that includes: struggle with their sense of identity; feelings of
awkwardness about one’s self and one’s body; and worrying about being normal. In this
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stage, young boys and girls begin to realize that their parents are not perfect and there is
also an increased conflict with parents as well as an increased influence of peer group.
They begin to desire for independence; however, there is still the tendency for the
added that physical growth slows for girls; however, it continues for boys. In their cognitive
development, there is continued growth of capacity for abstract thought; greater capacity
for setting goals; interest in moral reasoning; and thinking about the meaning of life
including: intense self-involvement, changing between high expectations and poor self-
concept; continued adjustment to changing body and worries about being normal;
tendency to distance selves from parents as a result of continued drive for independence;
adolescents driven to make friends and greater reliance on them; and feelings of love and
passion.
In this stage, young women, typically, are fully developed. However, young men
continue to gain height, weight, muscle mass, and body hair. Cognitive developments
include ability to think ideas through; ability to delay gratification; examination of inner
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experiences; increased concern for future; continued interest in moral reasoning; and
development of more serious relationships; social and cultural traditions regain some of
Theoretical Framework
be concerned that viewing (or playing) violent content increases the chance that a child
will engage in violent behavior later in life — especially if the child is aggressive to begin
with, and especially if other risk factors are present, such as growing up in a violent home.
Furthermore, Common Sense Media (2013) stated that a probably more accurate
and useful view about media violence is that it is a “risk factor” rather than a “cause” of
violence — one variable among many that increases the risk of violent behavior among
some children. Just as not all children raised in violent homes will become violent, not all
children who play violent video games will become violent — but there is a greater chance
that they will, especially if there are multiple risk factors operating at the same time.
Felson (1996) stated that there are many times when children learn how to be
aggressive in new ways from violent shows, and they will copy what they see. This
information may give direction to those who are already aggressive. Such a modeling
process could lead to more severe forms of aggression. It could increase the frequency
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of violent behaviors if children who are motivated to harm someone chose a violent
Kalin (1997) stated that children who are heavy viewers of televised violence might
lose the ability to emphasize, protest, and to become distressed by real-life acts of
violence. They are found to be less aroused by violent scenes than those who watch only
a little and are also less bothered and less likely to see anything wrong with it.
Stone, McMillan, & Hazelton (2010) suggest that swearing is typically not tolerated
by others in the presence of children. They also added that one of the most notable
Vingerhoets, Bylsma, & Vlam (2013) also theorized that demographic factors, such
as gender or age could influence a person's swearing behavior. Although swearing was
long considered a predominantly masculine activity, women now tend to swear as much,
or even more often, than men. People of lower socio-economic status also appear to
swear more often. Swearing or not swearing in a certain situation is also dependent on a
Conceptual Framework
This study was designed to assess the hypothesis that if teenagers watch movies
with violence and profanity, then it would have little to no effect on their attitudes towards
violence and profanity in real-life. Teenagers are already responsible and mature; thus,
there would not be any significant adverse effects on their language and behavior.
26
The researcher queried for the profiles of the teenagers including their age and
grade or year level. It also includes their availability to movies and amount of time spent
watching movies; their attitude towards the movie and real-life violence; acceptability of
distribution of questionnaires for the survey; analysis of data; and interpretation of data.
With these data in hand, the output would provide information on the effects of watching
Research Paradigm
27
CHAPTER III
METHODOLOGY
This chapter comprehensively includes the information about the research design,
where the study was conducted, the number of informants, the instrument used to gather
Research Design
quantitative research. This method focused on the effects of movies with violence and
profanity towards teenagers below. This method also focused on the frequency of
teenagers watching movies with violence and profanity and their attitudes towards movie
This study will be conducted in the City of Batac particularly General Artemio
Ricarte Senior High School and Immaculate Conception Academy from September to
October, 2016.
General Artemio Ricarte Senior High School is a stand-alone Senior High School
temporarily located at Barangay 1-S Valdez, City of Batac. It offers Science, Technology
Engineering and Mathematics strand (STEM). It has a population of 171 students: 44 from
28
Immaculate Conception Academy is a Catholic educational institution that is
located beside the Immaculate Conception Parish at Barangay 1-S Valdez, City of Batac.
This study will target the Science, Technology, Engineering and Mathematics
students of General Artemio Ricarte Senior High School (GARSHS) and Immaculate
students were chosen from GARSHS: ten from Grade 11 and ten from Grade 12. The
other 20 students were chosen from ICA: ten from Grade 11 and ten from Grade 12.
Research Instrument
The researcher used a survey questionnaire – divided into four parts – to elicit
Part One of the survey contained personal profile of the respondents including their
name, age, gender, and religion. Part Two contain a series of 4 questions whose purpose
was to assess the teenager’s availability to movies and the amount of time watching
movies.
29
Part Three was adapted from a study conducted by Bobbi Jo Kenyon titled “The
Effects of Televised Violence on Students”. In this survey section, the participants were
questions include: to hit someone back who hit you, to use revenge, to defend yourself,
to kill a criminal, and to swear at someone who made you angry. In this part, the
researcher wanted to see the if the aggressive behavior they saw in movies made them
In the last section which is Part Four, the participants were questioned about when
appropriate, and not appropriate. Samples questions contain: to hit someone back that
hit you, to defend yourself with a weapon, to hit a child or woman, any circumstance, to
hit something when you are angry, to kill someone purposefully, and others. In this part,
the researcher wanted to see the if the profanity they hear in movies made them believe
Research Process
The researcher followed a logical and chronological procedure for the data-
gathering. Below were the steps taken in the collection of data needed for the completion
of this study:
towards teenagers aged 13 to 19 since they are the millennials of today’s time having
30
Drafting the Survey Questionnaire. The researcher made sure to write guide
questions that specifically answered the main problem of the study and its sub-questions.
Informing the Key Informants. The researcher then reached out to the
prepared questionnaires.
Floating the Survey Questionnaires. The survey was conducted using the
prepared survey questionnaire. The researcher made sure to give the participants the
Tallying and Tabulating. After the participants answered the questionnaire, it was
then collected soon after. After the collection of data, it was then tallied and the results
were tabulated to support the results and to make the analysis uncomplicated.
Analyzing the Data. After tallying and tabulating, the researcher then analyzed
the data gathered in respect to each question from the main problem. The tallied and
tabulated data were carefully analyzed several times to make sure that the results would
be as accurate as possible.
Statistical Treatment
For the purpose of analysis and interpretation, the responses to the questions on
the questionnaires were tallied and tabulated accordingly. The assessment tool the
researcher used was descriptive statistics which includes and considers frequency count
and percentage.
31
CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the detailed results, analysis, discussions and implications
of the study conducted of the data collected from 20 students in General Artemio Ricarte
the objectives of this study. This study aimed to determine the effects of watching movies
with violence and profanity as perceived by students of selected senior high schools in
the City of Batac. Semi-structured questionnaires were used to collect data and were
responded by 40 participants. Moreover, the researcher has assured the participants that
the data collected will be used for academic purposes only and that their identities will be
Based on Table 1, it can be seen that 35 (88%) respondents are students aged
16-17 years old; 4 (10%) are 18-19 years old; and 1 (2%) respondent is aged around 13-
15 years old. It is also shown that among the participants, 21 or 52.5% were male and 19
The distribution of the respondents’ grade level is equal as shown on Table 1. This
agrees with the study’s population sample wherein 20 students were chosen from
GARSHS: ten from Grade 11 and ten from Grade 12. The other 20 students were chosen
from ICA: ten from Grade 11 and ten from Grade 12.
32
Table 1. Characteristics of the Respondents
The researcher asked the participants to state their religion in the questionnaire.
After analyzing the results, it was determined that 15 (37.5%) of the respondents are
Catholic; 11 (27.5%) are Born Again; 7 (17.5%) are Aglipayan; 2 (5%) are Baptist; 2 (5%)
are Iglesia ni Cristo; 2 (5%) are Protestant; and 1 (2.5%) of the respondents is a Mormon
as shown on Table 4. This shows that all of the participants have religious affiliations.
33
Amount of Time Watching Movies
Consumers of Movies
When asked if participants watch movies, all forty of the respondents or 100%
answered yes as shown on Table. This just shows that movies have been and still are
relevant today as entertainment to people of all ages. Since all of the participants watch
movies, it can be deduced that teenagers are prone to be exposed to a lot of themes that
scenes with violence and profanity regardless of the screen-time. Even movies which are
deemed appropriate for children have some violent scenes incorporated in them.
Moreover, lately, there have been many popular movies which are classified as Rated R
Movie consumers aged 17 below are usually prohibited to watch Rated R films in
movie theaters. However, because of the availability of movies through the internet and
CDs, anyone can watch these movies regardless if it is appropriate for the consumer’s
age or not.
34
Table 3 shows the results when respondents were asked what movies with
violence and profanity they have already watched. 36 (90%) out 40 respondents have
already watched The Final Destination which is a R-Rated movie full of bloody, bleak,
and violent deaths and plenty of strong language (including "f--k" and "s--t"), and some
This is followed by Deadpool and 21 Jump Street which has already been watched
former Special Forces operative turned mercenary Wade Wilson (Ryan Reynolds).
According to Common Sense Media (2013), it has lots of graphic violence, sex, adult
humor, and nonstop strong language. Unlike most other Marvel superhero films,
35
On the other hand, 21 Jump Street is a Rated R movie with a storyline that leads
to plenty of drug content and also contains lots of strong language (including "f--k," "s--t,"
On the other end, 22 (55%) of the respondents have already watched The
Wolverine; 21 (52.5%) have watched Kick-Ass; and only 19 (47.5%) have seen The
Hangover. The Wolverine is a movie filled with violence and some melancholy. The film
also depicts some swearing ("s--t" and one use of "f--k"), a bit of drinking, and some
The Hangover was Rated R for sexual references, nudity, intensively strong
language and drug use while Kick-Ass is Rated R for featuring teen characters who dole
out extreme violence and language. It also depicts some conspicuous sex scenes
These agree with the surveys conducted in the United States of America wherein
it is found that even young audiences have seen violent, R-rated movies. On 2002, one
survey of 4,000 ten to 14-year-olds found that one in four (28%) had seen “extremely
violent” movies that were in that year’s top box-office hits (Sargent, Heatherton, Ahrens,
These findings imply that since most of the respondents are still underage and
most of them have also watched Rated R movies, teenagers watch any movie they want
open to various movie content and themes that older people might consider inappropriate
for the underaged. This makes teenagers more exposed and prone to the effects of media
content.
36
Gadgets Used in Watching Movies
its peak. If decades ago you could only watch films on limited materials such as CDs,
VCRs, and VHS tapes, now, you can watch on almost every gadget available in the
market. Not only could you watch movies easily because of the gadgets, but also because
of the availability of the internet. It all depends on the consumers on what gadgets are
Table 6 shows the result when respondents were asked what gadgets they use in
watching movies. It was shown that 32 (80%) out of the 40 respondents watch movies in
These agree with what was stated in the background of the study that with the
movies in televisions and theaters, people can also already watch on their own gadgets
such us laptops, tablets, and mobile phones. According to a report released by Nielsen
(2015), it showed that more than two thirds of Filipinos watch movies on a computer.
37
These heavily imply that movies are not only made available to adults, but is also
gave teenagers and children easy access to films of all genres. One could already watch
movies in their smartphones which almost everyone – including children – own now.
students out which is why they always take time to relax and take a break from school
woks. While there are a lot of ways to relax such as playing sports, reading books, and
exercising, indulging oneself in media content through the advanced technologies also
make students take their mind off work for a little while.
In Table 7, when respondents were asked how many hours they spend in watching
movies during schooldays (Monday to Friday), 24 (60%) out of 40 responded that they
watch 0-3 hours; 13 (32.5%) answered 4-7 hours; and 3 (7.5%) out of 40 answered 8-12
hours.
These show that most of the teenagers in senior high schools spend only 0-3 hours
in watching movies during schooldays. However, there are also a lot of students who
38
spend 4-7 hours and some even 8-12 hours. These numbers show how much exposed
teenagers are to movies and its contents considering that they also have to balance their
This variates with the study conducted by Kaiser Family Foundation (2010)
wherein it is revealed that children and teens consume many hours of media content: a
weekdays than on weekends since a lot of school works might pile up leaving them no
time to watch movies. Weekends considerably give teenagers who are students more
In Table 8, the respondents were asked how many hours they spend in watching
movies during weekdays and 22 (55%) out of 40 answered that they spend 4-7 hours; 8
(20%) answered 0-3 hours; 6 (15%) answered 8-11 hours; 3 (7.5%) of the respondents
39
These show that teenagers significantly spend a lot more hours watching movies
on weekends (Saturday and Sunday) than on schooldays. Therefore, teenagers are more
prone to getting exposed towards movies with violence and profanity during weekends
than in weekdays.
Perception on Violence
Violence is known as the all forms of physical or mental violence, injury and abuse,
is why films with these depictions are usually Rated R. However, it has become normal
in the movie industry to include violent scenes that home video releases in 1996 found
that 76% included at least one scene of physical aggression, and 46% contained at least
Table 10 presents the result when the respondents were asked on their perception
on violence in various situations. When the respondents were asked if hitting someone
back that hit you was appropriate, 20 (50%) answered sometimes appropriate; 13 (32.5%)
answered not appropriate; and 7 (17.5%) out of forty participants answered appropriate
The participants were then asked if hitting a child or a woman in any circumstance
appropriate; and none answered that it was appropriate. When the participants were
40
asked if hitting something when angry is appropriate, 20 (50%) of the respondents
respondents as appropriate.
When respondents were asked if getting revenge for something someone did to
wered that it was appropriate. On the other hand, when asked if killing a criminal
or “bad guy” is appropriate, 31 (77.5%) answered that it was not appropriate; 7 (17.5%)
Furthermore, when the participants were asked if stealing something you want that
you cannot afford is appropriate, all 40 (100%) of them answered that it was not
appropriate; 8 (20%) answered that it was sometimes appropriate; and 3 (7.5%) said that
it was appropriate.
Overall, all of the situations stated which involves violence in different scenarios
occasions; violent actions are sometimes appropriate garnered a total of 100 or 25%
responses from the 40 participants; and not appropriate gained a total of 273 or 68.25%
41
Table 7. Perception on Violence
Sometimes Not
Appropriate
Situations Appropriate Appropriate
f % f % f %
To hit someone back that hit you 7 17.5 20 50 13 32.5
To defend yourself with a weapon 9 22.5 7 17.5 24 60
To hit a child or woman, any
- - 2 5 38 95
circumstance
These results agree with Common Sense Media (2013) has stated that a probably
more accurate and useful view about media violence is that it is a “risk factor” rather than
a “cause” of violence — one variable among many that increases the risk of violent
behavior among some children and teenagers. Just as not all students raised in violent
homes will become violent, not all students who watch movies with violence will become
violent — but there is a greater chance that they will, especially if there are multiple risk
These imply that just because students watch movies with violence, they would
also become violent. However, it could also affect their mindset on violence and make
42
them think that it is acceptable to use violence on certain situations. There are a lot of
depending on the situation and only a few answered that it is totally appropriate. However,
The profiles of the respondents might be a factor to the results of the analysis.
Since the participants are in their teens approaching adulthood, they already have a
sound mind which enables them to think critically, evaluate movie content, and distinguish
right from wrong. The fact that all of the respondents have religious affiliations also
suggests a strong relation to the results of the study. This indicates that the respondents
are taught moral values in their respective churches on dealing with various situations
involving violence.
Perception on Swearing
offensive language had been frowned upon by people in the society long before.
Nevertheless, a lot of people still swear in their everyday lives and is even presented in
the media. Before, movie producers make an effort to censor curse; however, movies
nowadays openly display scenes with strings of curse words coming from the mouth of
swearing. When participants were asked if swearing when feeling extreme emotions is
43
appropriate; 17 (42.5%) answered not appropriate; and 3 (7.5%) answered that it was
appropriate.
These coincides with the study conducted by Wang (2013) wherein it was stated
that one primary function of swearing is to express emotions. Jay (2000) suggests that
the main purpose of swearing is to show the speaker's emotional state to listeners.
Usually, swearing is linked with negative emotions, such as to release stress or tension
expression, swearing could also be used to exhibit a range of positive emotions such as
excitement, enthusiasm, happiness, and surprise which half of the respondents answered
Based on Table 11, it is also shown that when respondents were asked if swearing
at people who offend you is appropriate, 21 (52.5%) answered that it is not appropriate;
matter of using swear words for emphasis, 24 (60%) of the respondents said that it is not
appropriate.
On using swearwords for emphasis, more than half of the respondents disagree
with the study conducted by Stapleton (2003) in which she stated that a speaker is using
swear words as a means of emphasizing his or her feelings about something. She also
stated that the emphatic function of swearing is to help speakers to get their messages
Aside from these, participants were also asked if swearing at people younger than
44
6 (15%) said that it is sometimes appropriate; 1 (2.5%) answered that it is appropriate.
This agrees with what Stone, McMillan, & Hazelton (2010) suggested that swearing is
Swearing to stick up for someone, on the other hand, garnered 24 (60%) out of 40
and 3 (7.5%) answered that it is appropriate. When asked if swearing to feel accepted is
In the case of swearing if you cannot get what you want, 27 (67.5%) out of the forty
appropriate; and none answered that it is appropriate. Swearing in school, on the other
Overall, the greater majority of the respondents answered that swearing or cursing
is not appropriate no matter the situation. The only occasion wherein it garnered less than
half answers on not appropriate and more on sometimes appropriate and appropriate
combined is on swearing when feeling extreme emotions (e.g. happy, angry, etc.). This
45
agrees with Stone, McMillan, & Hazelton (2010) on their suggestion that one of the most
Sometimes Not
Appropriate
Situations Appropriate Appropriate
f % f % f %
The results imply that students evaluate the situation wherein they could swear.
Given the amount of time they watch movies on weekdays and weekends and the
average number of Rated R movies they watch in a month, it can be concluded that they
could learn new curse words on movies they watch. However, based on the results, it
shows that students do not curse mindlessly. They choose the situation although majority
46
of the answers show that for the respondents, swearing is not appropriate on various
situations.
Vingerhoets, Bylsma, & Vlam’s (2013) theory. They stated that demographic factors, such
as gender or age can influence a person’s swearing behavior. Although swearing was
long considered a predominantly masculine activity, women now tend to swear as much,
47
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of the research, the findings discussed and
interpreted, the conclusions drawn from the findings, and the corresponding
recommendations are based on the results and discussion of this study to determine the
Summary
This study focused on effects of watching movies with violence and profanity as
perceived by students of selected senior high schools in the City of Batac. The descriptive
also focused on the frequency of teenagers watching movies with violence and profanity
The researcher used a survey questionnaire – divided into four parts – to elicit
information that answers the main problem of this research from 40 participants studying
in selected senior high schools selected through random sampling. This research was
The findings, conclusions, and recommendations below are anchored on the data
given by the 40 participants, the main problem of this study, and the research questions.
The main problem of this study was to investigate effects of watching movies with violence
and profanity as perceived by students of selected senior high schools in the City of Batac.
48
To answer the main problem, the researcher developed the following statement of
the problem: (1) the demographic profile of the respondents in terms of age, gender,
grade/year level, and religion; (2) the attitude of respondents towards movies in terms of
violence and profanity; and (3) the evident effects of watching movies with violence and
Findings
35 (88%) of the respondents are students aged 16-17 years old; 4 (10%) are
18-19 years old; and 1 (2%) respondent is aged around 13-15 years old. Among
the participants, 21 or 52.5% were male and 19 or 47.5% were females. The
Grade 11 and the other 20 or 50% are Grade 12. Furthermore, it was determined
that 15 (37.5%) of the respondents are Catholic; 11 (27.5%) are Born Again; 7
(17.5%) are Aglipayan; 2 (5%) are Baptist; 2 (5%) are Iglesia ni Cristo; 2 (5%) are
2.1 Violence
49
100 or 25% responses from the 40 participants; and not appropriate gained a total
of 273 or 68.25% responses which amassed the most responses from the
participants.
2.2 Profanity
62.75% responses which amassed the most responses from the participants.
Overall, Majority of the students still consider the use of violence and
hours they spend in watching movies with violence and profanity. The only
occasion wherein it garnered less than half answers on not appropriate and more
Based on the analysis of the results, the participants are already in their
teens approaching adulthood which is why they already have a sound mind
enabling them to think critically, evaluate movie content, and distinguish right from
wrong. Some of the respondents answered that using violence and cursing are
50
appropriate, and majority of the responses was that it was not appropriate. Movie
violence and profanity might affect some of the students, but majority are already
critical thinkers who evaluates movie content before applying what they see in real
life.
Conclusion
Based on the findings of the study, several conclusions were drawn. Despite being
underage, most teenagers have already watched a lot of R-Rated movies which are
deemed appropriate for their age. Teenagers are more mature in terms of their attitudes
toward movie violence and profanity. They evaluate and asses the content first before
assimilating sieved value. Being a student may also affect their attitudes on media
violence and profanity since they have less time for leisure including watching movies
containing these themes. Despite these, watching movies with violence and profanity
does not guarantee that viewers would also be violent and profane. However, negative
effects are more probable through continuous watching of movies with violence and
Recommendations
are suggested:
1. The Movie and Television Review and Classification Board should be more strict
51
2. Parents should make sure to monitor what their children are watching no matter
what their age are to be able to guide them. Reminding their children that violence
and profanity is unacceptable more often than not would make teenagers think
3. Teenagers should choose and evaluate the movies they watch. Since teenagers
are significantly more mature than children, it is advisable for them to distinguish
right from wrong and avoid assimilating violence and profanity in movies that are
violence and profanity including sex and investigate the relationship between the
profile of teenagers and their attitude on movies with violence and profanity.
52
REFERENCES
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Atherton, Inc.
https://www.crin.org/en/home/rights/themes/violence/un-study/forms-violence
Common Sense Media. (2013). Media and Violence: An Analysis of Current Research.
Community Against Violence, Inc. (2016). Different Types of Violence. Retrieved from
page.php?page=different-types-of-violence
Felson, R. (1996). Mass media effects on violent behavior. Annual Review of Sociology,
22, 103-128.
In Guerra NG, Bradshaw CO (eds) New Directions for Child and Adolescent
Development, 122:1-17.
53
Kaiser Family Foundation. (2010). Generation M2: Media in the lives of 8- to 18-year-
olds. Menlo Park, CA: Rideout, V.J., Foehr, U.G., and Roberts, D.F
Menlo Park, CA: Rideout, V.J., Roberts, D.F., and Foehr, U.G.
Kenyon, B.J. (2002). The Effects of Televised Violence on Students. Masters Theses.
571.
Movie and Television Review and Classification Board. (2017). Classification Ratings.
http://www.ksu.edu/humec/impact.htnil
Oliver, M. B., & Kalyanaraman, S. (2002). Appropriate for all viewing audiences? An
Sargent, J.D., Heatherton, T.F., Ahrens, M.B., Dalton, M.A., Tickle, J.J., & Beach, M. L.
Smith, S. L., & Boyson, A. R. (2002). Violence in music videos: Examining the
61-83.
54
Stone, T.E., McMillan, M., & Hazelton, M. (2010). Swearing: Its prevalence in healthcare
settings and impact on nursing practice. Journal of Psychiatric and Mental Health
The Nielsen Company. (2015). Nielsen. Retrieved from When It Comes to Screen Size,
Filipino Consumers Say Biggest is Best and the More Screens the Better:
http://www.nielsen.com/ph/en/insights/reports/q2-2015/digital-landscape-biggest-
is-best1.html
Wilson, B.J. (2008). Media violence and aggression in youth. In Calvert, S. & Wilson, B.
(Eds.), The handbook of children, media, and development. West Sussex, UK:
Blackwell.
55
APPENDICES
56
APPENDIX 1:
LETTER TO THE RESPONDENT
Region I
GENERAL ARTEMIO RICARTE SENIOR HIGH SCHOOL
City of Batac
October 3, 2017
Dear Respondent,
I am a Grade 12 student of General Artemio Ricarte Senior High School and currently
conducting a research titled WHAT THE F*@#: THE EFFECTS OF WATCHING MOVIES WITH
VIOLENCE AND PROFANITY AS PERCEIVED BY STUDENTS OF SELECTED SENIOR HIGH
SCHOOLS IN THE CITY OF BATAC as one of the final requirements in Practical Research II.
In connection to this, may I request that you please answer the attached questionnaire
needed for my data honestly.
Rest assured that your answers will be completely confidential and for academic purposes
only.
57
APPENDIX 2:
SURVEY QUESTIONNAIRE
Grade/Year: ( ) 11 ( ) 12
2. Which movies listed below have you already watched? (You can select more than one)
a. Deadpool f. Baby Driver k. Transformers
b. Logan g. John Wick l. The Wolverine
c. The Hangover h. Saw m. Guardians of the Galaxy
d. 21 Jump Street i. Kick-Ass n. The Expendables
e. Lucy j. X-Men o. The Final Destination
4. During the school week, how many hours do you spend in watching movies?
f. 0-3 hour j. 17-20 hours
g. 4-7 hours k. 21-25 hours
h. 8-12 hours l. over 25 hours
i. 13-16 hours
5. During the weekend (Sat. and Sunday) about how many hours of movies do you watch total?
a. 0-3 hour d. 12-15 hrs
b. 4-7 hrs e. 16-20 hrs
c. 8-11 hrs f. over 20 hrs
58
PART III. RESPONDENT’S PERCEPTION ON VIOLENCE
INSTRUCTION: Please put a check mark on the box that best describe your response to each situation.
59
APPENDIX 2:
BIO DATA
Gender: Female
Nationality: Filipino
Age: 17
Email: mg.gwapa@gmail.com
EDUCATIONAL BACKGROUND
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Junior High School:
Elementary:
- Editor-in-Chief (2016)
61
WORK EXPERIENCE
Volunteer Work
SKILLS
62