Problem. Standardized test-score results have declined sharply and learning difficulties have risen significantly during the decades that electronic entertainment media (EEM) have become a national phenomenon. Exposure to electronic entertainment media has generated much speculation, discussion, and study. Research, however, is lacking on how sensory overload impinges upon the brain and mind of developing children with respect to learning and adapting socially. Thus, research is needed that addresses sensory overload phenomena and academic performance and social behavior.
Methodology. The population consisted of 349 third- and fourth-grade children in a demographically diverse public school district located in southwestern Michigan.
The Time Tally Checklist, a Likert-type questionnaire that was developed for third- and fourth-grade children, furnished data in six categories of activity. Frequencies, crosstabulations, Pearson product-moment correlation coefficient, Spearman correlation coefficient, and the Chi-square test for Homogeneity were used to test the hypotheses. A correlational research design was used to determine the extent to which time spent exposed to EEM corresponds to academic performance, discretionary academic activities, and social/recreational activity.
Results. With reference to hypothesis 1 (To what extent does exposure to EEM correlate with formal academic performance?), 7 out of 64 pairings were significantly correlated--2 positive and 5 negative. So far as these data indicate, there appears to be little relationship between amount of EEM exposure and formal academic performance.
With reference to hypothesis 2 (To what extent does exposure to EEM correlate with discretionary activity?), only 13 out of 132 pairings, were significantly correlated; there appears to be little relationship between amount of EEM exposure and discretionary academic activity.
With reference to hypothesis 3 (To what extent does exposure to EEM correlate with recreational and social behavior?), 122 out of 270 pairings were significantly correlated; there appears to be a fair relationship between amount of EEM exposure and social behavior.
Conclusions. Exposure to EEM may be related to academic achievement of third- and fourth-grade students. However, relatively little evidence for it is found in this study. Limitations of this study considered with other studies and commentary suggest that a more definitive examination of EEM and its relationship with the developing child is warranted.
Exposure to EEM may be related to student initiated activities such as reading for personal fulfillment, homework, and noise preference. However, the evidence in this study is inconclusive across the two grade levels examined.
Exposure to EEM is related in complex ways to social behavior such as play, talk, hobbies, and discipline. When viewed with the other data in this study, the research indicates a drift away from traditional social attitudes such as talking and hobbies toward more media-oriented culture as students move through the grades.
","abstract_html":"<p>Problem. Standardized test-score results have declined sharply and learning difficulties have risen significantly during the decades that electronic entertainment media (EEM) have become a national phenomenon. Exposure to electronic entertainment media has generated much speculation, discussion, and study. Research, however, is lacking on how sensory overload impinges upon the brain and mind of developing children with respect to learning and adapting socially. Thus, research is needed that addresses sensory overload phenomena and academic performance and social behavior.</p> <p>Methodology. The population consisted of 349 third- and fourth-grade children in a demographically diverse public school district located in southwestern Michigan.</p> <p>The Time Tally Checklist, a Likert-type questionnaire that was developed for third- and fourth-grade children, furnished data in six categories of activity. Frequencies, crosstabulations, Pearson product-moment correlation coefficient, Spearman correlation coefficient, and the Chi-square test for Homogeneity were used to test the hypotheses. A correlational research design was used to determine the extent to which time spent exposed to EEM corresponds to academic performance, discretionary academic activities, and social/recreational activity.</p> <p>Results. With reference to hypothesis 1 (To what extent does exposure to EEM correlate with formal academic performance?), 7 out of 64 pairings were significantly correlated--2 positive and 5 negative. So far as these data indicate, there appears to be little relationship between amount of EEM exposure and formal academic performance.</p> <p>With reference to hypothesis 2 (To what extent does exposure to EEM correlate with discretionary activity?), only 13 out of 132 pairings, were significantly correlated; there appears to be little relationship between amount of EEM exposure and discretionary academic activity.</p> <p>With reference to hypothesis 3 (To what extent does exposure to EEM correlate with recreational and social behavior?), 122 out of 270 pairings were significantly correlated; there appears to be a fair relationship between amount of EEM exposure and social behavior.</p> <p>Conclusions. Exposure to EEM may be related to academic achievement of third- and fourth-grade students. However, relatively little evidence for it is found in this study. Limitations of this study considered with other studies and commentary suggest that a more definitive examination of EEM and its relationship with the developing child is warranted.</p> <p>Exposure to EEM may be related to student initiated activities such as reading for personal fulfillment, homework, and noise preference. However, the evidence in this study is inconclusive across the two grade levels examined.</p> <p>Exposure to EEM is related in complex ways to social behavior such as play, talk, hobbies, and discipline. When viewed with the other data in this study, the research indicates a drift away from traditional social attitudes such as talking and hobbies toward more media-oriented culture as students move through the grades.</p>","abstract_has_math":false,"creators":["Busby, Ronald W."],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction EdD","degree_department":null,"school":null,"contributors":["Paul S. Brantley","William H. Green","Linda Vingelen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1994,"date_issued":"1994-01-01T08:00:00Z","date_published":"1994-01-01T08:00:00Z","updated_at":"2026-07-24T00:53:52Z","subjects":["Education","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.andrews.edu/dissertations/257","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Paul S. Brantley","William H. Green","Linda Vingelen"]},{"key":"dc:creator","label":"Author","values":["Busby, Ronald W."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction EdD"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Assessment, Evaluation, and Research"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.andrews.edu/dissertations/257"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Problem. Standardized test-score results have declined sharply and learning difficulties have risen significantly during the decades that electronic entertainment media (EEM) have become a national phenomenon. Exposure to electronic entertainment media has generated much speculation, discussion, and study. Research, however, is lacking on how sensory overload impinges upon the brain and mind of developing children with respect to learning and adapting socially. Thus, research is needed that addresses sensory overload phenomena and academic performance and social behavior.
Methodology. The population consisted of 349 third- and fourth-grade children in a demographically diverse public school district located in southwestern Michigan.
The Time Tally Checklist, a Likert-type questionnaire that was developed for third- and fourth-grade children, furnished data in six categories of activity. Frequencies, crosstabulations, Pearson product-moment correlation coefficient, Spearman correlation coefficient, and the Chi-square test for Homogeneity were used to test the hypotheses. A correlational research design was used to determine the extent to which time spent exposed to EEM corresponds to academic performance, discretionary academic activities, and social/recreational activity.
Results. With reference to hypothesis 1 (To what extent does exposure to EEM correlate with formal academic performance?), 7 out of 64 pairings were significantly correlated--2 positive and 5 negative. So far as these data indicate, there appears to be little relationship between amount of EEM exposure and formal academic performance.
With reference to hypothesis 2 (To what extent does exposure to EEM correlate with discretionary activity?), only 13 out of 132 pairings, were significantly correlated; there appears to be little relationship between amount of EEM exposure and discretionary academic activity.
With reference to hypothesis 3 (To what extent does exposure to EEM correlate with recreational and social behavior?), 122 out of 270 pairings were significantly correlated; there appears to be a fair relationship between amount of EEM exposure and social behavior.
Conclusions. Exposure to EEM may be related to academic achievement of third- and fourth-grade students. However, relatively little evidence for it is found in this study. Limitations of this study considered with other studies and commentary suggest that a more definitive examination of EEM and its relationship with the developing child is warranted.
Exposure to EEM may be related to student initiated activities such as reading for personal fulfillment, homework, and noise preference. However, the evidence in this study is inconclusive across the two grade levels examined.
Exposure to EEM is related in complex ways to social behavior such as play, talk, hobbies, and discipline. When viewed with the other data in this study, the research indicates a drift away from traditional social attitudes such as talking and hobbies toward more media-oriented culture as students move through the grades.
"]},{"key":"dc:title","label":"Title","values":["Exposure to Electronic Entertainment Media and Student Outcomes in Two Demographically Diverse Elementary Schools"]}]}],"canonical_facts":{"dc:contributor":["Paul S. Brantley","William H. Green","Linda Vingelen"],"dc:creator":["Busby, Ronald W."],"dc:description.abstract":["Problem. Standardized test-score results have declined sharply and learning difficulties have risen significantly during the decades that electronic entertainment media (EEM) have become a national phenomenon. Exposure to electronic entertainment media has generated much speculation, discussion, and study. Research, however, is lacking on how sensory overload impinges upon the brain and mind of developing children with respect to learning and adapting socially. Thus, research is needed that addresses sensory overload phenomena and academic performance and social behavior.
Methodology. The population consisted of 349 third- and fourth-grade children in a demographically diverse public school district located in southwestern Michigan.
The Time Tally Checklist, a Likert-type questionnaire that was developed for third- and fourth-grade children, furnished data in six categories of activity. Frequencies, crosstabulations, Pearson product-moment correlation coefficient, Spearman correlation coefficient, and the Chi-square test for Homogeneity were used to test the hypotheses. A correlational research design was used to determine the extent to which time spent exposed to EEM corresponds to academic performance, discretionary academic activities, and social/recreational activity.
Results. With reference to hypothesis 1 (To what extent does exposure to EEM correlate with formal academic performance?), 7 out of 64 pairings were significantly correlated--2 positive and 5 negative. So far as these data indicate, there appears to be little relationship between amount of EEM exposure and formal academic performance.
With reference to hypothesis 2 (To what extent does exposure to EEM correlate with discretionary activity?), only 13 out of 132 pairings, were significantly correlated; there appears to be little relationship between amount of EEM exposure and discretionary academic activity.
With reference to hypothesis 3 (To what extent does exposure to EEM correlate with recreational and social behavior?), 122 out of 270 pairings were significantly correlated; there appears to be a fair relationship between amount of EEM exposure and social behavior.
Conclusions. Exposure to EEM may be related to academic achievement of third- and fourth-grade students. However, relatively little evidence for it is found in this study. Limitations of this study considered with other studies and commentary suggest that a more definitive examination of EEM and its relationship with the developing child is warranted.
Exposure to EEM may be related to student initiated activities such as reading for personal fulfillment, homework, and noise preference. However, the evidence in this study is inconclusive across the two grade levels examined.
Exposure to EEM is related in complex ways to social behavior such as play, talk, hobbies, and discipline. When viewed with the other data in this study, the research indicates a drift away from traditional social attitudes such as talking and hobbies toward more media-oriented culture as students move through the grades.
"],"dc:identifier":["https://digitalcommons.andrews.edu/dissertations/257"],"dc:subject":["Education","Educational Assessment, Evaluation, and Research"],"dc:title":["Exposure to Electronic Entertainment Media and Student Outcomes in Two Demographically Diverse Elementary Schools"],"thesis:degree_discipline":["Curriculum and Instruction EdD"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T00:53:52Z"}