The effects of violence-contended TV serials and programs on the behavior of the students of Kandahar University (male and female)


  • Habibullah Popal Kandahar University
  • Matiullah Rohyal Kandahar University
  • Nasir Ahmad Tayid Kandahar University


violence, psychological effects, mental status, undergraduate students, Afghanistan


The current research study investigates the influences of violence-contented TV dramas and programs on the behaviors of Kandahar University students (male and female). The current study used a survey design research method for collecting and analyzing the data. The sample size for this study was 50 males and female students in undergraduate level studies. Students were stratified on the basis of their classes, gender and ages. The findings revealed the following points between males and female students: negative influences on the campaign of inappropriate traditions in the society. (Male: mean score: 4.60 with 7.70 S.D and female: mean score: 4.48 with 7.70 S.D), campaign for unethical issues (Male: mean score: 4.44 with 917 S.D and female: mean score: 4.28 with 891 S.D). Three important influences on male behaviors: new generation is yearning for guns (mean 4.64 with 569 S.D), negative advantages on the psychological status (mean 4.48 with 714 S.D). Three important influences on the female behaviors: making arguments in the society (mean 4.24 with 831 S.D), negative influences in attaining personality (mean 4.36 with 810 S.D) and increase of sensing fear (mean 4.32 with 802 S.D). Thus the findings of the study showed the contents of violent and vehement TV dramas and programs on the behaviors of Kandahar University males and female students have resulted deep influences and server decisions have to be made for their control and awareness to avoid the negative influences.


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How to Cite

Popal, H., Rohyal, M., & Nasir Ahmad Tayid. (2023). The effects of violence-contended TV serials and programs on the behavior of the students of Kandahar University (male and female). Science and Education, 4(4), 767–778. Retrieved from



Pedagogical Sciences