NJOMACS

Television remains a powerful medium of communication with significant influence on the behavior, attitudes, and academic engagement of young audiences. This study examined the influence of Arewa 24 Television on the study habits and academic engagement of secondary school students at Government Day Secondary School (GDSS) Gurin, Adamawa State, Nigeria. Anchored on Social Learning Theory, the study adopted a quantitative survey design to explore patterns of television consumption, program preferences, and perceived academic effects. A sample of 300 students was selected using stratified sampling techniques to ensure gender representation. Data was collected through a structured questionnaire and analyzed using descriptive statistics. Findings revealed that while Arewa 24 contributes positively to cultural awareness and social learning, its predominant use for entertainment purposes negatively affects students’ study time, concentration, and academic engagement. The study concluded that although the channel has educational potential, its current consumption patterns among students are largely detrimental to academic focus. Recommendations includes increased promotion of educational content, parental regulation of viewing habits, and strategic collaboration between broadcasters and educational institutions.