Iranian Association of Cultural Studies & Communication Cultural Studies & Communication 2008-5575 21 79 2025 08 23 Media message processing in teenagers A case study of High school Students in Kerman Media message processing in teenagers A case study of High school Students in Kerman 339 366 723975 10.22034/jcsc.2025.2045851.2784 FA Abbas Taghizadeh Allameh Tabataba'i University 0000-0002-1173-6852 Journal Article 2024 11 22 Media literacy education equips individuals with the ability to evaluate media content and make informed decisions critically. It imparts knowledge and skills that enhance the understanding of media messages. This research aims to examine the effectiveness of media literacy education in enhancing high school students' capabilities to process media messages (Potter, 2013), including skills such as filtering, meaning matching, and meaning construction. The current research utilized a semi-experimental method. Both the experimental and control groups consisted of 120 individuals from high schools in Kerman city, selected through cluster sampling. The control group participated in a series of 90-minute weekly sessions for one term. Data collection was conducted using a 48-item questionnaire, which was administered in both the pre-test and post-test phases. The data were analyzed employing descriptive and inferential statistics using SPSS software. The results revealed that the average media message processing rate among students was 2.33 (on a scale of 5), indicating a weak level of proficiency. However, after receiving training, students in the experimental group demonstrated significant improvements in skills such as filtering, Meaning Matching, and Meaning Construction. Consequently, the mean score for media message processing rose to 3.82, reflecting a good level of ability. Overall, the findings suggest that media literacy education is effective in enhancing students’ media message processing skills, underscoring the need to incorporate it into school curricula. Media literacy education equips individuals with the ability to evaluate media content and make informed decisions critically. It imparts knowledge and skills that enhance the understanding of media messages. This research aims to examine the effectiveness of media literacy education in enhancing high school students' capabilities to process media messages (Potter, 2013), including skills such as filtering, meaning matching, and meaning construction. The current research utilized a semi-experimental method. Both the experimental and control groups consisted of 120 individuals from high schools in Kerman city, selected through cluster sampling. The control group participated in a series of 90-minute weekly sessions for one term. Data collection was conducted using a 48-item questionnaire, which was administered in both the pre-test and post-test phases. The data were analyzed employing descriptive and inferential statistics using SPSS software. The results revealed that the average media message processing rate among students was 2.33 (on a scale of 5), indicating a weak level of proficiency. However, after receiving training, students in the experimental group demonstrated significant improvements in skills such as filtering, Meaning Matching, and Meaning Construction. Consequently, the mean score for media message processing rose to 3.82, reflecting a good level of ability. Overall, the findings suggest that media literacy education is effective in enhancing students’ media message processing skills, underscoring the need to incorporate it into school curricula.

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