The Influence Of Radio Broadcasting In Improving The Educational System In Nigeria (A Case Study Of Radio Benue)
The Influence Of Radio Broadcasting In Improving The Educational System In Nigeria (A Case Study Of Radio Benue)
Abstract
This study focused on the Influence Of Radio Broadcasting In Improving The Educational System In Nigeria (a Case Study Of Radio Benue). The study is was specifically focused on examining the level of exposure to educational radio broadcast programmes by students of select tertiary institutions in Benue State; ascertaining the knowledge level on educational radio broadcast programmes by students of select tertiary institutions in Benue State and determining the influence of educational radio broadcast programmes on the learning quotient of the students of the select tertiary institutions in Benue State.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 382 responses were validated from the enrolled participants where all respondent are students from selected tertiary institutions in Benue state.
Chapter One
Introduction
1.1 Background of the Study
Education is an important agent for development of the individual, community, the social and the nation as a whole. According to behaviorist, the child is born without a: self”, he is as a clean state on which the care givers write what they wish. Through education, individuals perceived and imbibe fundamental values and also develop new ones. Education also as part of socialization helps to develop an individual, which in turn leads to the improvement of the society. Again, certain prescribed goals are realized in areas of economic growth, healthcare, political and social awareness, political stability, self reliance, national identity, cultural correlation amongst other things.
The need for all and sundry to be enlightened and will educated cannot be over emphasized and this, brought about the Introduction of using the media to get people educated. The electronic media, which serve as a means include the radio, the television, films and cinemas but the radio has continued to wax stronger as a medium of the people. We regard it as a medium of the people. We regard it as a medium of the people because radio has become a common sight in both urban and rural communities. It appeals to both literate and illiterate audiences as its programmes can be broadcast in their local dialects. According to Ansah (1991: 34) agrees that “of all the mass media generally available to Nigerians, the radio is the most widespread and accessible in other words, it breaks the barriers of distance as its reach is widely and highly penetrating.
Again, because of this qualities, the radio medium is seen as the effection means to get all sundry educated. Therefore, the role of the radio in educating the masses are found in some of its educational programmes like Radio Benue-Air Programme, Win a million, school debates and host of others Education therefore is not only the development of individuals mental powers, knowledge and ability but also the systematic training and instruction given out especially to the young ones in colleges and Institutions through the media. Again, the media serves the purpose of enlightening the public both formally and informally.
The introduction of Radio Benue-Air, a radio programme could be linked with the introduction of educational broadcasting in Nigeria. It started with the commissioning of wired broadcasting services in Lagos, during the colonial administration. This services involves the system of using the radio stations to relay programmes to subscribers, using enables connected to load speakers installed in their homes. In the same vain, the media gets to the audience, relaying different programmes.
The broadcast media play certain roles in positively affecting the educational sector. Harold Lasswell stated this when he drafted the functions of mass media by stating that, “when we inform, we educate” (Laswell, 1948 cited in Nworgu, 2017). The government has tried and is still trying to uplift Nigerian educational sector by investing more in making school environment conducive, providing necessary amenities for learning. However, it has neglected the broadcast media’s role as an agent of education. One of the potent ways the broadcast media can educate the populace is through entertainment education. This is because it allows for the use of entertainment while educating the people. Population Communication International (PCI) media impact (2016) had an insightful slogan: “tell a story, change the World.” Human nature appreciates telling and hearing stories, stories that are well told accomplish much in our African setting and are important to the world at large. African culture and history are preserved from generation to generation through story telling. Africans enjoy oral literature.
Sighal & Rogers (2008) as cited by Nkwam-Uwaoma & Onu (2017) opine that Entertainment Education (EE) is a process of purposefully designing and implementing media message to both entertain and educate. This is done to increase audience members’ knowledge about an educational issue, create favourable attitude and influence behaviour and cultural norms as PCI media impact (2016) observed. According to Nkwam-Uwaoma (2017), the history of Entertainment Education can be traced to Bible stories, the great Bible lessons like the story of Zaccheous which was used to teach Sunday schools and other lessons taught by songs. The essence of gospel music and hymns is to evangelise, establish Bible doctrines and to reinforce teachings. The current entertainment education is traced to the “supplement Maria” hit drama 1969 in Lima, Peru (PCI Media Impact, 2016).
Nigeria’s annual average budgetary education expenditure during the last two decades was 5.8%, whereas Niger spent 28%; Côte d’Ivoire 30%; Burkina Faso 16.8%; Liberia 11.9%; Gambia 14.2%; Ghana 30%; South Africa, 19.3% of its annual budget on education, while Egypt committed 11.1% on average and Kenya 23%.So it is lunacy when you pay peanuts and expects gold nuggets (Animasaun, 2013, para. 8).
Writing on the 2014 Global Monitoring Report (GMR) on the literacy level of Nigeria and the country’s dismal commitment to the 1990 World Conference on Education for All (EFA) goals on education, The Daily Trust Online newspaper, wrote that the country recorded more illiteracy in 2008 than in 1991. The GMR, according to Daily Trust Online editorial, there are “17 million more illiterate adults in Nigeria in 2008 than there were in 1991, a staggering increase of 71 percent” (Daily Trust, 2015, para. 2). The paper in its editorial also noted that half of Nigerian adults (51 percent) are illiterate (Daily Trust Online, 2015, para.2).
Getting everyone to be literate meant using every available channel for teaching and learning. One of the channels available for learning is the mass media. The use of the media for educational purposes is based on the perceived influence the media can exert on the public. Of these functions two readily applies to the subject of discussion – transmission of values and education. Commenting on the transmission of values and function of the media, Sanusi (2011) noted that without the media, “events in history, traditions and customs of the people would have died with the past generation” (p. 148). The culture, customs and traditions of the people would have been lost if the media had not recorded history and from time to time relay it to the next generation. Dominick (2002) calls this functional socialization which he interprets to mean “the ways an individual comes to adopt the behavior and values of a group” (p. 40).
Schramm (1964) avers that the mass media are agents of social change and as such are expected to help accomplish transition to new customs and practices and, in some cases, to different social relationships. According to him, the mass media can be of help “in all forms of teaching, adult education, and skills training; where teachers, trainers, monitors are scarce, the media can carry a proportionally greater share of the instruction; and that once the basic skills have been learned, the media can provide further opportunities to learn” (p. 144).
Of these channels of mass communication the broadcast media is regarded as the most powerful agent of socialization. Radio with its audio element enables audiences to identify personally with its contents. Television on the other hand combines motion with the audio-visual elements, giving audiences a vivid experience. Scholars however have always advocated for the use of radio for teaching basic skills. But, if the country is to improve on its poor performance towards achieving education for all; if efforts to use television for education failed in the past (Onabajo, 2002; Moemeka, 1981) and if there is a consensus that radio can be used to teach basic skills (Schramm, 1964; Moemeka, 1981; Onabajo, 2002) the question then is how can radio be used effectively in the advancement of adult literacy in Benue state?
1.2 Statement of the Problem
Not minding the type of educational programmes floated by most media houses, the issue is whether people expose themselves to these programmes for the benefit of acquiring knowledge and learning new things. It is a truism that with the privatisation of the broadcast media, most media houses resort to cost effective programmes like music, which prevent people from seeing the educative programmes needed or the education inherent in this music. Most media houses seem not to also produce educative programmes modeled after the classroom curriculum. Hence, the people seem not to see express education in most of these media programmes.
The study among other things finds out the effectiveness of radio programmes on the students. Also, it tries to find out if the timing of the programme is suitable for students and hold their interest. The study also finds out the importance and the acceptability of the programme by the public and finally, if this radio programme is favouring education the masses as compared to the regular students programmes.
1.3 Objective of the Study
The importance of education can never be over-emphasized. It is the taproot of civilization and rural development. Development is achieved, when there is an appreciable level in basic human needs, including high literacy level.
Bearing all these in mind, the objective of the study includes:-
- Determine the level of exposure to educational radio broadcast programmes by students of select tertiary institutions in Benue State.
- Ascertain the knowledge level on educational radio broadcast programmes by students of select tertiary institutions in Benue State.
- Determine the influence of educational radio broadcast programmes on the learning quotient of the students of the select tertiary institutions in Benue State
1.4 Research Question
The study aim to provide answers to the following research questions
- What is the level of exposure to educational radio broadcast programmes by students of select tertiary institutions in Benue State ?
- What is the knowledge level on educational radio broadcast programmes by students of select tertiary institutions in Benue State ?
- What is the influence of educational radio broadcast programmes on the learning quotient of the students of the select tertiary institutions in Benue State ?
1.5 Significance of the Study
This study is guide necessary bearing in mind that the world is ever changing and developing. In western world, the use of computers to educate the population and give them wider knowledge of the world is very much accessible. This makes them to be scientifically, technologically, educationally and socially developed. Nigeria as we know, cannot be compared to the western world and this bring about the need for the public to be educated; those who were not opportuned, to enroll into various Institutions of learning, comes to Poly-Air programmes and benefit from its academic efforts. It is imperative to assess and find out the role of Air programme in educating the masses and at the same time examines the problem encountered in pushing the programme forward. Finally, the result of the study will help to find other ways of improving the programme and educating the masses.
1.6 Scope of the Study
The study on the influence of radio broadcasting in improving the educational system in nigeria. It will cover the educative programmes and how it impact the students in Benue state, Radio Benue will serve as the case study for the study
1.7 limitation of the Study
This research project, like all human endeavors, had some challenges that threatened to derail the study’s completion. One of the reasons is that the time allotted for this work was so limited that the researcher did not have enough time to complete the task thoroughly. During data collection, the researcher also had to put forth extra effort to understand the respondents’ interview schedules, several of whom fell into the incomprehensible age group. Also, there were finance and transportation constraints to deal with. Insufficient funds tend to impede the efficiency of the researcher in sourcing the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, interview)
1.8 Operational Definition of Terms
Educational Broadcasting:
In this study, educational programs are those radio or television programs that either teach morals or values in an entertaining way (like drama, folklore among others) and those programs designed in line with formal school learning like Nigerian Television Authority (NTA) Instructional programmes.
Instructional Media:
Simply refers to radio and television stations airing programmes with instructional intent.
Interactive Radio Instruction (IRI):
IRI is a education system that combines radio broadcasts with active learning to improve educational quality and teaching practices.
Instruction:
Instruction is a deliberate arrangement of experience(s) to help a learner achieve a desirable change in performance.
1.9 Organizations of the Study
The chapter one consist of the introductory part of the study which includes the study background, the statement of the research problem, the study objective and scope of the study.
The second chapter is a critical review of other literatures relevant to the study and its objectives including the theoretical framework for the study. While the third chapter is methods of data collection, sampling and data analysis used in conducting the study. The fourth chapter centres around the research findings including an analysis of how it relates to previous findings. The fifth chapter consists of the summary of findings, conclusion and recommendations base on the study objectives.
Chapter Five
Summary, Conclusions and Recommendations:
5.1 Introduction
This chapter summarizes the findings on The Influence Of Radio Broadcasting In Improving The Educational System In Nigeria (a Case Study Of Radio Benue). The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was on The Influence Of Radio Broadcasting In Improving The Educational System In Nigeria (a Case Study Of Radio Benue). The study is was specifically focused on examining the level of exposure to educational radio broadcast programmes by students of select tertiary institutions in Benue State; ascertaining the knowledge level on educational radio broadcast programmes by students of select tertiary institutions in Benue State and determining the influence of educational radio broadcast programmes on the learning quotient of the students of the select tertiary institutions in Benue State.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 382 responses were validated from the enrolled participants where all respondent are students from selected tertiary institutions in Benue state.
5.3 Conclusions
The researchers conclude that majority of the factors militating against educational broadcasting are internal problems such as: inadequate fund, poor programme quality, production of more entertainment programmes than educational programmes, production of programmes that are not in line with school curriculum.
5.4 Recommendation
The following recommendations are given:
- Given that there are not strictly packaged programme complementing the educational sector, the broadcast media should endeavour to produce well-packaged and specific programmes that would be designed to accommodate classroom work, reflect educational curriculum, educate the masses and aid all round learning.
- Considering production of more entertainment programmes, the broadcast media should produce less entertainment programmes; they should produce entertainment educational programmes that will not only entertain their viewers/listeners but also increase their learning and morality.
- Since students listen to broadcast stations in the morning before work/school and late in the evening after the day’s work/school, the broadcast programmes timing should be modified by the stations to suit the students and the entire residents, to aid learning.
- Broadcast stations should take out time and plan trainings aimed at improving educational programmes that would strictly compliment classroom work at all levels.
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