Assessment of Effectiveness of Educational Radio Broadcasting for Adult Literacy in Lagos State, Nigeria
Objective of the Study
The general objective of this study is to examine the effectiveness of the use of radio in adult literacy skill acquisition. The specific objectives are to:
- examine the pattern of use educational radio broadcasting among adult learners in Lagos State;
- examine the influence of educational radio broadcasting on literacy skills acquisition among adult learners in Lagos State;
- investigate the influence of frequency of educational radio broadcasting use on literacy
- examine the influence of gender on literacy skill acquisition among adult learners in Lagos State.
- examine the influence of age on literacy skill acquisition among adult learners in Lagos State based on age;
- determine if there is any form of cooperation among the various organizations in the conception, production and evaluation of instructional content.
- determine the extent to which learners’ participation is encouraged.
Reviewed of related literature
Fundamental Requirements for Adult Education in 21st Century
The purpose of adult and non-formal education according to the Federal Republic of Nigeria (2004) are: i. to provide functional literacy and continuing education for adults and youths who have never had the advantage of formal education or (dropouts). These include the nomads, migrant families, the disable and the disadvantaged gender. ii. to provide functional and remedial education for those who did not complete secondary education. iii. to present education for different categories of computers of the formal education system in order to improve their basic knowledge and skills. iv. to provide in-service, on-the-job, vocational and professional training for different categories of workers and professional in order to improve their skills and v. to give the adult citizens of the country necessary aesthetic, cultural and civic education for public enlightenment.
Educational television refers to the use of television purely for educational purpose. It is also called instructional television (ITV) Olasedidun (2011). Educational television was first produced and telecast by air in January-Mary, 1960. According to an agreement with the Ford foundation, 6000 TV sets were installed in secondary schools by 1965. This service was inaugurated on 23rd October 1961. The agreement was provided for the supply of technical equipment, training of air personnel and so on. After four years of experiment, it was found that the overall impact of the Education Television (ETV) programme was quite satisfactory Ogunojemite (2003). However, the process of using educational television in Nigeria started in 1964 (Imogie and Agun, 1988). Generally, educational Television is for the dissemination of educational information, it consists of the instructional television as its sub-set. There are three main but interrelated ways in which educational programmes can be broadcast via television in several parts of the world, and particularly in Nigeria. These three ways are: i. The open broadcast ii. The open circuit television iii. Close circuit television The Open Broadcast Education Television Programmes: These are transmitted through the public television broadcast with specific audience as target. The National Education Technology centre in Kaduna employs the method through the Nigerian Television Authority with programmes targeted to primary and secondary teacher training and general adult education. Here this possible for everybody for whom the programme is meant or not to watch the programmes in their living rooms. In the closed broadcast educational television, signal is received on specific private receivers. This can be done in two ways, either by transmission of a narrow beam of radiation which can be received by special receivers or by direct transmission from the camera to the receiver through a cable system. Also in a closed-circuit system a pre-recorded programme can be played back on a video tape recorder and monitored on several sets within the system. While open broadcast education television is the one received at home from television stations by everybody who cares to watch. Education Television Programmes (ETP) are common in both developed and developing countries (Agun and Imogie, 1988). ETP includes those programmes with the primary interest of which is to educate rather than entertain (though it can be done through entertainment) whether on commercial stations, educational stations or closed circuit television.
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine assessment of effectiveness of educational radio broadcasting for adult literacy in Lagos state, Nigeria. Ikorodu local government council, Lagos state form the population of the study.
DATA PRESENTATION AND ANALYSIS
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
SUMMARY, CONCLUSION AND RECOMMENDATION
It is important to ascertain that the objective of this study was to examine assessment of effectiveness of educational radio broadcasting for adult literacy in Lagos state, Nigeria. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing an a examine assessment of effectiveness of educational radio broadcasting for adult literacy in Lagos state, Nigeria
This study was on examine assessment of effectiveness of educational radio broadcasting for adult literacy in Lagos state, Nigeria. Five objectives were raised which included: examine the pattern of use educational radio broadcasting among adult learners in Lagos State; examine the influence of educational radio broadcasting on literacy skills acquisition among adult learners in Lagos State, investigate the influence of frequency of educational radio broadcasting use on literacy, examine the influence of gender on literacy skill acquisition among adult learners in Lagos State, examine the influence of age on literacy skill acquisition among adult learners in Lagos State based on age, determine if there is any form of cooperation among the various organizations in the conception, production and evaluation of instructional content and determine the extent to which learners’ participation is encouraged. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from Ikorodu local government council. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Adult literacy education is considered necessary for socio economic development, it is therefore necessary that government should take as its first course of action, the eradication of mass literacy through well organized and implemented adult literacy education programme. If educational television is adequately maintained and the solution found for the limitations as suggested in this paper, it would be an unrivalled means of educating and motivating participants of adult literacy programme in Nigeria.
Policy makers and the curriculum planners of education programmes in Nigeria need to incorporate into adult education curriculum the use of television , an innovation which have made the 21st century unique.
Adult education planners need to incorporate into its schedule the knowledge and practice of information and technology. The 21st century is noted for exposition of knowledge and hi-technology which has aided development in different sectors.
Adequate funds should be budgeted for the provision of instructional television for the adult learners and their facilitators.
Special training, workshops, seminar should be organized for the adult learners and their facilitators on the use of television for instruction delivery.
Non-Governmental organizations (NGOs) can assist the government in the provision of television in all the adult literacy centres.
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