CHAPTER ONE

1.1 Introduction

Campus radio is defined by the Nigeria Broadcasting Commission (NBC) as “a form

of community broadcasting set up at a department/faculty for training potential broadcasters

or students connected to communication arts”. College radio, university radio, Polytechnic

radio, and student’s radio are all terms used to describe campus radio. As a result, it's a type

of radio station run by students from colleges, universities, polytechnics and other

educational institutions. This feeling is echoed by Akintayo (2013), who describes it as a

station run mostly by students, for students, and by students. From programming idea

development to program presentation, the campus radio is supposed to serve as a community

radio station on campus, ensuring that all of its programming is participatory. Anaeto and

Onabajo (2008) further define the essence of campus journalism which encompasses campus

radio as the act of gathering, writing, editing and presentation of news in a school newspaper,

magazine, radio and television by students of tertiary institution. Any campus medium

established by any school is for the purpose of serving the school and its community with

information, education and entertainment.

Nwabueze (2005) defines development as a widely participatory process of social

change in a society, intended to bring about social and material advancement for the majority

of people through their gaining control over their environment. Okunna (2012) locates this

perception of development on the belief that if adequate development would be seen to be

taking place, then rural development must go hand in hand with national development. The

implication of this is that development in the rural areas is as important as that of national, if

meaningful development is to be achieved. Asemah (2010) sees development as a gradual

process of bringing about positive attitudinal change in the people. It is a continuous process

of improving their living conditions, through positive change. The essence of development

1
according to Asemah (2010) is the development of people through change in their attitude,

leading to change of habit. This implies that merely changing things without concurrent

change of habit or attitude is not a healthy development. However, many people are currently

questioning the concept of growth for numerous reasons – a realization that more isn’t always

better, or an increasing respect for reducing outside dependencies and lowering levels of

consumerism. Similarly, Keghku (2005) notes that the term “development” may not always

mean growth, but rather implies change.

The rise of development journalism gave birth to community media or broadcasting.

It is on note that the NBC revised code (2003 edition) recognizes community broadcasting

and makes provisions for its licensing and operation. It further provides for two types of

community broadcasting; campus broadcasting and rural broadcasting. According to Brunner

(2016) campus broadcast stations are developmental-oriented in nature, hence the need for

them to ensure programmes that are development driven are aired at all times. This according

to Folorunsho (2014) will give members of the host community a sense of belonging. Despite

the prevalence of podcasts, music streaming platforms, and satellite radio, campus radio

stations continues to provide students and community members with a varied mix of music,

news, sports, and other specialty programming. Additionally, campus radio stations give

student musicians and neighbourhood organizations a more accessible platform to showcase

their music. Campus radio stations serve students in a variety of ways. Campus radio offers a

one-of-a-kind opportunity to gain experience in broadcasting. They can, for example,

improve technical abilities; learn about NBC laws, and essential communication and

journalism skills. Campus radio stations are sometimes operated for the goal of teaching

professional radio employees, other times for the purpose of transmitting educational content,

and still others exist to provide an alternative to commercial or government broadcasting.

Broadcasting offers a number of rewarding employment prospects, but getting started can be

2
tough. By learning valuable skills while still in college, students can acquire a competitive

advantage over other job candidates. These programs assist students in developing critical

research and writing skills that may be used to a wide range of fields. It is against this

background that this research seeks to find out the extent to which Foundation Rock 98.9 FM

Jos has contributed to student’s development.

1.2 Statement of Problem

Campus radio plays an important role in informing, educating, and entertaining the

community, and students in educational institutions, and it is one of the ways in which they

keep up with current events. Prior to the development of campus radio, it is plausible to think

that students had a difficult time understanding what was going on outside of the school

grounds, particularly in the educational and social arenas. Even after the introduction of radio

and the subsequent establishment of campus radio stations, the number of students who are

aware of what is happening outside their school walls and in the rest of the world seems to be

questionable. Foundation Rock 98.9 FM Plateau state Jos is a licensed radio station that

serves as a dissemination hub for information and for student’s development. An assessment

of the impact of Foundation Rock 98.9 FM Plateau state Jos is the focus of this study; this is

with the intent of deriving recent findings on the impact of Foundation Rock 98.9 FM Jos on

student’s development.

1.3 Objectives of Study

1. To examine the extent to which Foundation Rock 98.9 FM Jos contribute to student’s

development.

2. To find out the perception of students on the impact of Foundation Rock 98.9 FM Jos.

3. To find out how students perceive the use of Campus radio as a means of fostering

development.

3
 4. To examine the constraints of Foundation Rock 98.9 FM Jos in promoting career

development.

1.4 Research Questions

1. What is the extent to which Foundation Rock 98.9 FM Jos contribute to student’s

development?

2. What is the perception of students on the impact of Foundation Rock 98.9 FM Jos?

3. How do students perceive the use of campus radio as a means of fostering career

development?

4. What are the constraints of Foundation Rock 98.9 FM Jos in promoting development?

1.5 Significance of Study

This study will draw the attention of government and concerned citizens to the plights

of campus radio stations on various campuses in Nigeria.

The study will also be of immense significance to researchers in the academia in the

21st century. It does not only aim at contributing to knowledge but also providing a

foundational basis for further studies into challenges of campus stations in Nigeria and even

Africa.

This study will also add resource to available literature and will be used to promote

informed decision making and policies by governmental regulatory bodies.

1.6 Scope of Study

The study will be limited to the subject matter of “An assessment of Campus radio

and students development in Nigeria: A case study of Foundation Rock FM 98.9 Jos”. The

4
study will concentrate on the impact of Campus radio to student’s development. The work

will study from January 2022 to December, 2022.

1.7 Limitation of Study

1. Financial Difficulty. Insufficient fund tend to impede the efficiency of the researcher

in sourcing the relevant materials and literature.

2. Time Constraints. The researcher was simultaneously engage in the study and

academic work. This consequently cut down the time devoted to the research work.

1.8 Operational Definition of Terms

Assessment: is the action or an instance of making a judgment about something.

Campus: In this study, it means the land on which Plateau State Polytechnic and related

institutional buildings are situated. Usually a college campus includes libraries, lecture halls,

residence halls, student centres or dining halls, and park-like settings. A modern campus is a

collection of buildings and grounds that belong to a given institution, either academic or non-

academic.

Radio: foundation Rock 98.9 FM.

Students: Plateau state polytechnic Jos.

Development: This refers to the process of moving students in all strata of the social system

forward, in order to enhance the capacity of each of them to realize his/her inherent potentials

and to effectively cope with the changing circumstances of life.

5
 REFERENCES

Akintayo, O. (2013). Community radio in Nigeria: issues and challenges. Convenant Journal
of communication.

Anaeto, S. & Onabajo, O. (2008). Models and Theories of Communication . USA: Maryland,
ARBI.

Asemah, E. (2010). Mass media in the contemporary society. Jos: University Press.

Brunner, B. (2016). Students perception of diversity on a college campus: Scratching the

surface to find more . Intercultural Education.

Folorunsho, M. (2014). A guide to campus journalism. Ile-Ife: Adetiba press.

Keghku, T. (2005). Public relations and the Nigerian economy. Makurdi: Aboki publishers.

6
 CHAPTER TWO

LITERATURE REVIEW

2.1 History of Foundation Rock FM 98.9

The history of Foundation Rock FM 98.9 Plateau State Polytechnic Barkin Ladi could

be traced to the 22nd of January 2015. It is located at the Jos Campus No 02023 Yakubu

Gowon way Jos. The campus station was established with the aim to promote students

practice knowledge. The station nurture young talents by providing training for students who

will project the image of broadcasting in a pursuit of light and also bring out the quality of

education given by mass communication department and the Polytechnic at large. Foundation

Rock FM like every other station is also aimed at informing, educating, enlightening and

entertaining the public. The campus radio is mainly funded by the school because it is not a

commercial station.

2.2 Concept of Development

Rogers (2006) sees development as a widely participatory process of social change in

a society, intended to bring about social and material advancement (including greater

equality, freedom, and other valued qualities) for the majority of the people through their

gaining control over their environment. Rogers stressed the endogenous dimension of

development. It must be through people's participation, exploiting their own environment to

improve their situation rather than expecting development to "fall from heaven" as it were.

Soola (2003) for example, says development is change toward patterns of society that allow

better realization of human values, that allow a society greater control over its environment

and over its political destiny, and that enables its individuals to gain increased control over

themselves.

7
 Emeka (2011) observes that: the two definitions show that development is a

multifaceted concept. It generally means different things to different people, ranging from the

psychologist's preoccupation with individual or personality variables as self-reliance,

achievement motivation, self-worth and self-actualization, to the communicator's concern for

acquisition of new knowledge and skills, increased self-confidence, control over oneself and

one's environment, greater equality, freedom, ability to understand one's potentials and

limitations, and willingness to work hard enough to improve on existing conditions. Smith

(2013) stress that development involves both the quality and quantity of life. Quality of life

refers to opportunities and availability of social, health and educational concerns. Quantity of

life involves the amount of economic and political participation of the people. This definition

shifts the attention and aim of development away from an economic to a more humanistic

concept. In line with this, Oladipo (2006) notes that development is: a process of economic

and social advancement which enables people to realize their potentials, build self-confidence

and lead lives of dignity and fulfilment. It is a process aimed at freeing people from evils of

want, ignorance, social injustice and economic exploitation. Todar and Smith (2003) identify

three objectives of development:

1. To increase the availability and widen the distribution of basic life. Sustaining goods

such as food, shelter, health and protection.

2. To raise levels of living in addition to higher incomes, the provision of more jobs,

better education, and greater attention to cultural and human values, all of which will

serve not only to enhance material well-being but also to generate greater individual

and national self-esteem.

3. To expand the range of economic and social choices available to individuals and

nations by freeing them from servitude and dependence, not only in relation to other

people and nation- states but also to the forces of ignorance and human misery.

8
2.3 Concept of Campus Radio

The African Charter on Broadcasting recognises and advocates for a three tier radio

regime in individual African countries: public service, commercial/private and community.

According to Fraser and Estrada (2011) campus broadcasting is that non-profit service that is

owned and managed by a particular community or institution, usually through a trust,

foundation, or association. Its aim is to serve and benefit that community; relying on the

resources of the community. Pate (2010) defines a community as “a group of people residing

in a particular geographical location or sharing a strong interest, which the community desires

to develop through broadcasting. Such communities include: a local, non-profit organisation,

an educational institution (campus), a cultural association, a co-operative society, and a

partnership of associations.” Campus radio is the radio station established and operated by

the people of a specific community and institution to advance, promote and protect the

communities and student’s common interest and objectives. In a broader sense, the African

Charter on Broadcasting defines campus radio as the “broadcasting which is for, by and about

the community, whose ownership and management is representative of the community,

which pursues a social development agenda, and which is non-profit” (portal.unesco.org).

Also, Opubor (2006) defined campus radio as: When radio fosters the participation of

citizens and defends their interests; when it reflects the tastes of the majority and makes good

humour and hope its main purpose; when it truly informs; when it helps resolve the thousands

of one problems of daily life; when all ideas are debated in its programmes and all opinions

are respected; when cultural diversity is stimulated over commercial homogeneity; when

women are main players in communication and not simply a petty voice or publicity

gimmick; when no type of dictatorship is tolerated, not even the musical dictatorship of the

big recording studios; when everyone‘s words fly without discrimination or censorship, that

is campus radio.

9
2.4 Importance of Campus Radio on Students Career Development

1. Despite the prevalence of podcasts, music streaming platforms, and satellite radio,

campus radio continues to provide students and community members with a varied

mix of music, news, sports, and other specialty programming.

2. Campus radio stations give student musicians and neighbourhood organizations a

more accessible platform to showcase their music.

3. Campus radio improves technical abilities; learn about NBC laws, and some essential

communication and journalism skills.

4. Campus radio stations are sometimes run for the goal of teaching professional radio

employees, other times for the purpose of transmitting educational content, and still

others exist to provide an alternative to commercial or government broadcasting.

College radio offers a one-of-a-kind opportunity to gain experience in broadcasting.

2.5 Challenges of Campus Radio

Various issues have been raised as touching the exact role of Campus radio

broadcasting in the overall development of the community that constitutes its reach.

Although, stakeholders and experts in broadcasting have pinpointed various developmental

roles that campus radio is meant to serve. However these campus broadcast stations which

are categorized as community-oriented by the NBC are being hindered to deliver in the areas

of community development. The general belief worldwide is that campus based radio station

is a mere juke box. However, recent research studies have shown that some of these stations

are actually contributing to community development Pradhan (2021). A campus station is not

only expected to serve the needs of the community, but also the community that houses the

institution which the campus station exist on. Whatever reasons might have informed the

establishment of a campus radio station, one thing is clear: it must deliver content which

10
satisfies the tastes and meets the needs of the institution and community Popoola (2019).

Campus radio stations offer concrete means for public participation and defence for cultural

diversity. “Participation is the engine of democracy and campus radio is a tool for

participation”. Kuttab (2019) posits that needless to say, campus radio has played a major

role in bridging the communication gap between the Government and the local people. As the

campus radio is still evolving it might be possible that in the near future, we will witness its

various new forms which will be technologically more superior as well as user-friendly. At a

time when public-private media lines are vulnerable to blurring and a market in the mantra

climate dominates the media landscape, campus media provides primacy to the local; it

provides a voice to the voiceless, the unheard and the marginalized.

Campus community radio is still relatively in its infancy in Nigeria. Campuses in

many other countries such as the United States have well-established Campus radio stations,

serving niche audiences while simultaneously offering a nursery slope for apprentice

broadcasters David (2015). Rock 98.9 FM Jos has its own share of challenges that are almost

peculiar to other campus stations across Africa/Nigeria. A circumstance of note is the fact

that the National Broadcasting Commission (NBC), in her Nigerian Broadcasting Code of

2010 the 5th edition restricted the funding of a campus radio station to the following:

Subvention; Spot announcements from within the Campus community (Not exceeding 9

minutes in every 1 hour broadcast; Donations or grants; Events coverage within the Campus

community; Sale of station’s memorabilia. Although the funding of these stations is usually

limited; many stations also solicit programme underwriting support, listener contributions,

and outright donations, which are important because advertiser/commercial content is

severely restricted by law on non-commercial stations Sen (2016). Rock 98.9 FM Jos like

other stations under the same category suffers power issues. Given the onerous cost of

generator fuel, one might expect more solar powered radio stations in rural areas, but they are

11
not the majority. Reasons include the initial expense of the panels, as compared to a diesel

generator, the fact that panels can be a target for thieves, and the difficulties associated with

replacing and sourcing the battery (ies) is another issue.

Other challenges specific to a Campus radio station fall into four main categories:

Seasonal issues, solving the learning/performance dilemma, volunteer workforce tensions and

the innovative versus the normative. Another challenge in line with this is the issue of

programming. According to Fauteux (2015) “the primary role of campus radio stations is to

broadcast alternative programmes that are not typically heard on commercial radio, but also

in depth spoken word programming, community specific programming and special interest

music. In addition to students, members of the community at large are also involved in the

production and programming of community based campus stations. This stipulation is passed

down to campus stations from the CRTC and it ensures that campus radio content is different

from an alternative to commercial and public radio stations in the same area”.

2.6 Review of Empirical Studies

There are existing studies carried out by scholars that are related to this study. For

example, Muhammad (2009) carried out a study on Effectiveness of campus FM radio in

promotion of education and awareness in Plateau state. The present study examines the

effectiveness of campus FM radios in the promotion of education and mass awareness. Due

to its affordability and easy access, radio is a very popular mode of communication in

Pakistan and is commonly used by the masses for entertainment and education purposes.

Other than conventional radio, many commercial and non-commercial FM radios are

operational in Pakistan. Beside these FM radios, Campus based FM radios are also efficiently

working in different educational institutes for promotion of knowledge, education and mass

awareness. For this study, survey methodology is used to measure the effectiveness of

12
Campus radios in promotion of education. The survey results show that Campus radio is a

very useful and effective tool for promotion of education, knowledge and awareness among

student community. However, study recommends the establishment of more campus FM

radios in public and private sector institutions to educate the masses throughout the country.

In another study, Theophilus (2013) carried out a study on Campus radio and

educational broadcasting. Given the increasing relevance of radio in education, this thesis is

an effort at examining the place of campus radio stations in educational broadcasting in two

tertiary institutions in Cape Coast. Data was collected with the aid of questionnaire and semi-

structured interview guides. The questionnaires were administered to students in the two

tertiary institutions and the semi-structured interview guide was used for the management the

two institutions and the staff of the radio stations. Grounded in the community radio model,

the findings showed that the two campus radio stations were a hybrid of community radio.

Again, they did not offer many programmes in educational broadcasting and funding was a

major challenge for them. These findings have implications for the redefinition of the place

of campus radio in educational broadcasting.

Also, Israel (2021) carried out a study on MTU student’s opinion on the absence of

campus radio in MTU community. This study was based on perceived effects of the absence

of a campus radio in MTU community. In line with the objectives of this research, the

instrument of data collection used was the structured questionnaire, distributed to a sample

size of 310 out of the 1,385 students of the school. The data gathered was thereafter analysed,

presented and interpreted using the descriptive data analysis technique; by presenting the data

in tables. The results from the data analysis showed that the audience are of the opinion that

the non-availability of a campus radio in the university has affected the life of the student in

one way or the other. This project therefore recommended that Mountain Top University

should start preparations that will enhance the establishment of the university owned campus

13
radio, which will serve as a training ground for students, medium of information

dissemination, as well as an avenue for promoting the core values and achieving the mission

and vision of the university

Bassey (2018) carried out a study on towards a technology model for effective

communication in education: The campus radio concept. Education as a concept can only be

discussed in the context of communication. In theory and in practice, education implies

transfer of knowledge which in simple terms is about coded information from one party that

‘knows’ or custodies such information to another party that is the recipient of such

information. Technology, seen as materials and as know-how, permeates all aspects of

education, from the source (teacher or knowledge pool) to the receiver (student or learner)

whether in formal or informal settings. This paper reviews the radio broadcasting system in

Nigeria as a tool for mass communication. It presents a technology model for effective

communication that can be applied in the specific area of radio broadcasting particularly in

the developing country context where other aspects of information and communication

technology are fairly rudimentary or grossly inadequate. It makes a case for compulsory

‘Campus’ radio systems which are at present very few in institutions of higher learning in

Nigeria because of the prohibitive cost of purchase, installation, maintenance, as well as

paucity of technical personnel.

Furthermore, Babatunde (2019) carried out a study on appraising the contributions of

campus broadcasting to community development in Nigeria. There is hardly any society,

community or state that can function properly today without the mass media because they

keep us informed with what is going on across the globe. As a matter of fact, the mass media

have played important role in various areas of societal development which include economy,

politics, health, human empowerment among others. Campus broadcast stations are currently

springing up across tertiary institutions in Nigeria; especially those offering mass

14
communication and related courses. This was borne out of the necessity to equip students

with the requisite practical experience and to fulfil one among many requirements of various

regulators of our higher education. This research paper therefore, attempts to appraise the

exact role and contributions of campus.

Broadcasting to community development by cross-examining the activities of three

selected campus-based stations; Unilag F.M, Diamond F.M (U.I) and Unilorin F.M. The

research is anchored on the development media and democratic-participant theory as it

employed survey method with the use of questionnaire. Thirty (30) respondents were

accidentally selected in each of the campuses. The data collected were analyzed using

descriptive statistics. Findings showed that the campus-based stations are not giving much

attention to their host communities, especially on developmental programmes that can

improve their standard of living. However, strategies to abate the various challenges

confronting campus broadcasting were discussed. It was recommended among others that

management and authorities in charge of these stations should provide an enabling

environment for them to operate without necessarily interfering in their activities, operations

and smooth running.

2.7 Gap in Literature

While this review of the current literature suggests that much scholarly work has

already been conducted regarding the impact of radio advertisement on consumer patronage,

there is clearly room for additional research. The review however reveals a paucity of studies

that analysed the impact of campus radio on student’s development within the Nigerian

context. Additionally, by focusing on a research question that is almost entirely unaddressed

which has to do with the dominant forms of radio advertisement in Nigeria using quantitative

15
analysis and given the depth of such analyses, this study contributes new insight to the

growing field of research.

16
 REFERENCES

Asemah, E. (2011). Principles and practice of mass communication. Jos: Jos University press

Babatunde, A. (2019). Appraising the contributions of campus broadcasting to community

development in Nigeria. Journal of Communication and Media Studies: Volume 4.

Bassey, U. (2018). Towards a technology model for effective communication in education:

The campus radio concept. Journal of Science and education: Volume 12, Number 2.

Fraser, C. & Estrada, G. (2011). Community Radio handbook. Paris: United Nation.

Israel, F. (2021). MTU Students opinion on the absence of campus radio in MTU Community.
International Journal of Communication Vol, 5 .

Mohammad, U. (2009). Effectiveness of campus fm radio in promotion of education and

awareness in Plateau state. Jos: Jos University press.

Kuttab, D. & Coyer, A. (2007). Ensuring an enabling environment for community radio
development. Enugu: Rhyce Kerex Ltd.

Akingbulu, A. (2010). Public broadcasting in Africa series: issues and challenges. Lagos:
Imeso and PIWA.

Fraser, C. & Estrada, G. (2011). Community radio handbbok. Paris:United Nation.

Oladipo, A. (2006). Community radio advocacy in democratic Nigeria. Ibadan: Spectrum

Press.

Opubor, A. (2006). Can radio build communities? Lagos: Imeso .

Pate, U. (2010). Meeting community needs and expectations through sustainable

broadcasting in North East Nigeria. Communication Review.

Rogers, A. (2006). Communication and development: critical perspectives. Berverly Hills:

California SAGE.

Oladipo, A. (2006). Community radio advocacy in democratic Nigeria. Ibadan: Spectrum

Press.

Opubor, A. (2006). Can radio build communities? . Lagos: Imeso.

Pate, U. (2010). Meeting community needs and expectations through sustainable

broadcasting in North East Nigeria. Communication Review.

Rogers, A. (2006). Communication and development: critical perspectives. Berverly Hills:

California SAGE.

Theophilus, A. (2013). Campus radio and educational broadcasting. Journal of

Communication: Vol 1 No 9.

17
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design

To Ogolo (2014), research design is a strategic framework for action that serves as a

bridge between research questions and execution, or implementation of the research strategy.

It is a strategic plan use in developing accurate and objective information. The study will use

the survey research design to assess the dimensions of campus radio practice and it impacts

on student’s development. Survey attempts to describe or document current conditions or

attitudes. This design is suitable for this research work as it will describe the current state of

Foundation Rock 98.9 FM and its impact on student’s development.

3.2 Population of Study

Population is a subset of the target population from which the sample is selected Ross

(2010). The target population for this study is the staff of Foundation Rock 98.9 FM Jos and

mass communication students of ND1 and ND 2 Plateau state Polytechnic Jos Campus.

According to their number as follows;

ND 1 Students: 121 Staff of Rock 98.9 FM Jos: 7

ND 2 Students: 98

Total Number of Population: 226

3.3 Sampling Technique

Sampling technique is the process of selecting a sample Brown (2018). It is the

process of selecting a portion of the population. In selecting the sample for this study, the

simple random sampling technique will be used. Simple random sampling is used as

respondents are selected from the different groups in the population. This gives all the

18
population an equal chance of being selected, so that the results can be generalized at the end

of the study.

3.4 Sample Size

A sample size is defined as a smaller set of data that a researcher chooses or selects from a

population by using a pre-defined selection method Yin (2012). The sample size is

determined with the use of this formula;

Formula = n = _N___
1+N (0.05)2

Where

n = desired sample

N = size of population

e = limit of error tolerance which was assures to be 5% [0.0.5), confidence limit.

Computing with the above formula; number of question to be administered was

obtained

226

1+226 (0.05)2

= 452 x 0.05

=22.6 x 2

= 45

Therefore, in order to arrive at a statistically valid conclusion, I will administer 45

questionnaires.

19
3.5 Instrument of Data Collection

The study will use questionnaire as its data gathering instrument. Questionnaire is a

set of question relating to the aim and objectives of the study to which the respondents (the

sample) will be required to answer by writing in their responses. The researcher will select

the respondents from the population and administer a standardized questionnaire to them.

3.6 Validity and Reliability of research instruments

According to Howell (2019) reliability is concerned with the accuracy of the actual

measuring instrument or procedure, validity is concerned with the study’s success at

measuring what the researcher set out to measure”. In order to ensure validity and reliability

of data, the researcher intends to give a drafted copy of the instrument to be used to the

project supervisor.

3.7 Method of Data Analysis

Data analysis refers to a closely-related operation that is used with the purpose of

summarising the collected data and organizing it in such a manner that will yield answer to

the questions Ross (2010). Data for this study will be analysed using statistical tools,

percentages, and presented in tables and charts, explanations are made therein. This forms the

basis of the analysis and interpretation of the data presented thereafter.

20
 REFERENCES

Brown, A. (2018). Handbook of mixed methods in social and behavioural research . New
York: Sage Publication.

Howell, K. (2019). Combining qualitative and quantitative sampling, data collection and
analysis techniques in mixed studies research. Thousands Oaks: Sage .

Ogolo, I. (2014). Introduction to mass communication research. Ibadan: Spectrum Press.

Ross, V. (2010). Revisiting the quantitative and qualitative debate. Implications for Mixed
method of research.

Yin, C. (2012). Status of mixed methods research in nursing. Tashakkori: Field Methods.

21
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.0 Data Presentation

This chapter deals with the presentation and analysis of data collected from the field.

Responses are classified according to their personal data which include Sex, Age, Marital

Status, Educational Qualification and occupation. These characteristics are presented in

frequency distribution tables. The responses to the question or relevant variables and the

counter check questions are also analysed and tabulated. Forty five questionnaires were

randomly distributed by the researcher. Forty five (45) copies of the questionnaires were

successfully retrieved.

4.1 Data Analysis

Demographic Data of Respondents

Table 1: Sex

Sex Frequency Percentage %

Male 12 27%

Female 33 73%

Total 45 100

This table seeks to find out the sex distribution of respondents. 27% are Male while

73% are female. This data in table 1 revealed that more female respondents answered the

questionnaire within the highest percentage of 73%. However, both gender (Male and

Female) were considered in the course of conducting the research.

22
Table 2: Age Group

Age Frequency Percentage%

18-25 29 64%

26-30 11 24%

31-35 3 7%

36 above 2 5%

Total 45 100

Table 2 identifies the age group of the respondents. Result indicates that out of 45

respondents, 29 respondents representing (64%) are between the age of 18-25, 11 respondents

representing (24%) fall within 26-30, 3 respondents representing (7%) are between the ages

of 31-35 and 2 respondent representing (5%) are between the ages of 36 above. This data

revealed that the age bracket of 18-25 responded to the questionnaire more than any other age

bracket.

Table 3: Marital Status

Marital Status Frequency Percentage%

Single 41 91%

Married 4 9%

Divorced/Divorcee 0 0

Total 45 100

Table 3 present the marital status of respondents. Findings demonstrate that out of 45

respondents, 41 respondents representing (91%) are single, 4 respondents representing (9%)

are married. The data established therefore that respondents who are single are more than the

married respondents having recorded more frequency of 41 representing (91%).

23
 Table 4: Educational Qualification

Qualification Frequency Percentage%

FSLC 0 0

SSCE 0 0

DIPLOMA/NCE 0 0

BA, B.SC, HND, OND 44 98%

MA/M.SC/ PHD and others 1 2%

Total 45 100

The educational qualification in the above table shows that 44 respondents

representing (98%) have BA, B.SC, HND, and OND and 1 respondent representing (2%)

have MA/M.SC/ PHD and others. The data therefore shows that the respondents with BA,

B.SC, HND, OND with frequency of 44 (98%) form the highest.

Table 5: Occupation

Occupation Frequency Percentage%

Student 45 100%

Civil Servant 0 0

Politician 0 0

Business 0 0

Farmer 0 0

Unemployed 0 0

Total 45 100

This table is concerned with the occupation of respondents. The table found out that 45

respondents representing (100%) are students. Findings indicate that, students who have 45

(100%) form the highest.

24
 Psychographic data of respondents

Table 6: Is campus radio important for the development of students?

Response Frequency Percentage

Strongly Agree 10 22%

Agree 24 54%

Undecided 1 2%

Disagree 6 13%

Strongly disagree 4 9%

Total 45 100

This table finds out if campus radio is important for the development of students. Findings

show that 10 respondents representing (22%) strongly agree that campus radio is important for

the development of students, 24 respondents representing (54%) agree that campus radio is

important for the development of students, 1 respondents representing (2%) are undecided if

campus radio is important for the development of students, 6 respondents representing (13%)

disagree that campus radio is important for the development of students, 4 respondents

representing (9%) strongly disagree that campus radio is important for the development of

students. Analysis of the table indicates that 54% of the respondent’s agree that campus radio is

important for the development of students.

Table 7: The presence of campus radio helps in creating added career opportunities?

Response Frequency Percentage

Strongly Agree 26 58%

Agree 10 22%

Undecided 4 9%

Disagree 3 7%

Strongly disagree 2 4%

25
 Total 45 100

This table finds out if the presence of campus radio helps in creating added career

opportunities. Findings show that 26 respondents representing (58%) strongly agree that the

presence of campus radio helps in creating added career opportunities, 10 respondents

representing (22%) agree that the presence of campus radio helps in creating added career

opportunities, 4 respondents representing (9%) are undecided if the presence of campus radio

helps in creating added career opportunities, 3 respondents representing (7%) disagree that the

presence of campus radio helps in creating added career opportunities, 2 respondents

representing (4%) strongly disagree that the presence of campus radio helps in creating added

career opportunities. Analysis of the table indicates that 58% of the respondent’s strongly agree

the presence of campus radio helps in creating added career opportunities.

Table 8: Does absence of campus radio limit student’s knowledge of things that happen

around the world?

Response Frequency Percentage

Strongly Agree 6 13%

Agree 8 18%

Undecided 2 4%

Disagree 11 24%

Strongly disagree 18 41%

Total 45 100

This table finds out if the absence of campus radio limits student’s knowledge of things

that happen around the world. Findings show that 6 respondents representing (13%) strongly

agree absence of campus radio limits student’s knowledge of things that happen around the

world, 8 respondents representing (18%) agree that absence of campus radio limits student’s

26
knowledge of things that happen around the world, 2 respondents representing (4%) are

undecided if absence of campus radio limits student’s knowledge of things that happen around

the world, 11 respondents representing (24%) disagree that absence of campus radio limits

student’s knowledge of things that happen around the world, 18 respondents representing (41%)

strongly disagree that the absence of campus radio limits student’s knowledge of things that

happen around the world. Analysis of the table indicates that 41% of the respondent’s strongly

disagree that the absence of campus radio limits student’s knowledge of things that happen

around the world.

Table 9: What is the Extent to which Foundation Rock 98.9 FM Jos contribute to

student’s development?

Response Frequency Percentage

To a Great Extent 27 60%

Somewhat 16 36%

Very Little 2 4%

Not at All 0 0

Total 45 100

This table finds out the Extent to which Foundation Rock 98.9 FM Jos contribute to

student’s development. Findings show that 27 respondents representing (60%) agree that

Foundation Rock 98.9 FM Jos contribute to students’ development to a great extent, 16

respondents representing (36%) agree that Foundation Rock 98.9 FM Jos contribute to students

development somewhat, 2 respondents representing (4%) agree that Foundation Rock 98.9 FM

Jos contribute to students development very little. Analysis of the table indicates that 60% of the

respondent’s agree that Foundation Rock 98.9 FM Jos contribute to student’s development to a

great extent.

27
Table 10. Does Foundation Rock 98.9 FM Jos have an impact on student’s development?

Response Frequency Percentage

Strongly Agree 28 62%

Agree 12 27%

Undecided 0 0

Disagree 4 9%

Strongly disagree 1 2%

Total 45 100

This table finds out if Foundation Rock 98.9 FM Jos has an impact on student’s

development. Findings show that 28 respondents representing (62%) strongly agree that

Foundation Rock 98.9 FM Jos has an impact on student’s development, 12 respondents

representing (27%) agree that Foundation Rock 98.9 FM Jos has an impact on student’s

development, 4 respondents representing (9%) disagree that Foundation Rock 98.9 FM Jos has

an impact on student’s development, 1 respondents representing (2%) strongly disagree that

Foundation Rock 98.9 FM Jos has an impact on student’s development. Analysis of the table

indicates that 62% of the respondent’s strongly agree that Foundation Rock 98.9 FM Jos has an

impact on student’s development.

Table 11: Can campus radio be used as a means of fostering development?

Response Frequency Percentage

Strongly Agree 30 67%

Agree 8 18%

Undecided 2 4%

Disagree 3 7%

Strongly disagree 2 4%

28
 Total 45 100

This table finds out if campus radio can be used as a means of fostering development.

Findings show that 30 respondents representing (67%) strongly agree that campus radio can be

used as a means of fostering development, 8 respondents representing (18%) agree that campus

radio can be used as a means of fostering development 2 respondents representing (4%) are

undecided if campus radio can be used as a means of fostering development, 3 respondents

representing (7%) disagree that that campus radio can be used as a means of fostering

development, 2 respondents representing (4%) strongly disagree that that campus radio can be

used as a means of fostering development. Analysis of the table indicates that 67% strongly agree

that campus radio can be used as a means of fostering development.

Table 12: There are constraints limiting Foundation Rock 98.9 FM Jos in promoting

development?

Response Frequency Percentage

Strongly Agree 30 67%

Agree 8 18%

Undecided 2 4%

Disagree 3 7%

Strongly disagree 2 4%

Total 45 100

This table finds out if there are constraints limiting Foundation Rock 98.9 FM Jos in

promoting development. Findings show that 30 respondents representing (67%) strongly agree

that there are constraints limiting Foundation Rock 98.9 FM Jos in promoting development, 8

respondents representing (18%) agree that there are constraints limiting Foundation Rock 98.9

FM Jos in promoting development, 2 respondents representing (4%) are undecided if there are

constraints limiting Foundation Rock 98.9 FM Jos in promoting development, 3 respondents

29
representing (7%) disagree that there are constraints limiting Foundation Rock 98.9 FM Jos in

promoting development, 2 respondents representing (4%) strongly disagree that there are

constraints limiting Foundation Rock 98.9 FM Jos in promoting development. Analysis of the

table indicates that 67% strongly agree that there are constraints limiting Foundation Rock 98.9

FM Jos in promoting development.

4.2 Discussion of Findings

Based on the result of the analysis, the following were made.

The purpose of research question one was to find out the extent to which Foundation

Rock 98.9 FM Jos contribute to student’s development. The responses reflected by the

respondents in the table show that Foundation Rock 98.9 FM Jos contributes to student’s

development to a great extent. This finding is in table 9.

The purpose of research question two was to find out if Foundation Rock 98.9 FM Jos

has an impact on student’s development. The response shows that Foundation Rock 98.9 FM

Jos has an impact on student’s development.

The purpose of research question three was to find if campus radio can be used as a

means of fostering development. The responses reflected by the respondents in the table show

that campus radio can be used as a means of fostering development.

The purpose of research question four was to find out if there are constraints limiting

Foundation Rock 98.9 FM Jos in promoting development. The responses reflected by the

respondents in the table show that there are constraints limiting Foundation Rock 98.9 FM

Jos in promoting development.

According to the response provided in the table above, it is evident that there is a

significant relationship between the Nigerian student’s and campus radio station. It was also

noted that the influence of the programmes on the student’s development can be positive

depending on the individual and the kind of programmes to which they are exposed.

30
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary

This study focus primarily on the topic “An assessment of campus radio and student’s

development in Nigeria: A case study of Foundation Rock 98.9 FM Jos”. The study finds out

the extent to which Foundation Rock 98.9 FM Jos contribute to student’s development. It also

find out the perception of student’s on the impact of Foundation Rock 98.9 FM Jos. The

study finds out how students perceive the use of campus radio as a means of fostering

development. It also finds out the constraints of Foundation Rock 98.9 FM Jos in promoting

development.

The study reviewed related literature; conceptual review where concepts like campus

radio, development among others were reviewed and empirical review was used.

The survey research design was adopted in the study. Primary and secondary data

were used for this study. The instrument used in collecting data was the questionnaire and a

simple random sampling technique was used in distributing the questionnaire. The collected

data was analysed using descriptive and simple statistics.

The presentation and analysis of data collected from the field were made and

responses were classified according to their personal data which include sex, age, marital

status, educational qualification and occupation. These characteristics were presented in

frequency distribution tables. The responses to the question or relevant variables and the

counter check questions were also analysed and tabulated.

Findings of this study revealed that Foundation Rock 98.9 FM Jos contributes to

student’s development to a great extent. Foundation Rock 98.9 FM Jos has an impact on

student’s development. Campus radio can be used as a means of fostering development.

However, there are constraints limiting Foundation Rock 98.9 FM Jos in promoting

development.

31
5.2 Conclusion

Having carefully reviewed relevant literatures for this study, administered

questionnaire to the study population, gathered, analysed and interpreted the data, the

researcher therefore concludes that Foundation Rock 98.9 FM Jos contributes to student’s

development to a great extent. Foundation Rock 98.9 FM Jos has an impact on student’s

development. Campus radio can be used as a means of fostering development. However,

there are constraints limiting Foundation Rock 98.9 FM Jos in promoting development.

Campus broadcasting has come to stay in Nigeria; this could be adduced to the

purpose and functions it was established to serve; as a training-arm for students, as well as an

extension to the host community such institution is based. This research has carefully

identified the strength of campus broadcast stations and the need for them to be community-

oriented in terms of their programmes and contents. No doubt, campus broadcast stations in

Nigeria will assist greatly in promoting development among the rural populace and the

various communities they are based.

5.3 Recommendations

For campus broadcast stations to achieve the laudable goals and objectives of which it

was licensed, the researcher considers it necessary to suggest the following under listed

recommendations:

1. There should be proper guiding philosophy on campus broadcasting in such a way

that it will be used in lieu of rural broadcasting, as the mandate that established the

two are similar.

2. Campus broadcast stations should tailored their programme contents towards

developmental-oriented issues, especially in their host environment.

32
3. Management and authorities in charge of campus broadcast stations should provide an

enabling environment for the stations to operate without necessarily interfering in

their activities, operations and smooth running.

4. National Broadcasting Commission (NBC) and other regulatory bodies need to

increase their regulations on campus broadcast stations, to ensure their programme

contents reflect local views and interests of their host communities.

5. The NBC need to revise their code of operations for community broadcasting by

giving more roles to campus broadcast stations.

33
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of communication.

Anaeto, S. & Onabajo, O. (2008). Models and Theories of Communication . USA: Maryland,
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Asemah, E. (2010). Mass media in the contemporary society. Jos: University Press.

Brunner, B. (2016). Students perception of diversity on a college campus: Scratching the

surface to find more . Intercultural Education.

Brown, A. (2018). Handbook of mixed methods in social and behavioural research . New
York: Sage Publication.

Howell, K. (2019). Combining qualitative and quantitative sampling, data collection and
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Ogolo, I. (2014). Introduction to mass communication research. Ibadan: Spectrum Press.

Ross, V. (2010). Revisiting the quantitative and qualitative debate. Implications for Mixed
method of research.

Yin, C. (2012). Status of mixed methods research in nursing. Tashakkori: Field Methods.

Folorunsho, M. (2014). A guide to campus journalism. Ile-Ife: Adetiba press.

Keghku, T. (2005). Public relations and the Nigerian economy. Makurdi: Aboki publishers.

Asemah, E. (2011). Principles and practice of mass communication. Jos: Jos University press

Babatunde, A. (2019). Appraising the contributions of campus broadcasting to community

development in Nigeria. Journal of Communication and Media Studies: Volume 4.

Bassey, U. (2018). Towards a technology model for effective communication in education:

The campus radio concept. Journal of Science and education: Volume 12, Number 2.

Fraser, C. & Estrada, G. (2011). Community Radio handbook. Paris: United Nation.

Israel, F. (2021). MTU Students opinion on the absence of campus radio in MTU Community.
International Journal of Communication Vol, 5 .

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awareness in Plateau state. Jos: Jos University press.

Kuttab, D. & Coyer, A. (2007). Ensuring an enabling environment for community radio
development. Enugu: Rhyce Kerex Ltd.

Akingbulu, A. (2010). Public broadcasting in Africa series: issues and challenges. Lagos:
Imeso and PIWA.

34
Fraser, C. & Estrada, G. (2011). Community radio handbbok. Paris:United Nation.

Oladipo, A. (2006). Community radio advocacy in democratic Nigeria. Ibadan: Spectrum

Press.

Opubor, A. (2006). Can radio build communities? Lagos: Imeso .

Pate, U. (2010). Meeting community needs and expectations through sustainable

broadcasting in North East Nigeria. Communication Review.

Rogers, A. (2006). Communication and development: critical perspectives. Berverly Hills:

California SAGE.

Oladipo, A. (2006). Community radio advocacy in democratic Nigeria. Ibadan: Spectrum

Press.

Opubor, A. (2006). Can radio build communities? . Lagos: Imeso.

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35
 APPENDIX

Department of Mass Communication,

Plateau state Polytechnic,

Barkin Ladi

November, 2022.

Dear Respondent,

LETTER OF REQUEST

I am a National Diploma student of the aforementioned department, undertaking a

research on “An assessment of campus radio and students development in Nigeria: A case

study of Foundation Rock 98.9 FM Jos”.

You are kindly requested to fill/tick the appropriate items in this questionnaire which

will help me generate data for my research work. Be rest assured that the information

provided by you will be confidentially treated and only use for the purpose of this research

work. Thank you for your anticipated cooperation.

Yours faithfully

Thomas Piritmwa Dada

36
 INSTRUCTION; kindly tick the option that best suits your response to the question
Section A: DEMOGRAPHIC DATA
1. Sex: a. male [ ] b. female [ ]

2. Age: a. 18-25 [ ] b. 26-30 [ ] c. 31-35 [ ] d. 36 above [ ]

3. Marital Status: a. Single [ ] b. Married [ ] c. Divorced/Divorcee [ ]

4. Educational Qualification: a. FSLC [ ] b. SSCE [ ] c. Diploma/NCE [ ] d. BA, B.Sc,

HND, OND [ ] e. M.A/M.Sc, PHD and others [ ]

5. Occupation: a. Student [ ] b. Civil Servant [ ] c. Politician [ ] d. Business [ ] e. Farmer [

] f. Jobless [ ]

SECTION B: PSYCHOGRAPHIC DATA

6. Is campus radio important for the development of students?

a. Strongly Agree [ ] b. Agree [ ] c. Undecided [ ] d. Disagree [ ] e. Strongly Disagree [ ]

7. The presence of campus radio helps in creating added career opportunities?

a. Strongly Agree [ ] b. Agree [ ] c. Undecided [ ] d. Disagree [ ] e. Strongly Disagree [ ]

8. Does absence of campus radio limit student’s knowledge of things that happen around the

World?

a. Strongly Agree [ ] b. Agree [ ] c. Undecided [ ] d. Disagree [ ] e. Strongly Disagree [ ]

9. What is the extent to which Foundation Rock 98.9 FM Jos contribute to student’s

development?

a. To a Great Extent [ ] b. Somewhat [ ] c. Very Little [ ] d. Not at All [ ]

10. Does Foundation Rock 98.9 FM Jos have an impact student’s development?

a. Strongly Agree [ ] b. Agree [ ] c. Undecided [ ] d. Disagree [ ] e. Strongly Disagree [ ]

11. Can campus radio be used as a means of fostering development?

a. Strongly Agree [ ] b. Agree [ ] c. Undecided [ ] d. Disagree [ ] e. Strongly Disagree [ ]

12. There are constraints limiting Foundation Rock 98.9 FM Jos in promoting development?

a. Strongly Agree [ ] b. Agree [ ] c. Undecided [ ] d. Disagree [ ] e. Strongly Disagree [ ]

37
 Abstract

This work seeks to examine an assessment of Campus radio and students development in
Nigeria: A case study of Foundation Rock FM 98.9 Jos. The objective of this study is to
examine the extent to which Foundation Rock 98.9 FM Jos contribute to student’s
development. To find out the perception of students on the impact of Foundation Rock 98.9
FM Jos, to find out how students perceive the use of Campus radio as a means of fostering
development and to examine the constraints of Foundation Rock 98.9 FM Jos in promoting
career development. The researcher use survey research design to assess the dimensions of
campus radio practice and it impacts on student’s development. Survey attempts to describe
or document current conditions or attitudes. The target population for this study is the staff of
Foundation Rock 98.9 FM Jos and mass communication students of ND1 and ND 2 Plateau
state Polytechnic Jos Campus which is 226 and the sample size of the study is 45 using
simple random sampling technique. The researcher administered 45 questionnaire to the
respondents which were returned and analysed using likert method. The study reviewed
related literature; conceptual review where concepts like campus radio, development among
others were reviewed and empirical review was used. The survey research design was
adopted in the study. Primary and secondary data were used for this study. The instrument
used in collecting data was the questionnaire and a simple random sampling technique was
used in distributing the questionnaire. The collected data was analysed using descriptive and
simple statistics. Recommendations: There should be proper guiding philosophy on campus
broadcasting in such a way that it will be used in lieu of rural broadcasting, as the mandate
that established the two are similar, campus broadcast stations should tailored their
programme contents towards developmental-oriented issues, especially in their host
environment, management and authorities in charge of campus broadcast stations should
provide an enabling environment for the stations to operate without necessarily interfering in
their activities, operations and smooth running, National Broadcasting Commission (NBC)
and other regulatory bodies need to increase their regulations on campus broadcast stations,
to ensure their programme contents reflect local views and interests of their host communities
and the NBC need to revise their code of operations for community broadcasting by giving
more roles to campus broadcast stations.

38