A survey of Instructional Radio Broadcast for secondary school students among media stations

in Kwara State.

CHAPTER ONE

INTRODUCTION

Background to the Study

Modern technology has transformed the way students learn and interact with their

environment. Radio and Television are broadcast media meant to disseminate audio and video

signal, messages, information or programs to wide range of audience. Broadcast media are

regarded as eye and hear of the people because they look for information on behalf of the general

public. Media have always formed an important part of modern education since the beginning of

the twentieth century. From print to radio, television, and today’s Web-enabled e-learning, each

medium has been seen as a potential solution for the problems, inadequacies and certain ills of

education. Invariably, the purpose of inducting media into education has been two-fold: to

increase the reach and thereby access; and to enrich the quality of educational content. The birth

of a new medium has not however, supplanted the previous one; since each has found its own

niche.

The effectiveness of Instructional Radio Broadcast (IRD) program could depend on how

educators perceive the “old technology” with a “new program” within their classroom. It creates

the awareness and understanding gathered over the years about the use of radio for instruction

purpose in developing countries. While the application of Instructional Radio Broadcast is the

focus of the study, it is by no means the only method for using radio successfully in educating

students. Nevertheless, IRD has been among the most widely used methods in the developing
world, due to its good measure and funding by United States Agency for International

Development (2007).

The debut of broadcasting in Nigeria can be traced to the introduction of the British

Empire Service in Nigeria in 1932; which established its repeater station in Victoria Island Lagos

where information was disseminated to major towns and cities in Nigeria through the wired

wireless device called re-diffusion box (Raufu A. (2011); Opubor A., Akingbulu A. and Ojebode

A. (2010). Man’s constant need for information called for the extension of the relay stations to

other major cities in Nigeria like Ibadan, Kano, Enugu and Abeokuta. From here, broadcasting

began to grow in leaps and bounds albeit with only radio being the source of broadcast

information. It was not until twenty seven years after, before Nigeria citizens were introduced to

what is today known as television with the establishment of Western Nigerian Television in 1959

by the Obafemi Awolowo led Western Government. Despite the advent of television, radio has

remained a veritable source of information which cuts across age, sex, cultural, religious and

educational differences etc. this has remained so because as opined by Adeosun (2005) quoted in

Adeosun, Togunwa & Raufu A. (2011) stated that television is purchased by the elites and haves

in the society. The newspapers and magazines are patronised by the literate audience, but radio

serves all classes in the society, the rich, the poor, the average, the young and the old. The

educated and rural dwellers are not exempted from programmes presented in local languages on

radio. This opinion was further corroborated thusby Oso L. (2003) stated that apart from

publications, radio is probably the most popular community media in many parts of the world. Its

popularity has come from its portability and ability to transcend literacy barrier. Battery powered

radio sets are easily accessible to many rural dwellers. Its signals can be received in many

dispersed and scattered communities from a single location at no extra cost.

 Reflecting on the early years of radio and its developmental challenges, Aspinall (1971)

described radio as “a novelty for listeners and broadcasters alike.” He added that “there was an

element of excitement and adventure about it which even today marks the best of broadcasting,

“for radio” according to him, it “is essentially a fun-game no matter how serious or important the

programme material.” These features of radio position it as the only medium which can be

accessed easily by all and sundry; such that everyone finds a programme to be identified with on

radio. According to Akintayo (2013) Radio has become a part of everyday life; and people for

various reasons beyond the traditional entertainment, education and information purposes,

depend on radio. Thus, that radio is an agent of social mobilisation and development is not based

on value judgement (Aina S. 2003) but rather on its many visible contributions to national

development through its rich programmes which come in diverse languages. Kuewumi (2009)

commented on radio saying “imagine a world without radio; it will be like a garden without

flowers and trees. Radio daily feeds us with information, teaches us and calms our nerves. If

radio is well understood and its potentials realized, hardly will there be any one that will live

without a radio. Many anxious moments will be healed.”

Radio therefore becomes about the easiest and cheapest tool for social mobilisation and

public enlightenment breaking the barrier of class and education Rantimi (2011). Radio is also a

powerful developmental medium because of its ability to air programmes in people’s indigenous

languages as well as foreign languages. Same programme can be packaged in different languages

to meet the needs of the various segments of the audience and languages within a particular

community. Kuewumi (2011) further affirms this position stating: “There is need for

broadcasters to be more realistic, in understanding the people for whom a message is intended,

and then construct the message to be sent in such a way that it speaks to not just specific needs of
the people but also the complex mix of the people in terms of who they are and the values they

hold together with words or language that they will not mistake or misinterpret when they

receive it.”

This affords radio the opportunity of reaching far more people than any other medium

(like print) where messages are either published in the indigenous or foreign language. Radio

programmes are not also one off programmes as there are opportunities of listening to them

again through repeat broadcasts which radio is known for. When adroitly used, radio can be the

most effective means of communication among the vast population of illiterate Nigerians

Moemeka (2012).

It is important to note that African nay, world leaders are beginning to recognise the

importance of radio in National Development. This perhaps brought about the deregulation of the

broadcast industry in Nigeria in1992. The deregulation has brought about private initiatives into

the industry (which was an exclusive reserve of the government for over sixty years) thereby

creating a large platform for competition, quality service delivery as well as rapid growth and

development in the industry. Since the deregulation also, the number of radio stations in Nigeria

has increased from “less than 30 to 137, made up of 44 federal government owned, 41 state

government owned, 25 private owned and 27 campus radio stations.” Omonhinmi (2012).

Local Radio stations in Nigeria have programmes aired to educate audiences. For

instance, Lesson on Radio which is a weekly program (Tuesday 7pm to 7:30 on Mid-land Fm

99.1 in Ilorin) to help students in their learning and examination, it specially for secondary

school students. Likewise there is another program for ne, the radio programmes ““Education

Spotlight” for the children on Kwara Radion between 9am to 10am on every staurday and also

Drama program for general audience, broadcasted from Radio Kwara 99.1 FM in Ilorin of
Kwara State teaches the listeners about sexually transmitted diseases, community development

and topics on other ramification of lives of the audience.

Hence, this study intends to examine a survey of Instructional Radio Broadcast for secondary

school students among media stations in Ilorin West of Kwara State.

Statement of the Study

Basic Technology as a subject has been affected by the use of information and

communication technologies which radio and television are key components of and this have

undoubtedly affected the teaching and learning of the subject (Yusuf, 2005). The reason for this

could be ascribed to the fact that there are topics in basic subject in secondary school that pose

serious problem of comprehension to students. These topics cannot be taught effectively without

the use of relevant channel/media such as broadcast media (radio) which provides audio but

make learning practical and interesting.

Radio are already playing a role in educating the populace non- formally, but there is

significant potential to capitalize on the ability of the broadcast media to enhance development

and learning among secondary school students. Their use in education have the potential to

innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate

school experience to work practices, create economic viability for tomorrow’s workers, as well

as strengthening teaching and helping schools change (Davis and Tearle, 1999).

As Daramola (2001) rightly observed, the radio as a medium of mass communication

bridges the gap between the government and the governed. It is a two – way communication that

provides companionship through human voice and exhilarating music.

Therefore, it is undoubtedly clear that radio programming can act as a catalyst for rural and

urban development because of its versatility of informing hundreds of thousands listeners at

different times of the day. However, this can be more effective in the rural and urban community

through the use of local dialects. Thus, what impact does radio programming have on the

students living in rural and urban community?

How do they perceive information disseminated by the various radio stations? Through what

ways do the media messages mobilize them to participate in the development process of their

community and the nation at large? How credible are the content of radio programming?

The positive and negative effect of radio on the behaviour of secondary school student attract the

attention of so many intelligent people in the state and other in the educational sector see the

problem to which the research address itself are many.

In this case the problem of the research in this programmes is how can secondary school

students be affect in a positive way. Therefore, this research examined a survey of Instructional

Radio Broadcast for secondary school students among media stations in Ilorin West of Kwara

State.

Purpose of the Study

1. To examine impact of radio programming have on rural student of secondary school in

Kwara state;

2. To evaluate students perception on information disseminated by the various radio stations

to secondary school in Kwara State;

3. To evaluate radio programs and awareness for secondary school students in Kwara state;

4. To examine instruction radio broadcast and secondary students access to radio in Kwara

state;

5. There are significant no problems militating against students’ use of instructional radio

broadcast for learning in Kwara state.

Research Questions

1. What impact does radio programming have on rural student of secondary school in

Kwara state?

2. How do they perceive information disseminated by the various radio stations to

secondary school in Kwara State?

3. Are secondary school students in Kwara state aware of instructional radio programs

around them?

4. Do secondary school students in Kwara state have access to educational radio programs?

5. What are the problems militating against students’ use of Instructional radio broadcast

for learning?

Research Hypotheses

1. There are no significant impact of radio programming have on rural student of secondary

school in Kwara state;

2. There is no significant student perception on information disseminated by the various

radio stations to secondary school in Kwara State;

3. There is no significant radio programs and awareness for secondary school students in

Kwara state;

4. There is no significant relationship between Instructional radio broadcast and secondary

students access to radio in Kwara state;

5. There is are significant problems militating against students’ use of Instructional radio

broadcast for learning in Kwara state.

Significance of the Study

This study will be beneficial to government, community, radio station, Instructional radio

broadcast personnel and student in secondary schools. This help government to know their role

to play in funding and supporting, and to solve the problems that are bring setback to

instructional radio broadcast in the nation, Community will be able to be oriented about various

instructional radio stations broadcast and allow their wards to have access to radio and listen

various programs, also radio station management to understand and appreciate their strengths

and weaknesses in order to know areas to improve for effective information dissemination. It

will also assist radio owners and managers in describing better policies of enhancing

communication programmes in the rural areas.

The information that this study will provide will help Instructional radio broadcast personnel to

designed effective learning activities and properly use learning scheme that can help the student

and all member of the society to benefit from diffident interesting program that can cater for their

needs. More so, students will be aware and this will bring to conscious the relevance of radio

programmes to the rural and urban community in order to enable them appreciate it and

comprehend message efficiently.

Scope of the Study

The scope of the study is a survey of Instructional Radio Broadcast for secondary school

students among media stations in Kwara State. Using Ilorin west as case study, this research will

further state the impact of the radio programming on secondary school students in rural and

urban dwellers obstacle to the impact of programming in information disseminating and solution

to ensure good interpretation of radio message by the receivers.

Operational Definition

Impact: The low of one thing striking another

Radio Programming: The plan of allocating programs according to the time of the day and

duration of each programs

Effective Communication: It is those communications that provide change(s) in the receiver’s

behavior or attitude as were intended by the sender of the messages.

Development: The action in process of developing or being developed; it is also a new stage of

event; it is a product in invention.

Radio: The communication of audible signals encoded in electromagnetic waves.

Influence: an action or pattern of behaviour that is repeated often that it becomes typical of

somebody, although i.e or she might not aware of it.

Secondary School: A school for children who are between the age of eleven to eighteen years

old.

Students: This is one studied at school, college or university

CHAPTER TWO

REVIEW OF RELATED LITERATURE

History of Radio Programming in Nigeria

The term “Radio” has its root in the Latin word, “Radius” which means a spoken radius

ray. Radio’s etymology become obvious when it is realized that in physical sense, radio is

essentially the emission of rays or waves that bear signal called programs the wave which are

generated by a transmitter are propagated, an aerial or an antenna that represent the central of a

circles for reception by radio set turned to the frequency on which the transmitter is radiating.

According to OLULANDELE et al, radio programming in Nigeria began in 1932, through the

establishment of the radio distribution services. It was as a result of the urge a determination of

the British colonial authority to link the colonies with the writer country to serve as an

instrument of propaganda for the Britain and the whole world. So the BBC (British Broadcasting

Corporation) empire service was introduced.

Radio programming in Nigeria also began as part of the departmental and post and telegraph;

which was then Public Relation Services. The post and telegraphs engineers used the station in

programming programs through wires connected to loud speakers located at different points in

Lagos.

After three years of experiment, the country realized it could operate this system which

heralded the establishment of wired broadcasting that was named “Radio Distribution Service”

(RDS).

On June 16 1951, the Nigeria Broadcasting Service (NBS) was firmly established by Governor

John Stuart McPherson. It was later changed to Nigeria Broadcasting Corporation (NBC) and

began operation in April 1957 by an act of parliament.

 However, the glamour for the right of reply by Chief Obafemi Awolowo led to the

formation of radio and television station in the western region, Western Nigeria Broadcasting

Service (WNBS) and Western Nigeria Television (WNTV) responded on October 31, 1959.

In 1975, the Murtala-Obasanjo military regime declared its intention to halt the proliferation of

radio station in Nigeria by creating a centralized organization to cater for the whole country. The

government enacted the Federal Radio Corporation of Nigeria Decree no 8 of 1978; which gave

the Federal Radio Corporation of Nigeria (FRCN), right over all existing radio station the

country with the re-organization, it assumed its new name and four zonal offices were created in

Lagos, Ibadan, Kaduna and Enugu and the radio skill is in existence today.

More so, many private radio stations have been established as a result of the

promulgation of the National Broadcasting Commission (NBC) Decree No. 38 in August 24,

1992. This Decree gave right to the ownership of broadcasting station by private individuals.

For Richard Aspinal, (1971) the use of wireless for popular programming was a consequence of

the world war of 1914 – 1918. The fighting services needed improved equipment and large

number of wireless signal. It was these near who on their return to civil life held the demand for

broadcasting services.

Early radio was very much a novelty for listeners and broadcaster alike. The early

receiving software bulky and difficult to tune the loudspeaker had not been invented and

listening was limited to headphones.

In the studies there were no mixing panels, no magnetic microphones, no electrical pick-ups and

certainly no tape recording. The microphones had to be shaken before use, like a bottle of

machine gramophone records were played by gramophones in front of open microphones.

But the radio has gradually metamorphosed into a digital state that rural dwellers can carry every

where even in their mobile phones, Ipods and small radio sets.

History of Radio Kwara

The Kwara state broadcasting corporation, Ilorin, with broadcasting identification,

“Radio kwara” started broadcasting service in Ilorin in 1956 as a relay station. It was than known

as provincial broadcasting house. The one fourth kilo watt {kW} medium wave transmitter

which was then used covered only eight kilometer radius of Ilorin.

However, kwara state Broadcasting Corporation as constitution today finally come into

being with enactment of the kwara edict no 3 of 1979, but with retrospective effect from April

10th, 1978, this was not of the beneficiary by product of the first state creation in Nigeria.

On the creation of the state in 1967, a master plan was drawn up and approved for the country

base on the number and capacity of transmitter and mode of transmission to be sited in each

creation owning to the topography of kwara state, it was decided that it should covered with both

medium and shirt wave transmitter.

In 1974, instruction work started in the modern studio/broadcasting house the 10kw short

wave and 20kw medium wave transmitting station sites these facilities wave put in use is from

19th December, 1976 however, following the directive of the federal government the short wave

transmitter was closed down in 1976. On 1st April, 1978, in camphene with federal government is

directive which transfers all radio Nigeria station on the state to their respective host states. The

formal handing over of the station by the NBA to the kwara state government was reframed by

Mr. Horation Agedoti of radio corporation, Lagos in 5 th September, 1978, all the existing staff

the wave given the option of either staying with corporation or going to Federal Radio

Corporation. Those who opted to stay were retained.

At the time of takeout by the state government, the state had broadcasting house situated at the

present premises and transmitting station. The two inherited ten kW transmitters were very old in

fact only one of them was working satisfactorily at the time of over in 1978.

In 1978, the federal government booted the transmitting capacity of Radio kwara through the

directive that transferred the federal radio station in Ilorin to the kwara state government. The

station then had two {2} 50kw medium wave transmitted at budo eko. With this development,

the state government approved the recommendation at the corporation to install the four

imported 10kw medium wave transmitter in the fringe area of the then kwara state for effective

coverage. Two of them were installed Egba. One at okike near okene {both now in kogi state}

and the forth at koro in new bussa {now in Nigeria skew}. All the three booked station were

completed and commissioned.

In spite of the giant strides, in 1991 the transmitting stations at bin do eko witnessed a

senior setback when the 840 feet tower mast was struck and destroyed by thunder storm. This

problem became a senior challenge to cry tend with; bearing in mind that the transmitting station

had then became an integral part of radio kwara and a dependable ally on the performance of its

statutory responsibility. Effort to resuscitate the station between 2000 and 2002 resulted in the

provision of a new tower mast and a 50 Kw thom cast transmitter to restore normal transmission.

In spite of the effort by Alhaji Mohammed Lawal’s administration, the transmitter remained

insufficient. However, the government of Dr. Bukola Saraki, in assumption of office in May

2003 renovated the station with award of contract for the provision of modern studio equipment

and additional 50Kw Harris transmission totally over #300,000,000.

This singular development has made “Radio Kwara” not just one of the few radio stations with

installed digital studios in Nigeria, but one of the first stations in Nigeria, to comply with the

global directive in conversion from analogue broadcast to digital broadcast.

Definition of Broadcasting

Broadcasting is the transmission through space by means of radio frequencies of signals

capable of being received either aurally or both aurally and visually by the general public”

(Chester et al, 1963 cited in Nwanwene, 1995).

This explains why Mgbejume (1985) defined broadcasting as “the spreading or scattering

of news, entertainment or any other programmes over a wide area with many propels

simultaneously receiving the transmuted programmes in their homes television, radio set”.

Also, Folarin writes that broadcasting is “the planned provision of information education

and entrainment to a large and heterogeous audience through the medium radio and television.

The new dimension enunciated by Folarin is that broadcasting messages are sent and received

only by radio.

Odetoyinbo (2001), he asserts that broadcasting is an act of “giving out, sharing or

transmission of information or sages through an electronic device

According to Ajetunmobi and Oyediran (2004) broadcasting is simply “the planned

provision of information, education and entertainment to large and heterogeneous audiences

through the medium of radio and television”. The world planned according to this scholar

implied that the information, education and entertainment are provided repeatedly at scheduled

time in prescribed formats.

Broadcasting is the distribution of audio and video content to a dispersed audience via

any audio or visual mass communications medium, but usually one using electromagnetic
radiation (radio waves). The receiving parties may include the general public or a relatively large

subset thereof. Broadcasting has been used for purposes of private recreation, non-commercial

exchange of messages, experimentation, self-training, and emergency communication such as

amateur (ham) radio and amateur television (ATV) in addition to commercial purposes like

popular radio or TV stations with advertisements. (www.wikipedia.com/broadcast).

Broadcasting and Educational Broadcasting in Perspectives

The concept of broadcasting needs to be examined critically and be put in proper

perspective. There is tendency to mix-up what constitutes broadcasting and related concepts

such as electronic media; audio-visual media et cetera.

According to La’aro, (2004), the term Broadcasting refers to the totality of the communication

and technological process which allows for the transmission of audio-visual signals to a large,

heterogeneous mass of people, simultaneously. The term broadcasting, if properly used, does not

include closed circuit, computer ,home video and even cable television, or other forms of radio

transmission that cannot offer, on their own, possibilities of reaching diverse audience

simultaneously.

The characteristics of broadcast media that differentiate them to similar electronic media

are the ability of the media to distribute their signal to several audiences who are located at

different places and locations at the same time. The import of the above exposition of

broadcasting to other form of electronic communication is especially discernible in the context of

educational broadcasting. Devices, such as television box, video recording and audio recording

equipment are used in the teaching and learning process. These are not broadcasting. At best,

they can be classified under the terms Audio-Visuals.

Aggarwal (2004:153) cited some authors who have defined the audio-visual devices used in
educational context. Among the many authors are: Edgar Dale who says Audio-Visuals are those

devices by the use of which communication of ideas between persons and groups in various

teaching and training situations is helped.

But Kunder, S. James would rather defined Audio-Visuals as any device which can be used to

make the learning experience more concrete, more realistic and more dynamic.

In the view of Mcknown and Roberts: Audio-Visual aids are supplementary devices by which

the teacher, through the utilization of more than one sensory channel is able to clarify; establish

and correlate concepts, interpretations and appreciations.

The above views enunciate the role common to all electronic media in the education process but

which the broadcast media further intensify due to certain peculiarities.

Broadcasting media {Radio and Television services} are mass media with peculiar

characteristics. The broadcast media have immediacy capabilities by presenting information or

event at the same time it is unfolding. Their messages reach far-flung audience that is not

spatially connected. The message of the broadcast media is the only connecting cord binding

them with their audience in a communication experience. The broadcast media have universal

value because they can break the barrier of literacy and social class. Their signals do not

discriminate on the basis of socio-economic and educational background.

This potentials informed the conceptualization of broadcasting in the context of education which

the following passage expatiates

Educational Broadcasting: Concepts and Types

The concept of educational broadcasting denotes the process by which broadcast – Radio and

Television – media are used to achieve the objectives of formal, informal and non-formal type of

education.
Educational broadcasting can be understood from the perspectives of channels of communication

that can carry information; facts and figures that are meant to fulfill instructional objectives. It

means vehicle and means that enable you to acquire knowledge.

Educational broadcasting can be viewed from four different modes/types of education viz:

1. Formal Educational Broadcasting

2. Non-formal Educational Broadcasting

3. Informal Educational Broadcasting

4. Mobilization Educational Broadcasting

Formal Educational Broadcasting:- deals with the use of broadcast media for instructional

objectives that conform with the characteristics of formal education – a formal syllabus, rigid

grade system, formal school hours, formal certificates, et cetera. This is the focus and concern of

this paper as it affects the tertiary institutions.

Non-formal Educational Broadcast:- Here the resources (human and material) of radio and

television services are used to achieve the skills needs of adult without removing them from their

work-day routines. It involves the acquisition of functional knowledge that is relevant to the

adult social/working functions.

Informal Educational Broadcasting:- refers to daily encounter with radio and television

programmes that help individual to acquire knowledge; although the individual did not set out to

acquire it but through daily experience with broadcasting. It is in this sense that broadcast

houses claim to be educating their audience. The format may come in different-pattern, for

example, news, drama, discussion programmes, et cetera.

Mobilization Educational Broadcasting:- These are the deliberately planned broadcast

messages designed to motivate, persuade, discourage, urge,(or with similar behavioural

objectives) the general public to behave in particular, desired ways. It is about getting people to

agree to the point of view of the sponsor. The format may be in Jingles; especially composed

lyrics or any other broadcast programme format.

All the four modes can be used for different level of education, but this paper intends to explore

the formal educational broadcasting for curriculum delivery at the tertiary level of education.

How visible and relevant to curriculum content delivery?.

Educational Broadcasting Strategy

The strategy employed in using the facilities of broadcasting to foster the objectives of education

is varied depending on the type of education under focus. Generally, the strategy can be grouped

under the following headings:

Substitute for Teachers

Broadcast media facilities are used for classroom teaching. It is called direct classroom teaching

or total teaching. This is employed where there are large pupils but fewer teachers. The

condition in our tertiary institutions, where teachers face hundreds of students call for the

consideration of these educational broadcasting strategies to tackle the problem.

Supplementary/Enrichment Role

This is using broadcasting to supplement the effort of the teachers/lecturers. Radio and

television programmes, in this instance, are designed in accordance with the curriculum content

of particular courses. The scheduling of the broadcasting programme will be based on research

findings concerning the time use pattern of the target audience. The teacher/lecturer would then

direct the attention of the students to the programme as enriching or supplementing what has

been discussed in normal classroom setting. For optimal utilization of the programme the lecturer

must impress it on student the relevance of the programme to their academic performance.
Distant Learning

The broadcast media are used basically as part of the distance learning arrangement to reach

student in the comfort of their homes or residents. This is totally dependent on the effectiveness

of the operational arrangement. It is opened to enormous operational and environment

challenges that may be daunting indeed.

The foregoing strategies/approaches can be summarized thus:

1. The Teaching Approach: Here the broadcast media are considered as educational

instrument in their own right, and not just a mere adjunct to the classroom teacher, that is,

the media are substitute classroom teachers. This approach is favourable to

correspondence studies, Extra-Mural Studies and adult education.

2. The Support Approach: Here, the media are used to provide additional teaching

resources to enrich, complement and support the teaching-learning process; resources

which the existing educational establishment cannot readily provide through its

traditional facilities and materials. This approach can be used to support regular schools

like the higher institutions.

Benefits of Involving Broadcasting In Formal Education

The potential of using broadcasting media facilities in the efforts to engage the contemporary

challenges of effective curriculum delivery in tertiary institutions can be seen in the following:

· It is economical: It allows the maximum use of limited resources to convey knowledge.

Just one teacher to teach millions of students simultaneously, nationwide.

· It helps give subjects a greater sense of reality. You can capture and relay actualities and

real life experiences with audio-visual equipment rather than just telling or describe them

to your students.
 · You can get a close-up perspective of the subject, especially when it involves some kind

of specimen.

· Broadcasting allows flexibility of timing to adapt to the daily lifestyle of the student so

that lessons can come at a time when students will be ready.

The Nigerian Experience in Educational Broadcasting

The Nigerian broadcasting system, right from the earlier days, has had pretence to

educational service, although the kind that was on then was the informal and mobilization types

Even the Nationalist who supplanted the colonialist could not be faithful to their publicly

declared intension of using broadcast facilities for education purposes At best, their idea and

practice of educational broadcasting was the mobilization type that are geared toward motivating

the populace. The wave of educational television then was linked to national renaissance. In the

context of African struggle then, mobilization was educational. By 1954, it was realized that

broadcasting can be used for intensive – formal-educational purposes. A pilot was done by the

Western Nigeria Broadcasting Service (WNBS) under the supervision of one Tom Chalmers.

The experiment was on subject lessons to schools in Lagos area. It was then discovered that

“Schools broadcasting … could be of great use in stimulating and helping teachers and pupils

alike … could quicken the tempo of educational advance in Nigeria.”{Adisa 2001 et al} This

realization leads the British Government to second Richmond Postage to Nigeria to study the

possibility of starting school broadcasting in Nigeria. He was instructed to report to the Federal

adviser on education “a comprehensive programme on broadcasting on English and the main

vernacular at primary and secondary school levels with particular reference to “regional needs.”
{Uche 1987}

Postgate, in 1955, in his report recommends school broadcast. He also suggested that school

broadcasting should be collaboration between National Broadcasting Service{NBS} and

educational authorities. The role he envisaged for the NBS are (1) set up the broadcasting

machinery (2) Recruit broadcaster, script writer and performers (3) help in training teachers in

the use of broadcast.

The role for educational authorities is to:

(1) Ensure that inspectors and teachers receive proper training to use broadcasting.

(2) Determine the content of syllabus of the subject to be taught.

The Postage report could not be implemented by the Federal Government due to lack of

money. But the Northern government, in May 1957 began School Broadcasting on Radio with a

programme on English Language for primary school. The Western Regional government

followed in the same year. {Moemeka 1981 Adisa, Uche Ibid}

The Present Reality

In spite of the set back experienced in the attempt at using broadcast facilities for formal

educational objectives; there have always been insistence on resuscitating the concept. In the

early 80s many state broadcasting stations produced educational programmes on radio and

television that were fashioned after the schools’ curriculum. For example, Radio O. Y. O in

Ibadan, Oyo State, had on air “Tam-Mo” an inter-school quiz programme based on the syllabus

for the teaching of Yoruba Language and Literature in Secondary Schools.

The Federal Radio Corporation of Nigeria, operator of “Radio Nigeria” produced many

programmes that are based on the books produced by the Nigerian Educational Research and

Development Council (NERDC) or other materials recommended by the council. The target
audience for such broadcasts are Junior Secondary School, Senior Secondary Students and

Primary School; teachers, especially the pivotal category. The objectives are the reinforcement

and consolidation of what the children have been taught in classroom and to refresh the minds of

the teachers so targeted.

The Nigerian Television Authority (NTA) had made contribution to educational

broadcasting. Some of the examples include: Cartoon programmes of all shades; Speak-Out,

Talk French, Kid-vision, Story land, Tales by Moonlight, Flying High, Work-it-Out, et cetera.

Equally, privately owned Radio and Television stations too have been airing some porgrammes

which are tagged educational programme. Examples are Brainy Bright (Debate) Scrap Palace

(Arts and Crafts); all these were once aired on African Independent Television AIT.

Examples from Radio are Students Millennium on Cool FM in Lagos, Ayoka on Radio Kwara.

Educational and Educative Programme: Vital Observations

From the foregoing review of the concept and practice of educational broadcasting, it is

noticeable that there is need for some clarifications. There seems to be a misconception of what

constitute educative programme and educational programme. Aluma (1998) quoting Ignacy

Wanievics notes that the distinction between the two forms of programming lies on the purpose

and effects of these programmes.

Any programme, in any form, could be considered as educative if its primary purpose is

not to provide pure entertainment, political propaganda or commercial advertising, but rather to

broaden horizons, deepen understanding and sensitivity, refine tastes, and so on … programmes

which have definite enlightening values, but are not instructional, that is, are not planned to

provide education in a systematic way.

Following this distinction, the following characteristics are identified for programme that will
qualify as educational broadcasting (Adisa, 2001)

(a) Programmes concerned with supervised education, leading through examinations to

credits towards the attainment of a particular educational level or degree, and requiring

their audience to be registered or enrolled in a course of instruction.

(b) Programmes not connected with a system of formal or supervised education, but whose

educational nature will be judged by their objective to [1] provide a continuity of content

aimed at a systemic acquisition or improvement of knowledge or skills within a given

circumscribed field of interest, [2] would bringing insight and awareness or vocational

training, arousing and developing aesthetic responsiveness or remedial education

connected with urgent economic and social problems.

Radio as a Medium of Education:

Radio with its ubiquitous characteristics has served many purposes since its inception in

the nineteenth century. It has been used to advance development in many countries; while it has

also been used to pass information on health, census, politics etc to the citizens. While

corroborating this,Usha C. and Ramesh S. (2003:2) quoting Couch, (1997)opine that “radio is

capable of delivering high quality educational programming to highly diversified audiences

located across broad geographical expanses – all at a low per unit production cost.” Radio

however has capacity to address several issues not directly meant for the classroom but of great

importance to children and youths.Laine (1938:97) listed such subjects as :America's Economic

Outlook by Sir Josiah Stamp, Tenant Farming and Its Evils by Henry A. Wallace, and Our

Greatest Crime Problem by W. H. Drane Lester, and others,in keeping with this long time

assertionthe sampled campus radio stations air such programmes: Echoes of our Time by

Economics Students’ Association; Right Choices by Students’ Support Services, Edufocus by

Babcock University Chief of Staff and so on. While writing on how radio can perform

educational functions different from organised learning programmes, Laine (1938:96) says radio

“can arouse the children's interest in subjects of government, and it can stimulate children to

study the many problems that community life creates. A broadcast coming from a federal, state,

or local official will afford valuable information, and offer suggestions as to the way certain

problems should be solved; and, in addition, it will be of service in arousing the individual

mental effort of the child, which is perhaps the most important objective of education”.

Radio with its ability to reach large audience at the same time and ability to accommodate

programmes meant for all sectors of the society has the ability to perform the aforementioned

functions and more.

Types of Educational Programmes on Radio

Obe (nd) identified four main types of educational programmes that can be on any radio station:

1. Formal Educational Broadcasting: This is curriculum based education. According to

Onabajo (2012), Radio Nigeria started this in the 60s but stopped abruptly probably due

to lack of funds or ideas

2. Non-formal Educational Broadcasting: This has skills acquisition as its focus. The

presenter here has to paint a lot of pictures that would work on the listener’s imagination

for proper understanding of the subject matter

3. Informal Educational Broadcasting: This deals with education on preventive health,

family planning, environmental sanitation. Can come in various formats, news,

discussion, interviews etc. Most radio stations whether public, private/commercial or

community offer this type of education. This is probably why most radio stations claim to

engage in educational broadcasting.

 4. Mobilisation Educational Broadcasting: Radio is a medium for mass mobilization.

Members of the audience are encouraged to perform a task like voting during election,

take children out for immunization against child killer diseases etc

Theoretical Framework

This study was anchored on the Uses and Gratification Theory. According to Miller (2001:243)

in Adekoya (2013:23), ‘the first statement of the uses and gratification theory came from Katz,

Blumler and Gurevitch (1974), who enunciated the basic points of the framework in the often

quoted statement that uses and gratification address.’ The statements are:

1. The social psychological origins of (2) needs which generates (3) expectations of (4) the

mass media or other sources which leads to (5) different patterns of media exposure or

engagement in other activities resulting in (6) need gratifications and (7) other

consequences, perhaps mostly unintended ones.

Uses and gratification theory is one of the most accepted theories of mass communication

Littlejohn & Foss (2008). The theory shifts from the conventional focus of mass

communication theories which are usually message based to the consumers of the media

message. Stanley and Denis (2003:302) while identifying the strengths of the uses and

gratification theory say “it focuses attention on individuals in the mass communication

process.” The theory is applicable to this research work as it enumerates the use to which

individual students put their campus radio stations.