PERCEPTION OF JUNIOR SECONDARY SCHOOL STUDENTS ON THE EFFECTIVENESS OF EDUCATIONAL BROADCASTING

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PERCEPTION OF JUNIOR SECONDARY SCHOOL STUDENTS ON THE EFFECTIVENESS OF EDUCATIONAL BROADCASTING

CHAPTER ONE

INTRODUCTION

Background of the study

Education is one of the key functions of the broadcast media. The fact that it takes the form of any language and combines the power of words and visuals makes it even more potent. Ike (2005) argues that the media contribute a lot to the society, by informing and educating the populace on what they need to know. The broadcast media aids education through educational broadcasting. The post-independence Nigerian government understood that education was the key to a better future for Nigerians, so they strategically used the mass media in educating its citizen.

The broadcast media have also developed several educational programmes to enable her serve the interest of programme consumers. These educational programmes have taken different formats. Some come in the form of drama, comedy, music, film and cartoons. These programmes of the broadcast media are used to complement other government or non-government-sponsored programmes. The people are expected to benefit from these programmes. However, the way that they are fashioned can take away the intended learning inherent in the programme. People may be consuming media programmes without noticing that they are expressly being educated. This does not take away the educational function from the media. This is why Nworgu (2016) argued that the broadcast media play the same roles school play as agent of education because schools are formal places for education.

The broadcast media play certain roles in positively affecting the educational sector.

Harold Lasswell stated this when he drafted the functions of mass media by stating that, “when we inform, we educate” (Laswell, 1948 cited in Nworgu, 2017). The government has tried and is still trying to uplift Nigerian educational sector by investing more in making school environment conducive, providing necessary amenities for learning. However, it has neglected the broadcast media’s role as an agent of education. One of the potent ways the broadcast media can educate the populace is through entertainment education. This is because it allows for the use of entertainment while educating the people. Population Communication International (PCI) media impact (2016) had an insightful slogan: “tell a story, change the World.” Human nature appreciates telling and hearing stories, stories that are well told accomplish much in our African setting and are important to the world at large. African culture and history are preserved from generation to generation through story telling. Africans enjoy oral literature.

Sighal & Rogers (2008) as cited by Nkwam-Uwaoma & Onu (2017) opine that Entertainment Education (EE) is a process of purposefully designing and implementing media message to both entertain and educate. This is done to increase audience members’ knowledge about an educational issue, create favourable attitude and influence behaviour and cultural norms as PCI media impact (2016) observed. According to Nkwam-Uwaoma (2017), the history of Entertainment Education can be traced to Bible stories, the great Bible lessons like the story of Zaccheous which was used to teach Sunday schools and other lessons taught by songs. The essence of gospel music and hymns is to evangelise, establish Bible doctrines and to reinforce teachings. The current entertainment education is traced to the “supplement Maria” hit drama 1969 in Lima, Peru (PCI Media Impact, 2016). This indicates that the broadcast media can achieve huge success in the area of education if she focuses on it. This study, therefore, sought to find out the influence of educational broadcast programmes on residents who are studying in different institutions of learning within Owerri Municipal and as well find out whether educative programmes complement class room learning in institutions of higher learning.

Statement of the Problem

Not minding the type of educational programmes floated by most media houses, the issue is whether people expose themselves to these programmes for the benefit of acquiring knowledge and learning new things. It is a truism that with the privatisation of the broadcast media, most media houses resort to cost effective programmes like music, which prevent people from seeing the educative programmes needed or the education inherent in this music. Most media houses seem not to also produce educative programmes modeled after the classroom curriculum. Hence, the people seem not to see express education in most of these media programmes. This study, therefore, sought to find out the influence of educational broadcast programmes on the students of select tertiary institutions in Owerri, Lagos state.

Objective of Study

The study sought to:

1. Determine the level of exposure to educational broadcast programmes by students of select tertiary institutions in Owerri, Lagos state.

2. Ascertain the knowledge level on educational broadcast programmes by students of select tertiary institutions in Owerri, Lagos state.

3. Determine the influence of educational broadcast programmes on the learning quotient of the students of the select tertiary institutions in Owerri, Lagos state

Research Questions

1. What is the level of exposure to educational broadcast programmes by students of select tertiary institutions in Owerri, Lagos state.

2. What is the knowledge level on educational broadcast programmes by students of select tertiary institutions in Owerri, Lagos state.

3. What is the influence of educational broadcast programmes on the learning quotient of the students of the select tertiary institutions in Owerri, Lagos state

Research Hypothesis

H0: There is no relationship between educational broadcasting and students’ academic performance

H1: H0: There is arelationship between educational broadcasting and students’ academic performance

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