Technological Factors Affecting radio Broadcast to Schools in Kenya: The Case of Primary Schools in Rangwe Division (original) (raw)
Related papers
2015
Radio broadcasts to schools programme has been in existence since 1920's. Kenya Institute of Curriculum Development (KICD) develops Interactive Radio Lessons (IRLs) with education curriculum experts and other stakeholders for learners in primary, secondary and tertiary schools including the general public, apart from the university levels (Abuli et al., 2013). In Kenya, radio broadcast to schools was introduced in 1960's with the aim of widening accessibility to education, improving quality of education, diffusing superior teaching methods to serving teachers and training of teachers at lower cost. The research study was carried out to find out the technological challenges being faced by radio broadcasts to schools programme in Kenya, with the case of both public and private primary schools in Rangwe Division, Homa Bay County. The study used descriptive survey design. Data collection was done using semi structured questionnaires and observation schedules. The data collected from the field was coded and analyzed both qualitatively and quantitatively using descriptive statistics with the help of Statistical Professional Social Sciences (SPSS). The overall findings showed that absolute majority of schools in Rangwe division were not using radio broadcasts to schools programme in supplementing learning in upper classes. Most headteachers and teachers including learners attributed this to lack of functional radio sets in schools, lack of electricity power connections in schools, Poor radio signal receptions in other areas, lack of sensitization in schools, lack of prompt distributions of broadcast time tables by KICD to schools, and lack of technical know-how on the operations of radio sets by teachers. The recommendations of the findings can be used by stakeholders in education sector especially KICD in addressing the technological challenges experienced by schools in integrating radio broadcast to schools programme as a learning tool in schools. The findings also contribute to new knowledge in the field of Interactive Radio Lessons (IRLs) in schools for future research work. The stakeholders of radio broadcasts to schools programme like KICD, MOEST, KBC, TAC Tutors or AEOs, schools and other education sectors should liaise and work together to achieve the common goal of the programme which is equal education for all. v TABLE OF CONTENTS
Technological Factors Affecting Radio Broadcasts to Schools in Kenya
Radio broadcasts to schools programme has been in existence since 1920's. Kenya Institute of Curriculum Development (KICD) develops Interactive Radio Lessons (IRLs) with education curriculum experts and other stakeholders for all levels of education below the university level, and the general public. The research study was carried out to find out the technological challenges being faced by radio broadcasts to schools programme in both public and private primary schools in Rangwe Division, Homa Bay County. The study used descriptive survey design. The respondents were 25 headteachers, 50 teachers, 150 learners, 2 AEOS, 2 KBC engineers and 2 KICD programme coordinators. The findings of the study can significantly contribute to new knowledge in the field of Interactive Radio Lessons (IRLs) in schools. The stakeholders of radio broadcasts to schools programme like KICD, MOEST, and AEOs among others can liaise and work together to achieve the common goal of equal education for all.
Factors Affecting Radio Broadcasts to Schools in Kenya: A Case Study of Public Primary Schools in Rangwe Division, Homa Bay County, 2019
Kenya Institute of Curriculum Development (KICD) develops Interactive Radio Lessons (IRLs) for learners in all levels of education apart from the university. The major aim of the broadcast is to widening access to education. The purpose of the study was to establish how different transmission modes affect the accessibility of the radio broadcast to schools within Rangwe Division, Homa Bay County. The study used a descriptive survey design. Data collection was done using semi-structured questionnaires and observation schedules. The data collected was analyzed both qualitatively and quantitatively using descriptive statistics with the help of Statistical Professional Social Sciences (SPSS) Version 20. The findings showed that absolute majority of schools were not accessing radio broadcasts to schools programme due to; lack of functional radio sets in schools, electricity, Poor radio signal receptions, and lack of sensitization in schools. It is recommended that stakeholders of radio broadcasts to schools programmes like KICD, MOEST, KBC, TAC Tutors or AEOs, schools and other education sectors should liaise and work together to achieve the common goal of the programme which is equal access to education for all learners.
Radio: Education and Development
Jurnal Teknologi Pendidikan, 2024
The study investigates the function of radio in educational advancement, specifically addressing its efficacy, obstacles, potential in isolated and rural regions, and recommendations for enhancement. The utilisation of radio is crucial for facilitating educational advancement, especially in regions that have restricted access to resources. It has been utilised to provide instruction on subjects such as reading and writing skills, mathematical abilities, health awareness, and job-related skills. Interactive Radio Instruction initiatives have demonstrated substantial effectiveness in improving educational outcomes. The prospects for radio in educational development are good, particularly with the emergence of new technology. By integrating radio with digital platforms such as mobile phones and the internet, its reach and effectiveness can be enhanced. Integrating radio broadcasts with faceto-face instruction, internet materials, and community-based learning can offer a more holistic educational experience. Radio plays a vital function in emergency situations, guaranteeing the continuation of instruction. Nevertheless, consistent investment and rigorous content quality control are needed in order to tackle challenges such as inadequate funding, technical constraints, and variable audience engagement. An illustrative counterexample to the efficacy of radio in teaching can be observed in areas with restricted electrical availability or stringent regulations on radio frequencies, which make the technology unavailable to specific people. Moreover, in regions with low literacy rates, radio broadcasts may fail to properly transmit instructional content to individuals who lack reading and writing skills.
The rise and fall of educational radio in Zimbabwe : the forgotten medium and technology
2012
Popularly referred to as “schools broadcasts” during the 1980s, educational radio in newly freed Zimbabwe was at the threshold of transformation into interactive radio instruction (IRI). This paper analyses the developments relating to educational radio in Zimbabwe since the late 1980s. In it, I refer to the unpublished descriptive qualitative surveys I conducted during 1989 and 1999 using questionnaires, interviews, and confirmatory observations. I hope that this will prove helpful to other countries, particularly so-called developing countries that are still using educational radio, in warding off any retrogressive forces that may lead to the collapse of the service. Zimbabwe itself could revive this once popular technological practice. The 1989 study showed that about 10% of the schools implemented the educational radio programme. About ten years later the situation had not changed significantly, as revealed by the findings in the much larger and more rural province of Mashonalan...
An Evaluation of Educational Broadcast Programmes on Radio
2021
This research was carried out to evaluate the extent of educational broadcast programmes on radio and further exploit its numerous potentials. The extensive reach out of radio programs cannot be underestimated. In this study, the use of Agenda Setting |Theory as used to access the technique the media uses in dictating the tone of discussion among the audience. A survey carried out revealed that 60 percent of most homes in Africa are without electricity, yet a higher percentage owns a radio in their homes. Educational programs on radio reach out deeper into the villages 10 times more than television. This paper therefore concludes that the effect of educational radio broadcast programs on air. Radio creates a less expensive means to communicate, increasing learning and building a knowledgeable society and goes further to recommends among so many things that Interesting educational programmes should be on radio to motivate listeners' interest and information taught on radio should be recorded and the information on the compact disc made available to the public.
Students Awareness and Utilization of Educational Broadcasts to Learn in Ogbomoso, Oyo State
Turkish Online Journal of Distance Education, 2018
Radio and Television are broadcast media meant to disseminate audio and video signal, messages, information or programs to wide range of audience. Radio and television are already playing a role in educating the populace non-formally through various educational channels and programs, but there is significant potential to capitalize on their ability to enhance development and learning curriculum content among secondary school students. This study: 1) Find out the awareness of educational radio and television programs by secondary school students in Ogbomoso 2) Investigate secondary school students access to educational radio and television programs in Ogbomoso and 3) Investigate problems militating against students' use of educational radio and television programs for learning. Questionnaire was used as instrument to elicit responses from 100 secondary school students on their awareness-on and access to seven educational radio and television programs. The findings revealed that the students were not aware of the educational radio and television programs even though they have access to it. The study recommends that teachers in secondary schools should include educational broadcasts as forms of stimulus variation that they could apply to their classes and educational programs producers on both radio and television should create enough awareness about the programs to enable students follow the programs at appropriate time.
Assessment of Levels of Educational Broadcasting on Radio Stations in Asaba, Delta State, Nigeria
International Journal of Humanities Social Science and Management (IJHSSM, 2024
ABSTRACT The study investigated the practice of educational broadcasting in radio station in Asaba to examine it level, types, domains and sponsorship. The study explored the Developmental Media Theory and adopted cross sectional research design with content analysis, observation and in-depth interview research methods with a population of 4 radio stations and their heads of programmes departments from which 3 were sampled based on the availability sampling technique. Coding sheet, observation checklist and interview guide served as instruments for data collection which was analyzed with simple percentages and explanation building technique. Findings show that level of educational broadcasting in radio stations in Asaba is very low and the programmes were mostly lectures. The educational programmes the radio stations were predominantly non-formal while their level of sponsorship was extremely low. The study shows that radio stations in Asaba did not heed the tenet of the Development Media Theory and recommends broadcasters, governments and broadcasting regulators in Nigeria should make concerted effort to improve the level of educational broadcasting in the country while broadcasters and stakeholders in the education sector should collaborate to develop a wide variety of educational broadcast programmes to cover several types and domains. The study also recommends that sponsors of broadcast programmes, corporate establishments and philanthropists should help sponsor educational broadcasting to boost its availability in Nigeria. Keywords: Audience; Broadcast programmes; Development Media Theory; Domain of education; Mass literacy; Types of Educational Broadcasting;