CHAPTER ONE

INTRODUCTION

1.1            Background of the study

The role of education in human development cannot be over emphasized. From time immemorial, education of children in secondary schools has remained a fundamental process of development of the children.  Education is a priceless asset that children have. It is the most powerful weapon which you can use to change the world. It is in general sense, the form of learning in which the knowledge, skills and habit of a group of student especially secondary school students are transferred from generation to the next, through teaching, training or research.  The process of acquiring basic social living skill is packed in Education.  Classroom learning or school curriculum is targeted at equipping a child with knowledge to navigate in life.

Education brings about knowledge and knowledge gives power to a nation. Education is a major investment in human capital development and it plays an essential role in long term productivity and growth at both micro and macro levels in a nation. The level of growth and development found in a nation is dependent on the quality of education and the educational attainment of its citizens.  This emphasizes the fact that a nation develops in relation to its achievement in education.

According to UNESCO (2008), Education in essence, “is any act or experience that has a formative effect on the mind, character or physical ability of an individual.  In its technical sense, Education is the process by which a society deliberately transmits its accumulated knowledge, skill, and value from one generation to another”. Due to the crucial position education holds in any given society, nations have always strived to educate its citizens. This explains why the state of education in Nigeria continues to be at the fore front of discussions at all levels. Even the mass media are not left behind in this obligation.

From the point of UNESCO, through UN, Education is a right that every child must get from the government, parents and the society, as well as all operators of society channels, such as mass media, court and educational institutions. According to Agbamuche (2015), the article 26 of the 1948 UN universal declaration of human right declared that everyone has a right to education and that this education shall be free and compulsory.  Based on this declaration, it is important to say that mass media is point on the spot because of its primary function of education of citizen. Mass media bring about education of the society through its report on educational developments.

Essentially, Education is not restricted to the classroom. Modern technology has transformed the way students learn and interact with their environment. According to Nwabueze and Agbamauche (2014), educational activities no longer conform to classroom alone. The use of radio and television and communication technologies has proved to be even more potent in the art of educating, informing and entertaining the audience.

There is a great shift to the media as a channel of education.  Specifically the broadcast media are usefully engaged in the education of secondary school students. The broadcast media like radio, television and new media brings about effectiveness and complementary roles in education of children. Overtime, the mass media have continued to play an important role in the education of members of the society. According to Okunna & Omenugha (2012, p. 182), the mass media foster education which comprises intellectual development, acquisition of skills and capabilities and the formation of character. The mass media are involved in the transmission of the knowledge needed to achieve all the three aspects of education.

The broadcast media has immediacy capabilities by presenting educational programmes in such a connecting cord, binding students with the producers of the programme, with passionate experience. Nwabueze and Agbamauche (2014) state that broadcast media are virile tools for communicating with target audience.  The broadcast media have universal value because they can break their barrier of literacy and social science uses. This potential informed the conceptualization of broadcasting in the context of education, (Onabajo, 2012).

Educational broadcasting has been defined as the process of teaching, training or learning through the broadcast media with a view to improving knowledge or developing skills of the audience. Educational broadcasting also known as instructional broadcasting is a broadcasting whose aim is to educate or to aid in educating the audience. This is to say that, it is the use of broadcast media for educational purposes. It is any programme that is transmitted via the air whether audio or visual which has some formal or informal intellectual enlightenment to its target audience with the aim of informing, educating or entertaining them. However, the major aim of educational broadcasting is to educate people with educational programmes (Okereh, Okanu & Omosimua, 2012).

Agbanuche (2015) had said, electronic media such as Radio, Television and Internet plays a predominant role in social changes and education of students through proper educational programmes.  Radio is the oldest broadcast media that have unrestricted access and penetration to rural areas.  Onabajo (2012) posit that, radio is a powerful medium for Mass Communication.  This is due to the fact that broadcast from powerful transmitter can be received at distance places, however remote the place is located. It can play a major role in imparting instruction to school children.

Radio as a senior component of electronic media has maintained a very good influence. It covers almost all parts of our country, reaching public everywhere as well as imparting on education of school children. Radio broadcasting continues to be recognized as a useful means of providing learning experiences for large number of students. It also been specially helpful in remote, isolated schools, although special radio programme developed by the large cities enriched instruction for their own students. Agbamuche (2015), states that, Radio served as a sole vehicle for development and education.

Educational television broadcast is a type of programme that covers educational subjects with specific teaching and learning purposes, through the television medium (Akude, 2014). Okunna & Omenugha (2012, p. 113) asserted that among the modern means of communication, television is considered one of the effective for education and development. This assertion is as a result of the peculiarities listed to include; the visual effect television has; people learn through the eyes and ears, and will remember things better because of television’s audio-visual effects. The instructional material which television provides is often used in the educational development of students in Nigeria. Young people, especially students, are the most benefactors of the contribution of educational broadcasting on the television. Television constitutes an important and influential aspect of young children’s development in Education. Agbamuche (2015), explained that television is the most powerful medium in the electronic media. It almost succeeded in quickening the pace of development and education. Television has greater influence on children education hence; America has given more importance to education by having many channels for education. 

It is with the above fact and the audio-visual effect of television that the then Western Regional Government in Nigeria, in 1959, started the Western Nigeria Television (WNTV). One of the major reasons for the establishment of the WNTV was to use television as a surrogate teacher, particularly in rural areas where government at that time lacked sufficient teaching staff to service the free education policy of the Western Regional government. Since then, television has been used in Nigeria to supplement teaching in both senior secondary and junior secondary school levels. It has contributed to the educational development of Nigerians - both children and adults. Education is the right of any child in primary, secondary and tertiary institution. It is the foundation upon all other social life is build. Education can be achieved through many channels and one of the major channels is the use of broadcast media to promote learning in both primary and secondary schools. The use of television and radio in educational learning is known as Educational Broadcasting.

Academic performance is a concept in education structure that shows the level of quality learning and study. It is determined through a periodic assessment or a one-off assessment. However, academic performance is influenced by many factors which are but not limited to the followings; educational background of parents, quality of teachers, environment, instructional materials, school entry. In the advent of broadcast media, came a shift to the use of television and radio for educational learning. However, there is a need to schedule these educational broadcast programmes effectively to reach its targeted audience.

Programme Scheduling according to Owuamalam (2014, p. 173) refers to the allocation of specific time to each programme, in a specific order of presentation, as approved by a station, for transmission to its audience. The essence is to ensure that each approved programme has a specific slot, at which time the station’s audience can be expected to watch or listen to it. This study aims at programmes targeted to school children and hence the question should be, ‘Where are these students for whom educational programmes are designed, at, say 10:00am?’, ‘What are they doing at, maybe, 9:00pm?’, ‘Where are the parents at 10:00am if they must guide these students on what to watch?’. The answers derivable from the questions aid the placement of programmes, designed to appeal to a specific target audience. This is because in scheduling, much attention is given to the interest and convenience of the consumer, who constitute the programme’s audience. An educational broadcast programme when properly scheduled with the appropriate time belt for children would go a long way in improving the level of their exposure to these broadcast programmes which might as well, influence their academic performance in their various schools.

1.2   Statement of the Problem

Educational programmes for young children are designed to enhance academic and social skill. They contain linguistic and production techniques designed to enhance learning. However, there are notions that educational broadcast does not capture as the name applies, in the mind of students, because the students majorly sees radio and television programmes as mere entertainment. According to Okunna (1999) “Regrettably, the potential of educational broadcasting have not been fully utilized. The reason is not far-fetched. Many of the educational and instructional programmes in Nigeria broadcast media tend to have audience that is merely passive users”.

The educational radio seems to be advantageous for many reasons. It stimulates imagination as many students only hear but do not see the speakers. Students are also able to listen to experts on the subject through the educational radio broadcast. They also acquire listening skills, which help them in the classroom when the teacher is teaching them. Moreover, if properly and consistently employed, it could be a good way of reducing the shortage of teachers. However, the problem with educational radio today includes that of bad planning. Teachers and students alike are not often informed about the programmes, which are often relayed at odd times. Several schools do not even have the radio and where they do, they do not use it for classroom instruction.

There also seem to be an increasing rate of failure among secondary school students in their national examinations. This gives rise to a look at the educational function of the broadcast media, since the broadcast media exists to inform, entertain and educate.

Therefore, this study seeks to investigate the influence of educational broadcasting on academic performance of secondary school students in Enugu Metropolis by critically examining secondary school students exposure to educational programmes on broadcast stations, the effectiveness of the time belt of these educational programmes, their understanding of the programme objectives, using the programme in their academic activities in school and the influence of the educational broadcasting on their academic performance.

1.3      Objective of the Study

The main objective of the study is to examine the influence of educational broadcast on academic performance of secondary school students in Enugu Metropolis. However, the study will specifically focus on the following objectives;

1. To determine the level of exposure to educational broadcast programmes by secondary school students in Enugu Metropolis.
2. To assess the timing of educational broadcast programme for secondary school students.
3. To examine the influence of educational broadcast on academic performance of secondary school students in Enugu Metropolis.
4. To ascertain the challenges secondary school students experience while implementing educational broadcast lesson in school.

1.4      Research Questions

1. What is the level of exposure to educational broadcast programmes, by secondary school students in Enugu Metropolis?
2. Does the timing of these educational broadcast programmes suit the secondary school students?
3. What is the influence of educational broadcast on academic performance of secondary school students in Enugu Metropolis?
4. What are the challenges secondary school students’ experiences while implementing educational broadcast lesson in school?

1.5      Significance of the Study

It is anticipated that the results obtained from this study will add to the wealth of information on the influence of educational broadcasting on the academic performance of secondary school students’ which would be indispensable to the media, academics and the society.

This research work will be of significance to the Broadcast Media because it will make them realize how important educational programmes are, to the development of a nation as well as how it contributes to the educational standards of students in the nation. This will make them more responsible and spur them into action by packaging more educational programmes that will uplift the educational standards and improve the literacy skills of the people.

The Broadcast media is said to have the audience in mind when planning a programme schedule and timing. Practically, this research would to an extent, prove the viability of the statement and its effectiveness. This research work is going to ascertain the effectiveness of educational broadcast programme timing on the audience it is meant for. Is it suitable for the students? Does it hold the students’ interest?. It attempts to bring to knowledge, the importance of effective programme scheduling.

To the academic sector, this study will be of benefit to the students, it will motivate the students to consume more of educational broadcast programmes, having seen the roles it has to play in the education process. This would help to boost their intellectual capability and cognitive skills. Also, the study will encourage teachers to utilize the potentials of the broadcast media to impart knowledge and to use the media to drive home the point to the students, to help foster excellent academic performance.

Since this study involves young people and how they are influenced by exposure to educational broadcast programmes, findings would help to explain and either substantiate or debunk tenets and provisions of some theories of media effects such as Uses and Gratifications theory and Cultivation theory.

1.6      Scope of the Study                       

The study covers three selected secondary schools in Enugu Metropolis and they are: Pine Crest College Bisalla road, Independence Layout; Government Technical College, IMT bus stop and University of Nigeria secondary school, Enugu Campus. This selection covers a Private school, State government school and Federal government school, respectively. This selection is believed to represent the required population size. It focuses on assessing the influence of educational broadcasting on their academic performance.

1.7       Operational Definition of Terms

        i.            Academic Performance: For the purpose of clarity and context, academic performance has to do with the outcome of education, the extent to which a student, teacher or institution has achieved their educational goals.  It is usually measured by examination or through continuous assessment.

      ii.            Educational Broadcasting: This has to do with the transmission of education or educational programmes through radio waves from a television or radio station to the audience in far and near places.

    iii.            Influence: For the purposes of clarity and context, influence has to do with the capacity to affect some degree of power on people’s behavior, character and development. It has everything to do with how educational broadcasting affect students’ academic performance.

    iv.            Students: Students are generally associated with such term like scholar, pupil, schoolboy, schoolgirl, undergraduate and more. A student could also be taken to be somebody who is studying at a college, school or university. In this work, students mean children in secondary schools who are studying and preparing themselves to be SSCE (Senior School Certificate) holders.

CHAPTER TWO

LITERATURE REVIEW

2.0       Focus of the review

This chapter will review relevant conceptual and empirical literature based on the following sub-topics:

(a)    The Broadcast media

(b)   Concept of Educational Broadcasting

(c)    Educational function of the broadcast media

(d)   Development of Educational Broadcasting in Nigeria

(e)    Problems of Educational Broadcasting in Nigeria

(f)    Modes of Transmission of Educational Broadcasting

(g)   Television as an educational medium

(h)   Understanding the Concept of Secondary school students/Academic Performance

2.1       The Broadcast Media

Broadcasting deals with the transmission of messages from a station to a heterogenous audience scattered across a reasonable sphere of coverage. The audience receives the messages simultaneously, irrespective of where they are, in time and place, provided that they are within the effective range of coverage. It is the electronic medium of mass communication. Here, the messages are transformed from their audio or audio-visual nature, into electronic signals, in the studio. It mixes the signals with the carrier waves, generated in the transmitter at the studio.

The broadcast media is a part of the production machineries of nations and they also serve as lubricant to the economy and development. This lubrication functions through entertainment, information and education which they provide through news and movies etc. from radio and television.

            Broadcast media consist of radio and television. The radio is an electronic device that transmits sound signals into the air, at particular frequencies. The radio receivers translate the signals to comprehensible aural messages, as intended and provided by the source. It is the fidelity of the radio receiver that ensures clarity in reception and eliminates noise. The radio is an audio medium but with a visual impact. The visual nature of the impact is in the picturisation of the audio experience, in the mental realm. It means that the words used, paint pictures in the receiver’s mind as products of interpretations and meaning.

            The Television is the next channel of broadcasting. It is also an electronic device which transmits audio-visual signals from the studio through the transmitter and into the air, as a medium. The television sets at home, as receivers download the signals into their appropriate components. The television uses aesthetic elements to ensure qualitative presentations. It is the combination of all the aesthetic elements that blend to produce the synergy which is enjoyed from the television screens at home, as television programmes. (Owuamalam, 2014)

            Akpan (2010, p.5) stated that the broadcast media comprising of radio and television, are different from the print, in that both radio and television are mouth-to-ear and face to face media. On the other hand, being a face-to-face medium, they utilize person-to-person communication with the audience.

            Also, in terms of relations with the wider society, the broadcast media during the First Republic promoted, not public interest, but majorly, the self-interests of their owners. Neither could they be considered as neutral observer, public advocate, guardian, critic, adversary or watch-dog; nor did they provide a forum or platform for diverse voices of society to be heard. Olalekan, Onjefu and Mikaila (2013, p.46).

2.2       Concept of Educational Broadcasting

            Broadcast literally means to scatter or spread (for example in planting). Broadcasting is known to be the most immediate system of mass communication and also the most pervasive channel of communication. Onabajo (2012) defined Broadcasting as the art of spreading information through sound and vision to an individual or a group of people in their homes, at listening and viewing centres through electronic devices.

The broadcast media has the ability to transmit events as they take place, it transcends barrier and its flexibility allows it to adapt to any changing situation in the environment. The broadcast media equally has the capacity to consume large amount of programmes and is also engaged in trying out new ones. The broadcast media performs the function of informing, educating and entertaining.

The term ‘Education’ has not lent itself to any strict consensual definition as it depends on the perspective from which one views it. It can be considered as the process of acquiring knowledge, skills, attitude, interest, abilities, competence and the cultural norms of a society by people to transmit this life to the coming generations so as to enhance perpetual development of the society (NOUN, 2013). From the foregoing, one can rightly say that education irrespective of the format, that is, whether formal or informal is targeted at making a man useful to himself and to the society. It is recognized worldwide that an educated public is crucial to the development and sustainability of a nation.  Only educated people can command the skills necessary for sustainable growth and for a better, quality life. Being non-literate is a severe handicap when participating in decisions affecting life. Education can take place in school as well as in the media.

According to Ajeamo (2017), educational broadcasting refers to the dissemination of programmes, activities and events that support the educational processes, whether they are of a formal, informal or non-formal kind. Unenu (2004) went ahead to define it as broadcasting which aims at educating or assisting in the education of its listeners or viewers. Educational programmes may incidentally entertain, motivate or inform but its primary aim is to instruct the audience or at least stimulate them to learn.

The concept of educational broadcasting is as old as the emergence of the broadcast industry and the objective of broadcasting is to improve the lots of society, through the dissemination of developmental information or knowledge that will bring about the desired attitudinal changes in the lives of the listening or viewing audience. It is known as Instructional broadcasting in some countries such as the United States of America but here in Nigeria, the term is used interchangeably with educational broadcasting because it is wider in scope and degree. Fundamentally, it is equated to public service broadcasting as opposed to commercial broadcasting (Ogbodoh, 2019).

Broadcasting has been used to educate in a formal way, when formal school subjects are taught through radio and television, with the sole intention of covering certain prescribed syllabus for examination purposes. Because of the features of broadcasting which includes pervasiveness/ubiquity (ability of broadcasting to transcend many barriers to get the audience), immediacy (ability of broadcasting to bring to the audience real life events as they unfold), flexibility (ability of broadcasting to adapt to any changing situation in the environment) and voraciousness (capacity of broadcasting to consume large quantities of programme materials and to continuously indulge in the development of new ideas and untried programmes); it is seen as the most effective medium for education and information function as well as entertainment.

            Educational programmes could alleviate the role of teaching in our culture and promote the value of lifelong education. Dougherty (2009) is of the view that even in this age of digitization, that the broadcast media has the ability to reach even those people who do not have ready access. In Nigeria, the radio can be likened to the lowest common denominator and it can serve nearly everyone.

Broadcast media can present in all forms of spoken dialogue, discussion, commentary and dramatized scenes. Through the broadcast media, technical devices can be used to reveal the natural world in a more comprehensible way than through direct teaching. The television and video media can employ varieties of material resources like films, graphics, radiography and photography among others, in teaching and learning situations.

            According to Udeajah (2018), the technology of educational broadcasting has a way of penetrating the most interior part of the country. He also noted that the broadcast media has the potential to reach a mass audience simultaneously wherever they may be. The audience can be reached with educational programmes in their homes, market, work place, farms and where they may be. It also has the ability to provide materials which otherwise cannot be provided by formal school system. A variety of infrastructural materials can be broadcast in successive order and with intensity that their impact becomes very appreciable to candidates. The broadcast media can overcome the high cost of enrolment to schools through the use of radio and television to broadcast given educational programmes to general and specialized audience segment. It also provides opportunities for the rural disadvantaged populace to be reached with education. With this, the rural-urban drift for amenities like schools can be reduced.

            The broadcast media also transcends the barriers of time and space as it provides the opportunity for people who are engaged in an occupation that prevents them from being at a definite place for studies. The radio and television educational programmes can be received from any point and every time. It also uses variety of materials to illustrate points, provides the adult audience the opportunity to continue to learn and thereby widen their horizon even the physically challenged people and other specialized groups like prisoners can have access to the educational programmes of radio and television. Educational broadcast programmes have the advantage of using specialist to package, present and disseminate programmes.

2.3       Educational function of the broadcast media

The broadcast media are the most powerful instrument available for influencing the masses of people either to consume or conserve. In developed countries, an issue which does not appear on televisions or radio does not even exist in mass social consciousness. In developing countries, however, irregular water supply, high costs, distribution problems and one-way transmission make television less than reliable as modes of development. The ideal broadcast media should serve the people and should be responsive to their needs. If individual members of a society are to play their parts as responsible citizens at the local, state, national and even international levels, they must be educated. This is one of the three traditional categories in which broadcast media functions.

An important objective in programming for broadcast media is to educate the listening and viewing audience, given the high rate of illiteracy and how level of education is prevalent in many developing countries. Through education, adults and children alike assimilate fundamental values and develop new ones. It is also through education that an adult develops the capacity to contribute to the welfare of the society. One cannot conceive of development in the absence of education or education in the absence of development. Most development agencies or organization gear all of their development efforts to adults since they immediately put into practice what they learn, thus accelerating development objectives. Adult education also contributed immensely to the social economic and cultural development.

The use of media for promoting learning or as a supplement for classroom teaching continues to attract much attention because of the major role the mass media play in the contemporary society. The instructional material which media provides is one used in the educational development of students in Nigeria (Ugwu, 2019). This constant use of media for instructional purpose has led to the popularization of the abbreviation, IM (instructional media) among scholars both within and outside the country. The media have also become the recognized story tellers of the world. They have provided opportunities for governments and private organizations to push back ignorance through the promotion of learning in formal, non-formal and informal settings. This fact was recognized by the then Western Regional Government in Nigeria when, in 1959, it started the western Nigeria media (WNM). One of the major reasons for the establishment of the WNM was to use media as a surrogate teacher, particularly in rural areas where government at that time lacked sufficient teaching staff to service the free education policy of the Western Regional government. Since then, media has been used in Nigeria to supplement teaching in both senior secondary and junior secondary school levels. It has contributed to the educational development of Nigerians – both children and adults. There seems to be therefore, a relationship between education and media. Although this link is one overlooked, both still have the major goals of providing information, imparting knowledge and experiences (Nwammuo, 2011). The differences between them exist only by way of institutional structures, methods and emphasis but their connection seems obvious. The broadcast media, precisely television, can be used to teach arts, drama, poetry, and music, and also bring inspirations of teachers, artists, and scientists into the lives of millions of students who may not have the opportunity to be members of the formal education population. It can also bring learning and knowledge to a huge number of people and thus becomes a motivation for increase in actual enrollment in many Nigerian schools.

Ugwu (2019) pointed out that from the time radio was invented, there has been interest in its potential educational role and by the late 1920s and 1930s, a number of educational institutions in Europe, America and elsewhere were making extensive use of radio. With the coming of Television, adverse regulatory decisions shifted interest away from radio. Today, the contemporary of both media in achieving educational goals is generally understood. Broadcasting for education, according to Ugwu, falls naturally into three broad categories: improving educational quality and relevance, lowering educational cost and improving access to education, particularly in rural areas. This is universally true with regards to radio and the same is true of television in most parts of contemporary world. Also, according to Ugwu, the uses and potentials of radio and television in helping create viable alternative and complements to formal schooling in Nigerian context include:

·         Wide reach of transmission

·         Provision of materials that cannot be provided by formal school programme

·         Cost reduction

·         Provision of opportunities for disadvantaged rural populace (improving access)

·         Transcending the barriers of time and space

·         Use of varieties of materials and media to teach

·         Providing the physically handicapped and other specialized group like the armed forces the opportunity to learn from radio and television.

·         Providing adults the opportunity to widen their horizon after formal schooling

·         Packaging, presentation and dissemination of programmes that received touches from many professionals

2.4       Development of Educational Broadcasting in Nigeria      

            The year 1932 according to Ogbodoh (2019) marked the emergence of educational broadcasting in Nigeria because the first radio receiving station began transmission in Lagos that year. This had a great influence on education in Nigeria particularly due to the educational broadcasts that were available to teachers and pupils.

The first educational radio programmes were for English language and were broadcast once a week in the early forties by the Radio Distribution Service (RDS) under the Post and Telegraphs Department(P & T). The Nigeria Broadcasting Service (NBS) which was established in 1951 inherited limited educational programmes. This was the situation until 1957 when the Nigeria Broadcasting Corporation was established.

Another significant year in the history of broadcasting in Nigeria is 1959. According to Olushola (1979), television in this country and indeed in the whole of Africa was introduced in that year by the then western regional government under the Leadership of Chief Obafemi Awolowo. The government in western Nigeria realized that the television was a better medium than radio which could be used to educate the masses. To back it up, it was written in the charter establishing the Nigerian Television Authority, a provision for fixed amount of time per week for educational television broadcast.

Furthermore, Olushola (1979) observes that about fifty percent of all the TV programmes then was devoted to education and television sets were distributed to the existing schools and colleges. The Eastern and Northern governments also followed suit a few years later by establishing their own television and radio stations. The programmes from the North which was based in Kaduna were the most widely based educational programmes. In 1969, according to Agun and Imogie(1988), the Northern schools broadcasting unit which was responsible for the production of this programmes was taken over by the Federal Schools Broadcast Unit (FSBU) in Kaduna.

The direct involvement of the Federal Government of Nigeria in educational broadcasting, began in 1964 when Schools Broadcast Unit (SBU) was established for the production of television programmes for schools in the Federal Capital Territory of Lagos. However, the introduction of the Nigerian third development plan 1975 - 1980 necessitated a change from the name Federal Schools Broadcast Unit to Federal Schools Broadcast and Audio-visual Aid Development Centre. This name was later changed in 1977 to National Educational Technology Centre, Kaduna.

In modern times, many individuals have emerged with private radio and television stations. These stations support the activities of public organized radio and television stations to propagate educational programmes. For instance, it is through such programmes that awareness on the deadly disease called HIV/AIDs is disseminated. This has gone a long way in educating members of the public on the existence of the disease and the possible ways of avoiding coming in contact with it.

2.5       Problems of Educational Broadcasting in Nigeria             

            Ogbodoh (2019) also brought out the problems facing educational broadcasting in Nigeria. According to him, there are varied obstacles that hinder the success of educational broadcasting in Nigeria, but the major areas of problems include the following:

1.      Technical Obstacles: Irregular supply of electricity and constant breakdown of facilities militate against educational broadcasting. Moreover, some parts of the rural areas do not even have electricity and people in such areas are denied the influence of educational broadcasting.

2.      Economic Obstacles: The cost of production and transmission of educational broadcast programmes, constitute another obstacle. Huge sums of money would have to be spent on purchasing the equipment as well as paying for the required man power need. The huge sum of money involved cannot be readily afforded by most developing countries in general and Nigeria in particular where most inhabitants live below the poverty line. Institutions and individuals find the cost of receiving posts, radio and television sets beyond their purchasing power.

3.      Institutional Obstacles: The planning of educational broadcasting takes place without intervention by the Ministry of education and school authorities. As a result, the activities are not properly co-ordinated and the target audience often fails to avail themselves of the benefits of the broadcast programmes.

4.      Personnel: Lack of qualified and experienced personnel in educational broadcasting as a relatively new field of study in Nigeria has constituted a serious problem in the educational sector. For now, there are not enough personnel on educational broadcasting that could readily meet up with the demands of the teaming population.

5.      Level of literacy: The differences in the level of literacy from person to person and from State to State make educational broadcasting “a nightmare” on one hand and “a reality” on the other hand. Hence, for it to achieve the desired goal the level of literacy of the audience should be improved upon. Differences in language, value system, culture, economy and social standing also affect educational broadcasting. They must all be addressed so that educational broadcasting would achieve the desired goals.

2.6       Modes of Transmission of Educational Broadcasting

            Ogbodoh (2019) stated that educational programmes through television are transmitted through two major interrelated ways. These are:

1.      Commercial and non-commercial stations: These stations are called public television stations. Broadcast programmes are designed to entertain and/or inform the public, but such programmes can be adapted for instructional purposes by classroom teachers. Such television stations also transmit instructional programmes designed for schools or college audience. The Nigerian Television Authority in Ilorin and other television stations broadcast instructional content for the primary and secondary school students. This type of broadcast has the advantage of providing incidental learning opportunities, assists teachers and students to learn. Its major limitations include the little attention paid to subject content, little attempt to follow a planned syllabus and clash with regular classroom programmes.

2.      Cable Television: This refers to the method of disseminating television programmes by wires into homes and institutions. A favourably situated high mast antenna captures television signals which are then transmitted for the users. Alternatively, a cable company may originate its own channel live or from tape film. Its advantages include; access to high quality channels as fibre optics makes it theoretically possible to transmit 1600 channels per cable, and channels can be encoded and made available only on a related decoder. Its limitation being of broadcast to subscribers only.

2.7       Television as an Educational Medium

The role television plays as an educational medium has attracted a worldwide importance to it as a source and tool for teaching. The success stories of using television for education in many countries has negated the concept that television is basically on entertainment oriented medium and it is hostile to thoughts (Udeajah, 2018).

Television is one of the major and significant ways of passing on information to the people because it is considered to be the greatest communication mechanism ever designed and operated by man after the internet. Television influences our perception of politics, religion, movies, governance, fashion and culture. Television is a compact structure that creates an intimate medium because it brings the world into our homes and it is not a mere transmission device, but it is a medium that brings its audience into a direct relationship with particular values and attitudes.

Some scholars such as Okunna and Omenugha (2012), have attested that television as a medium of communication is the most powerful force used for mass communication and this is majorly because of its nature of appeal which is both audio and visual. Thus, whenever the television disseminates a message or information, its audience will be able to recollect it faster than any other medium since both the ears and eyes were involved in getting the message.

 According to Fakhar (2011), “Television is adaptable and can follow different approaches when used in the different educational situations.  The medium is used for formal, non-formal and informal education.  To support formal education, television usually function as supportive and reinforcement tool.  Television can be attached with school curriculum and time tables.  When systematically organized it takes the form of school broadcast.  In non-formal education, television has a more specific role to play.  When used as a part of multi-media communication tool, television can directly or indirectly teach the subject matter”. Television, as an important mass medium disseminates education through formal and information methods. It is a source of teaching etiquettes, language skills, hobbies, social relations, subjects or courses in school and religious beliefs etc.

Focusing on the phenomenon of television, Maheau cited in Ibe (2004) notes that the television has a sweeping dominance on youths whose time it commands from early childhood to puberty.

Evidences from more recent communication writers seem to support the opinion that mass media and television in particular may be dominant sources of childhood and adolescent socialization. According to Garba (2015), the use of television in teaching and learning, facilitate the learning process and help the student to catch up with reading assignment and spelling vigours through word drill. Children can also learn story telling or writing, poem writing, go through mathematical drill and interact with other teachers and students in other locations, thereby widening their knowledge and range of education. Television can stimulate children’s imagination, and creativity, thereby making them to be innovative using available materials in their environment for artistic and self-expression especially in sciences.

However, Garba (2015) also noted that television viewing by students also have negative effects asides the positive. According to him, the negative effects of television on education has to do with violence effect, criminal effect and pornographic effect accessible to children and teenagers without parental or guardian control, rather than addiction to television by children and teenagers, neglecting other forms of learning and the cost of equipment and maintenance.

Educational programmes of the television may be for formal situations designed to be used to enhance students learning of their core subjects in school or for non-formal learning needed in the society at large.

The advantages of television are numerous even though it has it disadvantages as well. The value of television as a teaching tool has been demonstrated in many ways which include:

·         Motivating learning: The visual impact of the television presentation serves as a springboard for the learner’s or audience participation in the subject of discourse. It can be a very exciting learning experience when students are educated by the television. The enthusiasm generated by television cannot be compared to that of any other teaching aid.

·         Television provides greater equality of opportunity for all learners or students: Television educational programme lessons are available to all those who may have access to a television set, be it the rich or the poor.

Fakhar (2011) stated the following as the general advantages of television as an educational medium:

·         Social quality in education

·         Enhance quality in education

·         Reduce dependency on verbal teaching and teachers

·         Provide flexibility of time and space in learning.

·         Stimulates learning

·         Provide mass education opportunities.

From the foregoing, it is obvious that the positive effects outweigh the negative effects in the use of television for educational purposes. The use of television is indispensable if learning and teaching must be enhanced because it has helped tremendously and more prospective goals have been envisaged to which television will help in reaching the climax.

2.8       Understanding the concept of Secondary school students/Academic Performance

Secondary school education within the Nigeria National policy of Education is established to prepare the individual for useful living within the society and higher education.  According to Better Future Foundation Amodu (BFFA), Nigeria (2001), secondary school education is attained by successful pupils at the primary school level; those in possession of First School Leaving Certificate (FSLC) and who have passed the Common Entrance Examinations to secondary school and it is usually accomplished by students at the age of twelve. The duration of secondary school is six years in combination of both junior secondary school and senior secondary school for three years each.

The structure of junior and senior secondary school education in Nigeria admits individuals between ages 12-18 of which ages 12-15 is for junior and ages 15-18 is for senior secondary school. Secondary education is divided into two three- year cycles: junior secondary, culminating in the Junior School Certificate Examination; and senior secondary, leading to the Senior School Certificate Examination. Junior secondary school graduates may enroll in technical colleges offering three- year programmes leading to the award of National Technical/Commercial Certificates (UNESCO, 2008).

It is worthy to note that the broad aim of secondary school education within the overall national objectives are two namely; preparation for useful living within the society and for the higher education. Thus from the above, secondary school students are individuals ranging from ages 12- 18 who have been admitted into the secondary school education system.

Academic performance is the extent to which a student has attained their short or long term educational goals. This is commonly measured through examinations or continous assessments but there is no general agreement on how it is best evaluated or which aspects are most important. Individual differences in academic performance have been linked to differences in intelligence and personality.

2.9       Empirical Review

The influence of educational broadcasting on secondary school students could either be negative or positive. An underlying factor of this, is the knowledge secondary school students have on educational programmes and their level of exposure to these programmes in order to benefit from them.

An empirical review of related studies would be cited here. The first is on the Influence of educational/ instructional television programmes on secondary school students by Folorunso (1989) in Ajeamo, 2017.

Folorunso (1989) carried out a study to identify the nature of instructional programmes being produced in Oyo state Nigeria. Its principal objectives were to identify the nature of the programmes being produced and broadcast to secondary schools for the use of instructional programmes as learning resources, identify the subjects in which the programmes are being used as learning resources in secondary schools and identify the factors associated with the usage of instructional programmes as learning resources in secondary schools.

The study surveyed selected twenty nine secondary schools with a student’s population of 30,823 by 1982. The researcher studied students in form 4 and selected 1183 students, using available class lists in the selected twenty nine secondary schools. In addition, all the principals in the twenty nine selected schools were included in the sample, while the teacher-librarians in sixteen secondary schools were also included.

The study established the relevance of the instructional programmes in the secondary school curriculum and their acceptability as effective resources to teachers. It also showed that minimal use was made of the instructional programmes as students used the programmes in many subjects independently without the guidance of the subject’s teachers. This was because the study discovered that none of the schools surveyed had a collection of recorded educational programmes.

The study again showed that students independently utilized programmes on subjects that were found relevant without the guidance of teachers. It would be interesting to know whether this would be the case in this study.

In another study conducted by Sivin-kachala in 1998, in Ajeamo, 2017 to assess the effect of technology of television, and computers on learning and achievements across all learning domains and all ages of learners between 1990 and 1997, it was discovered that:

·         Students in technology environments experienced positive effects on achievements in all major subject areas.

·         Students in technology-rich environments showed increased achievement in Pre School through higher education for both regular and special needs children.

·         Students’ attitudes towards learning and their own self-concept improved consistency when computers and television sets were used for instruction.

·         The level of effectiveness of instructional technologies is influenced by the specific population, software design, the teacher’s and the level of students’ access to the technology.

Further cited is a review of the research work, “The Impact of Educational Broadcasting on academic performance of secondary schools in Nsukka Urban”, by Unenu N.S (2004).

The researcher of this work noted that with educational broadcasting, radio and television may be used to stimulate curricular changes in educational programmes. According to her, some people feel that educational programmes help a lot in the development of a child’s academic alertness and consciousness. She also noted that motivated students learn from educational programmes in radio and television if they are completely adapted to their needs. In the view of this, any medium can perform educational task whether a student learns from the broadcast or not and this is likely going to depend on how the medium is used. The study therefore wanted to find out the impact of educational programmes through these questions:

Ø  Do educational programmes actually create an impact on the students in our secondary schools?

Ø  What kind of impact do the educational broadcast programmes have on the students?

Ø  What types of educational programmes exist in the radio or television that interest the students?

Ø  Have educational broadcasting programmes in any way helped in the educational development and growth of Nsukka people?

The researcher distributed 400 questionnaires in which 350 were returned. In the occupational distribution, 300 which is 85.7% of the population were students, others were principals, civil servants, teachers and non-teaching staffs. Majority of the respondents (270/77.2%) indicated that they have access to radio and television.

            The 270 respondents who have access to radio and television were used to answer the research questions. Majority of the respondents (220/81.4%) indicated that they listen to educational programmes; the same percentage equally indicated that the programmes influence their choice of tuning to a particular station. 265 people which is 98.1% of the respondents acknowledged that these programmes are educative while only a small fraction (5, 1.9%) noted otherwise.

            Apart from the programmes being educative, majority of the respondents, 170 (62.9%) indicated that these programmes have positive impact on their minds, 66 (24.4%) said that the programmes have long lasting impact on them, 34 (12.7%) stated that the programmes have little impact. On the assessment of educational programmes in the educational development of students in Nsukka Urban, 120 (44.4%) rated the programme as good, 80 (29.6%) rated the programme as average while 70 (26%) indicated that the programmes are very good.

            Above all, the respondents suggested that better facilities, sponsorship, provision of adequate and qualified personnel and job motivation (adequate remuneration and incentives) should be provided to make educational programmes better and create more impact with it.

According to the findings, Secondary schools in Nsukka Urban and its environment benefit from educational programmes. The programmes help to sensitize and create adequate awareness for the youths to know the importance and power of education. They help in the upliftment of knowledge and education. The broadcast media as teachers can help substantially in almost all forms of education and training whether formal or informal. They equally enrich and supplement learning processes. The researcher recommended that educational programmes need to have sponsors to sustain them; educational programmes should be included in the National Policy on education, adequate materials and qualified personnel should be provided. The researcher equally recommended that radio sets be made available to schools and the technical aspects of broadcast stations be improved to minimize production problems.

In another research, “Educational Television Programmes and Students performance in Secondary schools in Nsukka”, carried out by Ibe Ijeoma(2008), the survey research design method was used and a well-structured questionnaire as the instrument for Data collection. It aimed at finding out the interest of students who views television educational programmes, investigating whether they understand it, evaluating their benefit from the programmes and finding out the enhancement of students performance after the programme. The researcher sampled Four secondary schools in Nsukka, using the random sampling method. It was found out that television educational programmes are beneficial to students and that these students understand these educational programmes. For most of the respondents, they watch these programmes for learning, to increase their level of knowledge and skill. It is also noted that they watch it in order to improve their academic performance. The researcher recommended that presenters endeavor to use enough and good examples and illustrations for effective teaching and learning in spite of time factor, that instructional materials; charts, motion picture, slide transparencies and other relevant instructional materials be provided to facilitate teaching and learning process and that research be carried out from time to time on ways to improve educational programmes and also to know the impact of the programmes on the audience.

Another work reviewed here is a study done by Okereh Chinwe, Okanu Chijioke and Omosimua Sarah (2011), on “The roles of Educational Broadcasting in uplifting the educational standards of students”. The study aimed at identifying educational broadcast programmes that help in uplifting the educational standard of students and to what extent it has actually helped. From the findings, it was seen that educational programmes help in uplifting the educational standard of students. This is because all the respondents identified with all the options of programmes given. It was also found out that educational broadcasting has to a very large extent helped in uplifting the educational standard of students. This is because 170 respondents with the percentage of 74.2% agreed that it has helped them academically, 192 respondents (83.8%) agreed that it has helped them in the choice of career(s), while 150 respondents (65.5%) agreed that it provides them with supplementary materials which are not found in the classroom but help to improve their learning.

Furthermore, another study was carried out by Nwagbara and Nwammuo (2013), to investigate the relationship between academic performance of senior secondary school students in Anambra state and their exposure to and content utilization of instructional television programmes. It was titled “Instructional Television Programmes and Academic Performance of Senior Secondary School Students in Anambra State”. Here, it was discovered that senior secondary school students in Anambra do not watch ITV programs regularly and the basic reason for this is lack of electric power supply. Among those who watched the programmes, only 9% utilized the contents of the programmes on regular basis while 91% utilized the programmes only when they wanted to. This was as a result of lack of encouragement from teachers, parents and guardians and also non-utilization of contents in class. Hence, there was a slight difference in the academic performance of those who watched and those who did not watch ITV programmes.

Among those who watched the programme, only 6% had excellent grades in English Language while 3% had excellent grades in mathematics, whereas 4% had excellent grades in English language.

It was recommended, among other considerations, that secondary school teachers should encourage students to always watch ITV programmes while Power Holding Company of Nigeria (PHCN), on its part, should provide regular electric power supply to enable students watch ITV programmes regularly.

A study was also done by Ajeamo Chiamaka Helen in 2017, on “Influence of NTA’s ‘Take A Step’ educational programme on the academic performance of secondary school students in Nsukka Urban. The study aimed at ascertaining the level of awareness of NTA’s Take a Step programme among secondary school students in Nsukka Urban, how often they watch this programme, the subjects that this programme mostly impact on them and ascertaining the influence of this programme on their academic performance. The researcher made use of the Survey research method and sampled six public secondary schools in Nsukka Urban, with a sample size of 330. Findings from this study revealed that secondary school students in Nsukka Urban area of Enugu State are highly aware of the programme, as seen in the response of 77% respondents; 72% watch the programmes and 64% out of this, watch it regularly. The researcher also found out that the programme has positively influenced the academic performance of students, as students agreed that they view this programme in order to learn.

The researcher based on the findings of the study recommended amongst others that the National Broadcasting Commission make it a priority that broadcast stations in the country pay adequate attention to educational programmes, since educational programmes contribute meaningfully to the uplifting of educational performance of students and the society in general and that the ministry of education liaise with broadcast stations to package more educational programmes in line with the school curriculum of secondary school students in the country.

On a general note, most of the studies reviewed above, prominently discussed the positive influence of educational broadcast programmes on secondary school students. Could this be the same in this research that educational broadcasting positively influences the academic performance of secondary school students? This work could either agree or dispute that, as it assesses the influence of educational broadcasting on the academic performance of secondary school students in Enugu Metropolis.

2.10     Review of Related Theories

This section reviews theories that are relevant to this research work

§  Magic Bullet Theory/ Hypodermic Needle Theory

This is one of the earliest theories of mass communication. Hypodermic needle theory, magic bullet or transmission belt theory is that media message is very powerful and injects into minds of the audience in such a way as a bullet acts rapidly on a body. So it assumes powerful media effects leading to the hypodermic needle or magic bullet approach. The magic bullet theory holds that messages communicated via the mass media would have strong and direct impact on the audience. Here, the media inject messages, beliefs and information into the audience as a doctor would inject or inoculate people using hypodermic needle.

            The bullet perspective held two main assumptions: First, individuals receive information straight from the media and not from any other intermediary: one-step flow. Second, those individuals react personally without influence from others. Lasswell theorized that the magic bullet approach meant the originator of the message could directly influence, or manipulate, the intended recipients' perception. The theory relies on the idea that the public is passive and gullible, which makes it easier for the source of the message to influence its audience.

Lazarsfeld, Berelson and Gaudet, (1944/1968) express the view that the media are a dangerous means of communicating an idea because the receiver or audience is powerless to resist the impact of the message. There is no escape from the effect of the message in these models. The population is seen as a sitting duck. People are seen as passive and are seen as having a lot media material "shot" at them. People end up thinking what they are told because there is no other source of information.

§  Cultivation Theory

Cultivation theory examines the long-term effects of television. "The primary proposition of cultivation theory states that the more time people spend 'living' in the television world, the more likely they are to believe social reality aligns with reality portrayed on television. The images and ideological messages transmitted through popular television media heavily influence perceptions of the real world.

Cultivation theory was founded by George Gerbner and is positivistic meaning it assumes the existence of objective reality and value-neutral research. A study conducted by Jennings Bryant and Dorina Miron in 2004, which surveyed almost 2,000 articles published in three top mass communication journals since 1956, found that Cultivation Theory was the third-most frequently utilized theory, showing that it continues to be one of the most popular theories in mass-communication research.

Cultivation theory suggests that exposure to media, over time, subtly "cultivates" viewers' perceptions of reality. Though most researchers tend to focus on television as it is the most common form of media consumption in the world, Cultivation Theory has been shown to encompass many different forms of media, such as newspapers, film, and even photographs. This can apply anytime social observation occurs in any form outside a natural environment.

Initial research on the theory establishes that concern regarding the effects of television on audiences stem from the unprecedented centrality of television in American culture. Gerbner posited that television as a mass medium of communication had formed into a common symbolic environment that bound diverse communities together, socializing people into standardized roles and behaviors. He thus compared the power of television to that of religion, stating television was to modern society what religion once was in earlier times. Thus, Gerbner's research focused on the larger meaning of heavy television consumption instead of the meaning behind specific messages.

§  Observational learning and Imitation behavior Theory

Folarin (2002:82), in Wogu (2015) asserts that both theories assume that people, especially children tend to learn from the mass media and to model their behavior on that of the Dramatis personae. The process is similar to that by which children imitate the behavior of adults around them. While Bandura’s studies in the 1960s provided evidence that modeled behavior (aggression), is spontaneously imitated by children and adolescents. According to Bandura, “the best and most effective way to teach children novel ways of acting is to show them the behavior you want them to display. This theory has proved that how people behave in a society depends on what they see and perceive others behave.

Decades of studies have linked childhood hours in front of the Tv with aggressive behavior to earlier sexual activity, smoking, obesity and poor school performance. The research has led the American academy of Pediatrics to suggest children watch no more than 2 hours of TV per day and that children under 2 years watch none at all. But results from studies on cognitive abilities and TV watching have been mixed. Some researchers have found that high quality educational TV programmes are a boom for learning. Others have shown that the negative effects of hours in front of the TV disappear when confounding factors- such as IQ or socio-economic status is included. In essence, this conforms that too much time in front of the TV reduces children learning abilities, academic achievements, and even the likelihood of their graduating from university.

§  Social Learning Theory

The Social Learning Theory argues that people learn through observation (imitation and identification). It states that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. In addition to the observation of behavior, learning also occurs through the observation of rewards and punishments, a process known as vicarious reinforcement. When a particular behavior is rewarded regularly, it will most likely persist; conversely, if a particular behavior is constantly punished, it will most likely desist. The theory expands on traditional behavioral theories, in which behavior is governed solely by reinforcements, by placing emphasis on the important roles of various internal processes in the learning individual.

·         Uses and Gratifications Theory

This theory deals with what the audiences use the media to do, and what gratifications/gains/satisfaction they derive from using the media. Extensive research has been done on this issue. There has been a lot of debate on the types of uses and gratification and the various methodologies used in identifying them. This theory sees the individual as actively influencing the effect process since he selectively chooses, attends to, perceives and retains the media messages on the basis of his/her needs, belief etc.

It assumes that audience members are not passive consumers of media. Rather, the audience has power over their media consumption and assumes an active role in interpreting and integrating media into their own lives. Unlike other theoretical perspectives, Uses and Gratification Theory holds that audiences are responsible for choosing media to meet their desires and needs to achieve gratification. This theory would then imply that the media compete against other information sources for viewers' gratification.

UGT has a heuristic value today because it gives communication scholars a "perspective through which a number of ideas and theories about media choice, consumption, and even impact can be viewed".

2.11     Theoretical Framework

The study was centered on two theories:

(a)    Cultivation Theory

(b)   Uses and Gratification Theory

a)      Cultivation Theory

Evra (1990) argues that by the virtue of inexperience, young viewers may depend on television for information more than other viewers do. Hence, the more viewers are exposed to television programmes they are mostly likely to cultivate its message.

This theory is significant to this study because it is believed that as students expose themselves to educational television programmes, they are most likely to acculturate its message in their daily lives and just as Ojobor (2002, p. 21) avers that “the cultivation theory asserts that the media especially TV, exerts tremendous influence on people,” consistent viewing of the programme (NTA’s Take A Step, for example) would produce cultivation or common roles, and common values among these students.

b)     Uses and Gratification Theory

This theory emphasizes audience members’ motive for making specific consumption choices and consequences of the intentional media use. This is to say that, the audience members choose the content, making meaning of it and act on the meaning of the content of the media message.

The theory of uses and gratification has been quite relevant in situations where a researcher intends to document the media use pattern of audiences or the awareness of messages produced by the mass media (Nwagbara and Nwammuo, 2013). According to Wogu (2015) the theory believes that:

•           An individual has some needs related to communication

•           He / she select the media that appear to satisfy those needs

•           He / she selectively consumes the content

•           An effect may or may not occur.

The uses and gratification theory is relevant to this study because it explains media use pattern of respondents.  The theory provides a framework for understanding how and why secondary school students expose themselves to educational broadcast programmes. It also explains the gratifications students derive from the consumption of educational broadcast programmes. Hence, some might be consuming “Take a Step” programme for example, for its educational benefits and to improve their academic performance while some other students might just be view it to pass away time.

            In summary, this study is anchored on the Cultivation and Uses and Gratification theories of media effects. The tenets of these theories provide that audiences are influenced by what they see and watch on the media. Hence, the audience members select the contents they are exposed to on Television and this goes on to effect on their beliefs, attitudes and behaviours in the real world.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1       Research Design

The research design adopted for this study was the survey method because of its ability to investigate problems in realistic settings (Wimmer & Dominick, 2011). It allows the use of numbers which facilitate precision; allow researchers to examine many variables (demographic and lifestyle information, attitudes, motives, intentions, and so on) and to use a variety of statistics to analyze the data,” (Wimmer & Dominick, 2011, p.185). In addition, Ohaja (2003), described the survey method as a quantitative method of conducting research and which involves sampling a large number of respondents for a research. This is in relation to this study, since it seeks to establish the level of influence of educational broadcasting on the academic performance of secondary school students in Enugu Metropolis.

            The survey research technique is therefore considered appropriate for this study, since, it seeks to find out the opinions, views, and feelings of the subjects to be studied.

3.2 Population of study

            The population for this study refers to all the students of three selected secondary schools in Enugu Metropolis, with statistics gotten from the principals respectively. This comprises all the students; junior and senior in the 2018/2019 academic session. The table below gives a breakdown of the students in the secondary schools.

Table 1: Representation of Selected secondary school Students in Enugu Metropolis

S/N	Selected Secondary schools	No. of Male	No. of Female	Total
1.	Pine Crest College, Bisalla road, Independence Layout Enugu	501	443	944
2.	Government Technical College, Opp. Shoprite, Enugu	1633	1374	3007
3.	University of Nigeria, Secondary School, Enugu campus (UNSSEC)	611	639	1250
	Grand Total	2745	2546	5201

Source: Individual Principals of selected schools for 2018/2019 session

3.3. Sample Size

According to Ezeah and Asogwa (2013) cited in Okoro (2001), “A sample size is the aggregation of elements or units from which a survey sample is actually selected.” Sample size is a number that represents a particular population in a study. It is just like synecdoche in literature. That is, using a part of an element or subject to represent the entire element or subject.

The total number of students of the selected secondary schools students in Enugu Metropolis for the 2018/2019 session according to the population figure retrieved from the various Principals is 5,201.

Using the Australian Sample Size Calculator, developed by the National Statistical Service of Australia, a sample size of 358 was gotten. This was achieved using confidence interval of 0.05, confidence level of 95%, proportion of 0.5 and a population of 5,201. Thus, the required sample size for this study is 358.

 Source: https://www.abs.gov.au/websitedbs/D3310114.nsf/home/Sample+Size+Calculator

3.4. Sampling Technique

      The Multi-Stage sampling technique was used for this study. According to Ogbuoshi (2006, p. 95) cited in Okafor et al, (2013), this technique “necessitates the use of various sampling techniques….” At different stages, different sampling techniques were employed in order to ensure that the questionnaires reached its targets effectively.

Stage I: The researcher purposively selected three secondary schools in Enugu Metropolis. This selection made sure to cover a private school, state school and a federal government school. As such, Pine Crest college, Governemnt Technical College and University of Nigeria secondary school, Enugu campus (UNSSEC) respectively.

Stage II: Clustered sampling technique was used. With cluster sampling, the researcher divides the population into separate groups, called clusters. Then, a simple random sample of clusters is selected from the population. The researcher conducts his analysis on data from the sampled clusters. Thus, the selected schools being studied were divided into clusters seen below; 

Table 2: Representation of clusters in selected schools

Schools	Clusters
Pine crest college Government Technical College, Enugu University of Nigeria Secondary school, Enugu campus	JSS 1 JSS 2 JSS 3 SSS 1 SSS 2 SSS 3 JSS 1 JSS 2 JSS 3 SSS 1 SSS 2 SSS 3 JSS 1 JSS 2 JSS 3 SSS 1 SSS 2 SSS 3

Stage III: After dividing the schools into clusters (classes), the simple random sampling was employed to select six classes in all, two from each school. Wimmer and Dominick (2011, p. 94) hold that simple random technique is “The most basic type of probability sampling where each subject, element, event, or unit in the population has an equal chance of being selected.” It is often praised for eliminating bias in the process of selecting the researcher’s sample, (Ohaja, 2003). The classes in each school were written in separate pieces of paper with numbers such as PC1, PC2, PC3, PC4, PC5 and PC6, where PC stands for Pine Crest and the same done for other schools and placed inside a container. They were scrunched and mixed properly, before turning them in the containers to pick two from each schools and a total of six classes in all. At the end, the following classes were picked from each school:

Table 3: The six selected classes from the schools

S/N	Name of school	Classes selected
1.	Pine Crest College, Bisalla road, Independence Layout	SS 2 JSS 3
2.	Government Technical College Enugu	JSS 2 SS 2
3.	University of Nigeria Secondary School, Enugu Campus (UNSSEC)	SS 1 SS 3

Data gotten from the schools show that:

Table 4: Representation of selected classes

S/N	Name of school	Class	No. of Male	No. of Female	Total
1.	Pine Crest College	SS 2 JS 3	45 50	36 44	81 94
2.	Government Technical College	JS 2 SS 2	269 221	218 185	487 406
3.	University of Nigeria Secondary School, Enugu Campus	SS 1 SS 3	100 79	114 122	214 201
	Grand Total		764	719	1483

Stage IV: To determine the number of questionnaire that will be assigned to each class, Bowley’s Proportional Sampling technique of (1926) was used. The approach was used to ensure that the questionnaires were distributed evenly in terms of size of the population of the classes chosen. The equation for this calculation is: nh= (Nh/N) x n. Where nh is the sample size for cluster h, Nh is the population for cluster h, N is the total population size, while n is total sample size.  For example, to find the nh for Pine Crest SS 2, Nh would be 81, N would be 1483 and n is 358.

The calculation is shown in the table below:

Table 5: Representation of subgroups

Classes	Number of Questionnaires to be distributed
Pine Crest SS 2 = 81 Pine Crest JS 3 = 94	nh= (Nh/N) x n nh= (81/1483) = 20 (Thus, SS 2 students of Pine Crest gets 20 copies of questionnaire) nh= (Nh/N) x n nh= (94/1483)  = 23 (Thus, JS 3 students of Pine Crest gets 23 copies of questionnaire)
Government Technical College JS 2= 487 Government Technical College SS 2= 406	nh= (Nh/N) x n nh= (487/1483)  = 117 (Thus, JS 2 students of G.T.C gets 117 copies of questionnaire) nh= (Nh/N) x n nh= (406/1483)  = 98 (Thus, SS 2 students of G.T.C gets 98 copies of questionnaire)
UNSSEC SS 1= 214	nh= (Nh/N) x n nh= (214/1483)  = 52 (Thus, SS 1 students of UNSSEC gets 52 copies of questionnaire)
UNSSEC SS 3= 201	nh= (Nh/N) x n nh= (201/1483)  = 48 (Thus, SS 3 students of UNSSEC gets 48 copies of questionnaire)

Therefore, 20+23+117+98+52+48= 358, which is the sample size of this study.

Stage V: To determine the number of questionnaires that will be assigned to each gender, Bowley’s Proportional sampling technique was also used, which is nh= (Nh/N) , where nh is the sample size for cluster h, Nh is the population for cluster h, N is the total population size, while n is total sample size.  For example, to find the nh for Pine Crest SS 2 for male, Nh would be 45, N would be 81 and n is 20. Therefore,

Table 6: Representation of Questionnaires by gender

S/N	Name of School	Class	No. of Male	No. of Female	Total Questionnaire
1.	Pine Crest College	SS 2 JS 3	11 12	9 11	20 23
2.	Government Technical college	JS 2 SS 2	65 53	52 45	117 98
3.	UNSSEC	SS 1 SS 3	24 19	28 29	52 48

Therefore, 20+23+117+98+52+48= 358, which is the sample size of this study.

Stage VI: The copies of questionnaire will be administered in these selected classes using accidental sampling technique – a non-probability sampling that involves the sample being drawn from that part of the population that is accessible. This is also known as available sample/convenience sample. It “is a collection of readily accessible subjects, elements, or events for study, such as a group of students enrolled in an introductory mass media course or shoppers in a mall,” (Wimmer & Dominick, 2011, p.92).

3.5.      Instrument of data collection

            The nature of this work calls for the use of questionnaire as instruments for data gathering that will be used to solve and answer the research questions and achieve the set objectives of the study. The questionnaire is a perfect match for this work since it is used in many cases to gather data about the behaviours, views, attitudes and opinions of the audience.

            The questionnaire was structured in two different sections. Section A - the demographic data to be filled by the respondents, while section B - the psychographic data to be filled by the respondents. The questionnaire was also patterned in the style of the closed-ended and open-ended questions. The reason for the open-ended questions was to give respondents freedom to generate their own answers to the research questions and to provide in-depth responses, whereas the closed-ended was vital in the sense that it has uniformity in analyzing the responses of respondents.

3.6       Validity of the Study

Validity is the process of finding out whether the instrument of research actually measured what it seeks to measure. Face validity was adopted for this study. It “is achieved by examining the measurement device to see whether, on the face of it, it measures what it appears to measure,” (Wimmer & Dominick, 2011, p. 60). Since face validity is susceptible to subjectivity, the authors advised that in order to minimize subjectivity, experts should be consulted to independently judge the validity of a given measurement (Wimmer & Dominick, 2011). Thus, the researcher asked an expert in the field (supervisor) to scrutinize the questionnaire for the items measuring what they were intended to measure. After meticulously assessing the measurement, the measuring item was deemed valid by the researcher’s supervisor.

3.7       Reliability of the Study

With regards to reliability, it is the degree of consistency exhibited when a measurement is repeated under identical conditions. Wimmer and Dominick (2011, p. 57) opine that “a measure is reliable if it consistently gives the same answer.” The method of measuring reliability adopted for this work is the “Test Retest Method.” Here, the researcher administered 10 copies of questionnaire to respondents as a form of pretest to answer the main questions in this research. The researcher tactically made a provision for names of the respondents in both questionnaires for further consultations. Within 5 days of administering the first test, the researcher went for retest and discovered 1 error from the student respondents.

To calculate the reliability coefficient, the researcher adopted the Guttman Scale formula developed by Louis Guttman in 1944, with the formula:   

 1−  Total error/Total response 

 1− 1/10      = 1−0.1 = 0.9        

Reliability Coefficient of questionnaire = 90% (very high) 

3.8       Methods of Data Analysis and Presentation

            During the data analysis of this work, quantitative and qualitative analysis was applied. In the quantitative aspect, the use of statistics and numerical tables to answer the research questions; to derive answers to whatever questions the researcher posed. Qualitative analysis helped the researcher to answer the research question with better interpretation. 

The researcher made use of simple tables in presenting the results. The use of response number (frequency) and percentage format makes for proper analysis.  The analysis and interpretation of data followed a sequential order in order to facilitate clarity and accuracy. Demographic characteristics of the respondents came first, followed by the analysis/interpretation of the research questions which was the psychographic data.  The raw data was translated into percentage to enable the researcher draw conclusion based on the information gathered. The percentage formula is shown below; 

Where;

   x    ;    

n=Number of respondents (frequency);

∑n =Total number of respondents;

100%= Percentage

            In using the above formula, the number in a particular unit was divided by the total numb

er in the frequency and then multiplied by one hundred in order to get the total percentage in a given item or question percentage.

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

This chapter is centered on the presentation, analysis, interpretation and discussion of the findings of this research. This chapter, therefore, is specifically geared towards answering research problems using data available from the study. Data will be analysed using simple frequency, percentage and tables. The findings were presented with accuracy. The raw data were translated into percentages to enable the researchers draw reasonable conclusion based on the information gathered. The percentage formula below was used in data analysis. 

         

n = Number of respondents (frequency)

∑n = Total number of respondents

100% = Percentage

4.1       Data Presentation   

To conduct this study, a total of 358 copies of questionnaire were distributed. Out of the total copies of questionnaire distributed, 354 copies were returned representing 98.9%, while 3 copies of questionnaire representing 0.8% were lost and 1 copy representing 0.3% was rendered invalid because the respondent did not finish the questions. Therefore, the effective sample size changed from 358 to 354. On the whole, the questionnaire contains 24 questions for both demographic and psychographic variables. It contains both close-ended and open-ended questions. The table below shows how they were represented.

Table 7: Response rate

Items	Frequency	Percentage (%)
No. Distributed	358	100
No. Returned	354	98.9
No. Lost	3	0.8
No. Invalidated	1	0.3

Source: Field Survey, 2019

Analysis of demographic data of respondents

            This section deals with the personal data of respondents on the basis of School, Class, Sex and Age. The responses of the respondents are as follows:

Question 1: School distribution of the respondents

Table 8: Respondents’ response to their Name of schools

Response	Frequency	Percentage (%)
Pine Crest college	43	12.2
Government Technical College	211	59.6
University secondary school, Enugu	100	28.2
Total	354	100

Source: Field Survey, 2019

The table shows that 43 respondents (12.2%) are students of Pine Crest College, 211 (59.6%) respondents are in Government Technical College and 100 respondents (28.2%) are in the University of Nigeria Secondary school, Enugu Campus. This means that large share of the respondents are students of Government Technical College.

Question 2: Class distribution of respondents

Table 9: Respondents’ response to their Class

Response	Frequency	Percentage (%)
JSS 2	113	31.9%
JSS 3	23	6.5%
SS 1	52	14.7%
SS 2	118	33.3%
SS 3	48	13.6%
Total	354	100

Source: Field Survey, 2019

From the data available on this table, 113 respondents (31.9%) are in JSS 2, 23 respondents (6.5%) are in JSS 3, 52 respondents (14.7%) are in SS 1, 118 respondents (33.3%) are in SS 2 and 48 respondents (13.6%) are in their SS 3. If this is to be interpreted, it means that the vast majority of the respondents are in SS 2.

Question 3: Sex distribution of respondents

Table 10: Respondents’ response to sex distribution

Response	Frequency	Percentage (%)
Male	180	50.8%
Female	174	49.2%
Total	354	100

Source: Field Survey, 2019

From the table above, 180 respondents (50.8%) are male while 174 respondents (49.2%) are female. This denotes that most of the respondents are male.

Question 4: Age distribution of respondents

Table 11: Respondents’ response to their age distribution

Response	Frequency	Percentage (%)
9-12 yrs	96	27.1
13-15 yrs	192	54.3
16-18 yrs	66	18.6
19 and above	0	0
Total	354	100

Source: Field Survey, 2019

From the data available on this table, 96 respondents (27.1%) are between 9-12 years, 192 respondents (54.3%) are between 13-15 years, 66 respondents (18.6%) are 16-18 years and no respondent is !9 and above. If this is to be interpreted, it means that the vast majority of the respondents are between 13 and 15 years.

4.2       Data Analysis

The following questions below from the questionnaire were used to address the research questions accordingly. The psychographic data of the respondents were therefore represented below using simple tables and frequencies. 

4.2.1    Research Question 1

What is the level of exposure to educational broadcast programme, by secondary school students in Enugu Metropolis?

To answer this research question, question 5, 6, 7, 8, 9, 10 and 11 in the questionnaire are employed. The results are presented below.

Question 5: Do you have a radio set at home?

Table 12: Respondents’ Responses on whether they have a radio set at home

Response	Frequency	Percentage (%)
Yes	222	62.7
No	132	37.3
Total	354	100

Source: Field Survey, 2019

            The above distribution illustrates that 222 respondents (62.7%) have a radio set at home while 132 respondents (37.3%) do not have a radio set at home.

Question 6: Do you have a television set at home?

Table 13: Respondents’ Responses on whether they have a television set at home

Response	Frequency	Percentage (%)
Yes	354	100
No	0	0
Total	354	100

Source: Field Survey, 2019

            The above distribution illustrates that all 354 respondents (100%) have a television set at home.

Question 7: How often do you listen to the radio or watch television?

Table 14: Respondents’ Responses on how often they listen to or watch television

Response	Frequency	Percentage (%)
Daily	138	39
Sometimes	186	52.5
Rarely	30	8.5
Never	0	0
Total	354	100

Source: Field Survey, 2019

From the above distribution, 138 respondents (39%) listens to or watch television daily, 186 respondents (52.5%) listens to or watch television sometimes and 30 respondents (8.5%) rarely listen to or watch television.

Question 8: What do you watch/listen to, the most on Radio /Television?

Table 15: Respondents’ Responses on what they watch/listen to, the most on Radio/Tv

Response	Frequency	Percentage (%)
Music	66	18.7
Sports	66	18.7
Movies	135	38.1
Educational programmes	84	23.7
Others (Cartoons)	3	0.8
Total	354	100

Source: Field Survey, 2019

From the above distribution, 66 respondents (18.7%) listens to or watch Music programmes the most, 66 respondents (18.7%) listens to or watch Sports programmes the most, 135 respondents (38.1%) watch Movies the most, 84 respondents (23.7%) listen to or watch Educational programmes the most and 3 respondents (0.8%) watch Other programmes such as Cartoons, the most. This shows that majority of respondents enjoy watching Movies on television, the most.

Question 9: Do you know about Educational Programmes?

Table 16: Respondents’ Responses on their knowledge of Educational Broadcast Programmes

Response	Frequency	Percentage (%)
Yes	354	100
No	0	0
Total	354	100

Source: Field Survey, 2019

            The above distribution illustrates that all 354 respondents (100%) are aware of educational broadcast programmes.

Question 10: Which of the following educational programmes do you know?

Table 17: Respondents’ Responses on the educational programmes they know

Response	Frequency	Percentage (%)
Let’s Speak English	54	15.3
Learning French Language	90	25.4
InterswitchSPAK	300	84.7
Who wants to be a Millionaire?	211	59.6
Work it out	90	25.4
Take a Step	114	32.2
Cowbellpedia	264	74.6
Nnenna and Friends Brain Power Game	144	40.7
Today in History	31	8.8
NTA Parliament	87	24.6

Source: Field Survey, 2019

Here, the respondents were given many options to select as many programmes as they are familiar with. From the above distribution, 54 respondents (15.3%) knows about ‘Let’s Speak English’, 90 respondents (25.4%) knows ‘Learning French Language’, 300 respondents (84.7%) knows ‘InterswitchSPAK’, 211 respondents (59.6%) knows ‘Who wants to be a Millionaire’, 90 respondents (25.4%) know about ‘Work it Out’, 114 respondents (32.2%) knows ‘Take a Step’, 264 respondents (74.6%) know ‘Cowbellpedia’, 144 respondents (40.7%) know about ‘Nnenna and Friends’ Brain Power Game, 31 respondents (8.8%) know ‘Today in History’ and 87 respondents (24.6%) know about ‘NTA Parliament’.

Question 11: Specify Other Educational Broadcast programmes you know apart from the ones listed above

            Apart from the above listed educational broadcast programmes, other educational broadcast programmes were given by the respondents to include;    

1.      Spelling Bee                                                    9. Masters of Maths

2.      Learning for kids                                            10. NNPC competition

3.      Chef Junior                                                     11. PZ Chemistry Competition

4.      Kiddies Children Playground                         12. How it’s done

5.      Learning Monday                                           13. Mr. Adelapo’s Chemistry Practical

6.      Are you smarter than a Fifth Grader              14. Mind your Grammar        

7.      Learning Korean language                              15. Science and Movies

8.      All about Chemistry                                        16. Mindset

4.2.2    Research Question 2

Does the timing of these educational broadcast programmes suit the secondary school students?

To answer this research question, question 12, 13, 14, 15, 16, 17 and 18 in the questionnaire are employed. The results are presented below;

Question 12: Which of the above listed programmes do you watch the most?

Table 18: Respondents’ Responses on the educational programmes they watch the most

Response	Frequency	Percentage (%)
Let’s Speak English	0	0
Learning French Language	7	2
InterswitchSPAK	207	58.5
Who wants to be a Millionaire?	12	3.4
Work it out	40	11.3
Take a Step	25	7
Cowbellpedia	44	12.4
Nnenna and Friends Brain Power Game	19	5.4
Today in History	0	0
NTA Parliament	0	0
Total	354	100

Source: Field Survey, 2019

From the above distribution, no respondent watches ‘Let’s speak English’ the most, 7 respondents (2%) watches ‘Learning French Language’ the most, 207 respondents (58.5%) responded that they watch ‘InterswitchSPAK’ the most, 12 respondents (3.4%) watch ‘Who wants to be a millionaire’ the most, 40 respondents (11.3%) say they watch ‘Work it out’, the most, 25 respondents representing 7% responded that they watch ‘Take a Step’ programme the most, 44 respondents (12.4%) watch ‘Cowbellpedia’ the most, 19 respondents (5.4%) responded that they watch ‘Nnenna and Friends Brain power game’, the most while no respondent watches Today in History and NTA parliament the most.

Here, it is seen that the majority of the respondents watch InterswitchSpak the most. Hence, this would be used as a yardstick in measuring the degree of influence of educational broadcasting on their academic performance. InterswitchSPAK National science competition is a high school science television contest show that started in Nigeria. It debuted in 2017 as SPAK which is an acronym for Speed, Perseverance, Accuracy and Knowledge. This initiative is designed to support and encourage the study of Science, Technology, Engineering and Mathematics across Africa. In this competition, there is a national qualifying examination across all the states of the Federation. The best 81 students with excellent skills get to qualify for the second stage of the competition. These 81 students are then split into groups of 9 (total of 9 groups) who then carry out the InterswitchSPAK TV show. The InterswitchSPAK stage II is majorly focused on the following pure sciences: General sciences, Mathematics, Physics, Chemistry and Biology. However, a good understanding of Geography, ICT and General knowledge is an added advantage.

Question 13: What days of the week are it aired?

            Here, the respondents gave various replies as these programmes are aired on different days of the week. But the most response would be selected which is InterswitchSpak. Hence, responses received show that InterSwitchSPAK is aired on Saturdays and Sundays.

Question 14: Between what time during the days?

            Responses show that InterswitchSPAK is aired from 7pm to 8pm

Question 15: Are you always at home and relaxed during the times the programme is aired?

Table 18: Respondents’ Responses on whether they are always at home and relaxed when educational broadcast programmes are aired

Response	Frequency	Percentage (%)
Yes	162	45.8%
No	192	54.2%
Total	354	100

Source: Field Survey, 2019         

The above distribution illustrates that the 162 respondents (45.8%) are always at home and relaxed when educational broadcast programmes are aired and 192 respondents (54.2%) are not always at home and relaxed when educational broadcast programmes are aired.

Question 16: Is the time suitable for you?        

Table 19: Respondents’ Responses on whether the time is suitable for them

Response	Frequency	Percentage (%)
Yes	162	45.8%
No	192	54.2%
Total	354	100

Source: Field Survey, 2019         

Here, the distribution illustrates that the time of broadcast is suitable for 162 respondents (45.8%) while 192 respondents (54.2%) responded that the time is not suitable for them. This shows that the broadcast time is not suitable for a majority of the population.

Question 17: Give reasons for your answer to the above question

Table 20: Respondents’ Responses on their reasons for answer above

Response	Frequency	Percentage (%)
I am always free and relaxed to watch it	157	44.1%
It is my allotted time for television	84	23.7%
I do other things at the time it is aired	179	49.2%
I do not know the particular time it is aired	102	28.8%
Programme time is study time	96	27.1%

Source: Field Survey, 2019         

Other reasons given include;

Sleeping time is Programme time

I am always busy with football training

I am restricted to watching television

It is my assignment time and hence, I learn a lot

Programme time is leisure time

Here, the respondents were given many options to select as many as possible. From the above distribution, the majority of respondents are busy with other things at the programme broadcast time.

Question 18: Would you encourage an adjustment in the time of these programmes?

Table 21: Respondents’ Responses on the opinion of an adjustment in the time of these programmes

Response	Frequency	Percentage (%)
Yes	233	65.8%
No	121	34.2%
Total	354	100

Source: Field Survey, 2019         

From the table above, 233 respondents representing 65.8% of the population would encourage an adjustment in the time of educational broadcast programmes and 121 respondents representing 34.2% of the population do not encourage an adjustment.

4.2.3    Research Question 3

What is the influence of educational broadcasting on the academic performance of secondary school students in Enugu Metropolis?

To answer this research question, questions 19, 20, 21 and 22 in the questionnaire were employed. The results are presented below;

Question 19: Has educational broadcasting helped you academicallyWould you encourage an adjustment in the time of these programmes?

Table 22: Respondents’ Responses on whether educational broadcasting has helped them academically

Response	Frequency	Percentage (%)
Yes	318	89.8%
No	36	10.2%
Total	354	100

Source: Field Survey, 2019         

From the table above, 318 respondents representing 89.8% of the population say educational broadcasting has helped them academically as against 36 respondents representing 10.2% of the population who say educational broadcasting has not helped them academically.

Question 20: Did your grades improve after gaining knowledge from educational broadcast programmes?

Table 23: Respondents’ Responses on if their grades improved after gaining knowledge from educational broadcast programmes

Response	Frequency	Percentage (%)
Yes	279	78.8%
No	75	21.2%
Total	354	100

Source: Field Survey, 2019         

From the table above, 279 respondents representing 78.8% of the population say that their grades improved after gaining knowledge from educational broadcast programmes and 75 respondents representing 21.2% of the population say that their grades did not improve after gaining knowledge from educational broadcast programmes.

Question 21: Has educational broadcasting provided you with supplementary materials which are not found in the classroom but help improve your learning?

Table 24: Respondents’ Responses on if educational broadcasting has provided them with supplementary materials which are not found in the classroom but help improve their learning

Response	Frequency	Percentage (%)
Yes	276	78%
No	78	22%
Total	354	100

Source: Field Survey, 2019         

From the illustration above, 276 respondents (78%) say that educational broadcasting has provided them with supplementary materials which are not found in the classroom but help improve their learning and 78 respondents representing 22% of the population say that educational broadcasting has not provided them with supplementary materials which are not found in the classroom but help improve their learning.

Question 22: Has educational broadcasting helped you in the choice of career(s)?

Table 25: Respondents’ Responses on if educational broadcasting has helped them in the choice of career(s)

Response	Frequency	Percentage (%)
Yes	204	57.6%
No	150	42.4%
Total	354	100

Source: Field Survey, 2019         

From the illustration above, educational broadcasting has helped 204 respondents (57.6%) in their choice of career(s) and 150 respondents representing 42.4% of the population say that educational broadcasting has not helped them in their choice of career(s).

4.2.4    Research Question 4: What are the challenges secondary school students’ experience while implementing educational broadcast lesson in school?

            To answer this research question, questions 23 and 24 of the questionnaire were employed. The result is presented below;

Question 23: Do you face any challenge while viewing or implementing educational broadcast lesson in school?

Table 26: Respondents’ Responses on if they face any challenge while viewing or implementing educational broadcast lesson in school

Response	Frequency	Percentage (%)
Yes	255	72%
No	99	28%
Total	354	100

Source: Field Survey, 2019         

From the illustration above, 255 respondents (72%) responded that they face challenges viewing or implementing educational broadcast lesson in school while 99 respondents (28%) do not face challenges while viewing or implementing educational broadcast lesson in school.

Question 24: If yes, what challenges do you face while using educational broadcast programmes

Table 27: Respondents’ Responses on the challenges they face while using educational broadcast programmes

Response	Frequency	Percentage (%)
I listen and watch educational programmes but I do not understand them	18	5.1%
The programme makes use of ‘big’ words and I do not understand them	36	10.2%
I understand them but they are not relevant in school learning	69	19.5%
The time of the programme do not favour me	156	44.1%
I do not have access to television or radio	0	0
My parents do not let me watch Television. They want me to read	84	23.7%
There is lack of electricity most of the time	228	64.4%

Source: Field Survey, 2019         

Here, the respondents had options to select as many problems as they encounter with educational broadcast programmes. From the illustration above, 18 respondents (5.1%) responded that they listen and watch educational programmes but do not understand them, 36 respondents (10.2%) said that the programmes make use of ‘big’ words and they do not understand them, 69 respondents (19.5%) say they understand the programmes but they are not relevant with school learning, 156 respondents (44.1%) responded that the time of the programme does not favour them, no respondent said they do not have access to television or radio, 84 respondents (23.7%) say that their parents do not let them watch television because they want them to read and 228 respondents (64.4%) responded that there is lack of electricity most of the time.

Other Challenges, as responded include

        i.            There are few channels on my GoTv decoder that air educational broadcast programmes. Only NTA and AIT

      ii.            Sometimes, since it is my dad’s radio, he does not allow us to touch it or use it

    iii.            They are boring and not exciting enough

    iv.            We only watch Television during the holidays

      v.            At times, they do not complete the programmes and it makes me miss the next step. This discourages me from watching them so often

    vi.            It is aired the same time my parents and siblings want to watch something else.

4.3      Discussion of Findings

            This study on the Influence of Educational Broadcasting on the academic performance of secondary school students in Enugu Metropolis has the following objectives; To determine the level of exposure to educational broadcast programmes by secondary school students in Enugu Metropolis; To find out if timing of educational broadcast programme is suitable for students; To examine the influence of educational broadcast on academic performance of secondary school students in Enugu Metropolis and To find out the challenges secondary school students experience while implementing educational broadcast lesson in school.

   Speaking of the demographic variables of the respondents, findings show that the vast majority of the respondents fell between 13-15 years which is 192 respondents (representing 54.3%). Also, 96 respondents (27.1%) are between 9-12 years, 66 respondents (18.6%) are 16-18 years and no respondent is 19 and above. This is in line with the propositions of UNESCO 2008, about secondary school students and their age.

Research Question 1: What is the level of exposure to educational broadcast programme by secondary school students in Enugu Metropolis?

            Findings from this research question indicate that secondary school students in Enugu Metropolis are exposed to educational broadcast programmes. This is evidenced by the results from the study which disclosed that 222 respondents representing 62.7% have a radio set at home as opposed to 132 respondents representing 37.3% who do not have radio sets at home. From the study, it is also discovered that all 354 respondents have television sets at home. A greater percentage of the population responded that they view or listen to Television/radio programmes sometimes. From the result, it is also disclosed that all 354 respondents are aware of Educational broadcast programmes as many as InterswitchSPAK, Who wants to be a millionaire, Take a Step, Work it Out, NTA parliament, Learning French Language, Let’s speak English, Cowbellpedia, Nnenna and Friends Brainpower game, Today in History, Spelling Bee, Mind your Grammar etc. However, data collated also indicated that the majority of the respondents watch InterswitchSpak the most. Hence, this was purposely selected to use as a yardstick in measuring influence of educational broadcasting on the academic performance of secondary school students in Enugu Metropolis.

It is here evident that secondary school students in Enugu Metropolis are exposed to educational broadcast programmes. This is in agreement with a study by Unenu N.S (2004) on “The impact of educational Broadcasting on the academic performance of secondary schools in Nsukka Urban”, which indicated that 270 respondents representing 77.2% were exposed to Educational Broadcast programmes.

Research Question 2: Does the timing of these educational broadcast programmes suit the students in Enugu Metropolis?

            Findings from this research question 2 indicate that the timing of most educational broadcast programme do not suit the students. Data collated from the study indicated that InterswitchSPAK is aired on Saturdays and Sundays from 7 to 8pm. However, 192 respondents representing 54.2% responded that they are not always at home or relaxed to watch educational broadcast programmes at this time, and is hence not suitable for them, as against 162 respondents representing 45.8% who responded that they are always at home and relaxed, and the time is suitable for them. The respondents gave various reasons why the timing was either suitable for them or not. 157 respondents (44.1%) responded that they are always free and relaxed to watch the programme, 84 respondents (23.7%) responded that it is their allotted time for television viewing, 179 respondents representing 49.2% responded that they do other things at the time InterswitchSPAK is aired, 102 respondents (28.8%) do not know the time the programme is aired and 96 respondents, representing 27.1% say that the programme time is their study time. Other reasons indicated by the respondents includes that sleeping time is programme time, they are always busy with football training, they are restricted to watching television, It is their assignment time, hence they learn a lot and some others, that programme time is leisure time.

Findings from this research question also showed that 233 respondents representing 65.8% encourages an adjustment in the time of the programme, as against 121 respondents (34.2%) who are satisfied with the timing and do not encourage an adjustment.

Research Question 3: What is the influence of educational broadcasting on the academic performance of secondary school students in Enugu Metropolis?

To address research question three, data collated from the study showed that Educational Broadcasting influences the academic performance of secondary school students in Enugu Metropolis. Evidence from the study shows that 3 18 respondents representing 89.8% said that educational broadcasting has helped them academically, as opposed to 36 respondents representing 10.2% who said that educational broadcasting has not helped them academically. The finding of this study shows that student’s exposure to educational broadcast programmmes has significant influence on their academic performance. 279 respondents representing 78.8% said that their grades improved after gaining knowledge from educational broadcast programmes, while 75 respondents (21.2%) said their grades did not improve after gaining knowledge from educational broadcast programmes. This corresponds with the findings of Unenu (2004) which states that, secondary school students in Nsukka Urban and its environment benefit from educational programmes, as they help in the upliftment of knowledge and education. It is also in sync with the findings of Okereh, Okanu and Omosimua (2011) which stated that educational broadcasting has to a very large extent helped in uplifting the educational standard of students. The findings are also in line with Ibe (2008) findings, when the researcher said that educational programmes be it quiz or debate programmes positively influence students academic performance.

Research Question 4: What are the challenges secondary school students’ experiences while implementing educational broadcast lesson in school?

Findings from this study shows that these secondary school students experience some challenges while viewing and implementing educational broadcast. This is evidenced in the response of 255 respondents (72%) who said that they have challenges in viewing and also implementing educational broadcast lesson in school, while 99 respondents (28%) said that they do not have challenges in viewing and also implementing educational broadcast lesson in school. Among the options of the challenges listed, 18 respondents (5.1%) said they listen and watch educational programmes but do not understand them, 36 respondents (10.2%) said that the programmes make use of ‘big’ words and they do not understand them, 69 respondents (19.5%) say they understand the programmes but they are not relevant with school learning, 156 respondents (44.1%) responded that the time of the programme does not favour them, no respondent said they do not have access to television or radio, 84 respondents (23.7%) say that their parents do not let them watch television because they want them to read and 228 respondents (64.4%) responded that there is lack of electricity most of the time.

Analysis from the findings from the study revealed that the most dominant challenge faced by these students is the lack of power supply most of the times that the programmes are aired. These findings are in consonance with a research conducted by Nwagbara and Nwammuo (2013) which declared that senior secondary schools in Anambra do not watch Instructional Television programmes regularly and the basic reason for this is lack of electric power supply.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1       Summary

This research project sought out to ascertain the influence of Educational Broadcasting on the academic performance of secondary school students in Enugu Metropolis. The study was done in view that modern technology has transformed the way students learn and interact with their environment. The media have always formed an important part of modern education since the beginning of the twentieth century. Wherever the mass media have been established, education has been put at the forefront of the fruits to be reaped or as an objective for the development of the mass media. Therefore, this study sought to find out how educational broadcast programmes precisely, influence secondary school students’ academic performance.

The Background of this study focused on the role of education in human development and the general shift to the media as a channel of education. It focused on the importance of the broadcast media to education as well as its influence on academic performance of students. It was on this premise that the following objectives were considered: to determine the level of exposure to educational broadcast programme by secondary school students in Enugu Metropolis; to assess the timing of educational broadcast programmes for secondary school students; to examine the influence of educational broadcasting on academic performance of secondary school students in Enugu Metropolis; to ascertain the challenges secondary school students experience while viewing or implementing educational broadcast lesson in school. These all formed the research questions for this study.

Under literature review the following sub-topics were discussed: The broadcast media; concept of Educational Broadcasting; Educational function of the broadcast media; Development of Educational Broadcasting in Nigeria; Problems of Educational Broadcasting in Nigeria; Modes of Transmission of Educational Broadcasting and Understanding the concept of Academic performance. This study allowed for a critical overview of research works that have been done on the broadcast media, academic performance and Educational Broadcasting precisely. This allowed the researcher to fully understand the current nature of the broadcast media in promoting education, students’ awareness and exposure to educational broadcasting, its influence on students’ academic performance and the level of broadcast media usage by students especially. Also, the researcher made use of the Cultivation theory and Uses and Gratification theory to anchor the study.

The research design adopted for this work was survey. In arriving at the sample size, the National Statistical Service Sample Size Calculator was used to get the 358 respondents that form the sample size. Multi-stage sampling technique comprising purposive, clustered, simple random and convenience sampling techniques were used in making sure that data was collated from the respondents. Data was gathered using questionnaire and were analyzed and discussed in Chapter Four. The method of analysis employed was simple tables in presenting the results. The use of response number (frequency) and percentage format makes for proper analysis.

Findings from the study indicated that secondary school students in Enugu Metropolis are exposed to Educational broadcast programmes on Television. It also indicated that amongst every other educational broadcast programme, they are exposed to InterswitchSPAK the most. Findings from the study indicated that the timing/ programme schedule of this programme is not suitable for them as they engage in various other activities at this time. Findings from the study disclosed that Educational Broadcasting has a positive influence on the academic performance of secondary school students in Enugu Metropolis. Findings also indicated that secondary school students face challenges when viewing and implementing broadcast lessons, out of which lack of electricity supply, prevailed.

5.2       Conclusion

            In view of the findings of this research work and from objectives of this study, it can be concluded that so many Educational Broadcast programmes exist on various channels. However, not everyone has access to these programmes and those who are exposed to it have limitations, such as lack of power supply.

Also some educational broadcast programmes do not yield its planned effect, due to poor timing. This means that some broadcast programmes do not properly reach the audience they are targeting, and hence, these targeted audiences do not gain from such programmes.

Furthermore, educational broadcasting has a positive influence on the academic performance of secondary school students in Enugu Metropolis. Therefore, even though the broadcast media viewership/listenership can be a source of distraction to these students, it is not entirely unnecessary, just as long as the Media plays its education role properly. Hence, it will suffice to say that educational programmes such as ‘InterSwitchSPAK’ help students to develop intellectually since it provides them with supplementary materials and out of class experience. With these findings, students are encouraged to continue to consume educational programmes since they help boost their academic performance.

5.3       Recommendations

Based on the findings from this study, the following recommendations would be made:

1.      Educational programme producers on both radio and television should endeavor to use enough and good examples and illustrations for effective teaching and learning in spite of the time factor.

2.      Adequate planning and entertainment should be packaged into educational broadcast to what is known as Edutainment. This would motivate learners to follow such programmes.

3.      Educational broadcast producers should conduct thorough audience research, to ascertain the appropriate time to reach target audience. This would help them in the programming planning and scheduling. They should also carry out reseacrches to know how to package relevant educational programmes, ways to improve them and measure the impact or effectiveness of the programmes on the audience

4.      Existing programmes that are not properly scheduled should be adjusted, to ensure maximum effectiveness on the target audience and build audience share of the broadcast station.

5.      The National Broadcasting Commission should make it a priority that broadcast stations in the country pay adequate attention to educational programmes, since educational programmes contribute meaningfully to the uplifting of educational performance of students and the society in general.

6.      The ministry of education should liaise with broadcast stations to package more educational programmes in line with the school curriculum of secondary school students in the country.

7.      The Government and Power Holding Company of Nigeria (PHCN), on its part should ensure regular power supply to enable students watch educational broadcast programmes regularly.

8.      Parents and schools should encourage their children to consume educational programmes more often. Schools can also have viewing centres where students can watch educational programmes.

5.4       Limitation of the study

Every study has its limitations which brings drawbacks to detract the researcher from actualizing his or her desired research objectives. This is applicable to this study as the researcher encountered some problems in the course of carrying out this research work. To begin with, time imposed severe limitations as the researcher could not go to other secondary schools and that is why the population of the study was just three selected secondary schools in Enugu Metropolis. But, the researcher indicated that findings of the study can be generalized for other secondary schools that could not be studied.

Another drawback was the coursework requirements of the researcher which never gave her the leeway to travel so much for a standard research. There was also difficulty in getting permission from the principals of the schools, to sample their schools. On the whole, one major challenge is finance which handicapped the researcher.