effectiveness of instructional television (it) for distance education in plateau state

Description

ABSTRACT

This paper investigated the effectiveness of instructional television for distance learning in plateau state, Nigeria. This study was conducted to evaluate the effectiveness of educational television programs in distance learning system. Using the procedure of survey method, this study finds out the worth of educational television programs. Its results are based on the responses of the learners of distance teaching system. The views of students were collected by using a questionnaire prepared by researcher because no standardized tool for the purpose of study was available. Questionnaire was developed by reviewing related literature on topic of study that was improved in light of the views of experts. Content validity and face validity of questionnaire was further determined by expert opinion. Results of the study indicated, ITV programs were very useful for students & majority of students get benefit of it. Therefore, there were some problems as well. In the light of the results of this study it was also found that majority of students don’t get the broadcasts schedule of ITV programs because of which they miss the ITV programs & approximately half of the students who view the program cannot note down the important features of program because of slow writing speed and non availability of recording facilities.

TABLE OF CONTENTS

COVER PAGE

TITLE PAGE

APPROVAL PAGE

DEDICATION

ACKNOWELDGEMENT

ABSTRACT

CHAPTER ONE

• INTRODUCTION
• BACKGROUND OF THE STUDY
• PROBLEM STATEMENT
• OBJECTIVE OF THE STUDY
• RESEARCH QUESTION
• SIGNIFICANCE OF THE STUDY
• LIMITATION OF THE STUDY
• METHODOLOGY
• PROJECT ORGANISATION

CHAPTER TWO

LITERATURE REVIEW

• INSTRUCTIONAL TELEVISION OVERVIEW
• REVIEW OF RELATED LITERATURE
• CONCEPTUAL CLARIFICATIONS
• REVIEW OF RELATED LITERATURE ON DISTANCE TEACHING
• REVIEW OF TELEVISION IN EDUCATION
• ROLE OF TELEVISION PROGRAMS FOR EXAMS
• INSTRUCTIONAL TELEVISION AND GAIN IN KNOWLEDGE
• ATTITUDE, INTEREST AND ACCEPTANCE OF CHILDREN TOWARDS INSTRUCTIONAL TELEVISION IN THE WORLD

CHAPTER THREE

METHODOLOGY

• INTRODUCTION
• RESEARCH DESIGN
• POPULATION, SAMPLE AND SAMPLING TECHNIQUES
• DATA COLLECTION AND ANALYSIS

CHAPTER FOUR

4.0      RESULT AND DISCUSSION

• RESULT
• DISCUSSION

CHAPTER FIVE

• CONCLUSION
• RECOMMEDATION
• REFERENCES

CHAPTER ONE

1.0                                      INTRODUCTION

1.1                         BACKGROUND TO THE STUDY

Instructional television (ITV) is the use of television programs in the field of distance education. Educational television programs on instructional television may be less than one half hour long to help their integration into the classroom setting. These shows are often accompanied by teachers’ guides that include material to help use this program in lessons. Instructional television programs have historically been shown during the daytime on Public Broadcasting Service (PBS) stations in the United States. However, fewer public television stations devote their airtime to ITV today than they do in the past; these days, ITV programs are either seen on a digital subchannel of non-commercial educational public television station, or passed on to a local educational-access television channel run by a public, educational, and government access (PEG) cable TV organization.

It has been discovered that the causes of student’s poor performance in school has been the focus of researches (Yusuf & Afolabi, 2010). Among others, poor quality of teachers, overcrowded classrooms and lack of adequate and suitable equipment have been observed to cause student’s poor performance (Abdullahi, 2012; Bajah 2013; Ogunniyi, 2019). In addition, poor performance of students in course result from too large and heterogeneous classes in terms of ability level, ill-equipped and overloaded syllabus (Ajayi, 2018; Ahmed 2018). According to Osasioma (2014), the teaching and learning of Ecology in Nigerian secondary schools had experienced a lot of problems as teachers and students find it difficult to teach and learn. This is because it involves relationship among concepts of widely disparate degree of concreteness and abstractness (Waheed & Lucas, 2012; Olagunju, 2011)

Effective teaching and learning of science, especially biology requires the use of instructional materials to make topics clearer and more lasting by making concepts which are abstract for students more concrete. Non-use of classroom resources has also been identified as a cause of poor performance of students in science subjects (Nwosu, 2018). Nwosu (2011) and Bassey (2012) observed that there are few learning resources (instruction materials) for science teaching in Nigerian public secondary schools, most of which are not in good condition. Kara (2008) observed that the usage of visual instructional materials is so much important in the instruction of abstract concepts as being included in science lesson, understanding of the subject by students and improving positive attitude towards the course.

Nowadays, electronic devices such as computers and televisions have been incorporated into classroom instruction and therefore utilized as both materials and methods of instruction and instructional media in the developed and developing countries. These audio-visual instructional materials are used to reinforce learning because they are supported by a variety of sound image and animation which make learning more listening, interesting and effective. Demirel (2014) observed that learning is gained by reading in 10%, hearing in 20 %, seeing in 30 %, both seeing and hearing 50%, telling 70% and doing and telling 90%. For these reasons, Kara (2018) noted that visual materials which are supported by audio and animations are more effective on student’s learning, perception and synthesizing. The researcher concluded that scientific lessons should be developed and supported by visual and audio instructional media to draw students attention and therefore ensure that learning lasts longer, to reflect science nature and accelerate learning. An example of such instructional media is Instructional Television (ITV).

The role of Instructional Television(ITV) is very important in a developing nation such as Nigeria where education is rated as the most important instrument of change. There exist some evidences on the instructional value of television as well as the effectiveness of its application in reforming the educational sector in some developed and developing nation. For instance, Hawkridge and Robinson (2012) were of strong view that educational television has succeeded in introducing new methods and attitudes and that it has provided for greater equal educational opportunities. The range of differences in standard between the best and poorest television schools is small when measured by students achievement on test and some of the rural school are in fact among the best now.

ITV has also been used by the Chinese government while implementing the Distance Education Project for Rural Schools (DEPRS) between 2003 and 2007 so as to improve the quality of basic education in rural areas of China, especially in the poorer Western provinces. McQuaide (2019) described the effectiveness of ITV in implementing the DEPRS in China as follows: “The project has had a visible impact on raising the quality of rural education by enriching learning resources and alleviating teacher shortages. Courses that were not offered in the past are now available to village children. About 83% of rural school teachers in the western provinces have attended teacher training programs. Students have become more interested in learning and their intellectual horizon has been widened thanks to a variety of learning resources conveyed to them through the three delivery models.”

Obviously, educational revolution is crucial key to Nigerian economy development. However, Instructional Television is a platform on which any nation who wishes to use education as a tool to revolutionize its economy must stand on. This is because ITV can be used to improve the quality of existing service in the formal educational system while at the same time it can be deployed for equalizing educational opportunities among citizens.

1.2 PROBLEM STATEMENT

As stated earlier that poor performance of student is attributed to poor quality of science teachers, overcrowded classrooms, lack of adequate and suitable equipment (Abdullahi, 2012). These problems have posed threat to the standard of education in Nigeria. These challenges had been resolved in some countries by integrating ITV into classroom instruction. Sofowora (2007) observed “that Niger, was reputed as early as 1970’s to have one of the most realistically planned ITV services “ to meet the nation’s educational need.

According to Nigeria national policy on education (2014), “education is the most instrument of change, any fundamental change in the intellectual and social outlook of any society has to be preceded by educational revolution. Radio and television educational broadcasting shall form a feature of the educational support services system”. This implies that the need to integrate television into classroom instruction is recognized by Nigerian Government. However, there is need to investigate the effectiveness of ITV when it is implemented to teach science especially biology in Nigerian Secondary Schools; moreover there are different modes delivery of ITV and there is need to determine the most appropriate one or combination to use. It is based on this background that this research was conducted. Thus, this study investigated the effectiveness of Instructional Television (ITV) for distance education on plateau state.

1.3     OBJECTIVES OF STUDY

Objectives of this study were as followings.

1. To investigate the views of distance learners towards ITV programs in plateau state.
2. To evaluate the effectiveness of ITV programs telecasted for distance learners in plateau state.
3. To find out the problems of distance learners in getting benefits from ITV
4. To give suggestions for the improvement of ITV

1.4 RESEARCH QUESTIONS

How does television help in education?

What are the advantages of using television in a lesson?

Which media is suitable for distance education?

How does television enhance teaching and learning?

1.5     SIGNIFICANCE OF STUDY

Use of ITV Programs for distance learners is important because face to face teacher student interaction is very poor. Only correspondence materials, tutorial meetings, workshops arranged by distance education institutions provide chances of learning to students for preparation of examinations. Effective use of ITV Programs can provide additional help to learners to prepare course assignments and do preparation for examinations. No doubt, ITV Programs are a part of many courses of distance learning but like all other areas of teaching learning system, this component also have some problems. So, the study is very helpful for distance learning institutions who are offering ITV Programs as a part of teaching learning process. Moreover, following points also indicates and explain the importance of this study.

 

1. It evaluates the views of Distance Learners about ITV
2. It helps to find out advantages of ITV programs for distance
3. It helps to evaluate the effectiveness of ITV programs telecast in Plateau
4. It helps to identify the limitations of ITV programs telecast by television channels in plateau state.
5. It can be helpful for to improve the quality of ITV

1.6                         LIMITATION OF THE STUDY

As we all know that no human effort to achieve a set of goals goes without difficulties, certain constraints were encountered in the course of carrying out this project and they are as follows:-

1. Difficulty in information collection: I found it too difficult in laying hands of useful information regarding this work and this course me to visit different libraries and internet for solution.
2. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

• Time Constraint: The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1. In addition, the study did not examine other types of Instructional Television than Direct Teaching for delivering lessons content because this type of ITV can be used in schools that lack limited equipment as well as trained teachers.

1.7                                             RESEARCH METHODOLOGY

In the course of carrying this study, numerous sources were used which most of them are by visiting libraries, consulting journal and news papers and online research which Google was the major source that was used.

1.8                                  PROJECT ORGANISATION

The work is organized as follows: chapter one discuses the introductory part of the work,   chapter two presents the literature review of the study,  chapter three describes the methods applied, chapter four discusses the results of the work, chapter five summarizes the research outcomes and the recommendations.