The Effect of UNILORIN Radio on Students' Performance

The Effect of UNILORIN Radio on Students’ Performance

Chapter One

Objectives of the Study

The purpose of this study is to assess the uses and its effects on students’ performance in University of Ilorin. Specifically, the study seeks to:

identify the university radio available to students in University of Ilorin;
assess the level of awareness of university radio among students in University of Ilorin;
discuss possible reasons why students in University of Ilorin use university radio;
describe the various academic impact students in University of Ilorin derive from the use of university radio; and
discuss the possible challenges that affect the use of university radio by students in University of Ilorin and how these challenges can be resolved.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

Review of Concepts

This section is concerned with the review of some relevant concepts, related literatures and theories with a view to providing the needed understanding of these concepts in relation to the overall objectives of the study.

Radio Broadcasting

Broadcasting is a primary means by which information, opinions, ideas and entertainment are delivered to the public or private concerns in virtually every nation around the world. It refers to transmission of electromagnetic audio signals (radio) or audio-visual signals (television) that are accessible to a wide population via standard readily available receivers (Ogunmilade, 1998). Broadcasting is the distribution of audio and/or video content or other messages to a disparateaudience via any electronic mass communication medium, but, typically, one using the electromagnetic spectrum (radio waves) in a one-to-many model. According to the National Broadcasting Commission (2012, p. 9):

Broadcasting is a creative medium, characterized by professionalism, choice and innovation, to serve the interest of the general public. Its utilization of audio and video technology makes it capable of reaching the audience simultaneously, availing mankind with the best means of information dissemination and reception. It also enables individual to share in and contribute, to the best of his ability, to the world around him.

As noted by Ephraim (2014), the broadcast media embarked on series of activities, which are planned and brought out for the consumption of the general public. The planned and executed activities by the broadcast stations, as he noted, are the programmes. MecLeish in Ukwela (2016, p. 28) delineated the following as the characteristic of radio broadcasting:

The speed of the radio as information disseminator: radio,in comparison to other media of information dissemination, has an incredible speed.
Radio speaks to millions: this means that radio permeates literacy barrier. As long as a huge percentage of the African people dwells in the rural settlement with little or no education, radio presents and remains the most viable information dissemination reception option.

Radio has no boundary: unlike the press that is limited by circulation, radio signals transcend borders and inaccessible terrain. This characteristic made broadcasting a handy tool for media education, especially to the hard-to-reach settlers, such as the Fulani herdsmen in the north, the itinerant farmers in the South-west and South-east and the fishermen in the South-south

Radio is cheap: relative to the others, both its capital and running expenses are Radio is also the prime electronic medium of the poor because it transcends the barrier of isolation and illiteracy, and it is the most affordable among the electronic media.

The personality of radio: radio is an aural medium. A great advantage of aural medium over print lies in radio use ofthe human voice – the warmth, sound of compassion, the anger, the pain and the laughter. Radio messages are often delivered by the human voice and, due to differences that come from geographical location and social status, different people will definitely have different accents and dialects. It is, therefore, important that all kinds of voices are heard and not just those of professional broadcasters, power holders and articulate spokesmen.
Broadcasting for change: broadcasting acts as a multiplier of change. It is a powerful medium to speed up information, to exchange ideas and make discussions. The new knowledge that the broadcast media introduce within the community help to change the mentality of the people. The advantages of the participatory approach lie precisely in its capacity to give everyone a chance to express their expectations and their viewpoint. Broadcasting can also contribute a lot to initiate national consensus and encourage the political participation of a It helps to develop agreed objectives and political choice; it enables social and political debate, exposing issues and option for actions.

CHAPTER THREE

RESEARCH METHODOLOGY

Research Design

In order to meet the objectives of this study, the survey research method was adopted. The study adopted it due to its capacity to collect data for the purpose of describing a population too large to be observed directly. The study used two instruments of survey to gather data: questionnaire and Focus Group Discussion. These were carefully designed to collect data in accordance with specifications of the research questions and hypothesis.

Population of the Study

The total accessible population for this study is 17,617 students. This figure was obtained from the class registers of schools selected purposively from each of the three senatorial districts in the states studied.

Sample Size Determination

The sample size for this study was statistically determined using the Yamane’s (1976) statistical formula.

CHAPTER FOUR

DATA PRESENATION AND ANALYSIS

Table 5: Percentage Distribution of Students’ Level of Awareness of University radio in University of Ilorin

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

The study assessed the uses and its effects on students’ performance in University of Ilorin. The following research objectives were designed to guide the collection of useful data that would help to address the problem:identify the university radio available to students in University of Ilorin; assess the level of awareness of university radio among students in University of Ilorin; discuss possible reasons why students in University of Ilorin use university radio; describe the various academic impact students in University of Ilorin derive from the use of university radio; and discuss the possible challenges that affect the use of university radio by students in Northeast, Nigeria and how these challenges can be resolved.

The study reviewed literature and empirical works relevant to the topic studied, while the uses and academic impact theory was employed as the major theory to guide the study. The survey research method was adopted. Questionnaire and Focus Group Discussion were used as instruments of data collection. A total of 400 questionnaire were distributed and six FGD sessions were conducted. Data were analysed using simple percentage and tables. The K-S test was used to test the null hypothesis.

Summary of findings from data collected and analysed and the hypothesis tested showed that there is a relationship between the uses and the academic impact derived from university radio by students in schools in University of Ilorin. The study found that a total of ten (10) university radio were packaged and broadcast to students in the area sampled. The study further revealed that only three (3) out of the ten programmes are solely designed for students, while the rest are packaged in magazine format designed for students generally at primary, junior secondary schools and schools.

The study also revealed that students in the area sampled are very highly aware of the availability of university radio, as majority of students sampled used the programmed at least, once in a week. The study also found that majority of the students sampled used university radio for the main purpose of education. Finding revealed that students derived the following academic impact from the uses of university radio: enhancement of reading skill, speaking skills, grades, understanding general knowledge, analytical skill and evaluation skill. The quiz format was found to be the preferred format in the package of university radio directed at students.

Evidence deduced from the data collected showed that students are faced with several challenges in the use of university radio. Inadequacy of facilities like radio sets ranked high among the challenges. Some of the schools do not have radio sets where students could listen to these programmes and, similarly, most of the students could not afford radio sets. There is lack of government support of such programmes. The non-inclusion of university radio in schools’ time tables and lesson plans weaken the value of the programmes. Some of the participants in the FGD sessions complained of excess workload both in schools and at home, which prevent them from listening to university radio. Lack of encouragement from parents and guidance on the use of university radio affect the time students would have given to learning through the programmes. There is unavailability of radio listening groups in virtually all the schools sampled. Lastly, findings also revealthat the programmes are usually produced from producer’s point of view.

The study equally reveals the following as solutions to the challenges. These include providing transistor radio sets to schools and students, carrying out awareness campaigns to sensitize students on the availability of these programmes and the benefits students stand to gain from listening to them. More programmes should be produced by radio stations targeted at students. Programmes should be scheduled when it is conducive for students. Students should be encouraged by their parents. Broadcast signals should be strengthened. Students should be involved in the production of the programmes. Government should establish radio stations exclusively for the broadcast of educational programmes.

Conclusion

The findings of this study have revealed the available radio education programmes in the area studied. The study also found that students in the states sampled are very highly aware of these programmes. The reason students used these programmes have also been identified and the kinds of academic impact they derived from the use of university radio established. These findings supported the tenets of the uses and academic impact theory used as the main guide for the study. As McQuail (2010) pointed out, in the uses and gratification theory, the audiences’ media use is based on certain satisfaction, needs, wishes or motives. These needs, he further observed, mainly include those for information, relation, companionship, diversion or escape.

The validity of the uses and academic impact theory is also reinforced by the social responsibility theory and the ASSURE model used as supporting theories. Findings from the study established that radio stations still carry out their social responsibilities to the society. This is clearly evident in the study based on the number of programmes being broadcast for the consumption of students. Though, the study found that the available programmes are grossly inadequate as there is the need for broadcast stations to still devote more airtime to educational programmes. Findings from the various sessions of the FGD held support the tenets of the ASSURE model which stipulate that media use in education must follow systematic planning steps. Most of the challenges identified in the study were largely due to the lack of systematic planning of the programmes.

The findings of this study backed by the theories used and the various literature reviewed and the hypothesis tested have all shown that students in University of Ilorin have sufficiently benefited from the use of university radio. Consequently, the study concludes that since there is a relationship between the uses and the academic impact derived from university radio by students in University of Ilorin, education stakeholders should consider radio educational programmes as a viable option in the implementation of students’ curriculum, especially among the hard-to-reach segment of the society. Based on this conclusion, broadcast media must intensify effort by broadcasting more of such programmes and also creating sufficient awareness among students of the availability and benefits of these programmes.

Recommendations

Based on the findings from this study and the conclusion drawn, the following recommendations are made:

Free transistor radio sets should be distributed to schools and students by stakeholders to enable them listen to the broadcast of university radio. No matter how beautiful university radio may be, if the students have no means to access them, they arewill not achieve their educational aim. Some students in most of the schools sampled could not adequately listen to university radio because they have limited access to radio sets either at home or in school. The distribution of transistor radio sets would enable students to use and benefit from the available university radio currently broadcast by broadcast stations. The government, politicians, wealthy private individuals and non-governmental organizations can as well take up this challenge by donating transistor radio sets to students.
Radio stations should uphold their social responsibility to their host communities by devoting more airtime to the production and broadcast of programmes packaged specifically to support the educational advancement of students at the school level. Findings from the study showed that, out of the ten (10) university radio available in the states sampled, only three (3) are packaged solely for schools, the remaining seven (7) are generally broadcast across primary and secondary schools. The implication of this finding is that university radio broadcast to students in the area of study are grossly inadequate. Therefore, radio stations should dedicate more airtime to the broadcast of educational programmes. Similarly, stakeholders should support the production and sponsorship of programmes specifically targeted at students.

University radio should be included in schools’ time tables and lesson plans to enable students take maximum advantage of the benefits inherent in these programmes. Some of the students complained of excess workload both in schools and at home as one of the reasons they could not adequately listen to the university radio aired in their areas. With the inclusion of university radio in schools’ time tables and lesson plans, students would be able to find conducive time to listen, use and benefit from university radio. Curriculum planners and educational stakeholders should give maximum consideration to the use of university radio in the implementation of secondary school curriculum. This can be done by including scheduled programmes in the time tables and lesson plans of schools.

Awareness of the availability of university radio must be intensified to enable all students know the existence of these programmes and the benefits they stand to gain from the use of the programmes. Some of the students failed to listen to these programmes not only because they are not aware of the programmes but due to the fact that they do not understand the benefits they stand to gain from the use of these Therefore, programme producers should involve school administrators and classroom teachers in the sensitization of students about these programmes.
The quiz format should be given prominence when packaging university radio targeted at students. This format is found to be more beneficial to students over other formats. Beside the quiz format, debate and drama formats should also be given consideration in the packaging of future university radio by the producers of university radio.
Producers of university radio should embark on research to ascertain the most conducive period to schedule programmes targeted at students. The majority of students sampled complained of the timing of the programmes not conducive for them. This is largely due to the fact that most of the schools sampled operated morning and afternoon sessions. What that means is that, without research, certain categories of the students would always be left out in the scheduling and broadcast of university radio.

University radio should be student-centred and not producer/presenter-centred. What this mean is that radio educational programme should not be produced and aired to test how much of the subject the programme producer/presenter knows. Rather, the focus of the broadcast should be the students, which is to help them acquire certain desirable skills. This can be made possible by the involvement of students and subject teachers in the production and airing of university radio.

Contribution to Knowledge

Findings of this study have made some significant contributions to knowledge in the following areas:

This study is an assessment study of the uses and academic impact of university radio among students in University of Ilorin. The study helps to establish the various university radio available to schools thereby contributing to the body of existing literature on media and education, particularly in the aspect of educational broadcasting. In this case, the long bibliographic references will benefit those who may embark on a similar or related study in the future.
The study reveals the extent of student awareness of the availability of university radio among students in Unilorin. By so doing, the study indicates that the majority of students were very highly aware of the availability of university radio in area studied.

The study espouses the major reasons students in Unilorin use university radio. These include entertainment, education, social interaction and companionship. Of all the reasons, education ranked higher as their main reason for listening to university radio.

The study demonstrates the main academic impact students gained from the use of university radio. These include enhancement of speaking skill, reading skill, grades, general knowledge, understanding, analytical skill and ability to learn at their own pace.
The study uncovers the programme formats used in packaging university radio and the format most influential and preferred among students. This, by extension, exposes the quiz format as the preferred format for university radio favoured by students.
It unveil some of the challenges that students faced in using university radio in University of Ilorin. These include inadequacy of facilities like radio sets, lack of government support of such programmes, non-inclusion of university radio in schools’ time tables and lesson plans, unavailability of radio listening groups in virtually all the schools, etc.

Lastly, the study reveals some of the possible solutions to the challenges students in University of Ilorin faced in using the various university radio available to them. These include providing transistor radio sets to schools and students to enable them listen effectively to university radio broadcast in their areas, carrying out awareness campaign to sensitize students on the availability of these programmes and the benefits students stand to gain from listening to them, scheduling programme when it is conducive for students, advising parents to encourage their children to listen to educational programmes on the radio, etc.

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