TABLE OF CONTENT
Table of Contents
DEDICATION…………………………………………………………………………………………………………. 2
CERTIFICATION……………………………………………………………………………………………………. 3
CERTIFICATION……………………………………………………………………………………………………. 4
LIST OF TABLES…………………………………………………………………………………………………….. 5
ABSTRACT……………………………………………………………………………………………………………… 6
CHAPTER ONE……………………………………………………………………………………………………….. 7
INTRODUCTION…………………………………………………………………………………………………… 7
- Background of the study…………………………………………………………………………… 7-8
- Statement of the problem…………………………………………………………………………… 9
- Limitations of the study…………………………………………………………………………… 11
CHAPTER TWO…………………………………………………………………………………………………… 12
LITERATURE REVIEW………………………………………………………………………………………. 12
- Introduction…………………………………………………………………………………………. 12
- Radio…………………………………………………………………………………………………… 12
- History of Radio…………………………………………………………………………………… 13
- Interactive Radio Instruction………………………………………………………………….. 13-22
- Technology Enhanced Learning for All (TELA)……………………………………….. 22-23
CHAPTER THREE…………………………………………………………………………………………….. 26
RESEARCH METHODOLOGY………………………………………………………………………… 26
CHAPTER FOUR……………………………………………………………………………………………… 28
DATA PRESENTATION AND ANALYSIS………………………………………………………. 28
- Introduction………………………………………………………………………………………. 28
- General Observation…………………………………………………………………………… 28-59
CHAPTER FIVE……………………………………………………………………………………………….. 60
SUMMARY, CONCLUSION, RECOMMENDATION………………………………………… 60
References………………………………………………………………………………………………………….. 62-64
CHAPTER ONE INTRODUCTION
Background of the Study
The place of radio for the purpose of education has been around for some time. The radio technology was developed in the 19th century and became an educational medium in the 20th century. Although according to Couch (1997) radio has been overshadow by television over the years but still remains a vital and viable medium for educational purposes in a large mass communication settings. Radio has the capacity to deliver quality educational programs to large audiences in an expanded geographical expanse and at a relatively low per unit cost (Couch, 1997). According to a studies conducted by UK Open University shows that when the radio technology is used as a supplementary learning tool for educational purpose. The Agency for International Development has revealed that it is more cost effective to use radio for educational purpose than teacher and textbook (Tripp and Roby, 1996). The use of radio as an educational tool cannot be disputed considering the cost effectiveness and the fact that it helps in improvising for materials that are lacking in a normal class room system (Muller, 1985). The radio can be listening to in the comfort and private of people’s homes which can provide the requisite knowledge for educational purpose.
Literacy and Nigeria
A recent USAID study also indicates that an estimated 10 million Nigerian children are not registered in school. A disclosure by a former Minister of State for Education, Chief Nyesom Wike, equally indicates that;
“The number of adults who cannot read and write in the country is estimated at 60 million, which is about 38% of the country’s population estimated at 170 million” (Daily trust, 13 2014)
The revelation was made by Wike at the flagging off of the 2014 International Literacy Day.
The declining fortune of literacy ratio among Nigerian children is, indeed, an embarrassment to the nation as we currently have over 10.5 million children out of school. The current Education for All, EFA, Global Monitoring report ranks Nigeria as one of the countries with the highest level of illiteracy. The EFA report on Nigeria affirmed that the number of illiterate adults has increased by 10 million over the past two decades, to reach 35 million (Hatch, 2015).
