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ASSESSMENT
OF MASS MEDIA AVAILABILITY AND LEVEL OF USAGE IN THE TEACHING AND LEARNING
ABSTRACT
This
research was carried out to assess mass media availability and level of usage
in the teaching and learning of Government in Lagos State schools. The research
design for this study was descriptive survey and it employed the used of two
questionnaires: Teachers Questionnaire on Availability and Level of Usage of
Mass Media (TQALMM) and Students’ Questionnaire on Availability and Level of
Usage of Mass Media (SQALMM) to collect
data from a population sample of five teachers and seventy-five students, making
a total of eighty respondents. Ten
research questions were raised for the purpose of this study while four
hypotheses were stated and tested in the study using t-test. The following
findings emerged from the study: there was a significant relationship between
the availability and level of usage of mass media in teaching and learning
Government as a subject. However, there was a significant difference among
teachers in their perception of the challenges faced in using mass media to
teach Government as a subject. There was also a significant difference in the
perception of students about challenges faced in learning Government. It was
also discovered that there was an over reliance on the print media especially
the use of the textbook in teaching and learning Government to the detriment of
other types of mass media especially the electronic media in which the radio
was unavailable for teaching and learning Government. Some Government textbooks
were outdated and did not reflect current trends like the digital media. The
following recommendations were made to improve the use of mass media in
teaching and learning Government: school authorities should take advantage of
the radio and work closely with radio stations to develop programmes for
teaching and learning government in schools. School authorities should also
ensure that their teachers and students are computer literate and can assess
the internet and social networks for fruitful academic endeavours. A monitoring
check up system can also be set up e.g blocking non academic sites on the
internet, selecting social networks that can suit academic pursuits etc. There
should also be an ICT department in every school to help teachers and students
alike to make the best use of ICT equipment. The government should subsidize
internet subscriptions to schools and even provide hardware equipment to
schools that cannot afford it. More corporate organizations should be
encouraged to establish ICT labs in schools as a social responsibility.
CHAPTER ONE
INTRODUCTION
1.1
Background of study
According to
Wikipedia, education is the process of facilitating learning or the acquisition
of knowledge, skills, values, beliefs and habits. According to John Dewey
(1916), it is a social process –a process of living and not a preparation for
future living. Education is from three Latin words:
1. educatum meaning the act of
teaching or training
2. educare meaning to bring up
or to raise.
3. educere meaning to lead forth
or to come out
Education is
the nourishing of the good qualities in man and the drawing out of the best in
every individual .Education is often confused with schooling famously called
banking by Paulo Freire (1973) i.e to make deposits of knowledge on learners
like objects acted on rather than individuals to be related to. Individuals
should be given time to discover truth and possibility. Education means to
develop a person morally (affective), physically (psychomotor) and mentally
(cognitive). It is the foundation of the society and the best investment for
the people. The main purpose of education is to prepare and qualify people for
work in the society and to socialize them, preparing the young for adulthood.
Education enables a person to understand his/her cultural identity. Education
provides a forum to evaluate and find solutions to problems in a society.
Education teaches learners to maintain social order. Education and mass media
have overtime enjoyed a sweet-sour relationship. On the one hand, TV and newspapers
have provided extensive useful education content, and acted as watchdog of
public activities; however, its role has
been compromised these days by the battl e for survival in the media industry.
Education experts look up to the media to do more than act as a watchdog, and
help to build an efficient education system by bridging the communication gap
between the government and educational policy makers. The media plays a
significant role in the design , manipulation and sustenance of international
diplomacy and body politics. For the adolescent, the media has become a
socializing agent. Adolescence is a time of self identification. Therefore,
family influences decreases while peer influence increases. Media is the means
and channel through which information and news reach individuals that
constitute the local national, regional, Continental and or international,
audience. In recent times, media has become a political tool of the dominant
paradigm in the national, continental and international politics. In Africa,
and nearly most other third world countries, national governments use the
potential of media information and language to manipulate the masses and
influence public opinion. The media is used to maintain and retain the status
quo. But with media power, all those who have vested interests in its control
make the ordinary citizen a mere puppet. Subjective reporting is the selection
of content and media coverage for some diplomatic and political motive. Through
subjective reporting, global media initiates, instigates, fuel and aggravates
crises and conflicts that later degenerates into terrorism (trans-national and
international). According to social responsibility media theory, duties of the
media include:
1. To serve the political system by making
information, discussion, consideration of public affairs generally accessible.
2. To inform the public to enable it to take
self determined actions.
3. To protect the rights of the individual
by acting as a watchdog over government.
However,
there are harmful effects of mass media. Firstly, teachers only use media to
get attention to the subject matter, to reward good behavior, and to keep kids
quiet and under control. Media content can sensationalise violent behavior,
exposure to subtle or explicit sexual content, promotion of poor health habits
and exposure to advertising targeting children. Moreover, majority of
programmes for children and youth in developing countries are imported.
Unfortunately, most of the content contain character messages that are not
relevant to local culture. Youth programming has reduced in face of funding
cuts and growing competition from private channels. As rich in content as the
television is in instructional, education programming and news reportage,
students and teachers are not abreast of socio-political issues. This is
because TV news reportage and programming are beyond students’ comprehension on
how to extract and analyse information. TV programming and news reportage are
politically inclined and biased. Major TV networks in Nigeria chase for
airtime. Money dictates what is shown on Nigerian TV screens. This ultimately
means that people who have the funds e.g the government, rich politicians,
private investors, multicorporations etc determine what is broadcast on TV.
Corporations and private investors are profit oriented and will push any media
content that will reach their target audience to make enough profit while the
government and politicians are after promoting good image through propaganda
especially during the electoral process. Therefore teachers and students are
left with media content devoid of socio-political significance or tainted with
cheap propaganda. Media content have generally been commercialized.
1.2
STATEMENT OF PROBLEM
The
challenges of availability of media are enormous: propaganda and brown envelope
journalism, foreign nature of media conten, the bombardment of advertisement,
reluctance to encourage youth programmes, regional and sectional interests,
power outage, accessibility of the internet and inadequate ICT equipment. The
cost of airing T.V programmes is very high so producers sacrifice educational
programmes for entertainment which is readily sponsored by corporate bodies
because it is profitable. The radio appeals to different audiences and ethnic,
religious differences (segmentation). This makes its usage very selective as
students might find it difficult to tune to a station for information. Internet
penetration in Nigeria is very high now and its subscription too. Students
might not be able to afford subscription fee and might not have access to ICT
equipment e.g laptops, personal computers, phones, hand-held devices etc to
download E-books. The digital divide between teachers and students is quite
alarming. Most teachers do not possess the knowledge of handling ICT equipment
and find it difficult to keep abreast with current trends. This affects their
level of usage and they retort back to old media for information instead of
complementing both sources of information.
The shelf
life of newspapers is very low and this causes both students and teachers to
assess magazines because of its attractiveness and shelf life. The challenges
of using the media include poor reading skills.Due to technological
development, reading habits are changing. Students now lack the skill of
reading. Instead they spend more hours on electronic media. The acquisition of
reading skills have a beneficial effect on all school subjects including social
science, math and so on. Unfortunately, reading is not taught or included in
school curriculum. Only a few schools have good libraries while majority have
limited dog-eared books locked up in few cupboards. There is unprecedented rise
in the price of books while DVDS are becoming more affordable. The vast
information of the world’s information is not digitized. Rather, it is in print
form mostly in books. Aina (2011).Children with poor reading habits have a
higher chance of anti social behaviour. Today’s populace between the age
bracket 18-34 are increasingly using the web as their medium of choice for news
consumption. Local TV remains the most accessed source of the news and the
internet is quickly becoming the most favourite of young consumers. About 44%
of these age bracket use the internet for news and about 19% use the printed
newspapers. Moral degeneration and decadence, gross obsession and abuse of
social networking, inadequate knowledge
by teachers are other challenges
of using the media.Unfortunately, the endemic power outages in the country
pose a limiting factor to the extent to
which the radio can be used to effectively broadcast educational programmes.
The problem associated with the television is whether a separate channel will
be assigned educational programmes or to establish separate TV houses for the
purposes of education. There is also the problem of incessant power outages.
The influence of electronic media in educating students is not socially progressive.
It has resulted to frustration on the part of many teachers who do not have
inadequate knowledge of electronic media technologies like computer internet,
education software etc. Also it is time consuming and skill demanding for
teachers . Users of electronic media, for example, students can be vunerable to
unintended misuses of electronic media e.g social media. Social networks grab
the total attention and concentration of the students and diverts them towards
non educational, unethical, and inappropriate actions such as useless chatting,
time killing by random searching and not doing their jobs. Inadequate
infrastructure, including computer hardware, software, bandwidth, are major
challenges in using the digital media.
Agbamuche, (2015).
1.3 PURPOSE
OF STUDY
The purpose
of this study is to:
1. find out the availability of mass media to Government
teachers in secondary schools.
2. determine the availability of mass media to Government students in secondary schools.
3. assess the challenges in the availability
of mass media to Government teachers in
secondary schools.
4. assess the challenges in the availability
of mass media to Government students in
secondary schools.
5. evaluate
the level of usage of mass media by Government
teachers in secondary schools.
6. assess the level of
usage of mass media by Government students in secondary schools.
7. analyse the challenges of using mass media by Government
teachers in secondary schools.
8. assess the challenges of using mass media by Government students in
secondary schools.
9. appraise the availability of mass media
in teaching and learning Government in secondary schools.
10. appraise the level of usage of mass
media in teaching and learning
Government in secondary schools.
1.4 RESEARCH
QUESTIONS
1. To
what extent is mass media available to Government teachers in secondary schools?
2. To
what extent is mass media available to Government teachers in secondary schools?
3. What are the factors that affect the
availability of mass media to Government teachers in secondary schools?
4. What are the factors that affect the
availability of mass media to Government students in secondary schools?
5. How
often do Government teachers use the mass media?
6. How often do Government students use the
mass media?
7. What are the challenges encountered by
Government teachers in using the mass media?
8. What are the challenges encountered by
Government students in using the mass media?
9. What is the most preferred mass medium
used by Government teachers in secondary schools?
10. What is the most preferred mass medium used
by government students in secondary schools
1.5 NULL
HYPOTHESIS
1. There is no significant relationship
between the availability and level of usage of mass media in teaching
Government as a subject.
2. There is no significant relationship
between the availability and level of usage of mass media in learning Government
as a subject.
3. There is no significant difference in the
perception of teachers about challenges using the media
4. There is no significant difference in the
perception of students about challenges
using the media
1.6
SIGNIFICANCE OF STUDY
This study
will help Government teachers and students to avail themselves to the best practices and the most effective usage of
mass media in order to reduce the
negative influences of the media that hinders fruitful academic
learning. This study will also help to
create awareness on the best form of mass media effective for teaching
and learning the subject.
1.7 SCOPE OF
STUDY
This study
is an assessment of mass media availability and level of usage in the teaching
and learning of Government in Lagos state schools. However, the scope of this
study will be limited to Government teachers and students in Pedro, Shomolu
Local Government, Lagos State.
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