1.1 Introduction
Instructional radio refers to the use of radio broadcasts specifically designed to deliver educational content to students. It is utilized as a supplementary teaching tool that provides lessons, revision materials, and educational programs aimed at enhancing learning outcomes (Perraton, 2010). Instructional radio has long been a significant medium in educational delivery, particularly in settings where access to advanced technology is limited. As a tool for disseminating educational content, radio offers broad coverage, cost-effectiveness, and the ability to reach learners in remote areas. Despite advancements in digital learning technologies, instructional radio remains relevant in many developing countries, where it serves as a vital resource for enhancing access to education (EFA Global Monitoring Report, 2015).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The use of instructional radio in education dates back to the early 20th century, when it emerged as a tool for delivering educational content to remote and underserved populations. Initially, radio was primarily used for public information and general educational broadcasts, but over time, it became a structured medium for teaching specific subjects in schools. in the 1930s and 1940s, several countries began integrating instructional radio into their formal education systems, particularly in rural areas where access to qualified teachers and educational resources was limited (Saettler, 2004).
In Nigeria, instructional radio was introduced as part of the Universal Basic Education (UBE) program to enhance access to quality education across the country. The initiative aimed to supplement classroom instruction by broadcasting lessons on core subjects, particularly in areas with teacher shortages or insufficient learning materials. The radio programs were designed to align with the national curriculum, providing students with additional resources for learning and revision (Odu, 2019). Despite the widespread adoption of instructional radio, its effectiveness depends largely on students’ perceptions and engagement. Research shows that students’ attitudes toward instructional radio are shaped by factors such as the quality of the broadcasts, the relevance of the content, and the accessibility of radio receivers (Ajayi & Lawal, 2020).
The use of instructional radio as an educational tool has a long history, particularly in regions where access to conventional classroom education or digital learning resources is limited. Since its inception, instructional radio has been employed to bridge educational gaps, reaching students in remote and underserved areas. in the 20th century, radio emerged as a powerful medium for delivering educational content across various subjects, enabling students to receive lessons beyond the confines of traditional classrooms (Moore, 2018). The effectiveness of instructional radio lies in its ability to deliver structured lessons, provide expert instruction, and offer revision content that supports students in their academic journey.
In senior secondary schools, where students prepare for critical national examinations and higher education, instructional radio has the potential to play a significant role in supplementing classroom teaching. This is particularly relevant in developing countries, where infrastructural challenges and resource limitations often hinder access to quality education. According to Odu, Afolabi, and Adesanya (2019), instructional radio can enhance learning by providing timely and relevant information, supporting independent study, and offering flexible learning opportunities (Odu et al., 2019). Despite the advantages of instructional radio, its effectiveness depends largely on the perceptions and engagement of students. Students’ attitudes toward instructional radio, their access to radio broadcasts, and the relevance of the content delivered all contribute to the overall impact of this medium on learning outcomes (Smith & Brown, 2020).
In senior secondary schools, where students are preparing for critical examinations and higher education, the role of instructional radio can be crucial. It has the potential to provide supplementary lessons, revision sessions, and expert opinions on key subjects. However, the effectiveness of this medium is heavily influenced by students’ perceptions, which determine how engaged and motivated they are to use it as a learning resource. According to Ajiboye (2020), students’ attitudes toward educational media significantly impact their learning outcomes, making it essential to understand their views on the use of instructional radio.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to examine the Students’ Perception on the Use of Instructional Radio Among Senior Secondary Schools.
1.3 Statement of Problems
Investigation revealed that instructional radio is either underutilized or not fully integrated into the learning process in senior secondary schools, which leads to concerns about its relevance and impact on students' academic performance (Odu, 2019). In areas with poor signal reception or limited availability of radio devices, students may not have consistent access to educational content, thereby limiting the benefits of instructional radio (Ajayi & Lawal, 2020).
Additionally, the alignment of radio content with the school curriculum is often questioned, with students expressing concerns that the lessons do not always match their academic needs or examination requirements (Perraton, 2010).
Furthermore, there is a growing perception among students that radio, as an educational medium, is outdated compared to digital learning tools like online platforms and mobile applications. This perception may lead to reduced motivation and engagement with instructional radio programs (Smith & Brown, 2020). It is against the backdrop that this study seeks to address these problems by evaluating the students' perception on the use of instructional radio among senior secondary schools.
1.4 Aim and Objectives of the Study
The aim of the study is to explore the Students’ Perception on the Use of Instructional Radio among Senior Secondary Schools using Ilorin, Kwara State as a case study. In achieving this aim, the following specific objectives were laid out as follows:
- To examine students’ perceptions of the relevance and effectiveness of instructional radio in their academic learning;
- To evaluate the alignment of instructional radio content with the school curriculum and examination requirements;
- To assess students’ awareness and usage of instructional radio programs in senior secondary schools;
- To identify the challenges students face in accessing and using instructional radio for their studies; and
- To provide recommendations for improving the use and integration of instructional radio in the educational system.
1.5 Research Questions
The following research questions guide the study on students' perception of the use of instructional radio among senior secondary schools:
- What is the level of awareness and usage of instructional radio among senior secondary school students?
- How do students perceive the relevance and effectiveness of instructional radio in enhancing their academic learning?
- What challenges do students face in accessing and using instructional radio programs?
- How well does the content of instructional radio align with the school curriculum and examination requirements?
- What strategies can be recommended to improve the effectiveness and integration of instructional radio in the educational system?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between students’ awareness of instructional radio and their usage of it for academic purposes.
- H1: There is a significant relationship between students’ awareness of instructional radio and their usage of it for academic purposes.
Hypothesis Two
- H0: Students’ perceptions of the relevance of instructional radio do not significantly affect its usage in their learning process.
- H1: Students’ perceptions of the relevance of instructional radio significantly affect its usage in their learning process.
Hypothesis Three
- H0: The challenges students face in accessing instructional radio do not significantly impact its effectiveness as an educational tool.
- H1: The challenges students face in accessing instructional radio significantly impact its effectiveness as an educational tool.
Hypothesis Four
- H0: There is no significant relationship between the alignment of instructional radio content with the school curriculum and students’ academic performance.
- H1: There is a significant relationship between the alignment of instructional radio content with the school curriculum and students’ academic performance.
1.7 Significance of Study
The findings from this study will be significant for various stakeholders involved in the educational sector.
- For educators, the study will provide insights into how instructional radio is perceived by students and how it can be effectively integrated into teaching strategies. This will help in developing more engaging and relevant educational content through radio.
- For policymakers, the study will offer valuable information on the effectiveness of instructional radio and its impact on student learning. This will inform decisions regarding funding and support for educational media programs, ensuring that resources are allocated to tools that enhance educational outcomes.
- For school administrators, the study will highlight the challenges students face in accessing and utilizing instructional radio. This will guide the implementation of necessary infrastructure improvements and ensure that all students have equal access to educational resources.
- For content developers and broadcasters, the study will provide feedback on the alignment of instructional radio content with the curriculum and students' academic needs. This will help in creating content that is more relevant and effective in supporting student learning.
- For students themselves, the study will help in identifying areas where instructional radio can be improved to better meet their educational needs. This will contribute to a more engaging and supportive learning environment, enhancing their overall academic experience.
1.8 Scope of Study
The scope of this research is focused on the Students’ Perception on the Use of Instructional Radio Among Senior Secondary Schools using Ilorin, Kwara State as a case study.
1.9 Limitations of the Study
The study faced several limitations that may impact the interpretation and generalizability of the findings. One limitation was the delay in responses from participants, which affected the timely collection and analysis of data. This delay was often due to students’ busy schedules and other academic commitments, which limited their availability for participating in the study.
Another significant limitation was the financial constraints encountered during the research. Limited funding restricted the scope of the study, affecting aspects such as the number of schools surveyed and the resources available for data collection and analysis. This financial limitation potentially impacted the comprehensiveness of the study and the ability to conduct a broader, more inclusive assessment.
Additionally, time constraints were a major factor. The study was conducted within a limited timeframe, which constrained the depth of data collection and analysis. The need to adhere to a specific timeline meant that there was less opportunity to explore all aspects of students’ perceptions in detail or to follow up on initial findings thoroughly.
1.10 Definition of Terms
Here are some key terms defined for "Students' Perception on the Use of Instructional Radio Among Senior Secondary Schools," with citations in the content:
Instructional Radio:
Instructional radio refers to the use of radio broadcasts specifically designed to deliver educational content to students. It is utilized as a supplementary teaching tool that provides lessons, revision materials, and educational programs aimed at enhancing learning outcomes (Perraton, 2010).
Perception:
Perception in this context refers to the attitudes, opinions, and beliefs held by students regarding the use of instructional radio. It encompasses how students evaluate the effectiveness, relevance, and impact of instructional radio on their learning experience (Ajayi & Lawal, 2020).
Senior Secondary Schools:
Senior secondary schools are educational institutions that provide the final stage of secondary education, typically covering grades 10 through 12. These schools prepare students for national examinations and higher education, focusing on a more specialized and advanced curriculum (Odu, 2019).
Educational Media:
Educational media includes various tools and resources used to facilitate learning and teaching. This term encompasses technologies such as radio, television, and digital platforms that provide instructional content to support and enhance the educational process (Smith & Brown, 2020).
Access:
Access refers to the ability of students to use and benefit from instructional radio programs. It involves factors such as availability of radio devices, signal reception quality, and the consistency of program broadcasts (Ajayi & Lawal, 2020).
