| dc.description.abstract | This study aimed at defining the role of the classroom teacher in a situation where radio broadcast lessons are put into use, particularly in the teaching of Kiswahili as a language. For that goal to be fully appreciated, one needs to consult the entire dissertation in all its sections without exception. The first section of the introductory chapter to be precise, the sub-section entitled background of the problem combed various views by several educational technologists. To sum up it can be said most of the views were in support of instructional media in general and instructional radio in particular though there were apprehensions here and there. These apprehensions rose from some quarters (e.g. the Open University) that felt less emphasis should be placed on the radio. However, the investigator may venture to say, with some amount of confidence, that those views in favor of radio seem to have overwhelmingly overshadowed the misgivings, as witnessed by the number of countries (both developed and developing) that have been using this tool with a decent measure of success. In the same sub-section, the views of three Kenyan scholars (viz. Achungo, Kinyanjui and Kafu) regarding instructional media were considered. While Achungo supported the aids theory and Kinyanjui thought they could be more of motivational instruments motivating the students as well as sustaining their interest, Kafu voiced the idea that they should be regarded as instructional media in their own right. This contradiction in views constituted the investigator's problem which he saw in three dimensions. The first was expressed in the view that instructional media could provide the panacea to all classroom ills; which could be interpreted to mean that they were capable of replacing the classroom teacher. The second is the one that laid the emphasis on the individual teacher and on helping him as much as possible to tackle the real live tasks. This view seemed to him to support the traditional method or, in other words Teacher Instruction. The third view is the one which claims that broadcasts stimulate the teacher to produce work of a higher standard. The aim of this research emerged out of consideration of these three views. It was to find out which one of these deserved to be recommended as against the others and, in the process, establish the place (or the role) in which the classroom teacher would fit. | |
