Factors affecting use of radio broadcasting in public primary schools in Tharaka north division, Tharaka district
Abstract
The re-introduction of radio broadcasts to schools was necessitated by the reintroduction
of Free Primary Education (FPE) in 2003 Odera (2005). Basically
the radio programmes was to supplement for the inadequacy of teachers and
learning resources. This study, was carried out to find out the challenges pupils
and teachers encounter while using radio broadcast to schools after its reintroduction.
The study focused on clarity of radio sound received, language
used by the radio teacher, the speed of the radio teacher, and the subject
differentials in receiving radio broadcast. on the side of the pupils. On the side
or teachers the study examined schemes for radio broadcast and the reception
of support materials
The researcher used 10 percent of the population. which were 6 randomly
sampled public primary schools in Tharaka North Division. Through purposive
sampling 12 class teachers were sampled for the study. The researcher
purposively sampled classes seven and eight. Questionnaires were used to
collect the information. Data obtained from the interviews was organized and
analyzed using descriptive statistics. Pie charts and bar graphs are also used.
The results showed that clarity of the radio sound presented no challenge. Over
96% of the pupils receive the radio sound quite clearly (Table 4.2.2). However
the language used by the radio teacher and the speed of the radio program
present a great challenge to pupiIs in the division and thus to the program. In
terms of the language used by the radio teacher. 35.3% of the pupils reported
that it was not easy for them (Table 4.2.3). Similarly over 74% of the pupils
reported that the radio teacher was fast for them (Table 4.2.4). There were also
large differences in subjects in utilization of radio program. Radio lessons in
mathematics are least utilized with 45.1 % of the pupils reporting that they have
at least been taught the subject using radio program. On the other hand 74.5% of
the pupils reported that they have ever been taught Kiswahili using radio
program. The percentage of the pupils who reported to have ever been taught
English was 48%. social studies was 54.9% and a science was 51%.Schemes for
the radio lessons and support materials are challenging issues in implementation
of the radio program to schools in Tharaka North Division. Only 33.7% of the
teachers who scheme for the radio lessons almost always (Table 4.2.5).
Similarly 40% of the teachers almost not receive the support material on time
(Table 4.2.6).
Citation
Masters of education thesis,University of Nairobi (2008)Publisher
University of Nairobi Department of Education