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 Some Government textbooks were outdated and did not reflect current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.
TABLE OF CONTENT
Title
page
i
Certification
ii
Dedication
iii
Acknowledgement
iv
Abstract
v
Table
of content
vi
CHAPTER ONE:
INTRODUCTION
1.1Background
of study 1
1.2Statement
of problem 3
1.3Purpose
of study 5
1.4Research
questions 6
1.5Research
hypotheses 7
1.6Significance
of study 7
1.7Scope
of study 7
CHAPTER TWO
LITERATURE REVIEW
2.1
Definition of concept 8
2.2
Appraisal of related literature 29
CHAPTER THREE
RESEARCH METHODOLOGY
3.1
Research design 31
3.2
Population of study 31
3.3
Sample and sampling technique 31
3.4
Research instrument 32
3.5
Validity of research instrument 32
3.6
Method of data collection 33
3.7
Method of data analysis 33
CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION
4.1
presentation and analysis of data 34
4.2
Test of hypotheses 58
4.3
Discussion of findings 60
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATION
5.1Introduction 62
5.2Summary
of findings 62
5.3Conclusion 64
5.4Recommendation
64
5.5
Recommendation for further research 65
References 66
Appendix
I 69
Appendix
II 74
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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