TELEVISION IS AN INSTRUMENT OF EDUCATIONAL ADVANCEMENT IN NIGERIA.
1.1 THE STUDY’S BACKGROUND:
Education can be described in a variety of ways. It could be interpreted in a wide sense to include any agency that enables an individual to master the physical and social environment of which he is a part. It could be defined as a technological upbringing, instruction, or enlightenment act.
However, education shall be defined for the purposes of this study as organized and formal instruction provided in educational establishments such as schools, colleges, and universities.
In today’s Nigeria, education has taken on a significant role in the country’s development efforts. That is why the current administration established the Universal Basic Education program, which provides free and compulsory education to students in grades one through three. This is to demonstrate that education is vital to the nation’s economy, and the government is investing extensively in it.
The most essential economic role of education is to ensure that the country’s labor force needs are met. Nigeria, with its rapidly expanding economy, requires a great amount of workers, and the number and quality of this manpower are largely regulated by the educational system.
In Nigerian society, education also plays a political role. Any autonomous political unit’s stability is determined by two factors: unanimity on the system’s assumptions and internal leaders. Education has a vital role in both circumstances.
Furthermore, in Nigeria, formal education is no longer limited to educational institutions. The macho have just taken a big and positive move toward improving the country’s educational growth through its educational program. The Un-Air program of the Enugu State Broadcasting Service (ESBS) is an example.
The institutions and techniques by which specialized groups exploit technological equipment – that is, the press, television, radio, and films – to transmit information to huge corporations and television – WNBC/TV – Ibandan in 1964 – are referred to as mass media communication.
Later that year, instructional programming focused on Kaduna, the Northern states’ religion at the time. Although television remains primarily restricted to metropolitan regions and relatively affluent populations, the number of television receivers in many third-world nations has significantly increased.
According to Uphamedu (1992:2), introductory film slides or film strips presentations, as well as television programs, assist teachers in piqueing students’ interest, opening up options for future investigation, presenting significant information, and providing space for new activities.
With the aid of the Eastern Nigeria Ministry of Education, the Eastern Nigeria Broadcasting Service/Television- ENPC/TV began what appeared to be educational broadcasting in 1965, although the content was primarily informative. The “Tortoise Club,” a show for very young children, was a typical ENBC/TV program in this category.
This kind of programming continued until the civil war broke out in 1966. Later, in 1973, NTV Lagos resurrected its educational program by bringing some foreign science films aimed towards children aged ten to fifteen. It was at this point that the idea of schools broadcasting science was born, and it was quickly adopted by numerous Nigerian television stations.
Onitsha’s ABS channel 27 was one of the first television stations to include science programming in its programming schedule. In 1983, however, the station began a formal education program known as “science for schools.” This program was then co-produced by the station and the Ministry of Education Headquarters in Enugu; afterwards, the ministry’s cooperation was transferred to the Modern Aids to Education Centre, which is overseen by the principal education officer.
The format for the program’s production was mostly provided by the center. However, in the early part of 1992 (after the establishment of Enugu State), the educational unit of ABS Onitsha was led by autormons with a scientific degree. The framework for the production of the program becomes the unit’s duty after that.
The course consists of chemistry and biology courses. It airs once a week at 5.30 p.m. on Mondays and lasts thirty minutes.
One subject matter leads to the development of another in this serial production. The plan is based on the Chemistry/ Biology school certificate syllabus. It is aimed towards students in secondary school classes four, five, and six who are doing Chemistry and Biology as part of their school certificate exams and other O’ level external certificate exams.
In addition to the previously mentioned point about the program, audio-visual and has a high rate of starting information in the students, students will not easily forget anything they saw on television. Things that a sciences teacher cannot teach his students, he supplements it through video film that is related to such a theory.
It also relieves instructors’ workload by sharing with students locations, films, or production processes that would have taken a reasonable amount of time for the teacher to explain. It also preserves material for a period of time and may be used by multiple groups of students.
1.2 THE STUDY’S OBJECTIVE
The purpose of this study is to assess television as a tool for educational advancement in Nigeria. The specific goals of the study are to assess how the program “science for schools” enriches the teaching and learning of science subjects in secondary schools; to determine how well the program has influenced listeners and its overall impact on our educational pursuits, thereby determining its total contribution to the Nigerian educational system.
1.3 THE STUDY’S IMPORTANCE
According to the show’s producer, the show is intended to:
1) Enrich science education in secondary schools. Students are encouraged to develop a greater interest in science subjects through this formal educational program in order to grow technologically.
2) Complement and enhance classroom learning.
3) Expand and deepen scientific understanding.
4) Encourage the growth of intellect.
5) Provide tutorials on subjects covered in the program.
1.4 QUESTION FOR RESEARCH
The following research questions have been established in order to attain the research’s desired purpose.
1) What percentage of students have access to televisions?
2) How many kids are aware of the program; do they watch it; do they learn anything from it? These questions are included in the popularity score of science for schools.”
3) Does the duration of the program meet your needs?
4) What is the comprehension rate of the program?
5) How positive has the program been received?
1.5 PROBLEMS IN RESEARCH
Because the research focuses on “science for schools,” it is intended to examine whether the program has met the goals and objectives for which it was created. Its goal is to determine whether or not television has an impact on formal schooling.
The researcher’s goal in researching “science for schedule” is to see if the students who are the program’s target audience are familiar with it.
1.6 HYPOTHESES FOR RESEARCH
In other words, the study will determine if conducting classroom education via television is profitable or wasteful. The following hypothesis has been proposed to this end:
1) Because there are no television sets in the dormitories, the target audience believes that day students will be more exposed to the program than boarders.
2) They would believe that the majority of students would be unaware of the program and hence dismiss it as unpopular.
3) They believe the thirty minutes provided to it is sufficient.
4) Students should think of the program as effective because they won’t be able to ask inquiries.
5) They should consider the program a waste of money and effort because science students have access to the identical lessons at school.
1.7 THE STUDY’S LIMITATIONS
Apart from the financial constraints, the researcher was unable to meet the production crew, with the exception of the producer who spared some time.
There was also the issue of time; the time allotted for the job was insufficient to complete it, given the vast amount of territory to cover.
The teacher has a tendency to leave the program’s memory to the students, and the majority of teachers have no knowledge of the software.
1.8 TERMS AND THEIR DEFINITIONS:
TELEVISION: In this study, television refers to an electronic device.
Information is disseminated through audio-visual aids with the goal of reaching big, diversified, widely dispersed audiences.
BROAD CASTING: This is a method of spreading information to a large number of people.
a large, diverse audience
C. POPULATION: In this work, popularity refers to being well-known.
The target audience will find it appealing and valuable.
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