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Students' Perception of the Use of Campus Radio for Educational Students’ Perception of the Use of Campus Radio for Educational Purposes By Omolayo O. JEGEDE PhD1, Johnson Babafemi AKINTAYO PhD2 Patricia E. CHIOMA PhD3 and Michael E. OKECHUKWU4 1. Department of Mass Communication, Babcock University Ilishan-Remo, Ogun State. 2. Department of Mass Communication, Babcock University Ilishan-Remo, Ogun State. 3. Department of Mass Communication, Babcock University Ilishan-Remo, Ogun State. 4. Department of Mass Communication, Babcock University Ilishan-Remo, Ogun State. [email protected]; [email protected] PAPER PRESENTED AT THE 3RD SCHOOL OF EDUCATION AND HUMANITIES INTERNATIONAL CONFERENCE ON THE FUTURE OF HIGHER EDUCATION IN AFRICA HELD AT BABCOCK UNIVERSITY AUGUST 24-26, 2015 ' Abstract One of the core reasons given for the establishment of the broadcast media (represented in this paper as radio) in Nigeria in the late 1950s was the need to educate the Nigeria citizens. Studies established that the broadcast industry in Nigeria has not fared so well in fulfilling this objective. This study sought to find out if the emergence of campus broadcasting in 2003/2004 with the sole aim of educating mass communication students and other students in the fields of arts and engineering has brought about the fulfilment of the dream of establishing broadcasting in Nigeria. Findings from the study provide useful information on the students’ perception on the kind of programmes they would like to listen to, that would fulfil their educational needs. Adopting the survey research method, a sample size of 220 students drawn from University of Lagos and Babcock University was selected through multi-stage sampling technique. Results indicate that majority of the students surveyed would like to listen to entertainment programmes rather than educational programmes. Recommendations were made on the need to adopt edutainment format while presenting programmes on campus radio stations and on the need for university teachers to make use of the campus radio platform in teaching their courses. Key words: Broadcasting, Campus Radio, Community, Education, Programmes, Mass Communication INTRODUCTION The debut of broadcasting in Nigeria can be traced to the introduction of the British Empire Service in Nigeria in 1932; which established its repeater station in Victoria Island Lagos where information was disseminated to major towns and cities in Nigeria through the wired wireless device called re-diffusion box (Raufu A. (2011); Opubor A., Akingbulu A. and Ojebode A. (2010). Man’s constant need for information called for the extension of the relay stations to other major cities in Nigeria like Ibadan, Kano, Enugu and Abeokuta. From here, broadcasting began to grow in leaps and bounds albeit with only radio being the source of broadcast information. It was not until twenty seven years after, before Nigeria citizens were introduced to what is today known as television with the establishment of Western Nigerian Television in 1959 by the Obafemi Awolowo led Western Government. Despite the advent of television, radio has remained a veritable source of information which cuts across age, sex, cultural, religious and educational differences etc. this has remained so because as opined by Adeosun (2005:58) quoted in Adeosun, Togunwa & Raufu A. (2011:13) : Television is purchased by the elites and haves in the society. The newspapers and magazines are patronised by the literate audience, but radio serves all classes in the society, the rich, the poor, the average, the young and the old. The educated and rural dwellers are not exempted from programmes presented in local languages on radio. This opinion was further corroborated thus by Oso L. (2003:45): Apart from publications, radio is probably the most popular community media in many parts of the world. Its popularity has come from its portability and ability to transcend literacy barrier. Battery powered radio sets are easily accessible to many rural dwellers. Its signals can be received in many dispersed and scattered communities from a single location at no extra cost. Reflecting on the early years of radio and its developmental challenges, Aspinall (1971:15) described radio as “a novelty for listeners and broadcasters alike.” He added that “there was an element of excitement and adventure about it which even today marks the best of broadcasting, “for radio” according to him, it “is essentially a fun-game no matter how serious or important the programme material.” These features of radio position it as the only medium which can be accessed easily by all and sundry; such that everyone finds a programme to be identified with on radio. According to Akintayo (2013) Radio has become a part of everyday life; and people for various reasons beyond the traditional entertainment, education and information purposes, depend on radio. Thus, that radio is an agent of social mobilisation and development is not based on value judgement (Aina S. 2003) but rather on its many visible contributions to national development through its rich programmes which come in diverse languages. Kuewumi (2009:148) commented on radio saying “imagine a world without radio; it will be like a garden without flowers and trees. Radio daily feeds us with information, teaches us and calms our nerves. If radio is well understood and its potentials realized, hardly will there be any one that will live without a radio. Many anxious moments will be healed.” Onabajo (1999:2) while lending a voice on the persuasive power of radio, its immediacy, and the importance of radio to national development says Within limits, radio can persuade and effectively influence large audience, thereby contributing substantially, to building of national consensus. It is a powerful instrument in the area of public enlightenment, on health issues, family planning, cultural re-awakening, business improvement and other social development issues. Radio therefore becomes about the easiest and cheapest tool for social mobilisation and public enlightenment breaking the barrier of class and education Rantimi (2011). Radio is also a powerful developmental medium because of its ability to air programmes in people’s indigenous languages as well as foreign languages. Same programme can be packaged in different languages to meet the needs of the various segments of the audience and languages within a particular community. Kuewumi (2011) further affirms this position stating: “There is need for broadcasters to be more realistic, in understanding the people for whom a message is intended, and then construct the message to be sent in such a way that it speaks to not just specific needs of the people but also the complex mix of the people in terms of who they are and the values they hold together with words or language that they will not mistake or misinterpret when they receive it.” This affords radio the opportunity of reaching far more people than any other medium (like print) where messages are either published in the indigenous or foreign language. Radio programmes are not also one off programmes as there are opportunities of listening to them again through repeat broadcasts which radio is known for. When adroitly used, radio can be the most effective means of communication among the vast population of illiterate Nigerians Moemeka (2012). It is important to note that African nay; world leaders are beginning to recognise the importance of radio in National Development. This perhaps brought about the deregulation of the broadcast industry in Nigeria in 1992. The deregulation has brought about private initiatives into the industry (which was an exclusive reserve of the government for over sixty years) thereby creating a large platform for competition, quality service delivery as well as rapid growth and development in the industry. Since the deregulation also, the number of radio stations in Nigeria has increased from “less than 30 to 137, made up of 44 federal government owned, 41 state government owned, 25 private owned and 27 campus radio stations.” Omonhinmi (2012). Although Campus radios were licensed in Nigeria as a litmus test for the establishment of community radio; the Nigeria Broadcasting Code (NBC 2010:9.7.1.a) stipulates that campus radios emerged principally to allow for training of University students especially those in broadcasting and other related fields like engineering, information technology, creative arts, use of English and drama thereby providing opportunities for practical experience and social well-being of the campus’ community in general. This study therefore assessed students’ perception of the use of campus radio for educational purpose. University of Lagos and Babcock University were selected for the survey. What Is Campus Radio? The Nigeria Broadcasting Commission (NBC) defines campus broadcasting, which encompasses campus radio, as “a form of community broadcasting set up at a department/faculty for training potential broadcasters or students allied to communication arts.” Campus radio can otherwise be referred to as college radio, university radio or student radio. It is therefore a type of radio station that is run by the students of a college, university or other educational institutions. Akintayo (2013) affirms this position calling it a station run largely with student inputs, for the students by the students. The campus radio is supposed to work as community radio within its campus and ensure that all its programming are participatory, from programming ideas generation, to implementation, that is, presentation of the programmes. Programming may be exclusively by students, or may include programmers from the wider community in which the station is based. Sometimes campus stations are operated for the purpose of training professional radio personnel, sometimes with the aim of broadcasting educational programming, while other stations exist to provide an alternative to commercial or government broadcasters. This assertion is corroborated by Opawole (2013) that campus stations which can be referred to as sub-set of community radio stations can fill the gaps for commercial and government stations by playing more local music to promote local or campus musicians.
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