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. The resultant effect of this on the campus radio would be general acceptance among the students who constitute majority of the audience.
The fact that Campus radio stations are generally licensed and regulated by national governments and controlled by the owning university authority makes the stations have very different characteristics from one country to the next and from one university to the other.
One commonality between campus stations regardless of their physical location however, is the fact that they are all expected to broadcast educational programmes.
Anaeto and Onabajo (2007:2) quoted in Oluteye (2008) further defines the essence of campus journalism which encompasses campus radio:
Campus journalism is about gathering, writing, editing and presentation of news in a school newspaper, magazine, radio and television by students of tertiary institution. Any campus medium established by any school is for the purpose of serving the school and its community with information, education and entertainment.
The objectives of campus reporting as identified by Anaeto and Onabajo (2007:4) include:
1. To serve as a training ground for aspiring journalists to obtain experience in news
gathering, writing, and layout and in making decisions on newspapers, radio and
television. 2. To benefit other students as it provides an opportunity through which they gain
experience in presenting materials in public and in acceptable manner.
3. The student press has the power to influence the opinion of the students and indeed,
the community. In carrying out this role, it should strive to keep above partisan
consideration and other biases.
Cheatman (2008) cited in Opawole (2013) corroborates these objectives as he asserts that campus stations all over America provide news, music and announcements. He further adds that as a community radio, campus stations also serve to represent the voice of the students’ body within the university.
Radio as a Medium of Education:
Radio with its ubiquitous characteristics has served many purposes since its inception in the nineteenth century. It has been used to advance development in many countries; while it has also been used to pass information on health, census, politics etc to the citizens. While corroborating this, Usha C. and Ramesh S. (2003:2) quoting Couch, (1997) opine that “radio is capable of delivering high quality educational programming to highly diversified audiences located across broad geographical expanses – all at a low per unit production cost.” Radio however has capacity to address several issues not directly meant for the classroom but of great importance to children and youths. Laine (1938:97) listed such subjects as: America's
Economic Outlook by Sir Josiah Stamp, Tenant Farming and Its Evils by Henry A. Wallace, and Our Greatest Crime Problem by W. H. Drane Lester, and others, in keeping with this long time assertion the sampled campus radio stations air such programmes: Echoes of our
Time by Economics Students’ Association; Right Choices by Students’ Support Services,
Edufocus by Babcock University Chief of Staff and so on. While writing on how radio can perform educational functions different from organised learning programmes, Laine
(1938:96) says radio
-----can arouse the children's interest in subjects of government, and it can stimulate children to study the many problems that community life creates. A broadcast coming from a federal, state, or local official will afford valuable information, and offer suggestions as to the way certain problems should be solved; and, in addition, it will be of service in arousing the individual mental effort of the child, which is perhaps the most important objective of education.
Radio with its ability to reach large audience at the same time and ability to accommodate programmes meant for all sectors of the society has the ability to perform the aforementioned functions and more.
Types of Educational Programmes on Radio
Obe (nd) identified four main types of educational programmes that can be on any radio station:
1. Formal Educational Broadcasting: This is curriculum based education. According to
Onabajo (2012), Radio Nigeria started this in the 60s but stopped abruptly probably
due to lack of funds or ideas
2. Non-formal Educational Broadcasting: This has skills acquisition as its focus. The
presenter here has to paint a lot of pictures that would work on the listener’s
imagination for proper understanding of the subject matter
3. Informal Educational Broadcasting: This deals with education on preventive health,
family planning, environmental sanitation. Can come in various formats, news,
discussion, interviews etc. Most radio stations whether public, private/commercial or
community offer this type of education. This is probably why most radio stations
claim to engage in educational broadcasting. 4. Mobilisation Educational Broadcasting: Radio is a medium for mass mobilization.
Members of the audience are encouraged to perform a task like voting during election,
take children out for immunization against child killer diseases etc
Research Questions
1. What types of programmes are preferred by students of University of Lagos and
Babcock University?
2. What is the percentage of student oriented programmes on the selected radio
stations and how effective is it’s scheduling to the students?
3. What are the determinants of student preference for programmes on the select
radio stations?
3. Theoretical Framework
This study was anchored on the Uses and Gratification Theory. According to Miller
(2001:243) in Adekoya (2013:23), ‘the first statement of the uses and gratification theory came from Katz, Blumler and Gurevitch (1974), who enunciated the basic points of the framework in the often quoted statement that uses and gratification address.’ The statements are:
1. The social psychological origins of (2) needs which generates (3) expectations of (4)
the mass media or other sources which leads to (5) different patterns of media
exposure or engagement in other activities resulting in (6) need gratifications and (7)
other consequences, perhaps mostly unintended ones.
Uses and gratification theory is one of the most accepted theories of mass communication
Littlejohn & Foss (2008). The theory shifts from the conventional focus of mass communication theories which are usually message based to the consumers of the media
message. Stanley and Denis (2003:302) while identifying the strengths of the uses and
gratification theory say “it focuses attention on individuals in the mass communication
process.” The theory is applicable to this research work as it enumerates the use to which
individual students put their campus radio stations.
Methodology This study adopted the survey research design using structured questionnaire as instrument of data gathering. A sample size of two hundred and twenty (220) students of University of
Lagos (Unilag) and Babcock University (BU) were selected through multi-stage sampling technique from a total population of about 39,000 from Unilag and about 8800 students from
BU. In the first stage, Universities in Western Nigeria were stratified into public and private
Universities. In the second stage, two universities (one government owned and one private owned) were purposively selected based on the fact that they have campus radios. The third and final stage involved the purposive selection of students from the largest faculties in the select Universities based on the respondents’ consumption of the broadcasts of their campus radio.
The data were analyzed using descriptive statistics while the Statistical Product and Service
Solutions (SPSS) version 20 was used to process the data which is presented using frequency tables.
Result Presentation and Discussion:
Table 1: Respondents’ Demographic Characteristics
Variables Frequency Percentage Age: 18-19 161 73.2 20-24 43 19.5 25-30 16 7.3
Sex: 33.2 Male 73 66.8 Female 147
Distribution by Level of Study: 100 Level 24 10.9 200 Level 77 35.0 300 Level 75 34.1 400 Level 44 20.0
Distribution by University: Babcock University 100 45.5 University of Lagos 120 54.5 Table 1 shows the demographic characteristics of the respondents. Findings revealed that most of the respondents (73%) fell within 18-19 years of age. This is expected considering the fact that minimum age for university admission in Nigeria is 17 years. Findings in the table also show more females among the respondents which is also an indication that more females listen to the campus radio stations in the universities studied than their male counterparts. Also, the result further revealed that most of the respondents are in 200 level of study; closely followed by those in 300 level. This then means that students in 200 level and
300 level in both universities listen to their campus radio stations more than students in other levels. The table also shows the distribution of the respondents in the two selected universities. More respondents were selected from Unilag because its population is more than
BU.
Table 2: Respondents’ Preferred Programmes
Variables Frequency Percentage Education 79 35.9
News 54 24.5
Sports 52 23.6
Campus gist 70 31.8
Health 36 16.3
Relationships 66 30
Religion 36 16.3
Table 2 shows the programmes preferred by the sampled respondents. Findings revealed that most respondents (35.9%) prefer educational programmes. This is probably because majority of the programmes on the campus stations are focused on education. A critical look at the percentage however showed that the percentage of students who listen to educational programmes is still below average which further shows that most students do not actually listen to educational programmes on their campus stations. The table also shows 24.5% of the respondents as those who listen to news on their campus stations. This is an indication of the fact that students source for news and current information in stations other than their campus radio. This may probably be because one of the sampled stations – Hope 89.1 FM does not have a standard news department.
Respondents who listen to sports programmes on their campus radio as found in table 2 are
52 (23.6%). The percentage is also below average which corroborates the findings as regards those who listen to news on campus stations. The percentage can be said to be below average probably because as the respondents get news from other stations, they also get information on sporting events from such stations too. Also, the fact that most respondents are females can be attributed to the low percentage.
The two programmes (campus gist and relationships) are considered entertainment programmes in this study. They rank (61.8%) next to educational programmes among the programmes that students would prefer to listen to. However, the two programmes when aggregated enjoy more listenership than educational programmes. It can then be said that majority of the students (31.8%) would prefer to listen to programmes on relationships because respondents perceive relational issues as being important because of their age.
Majority (30%) also would listen to campus gist probably because they would like to know about the events around their immediate environment. It can however be concluded that
respondents in this study would listen more to entertainment programmes than educational
programmes on their campus radio stations.
Findings as shown in table 2 revealed that same percentage of respondents (16.1%) would
prefer to listen to health and religious programmes. This shows that respondents do not see
health and religious programmes as being important.
Table 3: Respondents’ Perception of Programmes Aired on Campus Radio
SA A SLA D SD
I believe radio is for entertainment thus, 75(34.1%) 49(22.3%) 70(31.8%) 18(8.2%) 8(3.6%) would generally prefer current music rather than educational programmes
Student oriented programmes aired on my 61(27.7%) 55(25.0%) 74(33.6%) 21(9.5%) 9(4.1%) campus radio station are rich in contents
The time at which students oriented 68 (30.9%) 54(24.5%) 66(30%) 22(10%) 10(4.5%) programmes are aired on my campus radio are very favourable for a great percentage of students
Students do not have time to listen to 76(34.5%) 52(23.6%) 45(20.5%) 27(12.3%) 20(9.1%) students oriented programmes on my campus radio
I do not know the Station’s Programmes 60(27.2%) 55(25.0%) 65(29.5%) 25(11.3%) 15(6.8%) line up
Educational programs aired are not 70(31.8%) 51(23.6%) 71(32.2%) 18(8.2%) 10(4.5%) directly relevant to my course of study
Findings as shown in table 3 revealed that majority of the respondents (88.2%) believe radio
is for entertainment and would rather prefer to listen to current music on radio than
educational programmes. However, despite the fact that respondents would like to see their
campus stations perform more of entertainment functions, majority (86.3%) still believe the
programmes aired on the stations are rich in contents. Also, despite the fact that a bulk
(85.4%) of the respondents are of the opinion that the time of airing students oriented
programmes do not clash with their academic timetable, still, majority (78.6%) say they do
not have enough time to listen to their campus stations probably due to assignments and other
academic and extra-curricular engagements. Table 3 further revealed that most respondents
(81.7%) sampled are not familiar with the programme line-up (schedule) of their stations and
just stumble on educational programmes and programmes directly relating to students
periodically. Findings from table 3 also revealed that majority of the respondents (87.6%)
perceive educational programmes on their campus stations as not having direct relevance to
their courses of study and therefore do not see reasons why they should listen to such
programmes.
Discussion of Major findings:
1. Findings from this study revealed that majority of the respondents (even though the
number is below average) prefer educational programmes more than any other
programmes on their campus stations, this is probably because the number of
educational programmes on the stations outweigh other types of programmes; This is
in consonance with the stipulation of the Nigeria Broadcasting code (2010: 9.7.2.a.) that 70% of the campus station’s daily programmes should focus on the dissemination
of educational and or instructional materials. This further agrees with the submission
of Anaeto and Onabajo (2007:2) quoted in Oluteye (2008) that the essence of
establishing a campus medium by any university is to satisfy the information,
education and entertainment needs of such institution and its host community.
2. The study also revealed that most respondents believe that radio is solely for
entertainment and would therefore prefer to listen to current music on their campus
stations. This also corroborates the assertion of Opawole A. (2013) that in order for
campus stations to reach their target audience who are mainly students, campus radio
stations should fill the gaps for commercial and public stations by specializing in
music which could be local to promote upcoming campus musicians.
3. Majority of the respondents in this study believe that most programmes on their
campus stations are rich in contents. This is an indication of the fact that the sampled
campus stations engage professionals and not only students in every stage of their
programming. This also corroborates the stipulation of the Nigeria Broadcasting code
that campus stations must remain professional and educational. Findings here also
show that Unilag FM and Hope 89.1 FM are fulfilling the second objective of
campus broadcasting found in Anaeto et al (2007) cited in Oluteye (2008) that it is to
provide students with opportunity to learn how to present programmes. This then goes
to show that as students are trained by the professionals in the stations, students also
are able to produce and present programmes with rich contents.
Conclusion:
This study sought to find out students’ perception of the use of campus stations for educational purposes. It therefore determined to find out what programmes the students would prefer to listen to; and how best to redirect students’ attention to educational programmes which is believed would be beneficial to them academically, morally and otherwise.
The study found out that majority of the students would like to listen to educational programmes especially those that relate directly to their courses of study. The study also found out even though majority of the respondents believe that programmes on their campus radio stations are rich in contents, since radio is for entertainment, more current music should be played on the stations.
Recommendations:
1. Since the study found out that majority of the respondents are not familiar with the
line-up of programmes on their campus stations, the study recommends that the
stations should publish their programme schedules on the internet and other social
media platforms used by the stations. They should also always produce trailers for
both new and existing programmes.
2. Campus stations should also conduct audience research at the end of every
programme quarter to know programmes the audience would like to have in the
programme schedule for the next quarter thereby producing more acceptable
programmes laden with educational ideas and subject to fulfil the role of radio in
educating its audiences.
3. Campus stations should also work with the Distant Learning Coordinator of their
universities to get curriculum-based educational programmes that would meet the
needs of the audience requesting for programmes relating to their courses of study.
4. Programmes Producers should endeavour to include decent, current and relevant
music in their educational programmes; so as to enjoy more listenership. This
according to Akintayo (2013) constitutes a blend of programmes that are student/community oriented which naturally will catch their fancy and of course is
better if presented by one of them in their local dialect. The beauty of the language
and slangs used among their peers make the programmes presented better understood
than if some fancy presenter did it in fancy ‘Queens English’. Advice and counsels
given on programmes will be better understood, imbibed and practiced. In other
words, they should make use of edutainment style of programming.
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