Abstract
This study examines the contributions of educational broadcasting to adult literacy in Delta State, Nigeria. Educational broadcasting, encompassing radio and television programs tailored for instructional purposes, plays a pivotal role in promoting lifelong learning, particularly among adult learners. The research explores how these programs enhance literacy rates by providing accessible and flexible learning opportunities for adults who face barriers to traditional education. Using a mixed-methods approach, data were collected through surveys, interviews, and content analysis of educational broadcast programs aired in Delta State. The findings reveal significant positive impacts on adult literacy, including improved reading, writing, and comprehension skills, as well as heightened awareness of socio-economic and civic issues. Challenges such as inconsistent program scheduling, limited reach of broadcast signals in rural areas, and inadequate funding are also identified. The study underscores the need for strategic investment, enhanced content delivery, and collaboration between educational institutions and broadcasters to maximize the potential of educational broadcasting in fostering adult literacy.
Key Words: Educational broadcasting, adult literacy, Delta State, lifelong learning, radio and television programs.
Table of Contents
Abstract. 2
CHAPTER ONE. 4
INTRODUCTION.. 4
1.1 Background to the Study. 4
1.2 Statement of the Problems. 7
1.3 Objectives of the Study. 7
1.4 Research Questions. 8
1.5 Significance of the Study. 8
1.6 Scope of the Study. 9
1.7 Definition of Terms. 9
CHAPTER TWO.. 11
LITERATURE REVIEW AND THEORETICAL FRAMEWORK. 11
2.1 Conceptual Review.. 11
2.1.1 Availability of Educational Broadcasting for Adult Literacy. 11
2.1.2 Contributions of Educational Broadcasting on Adult Literacy. 13
2.1.3 Challenges mitigating Educational Broadcasting Effectiveness for Adult Literacy. 15
2.2 Theoretical Framework (Use and Gratification Theory). 19
CHAPTER THREE. 21
RESEARCH METHODOLOGY. 21
3.1 Research Method. 21
3.2 Population of the Study. 21
3.3 Sample Size. 22
3.4 Sampling Techniques. 23
3.6 Procedures for Data Collection. 24
3.7 Technique of Data Analysis. 24
3.8 Limitations of the Study. 24
CHAPTER FOUR. 25
DATA PRESENTATIO, ANALYSIS AND DISCUSSION OF THE FINDINGS. 25
4.1 Demographic Distribution of Respondents. 25
4.2 Data Analysis. 31
4.3 Discussion of the Findings. 33
CHAPTER FIVE. 35
SUMMARY, CONCLUSION AND RECOMMENDATIONS. 35
5.1 Summary of the Study. 35
5.2 Conclusion. 36
5.3 Recommendations. 37
References. 38
APPENDIX. 40
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Educational broadcasting has emerged as a powerful tool for promoting literacy and learning across diverse populations. In Delta State, Nigeria, where adult literacy rates have historically lagged behind national averages, educational broadcasting serves as a vital medium for reaching adult learners, especially those in remote or underserved communities. This approach leverages the widespread availability of radio and television to deliver educational content tailored to the needs of adult learners, offering flexible learning opportunities that align with their daily schedules and responsibilities, (Uzochukwu, & Okafor 2016),
Adult education is a broad educational concept encompassing diverse educational programmes. It involves a range of programmes and activities conducted by different agencies, having different goals, contents and different methodologies. Thus, the concept “adult education” does not conjure up any specific programme of education. As an amorphous concept, it should not be approached from a narrow perspective in order not to lose sight of important contributions of different collage of organizations, agencies and programmes within it. , (Mojirade, 2023). Adult education is one of the principal professions that can take adequate care of socio-economic, cultural, political and environmental problems of the adults. The success of adult education in terms of achieving its goals. Adult education changes the social and psychological minds of adults more than any other profession, instils lost hope in them and liberates them from their prejudice of seeing themselves as not beings that are capable to learn, (Ayantunji, 2019). Adult education awakens adult learners to become aware of their environmental (social, economic, cultural and political) and psychological potentials and hidden abilities. It also exerts enormous influence on the larger society in terms of national development. Adult education continues from where the teacher in the formal school system who rigorously inculcates in the individual the desire for knowledge, understanding and education stops.
Adult education is concerned not with preparing people for life, but rather with helping/assisting people (adults) to live more successfully as useful and acceptable members of their societies and contribute meaningfully to the development of those societies (Olajide & Ayantunji, 2016). Adult education educates adult learners who are parents/guardians on the better ways of managing the available resources to achieve socio-political and economic success in their life endeavours and also make referrals which assist other individual personalities and institutions in dealing with human problems as well as the society in which they find themselves. Adult education stands between the adult learner, the community and policy makers in human societies so much than any other professional. The adult educator knows the problems which inhibit effective adult teaching/learning and effective administration of adult education industry.
Broadcasting has been described as the planned provision of information, education and entertainment to a large heterogenous audience through the medium of radio and television, (Falana 2018). The idea also has been defined as the business of conceptualizing, developing, producing and sharing radio and television programmes (Adeosu 2015). Globally, broadcasting has been described as the process of spreading messages far and wide, it entails the transformation of information through technological equipment like television and radio to a vase, large and heterogeneous audience in the society. Broadcasting shares abroad ideas, information and pictures in a still or motion like manner to perform the function of entertaining, informing and surveillance. Asema (2017) avers that broadcasting deals with the transmission of messages from a station to a heterogeneous audience scattered across a reasonable spheres of coverage and that members of the audience receive the messages simultaneously, irrespective of their different locations, in time and place, provided that they are within the effective range of coverage.
Broadcasting has been used as an educational tool since the year 1929 and the year 1950 respectively, Jimana(2015) says the use of radio and television for broadcasting has imparted on direct class teaching whereby broadcasting programmes substitutes for teachers on a temporary basis or an alternative basis-with examples like Ulesson, an electronic platform that teaches students of different ages and classes through a broadcast without any physical teacher or person, it provides complementary teaching and learning resources not otherwise available. It is true that broadcasting media have become the most effective means of communication because its impact, is immediate and long lasting.
Mass media is not widely available to the general public in Nigeria to meet the needs of the present "revolutionary situation" faced in the education of adults. Nigeria needs mass media to overcome their present weaknesses (Oso, Odunlami, & Adaja, 2014). Educational broadcasting educates the adult learners in the community through print and broadcast journalism. Mass media creates the needed relations of older adults in the community, by informing, educating and entertain to smoothen the transition, (Dogini, 2022). Educational broadcasting identifies the path for change, and can indirectly change individual valued practices, affect attitudes held channel by beliefs, and acts as an agent of contacts in Nigeria. Mass media widens individual prospects, focus their attention, raise aspirations, and create a climate for economic, social and political development (Dogini, 2016). Educational broadcasting provides rich material that could be used for interpersonal dialogue which carries flow of information in a less technically developed areas and introduce new dimensions to education and problems.
1.2 Statement of the Problems
There is a significant portion of the adult population still struggles with basic literacy skills. Traditional educational methods have often failed to reach adult learners, particularly those in remote and rural areas, due to various barriers such as geographical isolation, time constraints, and economic challenges, (Uwen, Sunny, and John, 2014). Educational broadcasting, with its potential to deliver literacy education through radio and television, offers a promising alternative, (Sanusi1, Talabi, Adelabu, and Alade, (2021). The effectiveness of educational broadcasting is further complicated by issues such as the accessibility of broadcast media, the relevance and quality of the content provided, and the challenges adult learners face in utilizing these resources. Additionally, the diversity of the adult population in terms of language, cultural background, and educational needs raises questions about how well educational broadcasting addresses these differences, (Anele, Onyebuchi, & Obayi, 2019).
This study seeks to address these gaps by systematically assessing the contributions of educational broadcasting to adult literacy in Delta State. The research aims to determine whether educational broadcasting is effectively enhancing literacy skills among adult learners, identify the factors that influence its accessibility and reach, and uncover the challenges that may hinder its success as a tool for adult literacy development.
1.3 Objectives of the Study
The primary
- To establish the availability of educational broadcasting for adult education in Delta State
- To evaluate the contributions of educational broadcasting on adult education in Delta State.
- To identify the challenges mitigating educational broadcasting effectiveness for adult education in Delta State
1.4 Research Questions
- What is the level of availability of educational broadcasting for adult education in Delta State?
- What are the contributions of educational broadcasting on adult education in Delta State?
- What are the challenges mitigating educational broadcasting effectiveness for adult education in Delta State?
1.5 Significance of the Study
This study on the challenges of educational broadcasting for adult literacy will benefit several key groups. First and foremost, adult learners with limited access to formal education, such as Delta State, stand to gain the most. By identifying and addressing the barriers to effective educational broadcasting, the study aims to improve the quality and accessibility of literacy programs. This, in turn, will empower adult learners to enhance their literacy skills, leading to better job opportunities, increased civic participation, and overall personal development.
Educators and content developers will also benefit from this study. The findings will provide valuable insights into the needs and preferences of adult learners, allowing educators to design more relevant and engaging educational content. By understanding the challenges faced by their audience, content developers can tailor their programs to be more culturally sensitive, practical, and aligned with the literacy levels of adult learners, ultimately leading to more effective educational outcomes.
Finally, policy-makers and stakeholders involved in educational broadcasting and adult literacy programs will find this study significant. The research will offer evidence-based recommendations for overcoming technological, financial, and collaborative challenges in educational broadcasting. By implementing these recommendations, policy-makers can create more supportive environments for adult literacy initiatives, ensuring that educational broadcasting fulfil its potential as a powerful tool for social and economic development.
1.6 Scope of the Study
This study is limited to assessment of the contributions of educational broadcasting to adult literacy in Delta State. Periodically, the study will be limited to educational broadcast on adult literacy from January 2023 to December 2023 of broadcast stations in the state.
1.7 Definition of Terms
Broadcasting: Broadcasting refers to the distribution of audio and video content to a wide audience through electronic means, typically via radio waves or digital signals. It involves the transmission of programming from a central source, such as a broadcasting station or network, to multiple receivers, allowing viewers or listeners to access the content simultaneously
Education: Education is a process of acquiring knowledge, skills, values, and attitudes through formal instruction, informal learning experiences, or self-directed study. It encompasses the systematic transmission of information, ideas, and cultural norms from one generation to the next, preparing individuals to participate effectively in society and contribute to their personal and professional development.
Educational Broadcasting: Educational broadcasting is a source and tool for teaching to support formal education and can be attached to school curriculum and timetables. It has been investigated that the television is a vital tool for communicating information, ideas, skills and attitudes.
Availability of Programmes: This is the frequency of educational broadcast of elevision station to serve the educational needs of the audience.
Audience: This is the people who are the target of television station for educational programmes. They are the targeted beneficiary of the programmes and their demographic factors are highly considered.
Adult Education: Adult literacy refers to the ability of adults (typically those aged 15 and above) to read, write, and understand information in a way that allows them to function effectively in their daily lives, participate fully in society, and engage in lifelong learning
