Table of Contents
Abstract. 2
CHAPTER ONE.. 5
INTRODUCTION.. 5
1.1 Background to the Study.. 5
1.2 Statement of the Problem... 6
1.3 Objectives of the Study.. 8
1.4 Research Questions. 8
1.5 Research Hypothesis. 9
1.6 Significance of the Study.. 9
1.7 Scope of the Study.. 10
1.8 Limitations of the Study.. 10
1.9 Organization of the Study.. 10
CHAPTER TWO.. 13
REVIEW OF RELATED LITERATURE.. 13
2.1 Introduction.. 13
2.2 Theoretical Review.. 13
2.2.1 Social Learning Theory. 13
2.2.2 Cultivation Theory. 14
2.2.3 Constructivist Theory. 14
2.2.4 Uses and Gratifications Theory. 14
2.3 Conceptual Review.. 15
2.4 Empirical Review.. 19
2.5 Summary of Literature Review.. 21
Chapter Three.. 22
Research Methodology.. 22
3.1 Introduction.. 22
3.2 Research Design.. 22
3.3 Population of the Study.. 22
3.4 Sample and Sampling Technique.. 23
3.5 Data Collection Instruments. 23
3.6 Validity and Reliability of Instruments. 24
3.7 Data Collection Procedure.. 24
3.8 Data Analysis Techniques. 24
3.9 Ethical Considerations. 25
3.10 Limitations of the Study.. 25
3.11 Conclusion.. 25
CHAPTER FOUR.. 26
DATA ANALYSIS AND INTERPRETATION.. 26
4.1 Preamble.. 26
4.2 Socio-Demographic Characteristics of Respondents. 27
TABLES BASED ON RESEARCH QUESTIONS.. 29
4.3 Analysis of the Respondents’ Views on Research Question one:. 29
Discussion of Findings. 45
CHAPTER FIVE. 47
5.0 Introduction.. 47
5.1 Conclusion.. 50
5.2 Summary.. 51
5.3 Recommendations. 52
REFERENCES. 54
Detailed Research Questionnaire: The Impact of Campus Broadcast Stations in Identifying Students' Areas of Professionalism in Mass Communication Study (A Case Study of Delta State Polytechnic Ogwashi Uku Radio 88.1FM). 56
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In the realm of mass communication education, the integration of practical experiences alongside theoretical knowledge is pivotal for students' holistic development. Campus broadcast stations serve as dynamic platforms where students can apply classroom learning to real-world scenarios. This symbiotic relationship not only enhances their academic understanding but also facilitates the identification and honing of individual areas of professionalism. As these stations provide hands-on training in various aspects of broadcasting, students can explore different roles such as production, hosting, reporting, and technical operations. Through this experiential learning process, students gain invaluable insights into their strengths and preferences, thereby shaping their career trajectories within the field of mass communication.
The multifaceted impact of campus broadcast stations on students' professional growth is well-documented in scholarly literature. Studies have shown that hands-on experiences offered by these stations foster practical skills acquisition, critical thinking, and problem-solving abilities among students (Jones et al., 2018; Smith & Brown, 2020). Moreover, the collaborative nature of broadcasting necessitates effective communication and teamwork, which are essential competencies for success in the mass communication industry (Anderson, 2017). By engaging in collaborative projects within the broadcast station environment, students learn to navigate diverse perspectives and work cohesively towards common goals.
Furthermore, campus broadcast stations play a crucial role in bridging the gap between academia and industry by simulating real-world broadcasting environments (Johnson & Lee, 2019). This immersive learning experience allows students to familiarize themselves with industry-standard equipment, practices, and workflows, thus enhancing their employability upon graduation (Garcia & Martinez, 2021). Additionally, the exposure to live broadcasting scenarios provided by these stations instills resilience and adaptability in students, preparing them to thrive in the fast-paced and ever-evolving media landscape (Robinson, 2019). Consequently, graduates who have actively participated in campus broadcast stations are better equipped to meet the demands and challenges of the professional field.
1.2 Statement of the Problem
The integration of practical experiences into mass communication education is vital for students' holistic development and preparedness for the professional field. However, the extent to which campus broadcast stations contribute to identifying students' areas of professionalism within mass communication study remains a subject of inquiry. While there is ample evidence highlighting the benefits of hands-on learning and experiential training in broadcast environments (Jones et al., 2018), there is a need to investigate how these experiences specifically shape students' understanding of their strengths, weaknesses, and career preferences within the broader field of mass communication.
One key aspect of the problem is the lack of comprehensive research addressing the specific mechanisms through which campus broadcast stations influence students' professional development and career trajectories. While existing studies emphasize the importance of practical experiences and industry exposure (Robinson, 2019), there is a gap in understanding how these experiences translate into students' self-awareness regarding their areas of specialization within mass communication. Additionally, the varying structures and resources of campus broadcast stations across different educational institutions necessitate a nuanced examination of their impact on students' professional identity formation and career readiness (Anderson, 2017).
1.3 Objectives of the Study
The main objective of the study is to examine The Impact of Campus Broadcast Stations in Identifying Students Areas of Professionalism in Mass Communication Study. Specific objectives of the study are:
- To assess the types of programs produced by the campus broadcast station and how they align with different areas of professionalism in Mass Communication
- To evaluate student experiences working at the campus broadcast station and how those experiences influence their identification with specific areas of Mass Communication professionalism.
- 3. To explore the mentorship and training opportunities provided by the campus broadcast station and their effectiveness in helping students discover their professional strengths within Mass Communication.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- What is the variety of program formats produced by the campus broadcast station, and how do these programs correspond to different career paths within Mass Communication?
- Do students involved in the campus broadcast station gravitate towards specific areas of Mass Communication based on their experiences and if so, how can this be explained?
- In what ways do faculty advisors, station managers, and other mentors at the campus broadcast station guide students in discovering their professional strengths within Mass Communication, and how effective are these methods?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no significant impact of campus broadcast stations in identifying students' areas of professionalism in mass communication study.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the mass communication sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analysed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organisations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to Delta state polytechnic Ogwashi uku radio 88.1fm) Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
