Factors affecting use of radio broadcasting in public primary schools in Tharaka north division, Tharaka district

Abstract

The re-introduction of radio broadcasts to schools was necessitated by the reintroduction of Free Primary Education (FPE) in 2003 Odera (2005). Basically the radio programmes was to supplement for the inadequacy of teachers and learning resources. This study, was carried out to find out the challenges pupils and teachers encounter while using radio broadcast to schools after its reintroduction. The study focused on clarity of radio sound received, language used by the radio teacher, the speed of the radio teacher, and the subject differentials in receiving radio broadcast. on the side of the pupils. On the side or teachers the study examined schemes for radio broadcast and the reception of support materials The researcher used 10 percent of the population. which were 6 randomly sampled public primary schools in Tharaka North Division. Through purposive sampling 12 class teachers were sampled for the study. The researcher purposively sampled classes seven and eight. Questionnaires were used to collect the information. Data obtained from the interviews was organized and analyzed using descriptive statistics. Pie charts and bar graphs are also used. The results showed that clarity of the radio sound presented no challenge. Over 96% of the pupils receive the radio sound quite clearly (Table 4.2.2). However the language used by the radio teacher and the speed of the radio program present a great challenge to pupiIs in the division and thus to the program. In terms of the language used by the radio teacher. 35.3% of the pupils reported that it was not easy for them (Table 4.2.3). Similarly over 74% of the pupils reported that the radio teacher was fast for them (Table 4.2.4). There were also large differences in subjects in utilization of radio program. Radio lessons in mathematics are least utilized with 45.1 % of the pupils reporting that they have at least been taught the subject using radio program. On the other hand 74.5% of the pupils reported that they have ever been taught Kiswahili using radio program. The percentage of the pupils who reported to have ever been taught English was 48%. social studies was 54.9% and a science was 51%.Schemes for the radio lessons and support materials are challenging issues in implementation of the radio program to schools in Tharaka North Division. Only 33.7% of the teachers who scheme for the radio lessons almost always (Table 4.2.5). Similarly 40% of the teachers almost not receive the support material on time (Table 4.2.6).