A study on constraints in the use of radio programmes in primary schools in kenya. A case study of Thika Municipality.

Abstract

Radio as a teaching and learning device, has been put into use in many countries. In Kenya, no systematic evaluation research appears to have been carried out on the effectiveness of educational radio. This research paper is a survey study to investigate the constraints, which affect the production and utilization of instructional radio programmes in Primary Schools in Kenya. In this study, attention is focused on:(i) Quality of reception (ii) Appropriateness of the content, presentation and scheduling of the programmes (iii) Technical capability of the users and availability of maintenance services. (iv) Sustain ability of schools broadcast. The study is based on twenty schools in Thika Municipality. During the visits to the sampled schools data was collected from teachers and learners. A Questionnaire was also administered to the producers of the programmes at the Educational Media Services of the Kenya Institute of Education. The Director of the Institute was a key informant and an interview was also conducted which was recorded on tape. Descriptive statistics were used to analyse both qualitative and quantitative data collected. Data was scrutinized to establish any emerging patterns and summarized according to the objectives of the study. The study revealed that:(i) The quality of reception in the school visited was good where the teachers and students were able to operate the radios (ii) Very few teachers are able to operate the Worldspace receivers since it is a new technology which is not familiar to them. This was attributed to the fact that the operation manual was difficultto understand. Majority were therefore not able to correctly position the antennae and get the signal. The schools lacked service and repair services for the radios (iii) The broadcast content is relevant as curriculum support material for those who were able to operate the radio. However the content is lacking support of Teachers guides (iv) Most presenters are good and fluent, but a few are too fast. (v) The broadcast timetable conflict with the school time table. The duration of the programmes is considered to be too short. (vi) Schools broadcast lacks adequate financial resources. Production costs and cost of power for the receivers is a big challenge to its sustainability.