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Sahel Analyst: ISSN 1117-4668 Page 52

EVALUATION OF RECORDED NON-FORMAL EDUCATIONAL

PROGRAMMES OF RADIO NIGERIA FROM ADDIE INSTRUCTIONAL

DESIGN MODEL PERSPECTIVE

IJEH, Nkemdilim Patrick1

Abstract

Educational broadcasts are among the offerings of radio stations in Nigeria. Many

studies have therefore focused on radio educational broadcasts generally, but not

much on evaluating specific educational radio programmes to ascertain how much

they conform to educational criteria from the perspectives of theories and audience

analysis. This study combined in-depth interview, content analysis and survey of

audience to evaluate two recorded non-formal educational programmes on Radio

Nigeria Network from ADDIE Instructional Design Model perspective. Data were

analysed by mean score and standard deviation (for qualitative data) and

explanation building technique (for qualitative data). Findings indicate that the

programmes have clearly defined educational objectives that are consistent with

standard objectives of educational radio programmes, and that their production

and presentation procedures conformed to conventional procedures for producing

educational radio programmes. However, the programmes’ contents met standard

content specifications for educational radio programmes only to some extent

because as recorded programmes, they could not accommodate instant interaction

among listeners, moderators and guests. Nevertheless, the programmes recording

significant impact on listeners at the three level of education (to inform; to educate;

and to direct). The study recommends that the use of recorded non-formal

educational radio programmes to promote cognition, attitude formation, and

behaviour modifications be sustained in Nigeria, while educational programme

producers should adhere to ADDIE Instructional Design Model to enhance

effectiveness of educational broadcasting.

Keywords: Evaluation; Educational radio broadcasts; Standard objectives;

Educational criteria; Standard content specifications;

Introduction

Broadcasting plays the basic roles of informing, entertaining and educating in the

society (Ojebode & Adegbola, 2010) and educational broadcasting fulfils the

educational role above. Educational broadcasts are radio/television programmes that

are deliberately conceptualised, developed, produced and transmitted primarily to

educate in formal, informal or non-formal domains of knowledge (Anaeto, 2006;

Nkom, 2000). Formal educational broadcasts handle school subjects defined by

syllabuses, while informal educational programmes treat non-school general

knowledge not defined by syllabuses. The non-formal educational broadcasts fall

1 Mass Communication Department, Faculty of the Social Sciences Delta State University,

Abraka, Delta State, Nigeria +2348033549955; [email protected], [email protected]

mailto:[email protected]

Sahel Analyst: Journal of Management Sciences (Vol.16, No.4, 2018), University of Maiduguri

Sahel Analyst: ISSN 1117- 4668 Page 53

between formal and informal and focus on specialised knowledge and skills such as

functional literacy, remedial, continuing, vocational, aesthetic, cultural and civic

education outside the formal school system (Oladapo, 2008; Osokoya, 2008; Adejo,

2006; Ogbebor, 1997).

Non-formal educational radio programmes are explored to promote utility and skill-

based knowledge in Nigeria, where they are widely used to support agricultural

management, better farming skills and others (Jenkins, 1981). This presents a need

to evaluate them to systematically measure the extent to which they meet

educational objectives (Ayodele, Adegbile & Adewale, 2009). Evaluation will

reveal what have been done rightly in the educational programmes and areas

needing improvements. This paper presents perspectives to the evaluation of

recorded non-formal educational broadcasts to encourage regular evaluation of

educational programmes in order to improve it in Nigeria.

Statement of the Problem

Studies have examined aspects of educational radio programmes. Chandar &

Sharma (2003) report that people dislike advertisers or fancy anchors to hosting

educational radio broadcasts, and that the programmes meet both personal and

defined educational goals. Ojebode and Sonibare (2004) reveal that radio reading

programmes create in listeners a strong urge to read but do not automatically

achieve actual reading, while Agba, (2005) x-rays the advantages and disadvantages

of radio as a medium for distance education and underscores the need for an

integrated media approach.

The studies above focus on use of radio programmes for educational purposes

generally, and not the evaluation of specific educational radio programmes to find

out to what extents they conform to the criteria for educational radio programmes.

Two recorded non-formal educational programmes (Health Watch and Know Your

Rights) have been identified among the programmes of Radio Nigeria Network. Are

the objectives of these programmes consistent with the standard objectives of

educational radio programmes and to what extent do their production procedures

conform to the conventional procedures for producing educational radio

programmes? Do these programmes meet the standard content specifications for

educational programmes and what impact do they have on the audience? These

questions and the absence of ready answers to them indicate a gap in knowledge

that this evaluation of recorded non-formal educational radio programmes from the

perspective of the ADDIE Instructional Design Model attempts to fill.

Objectives of the Study

The objectives of this study are to:

i. find out how consistent the objectives of the selected programmes on Radio

Nigeria network are with the standard objectives of educational radio

programmes.

ii. ascertain the extent to which the producers of the programmes conform to the

criteria for the production of educational radio programmes.

Evaluation of Recorded Non-Formal Educational Programmes of Radio Nigeria from Addie

Instructional Design Model Perspective


iii. determine the extent to which the selected programmes meet the standard content

specification for educational programmes on radio.

iv. find out the impact of the selected programmes on listeners.

Research Questions

This study is driven by search for answers to the following research questions:

i. How are the objectives of the selected programmes on Radio Nigeria Network

consistent with standard objectives of educational radio programmes?

ii. How do the production procedures of selected programmes on Radio Nigeria

Network conform to the production criteria of educational radio programmes

iii. To what extent do the selected programmes on Radio Nigeria Network meet the

standard content specifications for educational radio programmes?

iv. How have the selected programmes on Radio Nigeria Network impacted on

listeners?

Scope of the Study

This study is delimited to evaluation of Health Watch and Know Your Rights (two

programmes on Radio Nigeria Network) and the audience in Oyo State, one of the

oldest states in Nigeria with a relatively elitist radio audience and a well-formed

radio listening culture. The signals of Radio Nigeria Network are received clearly in

most parts of the state, especially as a zonal headquarter of the station is located in

the state.

Recorded Non-Formal Educational Radio Programmes

Radio is a veritable channel for non-formal education in Nigeria and recorded non-

formal educational programmes are available in the country, especially on Radio

Nigeria network. A recorded radio programme is one that is not aired

simultaneously as it is being produced. The time lag between production and

transmission provides opportunities for editing and reviewing the radio programme

to fine-tune it (eliminating blemishes in sound and/or introducing fresh audio

elements to improve the contents such as adjustments in voice pitch, speaking pace

and sound effects).

Non-formal educational radio programmes deal with defined specialised cognitive

fields not based on school curricula but the knowledge and skills acquired from

them can be evaluated (especially workmanship and craft) (Onabajo, 2000a). Non-

formal educational broadcasting, according to UNICEF, can also be seen as the use

of broadcasting to deliver any organised educational activity outside the established

formal system, whether operating separately or as an important feature for some

broader activities that are intended to serve identifiable objectives (Akintayo &

Kester, 2004). Contents of non-formal educational programmes can be managed.

This is because of the existence of Adult and Non-Formal Education Units in

ministries of education in Nigeria that are responsible for planning and

implementing delivery of education in non-formal cognitive fields. Again, because

the purpose of non-formal educational programmes is neither based on general

knowledge nor unstructured learning, as is the case with informal educational



programmes, non-formal educational programme producers are able to strictly

determine and predict what to dwell on.

Radio Nigeria provides the only national radio network in Nigeria with about forty-

three stations scattered all over the country (National Broadcasting Commission,

2004). Its programmes are received by over 100 million listeners in 15 languages

via radio and online at www.radionigeriaonline.net (Radio Nigeria, 2012), thereby

making the station very crucial for educational broadcasting in Nigeria. Health

Watch and Know Your Right are Radio Nigeria Network programmes. These

programmes aim to educate listeners on innovations and pressing social literacy

issues, impart knowledge and skills, and influence behaviour. They also posses

elements of educational criteria identified as clarity of programme concept; specific

objectives; guiding curricula; audience-cum-learner centred contents; cumulative

learning; recapitulation; interactivity/feedback; and explore cognitive, affective and

psychomotor levels of learning (Adepoju & Abiona, 2004; Anaeto, 2006; Fadare &

Abu, 2004; Kemp & Dayton, 1985 Ogunranti, 1988; Ojebode & Sonibare 2004;

Okediran & Momoh, 2004;).

Evaluation of Recorded Non-Formal Educational Radio Programmes

Evaluation is an organised process of determining the worth or true nature of

something. In the words of Ogunmilade (1984:115) it “… is the act of finding the

value of the amount of, or determining the quality or worth of something”. It can be

conducted at intermittent stages in a systematic approach intended to improve

interventions (formative evaluation) or the final stage in a systematic approach

intended to make a judgment about the worth and effectiveness of a process

(summative evaluation) (Eseryel, 2002). Formative evaluation takes place while the

process of educational broadcasting is still on. It can be done at any point in time

during the process and its outcomes may necessitate modifying components of

instruction without waiting for the completion of the process. On the other hand,

summative evaluation takes place at the end of the exercise (post-process appraisal).

In both instances, evaluation is a vital feedback opportunity.

Evaluation requires pre-determining yardsticks and collecting relevant information

for analysis to help decision making. This information gathering, analysis and

drawing conclusions about the subject being evaluated afford scholars opportunities

to make valid judgments about a process with clearly identified yardsticks.

Evaluating recorded non-formal educational radio programmes of Radio Nigeria

Network helps determine degree of their conformity to educational criteria and

levels of effectiveness and in order to enhance them. It also reveals their viability

given the prospects of using the station for educational purposes, especially as it is

the only national radio network in Nigeria. Evaluation of selected recorded non-

formal educational radio programmes of Radio Nigeria Network could be seen as a

process of measuring the successes of the programmes in teaching in terms of the

knowledge gained by the audience. That is not to say that evaluation centres on only

learner‟s achievements. It also borders on clarifying the instructional objectives,

determining the extent to which the instructional objectives have been achieved,



Sahel Analyst: ISSN 1117-4668 6

appraising the effectiveness of instructional contents of selected programmes,

quality control of messages, and process of instruction (Ayodele et al, 2009).

Addie Instructional Design Model

This study is anchored on the ADDIE Instructional Design Model, which is a

common model used for creating instructional materials and developing

instructional strategies (Culatta, 2010). The name of the model is derived from the

acronym of the five phases viz: Analyse, Design, Develop, Implement, and

Evaluate. To understand this model, this study relies on the exploration of the

component phases of the model by Culatta (2010), as presented below:

Analyse Phase

This phase deals with clarification of instructional problem, audience needs

assessment, identification of instructional goals and objectives, assessment of

potential instructional environment and conditions, as well as identification of

audience existing knowledge and skill related to the subject of instruction. Analysis

phase in educational broadcasting requires programme producers to find out what

target audience knows and/or needs to know about the subject of instruction;

identify the behavioural outcomes expected from the target audience at the

completion of instruction; find out the possible types of learning constraints that

may interfere with the educational broadcast and the options to manage these

constraints. The timeline for project completion must also be determined at this

phase. Research Question 1 in this study is derived from this phase of ADDIE

Instructional Design Model.

Design Phase This phase requires the educational broadcaster to fine-tune the instructional

objectives from the analysis phase to determine the most appropriate instructional

approach. The Design Phase entails thoroughly understanding subjects of

instruction and marshalling the best instruments to be engaged. In educational

broadcasting, this phase involves media selection; programme format; duration and

transmission schedule. Research Questions 2 and 3 in this study are partly related to

Design Phase of ADDIE Instructional Design Model.

Develop Phase

This phase deals with production of the educational broadcasts. This phase entails

an assembling of the components of the broadcast programme outlined in the design

phase. Here, the programme producer works to integrate the concepts fashioned out

with available technology to arrive at the finished product ready for presentation to

members of the target audience. Research Question 3 in this study is partly

connected to Development Phase of ADDIE Instructional Design Model.

Implement Phase

This is where the instructional content is delivered to the target audience. In

educational radio broadcasts, implement phase covers actual transmission via radio

in line with the schedule determined in the design phase. This phase also entails



monitoring the media of transmission to ensure that the instructional programmes

are being transmitted as originally planned and free from any form of encumbrance

that may inject communication noise into the message being received by the target

audience. This monitoring makes it possible to detect flaws that can impede on the

effectiveness of the instructional activity and creates room for its formative

evaluation. With this, necessary modifications to programme design, format,

structure, duration and schedule can be effected promptly. Research Question 3 in

this study is partly connected to Implementation Phase of ADDIE Instructional

Design Model.

Evaluate Phase

Evaluate phase is concerned with making sure that instructional activities achieve

desired goals. Evaluation at the last stage in a systematic process is an organised

enquiry to determine its actual outcome. In educational broadcasting, it is a process

of measuring the success of teaching in terms of the knowledge gained by the

audience. It does this by clarifying instructional objectives, determining the extent

to which the objectives have been achieved, and appraising effectiveness of

instructional contents and process. Research Question 4 in this study is connected to

Evaluate Phase of ADDIE Instructional Design Model.

Methodology

This study adopted in-depth interview, content analysis and survey. The study

population was episodes of Health Watch and Know Your Rights, their producers

and audience. Cluster random sampling was adopted to select a major town from

each Senatorial District in Oyo State Viz: Oyo North – Ogbomoso; Oyo Central –

Oyo; and Oyo South – Ibadan, while purposive sampling was used to select 1,500

respondents who listened to the selected programmes (500 from each selected

town). One producer each of Health Watch and Know Your Rights were purposively

selected for in-depth interview, while convenience sampling was used to select six

episodes each from Health Watch and Know Your Right for content analysis based

on availability.

Quantitative data was analysed with the mean scores and standard deviations with

decision rules adapted from Nworgu (2006) as follows:

Mean Score: Where computed mean is “Equal to” or “Less than” bench mark

mean: Outcome is negative. Where computed mean is “Greater than” bench mark

mean: Outcome is positive (NOTE: Bench mark mean = 50% of aggregate mean)

Standard Deviation: High mean and low or moderate standard deviation indicates

that the issues being measured are markedly appropriate (Positive outcome) while

low mean and low or moderate standard deviation indicates that the issues are

inappropriate (Negative outcome). Qualitative data was analysed with explanation

building technique. The technique explored available data convergence to and

divergence from central themes from objectives.




Data Analysis

Re-Research Question 1: “How are the objectives of the selected programmes on

Radio Nigeria Network consistent with standard objectives of educational radio

programmes?” Available data indicate that the selected programmes derive from

clear objectives as they were conceived, developed and produced with the aim of

achieving clearly articulated goals as shown below.

Health Watch

The main objectives of Health Watch, identified by producer, are getting „members

of the public to become conscious of their health and creating awareness about

different health conditions and challenges‟. The objectives are also to acquaint

listeners with policies on health, health-care facilities and Non-Governmental

Organisations (NGOs) providing health-care services. The objectives are

corroborated by content analysis of Health Watch, which revealed that it dwelt on

different health conditions such as „Obesity‟; „Eye/Sight Defects‟; „Toothache‟;

„Fistula‟ and „Adverse Drug Reactions and Interactions‟. The presenters of Health

Watch introduce it as designed to meet the above objectives and to direct listeners

on what steps to take to get remedy to their health challenges and acquaint them

with government agencies, NGOs and health facilities that can be of help. These

clearly show that Health Watch has predetermined educational objectives which are

consistent with educational radio programmes.

Know Your Rights

Emanating data revealed that the objectives of the programme are „to enlighten

listeners on different issues of human rights, and to educate them on their civic

responsibilities to the society‟. The programme also seeks to acquaint listeners with

steps to take to insist on their rights and seek redress when their rights are violated.

Content analysis of the programme reveals that legal and human rights issues such

as „Investors‟ Rights‟; „Writing Will‟; „Medical Negligence‟; „Reproductive Health

Right‟; „Child and Exploitative Labour‟; „Torture by Security Personnel‟ and

„Abolition of Death Penalty‟ were handled in the programme. The programme is

introduced as „designed to educate people on their rights and responsibilities to the

society‟ and to „highlight issues of human rights and what the people can do when

their rights are violated‟. These objectives of educating listeners on issues related to

human rights to enable them take specific actions are consistent with educational

radio programmes‟ objectives.

Re-Research Question 2: “How do the production procedures of selected

programmes on Radio Nigeria Network conform to the production criteria of

educational radio programmes?” The study relied on data from in-depth interview,

content analysis and survey on Audience Needs Assessment; Content Sources;

Curricula; Backgrounders; Appropriate Personnel; Interactivity; Feedback;

Transmission Schedule; Duration; and Formats to answer this research question.

Survey data were analysed with Standard Deviation to prove or disprove in-depth

interview and content analysis data. The data analyses to answer Research Question

2 are presented for each of the selected programmes below.



Health Watch

In-depth interview revealed that audience needs assessment is considered very

important in the production of Health Watch as conscious efforts are made to ensure

that the programme‟s contents derive from feedback received from listeners through

pre-production vox pop, mobile phone text messages and emails presented in each

episode, which were corroborated by content analysis. Content analysis revealed the

programme format to be a pot-pourri of narratives presenting research-based

backgrounder; discussion; vox pop; testimonial (personal account); and questions-

and-answers. This pot-pourri created variety and prevented monotony in the

programme. Transmission time and duration of Health Watch are 5:30 PM on

Mondays and 30 minutes. The programme producer explained that the programme

was scheduled at 5:30 PM because it falls within the time when many workers

would have returned home or on their way home from work and could listen to the

radio programme at home or from car or GSM handset radio on their way home.

The producer also pointed out that 30 minutes duration was good enough period to

effectively deliver health education by radio as the core message would have been

passed across before boredom sets in. Production inputs/procedures of Health

Watch related to education are curriculum and qualified personnel. In-depth

interview revealed that decisions on the contents of the programme are based on

informal curricula derived from international health-related days; government

policies on health; activities of public and private health facilities; programmes of

health-oriented NGOs; and prevailing circumstances in the society with health

implications. These were said to be organised into a work plan detailing schedule of

issues to handle over time. This way, it becomes easy to tell listeners what health

issue would be featured in the following week‟s episode of the programme. Health

Watch‟s involved guests with relevant professional and health care administrative

competencies such as medical doctors, opticians, key members of relevant NGOs,

and concerned government functionaries in the health-care sector. However, Health

Watch does not accommodate interactivity between studio personnel and the

audience because it is a recorded programme.

These findings are corroborated by standard deviations of listeners‟ responses (See

Table 1 in Appendix) which shows that the mean scores in respect of respondents‟

perception of resort to audience needs assessment; programme format; selection of

transmission time; and programme duration for Health Watch are high at 3.12; 3.76;

3.11; and 3.07 respectively but the standard deviations are low at 1.41; 1.03; 1.41;

and 1.40 respectively. Relying on the decision rule for values of standard deviations

(i.e. High mean and low or moderate standard deviation indicates that the issues

being measured are markedly appropriate), the values of means and standard

deviations indicate that the issues of audience needs assessment; programme

format; time of transmission and duration in respect of Health Watch are adjudged

significantly appropriate inputs/procedures for the production of an educational

radio programme. It is therefore safe to conclude that the inputs or procedures for

the production of Health Watch conform to the criteria for the production of

educational programmes on radio.




Know Your Rights

In-depth interview with a producer of Know Your Rights and content analysis of

selected episodes indicate that audience needs assessment is adequately

accommodated in the feedback from SMS and emails from listeners. These,

according to the producer, help in keeping abreast of legal and human rights issues

of concern to the audience. This is because the producer is able to discern what

legal issues bother members of the audience; how much they know about such

issues and what they need to know. In-depth interview revealed that Know Your

Rights is produced with a pot-pourri of narratives presenting research-based

backgrounder; discussion; vox pop; testimonial (personal account); and question-

and-answer from feedback SMS and emails. This was clearly seen in the content

analysis. This pot-pourri prevented monotony in the programme. The choice of 7:03

PM as time of transmission and 30 minutes as duration is adjudged as good

inputs/production procedures. At 7:03 PM, majority of workers in Nigeria have

returned home and are relaxed enough to pay attention to a radio programme. In

addition, the 30 minutes duration is a good time frame within which to educate

listeners on legal matters.

The production of Know Your Rights is guided by curriculum. In-depth interview

and content revealed that contents of the programme derive from constitutional

provisions, international human rights treaties and contemporary issues in the

society bordering on human rights. They also revealed the involvement of

appropriate personnel. Experts in law and human rights, relevant security operatives

as well as people with personal experiences of the issues were invited to the

programme to provide professional/practical inputs into the educative contents of

the programme. Standard deviation for audience perceptions on procedures/inputs

decision of Know Your Rights indicate that audience needs assessment; programme

format; time of broadcast; and duration of broadcast are appropriate for an

educational radio programme. This is evident in the high mean scores and low

standard deviations of 4.00/0.94; 3.75/1.11; 3.84/1.09; and 3.68/1.03 respectively

(See Table 2 in Appendix). With the above, the study concludes that the

inputs/procedures for the production of Know Your Rights conform to the criteria

for the production of educational programmes on radio.

Re-Research Question 3: “To what extent do the selected programmes on Radio

Nigeria Network meet the standard content specifications for educational radio

programmes?” Answer to this research question is premised on content analysis

data on levels of needs assessment; reliance on curricula; depth of education;

cumulative learning; interactivity; use of recapitulations; feedback and evaluation.

Observations under these content categories are analysed with the mean score

statistics for the selected programmes in Table 3 in Appendix and discussed below.

Health Watch

The mean score for Health Watch in the rating of selected programmes against the

yardstick of educational criteria from content analyses is 2.82 against a bench mark

mean of 2.32 (See Table 3 in Appendix). This shows that its contents sufficiently



meet the standard content specifications for educational radio programmes. The

programme scored highest in the area of reliance on pre-defined issues as

curriculum with a score of 4 out of 4 (100%), followed by use of recapitulations

with a score of 4.33 out of 5 (86.6%). The contents of Health Watch stay focused on

specific subjects and never dabble into other areas in any particular episode. The

programme makes very good use of recapitulations to keep the health issue in each

episode in focus. The programme fared well in interactivity and depth of education

with scores of 3.98 out of 5 (79.6%) and 2.17 out of 3 (72.3%) respectively.

Interactivity amongst listeners, producers and guests in the programme derive from

the vox pop (where members of the public responded to and/or raised issues relating

to health conditions and challenges) and testimonials (where people with health

conditions being discussed in the day‟s episode tell their personal stories

passionately). These enable listeners-cum-learners to hear from other listeners and

the guests on the day‟s episode and vice versa. The programme also has appreciable

depth of education as it covers the three levels of education (e.i. to inform, to teach,

and to direct). The programme not only provides information to listeners on the

health conditions/challenges but also teaches them practical responses and directs

them to where to go for further assistance. Health Watch is produced with some

elements of backgrounder, hence the score of 3.12 out of 5 (62.4%). The

programme scored average in cumulative learning (2.50 out of 5 [50%]) and

accommodation of feedback (2.45 out of 5 [49%]). Out of the six episodes content

analysed, only one episode („Drug Reaction and Interaction‟) contains slight

references to the previous episode. Also, though the programme encourages

listeners to send feedback through SMS and emails, only 1 episode features

listeners‟ questions on previous topics. The programme scored 0 in the area of

incorporation of evaluation devices as an educational criterion. None of the

episodes content analysed evaluates the learning levels of listeners.

Know Your Rights

The mean score for Know Your Rights from the computation in Table 3 in Appendix

is 2.66 against a bench mark mean of 2.32. This indicates that the programme‟s

contents meet standard content specification for educational radio programmes

above the average point. It fared very well reliance on pre-defined issues as guiding

curriculum; presence of backgrounder; and use of recapitulation with maximum

mean scores of 4 out of 4 (100%); 3.92 out of 5 (78%); and 3.83 out of 5 (76.6%)

respectively. The title of the programme clearly identifies it as a legal/human rights-

oriented programme and it focuses only on that. The programme content is derived

from pressing human rights issues in the society, international days related to

human rights, vox pop, feedback from listeners through SMS and emails and

personal accounts of people with human rights issues. For instance, the episode on

reducing child and exploitative labour featured personal accounts of children and

parents of children involved in child exploitative labour to provide clues on the

topic. Recapitulation in the programmes is high as core issues are repeated over and

over again by the moderator to keep them in focus. Know Your Rights scored above

average in depth of education and interactivity with mean scores of 1.96 out of 3

(65.3%) and 2.94 out of 5 (58.8%) respectively. The programme moderately deals




with the levels of education. While all episodes selected for content analysis focus

on informing listeners about the legal/human rights issues in focus, only two

episodes („Medical Negligence‟ and „Child Exploitative Labour‟) give clear

directions to listeners on where to go for redress of violations of their rights. Again,

though there are avenues of interactivity in the programme, they are sparingly

exploited in the episodes content-analysed as only 1 episode („Child Exploitative

Labour‟) features vox pop and personal accounts. The programme scored 1.90 out

of 5 (38%) in the accommodation of feedback, 1.66 out of 5 (33.2%) in the area of

cumulative learning and 0 in incorporation of evaluation. Although the moderator

emphasises the need for listeners to send feedback through SMS and emails

repeatedly in every episode content analysed, there is very little feature of the

contents of the feedback SMS/emails. In the area of cumulative learning, only one

episode of the programme („Torture by Security Personnel‟) shows link with

following episode where the moderator promises to bring-in a senior police officer

to continue the discussion on the issue of torture by security operatives. None of the

episodes content analysed poses questions to listeners in an attempt to evaluate their

learning outcomes from the programme.

Re-Research Question 4: “How have the selected programmes on Radio Nigeria

Network impacted on listeners?” Answer to this research question is derived solely

from the analysis of survey data with mean scores as presented in Tables 4 and 5 in

Appendix. Accordingly, the answers to the research question in respect of each of

the programmes selected for this study are presented below.

Health Watch

Table 4 indicates that Health Watch has significant impact on listeners in all the

areas of possible impact evaluated as all recorded well above the benchmark mean

of 2.50. The means for the various levels of impact of Health Watch on listeners

indicate that it persuaded them to appreciate the plight of persons living with the

medical conditions handled in the programmes (3.39); enriched their knowledge on

health issues handled (3.35); enabled them to enlighten others on related health

issues (3.30); and influenced them to correct their impressions on specific health

issues (3.29). Listeners were also significantly influenced to improve relationships

with persons with medical conditions (3.28); reinforce their notions in agreement

with the health issues handled in the programmes (3.13); and seek medical attention

for their health conditions related to issues treated in the programmes (3.12). The

overall impact of Health Watch on listeners-cum-learners is significant with an

aggregate mean of 3.25 against the benchmark mean of 2.50.

Know Your Rights

Analysis of data relating to the impact of Know Your Rights on listeners (Table 5)

indicates that it had significant impact on listeners in all areas evaluated with an

aggregate mean of 3.24 against a benchmark mean of 2.50. In the individual impact

categories, the highest impact was recorded jointly in the areas of enriching

audience‟ knowledge on their rights and responsibilities in the society (3.31) and

influencing them to respect the rights of other persons (3.31), while the lowest was



in influencing them to seek appropriate redress to infringements of their rights

(3.08). Other levels of impact of Know Your Rights were enabling listeners to

enlighten others on their rights and responsibilities to the society (3.22); influencing

them to correct their impressions on human rights and responsibilities to the society

(3.28); and reinforcing their notions of rights and responsibilities to the society

(3.25). Listeners were also influenced to make amends for their infringements on

the rights of others (3.22).

Discussion of Findings

This study observed that many listeners to radio in Ogbomoso do not listen to Radio

Nigeria Network programmes because its signals received in the town are

transmitted from Radio Nigeria Harmony FM located in neighbouring Kwara State.

They reported that they preferred listening to other radio stations located in Oyo

State instead. This observation is very important to radio broadcasting in Nigeria

generally, even though not directly captured by any of the research question in this

study. This is because it confirms the postulation by Ojebode and Adegbola (2010)

that many listeners to radio prefer radio station that are close to them, speak their

language and dialect, and share their peculiar needs with them.

Findings from answer to Research Question 1 indicate that the two programmes of

Radio Nigeria Network evaluated have clearly defined educational objectives. This

finding shows that Health Watch, Focus and Know Your Rights satisfy the

„Analyse‟ component of the ADDIE Instructional Design Model which insists that

every successful instructional undertaking (including educational radio

programmes) must be based on clearly defined objectives (Culatta, 2010; Nkom,

2000). The objectives of the selected programmes in this study indicate that they

were deliberately designed to impart knowledge and skills, and to influence

behaviour, and these, according to Ojebode and Sonibare (2004), make the

objectives consistent with the standard objectives of educational radio programmes.

The objectives of Health Watch include to get members of the public to become

conscious of their health; to create awareness about different health conditions and

challenges; and to acquaint members of the public with public policies on health,

government health-care facilities and Non-Governmental Organisations (NGOs)

providing health-care services, while those of Know Your Rights include

enlightening listeners on different issues of human rights; educating them on their

civic responsibilities to the society; acquainting listeners with steps to take to insist

on their rights and/or to seek redress when their rights are violated.

This study reveals that the production and presentation procedures adopted in the

evaluated programmes are tilted towards education. The programmes‟ structuring

and production decisions such as content generation; programmes‟ strategies/

formats, durations as well as programmes‟ scheduling are carefully handled to

achieve effective instruction as encapsulated in the „Design‟ and „Develop‟ phases

of ADDIE Instructional Design Model. The two programmes are produced with a

combination of narratives, discussions, vox pop, testimonials and question-and-

answer. Audience needs assessment was also discovered to be a major factor in the




input/procedure for the production of the selected programmes, as the producers

rely on it to determine what the audience knows and needs to know about the issues

to be handled in different episodes. The two recorded non-formal educational

programmes resort to 30 minutes duration, which is long enough to hold listeners‟

attention and pass on the instructional messages on radio before they become bored

or distracted. In the area of timing, the two programmes are transmitted in the

evening after normal official hour (Health Watch – 5:30 PM on Mondays; Know

Your Rights – 7:03 PM on Fridays).

Findings in this study show that contents of the programmes evaluated meet

standard content specifications for educational radio programmes to some extent

because, as recorded programmes, Health Watch and Know Your Rights can not

accommodate instant interaction among listeners, moderators and guests. Beyond

interactivity, the two programmes meet educational radio programmes‟ content

specifications in the areas of needs assessment; reliance on defined issues as

guiding curricula; delivery of education at the levels of informing, teaching, and

directing; cumulative learning; use of recapitulations; and accommodation of

feedback mechanism. This conformity of selected programmes to educational

criteria is reflected in the “Develop” component of the ADDIE Instructional Design

Model which deals with generating contents to achieve educational objectives.

Listeners to the two programmes studied report that the impact of the programmes

on them is very significant. Respondents indicate that their knowledge on issues

handled in the programmes is enriched; that they are enabled to enlighten others on

the issues handled in the programmes; and that they are influenced to correct their

impressions and/or reinforce their notions related to the issues handled in the

programmes. The findings also reveal that listeners are influenced to take specific

actions as directed by the programmes; to appreciate the plights of others and

improve relationship with them in line with the issues handled in the programmes.

Conclusion

This study set out to find out how the objectives of the two selected recorded non-

formal educational programmes of Radio Nigeria Network are consistent with the

standard objectives of educational radio programmes; how much the programmes‟

production procedures conform to conventional procedures for producing

educational radio programmes; the extent to which the programmes meet standard

content specifications for educational programmes and how they impact on the

audience. These objectives were achieved in the study as findings indicate that the

two programmes have clearly defined educational objectives that are consistent with

standard objectives of educational radio programmes.

This study reveals that the production and presentation procedures adopted in the

evaluated programmes are tilted towards education and conform to conventional

procedures for producing educational radio programmes, and that their contents

meet standard content specifications for educational radio programmes to some

extent because as recorded programmes, they cannot accommodate instant



interaction among listeners, moderators and guests. However, this lack of instant

interaction that is expected in educational radio programmes did not stop the

programmes from recording significant impact on listeners as it was observed that

the two recorded non-formal educational programmes influenced listeners at the

three level of education (to inform; to educate; and to direct).

Recommendations

The study recommends as follows:

i. Radio Nigeria Network; educational programme producers; governments;

behaviour change agents; scholars of radio and/or educational broadcasting

should sustain the use of recorded non-formal educational radio programmes

to promote cognition, attitude formation, and behaviour modifications in

different domains of civic, health, cultural, entrepreneurial, and citizen rights

education.

ii. Educational programme producers should ensure that their programmes

conform to ADDIE Instructional Design Model as much as possible as this

will enhance effectiveness of educational broadcasting in Nigeria.

iii. Educational radio programme producers should adopt 30 minutes duration for

their programmes as it is long enough time to educate on radio without losing

the audience to distraction and boredom.

iv. Producers of educational broadcasts should make efforts to ensure that their

programmes sufficiently accommodate educational criteria to enhance their

effectiveness.

v. The study recommends that similar studies be carried out to evaluate other

educational programmes provide more perspectives to the phenomenon of

educational broadcasting in Nigeria and ADDIE Instructional Design Model.

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APPENDIX

Table 1: Table Showing Computations of Standard Deviations for Audience Needs

Analysis; Formats; Transmission Time and Duration of Programmes for Health

Watch AUDIENCE NEEDS ASSESSMENT IN HEALTH WATCH

RESPONSES X f fX X-X (X-X)2 f(X-X)

2

Very appropriate 5 137 685 1.88 3.5344 484.21

Appropriate 4 132 528 0.88 0.7744 102.22

Moderate 3 122 366 -0.12 0.0144 1.76

Poor 2 110 220 -1.12 1.2544 137.98

Very poor 1 110 110 -2.12 4.4944 494.38

∑ 611 1909 1220.55

X = 1909 ÷ 611 = 3.12; SD = 1220.55 = 1.41

611

FORMAT OF HEALTH WATCH


2


Appropriate 4 252 1008 0.24 0.0576 14.52

Moderate 3 144 432 -0.76 0.5776 83.17

Poor 2 36 72 -1.76 3.0976 111.51

Very poor 1 27 27 -2.76 7.6176 205.68

∑ 611 2299 648.60

X = 2299 ÷ 611 = 3.76; SD = 648.6 = 1.03

611

TIME OF TRANSMISSION OF HEALTH WATCH

RESPONSES X f Fx X-X (X-X)2 f(X-X)

2


Appropriate 4 126 504 0.89 0.7921 99.81




Moderate 3 128 384 -0.11 0.0121 1.55

Poor 2 112 224 -1.11 1.2321 138.00

Very poor 1 110 110 -2.11 4.4521 489.73

∑ 611 1897 1211.32

X = 1897 ÷ 611 = 3.11; SD = 1211.32 = 1.41

611

DURATION OF HEALTH WATCH

RESPONSES X f Fx X-X (X-X)2 f(X-X)

2


Appropriate 4 128 512 0.93 0.8649 110.71

Moderate 3 131 393 -0.07 0.0049 0.64

Poor 2 113 226 -1.07 1.1449 129.37

Very poor 1 112 112 -2.07 4.2849 479.91

∑ 611 1878 1193.69

X = 1878 ÷ 611 = 3.07; SD = 1193.69 = 1.40

611

Table 2: Table Showing Computations of Standard Deviations for Audience Needs

Analysis; Formats; Transmission Time and Duration of Programmes for Know Your Rights

AUDIENCE NEEDS ASSESSMENT IN KNOW YOUR RIGHTS


2

Very appropriate 5 201 1005 1 1 201

Appropriate 4 206 824 0 0 0

Moderate 3 123 369 -1 1 123

Poor 2 21 42 -2 4 84

Very poor 1 13 13 -3 9 117

∑ 564 2253 525

X = 2253 ÷564 = 4 SD = 525 = 0.96

564

FORMAT OF KNOW YOUR RIGHTS


2


Appropriate 4 184 736 0.25 0.0625 11.50

Moderate 3 157 471 -0.75 0.5625 88.31

Poor 2 19 38 -1.75 3.0625 58.19

Very poor 1 37 37 -2.75 7.5625 279.81

∑ 564 2117 698.75

X = 2117 ÷564 = 3.75 SD = 698.75 = 1.11

564

TIME OF TRANSMISSION OF KNOW YOUR RIGHTS


2


Appropriate 4 149 596 0.16 0.0256 3.81

Moderate 3 151 453 -.84 0.7056 106.55

Poor 2 46 92 -1.84 3.3856 155.74



Very poor 1 17 17 -2.84 8.0656 137.12

∑ 564 2163 673.69

X = 2163 ÷ 564 = 3.84 SD = 673.69 = 1.09

611

DURATION OF KNOW YOUR RIGHTS


2


Appropriate 4 180 720 0.32 0.1024 18.43

Moderate 3 190 570 -0.68 0.4624 87.86

Poor 2 33 66 -1.68 2.8224 93.14

Very poor 1 21 21 -2.68 7.1824 150.83

∑ 564 2077 594.20

X = 2077 ÷ 564 = 3.68 SD = 594.20 = 1.03

564

Table 3: Table Showing Mean Scores of Selected Programmes for Educational Criteria

from Content Analysis.

S/n

OBSERVED EDUCATIONAL CRITERIA

EDUCATIONAL CRITERIA

RATINGS OF SELECTED

PROGRAMMES M

axim

um

Sco

re

Hea

lth

Wa

tch

Kn

ow

Yo

ur

Rig

hts

Cri

teri

a A

ver

ages

Score

Score

1 Reliance on curriculum/defined issues 4 4.00 4.00 3.92

2 Presence of backgrounder 5 3.12 4.00 3.64

3 Depth of instruction 3 2.17 1.96 2.45

4 Cumulative learning 5 2.50 2.66 2.63

5 Interactivity 5 3.98 2.94 3.87

6 Use of recapitulations 5 4.33 3.83 3.93

7 Accommodation of feedback mechanism 5 2.45 1.90 3.07

8 Incorporation of evaluation device 5 0.00 0.00 0.08

TOTAL SCORES (∑) 37 22.55 21.29

AGGREGATE MEAN SCORES (∑÷8) 4.63 2.82 2.66

Table 4: Aggregate Mean of Impact Level of Health Watch on Listeners

s/n

POSSIBLE IMPACT

IMPACT RESPONSE VALUES

∑f

∑fx

X

SA: X=4 S: X=3 D: X=2 SD: X=1

f fx f fx f fx f fx

1 Enriched listeners‟ knowledge

271

1084

291

873

41

82

8

8

611

2047

3.35

2 Listeners enlightened others

200

800

391

1173

20

40

0

0

611

2013

3.30

3 Listeners corrected impression




214 856 359 1077 38 76 0 0 611 2009 3.29

4 Reinforced listeners notions

184

736

339

1017

70

140

18

18

611

1911

3.13

5 Listeners sought medical

attention

204

816

301

903

80

160

26

26

611

1905

3.12

6 Listeners appreciated plight of

persons living with the medical

conditions

271

1084

320

960

10

20

10

10

611

2014

3.39

7 Listeners improved relationship

with persons having similar

health challenges

233

932

339

1017

13

26

26

26

611

2001

3.28

∑ 4277 13900

Aggregate Mean (X) = ∑(∑fx) † ∑(∑f) = 13900 † 4277 = 3.25

Table 5: Aggregate Mean of Impact Level of Know Your Rights on Listeners

s/n

POSSIBLE IMPACT

IMPACT RESPONSE VALUES

∑f

∑fx

X SA: X=4 S: X=3 D: X=2 SD: X=1

f fx f fx f fx f fx

1 Enriched listeners‟ knowledge 262 1048 243 729 30 60 29 29 564 1866 3.31

2 Listeners enlightened others 218 872 277 831 46 92 23 23 564 1818 3.22

3 Listeners corrected impression 214 856 301 903 41 82 8 8 564 1849 3.28

4 Reinforced listeners notions 2332 928 262 786 47 94 23 23 564 1831 3.25

5 Listeners sought redress to abuse

of rights

196

784

231

693

123

246

14

14

564

1737

3.08

6 Listeners appreciated rights of

others

233

932

270

810

61

122

0

0

564

1864

3.31

7 Listeners made amends for their

abuse of rights of others

211

844

265

795

88

176

0

0

564

1815

3.22

∑ 3948 12780

Aggregate Mean (X) = ∑(∑fx) † ∑(∑f) = 12780 † 3948 = 3.24

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