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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]
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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
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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
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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,
Evaluation of Recorded Non-Formal Educational Programmes of Radio Nigeria from Addie
Instructional Design Model Perspective
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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
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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.
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Instructional Design Model Perspective
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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.
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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.
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Instructional Design Model Perspective
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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
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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
Evaluation of Recorded Non-Formal Educational Programmes of Radio Nigeria from Addie
Instructional Design Model Perspective
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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
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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
Evaluation of Recorded Non-Formal Educational Programmes of Radio Nigeria from Addie
Instructional Design Model Perspective
Sahel Analyst: ISSN 1117-4668 Page 64
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
Sahel Analyst: Journal of Management Sciences (Vol.16, No.4, 2018), University of Maiduguri
Sahel Analyst: ISSN 1117- 4668 Page 65
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
RESPONSES X f fX X-X (X-X)2 f(X-X)
2
Very appropriate 5 152 760 1.24 1.5376 233.72
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
Very appropriate 5 135 675 1.89 3.5721 482.23
Appropriate 4 126 504 0.89 0.7921 99.81
Evaluation of Recorded Non-Formal Educational Programmes of Radio Nigeria from Addie
Instructional Design Model Perspective
Sahel Analyst: ISSN 1117-4668 Page 68
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
Very appropriate 5 127 635 1.93 3.7249 473.06
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
RESPONSES X f fX X-X (X-X)2 f(X-X)
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
RESPONSES X f fX X-X (X-X)2 f(X-X)
2
Very appropriate 5 167 835 1.25 1.5625 260.94
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
RESPONSES X f fX X-X (X-X)2 f(X-X)
2
Very appropriate 5 201 1005 1.16 1.3456 270.47
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
Sahel Analyst: Journal of Management Sciences (Vol.16, No.4, 2018), University of Maiduguri
Sahel Analyst: ISSN 1117- 4668 Page 69
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
RESPONSES X f fX X-X (X-X)2 f(X-X)
2
Very appropriate 5 140 700 1.32 1.7424 243.94
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
Evaluation of Recorded Non-Formal Educational Programmes of Radio Nigeria from Addie
Instructional Design Model Perspective
Sahel Analyst: ISSN 1117-4668 Page 70
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