INFLUENCE OF MASS MEDIA ON TEACHING/LEARNING IN PUBLIC SECONDARY SCHOOLS IN OVIA NORTH OF EDO STATE

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CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Arguments about the impact of mass media in teaching/learning go back at least 2,500 years. For the ancient Greeks, oratory and speech were the means by which people learned and passed on learning. Homer’s Iliad and the Odyssey were recitative poems, intended for public performance. To be learned, they had to be memorized by listening, not by reading, and transmitted by recitation, not by writing. Nevertheless, by the fifth century B.C, books existed in considerable numbers in Greece. If we believe Socrates, education has been on a downward spiral ever since (Hawkins, 1994).

Before the 1980s, students made calculations by hand ” calculators were expensive, fragile, and had short battery life. When a student wanted to look up information, they headed to the library. Now, calculators and Internet access are old news, and Nigerian students today are looking to learn from brand new media and technologies such as Twitter, Facebook, and smart phones.

This means though that designers of programs for mass media have to re-design or develop new formats that fully exploit the potential of the medium – which in turn requires viewers or listeners to learn new ways of interpreting media. One reason why educational technology often fails is that teachers try to carry over the predominant styles of the classroom to the new media, rather than developing new formats that exploit the unique features of the medium or technology. At the same time, presenting teaching in new ways will require students also to approach the learning task differently.

As technologies advance, we use these emerging tools to our advantage. Each technology provides potential benefits to help people learn, but at what cost? The changes in how we learn with new technologies can have both positive and negative effects on our ability to learn and on the educational systems at large.

Social networking sites allow students to explore their interests on a global scale and discuss their interests with a wider range of people. This has huge implications for self-learning, as information and resources are much more available than they were previously. However, for students that aren’t skilled at evaluating different content, it can be hard for them to sort through various resources to find accurate and useful information.

For the purposes of this research, media is defined as all means of communication, whatever its format. In this sense, media include symbol systems as diverse as print, graphics, animation, audio, and motion pictures. Technology is defined as any object or process of human origin that can be used to convey media. In this sense, technology includes phenomena as diverse as books, films, television, and the Internet. With respect to education, media are the symbol systems that teachers and students use to represent knowledge; technologies are the tools that allow them to share their knowledge representations with others. Unfortunately, it is common to confound the meanings of mass media in education, and they are often used synonymously.

Evidence has shown so far that the introduction of media technology to teaching/learning practice has helped tremendously in enhancing learners ability to learn effectively and making the learning process more pleasurable for both the teachers and students facilitator and the learners compared to the ancient way of learning which was boring and difficult [involved memorizing and recitation which is not favorable to slow learners]as the world gradually turns into a global village. Mass media has helped in enhancing the study materials of teachers and students facilitators so that they can inculcate knowledge more easily in their students.

1.2   STATEMENT OF THE PROBLEM

The first common challenge that arises in teaching/learning in Nigeria when it comes to the issue of implementing mass media is usually non availability and uneven distribution of the various mass media right fully needed in teaching/learning. This is as a result of financial constraints and uneven distribution of the available mass media on the side of the Nigerian institutions and the government.

Another problem associated with this study is the literacy levels of the students involved in usage of the mass media presented before them. Not all students in the various institutions are capable of using and computer based media.

There is no good evidence that most uses of computers significantly improve teaching and learning, yet institutions are cutting down classes like music, art, physical education that enrich student’s lives to make room for this dubious nostrum

Despite the fact that mass media has been known to improve the efficiency of teaching/learning we also know that its introduction has altered the learning behavior of students making them lazy in some aspects. For example researching students tend to lift up reports from the internet instead of originally working on theirs therefore making it difficult for teachers to access their students correctly.

1.3 PURPOSE OF THIS STUDY

The purpose of the study was to examine to influence of mass media on teaching/learning in public secondary schools in Ovia North of Edo State.

• To examine the cost of providing mass media to potential students a different ways.
• To find out how the issue of computer and e-learning illiteracy be handled in Nigerian Educational system.
• To examine the extent at which Nigerian government and institutions make sure mass media and technologies are always available to help the students learn better.
• To find out if Nigeria power failure issues can stop being a limiting factor to electronic based mass media in teaching/learning in Nigeria.
• To find out if the educators can makes sure that the introduction of mass media doesn’t change into a negative trend in the Nigerian educational system.

1.4   RESEARCH QUESTIONS

Some questions that will help us to look into the issue of influence of mass media on teaching/learning in public secondary schools in Ovia North of Edo State are:

• Each mass media provides potential benefit to help students to learn in a different ways, but at what cost?
• How can the issue of computer and e-learning illiteracy be handled in Nigerian Educational system?
• Can the Nigerian government and institutions make sure mass media and technologies are always available to help the students learn better?
• How can Nigeria power failure issues stop being a limiting factor to electronic based mass media in teaching/learning in Nigeria?
• How the educators can makes sure that the introduction of mass media doesn’t change into a negative trend in the Nigerian educational system?

1.5       RESEARCH HYPOTHESIS

The following hypothetical statement was proposed for the study:

H_O: Mass Media does not have effect on teaching/learning in Public Secondary Schools in Ovia North of Edo State.

H₁: Mass Media have effect on teaching/learning in Public Secondary Schools in Ovia North of Edo State

1.6       SIGNIFICANCE OF THE STUDY

It is important that teachers and students facilitators as well as students and the Nigerian government recognize the value of media and technologies in the teaching/learning of the educational system.

It helps educators to know which technology or media is more effective in inculcating knowledge into their students as the traditional classroom approach is getting less motivating and newer technologies spring up daily. Also the aspect of increased access to education in Nigeria can be addressed in a way by mass media.

1.7 SCOPE OF STUDY

The study examined the influence of mass media on teaching/learning in public secondary schools in Ovia North of Edo State. The study was limited to five selected Secondary Schools in Ovia Local Government Area of Edo State.

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