Application and Effectiveness of the Methodology of English by Radio Programmes for the Elementary Schools in Ethiopia
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Date
1989-06
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Publisher
AAU
Abstract
This 'Study Las bt!cn carried out to investigate the p2'e -·
sentatio~ t0chni~ues or ~0thodolo&y that are used hy th~
Ethiopian Instructional Radio foi the elementary grades (3"6).
Stated brip-fly, these techniq"cs 'cnvolvc use of dramatic di··
alogues, sound effects, drills and songs. Each of the grades
receives twenty eight programmes in one academic year. This
study describes all the one hundred and twelve programmes ,
for the gra.de: l,wels indicated above ill, light of the various
presentation t~chniques adopted by the Instructional r~dio
which is discussed in detail in chapter II.
tn order to determine the effectiveness of the Instruction&l
Radio , two techniques were employed : Personal observation
inside classrooms during actual r adio transmissions in ttree
schools in Addis Ababa; and questionnaire distribution to
120 teachers from 30 schools in one zone and 120 students from
the school s ob.5PTved for all the grades 1I!1der stud1.·
li~ o adly speaking, the findings of the observation support
the contention tllat the new series of English by Radio
Programmes are effec tive in aiding the teaching of English
language in thQ elementary schools , but only when there is
full partici ~ ati on by the classroom teachers. The results
of the observation findinrs indicate that, in tha schools
where the t6achers utilized radio properly the intended
objectives of most of the lessons were achieved, whereas
ln the school where radio was not utilized properly, little
or no change of behaviour in students was observed.
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Moreover, all the presentation for~a ts have been found
to be suitable for r~Jio i~struction d ~ spite so~e shortcomings
indicated in the analysis of the observation r esult s . As a
whole, the analysis of the programl'les has r eveal ed t hat ",11
the preselltation forma t s used integrate well with the lesson
s tructure for the day and were found to i nvolve pupi ls in the
programme .
The result s of the Teachers' questionnaire that ware
computed for grades 3, 4, 5 and 6 show that r adio instruc tion
and t he di fferent formats used were found to be effic ient
enough to sustain motivation , interest and par ticipat io n and
to enhance the students ' ahility to learn the language elaments
in the l esson. In gener al t :lD find ings of the most
important toaching for~ats within the students activi ty were
as follows.
In grade 3 t~ · c' I song ' arproac ': in teachi ng the language
has the highest prefer ence, by 75.S%, over the other formats
us ed. In all the remaini ng grades, 4-6, the 'sound eff ects '
were given a higher rank than all the other formats used and
the ' educational songs' were ranked next. That is , 'sound
effects' and the 'SOllgS' were ranked by 86.5% and 66.S%
respectively ln grade 4; by 85. 5% and 80.5% respectively
in grade 5; and by 76.5% and 73 . 5% respectively in grade 6 .
An attempt was made to cO'1\pare the r esul t s of each grane.
From the computed X scores of the presentation formats for
all the grades, it was found that the degree of r esponses
t ends to increase from lower to hi r:,ner rrade but suddenly
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decreases in gracie 6. That i s, tho de nr ee of response for
grade 3 was 6 4~. for gr ade t ,751. for grade 5, 76 . 251 a n~
for gr ade 6, 6'; . 87 %. C;rade 5 p:rof :t'aml~e5 wer e :f0und to be
more h i ghly f a~nured than a l l t he other gr ade s .
Regarding t he ques tionna i r e foy students , the s tudents
gave hi gh scores f or what ever questions they we r e asked . And
since the r esul ts did not have much variability they were not
subj ect to furth er statistical analysis. However, from the
personal observation of t he r e s earcI,er, tho students s eem to
enjoy and l i ke radio le s sons . Therefore the res earcher
assumes that the students did not give their answers blindl y .
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Keywords
techniq"cs 'cnvolvc use of dramatic di·· alogues, sound effects, drills and songs.