1. 1
CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter explains the background, statement of the problem, and purpose of the study. It also
states the objectives, research questions, significance of the study, its limitations, Theoretical
frame work and structure of the study. Finally, operational definitions of key terms used in the
study are given.
1.1 Background to the problem
The use of the radio in African schools began only in the 1960s after the countries gained
independence, for example, radio broadcasts were introduced in Kenya in 1963 (Thompson and
Mugiri, 1982) and Nigeria in 1960 (Jegede, 2002). It is worth noting that the educational radio
continues to be used more in the developing countries than in the developed world (Selwyn,
2011; Wanzala, 2013). Instructional media such as interactive radio, television, e-learning and
video conferencing dramatically expand options for engaging in teaching and learning at all
levels (Srivastava and Kumari, 2004).
Television has been in use for education for over 40 years. In Kenya, video programmes for
schools were introduced in 1976 (Thompson and Mugiri, 1982). Ethiopia has also introduced
satellite television broadcast programs in Mathematics and Science subjects in High schools
(Melesse, Teshome, Simachew and Eshete (2011).
Since early 1970s, Tanzania has been using radio broadcast for teaching-learning purposes
(Hesselmark, 2003). TV and radio broadcast programme is implemented by the Ministry of
Education and Vocational Training (MoEVT) for primary and secondary education via Radio
Tanzania in Kiswahili, while Star TV broadcasts programmes on various subjects for secondary
schools in English. A curriculum, Teknolojia ya Habari na Mawasiliano (information and
communications technologies), for primary and pre-primary education has been developed by
Tanzania Institute of Education. Currently it is implemented in few schools near district
headquarters and the schools that have ICT facilities. Bridgeit initiative was established by The
International Youth Foundation and the Ministry of Education and Vocational Training
(MoEVT) in September 2007 through a grant from the United States Agency for International
Development (USAID). The project is currently operating in seven regions, namely: Lindi,
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Mtwara, Pwani, Dar es Salaam, Tanga, Dodoma and Kilimanjaro. Downloaded videos via Nokia
N95 cellular phones are connected to TVs in the classroom for viewing. It has been reported that
the technology is very useful especially for remote areas where teaching-learning resources are
limited (Foundation 2007).
The Education System in Tanzania is divided into five levels, namely: 2 years of pre-primary
education (for children of about 3-6 years), 7 years of primary education (7-13 years), 4 years of
secondary education, ordinary level (for ages 14-17), 2 years for secondary education, advanced
level (18-19 years) and 3 or more years for university level (for 19 + years old). In Tanzania
particularly in Ngara district in Kagera, radio and television have been used in secondary schools
to facilitate students’ academic achievement although some of the teachers do not see any
importance of these media.
The way teacher view the role of media in classroom teaching will to a large extent determine
the level and degree of its usage. Teacher forms an impression which is favourable or otherwise,
depending on specific traits teacher attribute to media such as radio and television also due to the
fact that most of families in Ngara district do not enable to have these kinds of media to the
extent that some number of students are not aware of the help of these media to their academic
achievement.
Thus this study will be based on the investigation of the secondary schools teachers’ perception
and attitudes on the role of radio and television in teaching and learning processes.
1.2 Statement of the problem
Teachers’ technology beliefs are influenced by their philosophy. Resistance to adopting new
technologies stem from teachers’ existing teaching beliefs (Norton, McRobbie, & Cooper,
2000). For technology adoption to be successful teachers must be willing to change their role in
the classroom (Hardy, 1998). When technology is used as a tool, the teacher becomes a
facilitator and students take a proactive role in learning. In fact, Ertner, Gopalakrishnan, and
Ross (2001) found that exemplary technology-using teachers exhibit more constructivist
teaching practices. Successful integration of technology into teaching depends on transforming
teachers’ belief and philosophy concurrently (Windschitl & Sahl, 2002). Therefore, this study
will draw from the literature to investigate the teachers’ perception on the role of radio and
television in teaching and learning processes in secondary schools in Ngara District.
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1.3 Purpose of the study
The purpose of this study is to assess the perception of teachers of the role of radio and
television in teaching and learning processes in secondary schools in Ngara district.
1.4 RESEARCH OBJECTIVE
1.4.1 General objective
The main goal of this study is to establish the perception of teachers of the role of radio and
television in the teaching and learning process in the selected secondary schools in Ngara district
in Kagera region.
1.4.2 Specific objectives
i. To find out the levels of radio and TVs usage in the teaching and learning processes in
the selected secondary schools in Ngara district.
ii. To find out the influences of teachers’ perception on the role of radio and TVs in
teaching and learning in the selected secondary schools.
iii. To investigate on the constraints toward the use of radio and television in learning and
teaching processes in the selected secondary schools in Ngara district.
1.5 Research questions
i. What are the contributions of radio and Television on learning and teaching process in
secondary school?
ii. What are the influences of teachers’ perception towards the use of radio and television in
secondary school?
iii. What are the obstacles towards radio and television use in teaching and learning
processes in Ngara district?
1.6 Scope of the study
This study will mainly focus to assess the perception of teachers of the role of radio and
television in teaching and learning processes in secondary schools, a case study of Ngara district.
In this study the following schools will be selected, Mchungaji Mwema secondary school,
Kabanga secondary school, Ndomba secondary school, Baramba Girls secondary school, Ngara
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secondary school, Murgwanza secondary school, Mabawe secondary school and Kanazi
secondary school for data collection.
1.7 Significance of the study
i. To discover the attitudes of teachers towards the role of radio and television in teaching
and learning processes in the selected secondary schools in Ngara district.
ii. To reveal the contributions of radio and television in teaching and learning processes to
the students in the selected secondary schools in Ngara district.
iii. The community will also know the usage of radio and television in teaching and learning
achievements hence they will be an example to other societies around the region.
iv. To encourage native people of Ngara district to cope with the new technologies such as
radio and television when it comes to matters concerning learning and academic
achievement.
1.8 Limitation of the study
This part will focus on the limitations that the researcher will come across during the process
conducting the study or data collections.
1.9 Theoretical Framework
Social cognitive Theory
This paper will use the social cognitive theory in relation to mass communication. Because of
the influential role the mass media plays in today’s society, understanding the mechanisms
through which symbolic communication influences human behaviour is of great importance.
Social learning theorists have shown that behaviour is influenced not only by personal or live
models but also by those presented in the mass media. Television and film models, in particular,
seem to exert a powerful impact, and one major implication is that television is shaping humans
motivation and behaviour on a daily basis. What gives significance to vicarious influence is that
observers can acquire lasting attitudes, emotional reactions, and behavioural proclivities toward
persons, places or things that have been associated with modelled emotional experiences. They
learn to fear the things that frightened models, to dislike what repulsed them and to like what
gratified them (Bandura, 1986).
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At times, television often represents social realities in human nature, social relations, and day to
day life of human interactions. The potential danger of heavy consumption of television is the
exposure to this symbolic world may make the televised images appear to the authentic state of
human affairs. This outcome can be detrimental to those individuals that have no other models
that they can observe. In the absence of a parent, guardian or peer that is able to explain reality
from fiction, the child may be more inclined to attend and reproduce the modelled behaviour
seen on television. (Schunk, 1996)
Bandura and other researchers have concluded that the mass media not only creates personal
attributes but also can alter pre-existing ones based on exposure. Exposure plays a large role in
the process of social learning theory. Thus the important thing in this theory is that a student can
generate knowledge from seeing or observing from some visual media like TV’s and video, also
another important aspect of social cognitive theory is the is the flow of information through
social networks. Therefore, the needs to utilize the theory of social cognitive theory are to seek
effective teaching and learning achievement to the student.
1.10 Structure of the study
This study will be organized into five chapters, chapter one will be introduction, chapter two
literature review, chapter three will be research methodology, chapter four will be Data analysis
and interpretation and chapter five will be conclusion and recommendations.
1.11 Definition of key terms
Radio is a scientific device that functions as an effective auditory instrument for
communication. It also plays an important role in education. It is not only informs, but
also inspires human being for learning more and more. It is not only includes values and
virtues, but also creates attitudes, interests and appreciation of human life. (Swastik,
http://www.preservearticles.com/201105056315/role-of-radio-in-education deprived on
Tuesday, April 21, 2015 1:23:38 PM)
Television is an excellent medium for illustrating applications, describing context, and
generating interest. Since it is not a truly interactive medium, though, it can neither be
used to pinpoint what a student fails to understand nor remedy such misunderstandings.
(Skolnik & Smith, 1993).
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Secondary school is a school which provides secondary education, between the ages of
11 and 16 or 11 and 18, after primary school and before higher education.
(www.merriam-webster.com/dictionary/secondary accessed on 23/10/2012)
Attitude, in this study is used to refer to a predisposition mental state or readiness
which may be inferred and which indicates an individual to make verbal statement
that may be positive or negative evaluation either consciously or un consciously
which denotes the individual motivational perceptual and cognitive processes with
regards to the attitude object. (Tyson 1987;335)
Perception, is an act characterized essentially intentionality that is it has an
objectivity function so that when the subject experience the act he is confronted
with an object. (Gurwitch A. 1901:170)
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CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
The conceptual condition of Secondary school teachers’ perception of the role of radio and
television in teaching and learning processes is an important theme to be looked at in the work of
learning. In this literature review a theme is to establish by passing through various arguments as
made by different scholars ranging from identifying the measurable evidences and ideas of
identifying the facts. Based on relationship literatures, the areas view will include the meaning of
radio and television, usage of radio and television in learning and teaching processes, teachers’
perception of the role of radio and television in teaching and learning processes and the
constraints towards the use of radio and television in teaching and learning processes.
2.2 RELATED LITERATURES
2.2.1 Meaning of Radio and Television
Radio is a scientific device that functions as an effective auditory instrument for communication.
It also plays an important role in education. It is not only informs, but also inspires human being
for learning more and more. It is not only includes values and virtues, but also creates attitudes,
interests and appreciation of human life. It can cover a very wide area at the same time (Swastik,
role-of-radio-in-education deprived on Tuesday, April 21, 2015 1:23:38 PM)
TV is an excellent medium for illustrating applications, describing context, and generating
interest. Since it is not a truly interactive medium, though, it can neither be used to pinpoint what
a student fails to understand nor remedy such misunderstandings. Here, the classroom teacher
has proven to be irreplaceable (Skolnik & Smith, 1993). A study of classroom use of another
popular program (Foundation for Advancements in Science and Education, 1997) found that
television, when combined with other activities, could both alter entrenched attitudes towards
math and improve student’s performance.
2.2.2 Usage of Radio and Television in teaching and learning processes
The new technologies such as Radio and Television have been useful in various activities as
teaching and learning are concerned. These technologies to some extent contributes much in the
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learning processes however there have been many challenges towards these two media in which
some of people do not see any contributions of these media. In some areas such rural areas these
two media are sometime seen as the tools for entertaining because to some extent it leads some
tension of enjoyment to children around those areas. But in urban places these media Radio and
Television have not been preferred as one of the favourite instructional tools especially in
secondary schools.
Rumble, (1994) said that “four media namely print, audio, television, computers are available for
teaching purposes in one technological form or another. According to, Nwaerondu, N.G. and
Gordon T, (1987) Radio has been used extensively as an educational medium in developing
countries. Published reports confirm that it has supported educational programs in a wide range
of subject areas and in many different countries. Educational radio has been employed within a
wide variety of instructional design contexts. In some cases it is supported by the use of printed
materials, by local discussion groups, and by regional study centres. It is sometimes designed to
permit and encourage listener reaction and comment.
Also in reviewing the use of radio in learning and teaching, Jamaison and McAnany, (1978)
reviewed research literature and concluded that the radio, properly used, can teach as well as/ or,
in some cases, better than the traditional instruction. Considering the effectiveness, the costs and
the access to technology, they further stated that the radio is an more suitable medium for the
third world countries.
On other hand, Mardian, (1979) finds that radio is able to simulate and make use of the student’s
imagination to a great extent. With the advancement in communication technology, a variety of
audio-visual media-radio, television broadcast, video cassettes, video compact disc, video text
and computer have become part of the study package in distance and open learning system. In
spite of advanced communication technologies with more glamour and efficiency, the radio is
capable of generating the students, own complete and thoroughly satisfying imaginative images
(Jones, 1962)
TV is an excellent medium for illustrating applications, describing context, and generating
interest. Since it is not a truly interactive medium, though, it can neither be used to pinpoint what
a student fails to understand nor remedy such misunderstandings. Here, the classroom teacher
has proven to be irreplaceable (Skolnik & Smith, 1993). A study of classroom use of another
popular program (Foundation for Advancements in Science and Education, 1997) found that
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television, when combined with other activities, could both alter entrenched attitudes towards
math and improve student performance
Also Hall, et al, (1996) cite the research of Wright and Huston (1995) showing that the content
of television may be more significant to academic achievement than the amount of viewing time.
One of television’s most obvious characteristics is its visual aspect. Humans intuitively grasp the
power of images to convey meaning, as can be seen in the old adage that values a picture at a
thousand times the value of a word. Research in the past two decades has proven what we
intuitively know: our brains deal with images differently than print (Merringoff, 1983). Words
are processed in the neo-cortex where the higher thinking capability of the brain resides.
Pictures, however, are handled in the limbic system, rapidly, and trigger instinct, emotion, and
impulse (Bergsma, 2002). Because brains are programmed to remember experiences that have an
emotional component, television has a powerful ability to relay experience through the emotions
evoked by images (Noble, 1983)
Television, of course, offers information in multiple forms: images, motion, sounds and, at
times, text. The richness of these forms of information benefits learners, by enabling them “…to
learn through both verbal and visual means, to view actual objects and realistic scenes, to see
sequences in motion, and to view perspectives that are difficult or impossible to observe in real
life” (Wetzel, 1994). The viewer’s intention, too, is key to understanding. Salomon (1984)
reported that schoolchildren tend to view television as an “easier” medium than books.
However as Wetzel (1994) notes: “Instructional television and film research confirms that the
general rules for good instruction also apply to video presentations.” Hence, student learning
from video is enhanced when common-sense principles are employed, that is, when the video
message is purposeful, clear, and cogent. Also Fisch (in press, 2004) notes, too, that in these
days of accountability requirements and standardized curricula, the video connection must be
obvious to the teacher: “By the same token, given the constraints of the classroom, materials are
far more likely to be used if teachers can see easily how they connect to their existing classroom
curriculum. If the materials (no matter how educationally rich they may be) do not map onto the
curriculum that a teacher is obligated to meet, then the materials are likely to be treated as a nice
“extra” to be used only if time permits.”
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Also Researchers have categorized a wealth of educational applications of television (Bryant,
Alexander, & Braun, 1983; Hall, et al., 1996; Jordan, et al., 1996; Calvert, et al., 2001), and have
shown its value as an instructional aid in social/moral development, cultural understanding,
cognitive skills development, and academic content acquisition. As noted earlier, television can
open the walls of the classroom by bringing in places, people, and events that students could not
otherwise experience.
2.2.3 How teachers perceive radio and television in teaching and learning in classroom
Attitude is a predisposition to respond favorably or unfavorably to an object, person, or event
(Ajzen, I. (1988). To successfully initiate and implement educational technology in schools
program depends strongly on teachers’ support and attitudes (Hew, K.F & Brush, T. (2007).
The way teacher view the role of media in classroom teaching will to a large extent determine
the level and degree of its usage. Teacher forms an impression which is favourable or otherwise,
depending on specific traits teacher attribute to media. Teacher perception of media is predicated
upon what they feel media can do in teaching-learning process. However, evidence abounds that
what teachers said were their reasons for not using media were not true (Zepp, 2005: Scrimshaw,
2004; Sugar, Crawley & Fine, 2004; Cohen, 1996; Hubbord, 1999).
Also it must be noted that perception can be influenced by the personality characteristics of the
perceiver. It can also be influenced by the features of the thing/object perceived. Unfortunately,
in any perception study, one is not sure which has more control over the other (Simonsen &
Dick, 1997).
2.2.4 Constraints towards the use of Radio and Television in teaching and learning
processes
Wright & Huston (1995) studied 250 low-income families and found that a positive correlation
existed between children’s viewing of educational television and “time spent reading or being
read to and time in educational activities,” while “viewing of non-educational cartoons and adult
entertainment programs was consistently negatively related to time spent reading and also
negatively, but less strongly, to time spent in educational activities.”
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Also Hall and his colleagues also cite the work of Stanovich and Cunningham (1993) with
college students that suggests that the content one watches may be a truer determinant of future
academic success than the amount of time one spends watching television.
As one observer has noted, “Historically, each new medium of mass communication has, within
a few years of its introduction, been condemned as a threat to the young people who use it
most.” Comic books, radio, movies, phones, and, of course, television in their time have all been
blamed for “corrupting values,” “wasting time,” and “causing a decline in taste, morality, self-
discipline, learning, and socialization” among children (Anderson, 2001).
But also as we can see in our community, there are so many difficulties toward the use of these
media (radio and television), for instance in a large most rural areas there are some electricity
problems thus people especially students are not aware of these media particularly television,
also there are one more thing that some teacher do not know and understand how to use this
media like to give out their lesson through radio and television and some time there lack of
confidence when using these media thus this creates a huge poor understandings on how radio
and television can be supportive in teaching and learning processes.
2.3 Research gap
Most of the scholars such as Ahmad and Aziz (2009) note that some teachers believe that classes
should be teacher -centered, Ng'ong'a (2002) revealed that Kenyan school leavers continue to
perform poorly due to poor teaching methods and Eken (2000) noted that in a student centered
class, teachers are more facilitators and students take on the discussion role but they did not
show clearly perceptions of teachers on the role of radio and television in teaching and learning
processes.
At some point also the researchers have not yet discussed some other constraints pertaining to
how teachers perceive these media (radio and television) like to not understand how they can be
used or on how they can influence their students learn through these media. Therefore this study
will go deeply to investigate about the perception and the teacher on the role of radio and
television in learning and teaching processes.
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CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
According to Kumar, R (2010) Research methodology is the system of questioning what you do
and a systematic examination to explain and find answers for what you perceive with a view to
instituting appropriate changes for more effective professional service.
A research methodology is a way to systematically solve the research problem. It may be
understood as a science of studying how research is done scientifically. If involves various steps
that are generally adopted by a researcher in studying his or her research problem along with the
logic behind them (Kothari C.R, 2011).
Also (Khan J.A, (2000) defined Research as a systematic and objective analysis and recording of
controlled observation that may lead to the development of generalizations, principles and
theories, resulting in prediction and possible control of events. Or Research is the process which
implies that there should be a purpose, a series of actions and goal. The purpose gives direction
to the process and the series of actions are organized into steps to achieve the identified goal
(Brint H. et al, 2005).
Also research methodology gives the researcher the necessary ways in gathering material and
arranging them, participation in the field work when required, and also techniques for data
collection appropriate to particular problem, in the use of statistics and questionnaires in
recoding evidence, sorting if out and interpreting it (Ibid, pg. 10).
This chapter provides research design, population and the sample size, data collection
instruments, area of study, climate, vegetation, location, and the sample size, data collection
instruments and Ethical implications.
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3.2 Research Design
Research design is the encompassesion of the method and procedures employed to conduct
scientific research. This is also systematic plan to conduct or study scientific problem. A
research design also refers to detailed outline of how an investigation will take place (Salkind
N.J. 2010). Also according to Bennet S. (1986), a research design is also the aspect of research
methods which involves making decisions about the basic strategy that will be used to test
hypothesis or examine research problems. Therefore a research design will typically include how
data is going to be collected.
This study will use survey and case study designs. This study prefers to use survey design
because it will enable the researcher to collect data from the member of the sample that will
represent larger group. Also it is complicated and time consuming to use large group of people.
Also the study will use case study design because it provides clear and abundant information.
This will be influenced by the intensive investigation of a single subject in a particular setting.
This study will use qualitative approach because it involves description of a phenomenon. Also
it will enable the researcher to be able to know the nature of something like human behaviours.
Therefore through the use of qualitative approach researcher will be able to discover the
behaviour of teachers towards the role of radio and television in teaching and learning practices.
3.3 Area of study
This study will be conducted at Kagera region particularly Ngara district. Climate Kagera region
is located in North-western part of Tanzania on the central plateau between latitude 2.510 -70
South and longitude 30.660-340 East. Kagera region is surrounded or bordered by Rwanda and
Burundi in West, Uganda in the North, Kigoma region in South and Mwanza region in the East.
Ngara district is surrounded by Karagwe district in North, Biharamulo and Chato district in East,
Kigoma region in South and Rwanda and Burundi in west.
15. 15
Town Name: Ngara
Region: Kagera
Population: 334,939
Country: Tanzania
Capital: Dodoma
Geographic coordinates:
Cloudiness: 100.0%
Humidity: 72.1%
Temperature:21.3°C/69.8°F
Latitude: 2.51°South
Longitude: 30.66°East
Elevation: 1812 m
3.3.1 Climate
Ngara has four seasons: two dry seasons from June to September and January to February with
two rainy seasons from October to December and from March to May. During dry seasons there
are sometimes strong winds/hazy air and temperatures vary between 18 and 30 °C (64 and
86 °F), depending on the time of day or night. During the rainy seasons, sudden and heavy
downpours may occur daily, lasting from a few minutes to several hours. The rain is sometimes
associated with strong winds, floods, mud, fog and temperatures may range between 12 and
26 °C (54 and 79 °F)
3.3.2 Economy
The primary occupation is subsistence farming and livestock rearing. Local crops include
bananas, passion fruit, papaya, groundnuts, beans, coffee, maize, cassava and a variety of
vegetables. The local population's livestock is mostly cattle, goats and chickens.
3.4 Target population
A target population is any group that is the subject of research interest or group the researcher
wants to study (Goddard W. and Melville S, (2004). The target population is also the aggregate
of all elements, usually defined prior to the selection of the sample (Bhattachangya D.K, 2009).
A population is all elements (individual, objects or substances) that meet certain criteria for
inclusion in a study. The target population that will be used in this study will be the people with
the age of about 25 years and above because they will have enough experience and information
16. 16
about the usage of radio and television in teaching and learning processes. This will help the
researcher to collect intended information.
In this target population both male teachers and female teachers will be used or concerned for
data collection. According to census of 2012 the target population will be the total population of
about 334,939 of Ngara district. But the target population which will be used for data collection
will be from six selected secondary schools including the authority concern.
3.4.1 Sampling Size
The sample size of the study will comprise (24) teachers, including (6) Heads of the selected
schools in Ngara district. This will also include normal people around the area.
3.4.2 Sampling Procedures
Sampling means the process of selecting a group of people, events, behaviours or other elements
with which a study is to be conducted.
Sampling procedures that will be used in the study will be probability sampling. Probability
sampling means a method of drawing a portion of population so that each member has an equal
chance of being selected. Within probability sampling simple random sampling will be used.
Simple Random sampling is the simplest type of sampling in which we draw a sample in such a
way that each member of the population has equal chance of being included in the sample
(Ibid…pg. 84).
Through simple random sampling I will prepare a list of individuals, assign numbers and take a
portion of population from the list. This system of assigning numbers will be used because it
takes just few people from the large population.
3.5 Data Collection Instruments
These are instruments that will help in data collection activity. These instruments are
questionnaires are interviews.
3.5.1 Questionnaires
This is the method of gathering data by asking questions from people who are thought to have
the intended information (Ibid…pg. 55). (In this study both open and closed – ended questions
will be used for data collection. This question will be supplied through the written papers.
17. 17
3.5.2 Interview
(Goddard W. and Melville S, (2004) this is one –on– one verbal interaction between the
researcher and respondent.
Or an interview is the method that enables the respondent to talk freely about the subject of his
or her interest. By doing so the researcher will hope get the respondent at ease and then
encourage him or her to express any idea which he has on the subject (Bhattachangya. D.K.
2009) in interview face to face conversation method will be used.
3.5.3 Documentary Review
The study will use different written documents in data collection. The researcher will visit Radio
Kwizera to obtain more documents relating to the study.
3.5.4 Focus Group Discussion
According to Hakim C. (2000) Focus group consists of a group discussion or group interview
between four (4) and twelve (12) people discussing the topic of concern for one to two hours
with the guidance of moderator. Focus group discussion will be consists both males and females
teachers with the age of 25 years and above who will be used for data collection. The study will
prefer to use these kinds of respondents because they will be having more information about the
study concerned.
3.6 Ethical Implications
A researcher will follow all ethical conducts during the study. The researcher will ask
permission from Archbishop Mihayo University College of Tabora to conduct the study. The
researcher will use polite language when will be with respondents who will be answering
questions and also the researcher will not interrupt or criticize a respondent in any aspect. The
researcher will follow all regulations that will be provided to by whatever authority or
institution. This is taking care to avoid harming people having due regard for their privacy,
respecting them as individuals and not subjecting them to unnecessary research (Goddard W.
and Melville S, (2004). The researcher will guard himself or herself against both physical and
psychological harm. The researcher will not identify his or her subjects to anyone reading the
eventual report.
3.7 Work Plan
This is an outline of a set of goals and process by which a researcher will accomplish those goals
offering the reader a better understanding of the researcher or project. This also helps a
18. 18
researcher to stay organized while working for project or research; this will identify things to be
accomplished by a researcher during the study.
ACTIVITY MONTH
May June July Aug Sept Oct Nov Dec Jan
Proposal writing
Data collection
Data analysis
Final report
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APPENDIX I: QUESTIONNAIRE FOR TEACHERS
I am a Bachelor Degree Student of Archbishop Mihayo University College of Tabora currently
conducting research on “secondary schools teachers’ perception the role of Radio and Television
in academic performance in secondary schools in Ngara district. Kindly I request your
cooperation by answering the questions in this paper.
Questionnaires for Teachers
PART 1: PERSONAL PARTICULARS
Tick in the box provided
1. Gender
Male ( ) Female ( )
2. Age 20 - 40 ( ) 40 - 50 ( )
3. Marital status
Single ( ) Married ( ) Widower ( ) Divorcee ( )
4. Education level Diploma ( ) Degree ( ) Master ( )
5. Work experience
(a) 1-5 years ( )
(b) 6-10 years ( )
(c) 11-15 years ( )
(d) 16 and above years ( )
6. Do teachers use participatory method in teaching and learning process?
Yes ( ) no ( )
7. If yes, what are the advantages of using participatory learning method in teaching process?
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7. Are there any challenge facing secondary schools teachers on the use of participatory teaching
and learning process? Yes ( ) NO ( )
9. If the answer is “yes” what are they?
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10. What are the perceptions of teachers towards participatory learning methods?
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THANK YOU FOR YOUR COOPERATION
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APPENDIX II: Interview schedules to headmaster/mistress and academic master/mistress
I am a Bachelor Degree Student of Archbishop Mihayo University College of Tabora. I am
conducting a research as part of my academic programme. I am very interested in learning more
about this topic from you and I have prepared a few interview questions for you to answer.
I will not ask you for your names and I can ensure you that nobody will be able to trace your
identity from the finding.
Thank you very much.
INTERVIEW QUESTIONS
1. What are the contributions of radio and television in learning?
2. Is there any challenge facing these media in teaching and learning in secondary school?
3. What are the causes of these challenges?
4. How do those challenges affect the teaching and learning process?
5. Do you have criteria’s for success from using these media at your school?
6. In your opinion, what are teachers’ attitude and perception towards the role of radio and
television in teaching and learning process?
THANK YOU FOR YOUR COOPERATION
