Instructional television and Nigerian students’ learning experiences: case for LASUBEB English language TV programmes
With the outbreak of COVID-19 and the subsequent global lockdown, television as an educational medium became amplified for obvious reason – literacy development among children in Nigeria. This study, therefore, examined instructional TV channels and students’ learning experiences using LASUBEB Engli...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
2023-05-01
|
| Series: | Erudita |
| Subjects: | |
| Online Access: | https://e-journal.uingusdur.ac.id/erudita/article/view/916 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832582554390102016 |
|---|---|
| author | Bolajoko Margeret Tunde-Awe Isaac Friday Emmanuel |
| author_facet | Bolajoko Margeret Tunde-Awe Isaac Friday Emmanuel |
| author_sort | Bolajoko Margeret Tunde-Awe |
| collection | DOAJ |
| description | With the outbreak of COVID-19 and the subsequent global lockdown, television as an educational medium became amplified for obvious reason – literacy development among children in Nigeria. This study, therefore, examined instructional TV channels and students’ learning experiences using LASUBEB English Language TV Programmes. A descriptive research design of the survey type was adopted for the study. Through simple and random sampling technique, two hundred and four (204) students were selected from the total population of 229,980 students in Lagos, Nigeria. The instrument used for this study was a self-structured questionnaire titled: TV Programmes and Students’ Learning Strategies (TVPSLS). Reliability test of r- 0.78 showed that the instrument was reliable. Three research questions were raised and answered using descriptive statistics of mean and standard deviation. The study revealed that students were not motivated to tune-in to LASUBEB TV channels; a few who tuned-in did not show any commitments to the programme and LASUBEB TV lessons did not complement what was being taught in the classrooms. This study recommends that a feedback platform should be created by TV instructional channels for assessments so that students could turn-in their end of class and end of session assignments. |
| format | Article |
| id | doaj-art-f21b595fd41c44ac85d78055cdcb3c8e |
| institution | Kabale University |
| issn | 2809-2023 2809-2465 |
| language | English |
| publishDate | 2023-05-01 |
| publisher | Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan |
| record_format | Article |
| series | Erudita |
| spelling | doaj-art-f21b595fd41c44ac85d78055cdcb3c8e2025-01-29T15:07:41ZengUniversitas Islam Negeri K.H. Abdurrahman Wahid PekalonganErudita2809-20232809-24652023-05-013111110.28918/erudita.v3i1.6988917Instructional television and Nigerian students’ learning experiences: case for LASUBEB English language TV programmesBolajoko Margeret Tunde-Awe0Isaac Friday Emmanuel1Adekunle Ajasin University, Akungba Akoko, Ondo State, NigeriaAdekunle Ajasin University, Akungba Akoko, Ondo State, NigeriaWith the outbreak of COVID-19 and the subsequent global lockdown, television as an educational medium became amplified for obvious reason – literacy development among children in Nigeria. This study, therefore, examined instructional TV channels and students’ learning experiences using LASUBEB English Language TV Programmes. A descriptive research design of the survey type was adopted for the study. Through simple and random sampling technique, two hundred and four (204) students were selected from the total population of 229,980 students in Lagos, Nigeria. The instrument used for this study was a self-structured questionnaire titled: TV Programmes and Students’ Learning Strategies (TVPSLS). Reliability test of r- 0.78 showed that the instrument was reliable. Three research questions were raised and answered using descriptive statistics of mean and standard deviation. The study revealed that students were not motivated to tune-in to LASUBEB TV channels; a few who tuned-in did not show any commitments to the programme and LASUBEB TV lessons did not complement what was being taught in the classrooms. This study recommends that a feedback platform should be created by TV instructional channels for assessments so that students could turn-in their end of class and end of session assignments.https://e-journal.uingusdur.ac.id/erudita/article/view/916covid-19instructional tvlasubeb tvliteracysecondary schools |
| spellingShingle | Bolajoko Margeret Tunde-Awe Isaac Friday Emmanuel Instructional television and Nigerian students’ learning experiences: case for LASUBEB English language TV programmes Erudita covid-19 instructional tv lasubeb tv literacy secondary schools |
| title | Instructional television and Nigerian students’ learning experiences: case for LASUBEB English language TV programmes |
| title_full | Instructional television and Nigerian students’ learning experiences: case for LASUBEB English language TV programmes |
| title_fullStr | Instructional television and Nigerian students’ learning experiences: case for LASUBEB English language TV programmes |
| title_full_unstemmed | Instructional television and Nigerian students’ learning experiences: case for LASUBEB English language TV programmes |
| title_short | Instructional television and Nigerian students’ learning experiences: case for LASUBEB English language TV programmes |
| title_sort | instructional television and nigerian students learning experiences case for lasubeb english language tv programmes |
| topic | covid-19 instructional tv lasubeb tv literacy secondary schools |
| url | https://e-journal.uingusdur.ac.id/erudita/article/view/916 |
| work_keys_str_mv | AT bolajokomargerettundeawe instructionaltelevisionandnigerianstudentslearningexperiencescaseforlasubebenglishlanguagetvprogrammes AT isaacfridayemmanuel instructionaltelevisionandnigerianstudentslearningexperiencescaseforlasubebenglishlanguagetvprogrammes |