CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The use of television for promoting learning or as a supplement for classroom teaching continues

to attract much attention because of the major role television play in contemporary society. The

instructional materials which television provides in the form of programmes are often used in the

educational development of students in Nigeria cited in (Nworgu and Nworgu, 2008).

This constant use of television for instructional purposes has led to the popularization of the

abbreviation, ITV (instructional television) among scholars both within and outside the country.

Television has also become the recognized storyteller of the world. Thus, the place of television

in educational development and advancement cannot be overemphasized especially in today’s

world even before this era. This fact was recognized by the then Western Regional Government

in Nigeria when, in 1959, it started the Western Nigeria Television (WNTV).

One of the major reasons for the establishment of the WNTV was to use it as a surrogate

teacher, particularly in rural areas where the government at that time lacked sufficient teaching

staff to service the free education policy of the Western Regional government (Olaaynka, 2021)

cited in (Folarin, 1998). Meanwhile, television has been used in Nigeria to supplement teaching

in schools. It has contributed to the educational development of Nigerians (Duyile, 2007). Hence,

there seems to be a strong relationship between education and television.

It should be pointed out that television can be used to teach arts, drama, poetry, and music

thereby improving the cognitive and intellectual abilities of students, and also bringing

inspiration to teachers, artists, and scientists into the lives of millions of students who may not

have the opportunity to be members of the formal education population (Joe, 2017).

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Television can also bring learning and knowledge to a huge number of people and thus becomes

a motivation for an increase in actual enrolment in many Nigerian schools. All these potentials,

which abound in television, could be used to promote learning in schools. But regrettably, the

potential has not been fully utilized, the reason is not far-fetched. Many of the educational and

instructional programmes on Nigerian television stations tend to have audiences that are merely

passive viewers. They are passive because little contact is usually made between the producers of

educational programmes and the audiences (Okunna, 1999).

It should also be recalled that before the Covid-19 pandemic, education (academic education)

was limited only to classrooms in most cases where teachers and students can identify with each

other, but this is no longer the case as students and teachers meet via television and teachers do

not necessarily know the students and vice versa (Olayinka, 2021). No wonder television has a

unique position as a socializing agent; in fact, it is a very potent socializing agent for reaching a

big varied and widely scattered audience, typically children and adolescents, among whom

secondary school students fall.

Television’s audio-visual qualities elevated it above other mass media. Television not only

transmits information and messages, but also provides visual representations of government

activities and non-governmental agencies such as the Universal Basic Education Programme,

quizzes, debates, and other educational and scholarly activities that benefit students. Recent

television innovations have had a significant impact on the educational sector, particularly

teaching; television resources in instructional delivery in schools, allow for more efficient

classroom instruction.

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Because teaching and other educational shows on television are generally more effective than

radio. In this context, the study looked into the influence of students ‘intelligence in Ilaro

specifically among the students of Itolu High School, Ilaro.

1.2 Statement of the Problem

The study on television for educational programmes has received less attention from researchers

unlike television as an entertainment medium, this is evidenced in so many studies that studies

the effect of reality TV show, television violence and lots more, as a result, many students are

exposed to majorly to reality TV shows and movies among others with little exposure to

television educational programmes.

Despite that, there are lots of efforts on the part of the federal government to make education

wax stronger, especially using television with the launching of NTA education channels (NTA

Knowledge on Starttime channel 590).

However, there are lots of studies on the effect or impact of television on children/adolescents,

particularly television violence or television effects in general (Hadiza and Shamsudeen, 2021;

Imhanobe, 2019) while there are few empirical studies on the role of television in disseminating

educational programmes to students.

It is against this backdrop that this research is thrust to investigate the influence of educational

television programmes on the intelligence of secondary school students in Itolu High School.

Ilaro

1.3 Objectives of the Study

1. To determine the level of exposure to educational television programmes among students

of secondary schools.

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 2. To ascertain the extent do educational TV programmes boost the intelligence of

secondary school students.

3. To investigate the main barrier preventing secondary students from watching educational

television programmes.

1.4 Research Questions

1. To what extent are secondary school students exposed to educational television

programmes?

2. To what extent have educational television programmes boosted the intelligence of

secondary school students?

3. What is the major challenge hindering students from watching educational television

programmes?

1.5 Significance of the Study

 The study will benefit mass media outfits and television programme departments on the

need to include in their broadcast running order some programmes that can promote and

improve education such as quizzes, debates, brain tests etc. in secondary schools etc.

 Secondary schools authority will through this research discover the best way to use

television and the benefits capable of acquiring, especially for secondary school students.

 The government will also see the importance of mass media especially television in

achieving educational objectives.

 Future researchers and students will find the material relevant as it will form bulk

literature that exists in the field of mass communication and journalism etc that they can

lay hands on when carrying out research related to or similar to this.

1.6 Scope of the Study

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The study which investigates the influence of educational television programmes on the

intelligence of secondary school students shall be narrowed in scope to secondary school

students in Itolu High School Ilaro. Therefore, the geographical scope of this study shall be

within Yewa South local government.

The study will focus attention mainly on the selected junior and senior students of Itolu High

School Ilaro. The schools are selected because of their proximity to the researcher as it will be

difficult if not impossible to study all students across secondary schools in Ilaro due to the

limited time available for this study.

1.7 Limitation to the Study

It is not an overstatement that a work of this nature cannot be carried out without some difficulty.

Although, the research is on the influence of educational television programmes on the

intelligence of secondary school students and any school located outside of Ilaro will not be

considered. However, other limitations of this study are:

1. Stress from other academic activities is one of the limitations of the research work

2. Financial constraints to travel to different places.

3. The duration for the research is relatively short

1.8 Operational Definition of Terms

Influence: In this research, influence means the effect or the impact that educational television

Programmes have on secondary school students.

Educational: In the context of the study, the educational aspect emphasizes the type of TV

content that is intended to positively influence the academic knowledge and cognitive abilities

(intelligence) of secondary school students.

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Television: refers to a system for transmitting visual images and sound that are reproduced on a

screen. It allows for the broadcasting of moving images and sound, typically used for

entertainment, education, news, and other forms of media.

Programmes: refers to structured, broadcasted content designed to impart knowledge, skills, or

intellectual development to students through television

Intelligence: is broadly defined as the mental ability of students to learn, understand, reason,

remember, and apply knowledge

Secondary School Students: This has to do with the overall reasoning and academic

performance among secondary school students.

1.9 Historical Background of Itolu High School

Itolu High School is one of the prominent secondary schools in Ilaro, located in Yewa South

Local Government Area of Ogun State, Nigeria. The school, like many institutions in the region,

has played a significant role in the development of education in the area and has contributed to

the academic and social growth of students in Ilaro and its surrounding communities.

Founding of Itolu High School

Itolu High School was founded in the early 1970s with the primary goal of providing secondary

education to students in the Ilaro and Yewa communities. The establishment of the school was in

response to the increasing demand for quality secondary education in the region. Before its

establishment, many students in the area had limited access to secondary education, with many

having to travel long distances to attend schools in larger towns or cities. This situation was

especially challenging for students from rural backgrounds.

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The school was named "Itolu High School" after the Ilaro town's historic district of Itolu,

reflecting its deep connection to the local heritage. The name "Itolu" is derived from a local

historical or geographical term, reflecting the school's importance to the cultural identity of the

community.

Mission and Vision

Itolu High School was founded with the mission of providing quality education that prepares

students for further academic pursuit, as well as for productive citizenship in society. The

school's vision has been to develop well-rounded individuals who are capable of contributing

meaningfully to the socio-economic and political development of Ogun State and Nigeria as a

whole.

Development and Growth

Since its founding, Itolu High School has grown from a modest educational institution into a

well-established secondary school. Over the years, the school has expanded its infrastructure,

curriculum, and student body. The school has seen several improvements, including the

development of new classrooms, science and computer laboratories, as well as other essential

facilities designed to support the academic success of students.

The school has offered both the Arts and Sciences streams, providing students with a wide range

of options for their academic development. Itolu High School has also been known for its

emphasis on discipline, academic excellence, and the holistic development of students.

Educational Contributions

Itolu High School has made significant contributions to the educational landscape of Ilaro and

the larger Yewa South Local Government Area. Over the years, it has produced many successful

graduates who have gone on to pursue higher education in various fields, including the sciences,

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arts, and social sciences. The school's alumni have made valuable contributions to society in both

the public and private sectors.

The school has also served as a center for community engagement, with various educational and

extracurricular programs aimed at supporting local youth. Itolu High School has actively

participated in inter-school competitions, sports events, and cultural activities, providing students

with opportunities to develop both academically and socially.

Challenges and Achievements

Like many schools in rural and semi-urban areas, Itolu High School has faced challenges such as

inadequate funding, infrastructural limitations, and the need for modern educational resources.

However, the school has made remarkable progress in overcoming these challenges, thanks to

the support of the state government, the local community, and the school's staff.

In terms of achievements, Itolu High School has a strong record of academic success, with many

students consistently excelling in external exams like the West African Senior School

Certificate Examination (WASSCE) and other national assessments. The school has also

earned a reputation for its efforts to produce well-rounded students who excel in both academic

and extracurricular pursuits.

Today, Itolu High School stands as a testament to the growth and development of education in

Ilaro and the surrounding communities. With its long history of providing quality secondary

education, the school continues to play an important role in shaping the lives of young people in

Yewa South Local Government Area. It remains dedicated to upholding its mission of academic

excellence, character building, and preparing students for success in higher education and

beyond.

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 CHAPTER TWO

LITERATURE REVIEW

2.1. Introduction

This chapter will review all types of literature related to the research study. It will be based on

three factors: conceptual review which deals with the researcher's view of some key concepts of

the study, theoretical review which is the theories adopted in explaining this study, empirical

review- which deals with the relevant theories relates to the subject matter and used to explain

the subject matter.

2.2. Conceptual Review

2.2.1 Educational Television (TV) as a Medium for Learning

Educational TV is a form of media specifically designed to inform, educate, and entertain, with

the intention of enhancing the learning experience. Historically, educational TV programs have

been used to convey knowledge in a variety of subjects, such as science, mathematics, language

arts, history, and social studies. These programs often incorporate visual and auditory elements

to support engagement and comprehension, making them an effective medium for learning.

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Educational television has been recognized as a significant medium for learning, offering a

platform that combines visual and auditory stimuli to enhance the educational experience. This

medium has the capacity to reach diverse audiences, including those in remote or underserved

areas, thereby bridging gaps in educational access.

Television programs dedicated to education cover a broad spectrum of subjects such as science,

mathematics, history, and the arts. These programs are often developed in collaboration with

educators and experts to ensure accuracy and relevance. The visual nature of television allows

for complex concepts to be illustrated effectively, aiding in better comprehension compared to

traditional text-based materials.

One of the key advantages of educational television is its ability to cater to various learning

styles. Visual learners, in particular, benefit from demonstrations and visual representations of

information. Additionally, educational television can reinforce learning through repetition and

engaging narratives, which can improve retention and understanding.

In the context of early childhood education, television has played a pivotal role. Programs

designed for young children incorporate educational content with entertainment, capturing the

attention of young viewers while introducing foundational concepts in literacy, numeracy, and

social skills. This combination has been effective in promoting cognitive development and

preparing children for formal education.

Furthermore, educational television serves as a tool for lifelong learning. Adults seeking to

acquire new skills or knowledge can access a variety of programs that support professional

development and personal interests. This accessibility contributes to a culture of continuous

learning beyond traditional educational institutions.

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Despite the rise of digital media and online learning platforms, educational television remains a

relevant and impactful medium. It complements other forms of learning by providing an

alternative that is both accessible and engaging. As technology evolves, educational television

continues to adapt, incorporating interactive elements and aligning with cross-media educational

strategies.

Therefore, educational television stands as a vital medium for learning, offering a unique blend

of accessibility, engagement, and educational value. Its ability to reach wide audiences and cater

to different learning needs underscores its importance in the educational landscape.

[Link] Characteristics of Educational TV Program

Educational TV programs typically feature well-researched content, expert speakers, engaging

visuals, and sometimes interactive components. These elements are intended to foster a deeper

understanding of complex concepts, promote critical thinking, and stimulate intellectual

curiosity.

Educational television programs are designed with the primary objective of imparting

knowledge, skills, and values to viewers. These programs stand out due to their specific features

that cater to learning and development across various age groups.

Firstly, educational programs have clearly defined learning objectives. They are crafted to teach

specific concepts, facts, or skills, ensuring that each episode or segment contributes meaningfully

to the overall educational goal. This focus provides structure and direction for both the content

creators and the audience.

Secondly, they employ effective instructional design principles. This includes organizing content

logically, using repetition for reinforcement, and summarizing key points. Such methods enhance

comprehension and retention, making the learning experience more effective.

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Thirdly, these programs utilize age-appropriate and culturally sensitive content. Recognizing the

diverse backgrounds of viewers, educational programs tailor their language, examples, and

scenarios to be inclusive and relatable. This approach maximizes engagement and facilitates

better understanding among different audience groups.

Fourthly, there is a significant use of multimedia elements such as animations, graphics, and

simulations. Visual and auditory aids complement the verbal instruction, catering to various

learning styles and keeping the content dynamic and interesting.

Fifthly, educational television often includes interactive components. Questions posed to the

audience, problem-solving activities, and prompts for reflection encourage active participation

rather than passive viewing. This interactivity promotes critical thinking and application of

knowledge.

Additionally, these programs frequently feature experts or educators who lend credibility to the

content. Their expertise ensures that the information presented is accurate and up-to-date.

Presenters often employ a conversational tone to build rapport with the audience, making

complex subjects more accessible.

Moreover, educational programs are designed to align with educational standards or curricula.

This alignment ensures that the content supports formal education systems and can be used as

supplemental material by educators and learners alike.

Finally, there is an emphasis on evaluative feedback and continuous improvement. Educational

programs often undergo review and updates based on feedback from educational professionals

and audience reception. This process ensures that the content remains relevant, effective, and

reflective of current knowledge and pedagogical practices.

[Link] Types of Educational Content

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Programs vary widely in terms of subject matter, pedagogical approach, and the degree of

interactivity. For example, programs like Sesame Street for younger children or National

Geographic for older students often incorporate a mix of storytelling, problem-solving, and

scientific inquiry to keep viewers engaged while simultaneously providing educational value.

Educational content encompasses a broad range of materials and methodologies designed to

facilitate learning and the acquisition of knowledge. The diversification of educational content

aligns with advancements in technology and pedagogical strategies, addressing the varied

learning needs of individuals.

1. Textbooks and Print Materials

Traditional textbooks and printed materials remain foundational in education. They provide

structured and comprehensive coverage of subjects, serving as primary references for learners.

Supplementary materials such as workbooks and study guides enhance the learning experience

by offering exercises and summaries.

2. Lectures and Presentations

Lectures are a conventional method where educators convey information verbally to learners.

Presentations often accompany lectures, utilizing tools like slideshows to visually represent key

concepts and data. This combination aids in reinforcing understanding through both auditory and

visual channels.

3. Digital and Online Resources

The integration of digital technology in education has led to the proliferation of online resources.

E-books, online articles, and educational websites offer easily accessible information. Massive

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Open Online Courses (MOOCs) provide free or affordable courses from reputable institutions,

expanding opportunities for learning beyond geographic limitations.

4. Multimedia Content

Educational videos, animations, and podcasts cater to diverse learning styles. Platforms like

educational YouTube channels and podcasts offer in-depth discussions and explanations on a

myriad of topics. Multimedia content enhances engagement and can simplify complex subjects

through visual and auditory stimulation.

5. Interactive Software and Applications

Software applications and interactive programs offer experiential learning through simulations

and virtual environments. Educational games and mobile apps engage learners actively,

promoting skill development in areas such as problem-solving and critical thinking through

interactive challenges.

6. Online Collaborative Platforms

Platforms that facilitate collaboration, such as discussion forums and virtual classrooms, support

interactive learning. Tools like **learning management systems (LMS)** enable communication

between educators and learners, supporting activities like group projects and peer reviews.

[Link] and Seminars

Workshops and seminars provide focused, often hands-on learning experiences. These formats

encourage participation and discussion, allowing learners to delve deeper into specific topics and

develop practical skills under the guidance of experts.

8. Assessments and Evaluations

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Quizzes, tests, and examinations are integral for assessing comprehension and proficiency.

Formative assessments provide ongoing feedback during the learning process, while summative

assessments evaluate overall understanding upon completion of instructional units.

9. Open Educational Resources (OERs)

OERs are freely accessible teaching and learning materials available for public use. They include

textbooks, course readings, and other learning content that can be modified and shared,

promoting educational equity and resource availability.

10. Virtual Reality (VR) and Augmented Reality (AR)

Emerging technologies like VR and AR offer immersive learning experiences. They allow

learners to explore simulated environments and interact with digital elements superimposed on

the real world, enhancing understanding through experiential learning.

Recognizing the various types of educational content enables educators and learners to select

appropriate resources that align with learning objectives and preferences. The diverse range of

content supports personalized learning experiences and accommodates different learning styles,

thereby enhancing educational outcomes.

2.2.2 Concept of Intelligence

The concept of intelligence is central to understanding how educational TV might influence

students' cognitive development. Intelligence is typically understood as the ability to acquire,

understand, and apply knowledge, solve problems, and adapt to new situations.

Intelligence is a multifaceted construct that has been the subject of extensive research and debate

within the fields of psychology, education, and neuroscience. Traditionally defined as the ability

to acquire and apply knowledge and skills, intelligence encompasses a range of cognitive

processes including reasoning, problem-solving, and abstract thinking. The conceptualization

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and measurement of intelligence have evolved significantly over time, reflecting shifts in

theoretical perspectives and methodological approaches.

Historically, intelligence was often viewed as a singular, innate capability. Early theorists like

Francis Galton posited that intelligence was hereditary and could be quantified through

psychometric assessments. This perspective gave rise to the development of intelligence testing

in the early 20th century. Alfred Binet's pioneering work led to the creation of the first practical

intelligence tests, aimed at identifying students needing educational assistance. Binet's approach

emphasized mental age and laid the groundwork for the intelligence quotient (IQ) concept

introduced by William Stern.

The psychometric tradition, exemplified by Charles Spearman's g-factor theory, suggests that a

general intelligence factor underlies specific cognitive abilities. Spearman's statistical analyses

indicated that individuals who performed well on one type of cognitive test tended to perform

well on others, implying a common underlying factor. This theory has significantly influenced

standardized intelligence testing, where IQ scores are used as indicators of general cognitive

ability.

Contrasting with the unitary view of intelligence, Howard Gardner's theory of multiple

intelligences, proposed in 1983, argues for a more diversified understanding. Gardner identified

at least eight distinct types of intelligence, including linguistic, logical-mathematical, spatial,

musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. This model suggests

that traditional IQ tests are limited in scope and fail to account for the broad range of human

capabilities. Gardner's theory has had a substantial impact on educational practices, promoting

personalized learning and the recognition of diverse talents.

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Another significant contribution is Robert Sternberg's triarchic theory of intelligence, which

comprises analytical, creative, and practical components. Sternberg posits that intelligence

involves adapting to, shaping, and selecting environments through these three aspects. His work

emphasizes the applicability of intelligence in real-world contexts and the importance of

creativity and common sense alongside analytical skills.

The measurement of intelligence remains a contentious issue. While IQ tests are prevalent,

criticisms include cultural bias and an overemphasis on specific types of reasoning that may not

reflect an individual's overall cognitive abilities. Cultural and environmental factors play a

crucial role in shaping intelligence, and assessments may not adequately account for these

influences. Consequently, there is a growing emphasis on developing more comprehensive and

equitable evaluation methods.

Advancements in neuroscience have further deepened the understanding of intelligence by

exploring its biological underpinnings. Studies utilizing neuroimaging techniques have identified

correlations between certain brain structures and cognitive functions. Research indicates that

both genetic and environmental factors contribute to variations in intelligence among individuals.

Epigenetics, the study of how behavior and environment can cause changes that affect gene

activity, highlights the dynamic interplay between genes and experiences.

Therefore, the concept of intelligence is complex and dynamic, encompassing various theories

and dimensions. From the early emphasis on hereditary factors and general cognitive ability to

contemporary models recognizing multiple intelligences and the influence of environmental

factors, our understanding continues to evolve. A holistic approach that considers the diverse

facets of intelligence and their applications in real-life contexts is essential for advancing

research and fostering educational practices that nurture all aspects of human potential.

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2.2.3 The concept of "flow"

Refers to a state of deep concentration and engagement that occurs when an individual is fully

immersed in an activity. Educational TV programs that are well-designed can promote this state

of flow, leading to better cognitive processing, enhanced retention, and greater intellectual

development.

The concept of 'flow' refers to a psychological state of complete absorption and optimal

experience in an activity. Coined by psychologist Mihaly Csikszentmihalyi in the 1970s, flow is

characterized by intense focus, a sense of control, and intrinsic enjoyment of the task at hand.

This state occurs when individuals engage in activities that are both challenging and aligned with

their skills, leading to a harmonious experience where time seems to pass unnoticed.

Flow emerges when there is a balance between the perceived challenges of a task and one's own

perceived skills. If the task is too difficult, it may lead to anxiety; if it is too easy, boredom may

ensue. Therefore, achieving flow requires tasks that push one's abilities while still remaining

attainable. This balance fosters deep concentration and diminishes self-consciousness, allowing

individuals to fully immerse themselves in the activity.

Several key components define the flow experience:

1. Clear Goals: Having clear objectives provides direction and structure to the task, facilitating

focused engagement.

2. Immediate Feedback: Receiving instant feedback helps individuals adjust their actions in real-

time, maintaining the flow state.

3. Loss of Self-Consciousness: Individuals become so engaged that they lose awareness of

themselves as separate from the actions they are performing.

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4. Distorted Sense of Time: Time may seem to slow down or speed up due to deep immersion in

the activity.

5. Intrinsic Motivation: The activity is pursued for its own sake, not for external rewards,

highlighting personal fulfillment and satisfaction.

Flow has significant implications in various fields, including education, sports, arts, and

workplace productivity. In education, fostering flow can enhance learning experiences by

engaging students in activities that are both challenging and enjoyable. In sports and the arts,

athletes and artists often seek flow to achieve peak performance and creativity. In the workplace,

employees experiencing flow are more likely to be productive, satisfied, and committed to their

work.

Understanding flow contributes to the field of positive psychology by identifying the conditions

under which individuals experience optimal functioning. It emphasizes the importance of

aligning tasks with personal skills and interests to promote well-being and fulfillment. By

seeking activities that induce flow, individuals can enhance their quality of life and overall

happiness.

Moreover, flow can be cultivated by setting clear goals, seeking challenges that match one's

skills, and focusing attention fully on the task. Mindfulness practices and minimizing distractions

can also facilitate the attainment of flow. Organizations and educators can apply these principles

to design environments that promote engagement and motivation.

Therefore, the concept of flow highlights a state of deep engagement and enjoyment in activities

that challenge and utilize an individual’s skills. Recognizing and fostering flow can lead to

enhanced performance, personal growth, and a greater sense of satisfaction in various aspects of

life.

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2.2.4 Definition of Television

Oxford Advance Learner’s Dictionary defines Television as a system for converting visual

images (with sound) into electrical signals, transmitting them by radio or other means, and

displaying them electronically on a screen. It further that it is a device with a screen for receiving

television signals.

Defines television as a system for transmitting visual images and sound that are reproduced on

screens, chiefly used to broadcast programs for entertainment.

Television is an electronic device used to receive sound and images which create television

programme that people can watch.

Television as a medium of mass communication is composed of highly heterogeneous

audience/viewers with distinctive features, different socio-economic strata and different interests.

Based on the heterogeneity of audience, it is obvious that preference of medium as well as the

content of the mass will differ among members of mass media audience. While some use a

particular station or programmed, others depend on the other. Some may want to watch

entertainment programmers like News, current Affairs, Commentaries or documentaries

depending on their likes.

One of the obvious ways in which an audience is active is through the use of selective exposure.

It is the tendency of accepting to expose you to communication that goes with your own value

system, attitudes and viewpoints. The concept of self-selective exposure helps the watches, what

he listens to and read; selective watching, selective attention and selective reading and listening

are the functions of selective exposure.

2.2.5 History of Television in Nigeria

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Chief Obafemi Awolowo then premier of western region of Nigeria established the first

television in Nigeria and indeed Africa in 1959. The birth of the Western Nigerian Television

(WNTV) has been described as accidental in so far as chief Awolowo embarked on it due to his

inability to use the services of the Federal Radio station to reply to the broadcast of then

Governor-General Macpherson over the constitutional matters of 1953 (Obata, 1994). It would

be recalled that chief Awolowo was denied use of the Federal radio even when the commission’s

has an obligation to give objective and impartial news and views to its listeners.

Thus angered by this and other related developments and taking into cognizance the 1954

constitutional provision in which broadcasting ceased to be in the federal exclusive list, chief

Awolowo established in partnership with overseas Rediffusion Company limited of the United

Kingdom, the Western Nigerian Television (WNTV) at Ibadan. The station was operated as an

arm of the Western Nigeria Broadcasting Commission’s which by 1960 has introduced radio

broadcast over the whole region (Uche, 1989). Following the success of the Western Region’s

effort, the other two regions in Nigeria then, North and East upon realizing the power and

influence of radio and television went on to establish their own broadcast stations.

In 1960, the Eastern Regional government set up the Eastern Nigeria Television Station at

Enugu. Shortly after in 1962, the Northern Nigerian Regional government and a British

Television company-Grenada Electrical Company established a television station as an arm of

the Broadcasting Company of Northern Nigeria (BCNN) in Kaduna.

The station was known as the Radio-Kaduna-Television (Obata, 1994). The coming into being of

the regional broadcast stations simply regionalized the industry in Nigeria and it is not out of

place to infer that these developments represent the first proliferation of broadcasting in Nigeria.

The three regional governments broadcast organizations were wholly independent of federal

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government control. As earlier highlighted, one reason behind their creation was dissatisfaction

with the NBC and also the need for each region to have its voice heard. Luke Uka Uche puts this

fact succinctly:

Thus faced with a situation whereby each region was bent on voicing views which did not tally

with its own, the federal government on its own part established in 1962 the Nigerian Television

Service (NTS) to protect and serve its interest. Today there are NTA stations nation wide, plus

all state television media and private television stations in Nigeria.

2.2.6 Functions of Television

From the fore-mentioned it is obvious that the mass media are indispensable because of their

daily activities and influence, the media provide numerous functions some of those functions are

detailed bellows:

Mass Media Serve as Watching:- Most of the daily content of the media are the activities of the

government as the media informed the public about the going on the govern of the states, so also

they help check the rules against the abuse of office.

Media Persuade:- Persuasion by the media takes the form of appeals or propaganda to support a

new government, ideas, economic policy.

Mass Media Supply News:Reporting daily occurrences is a paramount duty of any medium, the

people want to know what has just happen around them, what government is doing to better their

living condition.

Mass Media Help Form Taste: Some mode or roles have been regarded as old fashioned while

the upcoming ways require the publicity by the media to manifest.

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 Mass Media Entertain:-One of the principal function of the media is to amuse and provide

function for the audience, Entertainment programs abound in daily programming of Radio and

Television (Maxwell, 1972).

In addition, Ewuola (2002:14) enumerate the specific function of the press on new journalism

practices are:

 To serve as the watchdog of the people in government: To perform checks and balance on

public power holders, this means that press should work on behalf of the people to expose

corruption in the government circles. Private and independent mass media especially the

print perform this function effectively in Nigeria

 To perform community services: For example, the press should publish birthday, wedding,

coronation of people.

 To promote social consciousness: The press should mobilize the people and involves them in

the policies and programmes of the government. The function could be carried out through

the editorial and relevant feature articles.

 To warn the society of dangers and hazards to them. It includes debates on social, economic

and political issues facing the people. For instance, the International Monetary Fund (IMF)

loan was debated by Nigeria press under the regime of General Ibrahim Babangida is an

example of such forum.

 To educate the people on how they can contribute their informed judgment and pass this to

those in power.

 To serve as a bulletin board for non profit making organizations such as churches, mosques,

disabled people’s home, motherless babies home e. t. c

2.2.7 Role of Television in Educational Development

23
Television is an audio-visual and sophisticated scientific device. It telecasts programmes from

far and wide areas of the country and abroad. It has an important role to play for entertainment

and education of people all over the world.

Today education could not be limited within teacher and taught without social environment. So

mass media is one such potent force in the social environment of education. Through modern

electronic techniques and technologies, mass media prove that education is, really

comprehensive not confined within four walls of the classroom. Really, mass media are the

educational medium for the mass and mass education. Irrespective of caste, color, geographical,

sociological, economical diversities mass media prove as an important means for the education

to all. Mankind gets a great deal of information from the widespread mass media i.e. newspaper,

TV, radio, magazines, journals, films, etc. It is estimated that mass media may substitute the real

classroom teaching in future.

We are living in a world that is saturated by mass media with our environment brimming with

data and information (Hutchings and Matthews, 2008). In recent decades, the widespread use of

the mass media has resulted in heightening the level of public knowledge in different fields

(Buren, 2000). Among the diverse mass media, radio and television, due to their wide and vast

range of viewers, have had an outstanding position particularly with regard to informal teaching,

and are considered as the best cultural and educational media (Tancard and Verner,2005).

Many researchers and educators have tested the understanding of farmers, students, business men

and other clients on the delivery of educational information (Suvedi et al., 1999; Trede and

Whitaker.

Different media and methods are used by extension educators, teachers and expert to

communicate new and emerging technologies to farmers, students and individuals.

24
For extension educators and communicators, identifying the band and examining the usefulness

of each delivery method is an important issue. This kind of knowledge will not only help to

identify the information needs of farmers, but also assist in developing educational resources in

order to communicate effectively with farmers and other clients (Rama et al., 2003).

In rural development, information and knowledge are two significant factors. Local knowledge

provides different ideas for agricultural, economy and socialization as well as other changes.

The information brought to the area contains fresh ideas, and introduces new opportunities.

Knowledge obtained from a specific research can motivate thinking and practices.

2.2.8 Television as an Agent of Socialization and Education

However, the most important agent of socialization for the development of the child is the mass

media. The Mass Media are the different processes that facilitate communication between the

sender of a message and the receiver of that message. It plays an important role in the

socialization of children. In fact, there are many types of media; these include newspapers,

magazines, radio, films, CDs, Internet, and television. These kinds of media, especially

television, affect children's and adult's behavior in different ways. Adewumi (1998).

Having the mass media as one of our major agents of socialization could be very hard on our

society today. When watching different TV shows seeing all those actors and actresses with

these great figures hurt many people in the society today. In other ways watching TV could be a

good thing when an actor or actress is on TV in different shows or music it could bring many

good things like being a role model for an adolescent teenager who wants someone to looks up

too. Having these agents is a great guideline for people who want to start with a great start with

their children or wants to be a good communicator.

25
The average family in the United States has at least one television turned on for at least seven

hours a day. Television is the biggest mass media in a country and has positive and negative

aspects. There are some programs which are very helpful with lots of information for the

children. For example; on channel thirty-three, there is a good program called "Dora, the

Explorer".

Children can learn to speak Spanish and also do things such as singing, standing up and

pronouncing words in English. On the same channel, there is also a program called "Blue's

Clues". In this program, children learn how to think, sing and discover clues. When children

watch these programs, they are not the same people anymore because they can become more

knowledgeable. These programs are very good because they change children's minds and make

the children different from what they were before.

2.3. Theoretical Review

Theory, according to Hall (1973), is a conceptual framework that helps researchers understand

and interpret phenomena within a specific context. Several theories explain influence of

educational tv programmes on the intelligence of secondary school students, with the most

relevant to this study being:

2.3.1 Spearman's theory of general intelligence

Spearman's theory of general intelligence, often referred to as the "g factor," posits that a single

underlying cognitive ability influences performance across various mental tasks. Developed by

British psychologist Charles Spearman in the early 20th century, this theory emerged from his

observations of consistent correlations among individuals' scores on different cognitive

assessments.

26
Through statistical analyses, particularly factor analysis, Spearman noted that people who

performed well on one type of cognitive test tended to perform similarly on others. This led him

to propose that general intelligence (g) is a fundamental cognitive capability that affects all

intellectual activities. According to Spearman, this general intelligence encompasses reasoning,

problem-solving, and the ability to learn from experience.

In addition to the g factor, Spearman acknowledged the existence of specific abilities, termed "s

factors," which are unique to particular tasks. While these s factors account for variations in

performance on individual tasks, the g factor is considered the primary determinant of overall

cognitive ability. Spearman's two-factor theory thus comprises both the general intelligence

factor and various specific factors.

Spearman's theory has had a significant impact on the field of psychometrics and the

development of intelligence testing. It provided a foundation for subsequent theories and

research on cognitive abilities. However, it has also faced criticism and debate. Some

psychologists argue that intelligence is too multifaceted to be represented by a single general

factor. Alternative models, such as Howard Gardner's theory of multiple intelligences and Robert

Sternberg's triarchic theory, suggest that intelligence consists of various independent domains.

Despite these critiques, Spearman's concept of a general intelligence factor remains influential. It

continues to inform research in cognitive psychology, educational assessments, and the study of

individual differences in intellectual abilities.

2.3.2 Cognitive Load Theory:

Cognitive Load Theory (CLT) is a theoretical framework that explores the functioning of human

cognition, particularly how the brain processes and stores information. Developed by John

27
Sweller in the late 1980s, CLT emphasizes the constraints of working memory in learning

contexts and guides the design of instructional materials to enhance learning efficiency.

At its core, CLT posits that working memory has a limited capacity, typically managing only a

few elements simultaneously for a brief duration. This limitation is crucial when learning new

information, as overloading working memory can impede the learning process. CLT identifies

three types of cognitive load:

1. Intrinsic Cognitive Load: This is associated with the inherent complexity of the material being

learned. It depends on the nature of the content and how many elements need to be processed

simultaneously. While it cannot be eliminated, it can be managed by breaking information into

smaller, more manageable units.

2. Extraneous Cognitive Load: This load is related to how information is presented to the learner.

Inefficient instructional designs, such as confusing layouts or unnecessary information, can

increase extraneous load. Reducing this load involves simplifying instruction and removing

irrelevant content to prevent distraction.

3. Germane Cognitive Load: This refers to the mental effort invested in creating and automating

schemas, which are structures that help in organizing

and interpreting information. Encouraging activities that promote schema construction can

enhance learning by using cognitive resources effectively.

By applying the principles of CLT, educators and instructional designers can optimize learning

materials to align with the cognitive capabilities of learners. Strategies include using clear and

concise instructions, integrating visual aids, and sequencing information logically. These

approaches help in managing cognitive load, allowing learners to process information efficiently

and improve knowledge retention.

28
Understanding Cognitive Load Theory is essential for developing effective educational practices.

It highlights the importance of considering the limitations of working memory and emphasizes

the need for instructional designs that facilitate meaningful learning without overwhelming the

learner.

2.4 Review of Empirical studies

Educational television programmes have been considered a valuable tool in supplementing

traditional teaching methods and enhancing the intellectual development of students. This review

examines empirical studies that have investigated the impact of educational television on the

intelligence and academic performance of secondary school students.

Empirical research indicates that educational television can play a significant role in improving

cognitive abilities among adolescents. Studies have shown that exposure to educational content

tailored for secondary education can enhance understanding in subjects such as science,

mathematics, and languages. For instance, programmes that present complex concepts through

visuals and storytelling can make abstract ideas more accessible, thereby facilitating better

comprehension and retention.

One study by Fisch (2000) introduced the Capacity Model, which explains how children process

educational content on television. Although initially focused on younger audiences, the model

has implications for secondary students, suggesting that well-designed educational programmes

can effectively allocate viewers' cognitive resources between narrative and educational content,

leading to improved learning outcomes.

Furthermore, research by Anderson and Pempek (2005) highlighted that the interactive elements

of modern educational programmes, such as prompts for critical thinking and problem-solving

tasks, can stimulate higher-order cognitive processes. These features encourage active

29
engagement rather than passive consumption, which is crucial for the intellectual growth of

adolescents.

Buckingham and Scanlon (2005) discussed the concept of "edutainment," where educational

content is delivered in entertaining formats. Their study suggested that such approaches could

increase motivation and interest in academic subjects, potentially leading to better academic

performance. The blend of education and entertainment can cater to diverse learning styles,

making it a valuable strategy in addressing various educational needs.

However, some studies have raised concerns about the effectiveness of educational television

without proper context. Naigles and Mayeux (2001) argued that while television can introduce

new information, the absence of interactive feedback may limit deeper understanding. They

emphasized the importance of integrating television content with classroom discussions and

activities to reinforce learning and facilitate critical thinking.

Moreover, the impact of educational television may also depend on the socio-economic

background of students. Access to quality educational programmes and the home environment

can influence how effectively students can utilize television as a learning resource. Addressing

these disparities is essential in maximizing the benefits of educational television across different

demographics.

Therefore, empirical studies suggest that educational television programmes have the potential to

positively influence the intelligence and academic success of secondary school students. When

effectively designed and integrated with traditional teaching methods, these programmes can

enhance cognitive abilities, foster interest in learning, and support overall educational

development. It is crucial for educators, policymakers, and content creators to collaborate in

30
developing and disseminating high-quality educational television content that meets the needs of

diverse student populations.

CHAPTER THREE

3.0 METHODOLOGY

Is the systematic process used to collect, analyse, and interpret information in order to answer a

research questions or hypothesis. It is a critical component of any research project and must be

carefully designed and executed in order to ensure that the data collected is valid, reliable and

relevant.

31
One of the key elements of research methodology is the selection of a research design, which is

determined by the nature of the research question and the approach to answering it.

Another important element of research methodology is the development of a research strategy or

plan, which outlines the steps to be taken to achieve the research objectives.

This typically includes identifying the research population, selecting the appropriate sampling

methods, developing data collection instruments such as surveys or interview questions, and

determining the procedures for data analysis.

3.1. Research Design

The method of design that was adopted for this study is the survey method. According to Burton

(2007), surveys gather samples from a large population and are conducted for description,

exploration, and explanation. Thus, surveys are done with representative samples of a population

being studied, and it is supposed that information gotten from the sample is valid for the general

population.

This method is considered appropriate because it can obtain descriptive information concerning

the population and explanatory information between variables of this work.

3.2. Population of the Study

The study population refers to the characteristics that define the subjects that should be included

in the study. The respondent’s population used for this survey was drawn from senior students of

Itolu High School, Ilaro, Yewa south Local government where 100 students were selected from

the senior school

3.3. Sample Size

32
The whole selected population of this study was adopted as the sample size. Therefore, the

sample size for this study is 100.

3.4 Sampling Techniques

Sampling is the process of selecting or examining a representative number of items (people or

things) out of the whole population or universe (Lucey, 1980). Thus, the aim is to have an

understanding of some attributes of the entire population (universe) based on the sample

characterized. A sample therefore can be described as a subset or sub-group of a population

which must be a true representative of the larger population as it is practically impossible to

identify all the relevant aspect of the population. Therefore, the sampling technique adopted for

this study was random sampling technique.

3.5 Instrument of Data Collection

The instrument used in collection of data in this study was the questionnaire. According to Ogili

(2005), a questionnaire is a composition of list of questions relating to the aim or objective of the

study and the hypothesis to which the respondents answer by writing down his responses.

The questionnaire is made up of items, which were carefully constructed to efficiently measure

the variables on the research hypothesis. The questionnaire was divided into sections this

consists of personal or demographic data of the respondents and the major variables of the

research study.

Questions 1–4 answered demographic data. Question 5–16 answered the research questions.

3.6 Method of Data Collection

Data was collected by administering some copies of questionnaire administered by the researcher

to respondent one on one.

3.7 Validity and Reliability of Research Instruments

33
Questionnaire was the valid instrument for the study. The survey questionnaire was rightly

structure to measure the independent and dependent variables identified in the research question.

The design was brief and direct for easy responses allowing roughly thirty (30) seconds for each

question. The data gathering instrument was validated by the project supervisor.

Reliability instrument is the extent of response reproducible over a number of times the

instrument is tested or the extent to wish response obtain through which of the items of the

instrument is internally consistent in a nutshell.

3.8. Method of Data Analysis

Data collected were analyzed using frequency tables and percentages. These statistical tools were

used because they were suitable means of breaking down and analyzing the generated data.

CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION

4.1 Data Analysis

The results obtained from the survey exercise are presented as follows. This section is dissected

into three parts. Part A presented results on demographic attributes of respondents. Part B

34
focused on respondents’ opinions on despondence while the last section tens to discuss the

finding of the research. The total research instrument is 100 questionnaires.

4.2 Presentation of Data

Analysis of Demography

Question one: Age of Respondents

Table 4.2.1

RESPONSE FREQUENCY PERCENTAGE

11 – 15yrs 40 40%
16- 20yrs 40 40%
21yrs + 20 20%
Total 100 100%
Source: Field Survey, 2024.

Out of 100 respondents, the table 4.2.1 shows that 40 out of the respondent which is between

age 11 – 15yrs is 40%, 40 out of the respondents which is between the age 16-21yrs is 40% while

21 years and above is 20%.

Question two: Sex of the Respondents

Table 4.2.2

RESPONSE FREQUENCY PERCENTAGE

Male 40 40%
Female 60 60%
Total 100 100%

35
Source: Field Survey, 2024

Out of 100 respondents, the table 4.2.2 showed that 40 of the respondents which is 40% are

male, and 60 respondents which represent 60% are female.

Question Three: Grade level

RESPONSE FREQUENCY PERCENTAGE

Senior School 1 35 35%
Senior School 2 30 30%
Senior School 3 35 35
Total 100 100%
Table 4.2.3

Source: Field Survey, 2024.

Out of 100 respondents, the table 4.2.3 shows that 35 of the respondents which is 35% are in

senior school 1, 30 of the respondents which represent 30% are in senior school 2 while 35

respondents which represent 35% are in senior school 3.

Question Four: Subject of Interest

Table 4.2.4

RESPONSE FREQUENCY PERCENTAGE

Art 38 38%
Science 30 30%
Social Science 32 32%
Total 100 100%
Source: Field Survey, 2024.

Out of 100 respondents, the table 4.2.4 shows that 38 of the respondents which is 38% are art

students, 30 respondents representing 30% are science students while 32 respondents which

represents 32% are social science students.

SECTION B

36
Question Five: Lack of time due to schoolwork and other responsibilities prevents me from

watching educational TV programs?

Table 4.2.5

RESPONSE FREQUENCY PERCENTAGE

Strongly Agree 60 60%
Agree 35 35%
Disagree 5 5%
Strongly Disagree 0 0%
Total 100 100%
Source: Field Survey, 2024.

Out of 100 respondents, the table 4.2.6 shows that 60 out of the respondents which is 60%

strongly agreed that lack of time due to schoolwork and other responsibilities prevents me from

watching educational TV programs, 35 respondents which represent 35% agree, 5 respondents

which is 5% disagreed while 0 respondent representing 0% strongly disagreed.

Question Six: I do not have access to a TV or the necessary technology to watch

educational programs?

Table 4.2.6

RESPONSE FREQUENCY PERCENTAGE

37
 Strongly Agree 60 60%
Agree 40 40%
Disagree 0 0%
Strongly Disagree 0 0%
Total 100 100%
Source: Field Survey, 2024.

Out of 100 respondents, the table 4.2.6 shows that 60 out of the respondents which is 60%

strongly agreed that they do not have access to a TV or the necessary technology to watch

educational programs, 40 respondents which represent 40% agree, 0 respondents which is 0%

disagreed while 0 respondent representing 0% strongly disagreed.

Question Seven: Educational TV programs are often boring or unengaging, which makes

me less likely to watch them?Table 4.2.7

RESPONSE FREQUENCY PERCENTAGE

Strongly Agree 20 20%
Agree 10 10%
Disagree 50 50%
Strongly Disagree 20 20%
Total 100 100%
Source: Field Survey, 2024.

Out of 100 respondents, the table 4.2.8 shows that 20 out of the respondents which is 20%

strongly agreed that educational TV programs are often boring or unengaging, which makes me

less likely to watch them, 10 respondents which represent 10% agree, 50 respondents which is

50% disagreed while 20 respondent representing 20% strongly disagreed.

Question Eight: I believe educational TV programs are not as effective for learning as

other methods, such as reading or attending classes?

Table 4.2.8

RESPONSE FREQUENCY PERCENTAGE

Strongly Agree 60 60%

38
 Agree 35 35%
Disagree 5 5%
Strongly Disagree 0 0%
Total 100 100%
Source: Field Survey, 2024.

Out of 100 respondents, the table 4.2.9 shows that 60 out of the respondents which is 60%

strongly agreed that they believe educational TV programs are not as effective for learning as

other methods, such as reading or attending classes, 35 respondents which represent 35% agree,

5 respondents which is 5% disagreed while 0 respondent representing 0% strongly disagreed.

Question Nine: Lack of time due to schoolwork and other responsibilities prevents me

from watching educational TV programs?

Table 4.2.9

RESPONSE FREQUENCY PERCENTAGE

Strongly Agree 65 65%
Agree 25 25%
Disagree 10 10%
Strongly Disagree 0 0%
Total 100 100%
Source: Field Survey, 2024.

Out of 100 respondents, the table 4.2.10 shows that 65 out of the respondents which is 65%

strongly agreed that lack of time due to schoolwork and other responsibilities prevents me from

watching educational TV programs, 25 respondents which represent 25% agree, 10 respondents

which is 10% disagreed while 0 respondent representing 0% strongly disagreed.

Question Ten: I got useful content from educative TV programme for my school work?

Table 4.2.10

RESPONSE FREQUENCY PERCENTAGE

Strongly Agree 60 60%
Agree 40 40%

39
 Disagree 0 0%
Strongly Disagree 0 0%
Total 100 100%
Source: Field Survey, 2024.

Out of 100 respondents, the table 4.2.11 shows that 60 out of the respondents which is 60%

strongly agreed that they got useful content from educative TV programme for their school

work, 40 respondents which represent 40% agree, 0 respondents which is 0% disagreed while 0

respondent representing 0% strongly disagreed.

Question Eleven: My family members do not encourage or support me in watching

educational TV programs?

Table 4.2.11

RESPONSE FREQUENCY PERCENTAGE

Strongly Agree 30 30%
Agree 20 20%
Disagree 30 30%
Strongly Disagree 20 20%
Total 100 100%
Source: Field Survey, 2024.

Out of 100 respondents, the table 4.2.12 shows that 30 out of the respondents which is 30%

strongly agreed that their family members do not encourage or support them in watching

educational TV programs, 20 respondents which represent 20% agree, 30 respondents which is

30% disagreed while 20 respondents representing 20% strongly disagreed.

Question Twelve: The content of educational TV programs is too complex or difficult to

understand for my age or educational level?

Table 4.2.12

RESPONSE FREQUENCY PERCENTAGE

40
 Strongly Agree 60 60%
Agree 35 35%
Disagree 5 5%
Strongly Disagree 0 0%
Total 100 100%
Source: Field Survey, 2024.

Out of 100 respondents, the table 4.2.13 shows that 60 out of the respondents which is 60%

strongly agreed that the content of educational TV programs is too complex or difficult to

understand for my age or educational level, 35 respondents which represent 35% agree, 5

respondents which is 5% disagreed while 0 respondent representing 0% strongly disagreed.

Question Thirteen: Students are often too busy with schoolwork to watch educational TV

programs?

Table 4.2.13

RESPONSE FREQUENCY PERCENTAGE

Strongly Agree 70 70%
Agree 30 30%
Disagree 0 0%
Strongly Disagree 0 0%
Total 100 100%
Source: Field Survey, 2024.

Out of 100 respondents, the table 4.2.14 shows that 70 out of the respondents which is 70%

strongly agreed that students are often too busy with schoolwork to watch educational TV

programs, 30 respondents which represent 30% agree, 0 respondents which is 0% disagreed

while 0 respondent representing 0% strongly disagreed.

Question Fourteen: Most students do not have access to a TV or the necessary devices to

watch educational programs?

Table 4.2.14

41
 RESPONSE FREQUENCY PERCENTAGE
Strongly Agree 60 60%
Agree 35 35%
Disagree 5 5%
Strongly Disagree 0 0%
Total 100 100%
Source: Field Survey, 2024.

Out of 100 respondents, the table 4.2.15 shows that 60 out of the respondents which is 60%

strongly agreed that most students do not have access to a TV or the necessary devices to watch

educational programs, 35 respondents which represent 35% agree, 5 respondents which is 5%

disagreed while 0 respondent representing 0% strongly disagreed.

Question Fifteen: Educational TV programs align with my interests or academic needs?

Table 4.2.15

RESPONSE FREQUENCY PERCENTAGE

Strongly Agree 85 85%
Agree 15 15%
Disagree 0 0%
Strongly Disagree 0 0%
Total 100 100%
Source: Field Survey, 2024.

Out of 100 respondents, the table 4.2.16 shows that 85 out of the respondents which is 85%

strongly agreed that educational TV programs align with my interests or academic needs, 15

respondents which represent 15% agree, 0 respondents which is 0% disagreed while 0

respondent representing 0% strongly disagreed.

Question Sixteen: The educational TV programs available to me are too difficult to

understand or too advanced for my level?

RESPONSE FREQUENCY PERCENTAGE

Strongly Agree 60 60%
Agree 30 30%
42
 Disagree 10 10%
Strongly Disagree 0 0%
Total 100 100%
Table 4.2.16

Source: Field Survey, 2024.

Out of 100 respondents, the table 4.2.17 shows that 60 out of the respondents which is 60%

strongly agreed that the educational TV programs available to me are too difficult to understand

or too advanced for my level, 30 respondents which represent 30% agree, 10 respondents which

is 10% disagreed while 0 respondent representing 0% strongly disagreed.

4.3 Discussion of Finding

The findings from the survey on the Influence of Educational TV Programmes on the

Intelligence of Secondary School Students (A Study of Selected Students of Itolu High School,

Ilaro), the following findings were arrived at. In trying to find out to what extent are secondary

school students exposed to educational television programmes, tables 4.2.5 to 4.2.8 shows that

the majority of the respondents either agreed or strongly agreed that Itolu secondary school

students were not actually exposed to educational television programmes as it supposed to be due

to some circumstances which may be beyond their control.

Again, to answer the second research question “to what extent have educational television

programmes boosted the intelligence of secondary school students” it was also discovered from

the responses of the respondents from tables 4.2.9 to 4.2.12 where majority of the respondents

either agreed or strongly agreed to the fact that educational television programmes boosted the

intelligence of Itolu secondary school students.

43
Furthermore, to answer the third research question which was set to find out the major challenges

hindering students from watching educational television programmes, table 4.2.13 to 4.2.16 also

shows that one of the challenges cconfronting Itolu secondary students was the lack of time due

to school work and other responsibilities which often prevented them from watching TV

educational programmes. Again, finding from the survey also reveals that lack encouragement

and surport from parents and family members poses challenge to Itolu secondary students from

watching TV educational programmes.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

44
5.1 Summary

The research focuses on Influence of Educational TV Programmes on the Intelligence of

Secondary School Students (A Study of Selected Students of Itolu High School, Ilaro). Basically,

the objective of the study is to examine the influence educational television programme has on

the intelligence of Itolu secondary school students.

However, the study is divided into five chapters in which each chapters is discussed extensively.

Chapter one of the research contains the background of the study, statement of the problem,

research questions, significance of the study, scope of the study, limitations of the study and

operational definition of the terms

Similarly, in Chapter two, many relevant materials of different authors were used to expose what

various writers have done in the area of television programmes

In Chapter three of the study that based on research methodology, survey research method was

adopted in which questionnaires were administered. Cluster sampling technique was also

adopted to select respondents.

Chapter four of the project revolved on the data analysis and interpretations of findings. The

frequency and percentage method of data analysis was used. This chapter contains the summary,

conclusion and recommendation of the study.

5.2 Conclusion

45
The findings suggest that students exposed to high-quality educational programmes demonstrate

improved academic performance and heightened engagement in subjects such as science,

mathematics, and languages. Educational TV serves as a visual and auditory reinforcement of

classroom instruction, providing diverse perspectives and real-world applications that traditional

teaching methods may not offer. This multimodal approach caters to various learning styles,

thereby fostering a more inclusive educational experience.

However, the effectiveness of educational television is contingent upon the content's relevance

and the viewing context. Passive consumption without guided interaction may yield minimal

benefits. Therefore, it is imperative for educators and parents to actively participate in the

selection of appropriate programmes and to encourage discussions that promote deeper

understanding. Incorporating educational TV into curricula should be done thoughtfully, aligning

with educational objectives and complementing other teaching resources.

The study also acknowledges potential challenges, such as unequal access to technology and the

risk of overreliance on screen time, which could detract from other essential educational

activities. Addressing these issues requires a collaborative effort to ensure that all students can

benefit from educational media without compromising other aspects of their development.

Therefore, educational television programmes can positively influence the intelligence and

academic success of secondary school students when used judiciously. They offer a valuable

adjunct to traditional educational methods, capable of enriching the learning experience and

promoting intellectual growth. Future research should continue to explore the long-term impacts

of educational media and develop strategies to maximize its benefits while mitigating potential

drawbacks.

46
5.3 Recommendations

The following can be recommended after critical examination of the responses and review of the

previous literature.

1. It is recommended that television industry should as a matter of fact create some decent

educative programmes that will continue to promote the educational values of Nigeria.

2. Media owners should give prominence to news and activities on education while

government activities and policies are to be given adequate attention.

3. Special presenter should be groomed on education programmes while regular training

and seminars should also be done.

4. Broadcasting station should stop showing television violence during the hours the

students would be watching television instead they should show more of education and

en1ightenment programme that do not contain violence.

5. Broadcasting Stations should also try and reduce the violence Content they disseminate to

their viewers.

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Department of Mass Communication,

The Federal Polytechnic, Ilaro
Ogun State
11th November, 2024
Dear Respondent,

RESEARCH QUESTIONNAIRE

49
I am a student in the department of mass communication at The Federal Polytechnic, Ilaro. I am

conducting a research project on the topic Influence of Educational TV Programmes on the

Intelligence of Secondary School Students (A Study of Selected Students of Itolu High

School, Ilaro) in partial fulfilment of the requirements for the award of National Diploma (ND).

I seek your informed consent to kindly respond to the attached questionnaire which will assist in

conducting the completion of my research project. Your response will be treated in confidence.

Your cooperation on this respect is highly solicited, please.

Thank You.

Yours faithfully,

Badrudeen Kaosara
RESEARCHER

APPENDIX A
QUESTIONAIRE
SECTION (A) BIODATA
INSTRUCTION: Kindly tick the appropriate box and comment where necessary.
1. Age: 11 – 15 yrs [ ] , 16 – 20yrs [ ] , 21yrs + [ ]
2. Sex: Male [ ] Female [ ]
3. Grade Level (Class): Senior School 1 [ ], Senior school 2 [ ], Senior School 3
4. Subject(s) of Interest: Art [ ], Science [ ], Social sciences [ ]

SECTION B

50
INSTRUCTION: Use the following option to answer the question below.
Strongly Agreed = 4
Agree = 3
Disagree = 2
Strongly Disagree = 1

S/N STATEMENT 4 3 2 1
5. Lack of time due to schoolwork and other responsibilities
prevents me from watching educational TV programs.
6. I do not have access to a TV or the necessary technology to
watch educational programs.
7. Educational TV programs are often boring or unengaging,
which makes me less likely to watch them.
8. I believe educational TV programs are not as effective for
learning as other methods, such as reading or attending
classes.
A: To what extent are secondary school students exposed to educational television

programmes?

B: To what extent have educational television programmes boosted the intelligence of

secondary school students?

S/N STATEMENT 4 3 2 1
9. Lack of time due to schoolwork and other responsibilities
prevents me from watching educational TV programs.
10. I got useful content from educative TV programme for my
school work
11. My family members do not encourage or support me in
watching educational TV programs.
12 The content of educational TV programs is too complex or
difficult to understand for my age or educational level.

51
 S/N STATEMENT 4 3 2 1
13. Students are often too busy with schoolwork to watch
educational TV programs.
14 Most students do not have access to a TV or the necessary
devices to watch educational programs.
15 Educational TV programs do not align with my interests or
academic needs.
16. The accessible educational TV programs are too difficult to
understand or too advanced for my level.
C: What is the major challenge hindering students from watching educational television

programmes?

52