11 Assessment Of Human And Non Human Resourses For Educational Broadcast At Television Broadcasting Stations In North Central, Nigeria

Abstract

In this study, effort was made to assess human and non-human resources for educational broadcast at television broadcasting stations in North Central Nigeria. Descriptive survey research design was adopted for this study. The sample for this study comprised of three television stations in North Central Nigeria. Purposive sampling technique was used to select respondents for this study. Four research questions were raised and answer. A researcher design checklist which was validated by two educational technology experts and two media specialists was employed to elicit needed data through observation and interaction. The instrument comprised of four sections (section A.B, C, D and). Section A consists of ten items which collect data on qualifications of media personnel available at the stations. Section B and C consists of fifteen items each which collect data on availability and functionality of educational media facilities at the stations. Section D collect data on the programmes being transmitted on a daily basis to the public in order to determine the educational ones among them. Data collected were analyzed using descriptive statistics. Findings revealed that only thirty-six (representing 17.4%) out of the two hundred and seven media staff are educational broadcasting specialists. Also findings revealed that there are available and functional media facilities to execute educational broadcast in the stations. Findings also revealed that only thirty-five (representing 16.5%) out of two hundred and twelve weekly programmes being transmitted are educational contents. Based on these findings it was recommended that professionals who can effectively plan and execute educational broadcasting should be recruited in the stations, media facilities at television stations in North Central Nigeria should be used majorly towards discharging the educational duties of broadcasting stations. Findings also revealed that contents being transmitted should not only be informative and entertaining ones but more importantly educational contents and that television stations in North Central Nigeria should look for sponsors of educational television programmes production and dissemination without any condition.

Keywords: Broadcasting, Educational Technology, Educational Broadcasting, Human and

Non-Human Resources, Television station.

Introduction

Education is fundamental to the development of any nation. A nation can develop quickly and benefit her citizens if the education system is efficient, effective and of good quality. Improving the teaching-learning process enhances efficiency and effectiveness of the education system. Teaching-learning process can be improved through the use of media such as television, radio, newspapers and magazines. Therefore, development of educational media programmes is a means to boost the teaching-learning process (Abenga, 2009). Educational television programmes are examples of developed media programmes that can be used to enhance teaching-learning process. Another important means of educating people is through the use of broadcast media. Broadcasting is the transmission of signals to many receivers or viewers simultaneously via powerful electromagnetic waves. Udomisor (2013) defined broadcasting as the distribution of audio and video contents to a dispersed audience via any audio-visual media.

Media is an important part of modern education since the beginning of the twentieth century. Beginning with print media to radio, television, and today’s Web-enabled e-learning, each medium has potential solution for the problems, inadequacies and certain ills of education. Invariably, the purpose of inducting media into education is in two-folds: to inform and to enrich the quality of educational content. The birth of a new medium has not however, supplanted the previous one; since each has found its own niche (Boyd & Ellison, 2007). The growing importance of the Audio/Visual medium in the wake of a wide range of electronic/ digital media is a clear example of information and communication technology.

The exponential growth of information and communication technologies in the second half of the twentieth century has given educators new opportunities to reconsider the way in which education can be delivered at the doorstep of the learner. As a result, these opportunities have given a new impetus to the discipline of educational communications (Huntemann & Morgan, 2001). On a continuum of education technologies, educational broadcasting through television is a natural precedent to today’s information and communication technologies. Despite the world wide enchantment with the Internet and Web-based learning, television media still retain the comparative advantage of being able to serve dispersed, isolated, and disadvantaged communities aspiring to overcome the barriers of illiteracy and physical distance (Folarin, 2005). Educational television programmes are examples of developed broadcasting media programmes that can be used to enhance teaching-learning process.

Falode and Gambari (2013) stated that broadcasting is very important in Africa because majority of Africans get their information, education and entertainment primarily from radio and television. For instance, there are thirty-six states (36) in Nigeria and each of these states has at least one government owned television station in addition to branches of Nigeria Television Authority (NTA) established by the Federal Government in each of the states and a number of private broadcasting stations in some of these states. Today, the Nigerian Broadcast industry reaches daily over 9 million television sets; reaches over 100 million listeners; broadcasts in 15 languages; from offices all across Nigeria (Falode & Gambari, 2013).

Television is an important medium of broadcasting. Its ability to combine sound, visuals and text (multimedia) gives it advantage over other media of mass communication like radio and newspaper (Biobaku, 2012). Television portrays reality and offers a wide range of valuable contents for the benefits of individuals and the society at large. The educational significance of television programme cannot be over-emphasized. Biobaku (2012) was of the view that television contents shape behavior. In view of this, Oketumbi (2007) charges broadcast stations in Nigeria to accord the greatest priority to educational programmes since facilities to carry out the task are available. Since the first educational television broadcasts began in Iowa U.S.A in 1933, there have been decades of research focused on the educational effects of television, and yet controversies about the impact of television in schools and society as a whole persist. This could be adduced to the fact that transmission of entertainment and informative programmes in form of musicals, movies and news are dominant at the expense of educative ones (Oketumbi, 2007).

Television programmes that have educational value can be very useful academic tools as they have been used in the classroom since 1970s‟ in most parts of the developed world (Sedycias, 2009). Some of educational functions of television programmes are: training for citizenship; fostering the sense of national integration and international understanding; environmental awareness; inculcation of socio-political and cultural values and; individual and national development.

In the classroom situation, educational television programmes can be fundamental in the teaching-learning process in a number of ways. They can be used to assist learners in various subject areas alongside other teaching materials to give well-rounded approach to teaching and learning process. First, through repeated viewing of the educational television programmes the learners understanding can be improved. Secondly, these programmes can be used to tackle difficult questions in the areas of morality, ethics as well as expose them to ideas and culture that they can not necessarily experience for themselves. Thirdly, television being stimulating and interesting to children, its educational programmes can be used to assist reluctant learners by creating interest and removing the stresses which is accompanied by traditional learning techniques (Gunter & McAleer, 2007).

Also, among the Nigerian population, students have been observed to be utilizing television more than the non-students counterparts. Lenhart, Purcell, Smith, and Zickuhr (2010) found that 72% of primary, secondary and tertiary institution students have television in their homes out of which 45% of those students watch at least once in a day. Students spend more time on watching television than any other activity due to the fact that the television can be used for entertainment, information and educational purposes which are the main attraction and area of concentration for the students (Lenhart, 2010).The learning that takes place via television makes it one of the major players in the socialization process alongside more traditional socializing agents such as the family, school and peer groups Signorielli and Morgan (2001), thereby reflecting society’s values and culture.

Television broadcast stations are designed for informative purposes to disseminate useful and needed information to wide range of people (Pempek, Yermolayeva, & Calvert, 2008). For entertainment purpose, television broadcast stations through its various channels offer latest gist on celebrities, movies, entertainment shows and programs, games among others (Chen, & Bryer, 2012). For educational purposes, it serves equal access to educational opportunity for all learners because educationists believed that Students can learn through educational television thereby improving their knowledge in some subjects. Although programmes to be transmitted at most broadcast stations are determined by the administrators of the station.

Professionals and administrators of stations determine the content to be transmitted, time to be transmitted and how long it will be transmitted. This process is what Oketumbi (2007) referred to as broadcast programming and it is regarded as the planning and execution of what radio listeners would hear, and what television viewers would see on their sets in a predetermined order. This planning and execution can only be successfully done when broadcast stations employ competent hands who are capable of operating at the highest level of professionalism (Falode & Gambari, 2018). Importantly, using television broadcast media for informative, entertainment or educational purposes largely depend on the availability, adequacy and functionality of the resources.

Resources according to Homby (2004) are what can be used to help achieve an aim such as personnel, equipment and facilities. Nikky (2010) referred to media resources as the different equipment and services available in the media station, adding that the process of broadcasting depends upon the different types of equipment available in the media station. Media resources are therefore all the facilities, equipment, supplies and services utilized by the broadcasting station for efficient and effective educational transmission. Okeke (2005) asserted that they are collection of materials and equipment that can be used effectively for communication, adding that they could as well be described as variety of products of educational technology. National Broadcasting Cooperation (2002) also defined media resources as human, material and finance available for effective program production in a media station. They are therefore all the facilities, equipment, supplies, funds as well as personnel used in implementing the educational programme in media stations.

Resources could also be anything that one uses to achieve an objective; it could be raw materials or personnel. Resources  can also be considered as any item which will aid, stimulate and motivate the audience/viewers as well as simplify the process of effective content broadcast to the public (Oseinem, 2008). This implies that resources are any physical or vital entity of limited availability that needs to be consumed to obtain a benefit from it. Typically, broadcasting resources are materials, services, self or other assets that are transformed to produce benefit and in the process may be consumed and made available. Benefits of broadcasting resources utilization may include increased wealth, knowledge, meeting needs or wants, proper functioning of a system to enhance well being. Therefore, anything that can be use to satisfy human need is a resource.

Consequently, every television broadcast station should strive to attract and retain the best of resources. The economic austerity of recent times, coupled with the need for expansion of access to information has combined to present broadcasting stations worldwide with increasingly difficult choices in the allocation of adequate resources (Chen & Bryer, 2012). According to Nigeria Broadcasting Cooperation (NBC) in research evidence confirms that the most consistent characteristics in improving any broadcast station are the adequacy and functionality of the human and non-human resources. Therefore, for effective educational broadcast at television station, there is need for adequacy and functionality of the available human and non-human resources (Oseinem, 2008).

Human resources refer to as all the people who work in an organization called personnel (Rodney, 2004). The success of any television broadcastking station depends upon the quality of its human resources. Hence, human resources are the most important and valuable asset in every broadcasting station in the form of its employees. Dynamic, competent and motivated human resources build dynamic organization and enable organization to achieve its goals (Yusuf, 2002). Any television broadcast station performance and resulting productivity are directly proportional to quality and quantity of its human resources. Therefore, an organization should continuously ensure that the dynamism, competency, motivation and effectiveness of its human resources remain at high level. Some of the personnel in television broadcast stations includes  General manager, Directors, Operation manager, News director, Managing editor, Producer, News writer, Sport director, Reporter, Post production editor, Crew chief, Programming director, Broadcast Operation Manager, Technical Resource Manager and so on (Rodney, 2004).

Non-human resources on the other hand, are varieties of media facilities, equipment, and supplies that can be used for effective production of programmes in television broadcasting stations (Biobaku, Oboh & Atofojomo, 2012). The availability and adequacy of media equipment and facilities are predictors to successful implementation of any media program. According to Offorma (2002) media program is usually facilitated and more effective through the utilization of appropriate facilities, equipments and supplies.  In other words, media equipment and supplies have been observed as a potent factor to qualitative and quantitative broadcast. Educational television programme require the availability and adequacy of facilities, equipment and supplies for the attainment of set goals (Ikioya, 2008).

The availability of facilities, equipment and personnel are important ingredients in any media station. It has been observed that educational broadcast seems to be losing steam in almost all the media stations in the country (Anyanjor, 2005). This is being considered as part of the reason why most television stations are not disseminating educational programmes. This situation may likely persist if there are no adequate resources especially skilled production personnel or if those available are not adequately utilized. The level of success of most television broadcasting stations and media at large is mostly dependent on the degree of availability, adequacy and functional of up to date facilities, equipment and supplies. This is because they form the hub around which such programmes revolve (Akinsami 1995; Mgbor, 2005; Mgbor and Anyanjor, 2005).

Availability refers to service/resources that can be obtained in the discharge of certain functions. Longman (2003) asserts that availability refers to resources ready to be used, able to be used or that can easily be found and used. Onyejiemezie (2002) noted that availability is a state of making provision for a satisfactory standard requirements in terms of media resource to enhance effective instructional activity in a particular broadcast. According to the author, no meaningful learning or transfer of what has been learned will take place if such learning occurs in a situation devoid of relevant activities and concrete experiences. In other word, availability can be defined as human and material resources ready for use in educational broadcast.

In recognition of the importance of availability of resources in broadcasting Olaitan, Igbo, Ekong, Nwachukwu and Onyemachi (2009) noted that no meaningful learning or transfer of what has been learned will take place if such learning occurs in a situation devoid of relevant activities and experiences. The importance of availability of resources cannot be over emphasized in the broadcasting of educational programmes in television broadcasting stations. The availability of resources, facilities, equipment as well as adequate personnel motivates the production of programmes, increases the producer’s efficiency and promotes the productivity of the media station. Facilities, equipment, supplies and skilled production personnel are important aspect of educational broadcast and television programme management.

Adequacy of an object means a condition of being enough in quality and good enough in quantity for a particular purpose or need. Ojoawo (2009) opined that adequate facilities, equipment and skilled personnel constitute a strategic factor in organisational functioning. This is because they determine to a very large extent, the smooth functioning of any television programme. He further stated that their availability and adequacy influence efficiency and high productivity in broadcasting. According to Adedeji (2000) there must be sufficient motivation in form of attractive facilities, supplies, equipment and personnel for the production of programme in a television broadcasting stations. Where these resources are lacking, the effective functioning of the educational programme will be hindered. Longman (2000) sees adequacy as a situation in which there is enough resources for a particular purpose. Mapaderum (2002) opined that adequacy is satisfactory condition of resources in an organization. He added that adequacy of equipment and skilled production personnel in television broadcasting stations promotes effective educational broadcast while their inadequacy affects educational broadcast negatively.

Adequate availability of equipment, facilities and their proper utilization have been positively correlated to good performance in examinations while poor performance has been blamed on inadequacies, adding that where equipment and personnel are lacking production may be poorly executed (Maduewesi, 2010). Adequate  resources enhances the effectiveness of any broadcasting stations as these are the basic things that can bring about a good and quality broadcast to the audience. Chen and Bryer, (2012) states that television broadcast stations are made up of human beings and other non-human resources. He further asset that when the right quality and quantity of human resources are brought together, it can manipulate other resources towards realizing organizational goals and objectives.

Statutorily, there is no broadcasting policy in Nigeria (Falode & Gambari, 2018).  Nigeria has not projected an enviable profile in the policy development, particularly in the media and information sector in the last decade. This situation has subsequently affected educational broadcasting in the country. For instance, in the late ‘90s, the Federal Government established the Nigerian Television Authority educational television station in Lagos but due to lack of continuity and inconsistency in government policies and implementation, the station is being under-utilized (Nigeria Community Radio Coalition, 2010).Today, educational television broadcast are sand-witched into the broad entertainment, information and other main programmes being transmitted by National, State and Private television stations in Nigeria (Yusuf, 2002). It is against this background that this study tends to conduct a survey research so as to assess and ascertain the level of availability and functionality of resources for educational broadcast at television stations in North Central Nigeria.

Statement of the Research Problem

The significance of this present research study lies in the fact that despite enormous broadcasting stations that exist today in Nigeria and which are owned either by the government or private organization, it is not clear whether these stations are transmitting educational contents and not only for entertainment and informative purposes.

For establishment of educational television stations to achieve the educative role of media might be a task too difficult for government and other relevant educational stakeholders to carry out in Nigeria, but since every state of the federation has at least one public television station (Falode & Gambari, 2018), educational television broadcasting staff, media and facilities in these public stations can be channeled to work for the purpose of producing and transmitting qualitative educative programmes to the community. These Educational programmes play vital roles in the education process by disseminating large volumes of educational and instructional messages to the public (Babalola, 2005).

The roles of media, especially broadcast media are to inform, educate and entertain. Today, educational television broadcast are sand-witched into the broad entertainment, information and other main programs being transmitted by national, state and private television stations in Nigeria (Yusuf, 2002). This is done haphazardly because of limited specialists, equipment and facilities in the Nigerian broadcast industry which can be effectively used to establish, plan and execute educational programs (Oketumbi, 2007). However, for educational contents to be broadcast, skilled production personnel, finances, education policies, and technological equipment must be available and functional. Thus, this study is aimed at assessing human and non-human resources for educational content broadcast at television stations in North Central Nigeria.

Aim and Objectives of the Study

This study will aim at assessing the availability of human and non-human resources for educational broadcast at television stations in North Central, Nigeria: The specific objectives of the study are to:

1. Assess the availability of educational broadcasting specialists at television broadcasting stations in North Central Nigeria;
2. Assess the availability of media facilities for educational broadcast at television broadcasting stations in North Central Nigeria.
3. Examine the functionality of media facilities for educational broadcast at television broadcasting stations in North Central Nigeria.
4. Find out whether television broadcasting stations in North Central Nigeria transmit educational contents to the public.

Research Questions

The following research questions were formulated to guide the study:

1. Are there educational specialists available at television stations in North Central Nigeria?
2. Are there media facilities available for educational content broadcast at television broadcasting stations in North Central Nigeria?
3. Are there functional media facilities for educational content broadcast at television broadcasting stations in North Central Nigeria?
4. To what extent do television broadcasting stations in North Central Nigeria transmit educational contents to the public?

Methodology

The study adopted descriptive survey research design. This research design is aimed at eliciting information that will provide answers to the research questions. The rationale for adopting survey design is that it helps to elicit responses from the sample respondents. The methodology involved the use of checklist to elicit needed data from respondents on the availability and functionality of media resources for educational broadcast at television broadcasting stations in North Central, Nigeria.

The population of this study comprised of the entire staff of the television broadcasting stations in North Central Nigeria. Six states including FCT was used for the study, namely, Kwara, Niger, Kogi, Nassarawa, Benue and Plateau respectively. The target population for this study comprised of a television broadcasting station in Kwara, Abuja and Benue state respectively.

The sample for this study comprised of a television broadcasting station from Kwara, Abuja and Benue state in North central Nigeria. Twelve (12) Heads of units in three television stations were considered as respondents.

There are 19 television broadcasting stations in North Central Nigeria and 76 head of units because every television broadcasting station has four head of units namely (Head of admin, Head of production unit, Head of Technical (engineering), and Head of News and Current affairs).

Purposive sampling technique was used to select 3 television broadcasting stations in North Central Nigeria which are all owned either by the private, state or federal government because transmission of different program is aired on a daily basis in the television stations. Thereafter convenience sampling was used to select 12 head of units reason being that it is difficult to sample all the staff from the television stations in the zone and considering the fact that each television station has head of units.

This study was conducted using a researcher designed checklist as instrument for data collection.

The checklist comprised of four sections (Sections A, B and C D). Section A consist of 10 items which collect data on staff adequacy at the station with their qualifications to determine the adequacy of educational television broadcasting staff at the station. Section B and C consist of 15 items each which collect data on the availability and functionality of educational media facilities at the station while Section D collect data on the programmes being transmitted on daily basis to the public in order to determine the educational ones among them.

The checklist was validated by two educational technology experts from the Department of Educational Technology, Federal University of Technology, Minna, and two media experts from Nigerian Television Authority Minna.

The instrument was given to two raters. A media specialist at Nigerian Television Authority (NTA) Minna and another in Niger State Television Authority (NSTV) Minna. They rated the items on a nominal scale in order to judge the degree to which the two constructs were fulfilled in the interview protocol. Analysis of the rater agreement distribution was found to be satisfactory as Cohen’s Kappa coefficient yielded 0.75, 0.92 0.90 and 0.85 from (section A, B, C and D) of the research instruments respectively.

The researcher visited the television stations that were sampled before the commencement of the experiment to seek permission with a letter from the Head of the Department to the authorities of the sampled television stations for approval in order to see the Head of Units. When the approval was granted, the Head of the Units were briefed on the objective of the study. Thereafter, the researcher-designed checklist was used to elicit needed data through observation and interactions. The interview was conducted by the researcher after booking appointments with the respective respondents. The study collection processes lasted for four weeks.

Data collected from administering the checklist was analyzed using descriptive statistics. All the research questions were statistically analyzed using frequency counts, simple percentages and report method.

Results

Research question 1: Are there educational specialists available at television broadcasting stations in North Central Nigeria?

Table 1:  Frequency and Percentage of Area of Specialization of Available media staff             in television broadcasting stations.

Table 1 shows the area of specialization of available media staff in the sampled television stations in North Central Nigeria. Out of two hundred and seven staff present, twenty staff representing 9.7% studied instructional technology in two television stations, seven staff representing 3.4% studied educational communication in two television stations while nine staff representing 4.3% studied educational technology in the three television stations. The remaining one hundred and seventy one representing 82.6% studied other media courses within the scope of broadcasting but outside educational broadcasting. Generally, the results indicated that only 17.4% of the total staff have educational broadcasting relevant qualification.

Research Question 2: Are there media facilities available for educational content broadcast at television stations in North Central Nigeria?

Table 2:  Frequency and Percentage of Available and Non-Available media facilities in         television stations.

The results in table 2, showed that all the listed media facilities and equipment’s were found available in the television stations. Out of the fifteen media facilities listed, fourteen media facilities were available in the three television stations and only teleprompter was found not available in one station. The results indicated that virtually all the media facilities that are required for quality educational broadcast are available in the television stations.

Research Question 3: Are there functional media facilities for educational content broadcast at television stations in North Central Nigeria?

Table 3:  Frequency and Percentage of Functional and Non-Functional media facilities         in television stations.

It can be observed in table 3, that out of the fifteen media facilities, fourteen media facilities were found functional in the three television stations and only outside broadcasting van were found not functional in one television station. From these results, it is clear to report that virtually all the listed media facilities are available in the television stations. Similarly, all available equipment’s are functional.

Research question 4: To what extent do television broadcasting stations in North Central Nigeria transmit educational contents to the public?

Table 4:  Frequency and Percentage on the current daily number of programmes             being transmitted to the public in a week.

The results of table 4 revealed that out of the two hundred and twelve programmes being transmitted to the public weekly in the television stations only thirty five representing 16.5% of the total programmes are educational programmes. While the remaining one hundred and seventy seven programmes representing 83.5% are entertainments and informative programmes. Hence, it can be deduced from these results that majority of the programmes being transmitted to the public in television stations are entertainments and informative programmes. While few others were educational ones.

Discussion of Findings

The aim of this research is to assess the human and non-human resources for educational broadcast at television stations in North Central Nigeria. Five research questions were raised, responses generated were analyzed using frequency count, simple percentages and report method and results were presented in tale 1, 2, 3, 4 and 5 respectively. As shown in the results for the first research question, responses generated from the respondents in the television stations revealed that there is shortage of educational broadcasting specialists at the television stations in North Central Nigeria. Majority of the available media staff are professionals in other media disciplines outside the scope of educational broadcasting. This findings agrees with Yusuf (2002) who established that within the school there is enough education specialists and also within the broadcasting stations, there is adequate media staff but having professionals who are specialists in the two disciplines that form educational broadcasting in statins is very rare. The findings is also supported by the findings of Oketumbi (2007) that broadcast industries lack specialists who can effectively plan and execute educational programmes.

Findings concerning the availability and functionality of media facilities and equipment’s as presented in this study was based on two conditions that includes yes or No. consequently, the findings revealed that there are available and functional media facilities that can facilitate educational television broadcasting in television broadcasting stations in North Central Nigeria. This findings agrees with Yusuf (2002) and Oketumbi (2007) that although broadcast stations in Nigeria are short of professionals who can plan and execute educational broadcasting, they have facilities they can employ since the same facilities and equipment’s currently being used for public broadcasting will equally be adequate to execute educational broadcasting.

Findings that emanated from analysis of programme being transmitted at television stations in North Central Nigeria revealed that majority of the contents are entertainments and informative ones at the expenses of the educational contents. This findings agrees with the findings of Oketumbi (2007) and Reeves (2008) that transmission of entertainments and informative programmes inform of musicals, movies and news are dominant at the expenses of the educational ones. The findings is also supported by the findings of Yusuf (2002) that educational television broadcast are sandwiched into broad entertainment, information and other main programmes being transmitted by National, state or private television stations in Nigeria.

Conclusion

Based on the findings from the analysis of the data collected for this study, the researcher concludes that only few staff in the sampled television stations in North Central Nigeria have educational broadcasting relevant qualification. Most of the staff found available in the stations studied other media courses within the scope of broadcasting but outside educational broadcasting.

In terms of availability and functionality of media facilities and equipment’s, it can be deduced that most of the media facilities and equipment’s found in the sampled stations are available. Similarly, all available media facilities are functional. However, the contents being transmitted to audience are majorly those of entertainment and informative programmes at the expense of the educational ones. This is not unconnected with the fact that majority of media personnel available in the stations are not professionals who can plan and execute educational broadcasting.

Recommendations

Based on the findings of this study, the following recommendations were given

1. Professionals who can effectively plan and execute educational broadcasting should be recruited in the stations
2. Media facilities at television broadcasting stations in North Central Nigeria should be used majorly toward discharging the educational duties of broadcasting.
3. Contents being transmitted to audience should not only be informative and entertainment ones but more importantly educational contents.
4. Nigerian Broadcasting Commission should have a monitoring team saddled with the responsibilities of regulating contents being transmitted by television stations to the audience.
5. Television broadcasting stations in North Central Nigeria should look for sponsors of educational television programmes production and dissemination without any condition. Such sponsors may be given a unique and distinguishing label “friends of education” (FOE) in order for them to be given some recognition for their role they are playing in ensuring that television technology is used to enhance teaching and learning process.

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Correspondence can be directed to:

Muhammad Salihu Kudu

Department of Educational Technology,

Federal University of Technology, Minna, Nigeria

E-mail: salfat007@gmail.com

Phone No: +2347032995366

Oluwole Caleb Falode

Department of Educational Technology,

Federal University of Technology, Minna, Nigeria

E-mail: oluwole.falode@futminna.edu.ng

Phone No: +2348069626979