The use of radio and television as educational and instructional technology in the teaching learning process of history and English in Senior Secondary Schools within Mafikeng District of the North West Province, Republic of South Africa

Abstract

The main purpose of this study was to investigate the effective use of radio and television as instructional tools by History and English educators during presentations of their lessons, in senior secondary schools. It was an investigation into factors that influence the effective use and utilization of educational radio and television lesson delivery in selected high schools in Mafikeng. The investigation involved 84 educators from ten senior secondary schools in Mafikeng District. Questionnaires, semi-structured interviews and lesson observation methods were used for data collection. Results obtained showed that approximately 75% of the educators indicated their preparedness for and use of educational radio and television for lesson presentation. Senior secondary History and English educators were very willing to use radio and television in classrooms for their lesson presentations. Results also revealed a very significant relationship between educators ' rating of radio and television use and learners' reaction towards usage. However, a number of problems have been identified in relation to the use of radio and television. Educators face the problem of expertise and skills required for using them. Other problem areas are: time management, adequate teaching material, stress and tension. Results obtained on educators ' attitude towards use of radio and television proved that most of the educators felt incompetent to handle and use these instructional tools. They indicated a strong desire for training in specific areas. It was concluded that a comprehensive in-service programme for educators must be developed. Such a programme would include, not only training in the use of radio and television, but also motivation and encouragement for the self-development of educators. Secondly, support must be given to educators in order to create conditions that lead to the effective delivery of learner-centred approaches. Finally, the needs of educators at this point in time must include priority research into successful integration of technology in teaching at all levels of the school curriculum.