UBRARms your record. FINES will be charged if book is returned after the date stamped be10w. ;: 6/2 W? a a.“ P~r'~. “'v . c We... 3‘ .Z . . . , ‘ (,. M66 {,3 ,9 (371 K114 v. , , R 1a was 575 ..._. 99.354 1107 A138 Cfé¢;.; h“'f'7‘9¢’5: ' ' f.‘ 'giég , ' 065 K09? MSU P1ace in boo RETURNING MATERIALS: k drop to remove this checkout from INSTRUCTIONAL MEDIA USE IN FORMAL AND NUNFORNAL AGRICUUTURAL TRAINING PROGRAMS IN BENDEL STATE 13? NIGERIA BY We Ehi Ohenhen A.DISSERTHTTON Submitted to Michigan State University in partial fulfillment of the requirements for the degree of 0001012me Educational Systems Developmt _ . Department of Counseling, Educational Psychology and Spec1a1 Education 1985 (c) Copyright by me 331 0mm 1985 All Rights Reserved DEDICATION to Almighty God For His Inestimable Love and Guidance to Humphrey Iyahen Ohenhen amorowa Ohenhen My Beloved Father and Mother to My Sisters Oghomwenyemwen, Osayawemmen Ufummen and Omorisiuwa to My Brothers Aghamioghogho, Ikponmwosa, Osarobo Amenaghawcm.and Osazee AW Guidance, support, encouragement and constructive criticism enable one to succeed in a doctoral degree program. I trust pause here and express my appreciation to individuals whose contributions made this acadanic dream a reality. The Nigerian Institute for Oil Palm Research (NIFOR) , my eflployer and sponsor. My deepest gratitude goes to the institute for the encouragenent and financial support received throughout the program. Dr. James L. Page, my academic advisor and chairman of my dissertation guidance committee was most supportive. His thoughtfulness, interest in my welfare, and encouragement helped cheer me through some dark moments that characterize the pursuit of an advanced degree. My heartfelt thanks go to him and to the other menbers of the cannittee—Dr. Iawrence Alexander, Dr. Norman Bell and Dr. Lawrane Redd. V Special appreciation and thanks to the agricultural teachers, agricultural extension agents and their administrators whose cooperation greatly facilitated the gathering of data for this study. Equally sharing in the glory of this achievement are my parents and family who in diverse ways sumorted and encouraged me in this quest for knowledge. iii 'IABIBCFCQTIENTS Listof'l‘ables............ CHAPTER I. II. III . mm Introduction . . . . . Problem Statement . . . Purpose of the Study . . Background of the Study . Significance of the Study. Research Questions . . . Research Hypothesis. . . Generalizability and Adaptability Theoretical Franmrk . . Definition of Term. . . Limitations of the Study . §::::::: 9 é...0.00 AsstmptionsoftheStudy Smnary. . . . . . REVIWCF'IHELITERATURE Introduction . . ' . . . . Prescriptions and Projections Regarding Educational Technology. . . . . . Resistance to Instructional Media Innovation inEducation. Instructional Media Training and Teacher Education. . . Utilization of Instructional Media in Agricultural Education and Development Projects in SaneDevelopingCountries . . . . . . . W. O C I O O O O O O 0 O O O O DESICN AND W Hypotheses. Population of Study. . . Rationale for Population Selection. Instrumentation . . . . . . . Design over Variables . . . . . PilOt Mt. O O O O O O O 0 iv vii Collection of Data . . . . . . . . . . . Mta MYSiSO O O O O O O O O I O O O W. I O O O O O O O O O O O O C IV. ANALYSIS AND RESULTS Introduction . . . Research Question l-Findings. Research Question 2-Findings. Research Question 3-Findings. Research Question 4-Findings. Hypothesis 1 . . . . . . Findings. . . Research Question S-Findings. Hypothesis 2 . . . Findings. . . Hypothesis 3 . . . Findings. . . Research Question 6-Findings. Research Question 7-Findings. Hypothesis 4 . . . . . . Findings. . . Research Question 8-Findings. Research Question 9-Findings. Research Question lO-Findings Research Question ll-Findings Research Question 12-Findings Research Question 13-Findings Hypothesis 5 . . . . . . Findings. . . . . . swunery'of Findings. . . . V; SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary; . . . . Research Questions . Hypotheses. . . . Conclusions . . Receunendations . lmgflications for Further Study Appendix A. Agricultural Extension Staff Hierarchy. . Appendix B Farm Families - Extension Agent Ratios. . Appendix C Instructional Innovation Readiness Profile Appendix D Dale's Cone of Experience . . . . . . Appendix E Questionnaire Deed in Gathering Data . . Appendix F Media Inventory Checklist . . . . . Appendix G Letter of Introduction for Data Gathering. Appendix H Letter to the Permanent Secretary, Ministry and Natural Resources, Bendel State . . V 118 119 121 121 125 135 136 138 139 140 142 159 160 161 Appendix I Letter from the Permanent Secretary, Ministry of Agriculture and Natural Resources, Bendel State. . . .162 Appendix J Letter frcm the Principal, School of Agriculture Asaba, Bendel State . . . .163 Appendix K Letter from the Head, Department of Agricultural Science, College of Education, Benin City, Bendel State. . . .164 Appeadix L Letter from the Head, Department of Agricultural Science, College of Education, harri, Be1de1 State . . . .165 Appendix M Letter fran the Head, Department of Agricultural Science, College of Education, Abraka, Bendel State . . . 166 Appeidix N Letter fran the Head, Department of Agricultural Science, College of Education, Agbor, Bendel Sate O O O O O O O O O 167 Appeidix o Researcher' s Letter to Respmdents. . . . . 168 Appendix P Level of Media Training. . . 170 Appendix Q Training Program Activities in which Extension Agents Interact with Agriculture School Teachers... .......171 Appendix R Sources of Media Information . . . .172 Appendix S Summary of the Functions of the Proposed Center for Educational Technology. . . . . . . 174 Appexdix '1' Model for Instructional Media Innovation Program.............175 Bibliwrm. O O O O O O O O O 0 O O O O O 0 176 vi Haw» .5 \DQQO‘U‘ 11 12 13 14.1 14.2 LISTCFTABIES Distribution of Responses Among Institutions. . Distribution of Responses Among Extension Circles . Population Subgrouping. . . . . mantities of Serviceable Media Equipment Available in the Formal Training System (Nordegree Colleges of Agriculture in Bendel State. . . . Instructional Materials Available in the Formal Training SYstem (Agricultural Extension of Bendel State Ministry of Education . . Imtructional Materials Available in the Nonformal Training Mtem . . . . Frequezcy of Use of Instructional Media by Agriculture Teachers in Nondegree Colleges of Agriculture. . . . . . Frequexcy of Use of Instructional Media by Agricultural Extension Agents. . . . . The Mean Use for Each Instructional Medium (School Teachers in Formal Training) . . . . The Mean Use for Each Instructional Medium (Extension Agents in Nonformal Training) . . . Analysis of Variance Conparing Formal and Non- Formal Trainers in has of Media Use . . . . Analysis of Variance Cmparing Graduate and Non- Graduate Grade Level of Trainers in Terms of Media Use . . . . . . . . Level of Previous Media Training. . . Analysis of Variance Carparing Fornal and Non- Formal Trainers in Terms of Previous Media Trainm. . . ' Analysis of Variance Couparing Graduate and Non- Graduate Grade Level Trainers in Terms of Previous Media Training. . . The Correlation Between Amount of Previous Media TrainingandtheAmountofMediaUsebyFormal and Non-Formal Trainers. . . timber and Percentage of School Teachers Responding to Positive Perception Statements About Instructional Media . . umber and Percentage of School Teachers Responding to Negative Perception Statements About InstructionalMediaW vii PAGE 48 49 61 62 64 66 69 69 70 71 72 72 73 74 76 77 15.1 15.2 16 17 18 19 20.1 20.2 21.1 21.3 22 23 24.1 24.2 NUmber and Percentage of Extension Agents Responding to Positive Perception Statements About Instructional Media . . . NUmber and Percentage of Extension Agents Responding to Negative Perception Statements About Instructional Abdia . . . . Average Percentage Distribution of School Teachers vs. Extension Agents for the Combined Five Positive Perceptions about Instructional Media . Analysis of variance Results Comparing Formal and Non-Formal Trainers in Terms of their Perceptions About the value of Media USe for Instruction. . The Correlation Between the Amount of Media Use and Perceptions About the value of Media Use for Instruction. . . . . The Correlation Between the Amount of Previous Media Training and Perceptions About the value of Media Use in Instruction . . . . . . value-Rating of Instructional Media for Use in Agricultural Training for School Teachers. . . Value-Rating of Instructional Media for USe in Agricultural Training by Extension Agents. . . Analysis of Variance Results Couparing Fonnal and ltxritumeu.Trainers' Perceptions About the values of Media USe in Agricultural Training in Particular . . . Analysis of Variance Results Conparing Graduate and Non-Graduate Trainers ' Perceptions About the Value of Media Bee in Agricultural Training in Particular . . . The Correlation Between Perceptions About the value of Media USe in Agricultural Training and the Frequency of Media Use . . . Chi Square Test Comparing Formal and. Non-Formal Trainers in the Belief that Av Media USe is More Valuable for Either Formal or Non-Formal Training. . . Analysis of Variance Results Conparing Formal and Non-Formal Trainers in the Value-Rating of Broadcast Media use in Agricultural Training. . Chi Square Test comparing Formal and Nan-Formal Trainers in Belief that Instructional TV is More Valuable for Either Formal or Non-Formal Raining. . . . Chi Square Test Cbnpeuing Formal and NOn-Formal Trainers in Belief that Instructional Radio is More Valuable for Either Formal or Non-Formal Training. . . . NUmber and Percentage of School Teachers Who Received Organizational Support for Instructional Media UseforFormalTraining. . . . . . . . . viii 78 79 80 80 82 83 84 85 86 86 86 87 88 89 90 93 26 27 28.1 28.2 29.1 29.2 30 31.1 31.2 32.1 32.2 33 34 35 umber and Percentage of Extension Agents Who Received Organizational Sipport for Instructional Media Use for Non-Formal Training . . . 94 Analysis of Variance Results Catparing Formal and Non-formal in Tens of Perceived Media Sipport . 95 The Correlation Betwee: the Perceived Organizational Support for Media Use for Formal and Non-Formal Training. . . 95 Levels of Still in Operation of Media Equipment Acquired by School Teachers . . . . 99 Levels of Still in Operation of Media Equipment Acquired by Exteasion Agents . . 99 Levels of Proficiency in Production of Instructional Materials Acquired by School Teachers . . . 100 Levels of Proficiency in Production of Instructionai Materials Acquired by Extersion Agents 101 The Top five Training Program Areas in Which Formal Trainers Consulted Very Often with Non-Formal Trainers. . . . . 102 Sources From Which School Teachers Cbtained Information about Instructional Mdia (Arranged in Descending Order of Information Frequency) . 103 Sources Fran Which Extension Ageats Cbtained Infonnation about Instructional Media (Arranged in Descending Order of Information Frequency) . 104 Amber and Percentage of Formal Trainers Perceiving Constraints as a "Major“ Problem on Use of InstructionalMedia. . . . . . . .105 umber and Percentage of Non-Formal Trainers Perceiving Constraints as a "Major" Problem on Use of Instructional Media . . . . . 106 The Correlation Between Abdia Use and Perceived Constraints for Formal and Non-Fennel Trainers . 107 Analysis of Variance Results Comparing Formal and Non-Fonnal Trainers in Tums of Constraints onMediaUse. . . . . 108 Standard and Stepwise Regression Results for PredictingMediaUse. . . . . . . . . . 109 CHAPI‘ERI mm W In this age of high technological advancement in human comnunication, the provision of education and training in a most efficient and effective way is recognized as an urgent necessity. The potential of instructional media for facilitating communication in education has been widely discussed as they pertain to a wide range of aspects of teaching/learning and developnent. The ensuing research and experiential results have shown that effective media applicability in education is hinged on the couposite knowledge of 'when', 'for what', and 'how to' properly use media technology and materials to prannote understanding. Althwgh web of the impetus for change in educational organization arises from external sources, it is generally recognized that the teachers' readiness for change is crucial to the successful inplenentation of instructional innovations. Teachers' readiness for change translates to individual teacher's belief in the utility of the innovation; willingness to adopt it and possession of the needed skills to effectively inplement the change. According to Annsey (1971), The condition of success in the use of the things of learning are many. A recognized and generally agreed upon need must exist. A desire to meet the need and to do it through the use of instructional technology nust prevade. The people who must use instructional technology should want to use it and believe in its efficiency. (p. 101) 2 Ammg newer media, which studies have shown to be effective for inproving and enriching teaching-learning are: . television, radio, still projected pictures, motion picture films, computer-assisted instructional medium, audio-tape recordings, etc. These media can be used singly or in coubination with one another and other media such as graphics, realia, flat pictures, print media, and lectures. Agriculture in its couple: interaction of people, food production, financing and technology, presents an enormous task of educating and training people in a wide range learninng aspects. In this context, formal educational institutions should be viewed as just one anong many settings for education. As instruction moves more and more outside of the school classroom settinng, more reliannce is usually placed on instructional media to meet diverse learning objectives. Fonnal educational institutions couprise the one setting in which the classroan teacher is still the dominant delivery system. Other settings--business, aviation, hospitals, labor organizations, the autombile industry and many others rely heavily on instructional media which are designed for specific learning objectives. The fact remains, however, that the effectiveness of instructional media annd media technology depends ultimately an the instructor. This study is primarily centered on the specifics of media use for technical agricultural education by agriculture teachers in nondegree institutions, and by agricultural extension agents in nonformal education projects. More learninng can be realized in providing quality education effectively and efficiently, if the professional training 3 institutions provide prospective teachers annd extension agents with adequate canpetency in the use of various instructional media materials. W Agricultural nondegree training schools in Nigeria have grown both in absolute numbers, and in student population since the first one was established in 1921 at moor plantation Ibadan. But, increase in adequately trained technical agricultural educators has not caught up with the tremendous growth in student population. This has led to a shortage in the availability of the technical manpower needed to inplennent agricultural development projects. Agriculture still occupies a dominant place in the Nigerian larger economy in spite of the increased importance of the mineral oil economy, and in trying to keep pace with modern agricultural technology, the work of agriculture educators has become more couplex. Thus, the use of adequate instructional technologies and resources has become increasingly inportant. In the formal training system, problems such as high student enrollments coupled with a shortage of trained technical agriculture teachers have continued to have adverse affects on the production of technical agricultural manpower, both in quantity and in quality. The traditional teaching methods of using printed text, lectures and words written on the chalkboard that once worked with low student-teacher ratios are no longer efficient for teaching present large student classes. The nonformal agricultural education system is also plagued with a short supply of skilled agricultural extension educators. In 4 evaluating 'Connnmnication needs for self-sufficiency in Nigerian food production“, the Federal Department of Agricultural Planning (FDAP) stressed the need for modern communication technology using all forms of unedia to bring vital information to the remote rural populationn annd to educate then. The FDAP indicated that the present farmer education programs on radio annd televisionn in particular, are incoherent annd not properly tailored for the farmers. Such remarks clearly indicate a lack of skills on the part of the agriculture progranmers for designing and producing radio annd TV programs for instructionnal purposes. Nigeria's present circumstances demand well-trained nonformal agricultural trainers that would effectively and efficiently educate the farming communities. As long ago as 1911, a colonial British resident in Kano province remarked, "In my experience, the farmers of this province are keen businessmen. They grow what it pays then to grow." (Kano Provinnce Report, 1911, p. 93) . A majority of the Nigerian farmers are peasants who practice subsistence farming. Most of them may be illiterates, but thq are shrewd, realistic, and very much 'economic-minded'. Nonformal agricultural education also referred to as "extension education" (Leegans, 1971) is clearly more than an advisory service to the farmers. Farming is an econnomic activity that involves W on the part of the farmer, skin in applying that knowledge, ability to execute that knowledge and the will to apply the knowledge to carry on the activity. In his role as a teacher, the extension agent should be able to educate his client in the four areas of Knowledge, Stills, Ability, and Will. anpressed in its sinplest form, the agricultural 5 extension agent in Nigeria annd in most developing countries is both an agent of change, and a teacher. The need to equip technical agriculture educators with adequate instructional media resources annd media training, (to either educate students in formal school settings or to educate framers in nonnformal out-of-school settings) cannot be overemphasized. A reconnmendation by Kincaid (1968) based on a study of agricultural extensionn programs in Nigeria clearly indicates a problem of innadequate preparations of extension agents for their educational roles. We recoumend encouragenent of the exte'sion staff to adopt an attitude of persuasionn through demonstration and teaching of farmers rather than through an approach which directs farmers annd is typified by such connments as 'we told farmers to' and 'we supervised farmers, directing then in what was to be done'. (p. 120) The similarity between the problems confronnting Nigeria's technical agriculture educationn annd those which are confronnted in other developing countries is portrayed in Block's handbook (1972) W W. (In the issue of curricular and teaching methods, Block remarked that "instructional methods that may have worked in elitist systems for the relatively few are no lonnger efficient or effective for mass education". (p. 3) The increasing denands on the educational system to keep pace with technological advancements, have made educational leaders annd planners go in search of educational innovations. Schratm (1977) succinctly stated tin benefits of the use of camunications media in instruction as viewed in the developing countries. The developing countries in particular, have seen conmunications media as a way to raise the quality of instruction . . to supplenent even good teaching with learning 6 experiences impossible to create locally, and to extend the reach of education to areas where schools and teachers are otherwise not available. If new technology could raise the educational output without greatly increasing the budget of teaching and without requiring too nany more schools to be built, equipped, and staffed, then it would indeed offer great dividends in productivity. (pp. 17-18) However, in order to successfully inplenent an innnovation, and before large funds annd resources are coumitted to the process, the opinions and attitudes of the target users regarding it, and their possession of required skills needed to put the innovation to use, should be studied. To sunmnrize, a major aspect of the educatonal problems facing technical agricultural training and develcpnnent in Nigeria stem frann the following factors: (a) high student enrollments, (b) shortages of adequately trained agricultural educators, and (c) reliance on traditional face-to-face instruction and print media only, which are nno longer efficient for mass education. W This study is exploratory in nature and it is designed to: 1. Determine the extent to which instructional media materials are utilized by nondegree agriculture teachers and extension agents for formal annd nonformal agricultural training programs in Bendel State of Nigeria. 2. Identify areas of instructional media skills in which the school teachers and extensions agents need training. 3. Identify the media equipment annd materials available to the school teachers and extension agents for use in their respective training programs. 4. Determine the relationships between trainers' use of instructional media and (a) previous media training; (b) type of training program; (c) professional qualification grade; (d) perceptions about instructional media; annd (e) perceived constraints. 7 W Formal technical agricultural training, below the university level, evolved in Nigeria largely in response to two types of needs. First, the need for intermediate level manpower that goes to staff the public sector agricultural development program. Second, the need to provide people with training for the pursuit of farming as a part-time or full- time occupation. This formal agricultural training systenn constitutes a rather couple: and nultifarious set of institutions annd program. The growth and location of these institutions has followed the political development of the country. Some of the institutions are administered and funded by the Federal Ministries, and some are affiliated with the universities. Besides these, each state government has one or two schools of agriculture administered annd funded by the state to train intermediate level mannpower for the state ministry of agriculture. Some "junior ' colleges of education also offer teacher-training program in agriculture. There are currently over fifty innstitutions in the country for technical nondegree training in agriculture including forestry, fisheries, livestock and home-economics. In Bendel state, there are seven such institutions—three schools of agriculture annd four junior colleges of education which offer agriculture program. Methods of certification among all schools of agriculture in the country are equivalent. All junior colleges of education also maintain equivalent certification. Schools of agriculture award two levels of 8 diplomas, which correspond with two categories of intermediate staff of the state ministry of agriculture. Ordinary National Diplana (on) is awarded for two-year training after secondary school education. Employees holding the 0ND qualification are categorized as Junior intermediate staff at the ministry of agriculture. Higher National Diploma (END) is awarded for another two-year, post—0ND training, and employees holding this qualification are categorized as Senior Intermediate staff (See Appendix A). The junior-colleges of education award a diploma known as Nigerian Certificate of Education (LEE) for three—years of teacher training beyond the secondary school level. NCE teachers that major in agriculture science are often enployed in either of the following positions: a) teaching assistants for beginning classes in schools of agriculture; b) advanced class teachers in post-primary teacher training schools, and secondary schools; and c) extension agents in the ministry of agriculture. Findings of a country profile study on agricultural manpower planning, training, and utilization showed that the overwhelming majority of trained agricultural personnel in Nigeria are employed in the public sector (F.A.O., 1978). Nonformal agricultural education and training programs are inplenented by extension agents employed by the ministry of agriculture in each state. Generally, the divisional extension service of this ministry coubinnes regulatory, educational and input-supply functions. The educational function is largely a voluntary out-of-school program. It is mostly action-oriented and generally nnonacadenic. 9 The extension agents perform their educational functions in various learning environments which include farmers' fields, homes, connunity halls and extension offices. A variety of methods are used by extension agents to, educate and train their clients. A study by William (May 1969) in former Western State of Nigeria, identified six types of extension education activities: 1) visits to farnners, 2) addressing farmers' organizations, 3) method- and-result demonstrations, 4) advisory services, 5) agricultural shows, and 6) field trips, tours and excursions (p. 18). Leagans (1964) renarked that the training of farmers in developing countries is becam'ng more and more a limiting factor in inproving agriculture. The educational function of extension agents in Nigeria is limited, resulting in heavy noneducational distributive duties. Inadequate staffing of the extension service results in a very high ratio of the nunber of farm families to the nunber of extension agents (See Appendix 3) . Formal agricultural training offered at the nondegree level is intricately related to nonformal agricultural training of farmers in each state. The formal training system provides preservice and inservice professional training for intermediate level agricultural agents, and they in turn implement the nonformal education program for farmers. The school teachers and the extension agents work toward a cannon goal to provide technical education and training in agriculture. Furthermore, there are strong financial and administrative network ties between the organizational systems that manage the two types of training. 10 Budgetary constraints are the most cited limiting factor in many studies that have examined the inpact of formal and nonformal education on agricultural development in Nigeria. With the current economic depression in the country, the denands on agricultural development progrens have taken an upward surge. To be able to provide required mnnpower under the present stringent economic conditions, agricultural training system need to be more efficient. School teachers are expected to handle larger sttdent enrollments and the extension agents should be able to reach and educate more agriculture practitioners on how to inprove their occupation. W The purpose of needs identification should be 'to provide an organization or system with clearly defined end product as the objective of developing action for behavior change" (Warren 1969, p. 49). Instructional media are nnot an end unto themselves, and they have never been intended to replace the role of teachers in educational A instruction. But, they can be integrated into the total instructional process to inprove teaching and learning. To accept this prenise, is to recognize that the way media are used in instruction is crucial to their facilitating learning. To a large extent, the success of agricultural education program depends on the provision of adequately trained instructors to inplennent the program. Inn order for then to enploy technology to instruct and train other persons, they need to learn and perform the skills of educational technology. It is also inportant for the educators to 1]. develop a realistic attitude and coumitment if technologies are to be adopted successfully. Msearch denonstrates that preservice instructional media education innstills in teachers a favorable attitude toward instructional media and also leads to their greater utilization in the classroom (Hranscoube, 1969: Streeter, 1967 3 Oliver, 1962) . According to Planty, et. a1. (1960), “A good training program should be conposed of three elennents: l) improving each individual's skills, knowledge and attitude: 2) cantributing to efficiency on the job: and 3) meeting the denands of organization (p. 25). The need to give teachers a new kind of training that equips then for a new camunications technology era was succinctly stated by Heath (1973) . The new teacher nust use the same media that the learner encounters regularly . . . television, radio, and motion pictures. He met also expose the learner to new media to expand his cognitive and affective capacities . . . The media have enveloped our society, and the school and the teachers now must employ the most up-to-date, efficient means of commnicating and teaching, using all media (p. 166). Witt (1964) also expressed that there is no doubt about the key role teachers play in deternnining the nature and quality of the teaching and learning process. He added that they must be taught how to evaluate, select and use all types of materials. The following are more specific statements about the value of this study: First, the study determines if the agricultural trainers who are to use instructional media believe in their efficiency and effectiveness. Second, lack of adequate coupetency in media use is a potential source of individual user-resistance to instructional media innovation. 12 This study is relevant because its finding will help show which areas, in preservice and inservice media training of instructors, are being enphasized more than others. It also identifies skills and techniques in which the present innstructors need to obtain more training. Third, according to Hoban (1964), research is necessary to provide guidelines for good decisions. Findings of this research will be useful in planning guidelines for upgrading preservice media training to better prepare instructor candidates to utilize various instructional media materials. Fourth, agricultural school teachers and extension agents are counterparts in the defined target system for media innovation. The research findings will be useful in plannnning and developing guidelines for the developth of media support services that can serve both the fornnal and nonfornnnal training program system. Knowledge of the current availability of media materials provides a useful baseline fran which inprovenent decisions can be mde. Fifth, from a comparative viewpoint, this study is innportant in identifying instructional media use patterns of school teachers and extension agents. Findings on similarities and differences in use patterns will be useful in plannnning media training, with practical relevance to the two types of agricnnltural training. an a more general note, the study will contribute to knowledge of anntecedents to adoption: of educational media innovations in the field of technical agricultural training in a developing country. There are a number of studies that have examined audiovisual training needs of agriculture teachers in the United States. Some of 13 these studies include those conducted by Algee (1963) , Norford (1950), and Tillman (1976) to mention a few. There are also a nunber of studies that have examined media use in extension training in some developing counntries (Mtika 1979, Welton 1980, Sudad 1979, Stockley and McDonald 1979, etc.) . In contrast, there has been only a few informal papers written on media use for agriculture in Nigeria. No formal study has systematically examined the pattern of instructional media use for technnical agricultural training in Nigeria. This study will contribute toward filling the gap created by the absence of such formal stndies. It is the first study that examines in depth media use in formal and nonnformal technical agricultural training in Bedel state of Nigeria. The impetus too for this study was, in part, derived from the rationale for empirical research which is well expressed by the International Institute for Biucational Flaming (ITEP) , 1965: . . . often the best way to tackle fundamental problens is by attacking specific practical problens and studying then in their real context. In the field of educational plannnning, this is the only way to generate the materials from which a sound and usable body of theory can be evolved (pp. 12-13) . Furthermore, this study is valuable because it examines a practical problem of immediate operationnal relevance. The research findings contribute to the understanding of sane theoretical and practical implications for instructional media utilization in agricultural training in a developing country. 14 W Data gathered in Bendel State for this stndy was used to answer the following research questions. The questions were derived from literature on instructional media use in education: 1. 2. 3. 4. 5. (a) What instructional media equipment and materials are available to the teachers of technical agriculture in nondegree institutions for agricultural training in Bendel State of Nigeria? (b) What instructional media equipnnent and materials are available to extension agents of Bedel State Ministry of Agriculture and Natural Resources? (a) Mnat instructional media techniques and materials do the school teachers make the most use of in formal agricultural training? _ (b) What instructional media techniques and materials do the extension agents make the most use of in nonformal agricultural training? What grade level school teachers and extension agents make the most use of instructional media? At what levels did the school teachers and extension agents have previous training in innstructional media skills? What are the perceptions of the school teachers and extension agents about the value of the use of instructional media in educational program? 10. 15 What are the perceptions of the school teachers and extension agents about the value of the use of instructional media in agrianltural training. What are the perceptions of the school teachers and extensionn agents about the value of the use of instructional media in formal agricultural training in comparison with use in nonformal training? What are the perceptions of the school teachers and extension agents about their organizationnal support for instructional media use in agricultural training? What are the self-perceived media proficiencies acquired by the school teachers and extension agents? In what media skill areas do the teachers and extension agents need more training? In what areas of agricultural training do the school teachers and extension agents interact and consult with one another the most? What are the sources from which the school teachers and extension agents obtain information about instructional media? What are the chief connstraints on the use of instructional media as perceived by the school teachers and extension agents? W The following research hypotheses were tested at .05 level of significance: 16 H1. School teachers and extension agents with previous media training will have higher frequency .of instructional media use than their counterparts without previous media training. 32° The frequency of instructional media use will be high when teachers and extension agents have more positive perceptions about instructional media. H3. School teachers and extension agents with previous training in instructional media will have more positive perceptions about innstructional media than their counterparts without previous media training. H4. School teachers and extensian agents will perceive the need to use broadcast instructional media more in nonformal agrianltural training than in formal agricultural training. H5. The frequency of instructionnal media use will be high when agriculture school teachers and extesion agents perceive less constraints on media use. (Each hypothesis was tested separately for the school teachers pqnulation and the extensian agents population.) 3 1| 1.“! 1H ”.1” EH 5!! The findings from this study can be generalized to the defined population in Bedel State of Nigeria. However, the recoumedations derived from the study can be adapted for similar program in other states for the following reasons: With regard to the formal training program, all state funded and accredited nondegree institutions for agricultural training have basically similar curricula and equivalent certification. Key aspects 17 of their managenent such as staffing, job status, administrative and educational policies are also equivalent. The state ministry of agriculture in each of the nineteen states has an agricultural extension service which executes nonformal agricultural education program. mteeion services in all of the states have uniform staffing procedures, administration, job status, preservice and inservice training policies, and equivalent farmer education policies. Given this similarity between the study population and those in other states of the country, the adaptation of the study reconmendations is expected to be a reasonable task. W This stndy is based an theories of change, diffusian of innnnovatian. The following sources provide a useful canceptual framework. Davies, 1977: Havelock, 1973: Rogers and Aqarnala—Rogers, 1976: and Rogers and Shoenaker, 1971: are sane writers, among many, who have proposed numerous models of the process involved in adopting innnovations. There are sane differences among these models with regard to the exact nature and progression of the steps involved in an individual's deciding to either adopt or reject an innovation. However, all of the models imply that there are two broad stages in the process. The first stage centers an readiness or preparationn for innovation, and the second stage centers an involvenent with a particular innovation. Readiness for instructional innovation is defined by Abedor and Sachs (1978) as "that critical combination of characteristics prerequisite to the adoption of an innovation which changes 18 instructional content or process“ (p. 5). The literature on the innovation process indicates that there are two broad classes of characteristics which create this critical canbination of prerequisites: individual characteristics which influence individual faculty readiness for instructianal innovation and organizational characteristics which influence the readiness of the organization. Individual faculty readiness to innovate is affected by characteristics such as attitudes, values, beliefs, skills, and knnowledge of the individual. Organizational readiness is affected by characteristics such as structure, reward systenn, norm, resources, and policies of the organization (Abedor and Sachs, 1978). The writers indicate that it is the sum of individual faculty readiness and organizational readiness which provides the critical ccubination of characteristics prerequisite to the adoption of a particular innovatian. There is nno precise fornmnla for assessing the contained influence of individual characteristics on an individual's decision to innnnovate. However, unless sane minimal value of each of the above characteristics exists, it is unnlikely that the individual will attenpt to innovate. (See Appendix C for an illustration of the relationship between faculty readiness and organizational readiness levels necessary for different degrees of change.) The above concepts of readiness and prerequisite characteristics are pertinent to this study. The attitudes, values, beliefs, skills, and knowledge of the individual agricultural trainer would collectively affect the trainer's readiness for instructional nedia innovation. Similarly, the structure, reward systen, norms, resources and policies 19 of the agricultural education organizations would affect their readiness level. This study, however, is limited to examining those characteristics that affect individual trainer readiness, and how training can help maximize favorable effects of the characteristics. Zaltman and Pinson (1974) indicated that reeducational strategies are necessary when effective use of advocated change requires skills and knowledge the client system does not possess. In this regard, training needs assessment becomes a prerequisite functionn. Other sources which provide useful canceptual framework inclnde: mum and Duncan's WW (1977). Dianmd's L: - '.,; ._ -Om'l . H. a. I." I :'..- Education (1975), Richard mane When Education (1970), Graff (1975). Havelock (1973), and Bergquist and Phillips (1977). Although most of the writers discussed change, innovation diffusion, innovation readiness, resistance, faculty developnent and organizational developnent cancepts frann the viewpoint of higher education, however, the underlying theoretical framework is applicable to lower educationnal strata. E E' i!' E I To establish sane degree of cannonality of meaning, definitions of the following specific term are provided. Change: the relearning on the part of the individual or group (1) in response to newly perceived requirenents of a given situation requiring action and (2) which results in an alterationn in the structure and/or functioning of social systems (Zaltman and Duncan, 1977, p. 10). 20 W: a canbination of characteristics which influence an individual's decisian to innovate (Bass, et. al., 1978, p. 7). M: an idea practice, or object perceived as new by an individual (Rogers and Shoemaker, 1971, p. 19). Havelock (1973) defines innovation as any change which represents sanething new to the people being changed (p. 4) . W: self-supporting devices which can be used by instructors to present a complete body of infornnation in the teaching-learning process. (AM, Audiovisual Process in Education, 1971, p. 86) . (Gerlach and Fly, 1971, p. 282) define the term as the graphic, photographic, electranic, or mechanical meam for arresting, processing, and recanstituting visual or verbal infornnation. For the purposes of this study, the above definitions exclude written words on chalkboards, printed texts and other "print only" materials. The term is interchangably used with audiovisual media, media, audiovisual aids, instructional materials, educational media, and canmunications media. WW: beyond any Particular medium or device. instructional technnology is more than the sun of its parts. It is a systematic way of designing, carrying out, and evaluating a total teaching and learning process in term of specific objectives based upon research in human learning, cannunication and nanhuman resources, to bring about more effective instruction (Brown, Lewis and Harcleroad, 1977, p. 2-3) . 21 W: a combination of characteristics which influence the acceptance or tolerance of an innovation in the organization (Bass, et. al., 1978, p. 8). 21anngd_gbgngg: a deliberate effort with a stated goal on the part of a change agent to create a modification in the structure and process of a social system such that it requires menbers of that systen to relearn how they perform their roles. Menbers of a systen who are the targets of the change are referred to as the target system.(Za1tman and Dunncan, 1977, p. 10). Definitions for the following are provided by the researcher specifically for the purposes of this study: W: a division of the ministry of agriculture and natural resources which perform the functions of regulating, educating and supplying agricultural inputs to farmers within the state of jurisdiction. Median as an organization and prdgram is financed and supported through public funds. WW: an enployee of the Nigerian ministry of agriculture—extension divisionn. He is deployed to state districts and zones to work with farmers at the village level and help then improve their agricultural output by providing then with necessary training/education and input suppuy services. WWW: teaching and learning activities organized in a highly structured classroom environment for agriculture students. W: an instructor who obtained preservice training in agriculture and/or related subjects and obtained a university degree (Bachelors, Masters, Ph.D.) qualification. W: senior and junior technical agricultural personnel trained at nondegree institutions of agriculture. the official arm of the government that is responsible for all aspects of agricultural development. Each of the nineteen political states in Nigeria has a state MNR. : _ '41.: refers to formal training programs in agriculture below the university degree level. They are offered in post—secondary ' institution's largely spansored and operated by the government and are charged with providing technical level intermediate manpower required for advisory, training, input distribution and regulatory aspects of agricultural development. WW: teaching and learning activities organized in unstructured instructional enviranments. In relation to progrann goals and agnroaches, the content of these training program may vary considerably. Often, the content of farmer educatian is geared toward a particular aspect of agricultural productian. W: face—to-face lecturing or tutoring by an innstructor mainly making use of print materials and a chalkboard. 23 Training: a planned and systematic sequence of instruction under canpetent supervisionn designed to impart predetermined skills, knnowledge or abilities with respect to designated occupational objectives. limitations Data collection for the study was limited to (a) nondegree institutions of agrianlture, and (b) the extesian divisian of 1mm in Bendel State of Nigeria. Questionnaire respondents were limited to school teachers and extesian agents that are directly innvolved in teaching. The study did not examine patterns of nedia use by students. The study did not attenpt to evaluate the agricnltural training programs and media training programs offered in the different institutions where the respondents obtainned preservice professional training. ‘ A study of individual trainer readiness and the readiness of their respective organizations for instructional media innnnovatian would provide a more complete picture of factors that could interact to facilitate or inpede adoption of the innnovationn. The focns of this study is limited to factors that affect individual trainer readiness (for reasons of manageability within limited financial resources available to the researcher). W Appropriate and judicious use of instructianal media can pranote good conmunication between teacher and learner and also between learnners. Agriculture teachers and extesian agents can inprove the 24 effectiveness and efficiency of their training program through such judicious use of instructional media. A questionnaire as a measuring instrument of perceptions and behavior patterns can yield reliable data when properly designed, applied and analyzed. It is also assunned that the respodents will respod to questionnaire itens to the best of their knowledge. we authorities of formal and nonformal agricultural training will favorably consider reconnedations for providing adequate media training and support services for agricultural trainers in the systen. m In Chapter I, the rationale, need and purpose for the study were stated. It was conteded that agricultural educators, if they are to use instructional media appropriately, need to acquire the knowledge and skills of the technology. A Also stated in the chapter are research questions to be answered and hypotheses to be tested. This is followed by the theoretical framework on which the study is based, definition of term, limitations, and the assunptios of the study. In Chapter II, the literature pertinent to the stndy is reviewed. In Chapter III, the methodology and procedures used are presented. These include description of the population, subgrouping of respodents, design variables and data collection instrument. In Chapter IV, analysis of the data and findings based on the study population is presented. anapter V enbodies the sunmary, conclusions, reconmedatios and suggested areas for further research. CHAPTERII REVIDVG‘THELITERATURE Etroducgign In this chapter the review of present literature is presented in four sections: 1. Prescriptions and projections regarding instructional technology. 2. Resistance to instructional media innovation in education. 3. Instructional media training and teacher education. 4. Utilization of instructional media in agricultural education and developnent projects in sane developing countries. It is recognnized that educational techrnology is nuch more than just men and machines. The task force on definition and terminology of the Association for Educational Connnunication and Technnology, defines Educational Technology as: A complex integrated process involving people, procedures, ideas, devices and organization, for analyzing problem, and devising, inplenenting, evaluating and mannaging solutios to those problem, involved in all aspects of human learning. In Educational Technnology, the solutions to problem take the form of all the Learning Resources that are designed and/or selected and/or utilized to bring about learning: they are identified as messages, people, materials, devices, techniques and settings (A.E.C.T., 1977, pp. 164-165). Inn order to solve existing educational problem and keep pace with rapidly changing times, educational technology evolved and developed. Brown, Norberg and Srygley (1972) advanced the opinion that technology 25 26 can make education nnore productive and individual: instruction more scientific and powerful; learning more inmnediate; and access to education more equal. i The utilization of technnology, whatever its form, makes denands upon a teacher. Teachers need to be better prepared for the classroan as well as be sensitive to the wide variety of teaching options. According to Davies and Kroll (1977) , l'His increased denand for better preparation and training may, in fact, be one of the most important inplicatios of the new technnologies" (5:13). Snith and Nagel (1972) fornulated five guiding principles to place in perspective how the role of instructional technology should be viewed. The principles indicate that the intent of instructional media utilization should not be to replace the teacher, but to serve as a tool for making the instructional process more effective and efficient. The writers pointed out that, when media and materials do take over the conplete job of instruction, the question arises as to whether or not they are being used properly. Brown and Thornton (1965) stated that the use of instructional media is of great advantage in situations of explosive increases in student enrollmnts. It was argued that the true meaning of added powers of instruction available throngh the use of modern technnology, lies in the “greater degree of control, or freedan to vary the size of group and format instruction to achieve various educational goals“ (p. 17) . Media use in education has been a heavily researched area in modern education. There are several studies now that have shown that effective 27 learning can take place through the judicious use of various nedia forms—motion pictures, television, radios, simulations and genes, slides, filmtrips and others. In an extensive review of research on the value of audiovisual instructional materials, Molstad (1974) sunnmarized the research claim as follows: 1. significantly greater learning often results when media are integrated into the traditional program; 2. equal amounts of learning are often accomplished in significantly less tinnne using instructional technology: 3. multimedia instructional programs based upon a 'system approach" frequently facilitate student learning more effectively than traditional instruction: and 4. multimedia and/or audiovisual instructional program are usually preferred by students when conpared with traditional instruction. More recently, Peterman (1982) reviewed selected research on the application of educational media in primary and secondary schools. The review covered six media formats namely, television, nnotion picture, canputer assisted instruction (CAI), audio format, nultinedia and still projected format. He arrived at the following conclusions: 1. the use of classroan nedia (in each of the six media format reviews) can assist students to attain cognitive, affective, and psychomotor learnning objectives; 2. classroom media can be as effective as (and in many cases more effective than) traditional, non-mediated instructional methods: and 3. in most cases the use of classroom media can help bring about as ash or more learnning in less time with less cost than is required by traditional instructional methods. In regard to media utilization in higher education, Twyford (1969) summarized the findings of several studies dealing with media 28 effectiveness. The effectiveness of instructional media in teaching/ learning has been supported by the results of most of these stLdies. According to Schramm (1977), 'we have thousands of years of educational history to tell us that teachers themselves believe nultinnedia instruction is more effective than a single medium . . . " (p. 34). It is noteworthy, however, that types and levels of learning experience are of prime inportance when using an instructional nedia canbination. Dale's Cone of aperience (1969) pictorially depicts a continuum of learning experience that ranges fron direct purposeful experiences at the botton to progressively nnnore abstract experience toward the top. Adaptations of this cone of experience have been used by a nunber of writers to categorize instructional media based on degree of learning abstractness (See Amedix D). In summary, the various prescriptions and projections regarding educational technology indicate that whatever medium is selected as an instructional tool, a careful integration of the medium/material within the total instructional process is of utmost importance to achieve effectiveness. Moreover, the ideal nedium or nedia canbinatios are the ones which the teacher would be able to manipulate to suit the particular situation involved. Educational technology literature reveals that it is not always easy to induce educators to adopt new tools or techniques for instruction. This problenn of innovation resistance has been largely 29 researched and findings of the studies indicate various factors that could innduce resistance. Initial resistance to instructional media use by faculty menbers could occur due to: a) Lack of agreenent between planners/administrators and faculty menbers about the need for media in instruction. According to Brown and Thornton (1965), the degree of aoceptannce or non-acceptance of instructional media has been highly influenced by the level of liberalism or conservatism about fundamental questios such as: What are the purposes of college instruction? How can new nedia contribute to the achievenent of these purposes? Are the new media more effective in reaching some aim and relatively useless for attaining others? (p. 8) b) Fear of technology. The fear that technology would replace the teacher was one of the reasos for faculty resistance to instructional media use discussed in a 1971 Ford Foundation study. Armey and Dahl (1973) concluded: It is a concept that arouses emotios among both its advocates and its adversaries. Sonne theoreticians conceive of instructional technology as supplementary to the teacher: others, anticipating a more active role, see it as a replacenennt for the traditional teacher (p. ix). When instructional media is integrated into the total instructional process (right from the planning stage through presentation and 30 follow-q) concept practice) there would be quite a lot to keep a teacher inanactiverole—nuchmoresothanwouldhavebeenthecaseifheused traditional methOdS. o) 6) Non—involvement of faculty menbers in planning of educational progranm. Studies conducted by Anderson (1971), Berkman (1971) and DuMolin (1971) supported the findings of the Ford Foundation study on instructional television. These studies show that faculty menbers were ignored in the plannning, anrriculum designing, and decision-making process in higher education. They were also neglected in the training necessary for instructional media use. Lack of internal motivation on the part of faculty menbers and ministration was found to be chiefly responsible for failure to utilize new media in higher education (Connittee on Utilization of College Training Resources for Fund for the Advancennent of Education, 1959) . Lack of media training. The failure to provide the training necessary for instructional media use is also a major factor in teacher resistance. In discussing the problem and prospects of instructional television (ITV) in Nigeria, Imogie (1979) indicated that efforts being made to convince teachers about the instructional potentials of the TV medium have failed easily. This failure occurs because teachers who are to be 31 involved in the process at the classroon level do not receive some basic training in the use of ITV. e) Resource Costraints. I Faculty menbers could make innadequate use of instructional media mainly because the media are not easily available. McIntyre (1963) identified seven costraints an instructional nedia use by faculty menbers at the university of Carolina. The faculty lacked: a) adequate financial support for purchase or rental of materials, b) suitable materials for college use, c) information an instructional materials, d) technical assistance for preparing materials, e) time to locate and preview good materials, and 9) film, equipment and operators when needed. Each of the above constraints is a legitimate source fron which teacher resistance to media use could develop. Many writers have published works on change barriers and strategies for initiating and stabilizing planned change. Havelock (1973) presented an elaborate guide for gaining acceptance, stabilizing an innnovation and generating self-renewal in the adopting systen. Carpenter and Greenhill (1965) fornnnlated a broad guideline for minimizing faculty resistannce to instructional media in higher education. This inclndes, source credibility, proper timing, clear relations of media innovation to needs as perceived by faculty members, competent specialists, budget consideratios and service operations. 32 Other noteworthy techniques include Roger's W W (1983), Zaltman and Duncan's W (1976), Abedor and Sach's W (1978). To sunnarize, enog the various factors which studies have shown to be possible sources of teacher resistance to instructional nedia innovations are: lack of media skills and training, resource constraints, fear of technnology, non-involvenent of teachers in planning of educational program, and lack of internal motivation on the part of both teachers and their administration. Many sttdies have examined the nneed to incorporate instructional media training in teacher preparatory program. W W Today's teachers need to know how to use the tools of their profession. Many are canpetent to do so when they begin to teach, but many are still poorly prepared or not prepared at all. In earlier years, a surprisingly large nunber of classroon teachers felt they had received too little preparation for using instructional materials and equipment. This finding was revealed in a national survey coducted by the National Education Association and reported in the NBA journal in 1963. Educational technology literature shows that more teacher training institutions today prepare their teachers to utilize media during preservice and inservice training. The one time acadenic folklore which held that 'a teacher is born, not nade' or that 'teaching is an art, not 33 a science' has gradually given way to a comnonly heard adage that |teachers teach not as they are taught. to teach, but as they are taught'. Such a statement has inportant inplications for preservice teacher training. Making use of modern conmmication devices in order to teach others to use then is a logical idea. A professional educator requires much more than the acquisition of subject matter coupetence. In the W. Fulton pointed out that the preparation of more and better qualified teachers includes: Preparing teachers not only to teach concepts, but to teach them more effectively. Teachers must be prepared to manage classroon instruction in an environment that is beset with many external influences, cone of which might be made useful to education. One of the most important of these influences is the wide use of communication media by most educational agencies. 'lhe effectiveness of such media in connnmicating ideas is inndicated by their continued annd expanded use by indnstry and agencies outside of education. 'lhe preparation of teachers to teach more concepts effectively within a complex culture includes those concepts relating to communicative media, more commonly called audio-visual naterials (19.60, p. 492). W After World War II, there was a substantial increase in the use of audiovisual materials and an increased attention to teachers ' needs to acquire media competency. A number of surveys were conducted to ascertain what general and specific conpetencies teachers as well as media specialists should develqn. Fulton annd White reported a general collective opinion on Media selection and utilization in an article ''What Constitutes Teacher Competence in Audio-visual Communication?" published in W (1959) . 'lhe article proposed that media coupetencies could be divided 34 under four headings: a) selection-evaluation of materials; b) utilization of appropriate instructional materials; c) production of sinple instructional materials; and d) preparation annd use of physical facilities. In deriving media conpetency lists, many studies enphasized the relationship of media to the total instructional process. The participants of the Lake Okoboji Audiovisual Leadership Conference recommended that teachers should have a working knowledge based on certain 'philosophical and psychological factors underlying use of audiovisual materials. in the teaching/learning process" (Allen, 1958, p. 29). Those enphasized are: 1. Knowledge and understanding that the accepted principles of audio-visual materials are based on sound research. 2. Connmnication theory annd learning theory underlying the use of audio-visual materials annd equipment in the classroom. 3. understanding the relationship of audio-visual materials to the curriculum (p. 29). Ann enphasis on theory annd research was advanced by Norberg (1966). Although teachers need not be capable of carrying on inndependent experimental research, Norberg enphasized that they trust be able to interpret annd apply the findings of educational experimentation. This should be from a background in a discipline that contributes to a liberal professional type of teacher education program. According to Norberg: The audiovisual process is a problem in presentation of instructional materials; thus, the theoretical background should be drawn from communication theory annd perception theory, at least; annd media dialogue probably ought to be philosophical rather than oriented to any specific discipline (1966, p. 59) . 35 A more practical approach was presented by Gerlach (1966) . His enphasis was on stinulus response approach and he advocates a teacher's ability to define the stinuli that follow enission of the derived respone. Then, to select the appropriate medium, the teacher must also be familiar with the various stimulus characteristics of various media (pp. 7-15). Meierhenry identified some manipulative skills which he acknowledged to be neither final nor static: a) Using chalkboard, b) Cartooning annd sinple sketchinng, c) Mounting pictorial materials, d) Lettering, e) Makinng displays, f) Duplicating printed materials, 9) Recording on tape, and h) Makinng transparencies (1966, p. 229). The writer also noted that the rapidity with which conpetencies beconne out-dated annd obsolescent is one of the difficulties with develqing specific oonpetencies. There are a nunber of studies that have examined the question of whether or not media training that teachers receive actually produces changes in classroon behavior. In a survey questionnaire study, Edward Streeter (1968) was concerned with establishing whether specific media coupetencies (annd which ones) can be demonstrated to have a significant positive correlation to actual use of media in the classroon. The study sanrple consisted of 436 teachers workinng in two schools in which equipnent, material, annd supporting personnel were available to facilitate the teachers' use of a variety of instructional media. 36 Forty-seven specific media conpetencies used in the study were selected from the report by Meierhenry on W (1966) . Research Ontcones: . 1. There was a positive correlation (.41) between teachers' total media competency scores and total media frequency-of—use scores, annd 2. teachers with media training in college had significantly higher media corpetency scores than teachers who did not have such training. Cmnents on this study by Brown, et. a1. (1972) cautioned that it should not be assumed that mere quantitative use of media is an exclusive or ultimate criterion of good utilization. Rather, quantitative use of media merely happens to be an objective annd accessible index of teachers' awareness of, annd inclination to use at least a quantitative variety of media. They added that quantitative variation of media and technniques, at least, suggests versatility. It also shows a good possibility that the teacher who is using a variety of. materials annd media is actively annd imaginatively trying to inprove his instructional practices. Branscombe (1969) also arrived at finndinngs similar to that of Streeter. He surveyed the preservice professional training of teachers in the selection, production, and utilization of audiovisual instructional materials. 37 Research Ontcone: There was a positive relationship between preservice professional training in audiovisual selection, production, utilization and subsequent professional use of these materials. i i!!'1||!°1'i'lii' Before the 1960's, the use of instructional media, especially Educational Television annd Educational Radio services, were limited to secondary schools and teacher training colleges. The Educational Broadcasting Units (EBU) , of the ministries of education, developed the prograns which were broadcast by comnercial TV annd radio stations during specified hours of the day. In those early years, instructional TV was used for enrichment purposes and teachers' guides were prepared to accoupanny each program broadcast. The EBU maintained a team of field inspectors whose duties were to check annd supervise the classroon teachers in their utilization of TV lessons in the various subjects. 'nnese TV progrannns depended heavily on foreign assistance such as staff, materials annd funds from US-AID and united Kingdon Volunteer Services Overseas, UNESCO. In recent years, the teacher traininng colleges began to offer audiovisual (AV) courses which are taught by educational media specialist-lecturers. Traininng filns and filnstrips made especially for teacher training are used. Student teachers are encouraged to practice using AV materials. Examination in AV education constitutes part of the overall written annd oral exanns administered to the students (Johnbloed, 1973). 38 The evidences adduced fronn the foregoing research findinngs suggest that in order to ensure that teachers utilize media, they nust be given sufficient exposure to instructional media metth during their preservice training. Teachers trust be equipped with the skills to select, evaluate, produce annd utilize various instructional media annd mater ials . Sons of the earliest attenpts to localize the use of radio were through the use of listening groups, particularly those associated with agricultural annd literacy programs. The idea of farm forunn originated in Canada, but was swiftly adapted to the Inndian Continent, beginning with a limited and carefully evaluated experiment in Poona, annd subsequently applied (although with less overall success ) throughout Inndia. Thelistening gronpmdelwasappliedtoTanzaniaandGhana inthe mid-19608, annd it was extended to cover television in Senegal in the late 19508 and early 19708. In Jansica, in the early 1970's, the JAMAL program for national literacy development was reorganized to make systematic use of radio, audio-cassettes, and other nnedia. The prinnciple of coununity participation was first practiced in these experiments. The programs were, in many cases, recorded on location, annd dialogue between producers annd audiences, annd between 39 different local audiences, was a linchpin of the experiment (Hancock, 1981). MASAGANA 99 Rice Production Program—a food production canpaign in the Phillipines, made use of the media, especially the radio, to provide farmers with agricultural information. The program covered such topics as fertilization, pest control, water managennent and land reform. Nonformal education programs like the school-on-the-air proved to be particularly effective in educating farmers about production methods pronoted in MASAGANA 99 (Fernandez, 1980) . In Ecuador, the Tabacunda project used open broadcast radio channels to reach farmers, linking its progranns with a tapedistribution systen. In Mexico, in 1971, the Campo y Productividad project used both radio and television to illustrate farminng techniques and to train farmers in the process of decision-making. All these projects, first implicitly and later explicitly, served two objectives. The first was relatively traditional: to use the broadcasting media to reach rural audiences and to help equip then with basic educational and technical skills. A second, more oblique objective was to help these audiences undertake basic decision-making at the community level (Hancock). ‘ The movenent toward local and conmmity forns of media has been a gradual and evolutionary process : no sharp line demarcates educational and outreach projects from communication progress that focus mainly on commity involvenent. Mucators now see education less as a distinnct sector than as a part of the overall social or individual development process . 40 Radio has been used in Nigeria for educational purposes, but there has been a limited amount of study of radio as a tool for systenatic instruction of farmers. Before the creation of states in Nigeria (1967) , Western and Eastern Regional Ministries of Agriculture broadcast regular agricultural radio programs fron the radio stations in their respective regions. Willians (1968) found that in Western Nigeria, radio diffusion ranked secod to the extension worker as a source of farm information. Their prograus were broadcast in Vernacula. In Northern Nigeria, a survey found that over half the farmers cosidered radio as their prime source of information on agricultural topics. Wests. A good exenple of the use of video media cones fronn Peru, where the Audiovisual Production Center for Training (CEPAC) is the communication arm of the national agricultural training and research. center. Financed by the United Natios Developnent Program, and executed through the united Nations Food and Agricultural Organization, this project uses portable video to make training programs that are taken to the rural farmers. (Support cones fronn a team of thirty agricultural extesion agents.) Because of the 'snowball' methods of training and production, it has considerable outreach: sons 40,000 M in 1979. Not political in thrust, CEPACenphasizes participative learninng rather than social animation, and it enploys a team of all-around media generalists who eschew notios of professionalism. Other video projects that provided successful learning experiences include: Tanzanian Year 16 project carried out by a six menber video 41 team in three villages in 1971-1972: and elatenala Video Communication which was used to pranote soya cultivation (Berrigan, 1979) . I J I . E . ! Another exauple of the use of media in development programs is the Satellite Instructional TV Imperiment (SITE) which was carried out in India. Instructional programs were beamed to villages—2,400 in all—from the ATS-F Satellite positioned in a geo-stationary orbit over Lake Victoria in Africa (Karamchandani, 1976) . During four hours of programs each day, lessos for primary-school children were included along with training for extension workers, instruction for farmers, advice on family planning and nutrition, teaching of simple occupational skills and promotion of national integration. 10er studies have shown that the most popular prograus were those dealing with farming. In addition to creating awareness on availability of various innputs and their costs, the faruners took part in post-program discussios and clarificatios led by the extension workers. ill II!) :I' II E .! A conbination of cassette recorders, radio prograuns and extension agents was used in an agriculture project and tested out in two Afghanistan provinces, Wardak and Logar (Stockley and McDonald, 1977) . On recognizing the successful utilization of instructional multimedia for the project, the national authorities asked that filmstrip production services be added. This plan includes training of the ministry staff in AV production techniques. 42 As the authorities and the researchers noted, "addition of this elennent (filmstrips) should make the conbined approach technniques very powerful indeed, without departing form the original premises—sinnplicity, use of existing resources and maxiuum degree of involvennent of the local farming population." In a Guatemalan agricultural project between 1973-1978, media conbinations test and results of the experiment led the researchers to conclude that no single media combination was effective for all situatios. The effectiveness of different conbinations varied with the level of development and cultural constraints. Consequently, good baseline data are necessary to esure choosing the most appraniate media for a given target group (WE Exchange, 1980) . Meza-Montalvo, Abedor and Wilkinson (1980) conducted a stndy which conpared AV instruction with traditional instruction in agricultural egineering in a developing country (Brazil). The results of the study indicate that, if properly designed and adapted to the local culture, AV instruction can inprove student learning and attitude, as well as be more cost effective than the traditional instruction method. The foregoing shows that there is little or no doubt about the inportant role that AV media has performed (and the need to continue to do so) in education, and in agricultural training and development in particular. However, the process of media selection, production and utilization should be flexible and adjustable to local conditions facing the teacher and the learners. Consequently, practical application of instructional media would vary among educational settings, and contexts. 43 m The literature pertinent to this study has been reviewed and has laid the foundation for the entire research. The chapter covered some prescriptions and projections regarding instructional technology derived from experiential and research findings, which cut across various educational disciplines. Audiovisual media are seldom used to replace conventional teaching conpletely. Instead, they are generally used to complement or supplement face-to—face instruction. Media have often been used in both formal and nonformal education to attack problem of quantity, quality and access. Their use can enable countries with shortages of teachers to extend schooling to greater numbers. To decide, if or when to use instructional media, it is necessary to examine the advantages, disadvantages, and overall suitability of each within a particular context and for a particular task. Differences in subject matter, and in audience, are more inportant than differences in media to the success of an educational program. Strong arguments exist for using more than one medium in an educational effort. Learning theory supports the case for multi-media education. Having access to two or more media enables the teacher to present the same point in different ways with different euphases. Using more than one medium will generally satisfy both those with preferences for verbal instruction, and those who prefer visual instruction. Communication theory also supports the case for multi-media education. Research shows that people readily note information from a 44 single source. But they are far more ready to act on that information if it cones from more than one source, partionlarly if they have the opportunity to discuss the information with other people. The chapter also examined literature on resistance to media use in education. Among other factors, teacher and organizational resistance to adoption of media innnnovations could range fronn teacher role threat to failure to provide necessary training, and built in self-renewal in the adopting systen. To ensure successful innovation installation in any educational systen, teacher readiness as well as institutional readiness need to be nurtured. Media coupetencies for teachers were identified fron studies by Meierhenry, Fulton, Norberg and Gerlach. In the final section of the chapter, reports on agricultural education and development projects indicate that different media formats can be creatively used to teach school pupils and adult learners in various settings. ' Communication and learning effectiveness is not necessarily limited to the use of sophisticated media formats and materials. Simple easy-to—use technology, when creatively utilized, can help stretch the inpact of educators as they strive to induce learning both in the young and in the adult. According to the Joint PAO/UNESCO/ILO Advisory Committee on Agricultural Education, Science and training, ". . . . coordinated action should be taken to link formal and nonformal systems of agricultural education and training. . . pre—service and in-service training programs need to be improved by reinforcing technical, practical, teaching skills of agriculture instructors, and by a rational use of educational technology" (1982, p. 114). CHAPTER III DESIGN AND W The purpose of this study is to determine the individual factors that influence the use of instructional media, by technical agriculture school teachers and agricultural extesion agents, in Bedel State of Nigeria. Also, to thereafter identify deterrents to media use by then, relative to their skills and knowledge for producing, organizing, and utilizing media materials in fonnal and nonformal training program. The research task is an exploratory one designed to meet the following four basic objectives: 1. 2. 3. To determine the extent to which instructional media materials are utilized by nodegree agrionlture teachers and extesion agents for formal and nonformal training prograus respectively. To identify areas of instructional media skills in which the school teachers and extension agents need training. To identify the media equipnent and materials available to the school teachers and extension agents for use in their respective training progranm. To determine the relationships between trainer's use of instructional media and (a) amount of previous media training; (b) type of training program: (c) professional qualification grade; (d) perceptions about instructional media; and (e) perceived constraints. Answers to certain research questions were sought using survey research methodology and by testing five null hypotheses. 45 n? 46 W There will be no significant relationship between the amount of previous media training and the frequency of use of instructional media by the school teachers and extension agents. There will be no significant relationship between the perceptions about instructional media and the frequency of media use by the school teachers and extension agents. There will be no significant relationship between the amount of previous media and the perceptios of the school teachers and extesion agents about instructional media. There will be no significant relationship between the trainers ' perceptios about use of broadcast instructional media and type of agricultural training program. There will be no significant relatioship between the perceived constraints on media use and the frequency of instructional media use by school teachers and extension agents. W EJE)J!]I°'S! This population was conprised of teachers who were actively egaged in teaching agriculture and related courses in the nondegree institutions established before 1981 in Bedel State of Nigeria. The institutions that qualified to be included in the study were: 1. College of Education, Benin City (Department of Agriculture). 2. College of Education, Agbor (Department of Agriculture). 3. College of Education, Abraka (Department of Agriculture). 47 4. College of Education, Warri (Department of Agriculture). 5. School of Agriculture, Asaba. E J i J! 1 I . . 5 ! This pqnulation was conprised of agricultural extension agents of the Bedel State Ministry of Agriculture and Natural Resources (MANR) , who were directly involved in teaching activities. The extension service of the MANR is made up of five administrative Divisional Circles. All extension agents eligible to be included in the study were obtained fron the five circles as follows: 1. MANR, Bendel North Circle 2. MANR, Bendel South Circle 3. MANR, Bendel East Circle 4. MANR, Bendel Central Circle 5. MANR, Bendel Delta Circle W Formal training program population: the institutions' staff records were used to derive a list of all teachers that were actively engaged in teaching agriculture and related courses. Nonformal training program population: the MANR extension staff records were used to derive a list of extension agents in the five divisional circles. W In the formal training population, there were a total of 58 teachers who were actively engaged in agricultural teaching. In the 48 nonformal training population, a total of 110 extesion agents were directly involved in teaching activities. WWW All 58 school teachers and all 110 extension agents participated in the study. Since only those who were actively engaged in teaching activities were designated to participate, and sinnce they all did participate, the achieved response was 100 percent. (See Tables A and B for distribution of albjects among institutions and extension circles.) Table A: Distribution of Resposes Among Institutios Institution W M Agriculture Depts. in: College of Education, Benin City 6 6 College of Education, Agbor 10 10 College of Education, Abraka 11 11 College of Education, Warri 6 6 School of Agric., Asaba 25 25 Totals 58 58 Table B: Distribution of Responses Among antesion Circles W W deluged North Circle 26 26 South Circle 19 19 East Circle 23 23 Central Circle 20 20 Delta Circle 22 22 m 110 110 49 W The total population (NI-168) was divided into two groups using a categorical variable (Type of agricultural training program): a) Fornnal training programs conducted in schools, and b) Nonformal training prograus conducted in out-of-school settings for farmers. Therefore, all agricultural school teachers were categorized nuder the Formal Group and all extension agents were categorized nuder the Nonformal Group. Typically, each school teacher and extension agent obtained a most recent professional qualification either fron a university (B.Sc., M.Sc., Ph.D. Degree) of from a nodegree institution (ON), am, ICE diplona) . All subjects with a university degree were categorized as 'Graduates" and those with nondegree diplonas were categorized as 'Nongraduates'. (See Table C for population subgrouping) . Table C: Population Subgrouping pamnssncnm. QUALIFICATICN cams W W— “ Totals E Forual School Teachers School Teachers 3:: Jul) 46 (n2) 12 58 g Nonformal Extension Agents utension Agents “‘ man 37 mg.) :13 110 m 83 85 N=168 Population sampling was not performed because the Formal (teachers) pqnulation group was rather small coupared to the Nonformal (extension 50 agents) population group. If stratified saupling was done, it would have resulted in cell-sanple numbers that would have been too sunall for analysis. In order to obtain large enough observations for conparative analysis, all designnated population subjects were used. Cosequent to the exhaustive utilization of the total population list in the forming of groups and subgroups, the population was conceptually definned as follows: The total study population will change in ternm of individual teachers and extension agents who are enployed to serve in the two system. But, all future teachers and extension agents can always be subgrouped with the same categorical variables used in this study. From this conceptual viewpoint, the school teachers and extesion agents nsed in the study, therefore, constitutes a sauple of past and future populations of the defined agricultural training system. Wine The Formal program population was limited to the listed five institutions for the following reasons: They were the only ones established in Bendel State before 1981. All other nondegree institutions of agriculture were not eligible because they are quite new, and are still in the process of develqning their training progranm to full capacity. The limitation of the population subjects to those involved with teaching was necessary because some school staff and extesion staff perform purely administrative, regulatory or distributive duties. This study primarily examines factors that influence the use of instructional media by individuals that teach, thereby eliminating other staff. 51 Although there are some other relevant populatios in other states in Nigeria, data gathering was limited to the population in Bedel State for the following reasons: 8 First, due to limited resources available to the researcher, it was not considered feasible to include all other relevant populations. Secod, due to the generally poor communication infrastructure in Nigeria, huge transportation costs would have been incurred if data collection had spanned nnmnerous states. Quick retrieval of missing data by telephone would have been near impossible becanse of accessibility problems. Moreover, mail services are quite slow and sometimes unreliable. Third, in view of the above expected problem, effective data gathering required the physical presence of the researcher at the various locations in Bendel State. It was anticipated that . transportation within the selected state would be facilitated with help from an agricultural research organization located in the sane state. (The researcher professionally belongs to this organization.) Finally, with the high similarity between the study populations in Bedel State and all other relevant populations in the other states, the researcher expected the following: Any difference in their general characteristics will not be statistically signnificant. Hence, it will be possible to adapt the recounedatios derived fron the findings of the study to situations that exist in other similar populations (See Generalizability - Chapter I). 52 W W This study is descriptive in nature ad a questionnaire instrunnent was used. Precedent research sources that dealt with teacher preparation in media selection, production, and utilization were relied on in the design and developnent of the Questionnaire. Notable research reports that were consulted include those by the following investigators: Streeter (1967) , Meierhenry (1966) , Brannsconbe (1969) , Fulton (1960), Fulton and White (1959), and Inbrock (1951). Writings on the subject of educational innovatios such as those written by Havelock (1973), Zalman and Duncan (1977), Gaff (1975), and Abedor and Sachs (1978) were consulted for their contribution to precedent theoretical framework for the research. Dale (1969) , Kinder (1959), Wittich and Schuller (1973), and DeKieffer (1947) are other texts on adiovisual education that were cosulted. Ideas and concepts put forth in these documents and materials constitute the franework fron which the data collection instrument was developed. Two forms of questionnaires containing the same question item were prepared. One set contained directions for the school teachers and the other set contained directions for the extesion agents. The original draft questionnaire was prepared in cosultation with Professors and Research Consultants at Michigan State University knowledgable in Audiovisual technology. Reconmedations were made for rephrasing some of the item. The revised draft was later approved by the dissertation guidannce conmittee for pilot testing. 53 The questionnaire contained twelve sections (A-K) with closed-eded questions, some of which required scaled responses. MA was designed to collect personal data from each respondent. Names of respondents were not required. ms was designned to determine the specific media skills acquired by each respodent. This included operation of media equipment as well as design and production of instructional media materials. M required specification of the levels at which previous media training was obtained: 1) Informal or self-taught, 2) Training with credit which inclndes formal coursework, workshops, seninars, etc. W dealt with the frequency of use of specific instructional media materials. The responses were scaled: Never used (zero), Low use (1-3 times), Moderate use (4—6), HIgh use (7-9) and Very High use (above 10 times) per sennester. W determined areas of the formal and nonformal training program in which the school teachers and extension agents consult and interact with one another. Responses were categorized: Never consulted: Seldom, Sometimes, Very Often. The purpose of this section was to identify areas in the training prograns in which unedia materials could be collaboratively developed, and utilized for both formal and nonformal training. W contained a list of eight support services. Respondents were asked to indicate on a four-point scale, the adequacy of each support service to encourage their use of instructional media. W contained a list of nine constraints that often affect the use of instructional media. The respondents were asked to indicate 54 on a four-point scale, the degree to which they perceived the constraints. m3 identified sources fron which the teachers and extension agents obtain information about instructional media, and the frequency of such information. W contained five positive and five negative perception statements which faculty menbers generally have about instructional media. The respodents were asked to indicate the degree to which tlney agreed or disagreed with each of the statemnts on a Likert scale. W determined respodents' perceptions about the value of instructional media use for agricultural training. 5:95.12” was designed to further inquire the respondents' perceptions about the value of media use for formal agricultural training in comparison to their use for nonformal training. The researcher posited that the extent of use ’ of instructional media materials would also deped on their availability. A media materials inventory was taken in each institution and so was the MANR. (Amedix F - Checklist) W Winnie The frequency of instructional media use is the dependent variable. In Section D of the questionnaire, the subjects could respod with: “very high use” which is given a numerical value of 4, ”high use“ equals 3, ”moderate use" equals 2, "lo: use" equal 1 or 'no use" equals 0. This variable was assumed to be continuous in nature. 55 W The indepedent variables were: level of previous media training; type of agricultural training program (roman, nonformal) 2 Professional qualification grade (graduate, nongraduate); perceived constraints on instructional media use; perceptios about instructional media; and organizational sumort. 211m The questionnaire was tested in Me, 1984, in Nigeria using 15 radomly selected agriculture school teachers and 15 radomly selected extension agents. To ascertain the clarity of each question iten, the respodents were asked to rate each of the questios as 'Very Clear" or “Not Clear". Only very few questions were rated as "Not Clear" and these were revised until they were accepted and rated as ”Very Clear" by the respondents . The pilot test took an average of 45 minutes to couplets. The revised questionnaire was used in the study (Appendix E). W Prior to visiting Nigeria, two letters (Appedices G a H) were sent to: ' 1) Heads of Department/Principals of the nodegree institutions of agriculture, and 2) Permanent Secretary of the MANR to solicit their cooperation in coducting the study. Letters of edorsennennt (Appendices I-N) fron then were copied and attached to each questionnaire, and they served to enlist the cooperation of the respondents. WWW Each copy of the questionnaire was accorpanied by two letters. The contents of the first letter (Appendix 0) innclnded statenents of 56 objectives of the stndy, operational definition of instructional media use in the study, and an appeal for independent and objective conpletion of the questionnaire. The secod letter was a copy of the edorsed research permit. The questionnaires were administered in the months of July - September, 1984 with the researcher's physical presence at each location. The first day at each institution was spent meeting with the Head of Department/Principal. At these meetings, strategies were mapped out for conpleting the questionnaires. To prevent subject contanination, those within the same school conpleted their questionnaires the sane day, and within the same general time period. Arrangenennts were made to select the most convenient time for the respodents without disrupting class schedules. The researcher was present at all times to provide necessary guidance and to ensure the independent completion of each questionnaire. In cases when designated subjects were unavoidably absent daring scheduled times, the respective department heads willingly administered the questionnaires and ensured their independent coupletion. There were only a few such cases. All coupleted questiounaires were collected the same day that they were administered. Quick scanning of each questionnaire was done to detect missing data and the data was retrieved inmediately. This contributed to the achievennent of the 100 percent respose. The second, identical, set of questionnaires were similarly administered to the extension agents. However, it was not practicable, most of the time, to assenble the subjects in the same location because 57 most of them were assigned to field duties. In such cases, each agricultural officer-in-charge of the extension zone was given a quick training on how to administer and scan formissing data sets. The questionnaires were distributed to the far-located extension agents by their officers or superintendents-in-charge with whon the researcher met first at the zone office. The fact that most of the extesion agents were located in different villages and districts was an added advantage for the prevention of subject contamination. The data gathering tour covered a total of 10 cities/towns in Bedel State, all of which were accessed by automobile transportation. This took the researcher four weeks (conpressed time) to couplete. W The data collected was hand coded, transferred to standard computer cards, and analyzed via the Statistical Package for the Social Sciences (SPSS) at the Michigan State University Conputer Center. Frequencies on all variables in the twelve sections of the questionnaire were obtained to determine the conpleteness of the data, and the distribution of respodents to each iten. The responses to the item were connpiled and the hypotheses were tested at the 0.05 level of significance. Sinnce the study is descriptive and exploratory in nature, descriptive statistics were used, Pearson Correlation and chi square were used to determine the relationship between instructional media use and the other selected variables. Analysis of Variance was used to test for statistical differences between groups. 58 m The procedures and methodology used in this study were developed to collect data from a defined total population of 58 agriculture school teachers and 110 agricultural extension agents in Bendel State of Nigeria. Tb this ed, 13 research questios and 5 null hypotheses were generated. The hypotheses dealt with instructional media use as a function of previous media training, organization support, perceived constraints, perceptions about instructional media professional qualification grade, and structure of agricultural training program (nonforusl, formal). The data was collected by a questionnaire organized into twelve sectios which contained closed-eded question item. A pilot test was coducted prior to data collection to validate the instrnunent. The data was collected during the sunnmer montls of 1984 in Nigeria, and with the researcher physically percent at each location. 100 percent respose was achieved. The data was hand coded and analyzed via The Statistical Package for the Social Sciences (SPSS) at the Michigan State University Couputer Center. In Chapter IV, findings of the data analysis are presented. Chapter V will reflect on the findings, discuss the inplications and make reconmedations for further study. mm AMLYSIS AND RESULTS W This chapter presents the findings of the data analysis. The primary purpose of the study was to examine patterns of use of instructional media for nonfornnal training of farmers, and for formal nodegree agricultural training. Also, to determine factors which could influence the individual readiness of the trainers for instructional media innovation. The objectives of the study were: 1. To determine the extent to which instructional media materials are utilized by nondegree agriculture teachers and extension agents for formal and nonfornnal agricultural training prograuns in Bedel State of Nigeria. 2. To identify areas of instructional media skills in which the school teachers and extesion agents need training. 3. To identify the media equipment and materials available to the school teachers and extesion agents for use in their respective training prograuns. 4. To deternnine the relationship between trainers' use of instructional media and (a) annount of previous media training; (b) type of training program, (c) profes- sional qualification grade, (d) perceptions about instructional media, and (e) perceived constraints. Thirteen research questions were answered (five hypotheses were tested). Results of data analysis were presented in the order of the research questios answered and the hypotheses tested statistically (one tailed tests) at the alpha=.05 level. Descriptive statistics were used to analyze resposes to the variables covered in the questionnaire. 59 60 Pearson's Correlation and chi square were used to determine associations between selected variables. One-way analysis of variance was used to test for significant differences between groups. A brief snmmary of findings concludes the chapter. W13. (a) What instructional media equipment and materials are available to the teachers of technical agriculture in nondegree institutions for agricultural training in Bedel State of Nigeria? (b) What instructional media equipnent and materials are available to extesion agents of Bedel State Ministry of Agriculture and Natural Resources? 2' 2. . A media equipnent inventory taken in each nodegree college of agriculture in Bedel State revealed an extrennely low level of equipment availability. Table 1 shows that four out of the thirteen equipment on the checklist were not available to agriculture teachers in the formal training systen. Each college should possess at least one iten of each kind of equipment listed, but this was far from the case. The numbers listed indicate the totals of the equipment available to all teachers in the five colleges included in the study. Among the instructional materials available in the five colleges, graphic media types ranked the highest in quantity—posters (45), maps/charts (38). These were followed by 3-Dimensional media types—real objects (37) , models (32); still picture media types—flat pictures (27) , slides/filmstrips (20) and transparencies (16) . Table 2 displays the quantity of each medium in all five colleges, and the average number of media item per college. 61 Table 1 Quantities of Serviceable Media Equipment Available in the Formal Training systen (Nodegree Colleges of Agriculture in Bedel State) means; 16 um Projector 8 nun Projector Slide Projector Filustrip Projector Overhead Projector (paque Projector Audio Cassette Recorder/ Playback Andio—Reel to Reel Video Tape Recorder Television Monitor Video Camera Movie Camera Still Camera E3 MOHNNONOhmeN Ntmber per 62 Table 2 Instructional Materials Available in the Formal Training Systen * . NImber per Tues film Quentin: £91129: Graphic: Posters 45 9.0 Maps/Charts 38 7.6 Still Picture: Flat Pictures 27 5.4 Slides/Filmstrips 20 4.0 Transparencies 16 3.2 Cpaques 0 -0- Audio: Tape Recordings 10 . Radio Program 11 . Motion Projection: Films 13 . Television Prograns 11 Video Taped Program 9 and PPM NM huh mum NO 3-D: Real wjects 37 . Models 32 . Denonstration: Field Sites 12 2.4 *7-9saigh, 4-6-Moderate, 1-3-Low, 0-Not Available 63 For nonformal training, the extension agents had access to only two types of media equipment—the 16m film projector and the audio cassette recorder/playback machine. [16111111, Quantity = 5: Audio recorder, Quantity 8 4] All other equipment items on the checklist were nunavailable. The types and quantities of instructional materials that were available to the extension agents in the five Extension Divisional Circles are shown in Table 3. Real objects rank the highest in quantity (45), followed by posters (43), flat pictures (36), maps/charts (35), models (21), and denonstration field sites (20). Table 3 displays the total quantity of each medium available in the extension service, and the average nnmber of each iten per extension divisional circle. Heads of the Instructional Media Centers (Inc) gave the following reasons for non-availability, presented in descending order of seriousness as a problen: lack of funds and high cost of equipment, lack of spare-parts, foreign exchange constraints, lack of trained instructional media developers, and lack of trained andiovisual aides. W (a) What instructional media techniques and materials do the school teachers make the most use of in agricultural training? (b) What instructional media techniques and materials do the extension agents make the most use of in nonformal training? findings; School teachers' responses and extension agents' responses indicating frequency of use of fifteen different types of instructional 64 Table 3 Instructional Materials Available in the Nonformal Training waten (Agricultural utension of Bedel State Ministry of Education) *Nunber per T229. design; Quantitz. Callas: Graphic: Posters 43 8.6 Maps/Charts 35 7.0 Still Picture: Flat Pictures 36 7.2 Slides/Filmstrips l 0.2 Transparencies -0- -0- cpaques -0- -0- Audio: Tape Recordings 4 0.8 Radio Program 13 2.6 Motion Projection: Films 7 1.4 Television Program 10 2.0 Video Taped Program -0- -0- 3-D: Real (bjects 45 9.0 Models 21 4.2 Denonstration: Field Sites 20 4.0 *7-9-aigh, 4-6=Moderate, l-3=Low, 0=Not Available 65 media are listed in Tables 4 and 5 respectively. Extent of usage of instructional media is definned as a conbination of frequency of use, and the number of trainers using each media type in a 16—week acadenic senester: (Equivalent 4-month period for nonformal training). In fonnnal training the instructional media most frequently used by the teachers in a semester were real objects, followed by field demonstrations and wall maps/charts. Most frequent usage here is represented by a contained frequency of “above 10" and '7-9' times. However, sons of the media formats such as exhibits/displays, nnodels, posters, flat pictures and slides were used by more teachers, but at lower frequencies (1-3 times per semester). The data shows an extrenely low usage of instructional television and radio, motion picture film, audio taped program and transparencies (in terms of frequency of use and nunber of users). More than half of the teachers' responses (63.5%) to the conbimed fifteen media types indicated no instructional media use in a 16-week semester. The percentages of teachers who reported "not used” for individual media types ranged fron 22.4% (real objects) to 100% (opaque projectios) . In nonformal training, the instructional media most frequently used by extesion agents were field dennonstrations, followed by real objects, exhibits/displays. Frequent usage here is represented by a con'bined frequency of "above 10" and '7-9" times. It was also fonud that a higher nunber of extension agents used instructional media at lower frequencies (1-3 times) as conpared to those who used then at higher frequencies. Fron this viewpoint, posters rank first in terms of nnunber 66 Table 4 Frequency of Use of Instructional mdia by Agriculture Teachers in Nodegree Colleges of Agriculture *10 & Above 7-9 4-6 m _.N_(1)__ .lLL’i). .ALJS). Real mjects 17(29.3) 16(27.6) 6(10.3) Field Demostrations 15(25.9) 13(22.4) 8(13.8) wall mps/ Charts/Graphs lO(l7.2) ll(19.0) lO(l7.2) Exhibits/Displays 5 (8.6) 7(12.l) ll(l9.0) 15(25.9) Models 1 (1.7) 7(12.l) 12(20.7) Posters 3 (5.2) 4 (6.9) 15(25.9) Flat Pictures 3 (5.2) 1 (1.7) 6(10.3) Slides 2 (3.4) 2 (3.4) 2 (3.4) Transparencies 2 (3.4) --- 2 (3.4) Films -— 1 (1.7) -—- Filnmtrips --—- --- 2 (3.4) Audio-tape Recordings -- -- l (1.7) Instructional Radio --- ~— 2 (3.4) Instructional ' Television ---— -—--— l (1.7) (paque Projections 1-3 0 Milli). 6(10.3) 13(22.4) 9(15.5) 13(22.4) 8(13.8) 19(32.8) 20(34.5) l4(24.1) 22(41.4) 16(27.6) 20(34.5) 12(20.7) 36(62.1) 11(19.0) 41(70.7) ‘2 (3.4) 52(89.7) 4 (6.9) 53(91.4) 7(12.1) 49(84.S) 4 (6.9) 53(91.4) 3 (5.2) 53(91.4) 2 (3.4) 55(94.8) -- 58(100) *10 times and Above (in a l6-week senester) 7—9 times 4-6 times 1-3 times 0 (Not used) (Nmbers outside parentheses indicate nunber of teachers) 67 Table 5 Frequency of Use of Instructional Media by Agricultural Extension Agents *10 & Above Medina Field Denonstratios 23 (20.9) Real mjects 10 (9.1) Exhibits/Displays 11 (10 . 0) Flat Pictures 4 (3 .6) Posters mu nape/ Charts/Graphs Instructional Radio --— Models . 4 (3.6) 2 (1.8) Instructional Television Audio-tape Recordings Film 2 (1.8) Slides Filnmtrips Transparencies (paque Projections 7-9 (5.5) (5.5) (3.6) (4.5) monsoon (2.7) u (2.7) S (4.5) 4 (3.6) 4 (3.6) 1 (0.9) 20(18.2) 23(20.9) 15(13.6) 8 (7.3) 13 (11.8) 16(14.5) l (0.9) 7 (6.4) 2 (1.8) 1 (0.9) 1 (0.9) 1 (0.9) 1-3 35(31.8) 27(24.5) 39(35.5) 26(23.6) 51(46.4) 17(15.5) 16(14.S) 6 (5.5) 9 (8.2) 9 (8.2) 2 (1.8) JLMLJLMLML 26(23.6) 44(40.0) 41(37.3) 64(60.9) 39(35.5) 65(59.1) 87(79.1) 83(75.5) 98(89.1) 98(89.1) 99(90.0) 107(97.3) 110(100) 110(100) 110(100) *10 times and Above 7—9 times 4-6 times 1-3 times 0 (Not used) (timbers outside parentheses indicate nimber of extension agents) (in a 16-week sennester) 68 of users. 71.6 percent of of all the responses to the contained fifteen media types indicated no media use in a 4-month training period (category chosen was "not used") . The percentages of extesion agents who reported "not used" for individual media types ranged fron 23.6% (field denonstrations ) to 100% (filustrips) . Each of the instructional media was scored on a 0-4 point use scale: 0 -Not used, 1 -Low use (1-3 times), 2 -Moderate use (4-6 tinnes), 3 8 High use (7 - 9 times), and 4 =- Very high use (Above 10 times). The grand mean across media types was 0.8 (for school teachers) and 0.5 (for extension agents). The low means and the high percentage of responses indicating no media use show that the extent of reported media use in both formal and nonforunal training prograus were extremely low. (Tables 6 and 7 display the mean use of each instructional medium). Inn general, the school teachers used more media (Mean - 12.0) than the extension agents (Mean s 7.5). One-way analysis, of variance was used to deternninne if the observed difference in amount of media use was statistically significant. The result of the test was significant at the alpha - .05 level (Table 8) . 69 Table 6 The Mean Use for Each Instructional Medium (School Teachers in Formal Training) W m .SL Real dnjects 2.31 1.547 Field Denonstrations 2.14 1.527 mll maps, Charts, Graphs 1.74 1.517 Exhibits, Displays 1.43 1.244 Posters 1.27 1.151 Models 1.09 1.128 Flat Pictures .67 1.082 Slides .50 .978 Transparencies .24 .823 Filnstrips .19 .476 Instructional mdio .12 .422 Motion Picture Filnm .12 .462 Andio-taped Programs .10 .360 Instructional Television .07 .317 W -03 -184 *Out of 4 Points Table 7 The Mean Use for Each Instructional Medium (Extension Agents in Nonformal Training) * W m .SL. Field Demonstrations 1.68 1.439 Rel anjects 1.19 1.274 Exhibits, Displays 1.14 1.245 Posters 0.93 0.955 Flat Pictures 0.66 0.099 Wall maps, Charts, Graphs 0.66 0.951 Models 0.38 0.766 Instructional Radio 0.31 0.714 Instructional Television 0.20 0.647 Andio-taped Program 0.17 0.619 Motion Picture Filns 0.13 0.431 Slides 0.05 0.314 Filnstrips -0- -0- Transparencies -0- -0- W -0- -JL- *ont of 4 Points 70 Table 8 Analysis of Variance Conparing Formal and Non-Formal Trainers in Ternm of Media Use .lLMiLJflE). Forual * (Schml Teachers) 58 12.0 8.6 14.5 .0002 Non-Formal (Extension Agents) 110 7 .5 6.4 *Significant at the alpha a .05 level W Wnat grade level school teachers and extension agents make the most use of instructional media? 8: 'NO grades of school teachers and extension agents were considered in the study: Graduate trainers (possess university degree qualification), and Nongraduate trainers (possess Nodegree diploma qualification). The graduate trainers used more media (Mean 8 10.1) than did the nograduate counterparts (Mean =- 8.0). However, the observed difference in reported media use was nnot statistically significant at the alpha - .05 level (Table 9). 71 Table 9 Analysis of Variance Couparing Graduate and Non-Graduate Grade Level of Trainers in Terms of mdia Use .N. M .2. J‘. .PJE). Graduates 83 10.1 7.9 3.2 .08 Non-Graduates 85 8.0 6.9 *Significant at the alpha = .05 level c t' - At what levels did the school teachers and extension agents have previous training in instructional nedia? Emeline; Three levels of media training were examined: (1) Formal courses/workshops, and (2) Informal or Self-taught, and (3) No training. The data shov that 24 percent of the school teachers had media training at the formal level, 24 percent at the infornnel level, and 52 percent had no media training whatsoever (Table 10). Among the extension agents, 17 percent had media training at the formal level, 15 percent at the informal level, and 68 percent had no media training. The distribution of respodents among training levels and for each of the twenty-two listed media skill is shown in Appedix P. Composite scores were formed for each resondent by adding together the media training scores for the twenty-two media skills. Mean scores were then couputed for the school teachers' group and for the extension agents' group. The results show that the school teachers had more media 72 training (Mean =- l6.2) than the extension agents (Mean - 10.8). An analysis of variance test was done to determine if the observed difference was statistically significant. The result was found to be significant at the .05 level (Table 11). The data also indicates that the graduate grade level trainers had significantly more media training than their nongraduate counterparts (Table 12) . Table 10 Level of Previous Media Training WW Forual courses/workshops l4(24%) l9(17%) Informal or Self-taught l4(24%) 16 (15%) No training 30(52%) 75 (68%) Table 11 Analysis of Variance Comparing Formal and Non-Formal Trainers in Terms of Previous Media Training .N. m .525. _E_ .P_(£)_ Formal (School Teachers) 58 16.2 11.0 12.2 .0006 Non—Forual (Entension Agents) 110 10.8 8.9 1|'Signnificant at the alpha 8 .05 level Research questions 3 and 4 which have addressed the issue of media use and uedia training were further tested by Hypothesis 1. 73 Table 12 Analysis of variance Coparing Graduate and Non-Graduate Grade Level Trainers in Ternm of Previous Media Training lMiL.flfl_ Graduates 83 15.5 10.7 15.3 .0001* Non-Graduates 85 9 . 8 8 . 3 *Significant at the alpha = .05 level Win. H01: There will be no significant relatioship between the amount of previous media training and the frequency of the use of instructional nedia by the school teachers and extension agents. In testing this hypothesis, a total media frequency-of-use score and a total previous media training score was derived for each school teacher and extension agent. This was done by adding the individual media use scores together to form a composite score for each respodent. Similarly, the individual media training scores were snmmed up to form a conposite score for each respodent. Pearson correlation coefficients were then conputed in order to test whether or not a relationship existed between the media training scores, and the quantitative use of media by the trainers. Win. A positive correlation of .67 was found between the school teachers' media training and their frequency of use scores. Also, a positive correlation of .40 was found between the extension agents' 74 media training and their frequency of use scores. The two correlation coefficients were found to be statistically significant at the alpha - .05 level, therefore, the null hypothesis was rejected for both groups (Table 13) . Table 13 The Correlation Between Amount of Previous Media Training and the Amount of Media Use by Formal and Nonformal Trainers imam W Media Use 58 12.0 .67 .00* Media Training 58 16.2 W Media Use 110 7.5 .40 .00* Media Training 110 10.8 *Significant at alpha . .05 A two-tailed test was also performed to determine if the observed difference between the two correlation coefficients is statistically significant. A z-transformation of each correlation coefficient was conputed. (2.67 = .30, 2.40 - .43). The couputed z-difference was 2.23 and it was significant at the alpha 8 .05 level. This result confirms that the correlation observed between the variables for the school teachers' case is significantly higher than that for the extesion agents. The above findings show that there is a significant relatioship between the amount of previous media training and frequency of 7S instructional media use. Furthermore, the ability to predict media use from previous media training is greater for the formal trainers than it is for the nonformal trainers. In other words, the relationship found between the amount of previous media training and frequency of media use in the formal group is significantly stronger than that found in the nonfornnal group. W What are the perceptions of the school teachers and extension agents about the value of the use of instructional media in educational programs? E' 3' . The school teachers and extension agents responded to five positive and five negative perception statements about instructional media on the questionnaire. The positive perceptions belonged. to the category of factors which could facilitate individual trainers' use of instructional media. Conversely, the negative perceptions were categorized enong factors which could hirder individual trainers' use of media. The positive perception statements were scored on a l to 4 point degree- of-agreement scale where one irdicated "strongly disagree" and four indicated ”strongly agree" . The negative perception statements were also scored on a 1 to 4 point scale but with the points reversed: 1 indicated "strongly agree" and 4 indicated "strongly disagree“. Table 14.1 displays the distribution of the school teachers' responses to the positive perception statenents about media. 50.0 percent of the school teachers ' responses to the conbined five positive perceptions were "strongly agree" and 43.1 percent were "agree". Table 76 14.2 shows the distribution of responses to each negative perception. 16.2 percent of the school teachers' responses to the conbined five negative perceptions were "strongly disagree' and 55.5 percent were Idisagree“. Table 15.1 displays the distribution of the extension agents responses to the same set of positive perceptions. 38.0 percent of the responses to the combined five positive perceptions were "strongly agree" and 45.2 percent were "agree". Table 15.2 show the distribution of responses to the negative perceptions. 14.9 percent of the responses to the conbinned five negative perceptions were “strongly disagree" and 32.9 percent were “disagree". Table 14.1 number and Percentage of School Teachers Respoding to Positive Perception Statements About Instructional Media w Strongly Strongly W Instructional media can be used by a teacher: 1. To motivate learners in F 40 17 l 0 educational activities. % 69.0 29.3 1.7 0 2. To provide for individual F 20 30 6 2 learners' learning needs. % 34.5 51.7 10.3 3.4 3. To stinwlate interest on F 34 24 0 0 a topic. % 58.6 41.4 0 0 4. To reduce time for F 21 28 8 l lecturing and note-giving. % 36.2 48.3 13.8 1.7 5. To reach a greater nunber F 30 26 2 0 of learners at the same % 51.7 44.8 3.4 0 time. 77 Table 14.2 Number and Percentage of School Teachers Responding to Negative Perception Statenents About Instructional Media W Strongly Strongly 1 ! . E c ! i . l. The cost of most F 3 13 29 13 instructional media is % 5.2 22.4 50.0 22.4 out of prqnortion to their educational value. 2. The personal relationship F 6 14 31 7 between the teacher and the % 10.3 24.1 53.4 12.1 student is lost when media are used. 3. The increased use of media F 0 8 35 15 will downgrade the % 0 3.8 60.3 25.9 teacher's role and even- tually put him out of work . 4. Media are not coducive F l 15 33 9 to teaching in most % 1.7 25.9 56.9 15.5 subjects. 5. Preparation of media I? 3 19 33 3 materials takes too much % 5.2 32.8 56.9 5.2 of the teachers' personal time. 78 Table 15.1 Ntmber and Percentage of Extension Agents Respoding to Positive Perception Statenents About Instructional Media Strongly strongly E i! . E ! . . Instructional media can be used by a teacher: 1. Tb motivate learners in F 42 56 9 3 educational activities. % 38.2 50.9 8.2 2.7 2. To provide for individual F 45 44 19 2 learners' learning needs. % 40.9 40.0 17.3 1.8 3. To stimulate interest on F 18 60 26 6 a topic. % 16.4 54.5 23.6 5.5 4. To reduce time for F 26 48 33 3 lecturing and note-giving. % 23.6 43.6 30.0 2.7 5. To reach a greater nunber F 60 40 8 2 of learners at the same % 54.5 36.4. 7.3 1.8 time. Table 15.2 Nunber and Percentage of Extension Agents Responding to Negative Perception Statennennts About 79 Instructional Media w Strongly strongly II I . E ! . l. The cost of most I? 15 37 30 28 instructional media is 8 13.6 33.6 27.3 25.5 out of proportion to their educational value. 2. The personal relationship F 15 48 32 15 between the teacher and the % 10.3 24.1 53.4 13.6 student is lost when media are used. 3. The increased use of media 1? 38 40 21 11 will downgrade the % 34.5 36.4 19.1 10.9 teacher's role and even- tually put him out of work. 4. Media are not coducive F 8 43 47 12 to teaching in most % 7.3 39.1 42.7 10.9 subjects. 5. Preparation of media F 11 32 51 16 materials takes too much 8 10.0 29.1 46.4 14.5 of the teachers ' personal time. 80 The distribution of all trainers' responses to the conbined five positive perception statenents is sunnnarized in Table 16. The results reveal that a much larger proportion of both school teachers and extension agents support the positive perceptions as oonpared to those who do not support then. It was also found that formal trainers have more positive perceptions about instructional media than do the nonformal trainers. An analysis of variance results confirmed that the observed difference was statistically significant at alpha=.05 (Table l7) . Table 16 Average Percentage Distribution of School Teachers vs. Extension Agents for the corbined five positive perceptions about Instructional mdia Formal Non-Formal (School Teachers) (Extension Agents) minions. W W Strongly Agree 50.0% 34.7% Agree 43.1% 45.1% Disagree 5.9% 17.3% Strongly Disagree 1.0% 2.9% Table 17 Analysis of Variance Results Conparing Formal and Non-Formal Trainers in Ternns of their Perceptions About the Value of Media Use for Instruction .N. m .3. .2. .212). Formal (School Teachers) 53 31.3 2.9 19.0 .0000* Non-Fornal (Extension Agents) 110 28.2 4.9 *Significant at the alpha-.05 level 81 The relationship between perceptions about instructional media and actual media use was tested by Hypothesis 2. W 802: There will be no significant relationship between the perceptions about instructional media and amount of media use by the school teachers and extension agents. In testing this hypothesis, a conposite score on media use was formed for each repodent by adding the individual media use scores together. A conposite score on media value perception was similarly derived by adding individual perception scores together. Pearson correlation coefficients were then couputed to determine whether or not a significant relationship existed between the quantitative use of media by the trainers, and their perceptions about instructional media. Em; . An extremely low positive correlation of .01 was fond between the school teachers' perceptions about media and their frequency of use scores. The correlation was not statistically significant at alpha=.05. For the extension agents, however, a statistically significant correlation of .18 was obtained (Table 18) . The hypothesis was therefore accepted in the case of the formal trainers and it was rejected in the case of the nonformal trainers. 82 Table 18 The Correlation Between the Amount of Media Use and Perceptions About the Value of Media Use for Instruction JLMLELQQLBL WW Media Use 58 12.0 .01 .47 Perceived Media value 58 31.3 Wm}. Media Use 110 7.5 .18 .03* Perceived Media Value 110 28.2 *Significant at alpha=.05 The supposition that the remdents with more previous media training would tend to have more positive perceptions about instructional media use was tested by Hypothesis 3. W33. 803: There will be no significant relationship between the annount of previous media training and the perceptions of the school teachers and extension agents about instructional media. In testinng this hypothesis, conposite media training and conposite media-value-perception scores were derived for each school teacher and extension agent. Pearson Correlation coefficients were conputed to determine whether or not a significant relationship exists between the two variables. E' 2. _ A positive correlation of .21 was found between the amount of previous media training received by the school teachers and their 83 perceived value of media use in instruction. However, this correlation was not statistically significant at the alpha - .05 level. In contrast, a correlation of .48 was obtained between the two variables for the extension agents' group, and it was statistically significant. The hypothesis was therefore accepted in the case of the formal trainers and it was rejected in the case of nonformal trainers. Table 19 The Correlation Between the Amount of Previous Media Training and Perceptions About the Value of Media Use in Instruction .ILMLEIQQLB). Media Use 58 16.2 .21 .06 Perceived Media Value 58 31.3 W Media Use 110 10.8 . .48 .oo* Perceived Media Value 110 28.2 *Significant at alpha=.05 W13. What are the perceptions of the school teachers and extension agents about the value of the use of instructional media for agricultural training in particular? The respodents rated ten categories of instructional media on a three point scale according to their perceived value for training in agriculture (High value = 3, Moderate value = 2, Low value = 1). The summarized data in Tables 20.1 and 20.2 indicate that the school teachers' group and the extension agents group both gave Field 84 Demonstration medium the highest value rating. This is followed by 3-dimensionals, Displays, and Graphic media devices. Among the projected media devices, motion picture film had a moderate value rating followed by slides and filmstrips. teachers rated television slightly higher than radio, and the extension agents indicated the opposite in their opinion about the use of the two broadcast media for instructional purposes. The innstructional medium that was rated the lowest in value by the school teachers was Audio-Taped programs. While the extension agents gave transparencies the lowest value-rating. Table 20.1 Value-Rating of Innstructional Media for Use in Agricultural Training for School Teachers Baal; Median 1 Field denonstrations 2 Models, Real objects 3 Exhibits, Displays, Bulletin boards 4 Posters, Wall maps, Charts and Flat pictures 5 Motion Picture Films 6 Slides, Filmstrips 7 InstrUCtional T.V. 8 Instructional Radio 9 Transparencies 10 Audio-taped progra- . E' “HTPPNP P?” mmmopum mum owauq o wow *Value points scale: 3 a High, 2 =- Moderate, 1 a Low Theschool 85 Table 20.2 Value-Rating of Instructional Media for Use in Agricultural Training by mtension Agents Rant mm m .9. 1 Field denonstration 2.80 .587 2 Exhibits, Displays, Bulletin boards 2.57 .710 3 Models, Real objects 2.57 .710 4 Posters, Wall maps, Charts and Flat pictures 2.47 .616 5 Motion Picture Films 2.35 .783 6 Slides, Filmstrips 2.07 .673 7 Audio-taped prograns 2.02 .824 8 Instructional Radio 2.00 .899 9 Instructional T.V. 1.97 .990 10 Transparencies 1.24 .918 1"Value points scale: 3-High, 2-Moderate, 1-Low The means of the total perceived media value were conputed for the formal trainers group (Mean - 22.4) and for the nonformal trainers group (Mean a 22.1). Analysis of variannce results conparing the two groups showed no significant difference in their media value percentions (Table 21.1) . Analysis of variance results also conparinng graduate and nongraduate grade level trainers showed no significant difference in media value perceptions (Table 21.2) . However, the analysis revealed that a significant positive relationship exists between the nonfonnal trainers' perceptios about media use in agricultural training and their actual quantitative use of media. A positive relationnship was also found between the two variables in the case of formal trainers, but it was not significant at the alpha = .05 level (Table 21.3). 86 Table 21.1 Analysis of Variance Results Comparing Formal and Nonformal Trainers' Perceptions About the Values of Media Use in Agricultural Training in Particular .8... m _&s_ J‘. an. Formal (School Teachers) 58 22.4 4.7 .16 .69 Non-Formal (Extension Agents) 110 22.1 4.9 1"Significant at alpha-3.05 Table 21.2 Annalysis of Variance Results Conparing Graduate and Non-Graduate Trainers' Perceptions About the Value of Media Use in Agricultural Training in Particular J]. m .825... .L PJE). Graduate Trainers 83 22.1 4.3 . 03 . 86 Non-Graduate Trainers 85 22. 2 , 5.1 *Significant at alpha=.05 Table 21.3 The Correlation Between Perceptions About the Value of Media Use in Agricultural Training and the Frequency of Media Use imam c Media Use 58 12.0 .15 .14 Perceived Media Value 58 22.4 W * Media Use 110 7.5 .17 .04 Perceived Media Value 110 22.1 *Significant at alpha=.05 87 W13. Do the school teachers and extension agents perceive the use of audiovisual media as more valuable for formal or for nonformal types of agricultural training? 51' 2' _ The respodents that were considered in the data analysis were limited to those that indicated a clear choice between formal and nonformal training program types, in terms of perceived value of media use. Individuals who felt neutral were excluded. In Table 22, the data show that a larger proportion of the school teachers perceive the use of media to be more valuable for nonformal type of training. Similarly, a larger proportion of the extension agents perceive media use to be more valuable for nonformal training. A chi square test comparing the two groups showed no significant relatioship between group menbership (formal and nonforml) and belief that AV media is better for formal or nonformal training. Table 22 Chi Square Test Conparing Formal and Non-Formal Trainers in the Belief that AV Media Use is More Valuable for Either Formal or Non-Formal Training Better for Better for E 12.. l! E 12.. 3‘5 Eifli-Sl NHL um Fornal (School Teachers) 16 (27.6) 37 (63.8) 2.4 \ .12 Non-Formal (Extension Agents) 45 (40.9) 60 (54.5) 1"Significant at alphas. 05 88 In particular regard to the use of instructional broadcast media (TV and Radio), the two groups of trainers were cotpared in terms of their perceived value for agricultural training. The results of an analysis of variance test corparing the two groups was not statistically significant at alpha = .05 (Table 23). Table 23 Analysis of Variance Results Comparing Formal and Non-Formal Trainers in the Value-Rating of Broadcast Media Use in Agricultural Training J]. m .3. 1. LE). Formal (School Teachers) 58 3.89 1.35 .12 .73 Non-Formal (Extension Agents) 110 3.97 1.81 *Significant at alpha-.05 Furthermore, the relationship between type of agricultural training program and the perceived value of the use of broadcast media was tested statistically by Hypothesis 4. 804: There is no significant relationship between type of agricultural training program and the perceived value of the use of instructional broadcast media by school teachers and extension agents. Twines: The results of data analysis for instructional television (IT'V) are shown in Table 24.1. The data show that a larger proportion of both formal and nonformal trainers believe that the use of ITV is better for the nonformal type of agricultural training. A chi square test 89 comparing the two groups showed no significant relationship between group membership (formal and nonformal) and the belief that ITV is better for fornnal or nonformal training. Therefore, the null hypothesis was accepted for ITV. In Table 24.2, the data show that a larger proportion of both formal and nonformal trainers perceive the use of instructional radio to be better for nonformal types of agricultural training. A chi square test conparing the two groups' response patterns was not statistically significant at alpha 2 .05. Therefore, the null hypothesis was also accepted for instructional radio. Thus, the above findings support the following conclusion: There is nno relationship between program type (formal and nonformal) and the belief that Innstructional broadcast nnedia are better for either formal traininng or for nonformal training. Table 24.1 Chi Square Test Conparing Formal and Non-Forual Trainers in Belief that Instructional TV is More Valu$le for Either Formal or Non-Formal Training Better for Better for E 11.. I! E 12.. :._5 EKQ'-E) N(%l N(%) Formal (School Teachers) 26 (44.8) 27 (46.6) .03 .87 Non-Formal (Extension Agents) 51 (46.4) 56 (50.9) 1ltSignificant at alpha=.05 90 Table 24.2 Chi Square Test Conparing Formal and Non-Formal Trainers in Belief that Instructional Radio is More Valuable for Either Formal or Non-Formal Training Better for Better for . . . W W @1289... W Forml (School Teachers) 25 30 .07 .79 Non-Formal (Extension Agents) 52 57 1|'Significant at alpha-.05 W What specific support is provided by the Colleges and the Ministry of Agriculture to encourage their school teachers and extension agents to use instructional media? findings; School teachers' responses to eight different types of support which their college organization gives to encourage instructional media use for agricultural training are listed in Table 25.1. All teachers respoded to all eight itens concerning support. Nearly half (48.3%) of the teachers responses to the conbined eight itens indicated no support (category chosen was 'none") . The percentages of respodents that chose "none" for individual items ranged fron 34.5% (circulation and distribution of AV media reports, journals, magazines) to 58.6% (AV media related activities are given special recognition and rewarded). Forty-three percent (43.3%) of all responses to the eight support items indicated only minimally adequate support was provided. The 91 percentage of respodents indicating ”minimally adequate“ support for individual item rannged from 32.8% (AV media related activities and creativeness are given special recognition and rewarded) to 53.4% (provision of AV materials). Each of the eight support item was scored on a 0-3 point scale where 0 indicated "none“ and 3 indicated "very adequate“. The grand mean across item was 0.6. The low mean and the high percentage of responses (91.6%) indicating either minimally adequate support or none indicates that teachers did not feel that they received much organizational media related support. Extension agents' responses to the same eight types of support which the ministry of agriculture is giving to encourage instructional media use for farmer training are listed in Table 25.2. Only 6.9 percent of the responses to the conbined eight items indicated adequate support. The percentages of extension agents that chose "adequate" for individual support item ranged from 3.6% (AV media related activities and creativeness are given special recognition and rewarded) to 14.5% (provision of AV services in coordination with agriculture colleges). Each of the eight support item was scored on the sane scale used for the school teachers' responses. The grand mean across item was 0.8. The low mean and the high percentage of responses (90.6%) indicating either minimally adequate support or none indicates that extension agents did nnot feel they received IIIJCh media related support fron the ministry of agriculture. Analysis of variance test was performed in order to determine if a significant difference exists between the formal and the nonformal 92 trainers' perceived media support. The results of the test were not statistically significant at the alpha 3 .05 level (Table 25). Media related support provided by the formal training systenn and the nonformal systenn were similarly minimal. Furthermore, it was assumed that perceived organizational media support could be related to frequency of media use. To find out the nature of the relationship, Pearson correlation coefficients were conputed usinng total the perceived-media-support score and the total media frequencyhof-use score, derived for each respodent. 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NasmNNONuac “on :oNumooNNa ummusm N.Nm m.¢N N.N m0 0N N N.NN c.cN 0.0 mm NH N «.mm «.0 N.N N» N N «.00 m.m N.o MN m N N.NN 0.m N.N «N v m N.Hm v.0 N.N mo N m N.Nm m.v m.o No m N «.00 m.¢ N.N MN m N uaazIIIIIIuuNmmuuaIIIoumumammxwuuuluuummmumc NNNmaacfiz. Nu0>_ uuNN«mumnuuammmuuuauxmmmmuuc .v .m .N .H ”imaging £539 3.50ng How 00: 030: Hgfluoaumfi .8.“ 30996 Hun—0303590 003008 9.3 3:03 83:00.3 no 003533 can ~09; «.mN men—NH. 95 Table 26 Analysis of Variance Results Canparing Formal and Non-Formal in terms of Perceived Media Support J]. m .3. .L 2m. Formal (School Teachers) 58 4.9 4.0 2.5 .12 Non-Formal (Extension Agents) 110 6.0 4.0 *Signiricam: at alpha-.05 Table 27 'me Correlation Between the Perceived Organizational Support for Media Use for Formal and Non-Formal Training lflnfiim Media Use 58 14.9 4.0 .25 .03 Perceived Media Value 58 12.0 8.6 W Media Use 110 6.0 4.0 .26 .oo* Perceived Media Value 110 7.5 6.4 *Significant at alpha=.05 W23. What are the self-perceived media skills acquired by the school teachers and extesion agents? misuse; The acquisition of media skills is categorized among factors which could facilitate the use of instructional media by the trainers. Table 28.1 contains the results of the school teachers responses to questions 96 dealing with the operation of twelve media equipnent items. 'Ihe extension agents responses are presented in Table 28.2. Each of the equipment skill items was scored on a 0-3 point scale where 0 indicated “don't know the equipment" and 3 indicated ."can operate satisfactorily“. Less than half (41.4%) of the school teachers responses to the coubined twelve equipment operation skills reported satisfactory skill level (category chosen was "can operate satisfactorily”). The percentages of respondents choosing the category for individual skill items ranged from 13.8% (operation of movie camera) to 72.4% (operation of audio-cassette recorder/playback machine). In regard to the extension agents, only 18.4 percent of all the responses to the canbined twelve equipment skills reported satisfactory skill level. The percentages of respondents choosing the category "can operate satisfactorily" for individual skill items ranged from 8.2% (movie camera) to 61.8% (audio-cassette recorder/playback machine). 'Ihe second aspect of media skills that was investigated concerned (a) the design and production of instructional materials, (b) evaluation of instructional media packages, (c) management of media materials and (d) integration of media in teaching-learning activities. A total of ten media skill items in this section were each scored on a 0-4 points proficiency scale (0 a don't know the medium, 1 a no proficiency, 2 = low, 3 a- moderate, 4 a high proficiency). Only 16.5 percent of the school teachers' responses and 11.1 percent of the extension agents' responses to the coubined ten media skills indicated high level proficiency. The instructional materials for which the highest nunber of school teachers possessed high-level skills to design and produce are wall maps, charts, graphs and 97 audio-taped programs (Table 29.1). The data, however, reveal that very few teachers (5.2%) possess high level proficiency in integrating instructional media and materials in their teaching. As shown in Table 29.2 audio—taped programs followed by posters are the top-ranked instructional materials for which the highest nunber of extension agents have a high level proficiency to design and produce. Similar to the case of formal trainers, only 5.5% of the nonformal trainers possess high-level proficiency in integrating instructional media and materials in their teaching. W193. In what media skill areas do the school teachers and extension agents need training? timings-i The media equipnent items which the respondents, (a) find difficult to operate, (b) have never operated, and (c) do not know what they are or have no knowledge of their functions, constitute media skill areas in which training is needed (Tables 28.1 and 28.2). Since each of the twelve listed media equipnent was cited in the above three categories of responses by teachers and extension agents, training needs to be provided in all twelve media skill areas. For exanple, 60.3 percent of the school teachers need training to acquire the skill for operating a 16m film projector. So do 89.1 percent of the extension agents. For the second amect of media skills, five levels of proficiency in the designed production of instructional materials were identified (Tables 29.1 and 29.2) . Those skills in which the respondents have, (a) low proficiency, (b) no proficiency, and (c) no knowledge of the 98 function for which the skill is used, constitute areas in which training are needed. _ 'me pattern of responses shows that, training needs to be provided in all of the listed media skill areas. For exanple, 39.7 percent of the school teachers and 33.6 percent of the extension agents need training to acquire the skill for designing and producing instructional posters. W15. In what areas of agricultural training do the extension agents consult and interact with school teachers the most? findings; The degree of interaction/consultation between the formal and nonforml trainers were obtained on a four-point scale (Very often - 3, Sometimes I 2, Seldon - 1, None 8 O). Extent of inter-program training consultation was defined as a conbination of frequency of consultation and the mmber of trainers that were involved in the process. In Table 30, the training program areas in which the school teachers had consultations "very often" with extension agents are shown. The top five training activities involving the most frequent consultations were: School farm practical training which involved 76 trainers (45.2%) out of the total extension agents and the school teachers, followed by Farming demonstration training on farmers' farms (31.0%), Training in extension methods (24.4%), Field surveys (16.1%) and Farmers agriwltural shows and exhibitions (15.5%) . The pattern of responses involving the thirteen identified training program areas is presented in Appendix 0- 99 Table 28.1 Levels of Skill in Cperation of Media Exquignent Acquired by School Teachers LfizsliOfeSkil1 Can operate *Find it *Never 1"Don't Know Satisfactorily Difficult (berated What it is Qaaratign_9fi N13) --Nl§l-—- -—NK31-- --5131-- Audio cassette machine 42 (72.4) 2(3.4) l4(24.l) — Video tape recorder 38(65.5) 5(8.6) 15(25.9) -- Slide projector 35(60.3) 3(5.2) 20(34.5) — Overhead projector 29(50.0) 4(6.9) 21(36.2) 4( 6.9) 16m film projector 23(39.7) —- 33 (56.9) 2( 3.4) 811m film projector 21(36.2) 2(3.4) 32(55.2) 3( 5.2) Filmstrip projector 21(36.2) 5(8.6) 28(48.3) 4( 6.9) Still camera 2004.5) —- 29(50.0) 9(15.5) Reel to reel audio machine 18(31.0) 5(8.6) 2207.9) 13(22.4) maque projector l7(29.3) l(l.7) 29(50.0) ll(l9.0) Video camera 16(27.6) 5(8.6) 35(60.3) 2( 3.4) W 8(13.8) l(l.7) 4507.6) 4( 6.9) *Need Training Table 28.2 Levels of Skill in (peration of Media Equipment Acquired by attension Agents Iflgl of 9:111 Can operate *Find it *Never *Don't Know Satisfactorily Difficult (perated What it is Audio cassette machine Video tape recorder Still camera Slide projector Reel to reel audio machine Filmtrip projector Overhead projector Opaque projector Video camera 8m film projector QE§£i§19E_QfiL NI%) ___nuan__. ..IU31__. .__Nli1___ 68(6l.8) 2( 1.8) 37(83.6) 3( 2.7) 27(24.5) 11(10.0) 70(63.6) 2( 1.8) 21(19.l) 3( 2.7) 70 (63.6) 16(14.5) 19(17.3) 15(13.6) 67(60.9) 9( 8.2) 19(17.3) 10( 9.1) 60(54.S) 21(19.1) 14(12.7) 12(10.9) 74(67.3) 10( 9.1) 14(12.7) 11(10.0) 66(60.0) 19(17.3) 14(12.7) 3( 2.7) 68(61.8) 25(22.7) 13(ll.8) 9( 8.2) 82(74.5) 6( 5.5) 13(ll.8) 9( 8.2) 78(70.9) 10( 9.1) 12(1o.9) 9( 8.2) 78(70.9) 11(10.0) 9( 8.2) 3( 2.71 90(8l.81, 8( 7131 16m film projector unvie_samera *Need Training 100 Table 29.1 Levels of Proficiency in Production of Instructional Materials Acquired by School Teachers .Laxal_9f_2refisisnsx_____,________. * * Don't know Design and Production High Moderate Low None what it is 9153. .1113). 4131.. .1113). .1113). .4113.)— Wall maps, charts, graphs 20(34.5) 24(41.4) 6(10.3) 8(13.8) -- Audio-taped programs 20(34.5) 15(25.9) 6(10.3) 15(25.9) 2( 3.4) posters 14(24.1) 21(36.2) 16(27.6) 7(12.1) -- Slides/Filmstrips 13(22.4) 11(19.0) 8(13.8) 24(41.4) 2( 3.4) Transparencies 3(13.s) n4<24.1n 5( 8.6) 21(36.2) no (17.2) Instructional radio materials 4( 6.9) 5( 8.6) 15(25.9) 32(55.2) 2( 3.4) Instructional TV materials 4( 6.9) 4( 6.9) l4(24.l). 33(56.9) 3( 5.2) Other Media Skills: Media integration in teaching 3( 5.2) l7(29.3) 8(13.8) 27(46.5) 3( 5.2) Management of instructiona12media materials 6(10.3) 8(13.8) 11(19.0) 29(50.0) 4( 6.9) Evaluation of instructional media packages 4( 6.9) 12(20.7) 7(12.l) 31(53.4) 4( 6.9) *Meed Training 101 Table 29.2 Levels of Proficiency in Production of Instructional Materials Acquired by Extension Agents I J E E' . Don't know Design and production High Moderate *Low *Mone what it is safe MMme—m Audio-taped programs 32(29.1) 3( 2.7) 4( 3.6) so<45.5) 21(19.1) posters 28(25.5) 45(4o.9) 12(10.9) 25(22.7) -- wall maps, charts, graphs 25(22.7) 49(44.5) 12(10.9) 24(21.8) -- amides/Filmstrips l6(14.5) 25(22.7) 12(10.9) 52(47.3) 5( 4.5) Transparencies 4( 3.6) 17(15.5) 14(12.7) 68(6l.8) 7( 6.4) Instructional TV materials 3( 2.7) l9(l7.3) 19(17.3) 64(58.2) 5( 4.5) Instructional Radio 1( 0.9) 24(21.8) 17(15.5) 65(59.1) 3( 2.7) Other Media Skills: Media integration in teaching 6( 5.5) 18(16.4) 26(23.6) 53(48.2) 7( 6.4) Management of instructional‘media materials 5( 4.5) 25(22.7) 14(12.7) 61(55.5) 5( 4.5) Evaluation of instructional media packages 2( 1.8) 26(23.6) l3(ll.8) 64(58.2) 5( 4.5) *Need Training 102 Table 30 The Top Five Training Program Areas in Which Formal Trainers Consulted Very Often with Non-Formal Trainers I . . E !' .! HQ... 2 l 1. School farm practical training 76 45.2 2. Farming denonstration training on farmers' farms 52 31.0 3. Training in extension methods 41 24.4 4. Field surveys 27 16.1 5. Farmers' agricultural shows/fairs/ exhibitions 26 15.5 W What are the sources from which the school teachers and extension agents obtain information about instructional media? E' 1' . Six possible sources of information on instructional media were identified and responses on the frequency of information fron each source were scored on a four-point scale (Very often =- 3, Sometimes =- 2, Seldonn a 1, None as 0). The data show that the school teachers and extension agents most frequently obtain media information through talking with colleagues within their school and extension division respectively. In general, the frequency of media information obtained fron the six sources by the school teachers was quite low. The mean calculated for each source ranged fronn 1.02 to 1.69 out of 3 points (Table 31.1). For the extension agents' responses the means ranged fron 1.01 to 2.04 103 out of 3 points (Table 31.2). The nunbers and percentages of responses for each source of media information are presented in Amendix R. Table 31.1 Sources From Which School Teachers Cbtained Information About Instructional Media (Arranged in Descending Order of Infonnation Frequency) Wm M .9. 1. By talking to colleagues within your school. 1.69 .995 2. By reading audiovienal journals, magazines, reports. 1.45 .902 3. By talking to colleagues outside your school who have similar teaching concerns with you. 1.41 .937 4. Information circmlated fronn media center. 1.12 1.044 5. Correspondence with head of school. 1.05 1.016 6. Information supplied by manufacturers or distributors Of AV aids . 1 . 02 . 868 104 Table 31.2 Sources Fron Which Extension Agents Obtained Infornetion About Instructional Media (Arranged in Descending Order of Information Frequency) W tan .5). 1. By talking to colleagues within your school. 2.05 .971 2. Correspondence with head of your extension division. 1.61 .094 3. By reading audiovisual journals, magazines, reports. 1.50 1.081 4. By talking to colleagues outside your division who have similar teaching concerns with you 1.43 1.009 5. Information circulated from media center. 1.07 .955 6. Information supplied by manufacturers or distributors of AV aids. 1.01 .904 W What are the chief constraints on the use of instructional media as perceived by the school teachers and extension agents? findings; The results summarized in Table 32.1 show that budget constraint was the most frequently cited major constraint on media use by the school teachers. This is followed by non-availability of required media equipnent and materials, irregular electrical power supply, and lack of media skills. In regard to the extension agents responses, the most frequently cited major constraint is the non-availability of required media equipment and materials, This is followed by budget constraint, lack of 105 media skills, and the inadequacy of teaching-learning environment necessary to effectively use sane AV media (Table 32.2) . The decision to rate each constraint as major, moderate, minor or nil was made by each respondent. Table 32.1 Runner and Percentage of Formal Trainers Perceiving Constraints as a "Major" Problem on Use of Instructional Media Rank MW 1 Insufficient budget to provide for my AV needs Non-availability of required media equipment and materials Irregular supply of electrical power I need more training on how to operate sone media equipnent I need more trainirng to know what media and materials are suitable for teaching some of my subject content Lack of information about instructional media Inadequate structuring of classroom for AV media use Teaching load does not allow enough time to plan for instructional media use It is difficult to integrate AV media in the subject content that I teach number of 30 16 14' 10 WW 70.7 51.7 27.6 24.1 17.2 13.8 12.1 10.3 3.4 106 Table 32. 2 number and Percentage of Non-Formal Trainers Perceiving Constraints as a "Major“ Problen on Use of Instructional Media Rank kW 1 Non-availability of required media equipment and materials 82 Insufficient budget to provide for my AV needs 81 I need more training on how to operate some media equipnent 52 Inadequacy of teaching environment for AV media use 47 Lack of information about instructional media 42 Ineedmore training toknowwhatmedia and materials are suitable for teaching sone of my subject content 38 Irregular supply of electricity 32 Non-educational extension duty load does not allow enough time to plan for instructional media use for farmers training program 25 It is difficult to integrate AV media in the subject content that I teach 25 umber of W W 74.5 73.6 47.3 42.7 38.2 34.5 29.1 22.7 22.7 The relationship between perceived constraints and frequency of media use was tested by Hypothesis 5. W There is no significant relationship between frequency of media use and perceived constraints on media use by school teachers and extension agents. 107 E' 2. . For the formal trainers' group, a negative correlation of -.29 was found, and it was statistically significant at alpha - .05. Similarly, a negative correlation of -.18 was obtained for the nonformal group and it was also statistically significant at the .05 level (Table 33). Therefore, the hypothesis was rejected for both groups. These results indicate that those who used more media were those who perceived less constraints. The data did reveal that the nonformal trainers perceived more constraints (mean a 26.6) than the formal trainers (mean - 23.1). However, the results of analysis of variance comparing the two groups showed that the observed difference was not statistically significant at alpha - .05 level (Table 34) . Table 33 The Correlation Between Media Use and Perceived Constraints for Formal and Non-formal Trainers C Media Use 58 12.0 -.29 .03* Constraints 58 23.1 Nan:E9rmal_1£xtsn§isn_Asaat§1. Media use 110 7.5 -.18 .01* constraints 110 26.6 *Signiricant at alpha=.05 108 Table 34 Analysis of Variance Results Conparing Formal and Non-Formal Trainers in Terms of Constraints on Media Use .N. M .8. J'. 2121. Formal (School Teachers) 58 23.1 3.9 3.2 .08 Non-Formal (Extension Agents) 110 26.6 5.6 *Signiricant at alpha a .05 surnames: In the initial stage of the multiple regression analysis the following independent variables were entered into a stepwise regression equation to determine which were the most powerful predictors of media me. Independent Variables: l. Constraints 2. Previous media training 3. Perceptions about media 4. Perceived media value for agriculture trainirng 5. Formal progran (or non-formal by default—entered as a dnmmy variable) 6. Graduate grade (or non—graduate by default—entered as a dnmmy variable) 7. Ph.D. degree yes or no (entered as a dmuuy) 8. Masters degree yes or no (entered as a dnmmy) 9. Bachelors degree yes or no (entered as a dnmuy) 10. Senior "am" Diplonna (or Jlmior "0ND" diploma by default— entered as a dunmy variable) 11. Years of teaching experience 12. Ability to operate media equignent 13. Ability to design and produce media materials 14. Quantity of media available in the school 15. Media related organizational support The stepwise regression indicated that the subset of variables which were the best contained predictors of media use were: Media training, 109 Ph.D. degree qualification, Media support, Formal training, Ability to design and produce media, Bachelors degree, Senior diplona and Masters degree qualifications. This subset of predictors were entered into both a standard regression equation and a stepwise equation. In the standard regression, all independent variables were entered into the equation concurrently. In the stepwise regression, the most powerful predictor was entered first annd then the next most powerful predictor was entered (the next most powerful predictor after separating out any predictive The renaining Table 35 diwlays the results of both the standard and stepwise regression procedures. power it had in common with the first predictor). variables were added in a similar fashion. Table 35 Standard and Stepwise Regression Results for Predicting Media Use R Square Basgsara. Iasraasa. ___E___. 2121. Standard Regression * (all variables concurrently) .455 .455 15.941 .000 Stepwise Regression * Step 1. Media Training .313 .313 75.681 .000* Step 2. Ph.D. Degree .351 .038 44.690 .0001. Step 3. Media Support .368 .017 31.936 '000* Step 4. Formal Training Progran .390 .022 26.147 .000* Step 5. Design and Produce .408 .018 22.285 .0001. Step 6. Bachelors Degree .421 .013 19.527 .000* Step 7. Senior "mm“ Diplona .437 .016 17.731 .000* Step 8. Masters Degree .445 .008 15.942 .000 *Signiricant at alpha = .05 As can be seen fron the table, when all of the variables were entered into the equation the R square was .445. This indicates that 110 the independent variables shown accounted for 44.5% of the variation in media use. Training taken alone accounted for 31.3% of the variance in media use. The possession of a Ph.D. degree adds approximately 3.8% to the anount of media use variance which can be predicted by training alone, annd being in a formal training program adds another 2.2% etc. 5 EE' 2' In this chapter, thirteen Research Questions were examined and five Null Hypotheses were tested (one tailed tests) at the .05 level of significance. Each hypothesis was tested separately for the formal and nonformal trainers. W15. A media inventory taken in both the formal and the nonformal training system revealed a low level of media availability. Among the thirteen equipment item on the checklist, the slide projector was the only iten that anounted to an average quantity of one per each college studied. All others sunmed up to an average of less than one. On the other hand, only two types of media equipment were available in the nonformal training system-the 16mm projector and the audio tape recorder both of which amounted to an average of less than one per Extension Divisional Circle. Among the instructional materials available in the two system, those in high quantities were the 3-dimensional and graphic media types. 111 W Formal trainers used more instructional media (Mean 8 12.0) than the nonformal trainers (mean - 7.5). The observed difference in amount of media use was statistically significant at alpha 8 .05. In formal training, the media types used by more trainers at higher frequencies (7-9 times, 10 and above) in a 16-week acadenic senester were: real objects (56.9% - contained percentage for the two frequency categories), field demonstrations (36.2%), and wall maps/charts (36.2%). The media used by more trainers but at lower frequencies (1-3, 4-6 times) were: posters (53.5%), exhibits/displays (53.5%), and models (44.8%). In nonformal training, the media used by more trainers at higher frequencies were: field denonstrations (26.4%), real objects (14.6%) and exhibits/displays (13.6%) . Those used by more trainers but at lower frequencies were: posters (46.4%), exhibits/displays (35.5%), field denonstrations (31 . 8%) . W The Graduate trainers (possess university degree qualification) used more media than the Non-Graduate trainers (possess nondegree diploma qualification). However, the observed difference was not statistically significant at alpha 8 .05. WA; an the average, 52 percent of the formal trainers' responses, and 68 percent of the nonformal trainers' responses indicated that they had no previous media training in any of the listed 22 media skills. 112 Overall, the formal trainers had more media training (mean 16.2) than the nonformal trainers (mean 10.8) , annd the observed difference was statistically significant at alpha a .05. 1 Also, the graduate trainers had more media training (mean - 15.6) than the nongraduate trainers (mean . 9.8), and the observed difference was statistically significant at alpha - .05. c on - Responses to five positive annd five negative perception statenents about instructional media were examined. Ninety-three percent (93.1%) of the formal trainers' responses, and 79.8 percent of the nonformal trainers' responses (“Strongly Agree“ and 'Agree') supported positive perceptions about media use. ' Also, 71.7 percent of the formal trainers' responses and 47.8 percent of the nonformal trainers' responses ("Strongly Disagree" and "Disagree) did not support negative perception statenents. Results of one-way ANNA test conparing the two groups showed that, formal trainers' support of positive perceptions and non-support of negative perceptions were significantly greater than those of nonformal trainners. W Field denonstration medium, 3-dimensionals, displays, and graphic media types were rated the highest anong others in terms of perceived value of use in technical agricultural traininng. Positive Pearson Correlations of .15 for the formal group and .17 for the nonformal group were obtained between the annount of media used and perceived value of 113 media use in agricultural training. The correlations are rather low, but that of the nonformal group was statistically significant at alpha =- .05. ' W Overall, it was found that 69.8 percent of formal trainers and 57.1 percent of nonformal trainers perceive media use as nnore valuable for nonformal agricultural training than for formal training. W It was found that the formal trainers as well as the nonformal trainers received very minimal media-related organizational support. 48.3 percent of the formal trainers' responses annd 37.4 percent of the nonformal trainers' responses to the contained eight support item indicated no support. Positive correlations were found between perceived media support and frequency of media use for both groups of trainers. (Formal group: r - .25, Nonformal group: r =- .26). Both correlations were statistically significant at alpha = .05. W The media equipment it“ which the highest percentage of formal trainers can satisfactorily operate are: audio cassette recorder (72.4%), projector (60.3%), and overhead projector (50%). In the case of nonformal trainers, the audio cassette recorder is the iten which the highest percentage of them can operate satisfactorily (61.8%) . Graphic and audio-taped materials are the top-ranked instructional media for which the highest number of trainers have high level 114 proficiency to design and produce. Only about 5 percent reported having high level proficiency in integrating media in teaching. W03. Those trainers that reported having low or no proficiency in media equipnent cperation and production of instructional materials need media training. This constitutes: (a) 74.2% of formal trainers' responses and 53.9% of nonformal trainers' responses to the conbined twelve equipnent skill item: (b) 65.2% of formal trainers' responses and 60.9% of nonformal trainers' responses to the contained ten item on media production, management, evaluation and media integration in teaching. W The training program activities in which the forml trainers had conmon interest annd consulted/ interacted with the nonformal trainers the most were: (a) practical training conducted in school farnnns for students (involved 45.2% of trainers), (b) demonstration training conducted on farmers' farms (31.0%), (c) training in extension methods conducted in the school (16.1%), and (d) farmers' agricultural shows and exhibitions (15.5%) . The findings inndicate the potential are areas of agricultural training in which instructional media program can be collaboratively developed and utilized efficiently. W The formal trainers most frequently obtain media information through talking with colleagues within their school. This is followed in rank by reading audiovisual journals, magazines and reports. The nonfornnal trainers also most frequently obtain media information through 115 talking with colleagues within their extension division. This is followed in rank by correspondence with the head of the extension division. Generally, the frequency of media information received fronn these sources was quite low. Will The major constraints on media use most frequently cited by the formal trainers were: budgetary constraints; followed by non-availability of required media equipnent and materials : irregular electrical power supply; and lack of media skills. Those most frequently cited by the nonformal trainers were: non-availability of required media equipment and materials, followed by budget constraints: lack of media skills; and inadequacy of teaching-learning environment necessary to effectively use sone AV media. Overall, it was founnd that the nonformal trainers perceived more constraints on media use than the forml trainers, but the observed difference was not statistically significant at alpha - .05 level. WM: There will be no significant relationship between the anount of previous media training and the frequency of the use of instructional media by the school teachers and extension agents. Decision: The hypothesis was rejected for both the formal and nonfornal groupe- W1 There will be no significant relationship between the perceptions about media and frequency of media use by the school teachers and extension agents. 116 Decision: 'nne hypothesis was accepted for the formal group and it was rejected for the nonformal grow. W503; There will be no significant relationship between the amount of previous media traininng and the perceptions of the school teachers and extension agents about instructional media. Decision: The hypothesis was rejected for both the formal grow and the nonformal group. W There will be no significant relationship between the trainers' perceptions about use of broadcast instructional media and type of agricultural training progrann. Decision: The hypothesis was accepted for both the formal grow and the nonformal group. mm There will be no significant relationship between the perceived constraints on media use and the frequency of instructional media use by school teachers and extension agents. ' Decision: The hypothesis was rejected for both the formal group and the nonfornal group. W A subset of eight indepedent variables out of a total of fifteen were found to be the best conbined predictors of media use. When the eight independent variables were entered into a regression equation concurrently, the R square was .445. This indicates that the eight variables accounnt for 44.5% of the variation of media use. 117 In a stepwise regression, Previous media training taken alone accounted for 31.3% of the variannce in media use. The next most powerful predictor, after separating out any additive power it had in common with traininng, was the possession of a Ph.D. degree (3.8%): Formal training program (2.2%): Ability to design and produce instructional nedia (1.8%); Media-related organizational suzport (1.7%); Possession of Senior "Hm" diplona (1.6%); Bachelors degree (1.3%): and Masters degree (0.8%). In Chapter V, the findings of the analysis of data will be discussed, conclusions drawn, and recounedation set forth. The chapter will conclude with a set of inplications for further research. CHAPTERV MARY, COMLUSIQB AND WM W p The purpose of this study was to examine patterns of use of instructional media in formal nodegree agricultural training programs and in nonfornnal education of farmers in Bedel State of Nigeria. Also, to determine the factors which could influence the individual readiness of the agricultural educators for instructional media innovation. , The following objectives were set: 1. To determine the extent to which instructional media materials are utilized by nondegree agriculture teachers and by agricultural extension agents in forml and nonformal training program respectively. 2. To identify areas of instructional media skills in which the school teachers and the extension agents need training. 3. To identify the media equipnent and materials available to the school teachers and extension agents for use in their respective training program. 4 . To determine the relationship between the trainer ' 8 use of instructional media and (a) anount of previous media training: (b) type of training progran: (c) professional qualification grade; (d) perceptions about instructional media: and (e) perceived constraints. The ultimate aim was to draw conclusions about factors that influence the trainers' use of instructional media. Furthermore, to make recormendations for providing then with the necessary skills and support services needed to effectively use instructional media to inprove the quality of agricultural training. The study population was comprised of 58 agriculture school teachers and 110 agriculture extension agents in Bedel State who were actively engaged in teaching. Using a questionnaire instrument, data 118 119 for the study were collected in Nigeria in mine -— Septenber of 1984 with the researcher's presence at each location. 100 percent response was achieved. Thirteen research questions were examined and five null hypotheses were tested at .05 level of significance. Each hypothesis was tested separately for the formal and nonformal grows of trainers. W 1. 2. 3. (a) (b) (a) (b) What instructional media equipnnnent and materials are available to the teachers of technical agriculture in nondegree institutions for agricultural traininng in Bendel State of Nigeria? What instructional media equipment and materials are available to extension agents of Bedel State Ministry of Agriculture and Natural Resources?‘ What instructional media techniques and materials do the school teachers make the most use of in formal agricultural training? What instructional media techniques and nnaterials do the extension agents make the most use of in nonformal agricultural training? What grade level school teachers and extension agents make the most use of instructional media? At what levels did the school teachers and extension agents have previous training in instructional media skills? 8. 10. 12. 13. 5. 120 What are the perceptions of the school teachers and extemion agentsaboutthevalueoftheuseof instructionalmediain educational programs? ' What are the perception of the school teachers and extension agents about the value of the use of instructional media in agricultural training? What are the perceptions of the school teachers and extesion agents about the value of the use of instructional media in formal agricultural training in comparison with use in nonforml training? What are the perceptions of the school teachers and extension agents about their organizational support for instructional media use in agricultural training? What are the self-perceived media proficiencies acquired by the school teachers and extension agents? In what nedia skill areas do the teachers and extension agents need more training? In what areas of agricultural training do the school teachers and extension agents interact and consult with one another the most? What are the sources from which the school teachers and extension agents obtain information about instructional media? What are the chief constraints on the use of innstructional media as perceived by the school teachers and extension agents? 121 W Bol: There will be no significant relationship between the anount of previous media training and the frequency of use of instructional media by the school teachers and extension agents. 802: There will be no significant relationship between the perceptions about instructional media and the frequency of nnedia use by the school teachers and extension agents. 303: There will be no significant relationship between the anount of previous media and the perceptions of the school teachers and extension agents about instructional media. 304: There will be no significant relationship between the trainers' perceptions about use of broadcast instructional media and type of agricultural training program. HOS : There will be no significant relationship between the perceived constraints on media use and the frequency of instructional media use by school teachers and extension agents. W Given the stated limitations of the study, the research findings support the following conclusions: First, there is a positive relationship between the frequency of instructional media item used and the amount of previous media training received (Hypothesis 1). It was significant for the formal trainers' grow and for the nonfornnnal grow. It is concluded, therefore, that the frequency of instructional media use is significantly higher when the trainers have media training. Second, there is a positive relationnship between the trainers' perceptions about instructional media and the frequency of their use of media (Hypothesis 2). It was significant for the nonformal grow only. It is concluded, therefore, that the frequency of instructional media use is significantly higher when the extension agents have more positive perceptions about instructional media. (This relationship did not reach 122 the .05 significant level for the formal trainers' group. This could have been due to the relatively smaller grow size.) Third, there is a positive relationship between the anount of previous nnedia training and the perceptions about instructional media (Hypothesis 3). This was significant for the formal group and for the nonformal group. The conclusion drawn from this finding is that, the trainers who received previous training in instructional media have significantly more positive perceptions about instructional media than their counterparts without previous media training. Fourth, there is no significant relationship between program type and the belief that instructional broadcast media (TV, mdio) are better for either formal traininng program or for nonformal traininng program (Hypothesis 4). It is concluded, therefore, that the trainers perceive the use of instructional broadcast media to be similarly suitable for formal and nnonformal types of agricultural training. Fifth, there is an inverse relationship between the perceived constraints on media use and the frequency of the use of instructional media (Hypothesis 5) . This was significant for the formal grow and for the nonformal grow. It is concluded, therefore, that the frequency of instructional media use is significantly higher when the trainers perceive less constraints on media use. Sixth, there is a positive relationship between the amount of media related organizational support received and the frequency of the use of instructional media. This was significant for the formal and nonformal grows. The conclusion drawn from this finding is that frequency of 123 media use is significantly higher when the trainers receive more media support from their organizations. Seventh, in a multiple regression. analysis, a subset of eight variables out of a total of fifteen independent variables were found to be the best combined predictors of media use (1. previous media training, 2. possession of a Ph.D. qualification, 3. media support, 4. formal training program, 5. ability to design and produce instructional media, 6. possession of a Bachelors degree qualification, 7. Senior 'HND' diploma qualification, and 8. Masters degree qualification). All eight variables account for 44.5% of the variance in media use (standard regression - R square - .445). Media training variable taken alone in a stepwise regression gave an R square of .313. It is, therefore, concluded that among the subset, media training is the most powerful predictor variable. It accounts for 31.3% of the variance of media use. Furthermore, information derived from the data analysis and research findings lead the researcher to the general conclusions that: 1. There is an extremely low utilization of instructional media in nonformal agricultural training program and in formal agricultural training at the nodegree level in Bedel State of Nigeria. 2. The formal and nonformal agricultural training system are simnilarly characterized by extremely low level availability of nnedia equipment and instructional materials. 4. 5. 6. 124 A majority of the trainers do not possess the necessary training level skills to effectively use instructional media in their traininng program. The sources from which the trainers obtain information about instructional media are quite limited and the frequency of infornmation is low. The perceived level of media support provided by the colleges of agriculture and the ministry of agriculture is minimal. The formal agricultural trainers have a higher level of individnal readiness to utilize instructional media than do the nonfornmal trainers. (The fomnal trainers have more media training, more positive perceptions about innstructional media, use more media in teaching, and perceive less constraints on media use.) The formal trainers conduct their teaching activities in a highly structured "institutional“ settinng for a relatively younger student body, while the nonfornmal trainers coduct farmer training activities in mostly non-institutional settings. The results of data analysis indicate that there are some training activities in the two system in which the formal and nonformal trainers interact and consult with one another the most. 'nnis finding supports the conclusion that there are potential areas in the two types of agricultural training in which the formal and nonformal trainers could consult and interact with one another in the development of instructional media program. 125 Precedent literature and the conclusions of this study suggest that availability of instructional equipment and materials is a vital prerequisite but it is not enough to ensure media use by the trainers. A combination of this factor together with the provision of necessary media skills training, media support services, funds, positive attitude and cooperation among trainners will go a long way toward ensuring the ' effective utilization of innstructional media in teaching and learning. W This study has identified some problem and deficiencies in both the fornnal and the nonformal technical agricultural training program in Bendel State of Nigeria. The following recommedations which are presented in two parts are proposed as means to help solve the identified problems and deficiencies. Part I consists of priority recommendations based on wecific findings of, this study. Part II presents a more conprehensive framework for implementing a proposed system-wide Instructional Media Innovation Program (IMIP) . 2"!5 2!) 1. W: The results of this study indicate that: (a) over half of the trainers received no form of training in the use of instructional media: (b) among those who received media training, the graduate trainers (who had a preservice university degree) had significantly more media training than the nongraduate trainers (who had a preservice nodegree diploma); and (c) trainers who received previous media training used significantly more media than those without media training. (I) (II) (III) 126 Based on these findings, it is recommended that: Preservice training should be part of the requirenents for the professional certification of agriculture school teachers and extesion agents alike: Inservice media training should be provided for trainers who are already in the service and have no previous media training. finch inservice training in the fornm of workshops, seminars, lectures, and symposia should be regularly organized for trainers to wdate their media knowledge and skills: and Preservice media training programs that are onrrently offered at the nodegree level for agricultural educator candidates should be revised and wgraded. In general, both degree and nondegree media training programs should be planned and developed to better equip agricultural educator candidates with the competencies for utilizing various media and materials for both formal and nonformal learning situations. Wigs; Findings of this study indicate that a majority of the trainers: have either low or no conpetency in: (a) operating some media equipment, (b) designing and producing instructional materials, (c) integrating media in instructional activities, (d) evaluating and administering instructional media packages. Based on these findings, it is recommended that preservice and innservice media training should enphasize the following conpetencies: (I) Operation of basic media equipment such as projectors of slides, filmstrips, transparencies and motion pictures. Other (II) (III) ( IV) (V) (VI) 127 media competencies should include operation of a 35mm still camera, 8mm and 16mm movie cameras, portable video camera, recorder and TV monitor. I Design and production of simple graphic instructional materials such as wall posters, maps, charts, and flat pictures. This should include techniques for mounting, laminating, enlarging, reducing, basic photography and photographic reproduction of media materials. Other competencies should include production of : audiovisual packages— transparencies: slides: filmstrips: single concept films supported with audio track or live narration: instructional modules for educational television and radio broadcasts: 3-Dimensiona1 models) flannel/felt board. Techniques for selecting and integrating media in teaching and in different learning formats—individual instruction, small-group and large-group instruction: techniques for innprovisinng with locally available materials. maluation of instructional media packages. Administering media equipment and instructional materials including how to prepare and use physical facilities. A working knowledge of communication theory and learning theory underlying the use of audiovisual materials and equipment in teaching and learning: understanding the relationship of audiovisual materials to the instructional content. 3. (I) (II) 128 W: Besides lack of media skills, other major constraints on media use most frequently cited by the trainers were: (a) insufficient funds, (b) non-availability of required media equipment and materials, (c) irregular electrical power supply, and (d) lack of physical facilities to support media use. Overall, the data revealed that the trainers received very little organizational media support. A significant positive relationship was found between amount of organizational media support received and the frequency of media use. Also, a significant inverse relationship was found between perceived constraints and the frequency of media use. It is evident fron these findings that the trainers need to be provided with more encouragement and support for media use in their training programs, in order to help minimize the above constraints and to facilitate the use of instructional media: Budgetary support for instructional media programs should be given by the central administration of the agricultural colleges and of the Ministry of Agriculture and Natural Resources (MANR). Through the judicious use of allocated media funds, the problem of non-availability of relevant instructional materials should be tackled by inproving/providing technical facilities and services for repairing and servicing media equipment; repairing and servicing media equipment; producing simple instructional materials locally; providing assistance and time-release for trainers to practice and produce (III) 4. 129 materials tailored to meet their individual instructional needs; and by setting up a procedure for a collaborative use of media facilities available in the different colleges. (See page (131) for details of how each college and MANR-based media unit should be inproved and upgraded to provide relevant media support services.) Efforts should be made to prioritize the production of instructional media materials most frequently required and utilized by the trainers. As revealed in the findings of the study, the media types used by more trainers and rated the highest in value for their training program were: field denonstrations, posters, charts, maps, display media, models and real objects. Policies should be formulated to help create/sustain positive attitudes toward instructional media use. (a) Accepting instructional media related activities as part of the criteria for teacher evaluation and promotion. (b) Providing financial sponsorship for trainers to participate in instructional media conventions and in training workshops. (c) Financing for: instructional development projects, participation in agricultural exhibitions, etc. W The study revealed that the frequency of media information received by the trainers were extrennely low. 'nnere should be an effective communication systen to foster media information exchange and dissenination. The study 130 revealed that more trainers obtain media information through talking to colleagues. This should be further encouraged by organizing regular luncheon seminars and meetings. Other methods for keeping the trainers up to date on media information should include regular: (I) Distribution/circulation of media reports and newsletters fron the media center and AV aids Manufacturers/suppliers. (II) Subscription to AV journals and magazines. (III) Display of media news on bulletin boards at the media center, luncheon staff room, and classroom. This study identified five agricultural training program activities in which agricultural school teachers and extension agents interact with one another most frequently: (a) School farm practical training, (b) Training in extension methods, (c) Farming demonstration on farmers' farms, (d) Field surveys, and (e) Farmer's agricultural shows and exhibitions. These training program activities constitute potential areas in which the formal and nonformal training systens can collaborately develop and utilize instructional media efficiently. Efforts should be made to facilitate this interaction process through an effective communication system between college-based instructional resource centers/units and the one based at the Ministry of Agriculture. This should include organization of inter-system media symposia, seuinars, arnd workshops during which the trainers can meet in groups to exchange 131 information and update their kmwledge and skills in the program areas of cannon interest. NW: The audiovisual aids unit of each of the colleges of agriculture should be upgraded to an IRC which should provide both materials and support services to facilitate instructional media use by the college teachers. The audiovisual aids available to the agricultural extension agents are currently not administered in a coordinated fashion. An IKE should be instituted at the ministry headquarters to coordinate and provide support services for all five Extemional Divisional Circles. A mobile - ”media unit on wheels“ staffed by qualified media specialistsandtechniciansshouldbeaninportantarmoftheIRCatthe headquarters. Such a mobile unit should provide assistance in the form of distributirng instructional media materials, literature, carry out equipnent maintenance jobs, denmstrate new materials and equipnent, as well as conduct short training workshops for extension agents at the zonal fields. The following is a general guideline of technical facilities and service which each college-based and extension division IKE should strive to provide for its clients. (1) Possession of at least one of the following media equipment item: -Motion picture projector -Slide projector -Pilmtrip projector -07erhead projector «vague projector -Audio Cassette or reel-to-reel recorder/playback machine -Portable Instructional video/T.V. unit -Still camera (Single Lens Reflect) (ii) (iii) (1V) 132 Provision of space and facilities for minor repairs and servicing of media equipment itens. Provision of space and facilities for local production of instructional materials and program. This will include provisions for the clients to practice their production skills. Flexibly structured space and facilities for: -Snnall group reading, listening and viewing. -Large group viewing and conferencing. These facilities should include provision of optimal lighting conditions, color, electrical power supply (with a standby power generator), thernnal and acoustics. (v) Administering nonprint media in coordination with the print library. This service should include (a) working with the teachers in planning the use of instructional media early in the process of preparing instructional courses: (b) media information dissenination and exchange through newsletters, displayed bulletins, exhibitions and meetings. The ability of the IRCs to provide the above support services would be dependent on adequate staffing. Each IRC should be managed by a Media Specialist/Director who should be responsible to the college dean or provost. The professional staff should include at least: one media specialist/consultant, one instrnmnentalist/technician, two media aides/ projectionists and a nonprofessional staff to handle secretarial, clerical arnd storage functions. The literature on the introduction of educational innovations stresses that a conunitment by the central administration of the adopting system is crucial to the successful implementation of innovation program (Havelock, 1973: Abedor and Sachs, 1978; Dimnd, 1974). For example, Diamond wrote that, ". . . change will not occur without a serious connitment by the central administration. The commitment trust beinactionaswellasinwordsandmnstbesupportedbyabndget specially allocated for the 91513088 (1974, p. 14)." Pron this viewpoint, it is proposed that the reconnendation set forth enove should be inplenented as part of a system-wide Instructional Media Innovation Progran (IMIP) . The proposed progran would necessitate the setting up of an inter—system steering committee made up of representatives fron both the formal and nonfornnal training systen. The job of seonring the support and comitment of the central ministration of the colleges of agriculture and of the state ministry of agriculture should be managed by the steering coumittee. A counitment fronn the central administration of both systens in term of funds, time, personnel, and policies, should form the base for implementing the IMIP on a systen-wide basis. The organizational structure of the program is presented in Appendix T. .Tnm couponents in the progrann have been discussed. These are: the college based IRCs serving the formal training system clients, and the agricultural extension BC with its mobile media unit. 134 The third proposed conponent is a Center for Educational Technology (CET) which will provide inter-systen support services for both the formal and the nonformal training system. Such an inter-systen component is needed to coordinate the functions of the ROS and to provide more conprehensive services for the two training system. According to Berquist and Phillips (1975): Since piecemeal efforts to inprove college and university teaching have generally proven ineffective, we met turn to a conprehensive approach to faculty development, through which we can develop new methods of evaluation and diagnosis, find viable ways of introducing new technnology and curricula, and explore new amroaches to instructional inprovenent (p. 177) . W The center should be designed to provide professional media support for both the formal and nonfonnal agricultural training programs. The centers' functions should include: (a) small-scale and large-scale design, development and production of instructional media materials: (b) distribution and circulation of media information: (c) in-service media training workshops: (d) consultation service: and (e) technical services - major equipment repair and servicing. Details of the functions of the proposed Center for Educational Tuchnology are in Appendix 8. It is hoped that the proposed Instructional Media Innnovation Program will go a long way toward tackling the problem and deficiencies that have cone to light as a result of this study. Since the proposal has implications for some re-organization within the agricnnltural training system, the following factors need to be taken into comideration in the planning and innplenentation process. 135 1. Limited educational funds and resources. 2. General inertia of teachers toward educational imnovations. W This study has examined the factors which influence the individual readiness of technnical agricultural teachers and extension agents in Bedel State of Nigeria for instructional media innnovation. In order to provide a more conplete picture of factors that could facilitate or impede media innnovation program in the system future research should examine: l. the factors which could influence the organizational readiness of both the formal and the nonfornnal agricultural training system for media innovation. 2. the general attitudes of the agricultural school students and farmers toward media use in instruction. 3. the pre-service media training program offered at the degree and nodegree level for agricultural educators (an evaluation study). APPENDIX A A.1 WIMCNALS'WUREG‘BEIDESM‘EMINISMG' PGRICUL'IUREANDNAIURALRESCIHCESMANR) A.2 AGRICIJLTURAL MIC]! SEE? W 136 A.l BHDEL STATE m I I l Dept. of Dept. of Dept. of Agriculture Natural Resources .Livestock L T 4 DIVISIOINB I l l I I I f 1 Food Tree Cooperatives Plant Planning Research Engineering Integrated Crops Crops and Farm Protec- and Services Settlemnnts tion Credit 1 , I MIG)! SERVICE North Delta Central East South Circle Circle Circle Circle Circle 5 4 3 4 3 LGAS [GAS [GAB LGAB LGAS (Local Govt. 137 A.2 E'Jllfil'ilfififll W (Most Recent Qualification - A University Degree) Chief Agricultural Officer (CAD) Deputy Chief Agricultural Officer (DCAO) Assistant Chief Agricultural Officer (ACAO) Principal Agricultural Officer (PAD) Senior Agricultural Officer (SAD) W (Most Recent Qualifications - A Non-Degree Diplonna) Winnie (With Higher National Diploma 'HNJ') Qnief Agricultural Superintedent (CAS) Assist. Chief Agrionltural Superintedent (ACAS) Principal Agricultural Superintendent (PAS) Senior Agricultural anperintedent (SAS) Higher Agricultural Superintendent (HAS) Agricultural Superintedent (AS) W (With Ordinary National Diploma "(N)" or equivalent Certificate) Assistant Agricultural Superintedent (AAS) W Field Overseer (F0) Extension Aides Laborers APPENDIX B FARM FAMILIES - MIG)? AGENT RATIOS W i! ! j, E .1. E E . J! J E ! Lagos 382 Ogunn, Odo, Oyo 946 Kwara 994 Bedel 1293 Anambra, Inc 2784 Niger, Sokoto 3006 Kaduna 3528 Bauchi, Bornu, Gogola 3821 Rivers 4088 Cross River 5528 Kano 6315 Plateau * Maiduquri * *Estimate not available Source: mi, J.C. and Forni, N. (1976) 'Achievenents and Constraints of Agricultural Mannpower Development in Nigeria.“ APPENDIX C mam. INNNATIW READINES MILE 139 Readiness Level Necessary for V Radical Changes Readiness Level -—-———> Necessary for Shall Changes * -.-.-Oyer.e11.l.etel 9i. Readiness. Organizational Readiness m m _S$illfi__.n m Individual Faonlty mists... w_1~1szn:nns__i Readiness __Attiinndm_u_stms.ture INDIVIDUAL ORGANIZATIQEL INDIVIDUAL FACULTY READINESS FACULTY READINESS AN) OMANIZATIONAL READINESS (QBINATION (F PREREDUISIT‘E CHARACTERISTICS) *Unlikely to Innovate Source: Abedor, A.J. and Sachs S.G. (1978) "The Relationship Between Faculty Developnnent (FD), Organizational Developmnt (CD), and Instructional Development (ID): Readiness for Instructional Innovation in Higher Education." APPENDIX D D.1 DALE'S CQIE G 5mm D.2 ADAMTICN (F DALE'S CCNE 140 Visual Symbols Recordings 0 Radio Still Pictures Motion Pictures ‘, ~ ' . Educational Television EXhibits Field Trips Demonstrations Dramatized Experiences Contrived Experiences Direct. Purposeful Experiences Dale’s Cone of Experience Source: Dale, E. (1969) Audiovisual Methods in Teaching 141 Ace—uaucommpo .nnsdluocmppnaae=m seem: :_ copuoueom succumb ou_>tomoea ca eeaaaw a to aa__.a.aaea was to suede < .eee_. .m.: .eaeaxd: "muesom Huntsman ace =u_cx «edge a» «adduced eta =u-ea «was» sea» as: .acocoo a :— cemented spout. deacon -ccaocupz mono—c cope lesson:— omumpmm< madman cm~sa£¢u noocoum meoe_ucam co_uo_:e_m mucosa mo.o=ocea menace u_euuo_u uncut» mac—am.e seaweed: meanxuo: «ensued—cc: mxoom mousse deem eo_ae~aum newsma_o o_ca¢ meo__m mmaeuoou.> use see: mucosa u.uma_a mosses—o mundane masons: axop moe.ocoum¢ ma.cum nuance m_aowa cmesecmoda manage each .s-.» eo.m_>o_a~ messages; —oeea_m m_mooz :o_aa~.ua5eca acceded: mm=_guaz mm=_eccum¢ mmcsuu.a mocsuu.m nuance munch a:_goeeh was: um.o uo_m ce_uox :.uo__:m mucosa x_a;u masons: »~_a o.aaesee _a=o_ueo:em mou.>com a:_umoh moo—>ma mmu.>oe eased—a moup>oa moo—soc mou_>oe mac—am: moo—>oa mmuesomoe eeaedaae au.aaaee e.ea< __.am ee.auanaea aa_an.e ee.aaesaeesae a-" ee_aa~.aaaaee aa.a=eaec Aaeec a.a_ae eat. eaaaaee_ea< ta ease—seas < ~.c APPENDIX E WESI'IQINAIREnINWDAfl 142 W Please respond to all item in this questionnaire using your best judgenent. No names are required because no individual respodent will be identified in the research project. All information will be held in strict confidence. mm A: W Please supply the following background information by indicating your response with a mark (x) in the space that is provided beside the correct option. 1. Including this year how many years have you been teaching agriculture? (Also count the period yon taught agriculture in other institutions and in other states if amlicable) Less than 1 year l-2years 2-3years 3-4years 4-5years 5-6years over 6 years 2. Present professional qualification (Specify most recent one) Ph.D. degree Masters degree Bachelors degree Senior Intermediate/Hm diplom/mE Junior Intermediate/(N) diplona Other (Please specify) 143 3. In what month and year did you obtain your professional qualification indicated above? Month Year 4. In what institution did you obtain your professional qualification indicated in No. 2 above. 5. Write below your present rank in the service (Be specific). Please indicate (x) the level of yonr proficiency in the following media skills. Can Don' t know Have Find operate what never difficult satis- W mam m W fastens (I) W: l. 16 nun projector 2. 8 nm projector 3 . Sl ide projector 4. Filmtrips projector 5. Overhead projector 6. maque projector 7. Audio cassette nnnachine 8. Reel to reel andio machinne 9. Video Tape recorder 10. Video camera 11. Movie canera 12. Video camera (H) W: 1. Posters 2. Maps, charts, graphs 3. Overhead transparencies 4. Slides, film strips 5. Audio tape recordings 6. Instructional materials for educational tele- vision 145 Can Don't know Have Find operate what never difficult satisfac- lfiiasim _thi§_i.s aerated some: W (H) W M: 7. Instructional materials for educational radio __ __ __ __ (In) W: 1. Instructional materials __ __ ______. __ 2. Evaluation of instruc- tional media packages __ __ __ .___.__ 3. Integration of media in instructional activities __ __ _'____ _.__ sscrnon C: 146 W Please indicate (x) your level of training in the following media skills. menu (I) 1. 2. 3. 4. 5. 6. '7. 8. 9. 10. 11. 12. W: 16 run projector 8 am projector Slide projector Filmtrips projector Overhead projector maque projector Andio cassette mchine Reel to reel andio recorder Video Tape recorder Video camera Movie canera Video camera (In) W: 1. 2. 3. 4. 5. 6. Posters Maps, charts, graphs Overhead transparencies Slides, film strips Audio tape recordings Instructional materials for educational tele- vision W Informal Formal 147 Informal Formal W manning W W (II) Wm. M: 7. Instructional materials for educational radio (III) We: 1. Instructional materials 2. Evaluation of instruc— tional media packages 3. Integration of media in innstructional activities 148 Please mrk (x) to indicate the average nunber of times you m use each of the following media in your teaching activities in a school senester o W l. 2. 3. 12. 13. 14. 15. Posters Models Wall maps, charts, graphs Flat pictures Real things/objects Motion picture film Slides Film strips Overhead transparencies Audio taped program Qnaque projections Instructional television Innstructional radio On site physical denonstrations Exhibits, displays, bulletin boards tine (mark only one space per mediunn.) 1-3 (aim 4-6 him 7-9 am lOtimes mam: Please mrk (x) in the appropriate column to show how often in the past you have consulted/interacted with Ministry of Agriculture utension agents on matters relating to W as listed below. Training program __asiizitiL W3 1. Farmers' agricultural shows and exhibitions. 2. Farmers' short-term training workshops. 3. Farmers' cooperative training activities. 4. Field surveys. 5. Agricultural mass media camaigns. 6. Farming denonstration on farmers' farm. 7 . Farmers ' training excursions/tours. 8. Production of instruc- tional mterials for use in nonformal training. W l . School farm practical. 2. School exhibitions/shows. 3. School training workshops. .__ ___ __ 4. Production of instruc- tional nnaterials for use in formal training. 5. Training in extension methods Please indicate (x) your opinion about the adequacy of the anpport which your organization is providing to encourage your use of andiovisual media in teaching. ‘ Very Minimally W M W: m None 1. Budget allocation for AIDIOVISUAL (AV) media needs. 2. Provision of AV media materials in my training subject area. 3. Provision of assistannce and time release for teachers to plan and produce AV media materials. 4. AV nnnedia related activities and creativeness are given special recognition and rewarded. 5. Provision of service by an AV media center. 6. Provision of media workshops for practicing and producing media materials. 7. Circulation/distribution of AV media technnology reports, journals, magazines. 8. Provision of AV mdia services in coordination with other schools and Ministry of Education. The following statenents represent some of the constraints or barriers to atdiovisual media use in educational activities. Indicate (x) the degree at which you perceive each of the constraints. 1. AIDIOVISUAL (AV) materials and equipment are frequently not available for my teaching needs. Major Moderate Minnor Not a constraint constraint constraint constraint 2. I need more training in operating sone media equipmennt. Major Moderate Minnor Not a constraint constraint constraint constraint 3. I need nnore training to know what AV media are suitable for teaching some of my subject content. Major Moderate Minnor Not a constraint constraint constraint constraint 4. Myteaching loaddoesnotallowenough timetoplantheuseofAV media. Major Moderate Minor Not a constraint constraint constraint constraint 5. Lack of information about AV media. ‘ Major Moderate Minnor Not a constraint constraint constraint constraint 6. The teaching/learning enviromnent or classroom are not suitably structured for using AV media. Major Moderate ' Minnor Not a constraint constraint constraint constraint 7. There is constant interruption of electricity power supply needed to operate electrical media equipment. Major Moderate Minor Not a constraint constraint constraint constraint 152 8. The budget is not sufficient to provide for my AV media nneeds. Major Moderate Minor Not a constraint constraint Constraint constraint 9. It is difficnnlt to integrate AV media into the subject contents that I teach. Maj or Moderate Minnor Not a constraint constraint constraint constraint Indicate (x) how often you received information about Audiovisual media fronn the following sources. W l. Correspodence with head of school. 2. Information supplied by manufactures or distributors of AV aids. 3. By talking to colleagues within your school. 4. By talking to colleagues outside your school. 5. Information circulated from AV Media Center. 6. By reading AV magazines, journals, reports. W Very Often W m m The following statements represent various perceptions about AUDIOVISUAL mnedia. Indicate (1:) how much you agree or disagree with each of the statements. 1. 2. 3. 7. AIDIOVISJAL media can be used to motivate learners in educational activities. (Mark only one) Strogly Agree Agree Disagree Strogly Disagree AIDIOVISUAL Media can be used to provide for individual learner's learning needs. SA A D 93 AIDIOVISUAL Media can be used to stimulate interest on a topic. SA A D SD AIDIOVISUAL Media can be used to reduce teacher's time for lecturing and note-giving. SA A D S) AIDIOVISUAL Media can be used to reach greater nnmbers of learnners at the same time. SA A D S) The cost of most AIDIOVISDAL Media is out of proportion to their educational value. SA A D S) The personal relationship between the teacher and the stndent is lost when AIDIOVISUAL Media are used. SA A D 83 155 8. The increased use of AUDIOVISUAL Media will downgrade the teacher's role and eventually put him out of work. Strogly Agree Agree Disagree Strogly Disagree 9. AIDIOVISIAL Media is not coducive to teaching/learning in most subjects. SA A D SD 10. Preparation of AUDIOVISUAL Media takes too much of the teacher's personal time. SA A D S) What is your opinion about the value of the use of the following ADDIOVISUAL Media as aids in teaching agriculture. W 1. 2. 3. 4. S. 6. 7. 8. 9. 10. Poster, Wall maps, charts: and flat pictures. Models, Real objects. Motion picture film. Slides, filmtrips. Audio taped program. Overhead transparencies. Instructional T.V. Instructional mdio an site physical denon- strations. Exhibits, displays, bulletin boards. Entrenely Moderately Minimally saleable zaluabls mime Fonnal agricultural training program =- trainirg designed for agricultural students in schools of agriculture. Nonformal agricultural training progran as training designed for farmers and coducted outside school settings such as in their farms, homes, community centers, etc. Indicate (x) the type of agrionltural training program that you think the use of each of the following media will be as suitable. ME— Formal training Nonformal for school training W oxidants. m Posters Charts, maps, graphs Models Real things/objects Flat pictures Exhibits, displays, bulletin boards WE: Motion picture film Slides/Filmstrips with audio recording or live narration Overhead transparencies We: Instructional television Instructional radio 2!] "1!. ii ! 1' Instructional games/simulations Folk mnedia concert Agricultural shows and fares Audiovisual workshops m-site physical denonstrations 158 Please indicate (2:) to show how much you agree or disagree with the following statement. AIDIOVISDAL media are generally m valuable as aids for teaching adult farmers in a nonformal environment than for teaching school students in formal classroom. Strogly Agree Agree Disagree Strogly Disagree APPENDIX E MEDIAINVWCHMISI‘ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 16mm film projector 81mm film projector Slide projector Filmstrip projector Overhead projector (paque projector Audio Cassette tape machine Reel to reel audio tape machinne Video tape recorder T.V. Monitor Video Camnera Movie Camera 35mm SLR still camera 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 12. 13. 14. WW Posters Maps, starts, graphs Models Flat pictures Real objects Physical demonstration sites Motion picture film Slides/filmtrips Overhead transparencies Cpaque projection materials Educational T.V. materials Educational radio materials Audio taped programs Video taped program APPENDIX G mommwm MWJAMESL. PPGE ‘160 MICHIGAN STATE UNIVERSITY COLLEGE Of EDUCATION - DEPARTMENT OI COUNSELING. EAST W6 - MICRIGAN - 408244094 EDUCATIONAL PSYCHOLOGY AND SPECIAL EDUCA‘HON June 7, ]984 Heads of Schoolsof Agriculture/Agric. teachers/ Ministry of agric. Officials/Agric. extension agents Federal Republic of Nigeria. To Whom This May Concern: Ms. Ewsmsds Ehi Ohsnhsn, Ph.D. candidate in the College of Education, Michigan State University, is gathering data for her thesis. Ear thesis is entitled INSTRUCTIONAL MEDIA USE IN TECHNICAL AGRAICULTURE TRAINING IN BENDEL STATE OF NIGERIA: A COMPARATIVE STUDY OF SELECTED NONFORMAL AND FORMAL TRAINING PROGRAMS. The study is exploratory descriptive research using survey research methodology. The population in the study includes teachers of technical agriculture in non- degree schools of agriculture and agricultural extension agents of Bendel Stats Ministry of Agriculture and Natural Resources. The subject for study relates to the availability and utilization of instructional materials in the formal and nonformal training programs. Any assistance you can give to Ms. Ohsuhsn to facilitate the acquisition of the necessary data will be most appreciated. She will make abstracts of her findings available to the participants if they so desire. It is hoped that the results of her work will be helpful to the programs studied. Sincerely, fl amss L. Page, l’h.D.(7z:l:::::~ Professor of Education College of Education Michigan State University ENDORSED BY: NIGERIAN INSTITUTE FOR OIL PALM RESEARCH BENIN CITY} BENDEL STATE, NIGERIA ( Employer & Sponsor ) ,WSU is a Allin-mus Aam/Eq-d Oman-say Immuno- APPENDIX B IEITER'IO'IBEPERMANENTW,MINISI'RYG’ AGRIGJIEUREANJMURALW' BEBDELSETE 161 College of Education Dept. of Counseling Ed. Psychology and Special mucation (mucational systems Development) Michigan State University East Laming, Michigan 48824 U. S CA. July 24, 1984 me Permanent Secretary Ministry of Agriculture and Natural Resources Bendel State, Nigeria mm: Chief Research Officer Dear Sir, W I am a Nigerian Ph.D. research student at Michigan State university, USA and under the sponsorship of the Nigerian Institute for Oil PalmResearch (NIFOR). Ihavecanehanethissmmertoconducta field study on Instructional Media use in agricultural training programs in Bendel State of Nigeria. The study is aimed at identifying and carparing inportant factors influencing the use of instructional media and materials by agricultural teachers in formal training programs and by extension agents in nonformal programs. In addition to providing the necessary enpirical data for my doctoral dissertation, it is hoped that the findings of the research effort will particularly be valuable in planning and developing instructional media program for improving the quality of agricultural training programs. The divisional extension agents under the department of agriculture have been designated to participate in the study by responding to a set of questionnaire items. I would be grateful for your permission to conduct this study. At the same time, I am requesting your endorsement of this letter to serve to introduce me to the extension agents and to ask their cooperation in the research project. Please be assured that all responses of participants will be treated with utmost confidence; only aggregate results will be included in the research report. Yours Sincerely, Sed- E. E. Ohenhen Ph.D. Candidate APPENDIX I LEI'I‘ERFMTHEPWW, MINISTRY WAGRICULTURALAI‘DMIRALRWI BEDES‘I‘ATE 162 Tel“: m1. m Tm: Team a...“ ADC. 73 Vol.8T/36 .33" 3‘" 1,35. Miss Biaade Ohenhen, Michigan State University, Cbllege of Education, Dept. of Counseling, Ed. Psych- East Lansing, Michigan. 48824 U.S.A I - making response to the letter addressed to us by your advisor, 171-. J.“ Page requesting us to assist you in acquiring the necessary data for your Ph.D Programs. I wish to assure you that my Establish-eat will b willing- to give you assistance to facilitate the acquisition of all the necessary data that you require for your Thesis. Please call on us for all your academic needs as soon as you arrive in the country. Thank you. i for beiweaxxeni: Secretary Ministry of Agriculture and Natural Resources. Esechia-In fen ) APPENDIX J MMMPRIMIPAL, mamm, ASABA, BEDESMTE 163 SCHOOL OF AGRICULTURE AhWNAl-tASABA BENOEL STATE. NIGERIA Your Ref: 26th JULY, '9 .4. Our Ref-'we. SAA/AD. 20641 BIND“ 31"“ Miss Ewe-ads shenhen Michigan State University College of Education Dept of Connseling,Ed.-. Psych. East lansing, Michigan. 48824 U.S.A THESIS - GATHERING 0? MATERIALS FOR I wish to refer to the letter sent to us by Dr. Jases L. Page and to inform you that approval has been given to you to gather materials for your thesis from this institution. I wish to assure you that all possible assistance will be given to you in this regard. You are therefore free to call on usanytiseyoumaywishtodo so. I (‘0 .0 08:11!) Principal School a: Agriculture, Anna: - Asaba. APPENDIX K LE'ITERFKI‘I'IEEHEAD, DEPAMI‘CFPGRICIL‘IURAL mm, mm mm, . BENIN CITY, BENDELM 166 perms-r or AGRIC. scram: COLLEGE OF EDUCATION ABRAKA arson. sun, warm Cabb! ’IOVOST ABBA“. IBNDBL NIGERIA; Telephone! ABRAKA 4 Yea: am: 16th August, 1984. exam Miss E‘tmade Ohenhen Michigan State University, College of Education, Department of Counseling, Ed. 3. Pln'ohology, East Lansing, Richie-an 48824, USA. Dear Liiss Ohenluen. Thank you for your letter dated 7th June 1984. Let me assure you that the Department is prepared to assist you in any my possible. All lecturers in the Department will be sdllix; to help you. Thar}: you and I wish you success. L. \' APPENDIX L LEI'I'ERFKM'IEEHEAD, DEPAM‘IENTCFPGRICULTURAL SCIHCE, COLLEGE (r mucmou, mRRI, BENDEL S'flfl‘E 165 COLLEGE OF EDUCATION P. M. B. 125: WARRI BENDEL STATE OF NIGERIA Provost: Dr. H. S. A. ALUYI, B.Sc. (lfe). M.Sc. Ph.D. (Manchester) Your Ref____ ....., TeI.1053) 230036 84. 14th Au . (Mufifl __m. _.i§,,_,J9 Department of Agriculture. H3. Ewemade Ehi Ohenhen, College of Education, Hichigan State University. I wish to refer to the letter from Professor James L. Page, introducing you as a Ph D candidate in the College of Education, Michigan State University, and the Study you are carrying out. I wish to inform you that my department is very willing to assist you in our capicity to make your study a success. I wish to _ state also that you can approach us any time you need our help in the future. I hope that our assistance will be of benefit to your study. Thank you. ‘Q h .. I35: «1404.411 bcsouocoa Jim. “55'? mo DEF]? cs‘ ACRE—“‘3. 0'». for: (HEAD, SCH. or APPLIJD 33.). 167 College Of Education Ag bor P. M B 1090. AGEOR. BEgNDEL STATE. NIGERIA. TELEPHONE: 055- ZSHS. own“; o.“2uth August, 198k Your Rel: Head: Department of Agric. Sciences, College of Education, Agbor. Nigeria. me.JuwsL.DQe, Professor of Education Through:- Miss Ewemade Ehi Ohenhen, College of Education, Michigan State University. Sir, l') I wish to inform you that permission was granted t Miss Eweuade Ehi Ohenhen to carry out her research on Instructional Media Use in Technical Agricuture Training in Sendel State of Nigeria. She was also rranted permission to use all available resources in the Colle ege Thanks. Yours faithfully, .//.:.';é‘.¢fl $44; 67 (f6 D. O. Dibie. APPENDIX 0 RESEARCHER'S LBI‘I‘ER'IORESPQDENTS 168 College of Education (Educational fistem Development) Michigan State university East Laming, Michigan 48824 June 24, 1984 Dear Respondent, I am a Nigerian Ph.D. research student at Michigan State University, [BA and sponsored by the Nigerian Institute for Oil Palm Research, (NIPOR) . The attached questionnaire is designed to collect research data on Instructional Media use by technical agricultural trainers in Bendel State of Nigeria. With the permission of the Head of Agriculture Department, all listed agricultural trainers (in nondegree colleges of agriculture, agricultural extension service) have been designated to participate in the study by completing the questionnaire. The study is aimed at identifying the individual factors influencing the use of instructional media materials by agriculture teachers in formal training, and by extension agents in nonformal . training programs. It is expected that the findingsand recamendations of the research effort, will particularly be useful in planning and developing instructional media Innovation program for agricultural training. he data will be used for my doctoral dissertation entitled: WMWIAUSEINWM‘DW AGRICULTURALTRAINIMSPKERAMSINBENDEL MWNIGERIA For the research project to be successful your cooperation is vital. Please, kindly complete the questionnaire independently, carpletely and as objectively as possible. The term INSIRUCTIQEL MEDIA as intended for this study is defined as follows: ”Instructional media" or ”Audiovisual media" or "Audiovisual aids" are terms interchangeably used to refer to both materials and equipment used for communicating in instruction. This includes, motion picture films, television, radio, audio recordings, graphic and photographic materials, exhibits, models, specimens, real objects etc. But this 169 definition does not include the exclusive use of chalkboards, textbooks and other print materials. thank you for your cooperation. Sincerely, Sgd. Ewemade E. Ohenhen Ph.D. Candidate, Michigan State university U.S.A. APPENDIX P LEVEG'MHDIATRAINDB 170 PM DISIRBUTIQV G RESPQDENI‘S mom MEDIA mmroamumnmm Media Forml Informal No. Ssill m _Selfm u __TraimL School utension School Extension School utension Teachers Agents Teachers Agents Teachers Agents armament mm— 8 % % % % % 16am movie projector 24.1 10.9 15.5 1.8 60.3 87.3 8m movie projector 22.4 10.0 17.2 3.6 60.3 86.4 Slide projector 34.5 19.1 24.1 4.5 37.9 76.4 Filmstrip projector 24.1 14.5 20.7 2.7 55.2 82.7 Overhead projector 32.7 14.5 22.4 3.6 44.8 81.8 (paque projector 24.1 9.1 6.9 6.4 70.0 84.5 Audio cassette mchine 12.1 6.4 60.3 55.4 27.6 38.2 Reel to reel audio 5.1 0.9 34.5 24.5 60.3 74.5 Videotape recorder 10.3 1.8 63.8 27.3 25.9 70.9 Video camera 5.1 1.8 25.9 13.6 70.0 84.5 Movie camera 5.1 1.8 12.1 7.3 82.8 90.9 Still camera 17.2 0.9 20.7 20.0 62.1 79.1 Production of Instructional We Posters 43.1 59.1 37.9 18.2 19.0 22.7 Maps/Charts 60.3 65.5 24.1 10.0 15.5 24.5 Transparencies 30.0 21.8 13.8 7.3 55.2 70.9 Slides/filmtrips 37.9 13.6 15.5 32.7 46.6 53.6 Audio recorded packages 17.2 6.4 53.4 26.4 29.3 67.3 ITV packages 20.7 18.2 20.7 10.0 58.6 71.8 Imtructicnal radio packages 19.0 20.9 24.1 12.7 56.9 66.4 W Administering media equip- ment and materials 27.6 24.5 10.3 13.6 62.1 61.8 Evaluating media materials 29.3 25.5 6.9 10.9 63.8 63.6 Integrating media in teaching 36.2 29.1 5.2 10.9 58.6 60.0 APPENDIX Q TRAINIMPWMPCPIVITIESINWHICEmIm mmmmim 1. 2. 3. 5. 6. 7. 8. 9. 10. 11. 12. 13. School farm practicals Farming demonstration on fanners' farms Training in extensim :methcds Field surveys Farmers ' agricultural shows and exhibitions Agricultural school training workshops Agricultural school exhibitions/shows Agricultural mass media canpaigns Farmers ' cooperative training activities Farmers ' training exwrsions/ tours Farmers' short term training workshops Production of instructional materials for use in formal training Production of instructional materials for use in nonforml training 171 76(4S.2) 52(31.0) 41(24.4) 27(16.1) 26(15.5) 26(15.5) 22(13.l) 20(11.9) 17(11.3) 12 (7.1) 10 (6.0) 7 (4.2) 5 (3.0) 27(16.1) 62(36.9) 48(28.6) 52(31.0) 80(47.6) 48(28.6) 53(31.5) 41(24.4) 60(35.7) 52(31.0) 63(37.5) 40(23.8) 37(22.0) 36(21.4) 34(20.2) 42(25.0) 55(32.7) 44(26.2) 44(26.2) 55(32.7) 62(36.9) ‘53(31.5) ' 70 (41.7) 70(41.7) 53(31.5) 55(32.7) 29(17.3) 20(1l.9) 37(22.0) 34(20.2) 18(10.7) 50(29.8) 38(22.6) 45(26.8) 36(21.4) 34(20.2) 25(14.9) 68(40.5) 71(42.3) APPENDIX R m (1‘ MEDIA NOMATION R.1 Distribution of School Teachers' Responses 9.2 Distribution of Extension Agents' Responses 1. 2. 3. 4. 6. 172 R.l lumber and Percentage of School Teachers' Respmses for Each Source of Media Information By talking to colleagues l4(24.1) within your school. By reading A.V. raga- zines, journals, reports. By talking to colleagues outside your school. Information cirwlated from media center. Correspondence with head of school. Information supplied by manufacturers or distributors of A.V. aids. 7(12.1) 7(12.1) 6(10.3) 5 (8.6) 2 (3.4) 20(34.5) 21(36.2) 21(36.2) 17(29.3) 16(27.6) 16(27.6) 16(27.6) 21(36.2) 19(32.8) 13 (22.4) l4(24.1) 21(36.2) 8(13.8) 9(15.5) 11(19.0) 22(37.9) 23(39.7) 19(32.8) 173 12.2 umber and Percentage of Extension Agents' Responses for Each Source of Media Information _FREDUHCY G mmwmmm_ TRAINEE Pm Very Often Sometimes Seldom None RAM—ML _Nfll__m3L__N.(31__m1_. 1. 2. 3. 4. 6. By talking to colleagues 4208.2) within your extension division. By reading A.V. maga- 24(21.8) zines, journals, reports. Corremondence with head 22(20.0) of extemicn division. By talking to colleagues 15(13.6) outside your extemion divisim. Information circulated 8 (7.3) from media center. Information supplied by 6 (5.5) manufacturers or dis- tributors of A.V. aids. 40 (36.4) 32(29.1) 41 (37.3) 41 (37.3) 30 (27.3) 27 (24.5) 18(16.4) 28(25.5) 29 (26.4) 29(26.4) 34(30.9) 39 (35.5) 10 (9.1) 26(23.6) 18(16.4) 25(22.7) 38(34.S) 38(34.5) APPENDIX S WGTHEFUWI'IQBGEEW CENTERPORMATIGWALW 174 SERVICESFCRBUI'HFOMALADDWPGRICULIURAL'EAININS Customized production of instructional media in various formats. Provision of print and nonprint media library services, including equiment and materials loan service. Closed circuit instructional television and other facilities for large-group as well as small-group preseitations. Technical services including major equiment installation, repairs, and maintenance. Inservice media training for teachers. This should include organization of workshops, seminars, and synposia. Consulting services for both small-scale and large-scale course/ instructional package devequnent. Coordinating and cmplemexting the services of the college-based Instructional Resource Centers and that of the ministry of agriculture. Regular coumnicaticn of media intonation to clients imluding distribution of media technical journals, newsletters, magazines and reports. APPENDIX T MEMWQIALMHJIAWIQBPW I“ Media (__, Technical ‘ , Media ‘ 3 Publication Inservice Consultancy Services Production and E i Media Circulation Training' ‘1' iv 4. I g @IENTS CLIENTS mum's macaw ----------- memormcurm I I I I Media Print Minor Instructional Technical Mobile Laboratori? Non-Prinrproductionfiz Consultation “Services 69 Media ‘L Library Reproduction & I I, I I CLIENTS QIEN'I‘S CLIENTS Figure 1: Proposed Model For Instructional Media Innovations Program for Agriculture Training and Developnent, Beidel State BIBLIOGRAPHY BBLICERAPHY Abedor, A.J. and Sachs, S.G. 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