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Role of Radio in Imparting Education at Allama Iqbal Open University

Pakistan and Al-Qudus Open University Jordan

Yousef Mahmood Yousef Hameed

Associate Professor, Middle East University, Amman,
JORDAN.
[email protected]

ABSTRACT
Mass media has an importance in imparting education to male and female in
developing countries as well as in developed world. Radio and television both
are effective tools for distance education but radio has played pioneer role in
it. Currently research was conducted to study and compare the role of radio
in imparting education at Allama Iqbal Open University (AIOU) Pakistan and
Al-Qudus Open University (AOU) Jordan. The main objectives were: a) to
assess the availability of Radio programmes in A.I.O.U and A.O.U., b) to
identify the similarities and differences of Radio programmes in both
universities. Questionnaires with five point rating scale were used to collect
the data as it was a descriptive study. On the baisi of findings and conclusions
some recommendation were made to improve the current status in both
institutions.
Keywords: Open university, mass media, distance education, radio

INTRODUCTION
Developing countries consider education programmes as the basis to their economic
development and political independence. Such development requires the participation of both
men and women, young and old, either directly through their daily work or indirectly through
their economic and social group. However, full participation by the group cannot be achieved
unless individuals have acquired the skills and knowledge for such participation. On the other
hand, the acquisition of skills and knowledge depends as yet almost entirely on the
educational system, which in turn is a reflection of the state of development of the country
concerned. As Hope, A. & Guiton, P. (2006, p.7) pointed out that:
It is increasingly becoming a preferred means of enabling government and
institution in both developed and developing nations to increase access to
education and thereby respond to demand for equality of opportunity to
participate in learning and meet the ever changing human resource needs.
The existing formal system of education in the developing countries cannot cope with the
demand of education for all. In an effort to extend educational opportunities especially to
adults at whatever academic level, nations are being forced to look for alternatives to the high
cost of formal provisions. Distance education is one means which appears to provide an
answer to such needs. Hellman, J. A. (2003, p.12) defined the term distance education as:
Distance education is often described as a method of teaching while students
are not being physically present in one specific location at the same time. It
can take place ‘anytime, anywhere’. Teacher, students and sometimes other
facilitators (such as other subject matter experts) communicate through

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various kinds of media to exchange materials. The materials can be in written

format (print, e-mail etc.) video or audio format and computer based.
Distance education uses one or more media, correspondence material, radio and television.
For effective teaching, a package of material based on the structure of content and structure
of media to prepare and its continuous evaluation is necessary. Perraton, H. (2000, p.7)
defined the term distance education in these words:
An educational process in which a significant proportion of teaching is
conducted by someone removed in space and or time from the learner. In
practice, distance teaching usually involves a combination of media. The more
effective programmes seen to benefit from linking broadcasts and print with
some kind of face-to-face study.
Teaching-learning process is made effective by educational technology. Mass communication
generally includes newspaper, radio, television, magazines, motion, pictures and books etc.
and through it interpersonal communication of process takes place.
Mehdi, H. S. and Kurshid, S. A. (1991, p. 21) defined the team communication in these
words:
Communication on the process by which an idea or a feeling is transferred
from a source to a receiver. The source transfer on idea or a feeling with intent
either to modify the behavior of a receiver or to make the receiver understand
the point of view of the sources of communication.
In a modern world’s public opinion, recreational activities and information (education) are
largely dependent upon the mass media. In this regard Shukla, A. K. (1997, p. 213)
maintained that: “most students of communication seem to assume that the media can be
separated from society and studied as if they had a virtually independent existence.”
The means of rapid communication have done to give political stability and unity of the
nations, particularly to a nation, which is under developed. Particularly electronic media is an
effective and important mass medium. The recent age is called an age of communication and
information. Radio and television has very important role in the developing countries.
Television is an audio visual and radio is only audio medium. Thus the Radio and television
are playing a pivotal role in communication. Media, particularly television has its broad
effects on every member of a society. Television is an effective media in distance learning
system. However, Sharma, B. M. (1994, p.61) stated the significance of the television as
It can carry instruction to different class rooms where it might not otherwise
provided, or where it would have to be repeated. Beyond this it has the
advantage of all audiovisual instruction, that of enhancing the value of
perpetual instruction.
The role of media in instructional delivery has received the most attention. Advocates of
media have felt compelled to demonstrate, first that media are at least as effective in teaching
as teachers and record that certain media are particularly effective at delivering repetition
certain types of context to particular kinds of student.
Clark, R.E. (1983, p.445) commented that “Although the value and validity of media
comparison studies which supported to demonstrate both of these effects, have been
questioned on the grounds that instructional methods and not delivery systems which really
make a difference in learning.”

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A review by Kozma, R.B. (1991, p.9) suggested that the contribution of media to learning
may not lie in the way they deliver instruction, but rather in their construction of learning
environments and the development of cognitive skills.
Heinich, R. (1970, p.43) has proposed different role of media in schools, where they would
share instructional responsibility with teacher. This has not happened to any significance
extent. On the one hand, teachers are resistant to such a radical change in their instructional
responsibility. On the other, media based instructional system are not yet capable of doing all
that teachers do.
Media, particularly television has its broad effects on education. In this regard Rashid, M.
(1999, p222) stated that:
Television and radio are the electronic magic carpets that transport millions of
persons each day to for away places. They are the twentieth century creation
of the technological revolution that has been transforming much of the world
for almost two centuries and their impact on our social political and cultural
life has been profound.
Television is an integral part of our daily life and education where as the radio is also playing
an effective role in education. In this regard I.G.N.O.U emphasized (1995, pp. 36-37): “the
role of educational radio as it has been serving as the verbal instructions even before the
inauguration of Air University in the world especially in Australia.”
So, the television and radio both play an important role in the learning process. Most of the
countries in the world use radio and television to promote educational process, improve
curriculum and methodology. In this context, Allama Iqbal Open University in Pakistan and
Arab Open University in Jordan are successfully imparting education at a large scale. So, this
study is limited to analayse the the radio programmes at intermediate levels of the Allama
Iqbal Open University (A.I.O.U) and Arab Open University (A.O.U).

OBJECTIVES
The aim of the research was to study the role of radio in imparting education at Allama
Iqbal Open University Pakistan and Al-Qudus Open University which is important tool in
mass media. The objectives of the study were:
1. to assess the availability of Radio programmes in A.I.O.U and A.O.U.
2. to identify the similarities and differences of Radio programmes in both universities.

RESEARCH METHDOLOGY
The study was descriptive i.e. survey type. Therefore, questionnaires were developed on 5
points rating scale. The population was the students, tutors, academicians and producers of
both A.I.O.U and A.O.U. The sample comprised of 500 students, 60 tutors, 24 academicians
and 10 producers of each university i.e. A.I.O.U and A.O.U.
The data was collected and tabulated. Analysis was made on the statistical treatment by
applying percentage and mean scores. Findings, conclusions and recommendations were
made on the basis of analysis of data.

ANALYSIS OF DATA AND FINDINGS

The data collected was analysed and presented in following:

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Statement 1. Student have access of students to radio.

Data 13 explains that 89.16% students of A.I.O.U agreed, 10.42% disagreed while A.O.U’s
94.82% students agreed, 1.08% disagreed with the statement. Thus the mean score is 4.1 and
4.7 respectively.
Statement 2. The use of radio in teaching learning process is effective.
Data shows that 97.51% students of A.I.O.U agreed, 1.45% disagreed and 0.62% was
uncertain while A.O.U 95.45% students agreed, 2.82% disagreed and 1.73% was uncertain
about the statement. Mean score of each university is 4.4.
Statement 3. Radio play effective role in promoting education.
Data indicates that A.I.O.U 96.10% respondents agreed, 1.87% disagreed and 2.08% was
uncertain while A.O.U 95.46% A.O.U students agreed, 0.69% disagreed and 3.25% were
uncertain about the statement. The mean score is 4.07 and 4.11 respectively.
Statement 4. Learning from radio is easy for students
Data explains that 97.08% students of A.I.O.U agreed, 0.63% disagreed and 2.29 % were
uncertain while A.O.U’s 96.54% students agreed, 0.22% disagreed and 3.24% were uncertain
about the statement. The mean score is 4.2 and 4.5.
Statement 5. Important lessons presented through radio.
Data illustrates that 98.33% respondents of A.I.O.U agreed, 1.61% disagreed while A.O.U’s
97.84% students agreed, 1.08% disagreed and 1.08% were uncertain about the statement.
Therefore mean score is 4.2 and 4.3 respectively.
Statement 6. The facility to listen to radio broadcast was available in the study centers
Data makes clear that 5.20% students of A.I.O.U agreed, 86.09% disagreed and 7.71% were
uncertain while A.O.U’s 95.02% students agreed, 4.98% were uncertain about the statement.
The mean score is 2.1 and 4.1 respectively.
Statement 7. Radio programme was supplemented the written materials
Data reveals that A.I.O.U and A.O.U 100% respondents agreed with the statement that radio
programme was supplemented the written material. As a result the mean score is 4.2 and 4.3
respectively.
Statement 8. The broadcast time was suitable.
Data explains that 81.76% students of A.I.O.U agreed and 18.33% disagreed while 85.29%
students of A.O.U agreed 14.71% disagreed with the statement. Hence the mean score is 3.5
and 3.8 respectively.
Statement 9. Printed radio schedule was handed over to students properly.
Data represents that 100% students of A.I.O.U and A.O.U’s respondents agreed with the
statement. Therefore the mean score is 4.6 and 4.3 respectively.
Statement 10. Radio programmes reach the long distance area.
Data makes clear that 80% producers of A.I.O.U agreed and 20% were uncertain while 100%
respondents of A.O.U agreed with the statement. Hence the mean score is 4.3 and 4.2
respectively.
Statement 11. The quality of radio scripts is good.

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Data shows that 60% producers of A.I.O.U agreed and 20%disagreed, 30% were uncertain
while 60% respondents of A.O.U agreed, 10% disagreed and 30% were uncertain about the
statement. Therefore the mean score is 3.4 and 3.6 respectively.
Statement 12. The academicians are experienced in writing script for radio
Data explains that 50% respondents of A.I.O.U agreed, 20% disagreed and 30% were
uncertain while 20% respondents of A.O.U agreed, 60% disagreed and 20% were uncertain.
Thus the mean score is 3.4 and 2.6 respectively.
Statement 13. Radio programmes are planned to supplement the study materials.
Data give details that 95.24% academicians of A.I.O.U agreed and 4.95% disagreed while
80.95% academicians of A.O.U agreed, 19.5% disagreed with the statement. As a result the
mean score is 4.5 and 4.2 respectively.
Statement 14. The language used for radio scripts is easy to understand.
Data makes clear that 80.95% academicians of A.I.O.U agreed and 19.04% disagreed while
85.71% academicians of A.O.U agreed, 4.76% were uncertain and 9.52% disagreed with the
statement. Hence the mean score is 3.8 and 3.8 respectively.
Statement 15. Radio programmes are useful for the students
Table No.4.3.13 makes clear that 80.96% respondents of A.I.O.U agreed and 19.04%
disagreed while 100% were uncertain while 100% academicians of A.O.U agreed with the
statement. Hence the mean score is 3.9 and 4.2 respectively.

CONCLUSIONS
Keeping the finding of questionnaires, the following conclusions were drawn: a) Both
universities effectively broadcast the radio programmes that promote education effectively,
provide help in understanding the difficult concepts, b) It was also noted that students of
both have access to radio, c) It was also identified that Radio programmes of both universities
supplement the written materials that help in learning, d) Script of radio programmes of the
both universities did not covers the whole of the topics while the duration of programmes was
sufficient and telecast time was convenient to the students, e) Printed schedule of radio
programmes of the both universities was provided to the students, these programmes
presented in simple language that useful for teaching learning process.

RECOMMENDATIONS
On the basis of finding and conclusions, following recommendations were made:
1. Maximum topics of the subjects of intermediate level may be covered through radio.
2. Radio sets may also be provided in study centers of both universities for better learning
of intermediate level students.
3. Short term and long term training may be arranged for script writing, programme
production for the academicians of both universities.
4. Short term and long term abroad training may be provided to the producers of both
universities.
5. The cooperation between the academics and media production personals may be
strengthen through exchange programme.

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REFERENCES
[1] Hope, A. & Guiton, P. (2006). Strategy for Sustaining Open and Distance Learning,
Volume 6. London: Routledge.
[2] I.G.N.O. (1995). Educational Technology: India: IGNOU
[3] Hellman, J.A. (2003). Distance Education: Its Advantages and Shortcomings. U.N.
[4] Perraton, H. D. (2000). Open and Distance Learning in Developing Countries.
London: Routledge.
[5] Mehdi, H, & Khurshid, S. A (1991). Journalism for All. Lahore: Etisham Publication.
[6] Shukla, A. K. (1997). Mass Communication and Journalism. New Delhi, Animal
Publication.
[7] Shasma, B. M. (1994). Media and Education. New, Delhi, India, Common Wealth
Publishers.
[8] Clark, R.E. (1983). Reconsidering research on learning from media. Rev. Edu. Res.53.
[9] Kozoma, R. B. (1991). Learning with Media. Rev. Edu. Res. 61(2).
[10] Heimich, R. (1970). Technology and the Management of Instruction. Association for
Educational Communication and Technology, Washington, D.C.
[11] Rashid, M. (2010). Educational Technology. Islamabad: Preston University Press.
[12] Rashid, M. (1999). Study guide on” System of Distance Education” code No.851,
Islamabad, Allama Iqbal Open University.

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