Application And Effectiveness Of The Methodology Of English By Radio Programmes For The Elementary Schools In Ethiopia

This 'Study Las bt!cn carried out to investigate the p2'e -·rnsentatio~ t0chni~ues or ~0thodolo&y that are used hy th~rnEthiopian Instructional Radio foi the elementary grades (3"6).rnStated brip-fly, these techniq"cs 'cnvolvc use of dramatic di··rnalogues, sound effects, drills and songs. Each of the gradesrnreceives twenty eight programmes in one academic year. Thisrnstudy describes all the one hundred and twelve programmes ,rnfor the gra.de: l,wels indicated above ill, light of the variousrnpresentation t~chniques adopted by the Instructional r~diornwhich is discussed in detail in chapter II.rntn order to determine the effectiveness of the Instruction&lrnRadio , two techniques were employed : Personal observationrninside classrooms during actual r adio transmissions in ttreernschools in Addis Ababa; and questionnaire distribution torn120 teachers from 30 schools in one zone and 120 students fromrnthe school s ob.5PTved for all the grades 1I!1der stud1.·rnli~ o adly speaking, the findings of the observation supportrnthe contention tllat the new series of English by RadiornProgrammes are effec tive in aiding the teaching of Englishrnlanguage in thQ elementary schools , but only when there isrnfull partici ~ ati on by the classroom teachers. The resultsrnof the observation findinrs indicate that, in tha schoolsrnwhere the t6achers utilized radio properly the intendedrnobjectives of most of the lessons were achieved, whereasrnln the school where radio was not utilized properly, littlernor no change of behaviour in students was observed.rn- iv -rnMoreover, all the presentation for~a ts have been foundrnto be suitable for r~Jio i~struction d ~ spite so~e shortcomingsrnindicated in the analysis of the observation r esult s . As arnwhole, the analysis of the programl'les has r eveal ed t hat ",11rnthe preselltation forma t s used integrate well with the lessonrns tructure for the day and were found to i nvolve pupi ls in thernprogramme .rnThe result s of the Teachers' questionnaire that warerncomputed for grades 3, 4, 5 and 6 show that r adio instruc tionrnand t he di fferent formats used were found to be effic ientrnenough to sustain motivation , interest and par ticipat io n andrnto enhance the students ' ahility to learn the language elamentsrnin the l esson. In gener al t :lD find ings of the mostrnimportant toaching for~ats within the students activi ty werernas follows.rnIn grade 3 t~ · c' I song ' arproac ': in teachi ng the languagernhas the highest prefer ence, by 75.S%, over the other formatsrnus ed. In all the remaini ng grades, 4-6, the 'sound eff ects 'rnwere given a higher rank than all the other formats used andrnthe ' educational songs' were ranked next. That is , 'soundrneffects' and the 'SOllgS' were ranked by 86.5% and 66.S%rnrespectively ln grade 4; by 85. 5% and 80.5% respectivelyrnin grade 5; and by 76.5% and 73 . 5% respectively in grade 6 .rnAn attempt was made to cO'1pare the r esul t s of each grane.rnFrom the computed X scores of the presentation formats forrnall the grades, it was found that the degree of r esponsesrnt ends to increase from lower to hi r:,ner rrade but suddenlyrn- v -rndecreases in gracie 6. That i s, tho de nr ee of response forrngrade 3 was 6 4~. for gr ade t ,751. for grade 5, 76 . 251 a n~rnfor gr ade 6, 6'; . 87 %. C;rade 5 p:rof :t'aml~e5 wer e :f0und to bernmore h i ghly f a~nured than a l l t he other gr ade s .rnRegarding t he ques tionna i r e foy students , the s tudentsrngave hi gh scores f or what ever questions they we r e asked . Andrnsince the r esul ts did not have much variability they were notrnsubj ect to furth er statistical analysis. However, from thernpersonal observation of t he r e s earcI,er, tho students s eem tornenjoy and l i ke radio le s sons . Therefore the res earcherrnassumes that the students did not give their answers blindl y .

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