The main purpose of this mixed method study; in titled Satisfaction and Status: Exploring Satellite Television Program in Ethiopia Five Secondary Schools; is to explore the satisfaction of Students, Teachers and Principals on satellite TV educational program and also look the status, perception as well as factors affecting satellite program teaching learning process and find solutions with CIPP (Content, Input, Process, and Product) evaluation scale and open questions. participants in Northern Ethiopia particularly from Debark, Dabat, Wogera and Denbiya woredas are enrolled in this study.
This research is in significance of utilization of ICT media technology can be a learning paradigm in the secondary level schools to enhance the students’ knowledge and skills as well. The study is assumed relevance to improve the system of educational satellite TV broadcasting implementation in providing the feedbacks for the strengths and weakness of the program to the relevant stakeholders so that they can take measures to alleviate the identified challenges.
The findings may create conducive environment for the teaching and learning process by satellite plasma television. The study will offer invaluable information to the school’s administration as well as to policy makers in education as to the nature of the contribution of ICT to the teaching-learning process. This goal can be achieved through the proper utilization of ICT media technology that can enhance the motivation and achievement of the students. In addition to these the study may be basis for another researcher to conduct similar study.
Table of Contents
1. Introduction
1.1 Background of the Study
1.2 Statement of the problem
1.3 Purpose and Significance of the Study
1.4 Objective of the study
1.5 Assumptions
1.6 Scope and Limitations of the Study
1.7 Definition of Terms
2. Review of Related Litrature
2.1 Television instruction functions, benefits and improvements
2.1.1 Functions of television instruction
2.1.2 What is instructional television?
2.1.3 Problems and solutions
2.2 Ethiopian education system and history of satellite TV instructions
2.2.1 Ethiopian Education system
2.2.2 Education achivements in Ethiopia ans Amhara region
2.2.3 ICT in Ethiopia and Amhara region
2.3 Perception of students, teachers and principals about satellite TV instruction
2.3.1 Perception of students on satellite TV instruction
2.3.2 Perception of teachers on satellite TV instruction
2.3.3 Perception of principals on satellite TV instruction
2.4 Emperical research findings about satelllite TV instruction
2.5 Theoretical framework
3. Methodology
3.1 Research design
3.2 Study Area
3.3 Participants of the Study
3.4 Sampling procedure and sample size
3.5 Variables
3.6 Instrumentation and Measures
3.7 Data Collaction
3.8 Validity and Reliability
3.9 Ethical considerations
3.10 Data Analysis Method
4. Results and Discussion
4.1 Demographic result
4.2 The status of educational TV program in the study area
4.3 Students level of satisfaction on satellite TV lessons
4.4 Teachers and principals level of satisfaction on satellite TV lessons
4.5 Discussion
5. Summary, Conclusion, and Recommendation
5.1 Summary
5.2 Conclusion
5.3 Recommendation
Research Objectives and Themes
The primary aim of this study is to evaluate the status and satisfaction levels of stakeholders (students, teachers, and principals) regarding educational satellite television programs in the Central Gondar zone of Northern Ethiopia, utilizing a mixed-method approach based on the CIPP evaluation model.
- Analysis of the current operational status of satellite TV programs in secondary schools.
- Examination of factors influencing student satisfaction, including learning demand, content, and classroom management.
- Assessment of the perceptions of teachers and school principals toward satellite-based instruction.
- Identification of technical and educational challenges hindering the effective implementation of satellite TV.
- Development of actionable strategies to improve satellite TV utilization and teaching-learning outcomes.
Excerpt from the Book
2.1.1. Functions of television instruction
Chung (2007) citing Reiser & Dempsey (2007) said that a meaningful integration of technology in classroom can be traced back to the early part of the 20th century when visual aids such as films, pictures, and lantern slides were commonly used in public schools. Chung (2007) added that, and then came motion picture projectors, sound motion pictures, the radio, the television, video cassette recorder (VCR), computers and the internet in chronological order.
Television when it appears in the first time presenting vision and audio together used for different functions. Regarding the functional characteristics of film and television Seels, Fullerton, Berry & Horn (2008), says that;
primarily realism or fidelity, mass access, referability, and in some cases immediacy. Film and television technologies make persons, places, objects, or events more realistic to the viewer or listener so that they are presented as accurate as possible. Television has immediacy characteristic creating the notion of ‘being there’ and so it can be recorded for replaying again for study and analysis. Each of these characteristics has driven or directed the use of film or television for instructional purpose (Seels, et al., 2008).
The most important factor to affect the audiovisual movement in the 1950’s & 1960’s was increased interest in television as a medium for delivering instruction. Whether it is television, radio or other technology integration in education according to Gilbert (2010), means using many technologies to enhance teaching, learning, and multi-sensory experience providing as Ficklen & Muscara (2001) mentioned ‘a range of pathways for students at varying levels’. This creates interactivity among students eventually improves their learning achievements. In confirming this Neo, T-K & Neo, M (2004), said citing Lindstrom (1994), that interactivity enhances relation in learning: 20 % retention rate from seeing; 40 % retention rate from seeing and hear; 75 % retention rate from see, hear and do.
Summary of Chapters
Chapter One: Introduction: Outlines the significance of ICT in modern education and sets the research context and objectives concerning satellite TV in Ethiopia.
Chapter Two: Review of Related Litrature: Discusses theoretical foundations of instructional television, the Ethiopian education context, and previous research on stakeholder perceptions.
Chapter Three: Methodology: Details the mixed-method research design, sampling of schools and participants, data collection via the CIPP model, and ethical considerations.
Chapter Four: Results and Discussion: Analyzes the demographic data, evaluates the current status of plasma TV programs, and presents quantitative and qualitative findings on stakeholder satisfaction.
Chapter Five: Summary, Conclusion, and Recommendation: Synthesizes research findings, provides conclusions on the effectiveness of the programs, and offers recommendations for educational practitioners.
Keywords
Satellite Television, CIPP Model, Ethiopia Education, Instructional Television, Plasma TV, Stakeholder Satisfaction, Educational Technology, Secondary Schools, ICT Integration, Teaching-Learning Process, Amhara Region, Curriculum Delivery, School Leadership, Teacher Training, Student Achievement.
Frequently Asked Questions
What is the core focus of this research?
This research evaluates the current status and effectiveness of satellite television (plasma TV) education programs in secondary schools within the Central Gondar zone of Northern Ethiopia, specifically from the perspective of students, teachers, and principals.
What are the central thematic fields covered?
The study covers the integration of ICT in education, stakeholder perceptions, challenges such as infrastructure limitations (electricity, maintenance), and the evaluation of teaching and learning outcomes using the CIPP model.
What is the primary objective of the study?
The main objective is to measure the satisfaction rates of stakeholders, identify the factors that affect the implementation of satellite TV lessons, and propose solutions for the existing technical and educational obstacles.
Which scientific methodology is employed?
The study employs a mixed-method formative descriptive survey design, combining quantitative data (Likert scale surveys) and qualitative data (open-ended questions and school observations) within a CIPP evaluation framework.
What topics are discussed in the main body of the text?
The main body examines the history of Ethiopian educational technology, reviews relevant literature on TV instruction, describes the methodology used to collect data from five specific secondary schools, and discusses the resulting data on stakeholder satisfaction and system performance.
Which keywords characterize this work?
Key terms include Satellite Television, CIPP Model, Ethiopia Education, Instructional Television, Stakeholder Satisfaction, ICT Integration, and Educational Technology.
How does the CIPP model specifically contribute to this study?
The CIPP model (Context, Input, Process, Product) provides a structured evaluation framework that allows the researcher to analyze the teaching-learning process in stages, ensuring that planning, design, implementation, and outcomes are comprehensively assessed.
What is the unique insight regarding the role of principals?
The research highlights that school leadership commitment is a critical variable; principals who proactively manage technical issues and maintain a supportive environment see significantly higher success in program implementation, regardless of infrastructure challenges.
- Arbeit zitieren
- Getnet Eshetu (Autor:in), 2018, Satisfaction and Status. Exploring Satellite Television Program in Ethiopia Five Secondary Schools, München, GRIN Verlag, https://www.grin.com/document/444954
