okwy project final for dr. ikenna
TRANSCRIPT
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Digitally Signed by: Content manager’s Name
DN : CN = Weabmaster’s name
O= University of Nigeria, Nsukka
OU = Innovation Centre
Nwamarah Uche
Faculty of ARTS
Department Of Mass Communication
AN EVALUATION OF THE USE OF INTERACTIVE RADIO
INSTRUCTION STRATEGY IN EDUCATING NOMADIC
CHILDREN IN NORTHERN NIGERIA
DANIEL, OKWY PATIENCE
PG/MA/11/58476
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AN EVALUATION OF THE USE OF INTERACTIVE RADIO INSTRUCTION
STRATEGY IN EDUCATING NOMADIC CHILDREN IN NORTHERN NIGERIA.
DANIEL, OKWY PATIENCE
PG/MA/11/58476
UNIVERSITY OF NIGERIA NSUKKA
FACULTY OF ARTS
DEPARTMENT OF MASS COMMUNICATION
NOVEMBER 2013
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TITLE PAGE
AN EVALUATION OF THE USE OF INTERACTIVE RADIO INSTRUCTION
STRATEGY IN EDUCATING NOMADIC CHILDREN IN NORTHERN NIGERIA
DANIEL, OKWY PATIENCE
PG/MA/11/58476
A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF MASS
COMMUNICATION, UNIVERSITY OF NIGERIA, NSUKKA, IN PARTIAL
FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER OF
ARTS (M.A) DEGREE IN MASS COMMUNICATION
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Certification
This thesis has been duly read and approved as a research work submitted to the Department of Mass Communication, University of Nigeria, Nsukka, by Daniel Patience Okwy with registration number PG/MA/11/58476, in partial fulfilment of the requirements for the award of Master of Arts (M.A) Degree in Mass Communication.
……………………… ….......... ………………………….....… ...…….
MR. L. I ANORUE DATE DR. RAY UDEAJAH DATE
(SUPERVISOR) (HEAD OF DEPARTMENT)
………………….…… ……….…….
EXTERNAL EXAMINER DATE
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Dedication
This study is dedicated to God Almighty for being my source of inspiration throughout the time
of this study.
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Acknowledgements
This work would not have seen the light of the day without the efforts of the finest people around
me. I must first commend the effort of my supervisor, Mr L.I. Anorue, for his immense contributions
throughout the period that this work lasted. His intelligence and ability to break new grounds is
admirable. Let me also appreciate the Head of Department, Dr. Rey Udeajah, who is more like a father to
all some of us. I can’t forget the effort of Mr A.C. Ekwemme who took time to proof read this work.
Remain bless sir. May I also thank other lecturers in the Department; Prof. C. Okigbo, Prof. I.S. Ndolo,
Dr. Nnayelugo Okoro, Dr. Church Akpan, Dr. G. Ezeah, U.J. Ohaja and others.
The efforts of Mr Ekwe Okwudiri, Okechukwu Chukwuma, Onyike Ifeanyi, Grace Omerigwe,
Onyebuchi Alexender, Emeka Orekye and Amune Philip can’t be expressed in words. To my late
Father and mother, Mr and Mrs Daniel, I miss you all. For all my siblings, thanks for being there. The
efforts of Ahaji Abbo (Head IRI department, NCNE Kaduna), Dr E Maureen, Mallam Lawan Garba and
Mallam A. L. Boro of the National Commission for Nomadic Education, Kaduna cannot be expressed in
words.
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TABLE OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgements iv
Table of Content v
Abstract vii
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study 1
1.2 Statement of the Research Problem 7
1.3 Objectives of the Study 8
1.4 Research Questions 9
1.6 Significance of the Study 9
1.7 Scope and Limitations of the Study 10
1.8 Definition of Terms 10
References 12
CHAPTER TWO: LITERATURE REVIEW
2.1 Focus of Review 13 2.2 Nomadic Pastoralists and Nomadic Education in Nigeria:
An Overview 13
2.3 The Use of Interactive Radio Instruction (IRI) Strategy in Nomadic
Education: The Nigerian Experience. 24 2.4 Challenges of Nomadic Education in Nigeria 28
2.6 Theoretical Framework 33
References 37
CHAPTER THREE: METHODOLOGY
3.1 Research Design 40
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3.2 Population of Study 42
3.3 Sample Size 45
3.4 Sampling Technique 48
3.5 Measuring Instruments 49
3.6 Validity / Reliability of Measuring Instrument 50
3.7 Method of Data Presentation and Analysis 50
References 66
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Data Presentation 53
4.3 Discussion of Findings 91
References 97
CHAPTER FIVER: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary 99
5.2 Conclusion 100
5.3 Recommendations 101
Bibliography 102
Appendix I 104
Appendix II 107
Appendix III 109
Appendix IV 111
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Abstract
It is unarguably a fact that the provision of basic education for all citizens, especially children,
remains a sacred responsibility of governments the world over. In Africa for instance, it is
estimated that about 67.16 million school age children are not in school because of their
inability to access it. In Nigeria, of the 30 million school-aged children, 10 million are currently
not enrolled in school; of those currently in primary school, less than one third will enrol in
junior secondary, with even fewer reaching senior secondary school. Of this population,
nomadic children account for over 10 percent. The implication of this is that over 90 percent of
nomadic school-age children were not in school before 2009. This was because of their nomadic
nature and the neglect of successive governments. After the establishment of National
Commission of Nomadic Education in 1989, the Commission came up with a number of
strategies to educate the nomads who were before now excluded from the normal school system
because they could not fit in. Subsequently, in 2009, the National Commission for Nomadic
Education (NCNE) developed the Interactive Radio Instruction (IRI) strategy to educate
nomadic children who could not cope in the conventional school system. Four years after the
strategy was developed and used in six states, how far has it gone in raising the knowledge level
of nomadic children in Nigeria? Using triangulation mixed method design, 397 nomadic pupils
were studied in 15 nomadic primary schools in Kaduna, Adamawa and Plateau states in
northern Nigeria. The qualitative and quantitative data generated using questionnaire, interview
and observation revealed that: nomadic children participate actively in the IRI programme and
as such their knowledge level has increased tremendously. However, the study revealed that the
use of English in IRI programme, the religion of the nomads and the quest to attend to their flock
are the major problems of the programme. Based on these findings, it was recommended among
other things that the producers of IRI programme should play down on their excessive use of
grammar in the programme to make it easier for the pupils to understand. Government should
also provide more funding to enable the Commission to recruit more staff and develop grazing
reserves to reduce constant movements of these nomads.
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CHAPTER ONE
INTRODUCTION
1.1 Background of Study
It is arguably a fact that the provision of basic education for all citizens remains a sacred
responsibility of governments the world over. Irrespective of where the argument tilts to,
responsible governments around the world have continued to invest huge resources in the
educational sector in order to develop their countries. However, for some countries in the world,
the provision of basic education for all citizens must remain one issue that must be treated with
all the levity it does not deserve. This development is pronounced in the third world countries
where education is not seen as a serious business, despite the fact that it remains a key factor in
measuring the development index of any nation.
In Africa for instance, it is estimated that about 67.16 million school age children are not
in school because of their inability to access it. In Nigeria, of the 30 million school-aged
children, 10 million are currently not enrolled in school; of those currently in primary school,
less than one third will enrol in junior secondary, with even fewer reaching senior secondary
school (Solomon and Sankey, 2010, p.9). Unfortunately, Nigeria is one of the most developed
countries in the African continent with revenues from crude oil production accounting for over
80% of GDP, 95% of foreign exchange earnings, and about 65% of government revenues.
Despite all this, poverty is widespread in Nigeria just as it ranks 157 out of 177 on the United
Nations human development index of social indicators. GDP per capital is estimated at $1128
whereas 70.8% of the population live below income poverty line of $1 a day. The adult literacy
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rate is estimated at 69% (60.1% amongst women), while the vast majority (68%) of children
aged 7 -12 enroll in primary schools. The level of basic literacy among children age 4-12 is low
with only 28% of children able to read part or all of a sentence and 45% able to add numbers
correctly. The case is even terrible in rural areas where majority do not have access to formal
education of any kind (Solomon and Sankey, 2010, p. 8).
Education in Nigeria is characterized by poor quality of services due to lack of basic
instructional materials and school furniture, outdated curriculum, dilapidated infrastructural
facilities, high pupil-teacher and pupil-classroom ratio, high rate of unqualified teachers, weak
and poorly funded school administration, and weak relationship between parents and schools. It
must also be noted that the complexities of the federal structure of government in Nigeria with
varying roles for stakeholders at the federal, state and local government levels is a challenge to
the implementation of any programme (Solomon and Sankey 2010, p, 9). Muhammad (2008,
p.10) argued that government mostly builds schools in the urban areas and as such the pupils in
the rural areas find it difficult to travel long distance in search of education. Most of the rural
population who even have access are hindered by their cultures and occupations (Umeh, 2011, p.
6). These were the many problems of the nomadic population who live in the rural areas and
constantly migrate from one place to another in search of greener pasture for their flock.
The nomadic population in Nigeria accounts for 9.3 million people, including 3.1 million
school-age children. The majority of them are pastoralists (7 million), while the remainders are
migrant farmers and fisher folk mostly found in the Middle Belt and Southern Nigerian regions
respectively. The participation of the nomads in existing formal and non-formal educational
programmes used to be extremely low, with the population’s literacy rate ranging from 0.2 to 0.3
per cent in 1988 (Abbo, 2011, P. 39). According to Abbo (2011, p.39) the low level of nomadic
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pupils’ participation in educational programmes is due to constant migration, attitudinal
indifference to acquiring education, cultural and religious affiliation, misappropriated
educational funds and poor instructional and school materials. These were directly responsible
for the nomads not having any form of education before 1989. Nomads who are seen as people
without any permanent place of domicile were before the establishment of the National
Commission for Nomadic Education (NCNE) in 1989, excluded from the normal scheme of
things in Nigeria because of their inability to have formal education (Umeh 2011, p.5).
Successive government before 1989 believed that it was difficult and even impossible to
educate the nomads because of their nomadic nature of moving from one terrain to another in
search of greener pasture for their flocks which are their only source of livelihood. This was
directly responsible for the nomads not having access to formal or informal education, despite
the fact that these educationally disadvantaged people (nomads) constitute about 6.6 million of
the African population and 9.3 million that of Nigeria. The government of General Ibrahim
Badamasi Babangida, therefore, saw the population of the nomads as too big to be left
uneducated. Based on this, the federal government established the National Commission for
Nomadic Education (NCNE) in 1989 through the instrumentality of Decree 41 now Law 243 of
the federation (Muhammad, 2012, p.7). His government mandated NCNE to look for alternative
ways of educating these nomads. The Commission was charged with the implementation of
National Policy on Education (NPE) developed in 1987, which is aimed at providing and
widening access to quality basic education for nomads (i.e. nomadic pastoralists, migrant fisher
folks and migrant farmers) boosting literacy and equipping them with skills and competencies to
enhance their well-being and participation in national development and integration (Muhammad
and Abbo, 2010, P. 2)
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To achieve this core mandate of the Commission which is to educate the nomads
wherever they are or want to be, the Commission designed and developed five key strategies.
These include: the Onsite School, Schools with Alternative intake, Shift System school, Mobile
schools and Islamiya (Arabic school system) (Buti, 1998, p.1). The Onsite school system is used
for semi sedentary nomadic groups. Such schools are cited along movement at fixed points of
reference. Such schools may become schools of alternative intake, where movement pattern of
nomads are necessary. The Mobile school (portable classrooms) or (collapsible classrooms) may
are used for mobile families depending on their number within a clan cluster. The Islamiya
School are incorporated here to teach the nomads both western knowledge and Arabic as they
move from place to place (Buti, 1998 p, 2). These strategies having been implemented by
NCNE was said to have improved educational enrolment while some argue that the quality and
enrolment has not reached its desired aim. Research has shown that the goals of NCNE were not
totally achieved because these strategies couldn’t reach all the nomads (Muhammad and Abbo,
2010, P. 2).
Therefore, in order to increase access to education, the Commission came up with Radio
Distance Learning Approach in 1996. This strategy was born out of the fact that the Commission
realized that nomads are captives to transistor radio and cannot do without it (Tahir &
Muhammad, 1998, cited in Tahir and Umar 2000, p.44). The RDL design has two main
approaches: Radio Listening Group (RLG) which was adopted for the adult component and its
Radio programme is Don Makiyaya a Ruga (for the Nomads in their homestead), while the
Interactive Radio Instruction Strategy (IRI) was developed for the children and the radio school
programme on air was titled Learning by Radio. Unlike the RLG which hit the airwaves in 1996,
IRI was delayed until 2009. NCNE said it was due to logistics problem. Therefore, our concern
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here is not Radio Listening Group which has been studied by some researchers but IRI (Ekwe,
2012). This study is, therefore, focused on the children component known as Interactive Radio
Instruction (IRI). IRI is distinct from most other forms of distance education because its primary
goal has been improvement of educational quality. Unlike many distance learning efforts that are
designed primarily to address access and issues, IRI began as a tool to use in the classroom to
counteract inadequate teacher training, poor achievement among learners, and few resources.
While IRI has demonstrated that it can be used to expand access and increase equity in both
formal and non-formal educational settings, it retains a development strategy and methodology
that require that active learning, attention to pedagogy, and formative evaluation included in the
design. The IRI strategy is also different in that it requires that learners stop and react to
questions and exercises through verbal response to radio characters, group work, and physical
and intellectual activities while the programme is on the air (Bosch, Rhodes and Kariuki 2003,
p.2).
For both teachers and students, the lesson becomes an immediate hands-on and
experiential guide. Short pauses are provided throughout the lessons, after questions and during
exercises, to ensure that students have the time to think and respond adequately. Interaction is
also encouraged within the learning environment between teacher and learners as they work
together to conduct short experiments, perform activities, and solve problems using local
resources and imaginative situations and stories (Bosch, Rhodes and Kariuki 2003, p.2).
This IRI strategy has been actively engaged since the early 1970s, the original model was
designed to instruct students on mathematics series in Nicaragua in the early 1970s. It was
designed by a team from Stanford University with support of U.S agency for International
Development (USAID) (World Bank, 2005, p.3). However, it was adopted by more than 14
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countries across the world including Nigeria and South Africa. IRI is a methodology developed
to turn a typically one way technology into a tool for active learning inside and outside of the
classroom. It has continued to be an attractive educational strategy in developing countries,
twenty five years after it was first used. According to Bosch, Rhodes and Kariuki (2003, p.2) IRI
may be “described as interactive lessons in which an external teaching element delivered by a
distant teacher through the medium of radio or audio cassette.” This strategy is carefully
integrated with classroom activity carried out by the classroom teacher and learners within this
structure, the distant teacher and learner carries the main weight of the teaching, and directs
learning activities within (such as exercise, answer to question, songs, and practical tasks) that
take place during carefully timed pauses in the audio script. The classroom teacher’s role is often
to facilitate the lesson, give individual assistance to learners, and provide follow-up support.
(TechKnowLogia, 2001, para.1).
Children at most times are captivated by sounds and illustrations but their attention spam
does not last for long, therefore, to get them interested in education and maintain their interest,
the radio medium was adopted. IRI school curriculum is not completely different from that of the
formal school system; they have almost the same class content. IRI has been used to improve the
teaching of literacy, numeracy, life skills, and other subjects to children in and out of school and
in hard to reach and disadvantage areas all over the world. In addition, it has an in-service
teacher training tool that exposes teachers to learners-centred teaching and active teaching
methods. This is a complex process that consists of several steps. One of these is the
development of curriculum content into 30 manageable minutes lessons based on an approved
school curriculum, the radio school scopes and sequence have been developed from the nomadic
math curriculum for primary one and other relevant curriculum materials. However, not
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everything in the curriculum will be covered by the radio programmes (TechKnowLogia, 2001,
para.1).
The IRI programme content was first developed in 2008 as a pilot programme active in
just six states ( Bayelsa, Plateau, Oyo, Anambra, Adamawa and Kaduna States). This pilot phase
kick started its programme on air in 2009. Since then, the programme has been running in the
states mentioned above. These states were chosen from the six geo-geographical zones (one from
each).
In order to carry out its mandate effectively, the Commission had to partner with a
number of agencies. The NCNE partners at the national level include: the Universal Basic
Education, the Nigerian Education Research and Development Council (NERC). In the areas of
curriculum adaptation, the National Teachers Institute (NTI) is used; in the area of teacher
training and development, the National Commissions for Mass Literacy Adult and Non-formal
Education (NMEC) is used. UNESCO and United Nations Development Programme (UNDP)
are engaged for research and development of community education projects, literacy provision,
capacity development and pre-service teacher training for nomadic communities. The World
Bank also partners with NCNE on programmes related to radio education capacity building and
development (Abbo, 2006, p.34).
1.2 Statement of the Research Problem
Since 2009 when the first programme of Interactive Radio Instruction (IRI) programme
was broadcast to over 1,219,62 nomadic pupils in Adamawa, Plateau, Oyo, Kaduna, Bayelsa and
Anambra States under the phase 1 project of National Commission for Nomadic Education
(NCNE), National Teachers Institute (NTI) and National Commission for Mass Literacy and
Adult Education (NCMLAD), observers in the educational sector have been wondering whether
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this programme has played any significant role in raising their (nomadic pupils) literacy level.
While some say it has played a key role in educating these pupils, others say it has not
considering the fact that they are migrants and have a culture repugnant to formal education
(Umeh 2011, p.34).
Unfortunately, there is little empirical evidence to support or refute whether the strategy
is effective in educating nomadic pupils or not. In fact most studies on the effectiveness of this
programme in educating these children were carried out by staff of NCNE and NCMLAD in
form of progress reports. There are no studies, to the best of the researchers’ knowledge,
conducted by independent bodies or individuals in Nigeria on the effectiveness of this strategy.
Umeh (2010, p. 32) and Olatunji, (2011, p.11) claimed that one cannot rely on the progress data
put up by these commissions on the ground that “they could have been manipulated to attract
funds”. Apart from this, those reports cannot be regarded as empirical works since there was no
evidence of scientific procedures used to arrive at those results
This study, therefore, is embarked on to investigate the effectiveness of IRI strategy in
educating and raising the literacy level of nomadic pupils in Plateau, Adamawa and Kaduna
states where the programme is active
1.3 Objectives of the Study
The main objective of this study is to evaluate the effectiveness of the use of Interactive Radio
Instruction (IRI) strategy in educating nomadic children in Nigeria. Specifically, the study tried:
1. To find out whether nomadic IRI pupils participate in the IRI programme.
2. To determine the extent to which nomadic pupils participate in the IRI programme.
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3. To find out the challenges of the IRI programme in educating nomadic children in
Nigeria.
4. To ascertain whether the knowledge level of the nomadic IRI pupils has increased as a
result of their participation in the IRI programme.
1.4 Research Questions
From the objectives of this study, four research questions were raised. They are:
1. Do nomadic pupils participate in the IRI programme?
2. To what extent do nomadic pupils participate in the IRI programme?
3. What are the challenges of IRI programme in educating nomadic children?
4. Has the knowledge level of the nomadic pupils increased as a result of their participation in
the IRI programme?
1.5 Significance of Study
The findings of this work will have academic, professional and theoretical significance.
This study will no doubt serve as an important literature material to researchers and
teachers interested in development communication. This is because its findings revealed the state
of the union between communication and human development. This has put them in the know on
whether resources budgeted for IRI programmes are actually used for that purpose.
Theoretically, this study serves as a platform to test the claims of the two theories used in
this study.
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1.6 Scope and Limitations of Study
This study evaluates the use of Interactive Radio Instruction strategy in educating
nomadic children in Plateau, Adamawa and Kaduna States. This covers 792 nomadic primary
schools which has 1, 219, 62 pupils and 3749 teachers.
One of the limitations of this study is the dearth of material on Interactive Radio
Instruction strategy. This posed a serious challenge to the researcher. Most of the materials in
this area are studies carried out in other countries that have IRI. It was a bit difficult to use such
studies to draw strong conclusions since the strategy varies from country to country.
Again, this study is limited by the fact that the researcher could not covered all the
nomadic primary schools in the six states because time, fund and poor security situation in the
country. The researcher therefore studied only schools in the northern part of the country.
Definition of Terms
For easy understanding of key variables in this study, the researcher has defined some
terms operationally as follows:
Evaluation: Evaluation here means a scientific attempt to make an in-depth assessment of the
use of Interactive Radio Instruction in educating nomadic children in Plateau, Adamawa and
Kaduna states.
Nomadic Children: According to NCNE, nomadic children are seen as children between ages
five and 15 who never had any form of formal education because of their constant migration
from one place to another.
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Nomadic Education: Nigeria’s National Policy on Education (NPE) defines nomadic education
as the provision of basic education to the children of the disadvantaged and marginalized
nomadic populations in the country through some strategies including IRI.
Interactive Radio Instruction: Interactive Radio Instruction (IRI) is the name given to a
particular type of learning strategy developed by NCNE which is delivered by the radio and
emphasis is on active involvement of nomadic children in Nigeria. IRI has been used to improve
the teaching of literacy, numeracy, life skills, and other subjects to children in and out of school
and in hard to reach and disadvantage areas since 2010.
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References
Abbo, M.B. (2011). Implementing Nigeria’s Nomadic Education Programme (NEP). Commonwealth Education Partnerships. Pp.36-40 Bosch, A., Rhodes. R. and Kariuki.S. (1997).Interactive Radio Instruction: An Update from the Field. Education and Technology Notes, 1 (1) pp.132-143 Buti, M.M. (1998). Establishing, managing and maintaining nomadic schools. Paper presented at a two day training workshop on extension service in Kaduna, Kaduna State. Ekwe, O. (2012) An evaluation of the use of radio distance learning strategy in nomadic education in north western Nigeria. An unpublished Master’s Thesis, University of Nigeria Nsukka. Muhammad, N., and Abbo, B. (2010). Reaching the hard-to-reach nomads through open
and distance learning: A case study of nomadic education programme in Nigeria. A conference paper presented at the Sixth Pan Commonwealth Forum on Open Learning (PCEB) in Kochi Kerala, India.
Olatunji, S. (2011, July 12). 183,919 pupils complete nomadic education. The
Punch.
Solomon .S. Sankey.S. (2010), Interactive radio instruction: A case study Education for Development Division Creative Associates International Tahir, G., and Umar, A. (2000). Distance learning for the provision of access to the unreached and minorities: The interactive radio distance learning scheme for nomadic pastoralists in Nigeria. Journal of Nomadic Studies (3), pp.40-47 TechKnowLogia (2001). Interactive Radio Instruction for Mathematics: Applications and Adaptations from Around the World1. TechKnowLogia. pp.45- 51. Retrieved November 6 2012 from www. TechKnowLogia.org Umeh, T. J. (2011). Community radio and nomadic education in northern Nigeria:
The Jigawa State experience. Paper presented at SIFE regional conference in Abuja 20th July 2011.
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CHAPTER TWO
LITERATURE REVIEW
2.1 Focus of Review
In this chapter, related materials retrieved from journals, books, internet, newspapers and
magazines were reviewed. This was done to give the study both empirical and theoretical
backing. This came under the following sub-heads
1. Nomadic Pastoralists and Nomadic Education in Nigeria.
2. The Use of Interactive Radio Instruction (IRI) Strategy in Nomadic Education: The
Nigerian Experience
3. Challenges of Nomadic Education in Nigeria.
4. Theoretical Framework
2.2 Nomadic Pastoralists and Nomadic Education in Nigeria: An Overview
In Africa, the nomads constitute about 6% of the African population. The nomads are
members of a tribe roaming from place to place for pasture; they can be seen in not less than 20
countries across Africa (UNESCO 2008, p. 2). Their mobile life style has made them to be
classified into three groups (the migrant fisher men, farmers and pastoralists).
In Nigeria, majority of nomads are pastoralists and this account for about 7 million out of
the total number of nomads in Nigeria (9.4 million nomads) (UNESCO 2008, p.2). The most
interesting aspect of these nomads as reported by UNESCO is that 3.1 million of them are
school-age children. One will accept that this number is quite alarming and cannot be ignored in
a country of over 150 million people.
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The Fulani nomads are the most populated nomads in Nigeria. Hopen (1958) in Kaase,
M. etal (1996, p.1) traced the origin of the Fulani nomads to Senegal. They pointed out that the
Fulani nomads are a product of inter-marriage between the Negro stocks in North Africa and the
decedents of Arabs whose nucleus could be traced to Senegal.
Goix 1972 (in Kaase, et al. 1996, p.1) stated that the Fulani nomads came into Nigeria in
the early thirteenth century. In the early nineteenth century one of the Fulanis named Usman Dan
Fodio who was learned in Koran with a brave heart led his people into fighting the Hausa states
in the Northern part of Nigeria. The brave warlord conquered the Hausa states and he
automatically became the political and religious leader of the states thereby giving way for the
Fulanis to settle in the North. Having settled, they formed their educational system that would
take care of their mode of lifestyle which is essentially tied to animal rearing (Kaase, et.al. 1996,
p.2).
Ezeomah (1982, p.26) noted that the Fulani indigenous education is both formal and
informal and it is based on the practice of initiating their children who are up to a certain age into
herdsman-ship known as ‘sile sajo’. He stated that this initiation (sile sajo) is done in twelve
stages by a deity. He further mentioned that the last stage of this ritual is when the deity exposes
to the youth the secrets of the universe in the wilderness and the young lad gets a secret name
from the deity. He also stated that in this system of education, the youth is made to depend on
secret powers (Ezeomah, 1982, p.4).
Educational system is purely vocational for the Fulani nomads. Their boys are taught how
to become herdsmen, craftsmen, and warriors while the girls are taught on how to sell and do
domestic works. Children are taught how to identify their cattle by their size, colour, skin type,
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type of horns, etc. and moral codes were taught through fork-lore and direct instructions (Zanoli,
1971, p. 11).
The large population of the Fulani nomads in Nigeria coupled with their economic
contributions to the Nigerian economy cannot be ignored and as such the need to address their
educational needs in conformity with the modern trend is of importance to our society at large.
Over the years, several research works, conferences and seminars both at state and federal levels
have been held in regards to this.
The participation of nomads in both formal and informal education is relatively low in
Nigeria as their literacy rate ranges from 0.2 % to 0.3 %. In addition, national statistics on
educational enrolment has shown that this group of people are at the bottom when it comes to
formal education (National Commission for Nomadic Education, 2004).
However, their poor participation in both formal and informal education can be attributed
to various factors which include but not limited to the followings:
1. Difficulty in securing land rearing and as such this has made it very difficult for them
to settle in one locality
2. Constant movement of the nomads in search of greener pasture for their live stocks.
3. The educational curriculum designed earlier in Nigeria made no provision for nomads
and as such they felt that modern education was not tailored towards meeting their
needs.
4. Their physical isolation to themselves has created a wall between them and other
parts of the nation.
5. The unique roles their children play in their pastoral system has made it more
challenging to release them for formal education (NCNE, 2004).
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The idea of nomadic education programme for Nigeria has been nursed for long;
however, the 1976 meeting of the National Council on Education held in Lagos gave rise to the
discussion of this special system to address the educational needs of the nomads. After the
discussion in Lagos, nothing meaningful was done but later the Nigerian government realized
that unless a quick attention was given to this group of people they would not have access to
formal education and as such the 1979 constitution and national policy on education urge the
government to provide a special education for this set of Nigerians. Based on this, the National
Commission for Nomadic Education (NCNE) was established by General Ibrahim Babangida
under Decree 41 of 1986. The programme was launched in Yola (Adamawa) and the
Commission was saddled with the responsibility of boosting the literacy rate among the nomads
in Nigeria. The setting of this special system is also in-line with Article 26 of the 1984 Universal
Declaration on Human Rights which states that “Everyone has the right to educate. This shall be
free at ‘least’ in the elementary and primary stages”.
Ever since the establishment of this special body for the special needs of the nomads,
series of programmers have been put in place to reduce the rate of illiteracy among them.
Nigeria’s National Policy on Education (NPE) defines nomadic education as the provision of
basic education to the children of the disadvantaged and marginalized nomadic populations in
the country. Bown (1979, p.6) refers to nomadic education as the process of influencing the
attitudes and believes of the nomads through skills and knowledge which will in turn tends to
better the society. However, the primary responsibility of the Commission for Nomadic
Education is to ensure that the children of these nomads are provided with basic education and
based on this, both the state and local governments share this responsibility. To achieve this goal,
strategies such as the On-Site Schools, the Shift System, Mobile Schools, Islamiya School and
26
Radio Distance Learning (RDL) were put in place. The Mobile School System has to do with
erecting temporally schools which can be dismantled and moved alongside with the nomads
from one location to the other. Kinshuk (2010, p.34) opined that learning is mobile in terms of
space, time and location. This means that mobile learning system is capable of educating the
nomads anytime and anywhere. Still in-line with this, Sharples (2000, p.19) stated that mobile
learning actually encourages flexibility and as such students must not reach a specific age,
gender or even members of a specific group before he or she benefits from this form of learning.
On the other hand, the Radio Distance Learning (RDL) has to do with educating the
nomads through the use of radio. According to Aderinoye, Ojokheta and Olajede (2007, p.13),
literacy by radio is an educational programme designed to be aired on radio. This programme
has been implemented in Nigeria and it provides literacy to nomads who are always on the move
in search of greener pasture for their herds. The choice of radio as a tool for educating the
nomads can be attributed to its portability, accessibility and affordability by most Nigerians. This
device that is handy is common among the nomads in Nigeria; these nomads can now be
educated while they go about in search of pasture. The provision of these “Tele-Centres” has
provided Nigerian rural and nomadic people with practical skills acquisition such as health and
social economic issues that affects the nomads’ daily lives. These two systems are the most
popular ones used by the Commission.
Iro (2006, p.56) noted that the Federal Government has spent millions of naira to support
this programme yet the educational attainment among the Fulani nomads remains low but ever
since the establishment of National Commission for Nomadic Education (NCNE) and the
implementation of the National Education Policy (NEP), the literacy level of the nomads has
increased from 2% to 10 % approximately. Based on this, there is no doubt that the nomadic
27
children will be left out in the present policy put in place by the Federal Government- Education
For All (EFA). To a large extent, this achievement can be attributed to the good work NCNE has
played towards educating Nigerian nomads (Muhammad, N. 2008, p.73).
Over the years several levels of government, Non Governmental Organizations (NGOs),
individuals have collaborated with NCNE towards boosting the literacy rate among the nomads
in Nigeria. At the local stage, NCNE has succeeded in having a close relationship with nomadic
communities. As at 2010, they were 2,889 nomadic communities in Nigeria. The body has not
only stopped at associating with the communities at the local level but as also partnered with the
774 Local Government Education Authorities in Nigeria. These Local Government Education
Authorities have also helped in sensitizing the nomads in conjunction with NCNE (Abbo, 2011,
p.4).
At the state level, Abbo noted that the implementation of the National Education Policy
(NEP) has fostered a smooth partnership between NCNE and the 36 states of the federation
including the Federal Capital Territory. This has been done through the various states ministries
of education and the Universal Basic Education (UBE) in each of these states and the Federal
Capital Territory (Abbo, B, 2011, p.4).
The national level is not left out of this partnership; the NCNE has established
institutional partnerships with federal agencies in the implementation of the NEP. This has been
done through the followings: the Universal Basic Education Commission (UBEC); the Nigeria
Education Research and Development Council (NERDC) in areas of curriculum development
and adaptation for the nomads; the Nigerian Teachers’ Institute (NTI) in the area of training and
developing teachers for this purpose and the National Commission for Mass Literacy, Adult and
Non-formal Education (NMEC) in the area of adult literacy for nomads. Aside all these, other
28
partners include Millennium Development Goals (MDGs) offices that focus on special
interventions aimed at the attainment of MDGs for nomads; the Education Trust Fund (ETF);
and the National Livestock Development Project (NLDP), which focuses on the development of
stock routes and grazing reserves (Abbo, B, 2011, p.4).
At the continental level, Abbo (2011, p.4) stated that, since the year 2009, NCNE has
made drastic effort to partner with the Economic Community of West African States (ECOWAS)
on the way to improve literacy rate among the nomads in African region; the African
Development Bank (AFDB), has also contributed by setting up a Skills Training and Vocational
Education Project (STVEP) as well as two nomadic education model centres in the region; the
Confederation of Traditional Stockbreeders Organizations in Africa (CORET), has also
collaborated on advocacy, as well as on the mobilisation and sensitisation of pastoralists since
2007.
National Commission for Nomadic Education has also partnered with UNESCO and the
United Nations Development Programme (UNDP) on research development, community
education projects, literacy provision, capacity development and pre-service teacher training for
nomadic communities, between 1995 and the year 2001. Since 2006, the NCNE’s partnership
with the Commonwealth Secretariat has focused on the sharing of experiences, best practices,
capacity development, provision of quality and standard guidelines on nomadic education in
Africa, assessing the levels of implementation of agreed recommendations at various fora and
workshops, the creation of links and collaborations on NEP, quality assurance and field visits.
This has helped to bring together researchers, educational practitioners working with nomadic
groups, and the nomadic people themselves in order to synthesize the research, determine
successful practices and share lessons learned. The Commonwealth of Learning (COL) partnered
29
with the NCNE on capacity-building in information and communications technology (ICT), and
in open and distance learning (ODL). The World Bank has also collaborated with NCNE on
programmes related to radio education and capacity development from 2001 to 2004. (Malinga,
2009, p.45).
Still at the international level, Japan International Cooperation Agency (JICA) was
involved in capacity-building and training, radio education, and the development of a model
centre at Kaduna. UNICEF focused on maternal and child health in 1997 and 2000, and in 2003
on nomadic girl-child education; it also funded research on out-of-school nomadic children in
2010. The Pastoral Sector Intervention Project (PASEL) – established by the Swiss Agency for
Development and Cooperation (SDC) and the UN’s Office for the Coordination of Humanitarian
Affairs (OCHA) – carried out exchange visits and study tours (Malinga, 2009).
Still on partnership with NCNE, private organizations and individuals have contributed
towards educating the nomads, examples are: the Miyetti Allah Cattle Breeders Association of
Nigeria (MACBAN). This organization has shouldered the sensitization and mobilization of the
pastoral nomads for more than two decades now. Also PARE-Pastoral Resolve has collaborated
with NCNE in the empowerment, mobilization, sensitization, livestock development, HIV/AIDS
campaign, capacity-building etc among the nomads all geared at making them literate. In
addition to these private organizations, the Muslim organisation, Al-hidayah, has also been in
partnership with the NCNE on the sensitisation of nomads for more than two years now (Abbo,
B, 2011, p.4).
Empirical studies over the years have been done in regards to nomadic education. One of
such studies was the research conducted by Abdul-Rasheed Na’Allah in 1990 on, ‘Thoughts on
the Nomad Education Program with Special Reference to Kwara State. Na’Allah started his
30
study by tracing the history of special education to Britain. In his study, he stated that in 1968 an
Act of Parliament (the Caravan Act) was created in Great Britain to meet the needs of the
wandering gypsies. He further related this form of education practiced in Britain (special
education) to the nomadic education introduced in Nigeria by the federal government to meet the
educational needs of the Nigerian nomads. However, he narrowed his study to Kwara State. He
concluded his study by recommending a curriculum pattern for the nomads which take care of
their cultural and social needs (Na’Allah, 1990, p.1). He stated that the content of nomadic
education curriculum be made of:
(a) Language Arts:
1. Fulfulde
2. Hausa .and
3. English.
(b) Arithmetic/Mathematics - simple Mathematics for everyday use.
(c) Social Studies:
1. History of the Nomadic Fulani and Nigeria.
2. The Pullo culture including the Pulaaku
3. The culture of other Nigerians.
4. Civic and
5. Geography
(d) Religious and moral instruction (very vital)
(e) Elementary Science:
1. Animal/Management including cattle rearing; Poultry and Fishing where applicable;
2. Agricultural Science including pasture regeneration;
31
3. Physical and health education
4. Nature study.
(f) Creative Arts:
1. Reading
2. Writing and
3. Other creative activities.
(g) Home Economics:
1. House- Keeping and other related activities.
2. Vocational instructions - weaving, sewing, carpentry, etc. (Na’Allah, 1990, p.2).
In another study carried out by Oyelade, on some problems associated with the
implementation of the government policy on nomadic education in Oyo State, he described the
nomads as a group of Fulanis referred to as Bororos. Their main occupation is cattle rearing and
they live a considerable part of their life in the bush, using temporary tents or huts as their
houses. They are mainly concerned with their animals. The scarcity of getting green pastures for
their cattle throughout the year makes them to be on the move always. He further stated that the
nature of their occupation makes it necessary to adopt a special or even an unconventional school
arrangement for the nomadic children (Oyelade, G. 1990, p.3).
Oyelade, listed the problems faced by these nomadic schools in Oyo State (such as
inadequacy of teachers, lack of funds to purchase vehicles, poor health facilities etc) and
concluded that both the state and federal government have to address the issue if education is
truly for all as it is stated in the National Education Policy (Oyelade, G. 1990, p.3).
Buti, (1999), also conducted a study on, Establishing, managing and maintaining
nomadic schools. He described the nomads as a viable set of people who contribute to the social
32
economic and political development of the country. He stated that the nation depends on them
largely for the provision of milk, butter, meat, hides and skins, etc. in his words “ they pay taxes
as well as participate in national activities such as census and voting during elections, yet they
are the most neglected as far as education and the provision of social amenities are concerned”.
Buti, (1999), attempted to answer salient questions such as what nomadic school is all
about, how it was established, managed and maintained. He went ahead to define nomadic
school as:
an institution where nomadic children with age ranging between 5-14 years are gathered for the purpose of instruction leading to the acquisition of education, or the provision of literacy classes for adult nomads as well as the provision of extension services, community development and cooperative societies. (Buti, 1999. P.1).
On how nomadic education is established, Buti’s study is in-line with other studies
assertion on how it was established in Nigeria. But however, he took a unique direction by also
studying how nomadic schools are managed and maintained in Nigeria. He defined management
of schools as “the control structure of school and the ability of the manager to accomplish
corporate objectives”. He further stated that for government to achieve the objective of the
commission for nomadic education, the following was put in place:
1. National Commission for Nomadic Education
2. Ministry of education or SPEB
3. Local Government Education Authority
4. Parents Teachers Association
5. Committee of Elders
6. Headmaster/ Teachers.
33
Finally, on the maintenance of the schools, Buti pointed out that to a large extent, the
success of this depends on school structure. He stated that the government has to include in their
budget the special needs of the nomads and this should be clearly stated on what the money is
meant for (Buti, 1999.p.4).
2.3 The Use of Interactive Radio Instruction (IRI) Strategy in Nomadic Education: The
Nigerian Experience.
For decades now, radio has been extensively used as a medium of communication around
the globe to facilitate formal and non-formal learning; places like Canada, Australia, India,
Ghana, Nigeria and Zambia have used this device to educate students. Educative programmes
have been directed at schoolchildren, teachers, illiterate adults, farmers, health workers, and
many other groups of learners. Radio has proved to be a medium that is pedagogically effective
and cost-efficient (World Bank, 2005, p.3).
Interactive Radio Instruction (IRI) combines broadcast radio or another audio medium
with an emphasis on active learning to improve educational quality. IRI programs serves as a
guide to teachers or facilitators and the students. Listeners are instructed on what to do, teachers
and students are made to partake in the programmes. However, the principles of active learning
through this designed style distinguish IRI from other distance learning techniques. Original, IRI
model was designed to instruct students on mathematics series in Nicaragua in the early 1970s.
This programme was designed by a team from Stanford University with the support of the U.S.
Agency for International Development (USAID). The program (IRI Math), joint the low cost and
broad reach of the radio medium with a clear intention of educating people. Ever since, more
than two dozen countries around the world have engaged in developing IRI programs for a
34
variety of subjects, audiences, and learning environments. Many of these programs have been in
operation for a decade or more (World Bank, 2005, p.3).
The choice of radio as a medium of providing basic education for Nigeria nomads can be
attributed to its unique qualities such as portability, affordability, availability and its
unprecedented wide coverage. In addition to this, what also made radio a good bride is the close
attachment Nigerian nomads have for this device, they are often seen with radio everywhere they
go ( Ardo, 2005, p.1).
Several studies have been done in regards to Interactive Radio Instruction (IRI), one of
such is the work done by Ardo, Aliyu (2005) on, the interactive radio instruction (IRI) strategy.
He described what IRI is and gave examples of IRI and how it started in some developing
countries. Ardo capped his study by mentioning the resources required for a successful IRI
programme in Nigeria.
Interactive Radio Instruction (IRI) is the name associated with a particular form of
education which is usually aired (radio) and whose emphasis is on the active participation of his
listeners be they adult or children ( Ardo, 2005, p.1).
This method of educating the nomads either makes use of live programmes or play on
recorded tape to listeners. Over the years, this method has been tested among different listeners’
in different countries. Ardo, assert that the history of this method dated back to as far as the
nineteenth seventies when it began as an experiment in Nicaragua used to teach mathematics to
primary school pupils. It was later used to teach subjects such as languages, health-education,
environmental education etc.
In a similar study done by Lockhell and Haaushek (1998, p.34), they see IRI as an
educational tool which has the ability to adapt its methodology to its target audience. “This
35
method has been found to be very effective over the years most especially in developing
nations”(Lockhell & Haaushek, 1998, p.34).
Still in support of the above studies, Fossand, (1994) in his study clearly differentiated
traditional radio programme from interactive radio instruction (IRI). He stated that “unlike the
traditional educational radio, the IRI as a medium for the provision of education lays emphasis
on the active involvement of learners in the learning process”. He further stated that this method
(IRI) helps learners to learn fast, they ponder over academic discussions, responds to questions
and this method enables learners to participate actively in learning. Fossand, also pointed out that
the IRI tends to stand out and out shine the traditional radio programme due to its interactive and
feedback nature of this method.
In consonance with this is another study carried out by Searle, Suppes and Friend (1976).
In their study, they used radio to teach students mathematics in their first and second grades in
Nicaragua. They found out that radio was very effective in teaching the students and based on
this they encouraged it. This is also similar with another study done by Kinyanjui (2008), he used
the radio to train teachers on in-service and it was successful.
A review of the work of Gidado Tahir and Abdurrahman Umar on “Distance learning for
the provision of access to the unreached and minorities: The interactive radio distance learning
scheme for nomadic pastoralists in Nigeria.” The study centres on the nomadic education
programme in Nigeria and particularly on the use of IRI. The authors concluded that if IRI is
properly used, it can be an effective tool for the promotion of literacy among pastoral nomads
and unreached groups in Nigeria (Tahir & Umar, 2002, p.13).
In another study conducted by Ardo, (2005), supporting the IRI process: The roles of
facilitators and coordinator pointed out that interactive radio instruction was first developed in
36
the 1970s by the Nicaraguan radio mathematics project designed to promote students and
teachers relationship in regards to the subject (mathematics). He stated that this method was later
adapted in Thailand and ever since, it has become popular and has been used in several countries
such as Dominican Republic, Costa Rica, Kenya, South- Africa, Nigeria and other developing
nations (Ardo, 2005, p.2).
Attempts were made to spell out the expected skills required to facilitate the programme
noting that the success of IRI to a large extent strongly depends on the facilitators (state
coordinators, teachers, zonal officer, extension agents, parents, members of radio listening
groups and supervisors). His study shows that IRI has a positive impact on students’
performance on subjects offered. The study also agitates for the promotion of IRI in grassroots
by coordinators, parents, teachers, zonal officers, etc.
Over the years the attraction of the IRI approach as a learning tool can be at least partially
attributed to well-evaluated projects that have repeatedly demonstrated learning gains for
students using IRI programs as compared to students in control groups. In the first pilot year in
Haiti, third grade students using IRI Math performed better, they gained almost 13% from pre- to
post tests, while control students gained only 7% (Morin and Royer, 1997).
Similarly, in Guinea, second grade students using an integrated French and math series
gained approximately 8% over their counterparts who did not use IRI. Other studies have shown
that IRI’s effectiveness cut across other subjects and not only for math, but also for a variety of
subjects and age groups. While these data are impressive at face value, they are more impressive
when effect sizes are analyzed (Sand, 2000, p.46).
Studies have also shown that IRI is cost effective when compared to other methods used
in educating the nomads. In 1988, Lockheed and Hanushek carried out study that compared cost
37
effectiveness data on three IRI projects, two textbook projects, and four teacher training projects.
They measured cost effectiveness as a ratio of incremental effectiveness (units of effect size) to
incremental cost (dollars per student per year) and referred to as efficiency. The findings of their
study shows that providing textbooks results in an attractive efficiency ratio of about 2 effect
units per one dollar per year (with the exception of one case in the Philippines where the gain
was 1.5 per dollar). All other interventions were considered less cost-effective than textbooks,
with the exception of IRI, which proved to be more cost-effective (Lockheed, R and Haanushek,
T, 1988, p.67).
Still on the cost effectiveness of Interactive Radio Instruction, a study was conducted in
South Africa by Cobbes (1995); the study shows that IRI is still proving to be less expensive
when compared with other methods and more effective than other alternative programs.
Cobbes’s work showed that when the cost of South Africa’s English in Action was compared to
other English language programs, the cost per student of English in Action ranged from one third
to one half of other options. South Africa’s English in Action is now broadcast across country,
indicating that the recurrent costs associated with sustaining the programs are considered
justifiable (Cobbes, 1995, p.67).
2.4 Challenges of Nomadic Education in Nigeria
Over the years there have been challenges faced by nomadic education in Nigeria, in
addition to this, several research works have also pointed out these challenges. An empirical
review of these challenges done in previous study will be discussed under this section.
Muhammad and Abbo (2010 p.8) noted that despite the modest impact of IRI, nomadic
education still faces some challenges and constraints such as the refusal by most nomadic
communities to accept the literacy programmes designed to boost their literacy level. They also
38
mentioned the issue of underfunding and the delay release of funds by higher authorities.
Difficult in the retention of facilitators in nomadic literacy schools/centres, low level of
enrolments, and short supply of facilitation literacy skills (Muhammad and Abbo 2010).
Also linking up to the above challenges, is a study done by NCNE Zonal Report (2011,
p.1). The study showed that although some modest achievement have been achieved by National
Commission for Nomadic Education (NCNE) there are still some challenges faced by nomadic
education programme in Nigeria. They include:
♣ Low levels of enrolment- a mere 157,837 out of a school age population which is
estimated to be about 3 million children enrolment for nomadic education.
♣ Inadequate teachers- there are only 3,749 teachers for 7922 schools (i.e about 2
teachers to a school).
♣ Unqualified teachers- more than half of the teachers in nomadic schools are
unqualified.
♣ Inadequate infrastructural facilities and instructional materials- class rooms, furniture,
textbooks, writing materials etc are in short supply in these schools.
♣ Poor supervision and inspection of nomadic schools
♣ Lack of adequate means of the transportation and communication in these nomadic
settlements. Most of these nomads live in thick forest and reaching them is usually
challenging.
♣ Poor funding- one of NCNE major problem is inadequate funding and late release of
funds. Inconsistency in the pattern of funding nomadic education. (Tahir and Umar,
2000, p.35).
39
Still on the challenges faced by nomadic education in Nigeria, the female nomadic
children are usually faced with more impediments when compared to their male counterparts.
Impediments such as cultural practices and traditions which restrict women to domestic works
alone, gender discrimination and exclusion of pregnant adolescent and young mothers from
schools, sexual harassment and insecurity are also worrisome issues that are prohibiting girls
from educational pursuit when compared with their male counterpart (Benjamin, 2009, p.28).
Also in a study conducted by Government of the Federal Republic of Nigeria in1999 on
Ensuring access and equity in basic education for nomads, some challenges were stated. These
include:
1. The quality, quantity and retention of teachers in these nomadic schools: in the study,
it was revealed that 53.4 % of teachers in nomadic schools lack the basic qualification
of becoming a teacher. In addition to this is the frequent transfer of teachers from
nomadic schools to conventional schools without replacement. Also, the conditions of
teachers are unattractive and as such people are not willing to teach most especially in
these schools (Federal Republic of Nigeria, 1999, p.11).
2. Inadequate funding of nomadic schools: funds released to NCNE are inadequate
when compared to the task they have to perform. Inconsistency in the pattern of
funding NCNE is also a big challenge to nomadic education in Nigeria. In the report,
they stated inadequate Instructional Materials, such as text books, class rooms,
furniture etc.
3. The incessant violent clashes between nomads and farmers are setbacks to nomadic
education in Nigeria. It is of no doubt that this has adversely affected the programme
since the nomadic students find it difficult to learn under such situation. In addition to
40
this, poor attitude from both the state and local government authorities on nomadic
education. Based on the law that establish nomadic education in Nigeria, the federal,
state and local government have roles to play towards making nomadic education a
success in Nigeria. However, most states and local governments failed to allocate
funds for the running of this schools in their localities and has such this has cause a
draw back in the programme (Federal Republic of Nigeria, 1999, p.11)
In addition to the challenges mentioned, Nafisatu and Muhammad in 2008 wrote on, A
briefing on educating the nomads in Nigeria: Policies and implementation of nomadic education
programme (NEP). Shed stated that the main problems affecting nomadic education in Nigeria
are:
♣ Few field staff.
♣ Rapid expansion of the programme.
♣ Frequent clashes between pastoralists and farmers which hampers effective
extension delivery.
♣ Non-provision of funds for the commission extension services programmes.
♣ General lack of supervision of nomadic schools.
♣ Exclusion of nomadic schools from Universal Basic Education (UBE) and other
intervention funds accruing to states.
♣ Inadequate working materials such as text books etc.
♣ Transfer of teachers by Local Government Authorities from nomadic primary
schools to conventional primary schools without replacement.
♣ Unwillingness of state and local governments to allocate money to Nomadic
Education Programmes.
41
♣ Inadequate funding of the section’s activities.
♣ Lack of regular supervision on field staff. (Muhammad, N. 2008, p.61).
Other challenges includes: poor scripting of radio programmes designed for these
nomads. Negligence on the parts of authorities, language problem (most nomads are not attracted
by the formal language of radio programme), also, most learners do not know when, who and
which programme will be broadcast due to absence of broadcast schedule (Benjamin, 2009,
p.28).
Lack of involvement of nomads in the design of educational policies, planning,
implementation, monitoring and evaluation aimed at reaching the most marginalized
communities at the grass-roots level, state and national levels. These have led to lack of relevant
curriculum that is favourable to nomadic needs. Also, the shortage of nomadic teachers has also
affected the smooth running of the programme in Nigeria.
NCNE (2008, p.3), mentioned the followings as the major constraints nomadic education
is facing in Nigeria:
♣ Physical isolation of nomads as affected their educational level
♣ A land tenure system that makes it difficult for nomads to stay in a particular
place. This has affected their educational system
♣ The irrelevance of the school curriculum which most nomads see as not tailored
towards meeting their needs.
Some initiatives were suggested to address these challenges; one of such works is that of
Muhammad, N. and Abbo, B. (2010), they stated that some initiatives have to be put in place to
overcome these challenges. These initiatives include but not limited to the followings:
♣ Recruitment and retention of teachers from the nomadic communities.
42
♣ Securing a broadcast brand from National Broadcasting Commission specially
designed to educate the nomads.
♣ Establishment of open schools for nomads. (Muhammad & Abbo, 2010, pp.8-9).
Other ways forward includes:
♣ Effective implementation of good educational policy that will cater for the educational
needs of the nomads.
♣ Partnership between government, private and individuals to promote nomadic education.
♣ Training and re-training of teachers that will teach these nomads.
♣ Community mobilization
♣ Advocacy by community heads, paramount rulers etc on the need to embrace formal
education.
♣ Training of teachers and retaining them through incentives.
♣ Promoting and enhancing nomadic education through the development of infrastructures.
♣ Enhancing National Education Programme through modern technology.
♣ Supportive environment for nomadic education in Nigeria.
In summary, based on research works done on nomadic education, the following
challenges cut across all the previous studies reviewed, continuous migration of nomads,
inadequate finance and cultural and religious beliefs, inadequate facilities, faulty school
placement, unimplemented policies and inadequate staff. On the other hand, some ways forward
were mention such as including the nomads in policy making that will transformed them.
2.5 Theoretical Framework
In order to give this theoretical backing, two theories were used to situate this study.
They are Transactional Distance and Uses and gratification theories
43
Theory of Transactional Distance
Theory of Transactional Distance is theory of distance learning developed in 1972 by
Michael G Moore as a pedagogical concept. This theory explains the “universe of teacher-
learner relationships that exist when learners and instructors are separated by space and/or by
time.” According to Moore (1972, p. 22) this separation of learner and a teacher produces a
special patterns of behaviour which affects both teaching and learning. These patterns of
behaviour are expressed inform of a misunderstanding between the teacher and the learner which
is occasioned by a communication space.
However, Moore (p.23) says that this communication gap can be effectively bridged if
three key variables are considered. These include: dialogue, structure and learner’s autonomy.
He went further to identify dialogue as the most important variable that a distance instructor
must address if effective teaching can take place.
By dialogue, Moore expects a distance instructor to initiate sequence of dialogue that will
enhance teaching and learning. If the dialogue is well structured, the distance learner will learn.
He pointed out that communication media like radio, television, video tapes and audio tapes and
computer-mediated conference are good channels that can transfer dialogue as so long as they
are manipulated to suit each occasion. Therefore, it becomes the responsibility of a distance
instructor to choose the most suitable medium that his students will have access to.
Closely related to dialogue is structure. Moore (p.24) explains that the structure of
dialogue put across in the communication media mentioned above can determine whether
learning can take place or not. According to him:
44
The second sets of variables that determine transactional distance are the elements in the course design, or the ways in which the teaching programme is structured so that it can be delivered through the various communications media. Programmes are structured in different ways to take into account the need to produce, copy, deliver, and control these mediated messages.
The third variable has to do with learner’s autonomy. Moore (p.31) explains that in
distance education, the learner is the king. This means that the learner decides what and when to
learn. For instance, a distance learner can record a lesson received through the radio to listen to it
at a later date.
The relevance of this theory to this study is that it helps us to explain the fact that there
exists a problem in distance learning. But this problem can be solved by a flow of dialogue put
across through the media. This means that distance learning can take place if a distance instructor
uses the right media to teach his distance students. In this study, IRI students are separated by
time and space with most of their teachers. These teachers put across their lessons through a
radio programme called Learning by Radio. If this radio programme is effective, then there will
be effective dialogue and learning can take place.
Uses and Gratification Theory
Uses and gratification theory advanced by Blumler J. and Katz E in 1974 suggests “that
media users play an active role in choosing and using the media. Users take an active part in the
communication process and are goal oriented in their media use”. These theorists say “that a
media user seeks out a media source that best fulfils the needs of the user. Uses and gratifications
assume that the user has alternate choices to satisfy their need” (Blumler and Katz, 1974,
p.5).
45
This theory explains that whenever someone exposes himself to the media he derives
some satisfactions and that the media are used to solve some needs. These could come in form of
gaining of new knowledge or entertainment derived
The relevance of this theory to the study is that nomadic children who use radio for
learning may gain new knowledge (gratification) from it.
46
References
Abbo, B.M. (2011). Implementing Nigeria’s nomadic education programme. Kaduna: NEF.
Aderinoye, R., Ojokheta, K., and Olojede, A. (2007). Integrating mobile learning into nomadic education programmes in Nigeria: Issues and perspectives. The international Review of
Research in Open and DistanceLearning. Retrieved on March 9th 2012 from http://www.iroal.org/index.php/irrod/article/view/347/919.
Aderinoye, R.A. (1995). Theories and practice of distance education: The relevance of the
correspondence and open studies institute of the University of Lagos, Nigeria. International Journal of University Adult Education. xxxiv(3), pp.43-50.
Ardo, A. (2005). Supporting the iri process: The roles of facilitators and coordinators. (Being a
Paper presented at the Capacity Building Workshop on IRI Methodology, Scripting and Project cycle management 22nd- 25th February 2005 at Arewa House, Kaduna)
Blumler J.G. and Katz, E. (1974). The uses of mass communications: Current perspectives on gratifications research. Beverly Hills, CA: Sage. Buti, M.M. (1998, November). Establishing, managing and maintaining nomadicschools.(A
Paper presented to National Commission for Nomadic Education Kaduna.) Cobbes, J. (1995). The economics of interactive radio instruction: The case of South Africa.
USAID, Washington, D.C. 1995. Ekwe, O. (2012) An evaluation of the use of radio distance learning strategy in nomadic education in north western Nigeria. An unpublished Master’s Thesis, University of Nigeria Nsukka. El-Nafaly, M.D. (1998). The mobilization of nomads towards the formation of PTAs and the
role of extension agents in obtaining feedback for the radio programme. A Two-Day
Training Workshop on Extension Services. Kaduna: Animal Husbandry Section. National Commission for Nomadic Education.
Ezema, J.O. (2008). Reforms in distance education for attainment of millennium development goals: A position paper. In B.G. Nworgu (Ed.), Education reforms and the attainment of
the millennium development goals (MDGs). The Nigeria Experience. Nsukka: University Trust Publishers.
Ezeomah, e (1998). The education of nomadic people: The Fulani of north Nigeria. Britain:
Oriel Press. Iro, I (2006). Nomadic education and education for nomadic Fulani. Retrieved May 18th 2007
from http:// www.gamji.com/fulani.htm
47
Kaase, N., Kwagh., and Agen, M. (1996). Problems of nomadic education in Gboko local
government area of Benue State. (Unpublished undergraduate project).University of Nigeria Nsukka
Keegan, D. (1986). Foundation of distance education. London: Routledge. Kinskuk, A. (2003). Adaptive mobile learning technologies. Department of information system:
Massey University, Newzealand. Retrieve from http:// www.whirling.comau/global educator/articles/kinshk2003.pdf%20
Lockheed, M. & Hanushek, E. (1988). Improving educational efficiency in developing countries:
What do we know?, Compare. 18 (1) pp. 23-26. Modibbo, s. (1989). Lafiagi nomadic class oral interview. Retrieved on 6th July, 20011 from
http:// www.nomadic education.com. Muhammad, N., and Abbo, B. (2010, November). Reaching the hard-reach nomads through
open and distance learning: A case study of nomadic education programme in
Nigeria. Paper presented at the sixth Commonwealth Forum on Open Learning (PCF6) in Kochi, India.
Muhammad, N.D. (2008). A briefing on educating the nomads in Nigeria: Policies and
implementation of nomadic education programme. (Being a presentation to Ethiopian delegation on study mission to Nigeria, June 2008).
Muhammad, N.D. (2008). Use of radio in a nomadic education programme. UNESCO. EFA
Global Monitoring Report 2008. Retrieved March 9 from http://ww.unesco.org/villitbase/?menu=48 programme=18.
Muhammad, N.D. (2008). Use of radio in a nomadic education programme. UNESCO. EFA Global Monitoring Report 2008. Retrieved March 9 from http://ww.unesco.org/villitbase/?menu=48 programme=18. Muhammad, N.D. (2008). Use of radio in a nomadic education programme. UNESCO. EFA Global Monitoring Report 2008. Retrieved March 9 from http://ww.unesco.org/villitbase/?menu=48 programme=18. Muhammad, N.D. (2010). The National commission for nomadic education. (NCNE)
Service chapter. Kaduna: NCNE Na’Allah, A. (1988). Thoughts on the nomadic education programme with special reference to
kwara state.(Unpublish project, University of Ilorin, Kwara State) National Commission for Nomadic Education (1998). Statistical data on nomadic schools.
Kaduna : NCNE : An Evaluation of ‘Don Makiyaya A Ruga’ National Commission for Nomadic Education Decree 41 of 12 December 1989.
48
Nwokeji, N. (2001). Assessment of distance education in institution of higher learning in
Nigeria: A case study of polyair staff development and distance education (SDDE),
Institute of management and technology (IMT) Enugu. (Unpublished undergraduate project) University of Nigeria Nsukka.
Searle, B., Suppes, P., & Friend, J. (1976). Application of radio to teaching elementary
mathematics in a developing country. Standford : Standford University Institute of Mathematical Studies.
Tahir, G., and Umar A. (2002). Distance learning for the provision of access to the unreached
and minorities: The interactive radio distance learning scheme for nomadic pastoralists in Nigeria. Journal of Nomadic Studies, 3, 40-47.
Tahir, G., Umar, A., and Buti, M.M, (1998). ‘Trends in teacher demand and supply for nomadic
education 1990-1997’. Paper presented at the National Conference on Teacher Production, Utilization and Turn Over Patterns in Nigeria, Arewa House Kaduna, 27th-31st July, 1998.
Umar, A. (1988). “The planning of radio for adult education among the pictorial Fulani : A
reconstructionist approach” (Unpublished Ph.D thesis, University College of Wales, Aberystwyth. Britain).
UNESCO, (2003). Right to education, scope and implementation: General comment is on
the right to education. UNESCO Economic & Social council. Retrieved May 18, 2007 from http:// portal. unesco.org/education/en/file_download.php/c144c/a8d6a75ac8dc55ac385p 58102erightedue.pdf
UNESCO, (2008). Education for all: Global monitoring report. UNESCO. (1992). Alternative delivery systems: Non-formal and distance education. Education for All: An Expanded Vision. France: UNESCO. Zonali, N.U. (1971). Education towards development in Tanzania. Basil Pharos Verlag.
49
Chapter Three
Research Methodology
3.1 Research Design
Usually in scientific research, the nature of variables that one is investigating determines
the research design to adopt. This will enable the researcher to achieve valid results. Therefore,
to effectively evaluate the use of Interactive Radio Instruction (IRI) strategy in educating
nomadic children in Nigeria, the researcher adopted triangulation mixed method design. This
design enables the researcher to generate both quantitative and qualitative data that effectively
answered the four research questions raised in the study. The beauty of this method is that “the
researcher gathers both quantitative and qualitative data; compares result from the analysis of
both data and make an interpretation as to whether the result from both data support or
contradicts each other” (Creswell, 2002,p. 565).
According to Creswell (2002, p.564), “the purpose of a triangulation mixed method is to
simultaneously collect both quantitative and qualitative data, merge the data and use the result to
best understand a research problem. A basic rationale for this design is that one data collection
form supplies strength to offset the weaknesses of the other form”. Creswell (2002, p.566)
further explains that the beautiful thing about this design is that it combines the advantages of
each form of data collected. This design enables a researcher to effectively gather both
quantitative and qualitative data collection.
Since triangulation mixed method design calls for the use of more than one method in a
study, the researcher used cross-sectional survey and ethnographic method in this study
(Creswell, 2002, p.398). Survey method was used to generate quantitative data while
ethnographic research method was used to generate only qualitative data.
50
Survey research method was considered appropriate in this study, because it provided a
platform for the researcher to study the nomadic pupils and their teachers in their natural settings
in order to ascertain their dispositions towards the use of interactive radio instruction strategy
ineducating them (Chukwuemeka, 2002, p.32). This, of course, reduced incidences of
respondents manipulating the outcome of the study. This design enabled the researcher to collect
quantitative data using a well designed questionnaire.
Critical Ethnographic method was employed to generate qualitative data. This was done
because the researcher wanted to study the respondents in their natural setting by living with them for
three months. Here, the researcher was able to observe firsthand whether the pupils attended classes
and whether their attendance in any way increased their knowledge level. According to Creswell
(2002, p.486) critical ethnography is “a type of ethnographic research in which the author (researcher)
is interested in advocating for emancipation of groups marginalised in our society”. This method is apt
here because the researcher believes that the findings of the study will enable relevant agencies
interested in the nomads to advocate for them since it is generally believed that they the nomads are
highly marginalized. This method also requires the researcher to spend considerable amount of time
living with and observing them in a natural settings (Wimmer and Dommnick, 2011, p.145).
Therefore, ethnographic method gave the researcher the opportunity to study how nomadic children in
Nigeria get knowledge through Interactive Radio Instruction (IRI) strategy developed by National
Commission for Nomadic education (NCNE), National Teachers Institute (NTI) and National
Commissions for Mass Literacy and Adult Education (NCMLAE).
To generate qualitative data for this study using this design, observation, unstructured and
structured interviews were used (Konecki, 2008, p.9). These data collection instruments were
51
employed in line with the critical theory of qualitative design to avoid bias interest in qualitative
design (Lecomte and Schensul, 1999, p.47).
Observational technique according to Monette, Sullivan and Dejong (1998, p.219) refers “to
the collection of data through direct visual or auditory experience of behaviour. With observational
techniques, the researcher actually sees or hears the behavior or words that are the data for the
research.” Monnette et al (1998, p.219) further explained that “surveys, in contrast, involve people’s
reports to the researcher about what they said, did, or felt. With surveys and available data, the
researcher does not directly observe what will be the focus of the research”. This means that this
technique, if properly used, makes it impossible for the respondents to feed the researcher with false
information.
Wimmer and Dominick (2011, p. 124) also observe that “field observation, [under
ethnography], enables researchers to generate data that would aid the description and explanation of
collected data”. The researcher decided to use this technique because she wanted to follow up on
certain things the respondents told her during the interview and questionnaire stages. (Wimmer and
Dominick, 2011, p.125).
In order to ensure that the respondents did know what the researcher was trying to
achieve, unobtrusive observation was used. In this case “the observer had no substantial
influence on those being observed…. Those under study are not aware that they are being
studied, and the investigator does not change their behaviour by his or her presence” (Monette et
al 1998, p. 227). It should be noted here that both the teachers and the pupils were aware of the
researcher’s presence both believed she was merely interviewing them. Babbie (2008, p.285)
sums up the appropriateness of qualitative research design when he wrote that:
Qualitative field research enables researchers to observe social life in its natural habitat: To go where the actions is
52
and watch. This type of research can produce a richer understanding of many social phenomena that can be achieved through other observational methods, provided that the researcher observes in a deliberate, well-planned and active way.
3.2 Population of Study
The population of this study would have been all the nomadic children registered in all the
nomadic primary schools in Kaduna (North West), Bayelsa (South-South), Anambra (South-East),
Plateau (North Central), Oyo (South-West), and finally Adamawa (North-East) states. The IRI
strategy is used to educate nomadic children in these six states in Nigeria; giving that one state is
picked from each geo-political zone in the country. However, because of the large nature of the
country and the difficulty encountered in reaching the nomads, the researcher studied the three (3)
states in the northern part of Nigeria. These three (3) states formed the population of the study.
According to the information released to researcher at the National Commission for Nomadic
Education (NCNE) headquarters, “IRI is only been experimented in only the states mentioned above.
This information was equally collaborated by National Teachers Institute (NTI) and National
Commissions for Mass Literacy and Adult Education.
According to the NCNE Zonal Report (2011, p.1), there are total 4935 IRI pupils scattered in
thirty (30) nomadic schools in the three states. These pupils are guided by 44 teachers. The
population of this study, therefore, is 4935 pupils + 44 teachers=4979. A breakdown of this shows
thus:
53
Geo/political zones
State LGA Name of IRI school
Male Pupils
Female Pupils
Male Facilitators
Female Facilitator
Total Percentages
North/west zone
Kaduna Zango Katah
NPS Wuro Nyako ladduga
24 19 1 1 45 0.9037959
Kaduna Chikun NPS Gidan Dutse KM 26
14 9 2 _ 25 0.5021089
Kaduna Giwa NPS Farar Gada 21
18 1 1 41 0.8234585
Kaduna Sabon Gari
NPS Sarkin Barka
23 17 1 _ 41 0.8234585
Kaduna Igabi NPS Gidan Dogo
22 16 1 1 40 0.8033742
Kaduna Jema’a NPS Dangoma 26 19 1 _
46 0.9238803
Kaduna Kachia NPS Tilden Fulani
24 13 1 _ 38 0.7632055
Kaduna Kagarko NPS Rugan Kanya
23 18 1 _ 42 0.8435429
Kaduna Birnin Gwari
NPS Doka 27 21 _ 1 49 0.9841334
Kaduna Sanga NPS Fadan Ayu 19 13 1 _ 33
0.6627837
North East Adamawa Ganye NPS W/Gadduji
132 107 1 _ 240 4.820245
Adamawa Madagali NPS Kesure 35 41
1 _ 77 1.5464953
Adamawa Mayo-Belwa
NPS Dangsa 41 44 1 _ 86 1.7272545
Adamawa Jada NPS Mamukan 133
68
1 _ 202 4.0570396
Adamawa Gombi NPS Dongo 97
86 1 _ 184 3.6955212
Adamawa Shellenge NPS Jongolo 81
55 1 _ 137 2.7515565
Adamawa Mubi south
NPS Yadafa 152 86 1 _ 239 4.8001607
Adamawa Gerei NPS Ardo Mokawo
70 30 1 _ 101 2.0285198
Adamawa Demsa NPS Koseyel 26 38 _ 1 65
1.305483
Adamawa Yola South
NPS Nana Asma’u
54 66 1 _ 121 2.4302069
North central Zone
Plateau Barkin Ladi
NPS Mazat 1 1 1 1 4 0.0803374
Plateau Riyom NPS Koroniho 86 96 1 1 3.6955
54
184 212
Plateau Mangu NPS Kyop 71 82 _
2 155 3.1130749
Plateau Wase NPS Bayan Dutse
261 287 _ 2 550 11.046395
Plateau Bokkos NPS Ndun 98 84 _ 2 184
3.6955212
Plateau Jos North NPS Kunga 181 142 _ 2 325
6.5274151
Plateau Jos East NPS Damshun 315 342 1 1 659
13.235589
Plateau Shendam NPS Sokluut 306 341 1 1 649
13.034746
Plateau Mikang NPS Zomo 114 119 1 1 235
4.7198233
Plateau Bassa NPS Dogon Daji
96 84 _ 2 182 3.6553525
Total 2573 2362 24 20 4979 100%
3.3 Sample size
In this segment, the researcher opted for the selection of a manageable and representative
sample size that would produce valid results because of the nature of the population (4979). In
calculating the sample size for this aspect of the study, the Australian Calculator as provided by the
National Statistical Service (NSS) was used. Confidence level of 95 per cent, precision level of 0.05
(5%) and an estimate of variance (proportion) of 5% (0.5) were used (NSS, 2012, para. 1).
According to the NSS (2012, para. 1), the Australian calculator allows “one to calculate the
required responding sample size, standard error, relative standard error and confidence interval (0–
0.5) proportion estimate, using just one of these criteria as an input”. For example, if you know the
minimum standard error you require to ensure the precision of your estimate, you can find out the
responding sample size required to achieve that; if you know the likely size of the responding
sample you can estimate the standard error of your estimate, and a confidence interval for it
(http://www.nss.gov.au/nss/home.nsf/NSS/0A4A642C712719DCCA2571AB00243DC6?)
55
The sample size calculator allows for the calculation of sample size, standard error, relative
standard error, and a confidence interval (95% or 99%) for a proportional estimate, using just one of
these criteria as an input. For example, if the minimum standard error is known, and the estimate of
the precision known, the responding sample size required can be calculated. On the other hand, if
the corresponding sample size is known, the standard error and the confidence interval can be
calculated. It is recommended that the level of precision be set to allow the survey to achieve the
desired outputs.
Calculating the Sample Size Figures supplied before calculation
Determine Sample Size
Confidence Level:
95
Population Size:
4979
Proportion: 0.5
Confidence Interval:
0.05
Upper
Lower
Standard Error
Relative Standard Error
Sample Size:
56
Figures received after calculation
Determine Sample Size
Confidence Level: 95%
Population Size: 4979
Proportion: 0.5
Confidence Interval:
0.05
Upper 0.55000
Lower 0.45000
Standard Error 0.02551
Relative Standard Error
5.10
Sample Size: 357
From this calculation, it is given that the basic sample size of the study is 293. However,
NSS (2012, para. 8) states that “the sample size required to be selected from your population will
need to take into account the number of individuals or groups that will not respond to your
survey. For example, if the sample size calculator indicates that you need a sample size of 500
and from previous experience the number of individuals or groups that has responded to your
survey has been 50 per cent then the total sample required from the population would be 1000”.
This simply mean that an over sampling calculation is required.
57
Bertlett, Kotrlik and Higgins (2001,p.46) citing Salkind (1997,p.107) Fink (1995, p. 36)
and Cochran (1977, p.396) recommended oversampling when they noted that “if you are mailing
out surveys or questionnaires… count on increasing your sample size by 40% - 50% to account
for lost mails and uncooperative subjects”. Bertlett, Kotrlik and Higgins (2001, p.46) further
opined that “if the researcher decides to use oversampling, let him estimate the response rate as a
means of calculating for it”. To calculate for the oversampling procedure, a response rate
estimate of 90% was adopted. The calculation for the contingency is presented below:
Minimum sample size n2 = ---------------------
Anticipated response rate Where anticipated return rate = 90%.
Where n2 = sample size adjusted for response rate.
Where minimum sample size = 357.
Therefore:
Minimum sample size 357 n2 = --------------------- = --------
Anticipated response rate 90% n2 = 357/0.90 = 396.66667 Approximately 397
The sample size for the survey aspect of study is 397 respondents.
3.4 Sampling Technique
Multi- stage sampling technique was used in this study. This technique was considered
because it gave the researcher the opportunity to use more than one method to get to the
respondents.
First, systematic random sampling technique was be used to select 5 schools from each of
the three states used in this study. This means that in every state, this method was used to
58
systematically select 5 nomadic primary schools using IRI. This was done in such a way that
each of the 30 schools had an equal chance of being selected.
In any school selected, simple random sampling technique was used to distribute copies
of questionnaire. At the end, pupils in Kaduna were given 131 copies; those in Adamawa and
Plateau got 132 each. In doing this, all the levels of the pupils were taken into consideration.
For the interview, purposive sampling technique was used to select 6 teachers/facilitators
given that 2 were selected from each state. The selected teachers were those who showed great
interest in what researcher was doing.
The observation was done on purpose. In all the schools visited, the researcher observed
the happening there based on her research questions. However, she paid special attention to 3
three schools
3.5 Measuring Instruments
Questionnaire, observation and in-depth-interview served as the measuring instruments in
this study. These instruments were used to generate both qualitative and qualitative data for the
study. For the observation, the researcher designed and used observer’s dairy.
Questionnaire was used here to generate quantitative data for the study. The need for the
questionnaire was to numerically study the responses of the nomadic pupils. This made for easy
categorization of the responses as they relate to the four research questions raised above.
Observation will serve as the main data collection instrument in this study as advanced by
most ethnographers. Konecki (2008, p.9) Creswell (2002p.490), Babbie,(2008,p.311) and
Monette, Sullivan and Dejong (1998,p.227) all agreed that observation remains a major data
collection instrument in ethnography.
59
The second instrument that was used in this study is in-depth-interview. This instrument
has equally been identified as one of the instruments used by qualitative researchers and
ethnographer. Basically, the researcher will use this technique to generate qualitative data from
teachers used in this study. More so, unstructured interview as advanced by Konecki (2008.p.9)
will be used. According to him, unstructured interview is usually used in qualitative design. The
researcher believes that once in a while, she has to ask questions about certain things that she is
observing without necessarily scheduling an interview. Creswell (2002,p. 490) observed that
unstructured interview is popular among ethnographers.
3.6 Validity and Reliability of Measuring Instrument
The validity of the questionnaire, observer’s diary and interview questions was done
using face validity. These instruments were given to the supervisors and lecturers in the
Department. They established from the researcher questions whether the instrument could
generate valid result.
To establish reliability, a pilot study was conducted by the researcher in four primary
schools in Kaduna states. This enabled the researcher to know whether the instruments were
reliable or not.
3.7 Method of Data Presentation and Analysis
The quantitative data generated from the use of questionnaire were presented using
simple frequency distribution tables, percentages and numbers to ascertain the opinion of
nomadic IRI pupils in relation to the use of radio in teaching them.
These Quantitative data were presented and interpreted using one research question after
another. Here, the questions on the questionnaire that address every research question were
presented under that research question.
60
The qualitative data generated through interview and observation were used to
complement the quantitative data generated using the questionnaire. For the observation,
qualitative data were also generated using observer’s diary. These data, like the ones from
interview were presented in essay format.
61
References
Atkinson, P. and Hammersley, M. (2007).Ethnography: Principles in practice (3rd ed). London: Routledge Taylor and Francis Group. Babbie, E. (2009). The practice of social research (11th ed.) United States: Wadsworth Cengage Learning. Chukwuemeka, E.E. (2002). Research methods and thesis writing: A multi- disciplinary
approach. Enugu: Hope Rising venture Creswell, J.W. (2002). Educational research: Planning, conducting and evaluating quantitative and qualitative research. United States: Merrill Prentice Hall. Ekwe, O. (2012) An evaluation of the use of radio distance learning strategy in nomadic education in north western Nigeria. An unpublished Master’s Thesis, University of Nigeria Nsukka. Konecki, K.T. (2008). Triangulation and dealing with the realness of qualitative research. Qualitative Sociology Review. IV (3) pp.8-28 Lecompte, M.D., and Schensul, J.J. (1999). Designing and conducting ethnographic research. London: Altamira Press. Monette, D., Sullivan, T., and Djong C. (1998). Applied social research: Tool for the human services (4th Ed.) London: Harcourt Brace College. NCNE Report (2012). Population of Nomadic Pupils in Nigeria. NCNE Reports.
62
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 Data Presentation and Analysis
In this chapter, both quantitative and qualitative data collected from the field were
presented. The Statistical Package for Social Science (SPSS) was used to analyse the quantitative
data (questionnaire), while the qualitative data (interview and observation) were discursively
analysed in simple tables.
The quantitative section was based on the valid copies of questionnaire returned (395), on
the other hand, the qualitative section had 6 interviewees (teachers) and observations were done
in each of the three states. All these were done in-line with the research questions raised earlier
in the study.
Below are the demographic data of respondents that filled the copies of questionnaire
administered. This was followed by the demographic information of the interviewees (6
teachers).
TABLE 1
DISTRIBUTION OF COPIES OF QUESTIONNAIRE
Frequency Percent Valid Percent Cumulative
Percent
Valid NUMBER RETURNED 395 99.5 99.5 99.5 NUMBER NOT
RETURNED 2 .5 .5 .5
100.0 Total 397 100 100.0
63
FIGURE 1
Table 1 and figure 1 show the distribution of copies of questionnaire to respondents. 397
copies of the questionnaire were distributed, 395 (99.5 %) were returned and valid, while 2 (.5
%) were not returned. The data were analyzed base on the valid copies of the questionnaire
returned (395 copies of questionnaire).
NUMBER NOT RETURNEDNUMBER RETURNED
Frequency
400
300
200
100
0
DISTRIBUTION OF COPIES OF QUESTIONNAIRE
64
TABLE 2
AGE OF RESPONDENTS
FIGURE 2
Table 2 and figure 2 show that 15 (3.8%) of the respondents fall within the age bracket of
0-15, 90 (22.7%) of the respondents within 6-10 years old, 207 (52.3%) of the respondents are
within 11-15 years old, while 82 (21.0%) are within the age range of 16 and above.
The analysis above reveal that majority of the respondents are between the ages of 11-15
years, this account for 52.3% of the sample used.
Frequency Percent Valid Percent Cumulative Percent
Valid 0-15 15 3.8 3.8 3.8
6-10 90 22.7 22.8 26.6
11-15 207 52.3 52.4 79.0
16 AND ABOVE 83 21.0 21.0 100.0
Total 395 100 100.0
Missing
16 AND ABOVE
11-15
6-10 0-15
AGE OF RESPONDENTS
65
TABLE 3
FIGURE 3
The table (3) and figure (3) above show that, of the 395 respondents, 211 of the
respondents representing 53.3 % are male, while 184 (46.5 %) of the respondents are female.
This means that there are more males than females in the study
Missing
FEMALE
MALE
GENDER OF RESPONDENTS
GENDER OF RESPONDENTS
211 53.4 53.4 53.4 184 46.6 46.6 100.0
395 100 100.0
MALE
FEMALE
Total
Valid
l
Frequency Percent Valid PercentCumulative
Percent
66
TABLE 4
FIGURE 4
Data in table 4 and figure 4 (above) reveal that, of the 395 respondents, 177 representing
44.8 % are single; 92 (23.3 %) are married while 126 of the respondents are betrothed, this
number represents 31.9% of the study sample. This indicates that the singles (44.8 %) are more
in the study.
Missing
BETHROTED
MARRIED
SINGLE
MARITAL STATUS OF RESPONDENTS
MARITAL STATUS OF RESPONDENTS
177 44.7 44.8 44.8 92 23.2 23.3 68.1
126 31.8 31.9 100.0
395 100 100.0
.
SINGLE
MARRIED
BETHROTED
Total
Valid
Frequency Percent Valid Percent Cumulative
Percent
67
TABLE 5
FIGURE 5
Missing
TRADITIONALIST
CHRISTIANITY
ISLAM
RELIGION OF RESPONDENTS
Table 5 and figure 5 show the religion affiliation of the respondents. 354 representing
(89.6%) of the respondents are Muslim, Christians are 36 (9.1%), while those that are
traditionalist are 5 (1.3 %). This shows that Muslims are more (89.6 %) in the study.
RELIGION OF RESPONDENTS
354 89.6 89.6 89.6
36 9.1 9.1 9.1
5 1.3 1.3 100.0
395 100 100.0
ISLAM CHRISTIANITY
TRADITIONALIST
Total
Valid
Frequency Percent Valid PercentCumulative
Percent
68
TABLE 6
FIGURE 6
Missing
PLATEAU STATE
ADAMAWA STATE
KADUNA STATE
RESPONDENTS' STATE OF RESIDENCE
Table 6 and figure 6 were used to show respondents’ state of residence. 131 (33.2 %) of
the respondents resides in Kaduna state, 132 (33.4 %) resides in Adamawa state, while 132 of the
respondents live in Plateau state. Here, Adamawa and Plateau state have the highest number of
respondents, (132) each.
RESPONDENTS' STATE OF RESIDENCE
131 33.1 33.2 33.2
132 33.3 33.4 66.6
132 33.3 33.4 100.0
395 99.7 100.0
KADUNA STATE ADAMAWA STATE PLATEAU STATE Total
Valid
Frequency Percent Valid Percent
Cumulative Percent
69
TABLE 7
SCHOOL RESPONDENTS ATTEND
26 6.6 6.6 6.6
24 6.1 6.1 12.7
26 6.6 6.6 19.2
23 5.8 5.8 25.1
32 8.1 8.1 33.2
27 6.8 6.8 40.0
26 6.6 6.6 46.6
28 7.1 7.1 53.7
25 6.3 6.3 60.0
26 6.6 6.6 66.6
27 6.8 6.8 73.4
28 7.1 7.1 80.5
28 7.1 7.1 87.6
26 6.6 6.6 94.2
23 5.8 5.8 100.0
395 100.0 100.0
NOMADIC PRI.SCH.GIDAN DUTSE,KADUNA
NOMADIC PRI.SCH.SARKIN BARKA,KADUNA
NOMADIC PRI.SCH.DANGOMA KADUNA
NOMADIC PRI.SCH.RUGANKANYA,KADUNA
NOMADIC PRI.SCH.FADAN AYU,KADUNA
NOMADIC PRI.SCH.KESURE, ADAMAWA
NOMADIC PRI.SCH.MAMUKAN, ADAMAWA
NOMADIC PRI.SCH.DONGO, ADAMAWA
NOMADIC PRI.SCH.YADAFA, ADAMAWA
NOMADIC PRI. SCH.KOSEYEL, ADAMAWA
NOMADIC PRI. SCH.KORONIHO, PLATEAUSTATE
NOMADIC PRI. SCH.KYOP, PLATEAU STATE
NOMADIC PRI. SCH.NDUN, PLATEAUSTATE
NOMADIC PRI. SCH.KUNGA, PLATEAUSTATE
NOMADIC PRI. SCH.ZOMO, PLATEAUSTATE
Total
ValidFrequency Percent Valid Percent
CumulativePercent
70
FIGURE 7
SCHOOL RESPONDENTS ATTEND
NOMADIC PRI. SCH. ZOMO,
PLATEAU STATE
NOMADIC PRI. SCH.
NDUN, PLATEAU
STATE
NOMADIC PRI. SCH.
KORONIHO, PLATEAU
STATE
NOMADIC PRI.SCH.
YADAFA, ADAMAWA
NOMADIC PRI.SCH.
MAMUKAN, ADAMAWA
NOMADIC PRI.SCH.
FADAN AYU,KADUNA
NOMADIC PRI.SCH.
DANGOMA KADUNA
NOMADIC PRI.SCH. GIDAN DUTSE,
KADUNA
Fre
qu
en
cy
40
30
20
10
0
SCHOOL RESPONDENTS ATTEND
The above table (7) and figure (7) shows that, 26 (6.6 %) of the respondents attend
nomadic primary school, Gidan Dutse, Kaduna. 24 (6.1 %) attend nomadic primary school,
Sarkin Barka, Kaduna, 26 (6.6 %) nomadic primary school, Dangoma, Kaduna state. 23 (5.8 %)
attend nomadic primary school, Rugan Kanya, Kaduna state, while 32 (8.1 %) nomadic primary
school, Fadan Ayu in Kaduna State.
The table also reveals those that attend nomadic primary schools in Adamawa state. 27
(6.8 %) attend nomadic primary school, Kesure. 26 (6.6 %) attend nomadic primary school,
Mamukan, 28 (7.1 %) attend nomadic primary school, Dango. 25 (6.3 %) attend nomadic
primary school, Yadafa, while 26 (6.6 %) attend nomadic primary school, Koseyel.
In Plateau state, 27 (6.8 %) of the respondents attend nomadic primary school, Koroniho,
28 (7.1 %) attend nomadic primary school, Kyop, 28 (7.1 %) attend nomadic primary school,
71
Ndun, 26 (6.6 %) nomadic primary school, Kunga and 23 (5.8 %) nomadic primary school,
Zomo.
From this table, nomadic primary school Fadan Ayu in Kaduna state has the highest
number of students 32(8.1 %), while nomadic primary school, Rugan Kanya (Kaduna state) and
nomadic primary school, Zomo in Plateau state has the least population of 23(5.8 %)
respectively.
TABLE 8
FIGURE 8
LEVEL OF STUDENTS IN SCHOOL
54 13.6 13.7 13.7
72 18.2 18.2 31.9
66 16.7 16.7 48.6
108 27.3 27.3 75.9
72 18.2 18.2 94.2
23 5.8 5.8 100.0
395 99.7 100.0
CLASS 1
CLASS 2
CLASS 3
CLASS 4
CLASS 5
CLASS 6
Total
Valid
Frequency Percent Valid PercentCumulativePercent
72
The table (8) and figure (8) above shows that, 54 (13.7 %) of the respondents are in class
1, 72 (18.2 %) in class 2, 66 (16.7 %) of the respondents are in class 3. Still on this, 108 of the
respondents representing 27.3 % are in class 4, 72 (18.2 %) are in class 5 while 23 of the
respondents are in class 6, this represent 5.8 %. Most of the respondents (27 %) are in class 4.
Demographic Information of the Interviewees (Teachers)
Under this segment, the demographical information of the respondents (nomadic
teachers) is presented here.
In all, six (6) teachers took part in the interview, 2 from each state used in the study. Of
the six teachers, five are males and one female. Three of the interviewees fall within the age
range of 25 to 35, two within the age bracket of 36 to 45, while only one is above 45 years old.
The six interviewees are all Muslims. Two of the teachers (interviewees) have their NCE while
the remaining four are university graduates.
CLASS 6 CLASS 5 CLASS 4 CLASS 3 CLASS 2 CLASS 1
LEVEL OF STUDENTS IN SCHOOL
73
Summary of Demographic Data
The data were analyzed based on the valid returned copies of the questionnaire administered
(395 copies of questionnaire). Table 2 and figure 2 revealed that majority of the respondents are
between the ages of 11-15 years, this represent 52.3% of the sample used. Table 3 and figure 3
show that there are more males than females in the study. The males are 211(53.3 %) out of 395
respondents. Data in table 4 and figure 4 indicate that, there are more singles (44.8 %) in the
study. Table 5 and figure 5 show the religious affiliation of the respondents; Muslims are more
(89.6 %) in the study. Table 6 and figure 6 was used to show respondents’ state of residence.
Here, Adamawa and Plateau state have the highest number of respondents. Table 7 indicates that,
nomadic primary school Fadan Ayu in Kaduna state has the highest number of students 32(8.1
%). The table (8) and figure (8) above shows that, most of the respondents (27 %) are in class 4.
The second part of the demographic information was on those interviewed (nomadic
teachers). In all, six (6) teachers were interviewed. 5 males and 1 female took part in the
interview. All those interviewed are Muslims and 2 of them have their NCE while the remaining
four are University graduates.
Psychographic Data of Respondents
This section is guided by the four research questions used in the study. The research
questions were answered using both the quantitative (questionnaire) and the qualitative
(interview and observation) research methods.
Research Questions 1: Do nomadic IRI pupils participate in the IRI programme?
74
TABLE 9
FIGURE 9
DO YOU ATTEND RADIO CLASSES?
YES
Perce
nt
100
80
60
40
20
0
DO YOU ATTEND RADIO CLASSES?
On whether the respondents attend radio classes, the table (9) and figure (9) above show
that all the respondents accepted that they attend radio classes. This indicates 100 percent.
DO YOU ATTEND RADIO CLASSES?
395 99.7 100.0 100.0
395 100.0
YESValid
Total
Frequency Percent Valid Percent
Cumulative
Percent
75
Second Segment: Psychographic Data (Interview and Observation)
Research Questions 1: Do nomadic IRI pupils participate in the IRI programme?
From the responses given by those interviewed, it indicates that the pupils in nomadic
schools do participate in the Interactive Radio Instruction (IRI) programme. The six teachers
interviewed agreed on this. This is also in-line with the data collected from the copies of
questionnaire administered.
Observation
Interviewee Geo-
political
zone
State Response
Interviewee (1) North-West
Kaduna They do participate in the Interactive Radio Instruction (IRI) programme, most of the pupils like the programme.
Interviewee (2) North-West
Kaduna The essence of the programme is to educate the nomads and we use IRI, to a very high extent the students do participate in the programme.
Interviewee (3) North-East
Adamawa Students here do participate in the IRI; most of the students enjoy the programme.
Interviewee (4) North-East
Adamawa The programme was designed in such a way that the pupils have to participate in it.
Interviewee (5) North-Central
Plateau For the aim to be achieve the pupils have to participate in the class activities, they do participate.
Interviewee (6) North-Central
Plateau Yes, the nomadic IRI pupils do participate in the programme.
Date/Time Geo-
political
zone
State Observation
North-West
Kaduna The researcher arrived at one of the nomadic primary schools (NPS, Dangoma). The researcher was introduced to the principal of the school. The researcher observed that there were students under a mango tree receiving instructions from their nomadic teacher. The researcher repeated the visit the next day and notice that the instructor used about 10 minutes to introduce the topic to the pupils. The class was lively as the pupil participated fully in the discussion. However, only few students asked questions on the topic and the instructor answered their questions. The students were seen nodding their head as a sign of satisfaction to their questions.
North-East
Adamawa
The researcher got to the school some minutes to 8.00 am. On that day, the few students that were in attendance were eager to
76
From the observation made, it is obvious that the pupils participate actively in the
programme. Some of the pupils ask questions on issues that are not clear to them, the instructor
on the other hand patiently explain to the pupils. Some of the pupils see it as fun as they chant
the rhymes they were taught.
Summary of Research Question 1: Do nomadic IRI pupils participate in the IRI
programme?
This research question was addressed using questionnaire, interview and observation.
Table (9) and figure (9) indicate that all the respondents accepted that they participate in the IRI
programme. From the interview section, those interviewed also stated that the pupils in nomadic
schools do participate in the Interactive Radio Instruction (IRI). The six teachers interviewed
agreed on this. The observation carried out also shows that the pupils participate actively in the
programme.
The three research methods used are all pointing towards one direction - nomadic pupils
participate in the IRI programme.
participate in the IRI class. The pupils were very happy repeating after their instructors what they have been taught.
North-Central
Plateau The researcher observed that most of the students in class 4, 5 and 6 participated actively in the IRI programme. The students were listening to the programme and they followed the instruction given to them by their class teacher who in turn receives instructions from the radio instructor.
77
Research Questions 2: To what extent do nomadic IRI pupils participate in the IRI
programme?
TABLE 10
FIGURE 10
DO YOU PARTICIPATE IN CLASS ACTIVITIES
YES
Pe
rce
nt
100
80
60
40
20
0
DO YOU PARTICIPATE IN CLASS ACTIVITIES
This table (10) and figure 10 show that all the respondents agree that they participate in
class activities. In other words, 100 percent of the respondents do participate in nomadic class
activities. These activities also include the IRI programme.
DO YOU PARTICIPATE IN CLASS ACTIVITIES
395 99.7 100.0 100.0
395 100.0
YESValid
Total
Frequency Percent Valid Percent
Cumulative
Percent
78
TABLE 11
FIGURE 11
FREQUENCY OF RESPONDENTS' ATTENDANCE
CAN'T SAYRARELYOFTENALWAYS
Percen
t
60
50
40
30
20
10
0
FREQUENCY OF RESPONDENTS' ATTENDANCE
FREQUENCY OF RESPONDENTS' ATTENDANCE
160 40.4 40.5 40.5
210 53.0 53.2 93.7
9 2.3 2.3 95.9
16 4.0 4.1 100.0
395 100 100.0
ALWAYS
OFTEN
RARELY
CAN'T SAY
Total
Valid
Frequency Percent Valid PercentCumulative
Percent
79
The table above (11) shows the frequency of respondents’ attendance, 160 representing
40.5 % always attend classes, 210 (53.2 %) often attend classes, 9 (2.3 %) rarely attend classes
while 16 (4.1 %) can’t say how frequent they attend classes.
TABLE 12
FIGURE 12
EXTENT OF PARTICIPATION
CAN'T SAYLITTLE EXTENTSOME EXTENTLARGE EXTENT
Perce
nt
80
60
40
20
0
EXTENT OF PARTICIPATION
EXTENT OF PARTICIPATION
299 75.5 75.7 75.7
10 2.5 2.5 78.2
12 3.0 3.0 81.3
74 18.7 18.7 100.0
395 100 100.0
LARGE EXTENT
SOME EXTENT
LITTLE EXTENT CAN'T SAY
Total
Valid
Frequency Percent Valid PercentCumulative
Percent
80
On respondents extent of participation, table 12 and figure 12 indicate that 299 (75.7 %)
of the respondents participate in class activities to a large extent, 10 (2.5 %) to some extent, 12 (3
%) little extent while 74 (18.7 %) can’t say the extent to which they participate in class activities.
TABLE 13
FIGURE 13
BETWEEN RADIO-CLASSES AND NON-RADIO CLASSES, WHICH IS MORE INTERESTING
234 59.1 59.2 59.2
79 19.9 20.0 79.2
53 13.4 13.4 92.7
29 7.3 7.3 100.0
395 100 100.0
RADIO CLASSES NON-RADIO CLASSES
BOTH
CAN'T SAY
Total
Valid
Frequency Percent Valid Percent
Cumulative
Percent
81
BETWEEN RADIO-CLASSES AND NON-RADIO CLASSES, WHICH IS MORE INTERESTING
CAN'T SAYBOTHNON-RADIO CLASSESRADIO CLASSES
Pe
rc
en
t
60
50
40
30
20
10
0
BETWEEN RADIO-CLASSES AND NON-RADIO CLASSES, WHICH IS MORE INTERESTING
Table 13 and figure 13 reveal that 234 (59.2 %) of the respondents say radio classes are
more interesting, 79 (20 %) prefer non-radio classes, 9 (2.3 %) say both are interesting, while 29
(7.3 %) can’t say which is more interesting. This indicates that most of the respondents prefer
radio classes.
TABLE 14
FIGURE 14
DO YOU DO HOME WORKS AS INSTRUCTED
392 99.0 99.2 99.2
3 .8 .8 100.0
395 100 100.0
YES NO
Total
Valid
Frequency Percent Valid PercentCumulativePercent
82
DO YOU DO HOME WORKS AS INSTRUCTED
NOYES
Perc
en
t
100
80
60
40
20
0
DO YOU DO HOME WORKS AS INSTRUCTED
On if respondents do their home works as instructed, table 14 and figure 14 show that
392 (99.2 %) of the respondents do their home works as instructed, while 3 (.8%) say no to this.
This means that majority of the respondents do their home works as instructed.
Table 15
DO YOUR FACILITATOR GUIDE YOUR RADIO CLASS PARTICIPATION
395 99.7 100.0 100.0
395 100.0
YESValid
Total
Frequency Percent Valid Percent
Cumulative
Percent
83
Figure 15
DO YOUR FACILITATOR GUIDE YOUR RADIO CLASS PARTICIPATION
YES
Percen
t
100
80
60
40
20
0
DO YOUR FACILITATOR GUIDE YOUR RADIO CLASS PARTICIPATION
All the respondents (395) accept that their facilitator guide their radio class participation.
This means 100 percent of the respondents agree that their facilitator guide their radio class
participation.
Summary of Research Question 2 (Questionnaire)
Table (10) shows that 100 percent of the respondents participate in IRI class activities.
75.7 % of the respondents participate in class activities to a large extent. Majority of the
respondents do their home works as instructed. Lastly, all the respondents (395) accepted that
their facilitator guide their radio class participation.
84
Second Segment: Psychographic Data (Interview and Observation) for research
questions two.
Interview
Information from the interview conducted on the extent of pupils participation revealed
that 5 of the teachers interviewed accepted that to a large extent, the participation is high, only
one of the teacher said that the participation of the pupil in regards to the programme is
moderate. Base on this, it means that the participation level is satisfactory.
Observation
Interviewe
e
Geo-
political
zone
State Response
Interviewee (1) North-
West Kaduna
As for the extent to which the pupils participate in IRI, I will say to a large extent, they do.
Interviewee (2)
North-West
Kaduna
The students do participate. In fact, their participation is encouraging.
Interviewee (3)
North-East
Adamawa
Pupils here turn-up for the class activities which include IRI. Participation of Students is not bad.
Interviewee (4)
North-East
Adamawa
Left for me, I will say the participation is moderate when compared to schools in the cities.
Interviewee (5)
North-Central
Plateau What is keeping us in the programme is the participation level of the students, they make the programme lively.
Interviewee (6)
North-Central
Plateau When it comes to participation, the students do participate in the programme. Participation is very high.
85
Date/Time Geo-
political
zone
State Observation
North-West
Kaduna On this day, the researcher observed that the pupils mostly in class 1 and 2 were seen around the school compound playing and singing rhymes in their local dialects. The researcher also observed that primary 4 students were in class while an IRI instructor was illustrating in the radio class. Later on that same week, in Wuro Nyako and Gidan Dutse there was a sensitization programme organized by the National Commission for Nomadic Education (NCNE). The pupils and parents turned up in mass, the programme was meant to create awareness on the need to embrace education in the community. One of the programme facilitators was a woman and she spoke on the need for the girl child education. The pupils and parents left the programme with a sense of satisfaction as they were seen registering their child
North-East
Adamawa . The researcher observed that most of the pupils were in attendance on that day. The pupils were actively involved in the programme. The researcher also observed that two of the pupils were slow to act on the instructions given by the facilitator. In Mamukan most of the students were seen chanting rhymes they were taught by their facilitator
North-Central
Plateau There was rainfall in the community, however, as early as 7.30 am some of the students were seen sweeping the class rooms. Other students later arrived and 15 minutes past 8.am the instructor came into the class to teach the students. The researcher observed that the pupils were not active in the class activities on IRI, as most of the students were seen sleeping in the class room.
The observation shows that, the pupils do participate in the IRI programme. Some of the
students were seen singing rhymes and asking questions. However, on one of the days of
observation, some of the pupils were seen sleeping in the class, the researcher also observed that
on that day the weather was cold as a result of the rain that fell in the early hours of the day.
Summary of both quantitative and qualitative data Research Question 2:
86
Data from the questionnaire section show that 100 percent of the respondents participate
in IRI class activities. 75.7 % of the respondents participate in class activities to a large extent.
Majority of the respondents do their home works as instructed. Lastly, all the respondents (395)
accepted that their facilitator guide their radio class participation.
Information from the interview conducted on the extent of pupils participation revealed
that 5 of the teachers interviewed accepted that to a large extent, the participation is high, only
one of the teacher said that the participation of the pupil in regards to the programme is
moderate. Base on this, it means that the participation level is satisfactory.
The observation shows that, the pupils do participate in the IRI programme. Some of the
students were seen singing rhymes and asking questions. However, on one of the days of
observation, some of the pupils were seen sleeping in the class, the researcher also observed that
on that day the weather was cold as a result of the rain that fell in the early hours of the day.
The three approaches used here all tailored toward same direction, going by this it means
that the participation level of the nomadic primary school pupils is above average.
87
Research Questions 3: What are the challenges of IRI programme in educating nomadic
children?
Table 16
Figure 16
HOW COMFORTABLE PARTICIPANTS ARE IN THE RADIO CLASSES
VERY UNCOMFORTABLEUNCOMFORTABLEVERY COMFORTABLECOMFORTABLE
Pe
rce
nt
60
50
40
30
20
10
0
HOW COMFORTABLE PARTICIPANTS ARE IN THE RADIO CLASSES
Table 16 and figure 16 reveal that 117 (29.6 %) of the respondents say they are
comfortable in the radio classes, 216 (54.7 %) agree that they are very comfortable, 60 (15.2 %)
are uncomfortable while 2 (.5 %) of the respondents say they are very uncomfortable. This
indicates that majority (54.7 %) of the respondents are very comfortable.
HOW COMFORTABLE PARTICIPANTS ARE IN THE RADIO CLASSES
117 29.5 29.6 29.6
216 54.5 54.7 84.3
60 15.2 15.2 99.5
2 .5 .5 100.0
395 100 100.0
COMFORTABLE VERY COMFORTABLE
UNCOMFORTABLE
VERYUNCOMFORTABLE
Total
Valid
Frequency Percent Valid PercentCumulative
Percent
88
Table 17
Figure 17
DO YOU ENCOUNTER ANY CHALLENGE IN THE COURSE OF THE RADIO CLASSES
CAN'T SAYNOYES
Perce
nt
100
80
60
40
20
0
DO YOU ENCOUNTER ANY CHALLENGE IN THE COURSE OF THE RADIO CLASSES
Table 17 and figure 17 reveal that 387 (98 %) of the respondents say they do encounter
challenges in the course of their radio classes. 4 (1 %) say they do not encounter any challenge,
while 4 (1 %) of the respondents can’t say if they have encounter any challenges or not. This
means that most (98 %) of the respondents agree that there are challenges in radio classes.
DO YOU ENCOUNTER ANY CHALLENGE IN THE COURSE OF THE RADIOCLASSES
387 97.7 98.0 98.0
4 1.0 1.0 99.0
4 1.0 1.0 100.0
395 100 100.0
.
YES
NO
CAN'T SAY
Total
Valid
FrequencyPercent Valid PercentCumulativePercent
89
Table 18
WHAT IS YOUR MAJOR CHALLENGE
Frequency Percent Valid
Percent Cumulative Percent
Valid TIME OF THE CLASSES
23 5.8 5.8 5.8
MY CULTURE 12 3.0 3.0 8.9 REARING FLOCKS 56 14.1 14.2 23.0
HELPING IN DOMESTIC
WORKS 72 18.2 18.2 56.2
MY RELIGION 59 14.9 14.9 38.0 THE USE OF
ENGLISH 95 24.0 24.1 80.3
THE NATURE OF THE PROGRAMME
31 7.8 7.8 88.1
OTHERS 47 11.9 11.9 100.0 Total 395 100 100.0
Figure 18
Table 18 and figure 18 indicate that 5.8 % of the respondents said that the time of the
classes is their major challenge, (3 % see culture as a major challenge, 14.2 % rearing of flocks,
18.2 % helping their parents in domestic works, 14.9 % said religion, 24.1 % the use of English,
WHAT IS YOUR MAJOR CHALLENGE
OTHERSTHE NATURE OF THE
PROGRAMME
THE USE OF ENGLISH
MY Domestic work
My Religion
REARING FLOCKS
MY CULTURE
TIME OF THE CLASSES
Frequency
100
80
60
40
20
0
WHAT IS YOUR MAJOR CHALLENGE
90
7.8 % the nature of the programme and 11.9 % said other reasons. The use of English language
forms the major challenge most of the respondents agreed on.
Table 19
Figure 19
TO WHAT EXTENT DOES THIS AFFECTS YOUR PARTICIPATION
CAN'T SAYLITTLE EXTENTMODERATELARGE EXTENT
Per
cen
t
60
50
40
30
20
10
0
TO WHAT EXTENT DOES THIS AFFECTS YOUR PARTICIPATION
Table 19 and figure 19 indicate that, 234 (59.2 %) of the respondents accept that to a
large extent the challenges affect their participation in radio classes, 39 (9.9 %) of the
respondents agree moderate, 78 (19.7 %) little extent, while 44 (11.1 %) can’t say the extent
these challenges have affected their participation.
TO WHAT EXTENT DOES THIS AFFECTS YOUR PARTICIPATION
234 59.1 59.2 59.2
39 9.8 9.9 69.1
78 19.7 19.7 88.9
44 11.1 11.1 100.0
395 100 100.0
LARGE EXTENT
MODERATE
LITTLE EXTENT CAN'T SAY
Total
Valid
Frequency Percent Valid PercentCumulative Percent
91
Summary of Quantitative Data Research Questions Three (Questionnaire)
The following tables and figures, 16, 17, 18 and 19 were used to address this research
question. Table 16 and figure 16 was on how comfortable participants are in radio classes,
majority (54.7 %) of the respondents are very comfortable with the radio classes. On whether
there are challenges, most (98 %) of the respondents agree that there are challenges in radio
classes. English language forms the major challenge most of the respondents agreed on. Also,
234 (59.2 %) of the respondents accept that to a large extent the challenges affect their
participation in radio classes.
Second Segment: Psychographic Data (Interview and Observation)
Interview
Interviewee Geo-political zone
State Response
Interviewee (1)
North-West
Kaduna When it comes to challenges, there are many challenges we face here, some of these challenges include, language, absenteeism, poor funding, etc.
Interviewee (2)
North-West
Kaduna To say there are no challenges means we are yet to start, there are enough challenges such as cultural difference, religion affiliation of the pupils, beliefs system and more. Well, we don’t allow these to affect our work.
Interviewee (3)
North-East
Adamawa The major challenge we have here are use of English in the programme, consistent absenteeism of pupils base on health issues and religion. For instance most of the Muslim students don’t attend classes on Fridays. In all, I think the use of English is the most challenging.
Interviewee (4)
North-East
Adamawa Some of the students’ help their parents in domestic works/farm and as such they attend classes twice or thrice in a week. But the issue of English language remains the most challenging.
92
From the interview carried out, the teachers mentioned various challenges. These
challenges include poor funding, language, absenteeism, cultural difference, religion affiliation,
lack of instructors etc. However, the most challenging is the use of English on the programme.
Observation
Date/Time Geo-political zone
State Observation
North-East
Kaduna The researcher observed that there were no enough instructors in Rugan Kanya nomadic primary school. Also some parts of the community refused to send their children to the school; they felt they have been marginalized by other section of the community.
North-Central
Adamawa Here the researcher noticed that, there are only few books available, the class rooms and infrastructures are not in good condition. No chairs in most of the classes and leaking roofs. On top of all these is the fact that some pupils were asking their instructors to interpret what was said in English.
North-East
Plateau Consistent inconsistency on the part of the pupils, most of the students attend classes twice or thrice in a week. Also, majority of the pupils in class 1, 2 and 3 don’t understand English language and as such they find it difficult to do their home works.
From the observation, it was observed that, the nomadic schools lack teachers, poor
infrastructures, lack of books for students, absenteeism on the part of students etc. In all of these,
one observed that language remains a problem.
Summary of Both Qualitative and Qualitative Data for Research Question three
Interviewee (5)
North-Central
Plateau I see language as major setback; most of the students find it hard to comprehend. Most of them don’t understand English. Also migration of parents is another challenge.
Interviewee (6)
North-Central
Plateau The challenges are cultural difference, language barrier, religion, parents not allowing pupils to attend classes. These are the challenges we pass through in our centre.
93
Majority (54.7 %) of the respondents are very comfortable with the radio classes. Most
(98 %) of the respondents agree that there are challenges in radio classes. English language
forms the major challenge. Again, most of the respondents agreed on and to a large extent the
challenges affect their participation in radio classes. From the interview carried out, the
challenges mentioned include poor funding, language, absenteeism, cultural difference, religion
affiliation, lack of instructors etc. From the observation, it was observed that, the nomadic
schools lack teachers, poor infrastructures, lack books, absenteeism on the part of students and
language remains a problem.
Research Question 4: Has the knowledge level of the nomadic IRI pupils increased as a
result of their participation in the IRI programme?
Table 20
Figure 20
BEFORE THE PROGRAMME COULD YOUCOMMUNICATE IN ENGLISH?
5 1.3 1.3 1.3
324 82.0 82.0 86.1
66 4.1 4.1 100.0
395 100 100.0
YES
NO
CAN'T SAY
Total
Valid
Frequency Percent Valid PercentCumulative
Percent
94
BEFORE THE PROGRAMME COULD YOUCOMMUNICATE IN ENGLISH?
CAN'T SAYNOYES
Pe
rce
nt
60
50
40
30
20
10
0
BEFORE THE PROGRAMME COULD YOUCOMMUNICATE IN ENGLISH?
Table 20 and figure 20 show that 5 (1.3 %) of the respondents say they did communicate in
English before they joined the IRI programme; 324 (82.0 %) of the respondents say before they
started the programme they could not communicate in English, while 66 (4.1%) of the
respondents can’t say if they could communicate in English or not before the programme. In
essence, most of the respondents couldn’t communicate in English before they joined the IRI
programme.
Table 21
` Figure 21
BEFORE YOU STARTED PARTICIPATING IN THE PROGRAMME COULD YOU READ AND WRITE IN ENGLISH?
6 1.5 1.5 1.5
323 81.8 81.8 98.5
66 16.7 16.7 100.0 395 100 100.0
YES NO CAN'T SAY Total
Valid
l
Frequency Percent Valid PercentCumulative
Percent
95
Table 21 and figure 21 reveal that 6 (1.5%) of the respondents agree that before they
started participating in the programme they could read and write in English, 323 (81.1 %) of the
respondents agree that before the programme started they couldn’t read and write, while 66 (16.7
%) of the respondents can’t say if they could read and write or not before the programme started.
Table 22
Figure 22
RESPONDENTS THAT CAN NOW COMMUNICATE IN ENGLISH
356 89.9 90.1 90.1
12 3.0 3.0 93.2
27 6.8 6.8 100.0
395 100 100.0
YES NO
CAN'T SAY
Total
Valid
Frequency Percent Valid Percent
Cumulative Percent
96
RESPONDENTS THAT CAN COMMUNICATE IN ENGLISH?
CAN'T SAYNOYES
Pe
rc
en
t
100
80
60
40
20
0
RESPONDENTS THAT CAN COMMUNICATE IN ENGLISH?
Table 22 and figure 22 shows that 356 (90.1 %) of the respondents say they can
communicate in English, 12 (3 %) say they can’t communicate in English, while 27 (6.8 %) can’t
say if they can communicate in English or not. This indicates that majority of the respondents
(90.1 %) can communicate in English.
Table 23
RESPONDENTS THAT CAN NOW READ AND WRITE IN ENGLISH
341 86.1 86.3 86.3
20 5.1 5.1 91.4
34 8.6 8.6 100.0
395 99.7 100.0
YES NO
CAN'T SAY Total
Valid
Frequency Percent Valid Percent CumulativePercent
97
Figure 23
RESPONDENTS THAT CAN READ AND WRITE IN ENGLISH
CAN'T SAYNOYES
Pe
rcen
t
100
80
60
40
20
0
RESPONDENTS THAT CAN READ AND WRITE IN ENGLISH
The above table and figure (23) reveals that 341 (86.3 %) of the respondents can read and
write in English, 20 (5.1 %) of the respondents can’t read and write, while 34 (8.6 %) of the
respondents can’t say if they can read and write in English or not. This means that most of the
respondents (86.3 %) can read and write in English.
Table 24
IF YES CAN YOU SAY IT WAS BECAUSE OF YOUR PARTICIPATION IN THE
PROGRAMME
293 74.0 74.2 74.2
6 1.5 1.5 75.7
96 24.2 24.3 100.0
395 100 100.0
YES NO CAN'T SAY
Total
Valid
Frequency Percent Valid PercentCumulative
Percent
98
Table 24
IF YES CAN YOU SAY IT WAS BECAUSE OF YOUR PARTICIPATION IN THE PROGRAMME
CAN'T SAYNOYES
Pe
rc
en
t
80
60
40
20
0
IF YES CAN YOU SAY IT WAS BECAUSE OF YOUR PARTICIPATION IN THE PROGRAMME
Out of the 395 respondents, 293 representing 74.2 % agree that they can now read and
write in English because of their participation in the programme, 6 (1.5 %) say no to this, while
96 (24.3 %) of the respondents can’t say if their participation in the programme has helped them
in knowing how to read and write in English.
Table 25
Figure 25
HAS YOUR KNOWLEDGE LEVEL INCREASED AS A RESULT OF YOURPARTICIPATION IN THE PROGRAMME
391 98.7 99.0 99.0
4 1.0 1.0 100.0
395 100 100.0
YES NO
Total
Valid
Frequency Percent Valid PercentCumulative Percent
99
HAS YOUR KNOWLEDGE LEVEL INCREASED AS A RESULT OF YOUR PARTICIPATION IN THE PROGRAMME
NOYES
Pe
rce
nt
100
80
60
40
20
0
HAS YOUR KNOWLEDGE LEVEL INCREASED AS A RESULT OF YOUR PARTICIPATION IN THE PROGRAMME
Table 25 and figure 25 show that 391 representing 99 % of the respondent accept that
their knowledge level has increased as a result of the programme, while 4 representing 1 % say
no to this. It means that most of the respondents’ knowledge level has increase as a result of the
programme.
Summary of Quantitative Data for Research Questions four
Most of the respondents couldn’t in English before they commenced the programme.
Majority (81.1 %) of the respondents agree that before the programme started they couldn’t read
and write. Since the IRI programme started, majority of the respondents (90.1 %) can now
communicate in English, read and write in English. Most of the respondents agree that their
knowledge level has increase as a result of the programme.
100
Second Segment: Psychographic Data (Interview) Research Questions 4: Has the knowledge level of the nomadic IRI pupils increased as a
result of their participation in the IRI programme?
The interview section shows that the knowledge level of the students has increased since
the programme (IRI) started. Some of the interviewees said this, “There is a big difference now;
their participation in the programme has helped them a lot”, “The IRI programme has refined
the crude nature of most of the nomads”. All the interviewees agree to this, this indicate that the
programme has improved their knowledge level.
Summary of Research Question 4: What are the challenges of IRI programme in educating
nomadic children?
In this research question, only the questionnaire and interview were used. From the
questionnaire segment, it reveals that, majority of the respondents don’t communicate in English
before they commence the programme. A reasonable number (81.1 %) of the respondents agree
that before the programme started they couldn’t read and write in English. Since the IRI
Interviewee Geo-
political
zone
State Response
Interviewee (1)
North-West
Kaduna There is a big difference now; their participation in the programme has helped them a lot especially in the area of their knowledge.
Interviewee (2)
North-West
Kaduna The IRI programme has refined the crude nature of most of the nomads. No doubt, their knowledge level has increased.
Interviewee (3)
North-East
Adamawa Students here do participate in the IRI; most of the students enjoy the programme. There is improvement in knowledge level.
Interviewee (4)
North-East
Adamawa The programme is designed in such a way that the pupils have to participate in it and this has helped their knowledge.
Interviewee (5)
North-Central
Plateau For the aim to be achieved the pupils have to participate in the class activities and as such their knowledge has grown tremendously.
Interviewee (6)
North-Central
Plateau Yes, there is steady improvement.
101
programme started, majority of the respondents (90.1 %) can now communicate in English, read
and write in English. Most of the respondents agree that their knowledge level has increase as a
result of the programme.
The interview section shows that the knowledge level of the students has increased since
the programme (IRI) started. All the interviewees agreed on this.
Base on the two approaches used here, it become obvious that the knowledge level of the
nomadic pupils in these states studied has increased ever since the Interactive Radio Instruction
(IRI) programme started.
4.2 Discussion of Findings
The discussion on the findings will be base on the four research questions raised in the
study. Each of the research question discussion was guided by the three approaches used to
answer them (questionnaire, interview and observation).
Research Questions One: Do nomadic IRI pupils participate in the IRI programme?
In research question one, the researcher sought to find out whether the pupils participate
in the IRI programme. The question was addressed using questionnaire, interview and
observation. Table (9) was used to answer this question. From the data analyzed, it indicated
that all the respondents accepted that they participate in the IRI programme. Similarly, from the
interview section, those interviewed also stated that the pupils in nomadic schools do participate
in the Interactive Radio Instruction (IRI). Still in a bid to be sure of the findings, an observation
was carried out in regards to this. The observer’s finding is not different from the results gotten
from the other techniques used earlier, and the observation shows that nomadic pupils participate
actively in the programme.
102
The three research methods used are all pointing towards one direction - nomadic pupil’s
participation in the IRI programme.
This finding is in-line with other research works carried out by the likes of Ezeomah,
(1982, p.26), Aderiroye, Ojokheta and Olajede (2007) and Abbo (2011). These studies noted that
with the present introduction of quality programmes, nomads are now interested in participating
in various educational programmes. However, the finding is in sharp contrast with that of
National Commission for Nomadic Education (2004). The commission noted that, poor
participation in both formal and informal education of the nomads can be attributed to various
factors, difficulty in settlement, educational curriculum, physical isolation etc.
Research Questions 2: To what extent do nomadic IRI pupils participate in the IRI
programme?
To answer research question two, table 10, 11, 12, 13, 14 and 15 were used here. Data
from the questionnaire section shows that 100 percent of the respondents participate in IRI class
activities. 75.7 % of the respondents participate in class activities to a large extent. Majority of
the respondents do their home works as instructed. Lastly, all the respondents (395) accepted that
their facilitator guide their radio class participation.
Information from the interview (qualitative) conducted on the extent of pupils
participation revealed that 5 of the teachers interviewed accepted that to a large extent, the
participation is high, only one of the teacher said that the participation of the pupil in regards to
the programme is moderate.
Also, the observation made by the researcher from the three states equally gave credence
to the findings; that to a large extent the pupils participate in the IRI programme. The
103
observation indicates that nomadic pupils do participate in the IRI programme. Some of the
students were seen singing rhymes and asking questions on the subject they were taught.
The three approaches used here all revealed the same findings, going by this it means that
the participation level of the nomadic primary school pupils is above average. This means that
the participation level is satisfactory.
This finding is also in consonance with various studies reviewed earlier in this work like
that of Ardo (2005) Ardo noted that, “over the years, this method (IRI) has been tested among
different listeners’ in different countries and it has been very effective”. In addition to this,
Lockhell and Haaushek (1998, p.34), in their study see IRI as an educational tool which has the
ability to adapt its methodology to its target audience. ‘This method has been found to be very
effective over the years most especially in developing nations’. Also, Fossand (1994) stated that
“unlike the traditional educational radio, the IRI as a medium for the provision of education lays
emphasis on the active involvement of learners in the learning process”. He further stated that
this method (IRI) helps learners to learn fast; ponder over academic discussions, responds to
questions and this method enables learners to participate actively in learning. Fossand concluded
that the IRI tends to stand out and out shine the traditional radio programme due to its interactive
and feedback nature of this method.
Research Question 3: What are the challenges of IRI programme in educating nomadic
children?
Most (98 %) of the respondents agree that there are challenges in radio (IRI) classes.
Most of the respondents mentioned English language as their major challenge. They also noted
that, to a large extent the challenges affect their participation in IRI classes.
104
The result gotten from the qualitative (interview) segment is also in support of the one
derived from the quantitative data. The interviewees who at the same time are the nomadic pupils
instructors mentioned the following challenges: poor funding, language barrier, absenteeism on
the part of the students, cultural difference, religion affiliation of the pupils, lack of instructors
etc.
The findings from the observation also complement the above findings; it was observed
that, the nomadic schools lack teachers, poor infrastructures, lack books and absenteeism on the
part of students.
The three approaches used to tackle this research question all tilted towards one direction.
First, they all accepted that there are challenges and the challenges were mentioned. Essentially,
the challenges mentioned by the respondents (nomadic pupils and nomadic teachers) and the
observation made include, use of English as a language of instruction, lack of books, poor
infrastructures, lack of instructors and consistent absent on the part of the students.
The finding is equally supported by Muhammad and Abbo (2010, p.8) in which they
noted that despite the modest impact of IRI, nomadic education still faces some challenges and
constraints such as the refusal by most nomadic communities to accept the literacy programmes
designed to boost their literacy level. Other findings reviewed in chapter two such as the works
of Benjamin (2009, p.28) and NCNE Zonal Report (2011), they both pointed that, inadequate
funding, use of English as a language of instruction lack of instructors; poor facilities constitute
the challenges confronting IRI programme.
Research Question 4: Has the knowledge level of the nomadic IRI pupils increased as a
result of their participation in the IRI programme?
105
To find out if the knowledge level of the nomadic pupils has increased as a result of their
participation in the IRI programme, both quantitative and qualitative methods were used here.
However, unlike other research questions discussed earlier, observation was not used to find out
the knowledge level.
From the questionnaire segment, it reveals that, majority of the respondents couldn’t
communicate in English before the start of the programme. A reasonable number (81.8%) of the
respondents agree that before the programme started they couldn’t read and write in English.
Since the IRI programme started, majority of the respondents (90.1 %) can now communicate in
English, read and write in English. Most of the respondents agree that their knowledge level has
increase as a result of the programme.
On the other hand, result gotten from the interview section is not different from the
findings arrived at from the questionnaire section. The interview section shows that the
knowledge level of the students has increased since the programme (IRI) started. All the
interviewees agreed on this.
Base on the two (quantitative and qualitative) approaches used here, it became apparent
that the knowledge level of the nomadic pupils in these three states has increased due to the
Interactive Radio Instruction (IRI) programme that was introduced.
The outcome of this finding is supported by Iro (2006, p.56) which he noted that, the
literacy level of the nomads has increased from 2% to 10 % approximately and based on this,
there is no doubt that the nomadic children will be left out in the present policy put in place by
the Federal Government- Education For All (EFA). Muhammad, further also stated that, to a
large extent, this achievement can be attributed to the good work NCNE has played towards
educating Nigerian nomads (Muhammad, N. 2008, p.73).
106
This result also agrees with the theory used in this study. Theory of Transactional
Distance, this theory explains the “universe of teacher-learner relationships that exist when
learners and instructors are separated by space and/or by time” (Moore 1972, p. 22).
107
References
Aderinoye, R., Ojokheta, K., and Olojede, A. (2007). Integrating mobile learning into nomadic education programmes in Nigeria: Issues and perspectives. The international Review of
Research in Open and DistanceLearning. Retrieved on March 9th 2012 from http://www.iroal.org/index.php/irrod/article/view/347/919.
Ardo, A. (2005). Supporting the iri process: The roles of facilitators and coordinators. (Being a
Paper presented at the Capacity Building Workshop on IRI Methodology, Scripting and Project cycle management 22nd- 25th February 2005 at Arewa House, Kaduna)
Ezeomah, e (1998). The education of nomadic people: The Fulani of north Nigeria. Britain:
Oriel Press. Iro, I (2006). Nomadic education and education for nomadic Fulani. Retrieved May 18th 2007
from http:// www.gamji.com/fulani.htm Lockheed, M. & Hanushek, E. (1988). Improving educational efficiency in developing countries:
What do we know?, Compare. 18 (1) pp. 23-26. Muhammad, N., and Abbo, B. (2010, November). Reaching the hard-reach nomads through
open and distance learning: A case study of nomadic education programme in
Nigeria. Paper presented at the sixth Commonwealth Forum on Open Learning (PCF6) in Kochi, India.
Muhammad, N.D. (2008). Use of radio in a nomadic education programme. UNESCO. EFA Global Monitoring Report 2008. Retrieved March 9 from http://ww.unesco.org/villitbase/?menu=48 programme=18. Na’Allah, A. (1988). Thoughts on the nomadic education programme with special reference to
kwara state.(Unpublish project, University of Ilorin, Kwara State) Searle, B., Suppes, P., & Friend, J. (1976). Application of radio to teaching elementary
mathematics in a developing country. Standford : Standford University Institute of Mathematical Studies.
Tahir, G., and Umar A. (2002). Distance learning for the provision of access to the unreached
and minorities: The interactive radio distance learning scheme for nomadic pastoralists in Nigeria. Journal of Nomadic Studies, 3, 40-47.
Tahir, G., Umar, A., and Buti, M.M, (1998). ‘Trends in teacher demand and supply for nomadic
education 1990-1997’. Paper presented at the National Conference on Teacher Production, Utilization and Turn Over Patterns in Nigeria, Arewa House Kaduna, 27th-31st July, 1998.
108
Umar, A. (1988). “The planning of radio for adult education among the pictorial Fulani : A reconstructionist approach” (Unpublished Ph.D thesis, University College of Wales, Aberystwyth. Britain).
UNESCO, (2003). Right to education, scope and implementation: General comment is on
the right to education. UNESCO Economic & Social council. Retrieved May 18, 2007 from http:// portal. unesco.org/education/en/file_download.php/c144c/a8d6a75ac8dc55ac385p 58102erightedue.pdf
UNESCO, (2008). Education for all: Global monitoring report. UNESCO. (1992). Alternative delivery systems: Non-formal and distance education. Education for All: An Expanded Vision. France: UNESCO. Zonali, N.U. (1971). Education towards development in Tanzania. Basil Pharos Verlag.
109
CHAPTER FIVE
SUMMARY CONCLUSION AND FINDINGS
5.1 Summary
This study was carried out to evaluate the IRI methodology in educating the nomadic
pupils. It was carried out to ascertain whether the methodology has been able to increase the
knowledge level of the nomadic pupils, also, to find out the extent of the nomadic child’s
participation in the IRI programme, and, to ascertain if there are challenges the nomadic child
encounters in the course of the IRI study.
In carrying out this study, the researcher used explanatory mixed method, to obtain
qualitative and quantitative data and the statistical package for social science (SPSS) was
adopted to analyse the quantitative data (questionnaire), while the qualitative data (interview and
observation segment) were discursively presented in simple tables. All the 4 research questions,
were used to obtain the requisite data. Australian calculator was also used to arrive at the sample
size of 397. After the analysis of data received from the field, the findings are as follows:
(1) In research question one, it was observed that 99.7% of the students do participate in the IRI
programme, interview and observation supports the facts that nomadic pupils participate actively
in the IRI programme. (2) Research question two which deals with the extent to which the
nomadic child participate in the IRI programme; it was discovered also, that about 99.7% of the
nomadic students participate in the IRI. The result of the questionnaire and interview applied on
the respondents agreed that they participate fully. This participation also include the following
activities: the extent of their participation, frequency, and the preference between radio classes
and the nomadic classes, which the respondents agree that they prefer the radio classes (59.1%)
attested to this, also others said it’s interesting and entertaining. On the interview and observation
110
carried out in the field, it was discovered that of the 6 IRI teachers interviewed and observed 5
out of the 6 of the teachers agreed most fervently that the IRI pupils participated fully, while the
remaining 1 teacher was sceptical. (3) Research question three is hankered on the challenges the
IRI methodology encounters. The researcher used interview and questionnaire to discern how
comfortable IRI students are, it was discovered that 54.5% of the students were very comfortable
while 15.2 % were uncomfortable. On challenges, it was observed that 97.7% encounter
challenges in the course of the IRI programme while 1.0% said they don’t. It was also discovered
that time of the class only affect about 5.8%, while religion affects, about 14.9% of the IRI
Pupils, while the use of English affect about 24.0%. (4) Research question 4 was intended to find
out whether the knowledge level of the IRI students has increased as a result of their
participation in the IRI strategy. This research study can be said to have been embarked upon
mainly to find out the knowledge level of the nomadic pupils who participated in the IRI
programme. Here, both quantitative and qualitative data showed that IRI pupils’ knowledge level
has increased as a result of their participation in the programme.
5.2 Conclusion
The findings gotten from this study and other studies on IRI by various authors in their
fields, supports the theory that nomadic pupils in their rural communities do participate actively
in the IRI programme.
Also, from the materials the researcher reviewed in chapter two, the researcher is
compelled to conclude that English is the major challenges the IRI classes are experiencing,
while there are other minor challenges which the researcher felt should be taken into
consideration. these challenges can be summarized as follows: overgrazing in the grazing
111
reserve, poor medical facilities especially dental care, communal conflict, irregular follow up by
the government on communities activities, girl child engagement and early marriage which result
in high dropout rate, difficulty to further up to secondary education and use of English as a
language of instruction. Most male pupils don’t further to secondary because of financial lack,
and some have come of age to be inducted into their cult.
5.3 Recommendations
From the findings of this study, the researcher recommends that the federal government should
provide grazing reserves for the pastoral nomads and also build wells and makeshift water
reserves. Provide good medicals that will reach these nomads in their home steeds. Also the
researcher recommends that the government put in place strategies that will resolve communal
conflicts and if possible bring it to an end.
More teachers should be sent to rural areas to teach because the rural areas are
experiencing a high lack of qualified teachers. Also the researcher recommends that the
government support NCNE to produce more IRI programmes that are in line with the current
primary school curriculum. More so, one would have expected that the IRI programme would
covered the whole country by now but this yet to happen. To this end, government should proved
more funds to achieve this.
112
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the right to education. UNESCO Economic & Social council. Retrieved May 18, 2007 from http:// portal. unesco.org/education/en/file_download.php/c144c/a8d6a75ac8dc55ac385p 58102erightedue.pdf
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115
APPENDIX I
Department of Mass Communication, Faculty of Arts,
University of Nigeria Nsukka. June 2013.
Dear Respondent,
REQUEST TO FILL A QUESTIONNAIRE
I am a postgraduate student of the Department of Mass Communication, University of Nigeria,
Nsukka, carrying out a study on interactive radio instruction and nomadic education in Northern
Nigeria.
This study will enable me fulfil all the requirements for the award of Master of Arts (MA)
Degree in Mass Communication. Therefore, your assistance is needed to complete this study.
Kindly respond objectively to the questions attached.
This study is purely an academic exercise, as it does not have any commercial attachments. Feel
free to respond to the questions. Be assured that any information provided will be treated in
confidence.
Thanks.
Yours faithfully,
Daniel Okwy Patience
(Researcher)
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Please respond to the questions below by ticking (√ ) against the options that best express your
feelings
(1) What is your age? : (a) 0-5 [ ] (b) 6-10 [ ] (c) 11 – 15 [ ] (d) 16 and above [ ] (2) What is your sex? : (a) Male [ ] (b) Female [ ] (3) What is your marital status? (a) Single [ ] (B) Married [ ] (C) Betrothed
(4) What is your Religion? : (a) Islam [ ] (b) Christianity [ ] (c) Traditionalist [ ]
(5) State of residence: (a) Kaduna State [ ] (b) Adamawa State [ ] (c) Plateau State [ ]
(6) What is the name of your School?................................. ……………………….. (7) Fill in the location of your school?.......................................................................
(8) Which class are you in? (a) Class 1 [ ] (b) Class 2 [ ] (c) Class 3 [ ] (d) Class 4 [ ](e) Class 5 [ ] (f) class 6 [ ]
(9) Do you attend radio classes organized by teachers? (a) Yes [ ] (b) No [ ] (10) Do you participate in class activities whenever you attend classes? (a) Yes [ ] (b) No [ ]
(11) If yes to question 9, how frequent do you attend these radio classes? (a) Always [ ] (b) Often [ ] (c) Rarely [ ] (d) Can’t say [ ] (12) To what extent do you participate in class activities as instructed by your radio teachers? (a) To a large extent [ ] (b) To some extent [ ] (c) To a little extent [ ] can’t say [ ] (13) Between Radio classes and non- Radio classes, which do you find more interesting? (a)
Radio classes [ ] (b) non- Radio [ ] (d) both [ ] (e) can’t say [ ] (14) If take-home assignments are given by the radio teachers, do you do them? (a) Yes [ ]
(b) No [ ] (15) In the course of each radio class, do you participate in class activities as instructed by the
radio teachers? (a) Yes [ ] (b) No [ ] (16) Can you say that your facilitator (Physical teachers) guide you very well in the course of
your participation in the radio classes? (a) Yes [ ] (b) No [ ] (C) Can’t say [ ]
(17) How comfortable are you with the current radio classes? (a) Comfortable [ ] (b) Very comfortable [ ] (c) Uncomfortable [ ] (d) Very uncomfortable [ ]
(18) Do you encounter any Challenges in the course of the radio classes? (a) Yes [ ] (b) No [
] (C) Can’t say [ ]
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(19) Choose from the options below what you consider the major challenge of the radio classes. (a) Time of the classes [ ] (b) My culture [ ] (c) Rearing flocks [ ] (d) Helping in domestic works [ ] (e) My religion [ ] (f) The use of English in teaching us [ ] (g) The nature of the programme [ ] (h) Others [ ] (20) To what extent is your participation affected because of the challenge identified in
question 18 above? (a) Large extent [ ] (b) moderate [ ] (c) little extent (d) Can’t say [ ]
(21) Before you started participating in the radio classes, could you communicate in simple English? (a) Yes [ ] (b) No [ ] (c) Can’t say [ ]
(22) Before you started participating in the radio classes, could you read and write in English? (a) Yes [ ] (b) No [ ] (c) Can’t say [ ]
(23) Can you now speak simple English? (a) Yes [ ] (b) No [ ] (c) Can’t say [ ]
(24) Can you now read and write in English? (a) Yes [ ] (b) No [ ]
(25) If yes to any of questions 20, 21, 22 and 23 above, can you say it was because of your participation in the radio classes? (a) Yes [ ] (b) No [ ] (c) Can’t say [ ]
(26) On a general note can you say that your knowledge level has increased as a result of your participation in the radio classes? (a) Yes [ ] (b) No [ ] (c) Can’t say [ ]
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APPENDIX II
INTERVIEW GUIDE
1. Do nomadic IRI pupils participate in the IRI programme?
2. To what extent do you think that these pupils participate in the IRI programme?
3. What do you think are the major challenges of IRI programme?
4. Can you say that the knowledge level of these pupils has increased as a result of their
participation in the programme?
5. What do recommend as the best way to improve the programme