Chapter One

1.1 Introduction

This is a study conducted in four government general secondary school in Wolaita zone, Wolaita
Zone is one of 13 zones in SNNPR. The purpose of this investigation was to assess the
successes and challenges of plasma TV in teaching grade nine mathematics.

In this chapter background of the problem, statement of the problem, objectives of the research,
limitations of the research, delimitation of the research, significance of the research, operational
definitions of terms and organization of the study are presented.

1.2 Background of the problem

Education is important for the development of individuals as well as the society in any given
environment. It is for the majority of people the only key to their future. It looks impossible for
people to make the best use of the environmental resources for life and society without having
proper education in their respective settings. In this respect then, it could be said that education is
one of the vital components of life.

When we think of education, one thing which comes to our mind immediately is the classroom
knowledge which is gained through student teacher interaction. However, education is not
limited to the classroom teaching. It has been broad-based multi-dimensional. Education is
learning and there is no end to learning and no frontiers of learning. Therefore, schooling has
ceased to monopolize the source of learning (Mohanty, 1984:2). Different educational media are
now being used to promote the access to education. Educational media are used to simplify
instruction because the process should not be complex (Davies, 1981:132). Media are used in
compelling and retaining students’ attention (Heinich and others, 1989:5). Educational media
add variety to the learning process including greater attention and understanding (Brown,
1985:11).

McLuhan (1964 in Amare, 1998) stated that those media that encourage maximum involvement
of the senses are most effective in teaching-learning process. Among those media television is
the one that involves more than one sense in teaching-learning process. There is strong evidence
that television is used most effectively when it is intentionally designed for education and when
teachers are involved in its selection, utilization and integration into the curriculum (Reeves,

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1998). In line with this, TV is very useful where students are largely scattered in the country
Khan (1989).

Nearly one hundred years has passed ever since the modern education was introduced into
Ethiopia. However, we are still combating with poverty, disease and hunger. This implies that
education particularly its western version by itself cannot solve the problems of under
development in our country. Thus our education system has to be sensitive to the economic,
social and cultural factors within the country (Amare, 1998). Owing to this fact, the Ethiopian
government has launched the Education and Training Policy since 1994. Promising results are
emerging with regard to educational access, equity, and relevance despite the fact that too much
remains to be done. To ensure further improvements in areas of accessibility, equity, quality and
relevance, different reforms are being at the primary, secondary schools and teacher education
systems.

Education is at the confluence of powerful and rapidly shifting educational, technological and
political forces that will shape the structure of educational systems across the globe for the
remainder of this century. Many countries are engaged in a number of efforts to effect changes in
the teaching/ learning process to prepare students for information and technology based society
(UNESCO, 2002:15).

Starting from 2004/5 new initiatives are being conducted in view of improving the “quality” of
secondary school education through using information and communication technologies (ICT).
As it is stipulated in the Educational and Training Policy (1994:8), secondary school education
has been given from grade 9 to grade 12 within two cycles. The first cycle encompasses grade 9
and 10 as general secondary education. The second cycle includes grade 11and 12 as a
preparatory stage for tertiary level. So the intention of using ICT in the education system is to
improve primarily “quality” of education in secondary schools. Although “quality” is a relative
term and difficult concept to define, educational quality may rest mainly on the nature of the
teaching-learning process in the classroom. In fact, training and qualification of teachers, nature
of school curricula, instructional technologies and facilities used, the motivation and attitude of
students to learn, teachers level of commitment to the profession and may other related factors
will determine the quality of learning (Brides, 1998). Our education and training policy
underpins problem solving and student-centered method of teaching; however, our school

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tradition starting from inception of modern education has been text-book and teacher centered
based on transmission of communication, which is top-down and one-way communication
(Amare, 1998). This one-way communication in the words of Friere (1972) results in domination
and has the effect of suppressing creativity.

Instructional media and technologies have been used in our educational system for long. The
Audio Visual center was established in 1953E.C. The use of electronic media and technologies
like educational television and radio were launched in 1957E.C in view of improving the
accessibility and quality of education. The Education and Training Policy (1994:27) also states,
“In order to promote the quality, relevance and expansion of education, due attention will be
given to the supply, distribution and utilization of educational material, educational technology
and facilities.” UNESCO (2002:9) also points out that:

All governments aim to provide the most comprehensive education possible for their
citizens within the constraints of available finance. Because of the pivotal position of ICT
in modern societies, its introduction into education will be high on any political agenda.

One of the aims of UNESCO is to ensure that all countries both developed and developing have
access to the best education and develop ICT necessary to prepare young people to play full roles
in ‘modern” society and to contribute to a knowledge based nation.

UNESCO (2002) further asserts that educational systems around the world are under increasing
pressure to use the new information and communication technologies (ICTs) to teach students
the knowledge and skills they need in the 21st century. As a result, the Educational Media
Agency (EMA) has launched teaching with the ICT (Satellite TV instruction) in 1997 E.C for
both general secondary and preparatory schools (9-12) under the sponsorship of the Ministry of
Education (MOE). The educational transmission comes from South Africa. Six subjects namely,
English, Mathematics, Physics, Chemistry, Biology, and Civics and Ethical Education for all
general secondary and preparatory schools (9-12) were selected at the start. Then after those
three subjects namely Economics, Business and Technical drawing are added to preparatory
schools. But on the other hand two subjects namely, English and Civics and Ethical Education
have been exempted. An instructional satellite TV lesson in this program has 30 minutes
duration and the remaining 12 minutes are given to the class teacher.

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Among the very subjects that were select to be transmitted through plasma TV mathematics is
the prominent. The introduction of plasma TV in the education system was highly expected to
support in teaching hard science like mathematics. This is way, in the rapidly changing world
and in the development of science and technology Mathematics plays a vital role. In daily life
and in most human activities the knowledge of Mathematics is important. To understand the
computerized world and match with the newly developing information technology knowledge in
Mathematics is critical. Emphasizing this Krulteskii (1976) as cited in Benbow & Arjmand
(1990) said the development of sciences has been recently characterized by a tendency for them
to become more Mathematical. Mathematical methods and Mathematical styles are penetrating
everywhere.

The main purpose of this study is to assess the success and challenges of plasma TV in teaching
mathematics. How did teachers and students find teaching-learning process in terms of plasma
TV effectiveness in mathematics teaching and learning? How the plasma TV does affecting the
teaching and learning process of mathematics in the classroom? How the plasma TV teacher
does teach students and how students learn mathematics via TV? Did learning from electronic
media such as plasma TV instruction in our secondary schools match or mismatch with learning
mathematics for understanding and critical thinking? These and other related issues have been
addressed in my research.

1.3 Statement of the problem

Basically, implementing new teaching programs implies the desire for improvements in teaching
methods. The program designers assume that the introduction of plasma TV programs at Grades
9-12 levels will enhance classroom instruction. However, introducing new programs by itself
may not bring about the desired change in the quality of teaching and learning. In line with this
Tomei, (2002:6-7) added that technology is value free that is the mere presence of technology is
neither good nor bad, effective, nor ineffective, an inevitable success encompasses all aspects of
education that impact the students. As with any educational intervention, the effectiveness of
technology (like plasma TV) depends upon the appropriate selection and implementation of that
technology to meet teaching and learning. According to Mark Schneiderman (2004:30)
“educational technology is neither inherently effective nor inherently ineffective; instead, its
degree of effectiveness depends upon the congruence among the goals of instruction,

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characteristics of the learner, design of the software and education training and decision-making
among other factors” .

In addition educators suggest that audiovisual material is most successful when: the learner
perceives the value that is being added by the use of material; the material is well-integrated with
the surrounding teaching and care is taken in production of the material to consider the pace of
the students’ learning. Regarding the content, Jaworski (1994) posits that with both audio and
visual media available, it is important to make the correct selection of the medium to suit the
content. In addition the effectiveness of educational technology like plasma TV programs
involves a number of factors. The attitude of teachers and students towards the programs, the
selection and preparation of lessons, the teaching methods and procedures used by the plasma
TV teachers as well as the classroom teacher. This indicates that its success is the cumulative
effect of different variables. And its success is not achieved in one shoot. It needs continuous
assessment to improve its weak sides and to strengthen the strong or positive side. After all,
plasma TV is used as a learning resource for the existing textbook to enhance effective teaching
and learning.

In order to measure the effectiveness of educational technology (in this case plasma TV), it is
necessary to look closely the situation in classroom instead of focusing on technical application
of the educational technologies. In fact physical facilities available in the school have also very
significant contribution for the effectiveness of television education (J.C. Aggarwal, 2001:196).
However, according to Amare (1998) educational research on IT has to give due attention to
investigate what is happening in the classroom. And this should not be the job that has been done
once rather it should be a continuous process to come up with effective outcome.

Hence, the central aim of this study is to investigate the success and challenges of plasma TV in
teaching grade nine mathematics in Wolaita Zone governmental schools on the basis of the
following research questions.

 How effective is the plasma TV mathematics teaching and learning?

 How is plasma TV affecting mathematics teaching and learning process?
 How do TV teachers teach and students learn mathematics through satellite TV?

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  What are the advantages gained by the teacher and student due to the TV introduction in
mathematics teaching and learning?
 What are the major factors that influence the effective implementation of plasma TV in
teaching grade nine mathematics?
 What are the possible solutions used to minimize as well as to overcome the problem?

1.4 Objective of the study

1.4.1 General Objective of the study
The main purpose of this study is to assess the success and challenges of plasma TV in teaching
grade nine mathematics in Wolaita Zone.

1.4.2 Specific objective of the study

The following are the specific objective of the study. This study tries to:

 Examine the effectiveness of plasma TV in mathematics teaching and learning.

 Examine how plasma TV affecting mathematics teaching and learning process.
 Assess the methodology used by satellite TV to teach grade nine mathematics.
 Determine the advantages gained by the teacher and student due to the TV introduction in
mathematics teaching and learning.
 Find out factors that influence the teaching-learning process of grade 9 mathematics
through satellite TV.
 Recommend appropriate solution for effective teaching of ninth grade mathematics
through satellite television.

1.5 Significance of the study

Any new methods of instructional delivery require assessment to determine the strengths and
weaknesses of the system. Technology applied to education produces a greater need to assess
outcomes to provide a chance to students to achieve the intended educational goals. If the system
fails to achieve these goals, the method of delivery needs to be reconsidered.

In this regard, it is believed that the study would have the following significances:

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 ✔ Generates information on the success and challenges of plasma TV in teaching grade 9
mathematics.
✔ Helps mathematics teachers to consider factors that affect the teaching-learning process
of mathematics through satellite TV.
✔ Helps media experts, curricular specialists and other concerned bodies to rethink how to
improve the teaching and learning process of mathematics through satellite TV.
✔ It is used as a source of information for educational bureaus and other experts.
✔ Motivate those who are interested in carrying out further research on this issue.

1.6 Limitation of the study

The study is limited in some respects. It is true that the reliability and validity of a study results
increase when it is made in many schools by using many samples. However, it was confined only
in four schools. Moreover, the size of the sample was not large enough due to financial and time
constraints

One of the instruments applied in this research was record analysis where Mathematics
achievement of students was analyzed; however these students were taken from four different
schools where four different teachers were teaching. Hence the variation among the teachers in
ability, methodology, way of assessment etc had its own limitation on the Mathematics result of
the students.

Inexperience can result in numerous unintentional errors in the research design and process.
However, reflecting upon these errors will accord the researcher opportunities to gain further
insight into and understanding of the research process. It is also important to note that
the researcher is a neophyte as far as research is concerned.

1.7 Delimitation of the study

This study was delimited to only four selected government general secondary school located in
Wolaita zone. The success and challenges of plasma TV in teaching grade nine mathematics is
the focus of the study. Hence, the conclusion will reflect the situations in Wolaita Zone on 9th
grade mathematics. The study was planned to be finalized in eight months.

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In addition to this, the researcher selected grade nine because he thinks that grade nine students are new
for learning mathematics through satellite television and it is a transition time from face-to-face
instruction to satellite TV instruction.

1.8 Operational Definition of Terms

1.8.1 Media

Media are channels of communication derived from a Latin word for “between”; the term refers
to anything that caries information between a source and receiver.

McLuhan (1964:130) sees media as “extension of man which allows him to affect other people
who are not in face-to-face contact with him. The extensions include among others, television,
telephones, cellular phones, films etc, with which one man can reach out to another.

According to Heinich et al (1990:14) the role of media is to convey messages with an industrial
purpose, that is, to facilitate communication. Media in education act as supplemental support of
the educator. Properly designed media help to enhance and promote learning.

1.8.2 Instructional media

It is any medium which carries messages with an instructional purpose (Kemp, 1978:14). In any
facilitation and learning situation there is a message to be communicated. The message, in most
cases may be directions to be the learner or instructions on how to go about the subject matter
content (Tomlinson, 1981:92).

An object becomes a medium of instruction only by assuming a specific function, for example, if
television has to be used a medium of instruction, it has to serve a particular purpose rather than
if one deals with it as a television box that emits pictures and sounds (Gerlach & Ely 1971:298).
Instructional media should make a substantial contribution to the achievement of the objective of
the lesson (Kruger, Oberholzer, van Schalkwk and Whittle, 1983:266).

1.8.3 General secondary school

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In the Ethiopian education system secondary school education has been given from grade 9 to
grade 12 within two cycles. The first cycle encompasses grade 9 and 10 as general secondary
education. The second cycle includes grade 11and 12 as a preparatory stage for tertiary level.

1.9 Organization of the study

The study has five chapters. The first chapter focuses on the background, statement of the
problem, objective and significance of the study, limitations and delimitations of the study. The
second chapter comprises review of theoretical aspects and related literatures. The methodology
of the study is given in chapter three. The results/findings of the study are dealt with in chapter
four. Finally, chapter five dealt with the discussion, conclusion and recommendation.