Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1979. / This study investigated the effectiveness of televised lectures in teaching an introductory statistics course to first year commerce undergraduates, Certain constraints imposed themselves on this introductory course which dictated many of the teaching conditions. Some of these conditions were that the lecture situation formed the major teaching component in the course and that these lectures were administered to large numbers of students (groups of between 70 and 120). The primary aim of the investigation was to determine whether or not the effectiveness of these lectures (when televised) could be assessed. A secondary aim was to determine whether or not (once the effectiveness of the lectures had been assessed) the areas in the lectures which had been identified as ineffective, could be analysed and changed, so as to become effective. In order to conduct this investigation the method employed demanded that three preliminary areas be fully expounded. The first was that the meaning of 'instructional effectiveness' be fully defined in terms of the previling conditions. In order to achieve this a criterion referenced approach to instruction was adapted to the television lectures. Secondly, the 'type' of television lecture had to be disclosed. The televised lectures were traditional in that they were similar to die 'live' lectures except for a few novel innovations. The study did not however set out to compare the effectiveness of the 'live and 'T.V,1 instruction - a point which is fully discussed in the second and sixth chapters, The third preliminary area was the means employed to collect the data which was needed for the evaluation of the lectures. A recently devoWpcd educational computer system was used for this purpose and a full description of this novel system is given in this study. The experimentation was based on two important premises. First, the evaluative means which were used to assess the lectures had to be valid. In other words they had to measure what they were supposed to iii. measure. The validation procedure, adopted is therefore fully discussed. Secondly the variables had to be Identified and controlled when improvements were attempted so as to ensure that the only variable which was allowed to change was the instruction. This procedure is always a difficult one and is fully discussed in chapter six and chapter eight. The results of this investigation indicated that it was both possible to assess and improve the effectiveness of a televised lecture within the prevailing conditions. However this investigation is seen only as a preliminary study into an area which requires scientifically based analyses and conclusions in order to achieve both effective and efficient instruction in this teaching area. Therefore there is much which this study did not do and several criticisms are made in the final chapter.

M.Ed. (Media Studies) / This study on the utilization of radio and television in formal education has been undertaken for the following reasons: the 1981 HSRC reports on education placed particular emphasis on educational technology of which radio and television are important components; to date little research has been done on this subject in the RSA; in formal education in overseas countries similar problems to those experienced in the RSA are relieved to a large extend through the implementation of radio and television; no television programmes are broadcast during school hours in the RSA, thus making this communication channel available for direct lesson transmission. A number of overseas radio and television projects on formal teaching have been studied with the aim to determine which general tendencies could be singled out on these projects. From these projects particular conclusions have been drawn on the following: viability; resistance against such projects; other media that have been used with radio and television; target groups which could be reached; changes which would have to be effected in the conventional education programme; contact with groups of experts; possible ways to implementation and the role of research. A number of conclusions were reached, amongst others the following: radio and television have to be implemented in formal education in the RSA as soon as possible; radio and television programmes in formal education must initially be aimed selectively at those target groups where the greatest need for such programmes exist; producers of programmes for formal education must co-operate with experts. in relevant fields of study; provision has to be made for the training and retraining of teachers who will employ radio and television programmes. Finally a number of recommendations were made concerning the research which will be imperative for the successful implementation of radio and television in formal education in the RSA.

M.Ed. (Education) / Please refer to full text to view abstract

M.Ed. / Please refer to full text to view abstract

Television is an extremely powerful and influential medium and if utilized appropriately it could promote literacy and revive a culture of teaching and learning in South Africa. The significance of educational television can only be realized if all role players are equally committed to this powerful medium: the National Broadcaster, the Department of National Education, school management team, parents, learners and perhaps the most important component, the educators in schools. School TV is an ideal vehicle to sustain and promote new teaching and learning strategies such as Outcomes Based Education. This research study concluded, that Educational Television is instrumental in supporting learners and educators in new teaching and learning strategies such as Outcomes Based Education. The research findings from this study provide valuable information on the preference and usage of SABC School TV in foundation phase classrooms. / Thesis (M.Ed.)-University of Durban-Westville, 2000.

This research explores the use of the Learning Channel biology programmes by Grade 12 biology educators and learners. These television programmes are broadcast by the South African Broadcasting Corporation (SABC) and are aimed at supporting Grade 12 learners. Support for Grade 12 learners, especially in public schools with limited resources, is an important factor in determining learners' success. The producers of the Learning Channel claim that their programmes are used extensively and with great success. To test the extent of the use and effectiveness of the programmes, an urban area in Durban was chosen as the focus area for this research. This area was chosen because it has several public secondary schools, all with access to television, and all with learners from the previously disadvantaged race groups. Data collection was devised in three phases. Questionnaires were the main instruments used to collect data. In the first phase, questionnaires were directed to all the schools in the focus area. The findings at this phase indicated that the Learning Channel programmes were not being used in any of the schools. This was due to the very low level of awareness of the programmes among educators and learners. In the second phase, data was elicited to provide information that may enhance the use of Educational Television programmes. The findings at this phase indicated that Grade 12 learners watch television daily yet they do not watch the Learning Channel programmes. It was also found that the role of the educator is the most important factor in determining whether Grade12 learners watch the programmes or not. The findings with regard to educators were that they were not averse to using the programmes. Although educators felt distanced from the programmes, they would consider using the programmes if the programmes were shorter and if educator support material was more readily available. In the third phase, the Grade 12 biology educators and learners watched the same programme of the Learning Channel. They then commented on its effectiveness. The teaching method employed in the programme was liked the most by learners. This methodology incorporated strategies such as the pace of the lesson, use of repetition, etc. to make the programmes understandable. The lack of learner involvement and the constant talking by the presenter was liked the least by learners. The producers of the Learning Channel programmes, therefore need to drastically increase the level of awareness of the programme, provide opportunities for educators to become involved with the programme, and provide greater, sustained educator and learner support strategies. / Thesis (M.Ed.)-University of Durban-Westville, 2001.

Early Childhood Development (ECD) programmes are important in the promotion of intellectual development and school readiness in children. Equally important is the opportunity to learn in one‟s mother tongue. This study aimed to determine the value of using the multilingual television series Takalani Sesame as a Life Skills educational resource in specific South African schools, amongst Grade One learners. The focus lay on researching a possible mechanism for allowing children who had not attended quality ECD programmes to „catch up‟ in terms of knowledge they may be lacking, as well as providing a form of mother tongue instruction to African learners in schools where the language of instruction is English. A field experiment and a reception study were carried out at a primary school in Pietermaritzburg, South Africa. Two groups of twelve Grade One learners (from two different Grade One classes at the same school) were included in this research, which spanned a period of 6 months. The children in the test group watched a television series of Takalani Sesame (with guided viewing) and completed related activities including post viewing and homework activities. The children in the control group were not shown the series at school. Both groups were administered the same questionnaire both pre- and post-test in order to determine changes in Life Skills related learnt data. Other research methods included participant observation, focus group discussions, interviews with parents/caregivers and interviews with educators. These used Social Cognitive Theory as their basis, taking constructs that impact on behaviour change, such as modelling, outcome expectancies and behavioural capabilities into account. The research included a large focus on interpersonal communication between researcher and learner, and caregiver and learner, plus a concentration on the children‟s knowledge of and attitudes surrounding HIV/AIDS. Results showed satisfactory levels of attention to the series, as well as high levels of engagement with and enjoyment of the series. Levels of identification with characters were also noted to be high, increasing the possibilities of learning and behaviour change taking place. Decoding of messages was, for the most part, in line with the intentions of the producers, although oppositional readings, erroneous and creative decoding were also noted in some instances. The guided viewing component did well to increase levels of attention to the episode as well as allow for erroneously decoded messages to be corrected almost immediately. Positive changes in learnt data in the Life Skills areas of HIV/AIDS, Nutrition and Safety and Security were identified and these were noted to be impacted on by the homework activities which were included in the intervention to promote parent/caregiver-child communication. The research intervention was deemed to be a success in the selected school, and could possibly be recommended for use in similar South African primary schools where learners are taught in a language which is not their mother tongue. Possible areas for future related research were outlined. This research study contributes to the body of Entertainment Education (EE) research by identifying a new and valuable application for an EE intervention in the South African setting. This highlights the important aspects of localisation, in the South African context, promoting mother tongue learning and ECD. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

Education is considered as an essential tool for the long-term development of most countries. The provision of education to only part of a community or part of the world reinforces relative deprivation. To counteract such an effect, South Africa, a geographically large country, in which the population is scattered, where economic disparities are aligned to race, where qualified teachers and specialists in certain subject areas are scarce, and where there is an illiteracy rate of 29 percent, hope has been expressed that television broadcast based distance education may be a viable alternative to expanding formal education provision extensively and quickly. This study investigates the role of television broadcast-based distance education in South Africa as a possibility for extending the provision of formal education to large numbers of learners and how the South African Broadcasting Corporation (SABC) and the country 's Department of Education fulfils the promise of extending education. This objective was addressed by first giving a critique of conventional education systems and why distance education is an alternative option for provision of education. Further, the study traces a general picture of education in Africa and the educational situation in South Africa, highlighting the distance education scenario in South Africa , and investigates why distance education and particularly television broadcast-based distance education is crucial in the provision of education in developing countries in the face of the globalisation of mass communication and new information technologies. The study also investigates the complex issues involved in the production, distribution and consumption of Liberty Learning Channel Programme (a television programme which offers remedial support for matric (grade 12) and grade 10 to 11 students) by examining whether the producers and partners of the programme created a text which connects with the multi-cultural reality of teachers, learners and other viewers in South Africa; the role of the programme in the service of growth, reconstruction and development; why the programme is not popular among the youth; and what can be done to make it effective in enhancing teaching and learning; and the intertextuality, production and distribution of the programme. Information on the above aspects was gathered through the scannmg of relevant literature and by the use of ethnographic research procedures which included focus group interviews, in-depth interviews and participant observation. The study established that conventional systems of education and current educational practices have fallen short ofpreparing citizens with a strong foundation of general education. The study therefore offers distance education not only as an alternative to conventional education delivery at secondary and higher levels of education, but also as a low-cost alternative to expanding education. Constructivism is suggested as an alternative set of values that may significantly influence learning and that can help develop the kind of citizens who can be able to function successfully in real-word contexts. With regard to effectiveness of television broadcast-based distance education in teaching and learning, the study established that television is an effective means of achieving traditional educational goals, and that television broadcast-based distance education remains important especially in the developing countries in light of the need to increase access to education, redress the disparities caused by globalisation of mass communication and by lack of information and communication technologies. With regard to distance education in South Africa, the study found that there is both significant policy commitment and actual use of broadcast-based distance education in solving many of the country's education problems, but that there is an urgent need to improve the quality of that provision, particularly in formal education. On the complex issues involved in the production, distribution and the consumption of Liberty Learning Channel programme, the study found that the programme (aired live since 1993), is a production of Liberty Learning Channel, an independent company based in Johannesburg, in partnership with the Liberty Life Foundation, and that the SABC is not involved in the production but provided the airwaves. Each subject presenter prepares his or her own lessons, and therefore no services of producers, scriptwriters, or editors are employed in the production of the programme. The programme is then distributed through television, newspapers (the Sowetan), videocassettes, the Internet and in future through CD-ROMs. Additionally, the study found that Liberty Learning Channel relies on audience feedback from audience rating and occasional feedback from comments down the streets or letters from viewers thanking the presenters. This study argues that this kind of monitoring is not sufficient as rating only tells advertisers how many viewers were exposed to a specific programme content on a particular television channel in a certain time slot. Regarding the consumption of the programme, the great majority of the focus group participants liked the programme and used it during revision and in dealing with large numbers of students with different abilities and difficulties. A great majority of the students liked the programme because of the way the presenters explained clearly. However, a great majority of the participants watched the programme sparingly partly because the time slot was ' inappropriate ' and due to a lack of awareness about the programme. Several suggestions for the improvement of the programme were put forward, amongst them: to change the time slot; to have multi-racial presenters ; to give detailed timetables to schools in advance, and to advertise the programme more directly to schools. However, a reluctance or unwillingness to consider some of the audiences ' suggestions for the improvement of the programme, was shown by the manager of Liberty Learning Channel, William Smith. The above results are reported and discussed in detail in chapters 2 to 3, and general conclusions and recommendations presented in chapter 4. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2004.

The study investigates the educational role of the public service broadcaster in post-apartheid South Africa. The aim was to investigate the educational role of the programme Shift as part of the content offering of the public broadcaster and the extent to which it satisfies the educational needs of its audiences. The main objective of the study is to investigate factors that influence the educational role of the SABC. The study focused on three different forms of educational television which are the formal, informal and no-formal education. The theoretical point of departure is the critical political economy theory, and the public interest theory which focuses on the interests of the public. A content analysis of Shift was conducted to determine the educational role of this programme. The study also investigates how political and economic factors influence the educational role of the SABC in the post-apartheid South Africa. The study also examines the impact that media funding can have on the educational role of the public broadcaster. The episodes of Shift are analysed in order to understand if political and economic factors can influence the educational role of the SABC. The study critically analysed whether the relevant media policies are driven by profit making motives. / Communication Science / M.A. (Communication)