Chapter One

1.1 Introduction
The purpose of the present investigation is to assess the challenges and opportunities of
plasma TV in teaching grade nine mathematics with reference to some selected variables
in the case of Wolaita Zone. Wolaita Zone is one of 13 zones in SNNPR.

The progress of science and technology is the major areas where society comes up for
essential means of solving problems, adaptability to the environment and brings
civilization by developing the necessary knowledge, ability skill and attitude.
Mathematics education is then the basis of all fields of sciences be it social or natural
science. Hence teaching Mathematics at high school levels should be given due emphasis
so that students could easily manage their further studies in different fields of higher
education institutions and further contribute towards the development of the
society/country.

The study will focus on four selected high schools and general secondary schools in
Wolaita Zone. Mathematics school teachers of grade nine, students at grade nine and
school directors will be the subjects for this study. The data will be collected using
questionnaire directed to students and mathematics teachers, interview with school
directors and teachers and randomly selected class observations of mathematics classes.

1.2 Background of the study

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 quality of
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).

1
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, 1998).

Instructional satellite TV has advantage over other media in transporting the entire
audience to wild, hostile or inaccessible location; enlarging the microscopic and reducing
the immense; and combining text and images, encourage learning and understanding
through different channels (Blythe-lord, 1999:32).

Starting from 2004/2005 a new instructional satellite TV program called plasma began in
secondary schools of Ethiopia. The program is provided by the educational media agency
(EMA) in collaboration with the Ministry of Education (MOE). 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. An instructional satellite TV lesson in this program has 30 minutes
duration. But now two subjects namely, English and Civics and Ethical Education has
exempted.

Mathematics is one of the subjects delivered though this satellite TV. 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 mathematics with the newly
developing information technology strong background in mathematics is critical.
Emphasizing this Kruttesill (1976) said the development of science has been recently
characterized by a tendency for them to become more mathematical methods and
mathematical styles are penetrating everywhere.

2
Most people associate problem solving with mathematics than other school subjects.
Mathematics has a wide application in natural and social science. Adleke (1998) pointed
out that, mathematics techniques are consistently being developed to meet the changing
requirement of physics, chemistry, biology, behavioral science, engineering and
computer science. Similarly Setidisho (1961) as cited in Adleke (1998) indicated that no
other subjects forms a strong binding among other branches of science as mathematics.

So great attention should be given in teaching and learning of mathematics because

failures in mathematics results failures in other subjects. So this research address two
basic questions, how does this fundamental subject is being accomplishing its role
through satellite TV? And what challenges does this satellite TV teaching of mathematics
facing regarding students’ achievement?

1.3 Statement of the problem

In my teaching years and schooling years mathematics has been as a problematic subject.
This is supported by students’ recorded low results and yet mathematics is regarded as
one of the key subject that develops learners to be problem solvers which is what is
required to stay competitive in the globalize village. To this end government has felt that
if information communication technology like plasma TV could be incorporated into
education and be used correctly in the teaching and learning of problem area of subjects
including mathematics, then we could have more problem solvers, contributing positively
in improving the way things are done in schools.

The use of plasma in teaching and learning process has long been studied (Ali, 2005;
Kassahun M. and Zelalem T, 2005). Mcluhan (1964 in Amare, 1998) stated that those media
that encourage maximum involvement of the senses are most effective in teaching-
learning process. However, most of the studies were confined to the merits and demerits
of satellite TV instruction in general. Therefore the focus of the study is on the success of
teaching grade 9 mathematics through satellite TV in general secondary schools on how
the plasma TV is being enhanced mathematics teaching and learning inline with
challenges that schools are facing with.

3
Hence, the central aim of this study is to investigate the challenges and opportunities of
plasma TV in teaching grade nine mathematics in Wolaita Zone governmental schools on
the basis of the following research questions.
 How does an interaction between students and teacher facilitate students learning
of mathematics through plasma TV?
 How is technology affecting the learning process?
 How do TV teachers teach and students learn mathematics through satellite TV?
 What are the advantages gained by the teacher, student due to the TV introduction
in mathematics teaching and learning?
 What are the major factors that influence the effective implementation of grade
nine mathematics through satellite TV?
 What are the solutions used to minimize as well as to overcome the problem in
teaching grade nine mathematics through satellite TV?

1.3 Objective of the study

1.3.1 General Objective of the study

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

1.3.2 Specific objective of the study

The following are the specific objective of the study. This study tries to:
 Examine the effectiveness of plasma TV mathematics teaching and learning.
 Examine the methodology used by satellite TV to teach grade nine mathematics.
 Determine the advantages gained by the teacher, 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 teaching grade nine mathematics through
satellite television.

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 1.4 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 evaluate 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. The intention of this study is to investigate the success and challenges of
teaching grade nine mathematics through PTV in achievement the objectives.

The study is aimed to make the following contribution in assuring the quality of
education. The findings from this research;
 Will generate information on the challenges and opportunities of plasma TV in
teaching grade 9 mathematics.
 Will help mathematics teachers to consider factors that affect the teaching-
learning process of mathematics through satellite TV.
 Will help media experts, curricular specialists and other concerned bodies to
rethink how to improve the teaching and learning process of mathematics through
satellite TV.
 Will be used as a source of information for educational bureaus and other experts.
 Will motivate those who are interested in carrying out further research on this
issue.

1.5 Delimitation of the study

The study of this research will be delimited to assess the challenges and opportunities of
plasma TV in teaching grade nine mathematics in four selected government high schools
and general secondary schools in Wolaita Zone. Hence, the conclusion will reflect the
situations in Wolaita Zone on grade nine mathematics.

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

1.6 Operational Definitions

Attitude –an acquired mental state that influences choices from personal action such as
preferences, avoidance or commitment.
Success -Students’ good maths performance as shown by their score in mathematics.
Challenges-factors that hinders students not to score good results in mathematics and
teachers not to teach properly.
Satellite TV- it is an e-learning video broadcast over internet protocol networks to wide
plasma television screens installed in each classroom, via a satellite receiving
device named Plasma Display Panels (PDPs).

Chapter Two

2. Review of related literature

2.1 Historical background of the development of instruction media

The most massive application of audio-visual techniques prior to 1950 was undertaken by
the armed forces. During World War II, the packages of instructional material produced
by certain units were highly sophisticated and insisted on aids concept. It was with the
advent of World War II that communication revolution in which we are now involved
actually began (Heinch, 1968).

The teaching aids were tied to teacher centered concepts, have been known to have
different names such as instructional material (Kinder, 1959), instructional technology
(Brown, 1985), instructional media (Heinrich, et.al, 1989) and audio-visual material
(Dale, 1969). In new educational and training policy of Ethiopia, instructional materials
are classified under Educational support, educational materials, educational technology
and educational facilities (Amare, 1999:53).

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He further stated that instructional materials relate all forms of materials with which
students and teachers interact for the purpose of teaching-learning process. These
materials can be concrete models, specimens, simulators, object those that allow physical
involvement of learner with a minimum effect of physical involvement of sensory
involvement.

Therefore, all the materials such as slides, photographs, diagrams, charts, real objects,
handouts, textbooks, teacher’s guide, syllabus, reference books are considered to be
instructional materials.

McLuhan (1964 cited in Amare, 1998) stated that those media that encourage maximum
involvement of the senses are most effective in teaching-learning process. Hence, he
calls them cool media as contrasted to hot media. Cool means more participatory and hot
means less participatory. A lecture is hot media and discussion is cool. In cool media,
students have more chance in providing information and more involvement in the process
making learning more effective.

2.2 The contribution of instructional materials to effective teaching

Instructional materials play great role in the teaching-learning process. Kinder (1959)
stated that the proper use of instructional materials could make learning more effective.
They make learning more dynamic and realistic. They provide students with good
substitute for first hand experience. He further pointed out that instructional materials
contribution to factual learning, understanding of learning, performance of learning,
motivation and interest and increase voluntary reading.

Dale (1969 cited in Amare 1999:54) argues that instructional materials create the access
to the world of reality enhancing understanding and enriching experiences. They also
assist in making relationship between the real world and the symbolic world what is
pedagogically known as understanding.

Kinder (1959) on theory of learning stated that students should be given a wide range of
direct and contrived experience, which will provide a basis for meaningful learning. The

7
students should have sufficient percepts to enable him to develop significant concepts.
Knowledge of the development and interrelationship of percepts and concepts is essential
for effective teaching. Instructional materials are the most effective methods for
developing the correct percepts and concepts. Moreover, they are effective methods of
combating the evils of verbalism.

Amare (1999:54) stated that instructional materials could provide the learner with many
experiences such as doing, drawing, reading, observing, sketching, computing, speaking
and discussing. They can also encourage students to use more senses and allow students
to try out their ideas.

Honcock (1976:16) stated that the use of media as” improving quality, variety and
opportunity in education, enrich work in classroom, extend new curriculum, enlarge
learning experience, provide in experienced and under motivated teacher with a new
skills.”

Heinch, et.al (1989:24) showed that much of the effectiveness of educational media for
educational purpose depends on how they are integrated into the larger macro system.
Schramm (1977:113) reports that students learn best if the educational media are
organized inline with their need and backgrounds. This indicates that students are the
focal point in integrating educational media. It should not be incorporated into the system
randomly. Rather, it must be in a way that it should bring maximum learning among
students.

Why use information technologies in teaching?

The introduction and use of information technologies in teaching in the schools would
serve a dual purpose; for the purpose of acculturation and for more efficient instruction
(Nwaboku, 1997 in UNESCO, 1997). For acculturation processes, a learners who are
being prepared for technologically oriented world needs to be immersed in technology
early. Technology is a new world culture and like all cultures it is best acquired in early
life. It is rapidly becoming a dominant force in schools particularly in developed
countries. This would ensure that schools do not produce technologically maladjusted

8
adults. By employing the information technologies, the schools would be facing up to
new facts of life that the learners would be functioning in a technologically dependent
society. The use of the new information technologies has become inevitable for survival.
To be productive and competitive in the knowledge economy the use of information
technologies plays a great role. A quality education is one which can impart skills that
will serve as a tool for productivity. Hawkins (2002:38) writes of this skill as
“information reasoning” which he posits as “a process in which reliable resources of
information are identified, effectively accessed, understood, contextualized and
communicated to colleagues”. Therefore, it is imperative for society to reconsider the
way skills are developed so that society can benefit from the use and harnessing of ICT
and ICT resources.
Technology is about ‘machines’. Machines make most works easier and achieve more
work in less time. It can, therefore, be expected that employing technology in teaching
would introduce better efficiency in the instructional system. This is achieved in many
ways:
 Expands the possible modalities of learning
 Adds some measure of reality to learning
 Increases the perceptual scope of the learner
 Motivates the learner by making leaning easier, more interesting and challenging
 Provides the teacher with more reflective time for improving instruction.
In general terms, the introduction of new technologies in education would provide
education with more productive learning systems, ensuring equal opportunities for
learners. Technology itself has generated new information at an exponential rate and it is
only through technology that the tremendous amount of available information can be
harnessed and accessed in learning (Jonassen & Reeves, 1996; Nwaboku, 1997, in
UNESCO, 1997).
But the effectiveness of technology will clearly vary with situational variables, such as
the goals and resources for instruction, the cognitive demands on the learner, the extent to
which all learners' needs are considered, the teachers' comfort and skill with technology,
and, of course, the types of technology available. Thus, “integrated technology” is
technology that supports and enhances the achievement of specific teaching and learning
goals. For example, if these goals include the mastery of basic arithmetic skills or the

9
development of effective critical thinking skills, the criteria to assess the integration of
the technology tools used should include the extent to which these tools contribute to the
attainment of these goals in more effective and efficient ways than if more traditional
means were utilized.
It is generally recognized, however, that technology by itself is not sufficient to achieve
the types of changes envisioned. According to Flick and Bell (2000) the following
interconnected guidelines provide the essential ideas for strengthening mathematics
instruction while integrating technology. ICT should (a) be introduced in the context of
mathematics content, (b) address worthwhile mathematics with appropriate pedagogy,
and (c) make scientific views more accessible. In addition successful technology
integration in mathematics curriculum/classroom depends on many other factors such as
mathematics teachers, mathematical connections, and appropriate integration approach.
Since mathematics plays a great role in students’ future career and the development of the
countries we should take care of the delivery of the subject mathematics in schools. In
this information age the use of information technologies is mandatory in mathematics
teaching because without mathematics there is no science, without science there is no
modern technology and without modern technology there is no modern society. To this
end the use of ICT in mathematics teaching should support and facilitate conceptual
development, exploration, reasoning, and problem-solving, as described by the NCTM
(2000).

2.5 The Mathematics teaching and learning situation

In the development of nations; science, technology and mathematics play a vital role.
Ukeje (1997: 3) observes that without mathematics there is no science, without science
there is no modern technology and without modern technology there is no modern
society. In other words, mathematics is the precursor and the queen of science and
technology and the indispensable single element in modern societal development.
This indicates that in the rapidly changing world and in the development of science and
technology mathematics plays a vital role and it has a wide application in natural and
social science. Because of its significant role, in different countries due attention has been
given to the mathematics teaching and learning situation. For example, there is an
alarming concern about successes or lack successes of mathematics teaching and learning

10
in South Africa schools (Mathomo, 2006). He added that this concern is supported by a
study called “The Third International Mathematics and Science Study” (Howie, 1999), as
well as the South Africa government (Manena, 2002). The report noted that South
African learners performed poorly compared to all other countries that participated in the
study, even below the other African countries took part (Howie, 1999). This, according to
Grayson (n.d) and Jarret (1998), is attributed to the fact that mathematics teaching and
learning in South African schools is often focused on memorization of facts and
formulae. Learners also showed lack of mathematics problem solving skills and higher
order thinking skills which cannot be easily developed in memorization of facts and
formulae. In order to develop these skills, the use of ICTs resources in mathematics
teaching and learning becomes inevitable (Jarret, 1998).
Education is based on the principle called outcome based (OB) teaching and learning.
The implication of this principle for teaching and learning of mathematics is that there
should be a move from emphasizing memorization of facts by learners to a more learner
centered approach where learners enhance on their questing, elaboration, explanation and
other verbalization mechanism, which contribute to the development of problem solving
and higher order thinking skills in mathematics. To this end engagement and motivation
are critical elements in student’s successes and learning. Engaged students learn more
and retain more and enjoy learning activities more than students who are not engaged
(Akey, 2006).
The reason for the concern about higher level of mathematics skills and knowledge is that
mathematics is the basis of many successful careers and lives (Golafshani, 2002). For
effective development of mathematics idea that one posse’s mathematics teaching and
learning should be learner centered and give learners opportunities to explore and
investigate their ideas (ibid). He further indicated that in the process of exploring and
investigating, emphasis should be on problem solving, cooperation among learners and
showing how the mathematics concepts relate to the learners’ everyday life.
Now a days problem solving has become an essential component of education that has
received universal importance. The new Education and Training Policy (ETP) of Ethiopia
also give emphasis for the strengthening of individuals’ and society’s problem solving
capacity at all level starting from basic education. To this effort, the curriculum should be
organized in such a way that instruction be aimed at improving problem solving abilities.

11
Mathematics is one of the disciplines that incorporate problem solving as its essential
component. For instance, Pimm and Love (1991:246) confirmed that “problems are at the
heart of mathematics and that solving problems and learning how to solve problems is an
essential component of learning mathematics.” Musser and Burger (1988) also asserted
that problem solving is the main goal of teaching mathematics as it is of social science.
Regarding the cooperative learning, Adam and Hamm (1996) point out the importance of
cooperation in mathematics learning in demystifying the perceptions that many people
have about mathematics. Cooperative learning is advisable particularly in mathematics
class as mathematics concepts and skills are best learned as a dynamic process with
active engagement of the students, talking through mathematics problems with
classmates helps students understand how to solve the problem correctly, it helps them to
communicate effectively, it develops confidence in their individual mathematics abilities,
it helps them to learn more about future carriers from peers. In general cooperative
learning creates more positive attitude towards mathematics (Trafton and Shulte 1989). It
also helps students to develop self discipline and good social habits while providing
opportunities for language development and concept growth (Iriving, 1972).
A deep understanding of mathematics teaching and learning environment gives guidance
on the approaches that teachers, experts and curriculum developers can employ in
teaching the subject. Also educators should be aware of the condition under which
learning could be effective. A deep understanding of the mathematics teaching and
learning environment imply that educators will know when and how to use ICT resources
like television and for what purpose in mathematics. There is strong evidence that
television is used more effectively when it is intentionally designed for education and
when teachers are involved in its selection, utilization and integration into the curriculum
(Reeves, 1998).

Introduction of the new information technologies into the school

system in Africa
Taylor (1995) and Nwaboku (1997) contend that in the school system, the computer can
serve as a subject, as media and as a tool for creative work. As a subject, the pupil learns
about computers. This is computer literacy. The argument for computer literacy is that in
the future the inability to use computers would be as limiting as the inability to read and
write. It has therefore become important at this age to learn the basic use of computers, to

12
learn to use different computer software and to learn to develop computer software for
various purposes.
As media, the computer is used for teaching and learning like computer assisted
instruction. The knowledge of computer and programmed instruction are used to produce
computer programmes that teach. It becomes possible to tailor instruction to individual
needs. Learners can advance at their own pace, or use the programmes at school or their
homes. Teachers can utilize packed lessons or produce their own courseware.
As a tool for creative work, the learner uses the computer to advance his/her ideas, typing
out new methods or projects and experimenting with and creating concepts. In this
format, to use the computer also serves as a problem-solving tool, calculating,
manipulating and analyzing data.
In the sub-Saharan Africa formal school systems, these three application of computers are
yet to gain much ground. But computer schools are being introduced in countries like
Nigeria and Senegal. A major constraint in the introduction of computer programmes into
the school systems is financial limitations. It is already claimed that a high proportion of
any nation’s budget goes to education. The older technologies have not been employed
much in our public school systems. It would therefore seem presumptions to expect that
computers can be provided in schools. One might just consider closing all discussion on
this subject but the problem is that, like all other problems facing our educational systems
today there is no longer much choice in the matter. If the educational system do not
advance at the same pace as developments in all other socio-economic sectors, education
in the region will become irrelevant to the societal needs (Nwaboku, 1997 in UNESCO,
1997).
Countries in the Africa region should consolidate on the technologies already introduced
in their educational systems. Studies have shown that educational radio and educational
television have been used in almost all the countries in the developing world as a means
of reaching remote learners and cutting the cost of education. Any measure to reduce the
cost of education should be supported and exploited fully. Unfortunately, most of these
technological innovations have not been sustained. Reasons for the breakdown of the
systems are largely related to technical know-how in both utilization and maintenance.
Most of these technologies were established through external aids, which provided the
initial technical support. It is necessary to precede the installation of technology with

13
provision of local experts. In other words, what the African continent needs most as
precondition for a technological take-off in education and other social sectors are
seasoned indigenous specialists. Unfortunately, while other sectors of the economy make
effort to provide these, educational sector is contended with ad hoe training programmes
and half-baked specialists or no specialists at all (Nwaboku, 1997 in UNESCO, 1997).
The place for Satellite TV in teaching and learning system
New technology has the potential to foster a learning culture and supplement classroom
teaching, even in remote rural areas (Dubery, et al, 1999). Curzon (1993) and Sharma
(1994) explained that, indeed, one of the major argument advanced for the use a satellite
TV is that it can provide wide spread educational services to rural areas much more
quickly than could be done by expanding a terrestrial microwave system. The cost of
transmission is not sensitive to distance unlike telephone or other land line
communication system. Thus satellite technology is also capable of reaching a large
number of students over an extensive geographical area.

On the other hand (Sharma, 1994:419) states that, it is obvious that the most critical
factor in implementation is the effectiveness of the set of materials and activities the
satellite designed to produce the desired learning in the users. It is not obvious how
effective satellite is to be produced for any particular situation.

Furthermore Sharma describes, in using various media it has become evident that most
effective learning is accomplished through a combination of media, and that variation in
learning is more dependent on how a medium is used rather which one is used.
This is to say that using one form of media or another can’t be taken for granted. It is also
found that when using radio or television the effectiveness of the broadcast material is
critically dependent on what goes on at the receiving end, on what interaction the learner
has with it. “Passive listening or viewing” does not lead to learning.

Likewise, another feature or satellite TV learning system is the variety of study

programmes followed by the learners. Here the satellite system would be at a advantage
because one of its primary characteristics is its ability to deliver the same programme to

14
every point in a wide area, since the television bandwidth could be used to transmit a
large number of different voice channels (Sharma, 1994:436).

Moreover, Sharma (1994) contend that, when a country goes through its exercise in the
implementation of satellite for educational purpose, probable major problem will be the
availability of trained manpower that can contribute to a realistic planning analysis,
match or mismatch between to whom the program is intended to and the would be
outcome, the interest, needs and background of students and teachers.

Research Evidences from proponents of media and technology; Satellite

TV instruction
The use of television in learning has still question as to whether pictures should be used
to explain words, or words should be explain pictures, and the matter is not yet resolved
(Sharma, 1994).

Sharma et al., (1994), however further investigates ETV usually features the lecture in
spite of the criticisms of this form instruction. There is no feedback to the lecture on
demonstrator to tell him how he is going. There is no opportunity for discussion and
expression of student opinion until after the show is over, and no way to vary the flow of
discourse for the benefit of student differences. In general, the ETV is less effective when
the feedback responses are important, and when discussion and give and take between the
student and the teacher are needed.

The chief advantage of educational television is that it can carry instruction to different
classrooms where it might not otherwise be provided, or where it would have to be
repeated. It can provide superior lecture demonstrations for extensive curricular content,
and it makes possible close-up views of what is being demonstrated and of-going events
for class observation. Beyond this, it has the advantage of all audio-visual instruction,
that of enhancing the value of perceptual instruction.

According to Schramm (1977), there is no evidence that students learn more from the big
media such as television and film. Findings, however, show that able students, other

15
things being equal, tend to learn more from any medium than less able students
(Schramm, 1997).

McLuhan is a pioneer as a “technology-determinist” and asserts that, “The medium is the

message” (McLuhan, 1964). He argued that television is a medium compatible with the
present electronic age which is more concerned with pattern identification than
fragmentation or recall thinking which is linear (McLuhan, 1964 cited in Amare, 1988).

McLuhan (1967) further says that television is a “cool medium” contrary to print, which
is a “hot medium”. The term “cool” refers to having the characteristics of more student
involvement and participation in learning. It is also refers to information flowing in
multiple sense leading to create a more intelligent person who has the ability to deal with
high-level abstraction such as configuration and patterns (McLuhan, 1967). The print
media is often associated with a “hot medium”. Prior to the print press, man received
information all-at-one in “patterns” or “configuration”. In contrast, print transmits
information “linearly and sequentially”. McLuhan (1967) argues as cited in Amare
(1988:3).

Research evidences from opponents of Satellite TV instruction

Salomon and Leigh (1984) expound the interiority of television as a medium of learning
but they attribute this problem not to the medium or technology itself but to people who
learn from it. They assert that people have predispositions or beliefs of the requirement of
any communication technology to various means of learning including teachers, books,
television and the like. In a study conducted in USA, students do not take television as a
serious medium of learning. They viewed it as a fun medium even when it is transmitting
a serious educational material. The result is less learning or shallow understanding from
it. In this case, the researchers argued that it is not the technology that is inhibiting
learning but rather the predisposition of t he learners which acts as a barrier to their
learning (Salomon and Leigh, 1984 cited in Amare, 1998). Salomon and Leigh’s (1984
cited in Amare, 1988) argument is based on the assumption that any learning depends on
the Amount of Invested Mental Effort (AIME) of the learner. The more mental effort the
students invest in learning a material from a given medium, the more the students learn
from the medium. It is, therefore, true that students tend to invest less mental effort when

16
learning from television and as a result learning less since they perceive it as a fun
medium.

One of the extreme critics of television, Mander (1978), advocates a total elimination of
television. He believes that television is educationally and socially harmful. He attributes
all weaknesses of television to its technology and not to its users. Mander contends that
the technology of television is not re-formable and should be eliminated altogether. Four
arguments are given by Mander to justify the elimination of television. These are
environmental (theoretical), economical (political), neuro-physiological factors (Mander,
1978).

On the basis of the psychological evidences, Mander concluded by saying that “television
is a communication medium that effortlessly transmits huge quantities of information not
thought about the time of exposure” (Mander, 1978:51). Television information is not
available for conscious analysis, understanding or learning. It is sleep teaching and very
dangerous to the society and, therefore, must be eliminated. The technology of television
is, therefore, fit only to information that is confined. The effect is, says Mander, “to
confine the information filled with in the very narrow, hard-edged and objective from
which the medium can convey, creating in turn hard-edged narrow minds” (Mander,
1978: 51). Amare (1998) also posits that television method of learning is the antithesis of
learning with hard work ethic due to the theory of competition for attention, automation
and reduced visual distance.

Regarding the theory of competition for attention, Amare states that in communication,
any method of message presentation involves two things: Contents and form (art). Books
have their own content and form. Lectures (speeches) too combine both. He says that
students enjoy a funny lecture more than the ordinary lecturer who focuses on giving the
content. Students give more attention to the former than the latter. If the former is
accentuated, the subjects are highly entertained, perhaps at the expense of learning. This
leads to the wrong conclusion that the teacher is right and good. If, however, the latter is
accentuated, the subject becomes dull, and the instructor gains no attention. Anyhow, one
should know the proper “mix” of the two. Excessive seriousness could lead to inattention

17
while excessive fun could lead to a waste of time. Learning requires a proper
combination of art (form) and content by the medium Amare (1998 cited in Ali, 2005).

Amare contend the television involves motion; color, drama, appearance so much so that
the content itself is a anesthetized leaving the brain to wonder with emotions than with
the critical domain. The art becomes noise, a message not intended by the source but
rather competing with intended one. The brain shifts to entertainment, inactive
consumption of information without application of any mental effort necessary for
critical thinking (Amare, 1998).

Regarding automation the negative of hard work ethic Amare (1998), also argues that the
present development stage of the western culture (including science and technology) is
the result of hard work. Until a certain stage of the development process, human labour
and mental-inputs played crucial roles for “modernization”. During the Industrial Period,
for instance, workers have toiled for long hours to earn their means of survival
(Rosenberg and Bridzell, 1987; Shirkove and Creighton, 1980 cited in Amare, 1998).
Industrialists and businessmen must have stayed long hours at places of work to manage
their business. They had little time to spare. Entertainment facilities, as we know them
today, were hardly available. There was no television nor was there video to compete
with hard work. Not even was there the mental readiness to indulge in entertainment and
luxury. Hard work was the order of the study. During this period, students had to spend
long hours examining their books. According to McLuhan (1967), readership was the
order of the day and reading the dominant mode of communication. Students gave much
attention (concentration) to the ideas they read. This period was characterized by
discovery, exploration and proliferation of scientists that, in turn, facilitated the process
of modernization and development (Finkelstein, 1968 cited in Amare, 1998).

According to Amare, one of the unique culture consequences of automation is the

accentuation of the “least-effort” principle, the over-dependence of man on technology
rather than on one’s self. Amare still argues that when this dependence is further
accentuated, naturally, the body and the mind continue to be deprived of the experience
and the very nutrition that serve to develop them. The whole process creates a kind of
person who depends on technology even when he/she is dealing with little things (Amare,

18
1998). One lacks confidence in one’s mind and technology develops its own myth. Power
shifts from man to technology and consequently man starts to worship the product of
technology (Amare, 1998). In the light of the realities of doing things easily, a man
develops the habits and the orientation of doing things with the least-effort. This principle
gins a status of being a “value” (“norm”) of the society. All human innovations that are
only consistent with this ethic enjoy popular acceptance. Television is one of the
institutions that must have come mainly to reflect this societal need (Amare, 1998).

According to Amare, greater exposure to television creates the learning of a television

method of learning. Students learn to learn materials that have simplicity, entertainment,
fun, etc. Consequently, students find it difficult and unentertaining to read the serious
books. Hard work and a curiosity for knowledge are the requirements of reading serious
books. Understanding their content and intent requires application of high AIME.
Television has, however, eroded this habit, the habit of hard work in education (Amare,
1998 cited in Ali, 2005).

Finally, Amare points out the issue of visual distance during televised instruction. When
language is used in learning, the mind moves from words to pictures of images, then to
meaning. It paints its own pictures, depending on its own experiences and understanding.
If, however, pictures are provided (as in television) instead of painted by the mind, the
mind moves only from the picture to meaning. This visual distance of the latter is shorter,
implying less mental engagement, nearly approximating automatic processing of
information. The disadvantage of television according to this logic is that it discourages
mental engagement making short thinking spans and ultimately including this habit of
using automatic processing while trying to engage in thinking (Amare, 1998)

2.8 Brief history of educational television in Ethiopia

Ethiopia has a rich experience spanning more than three decades in using radio and
television to support primary, secondary and non-formal education. The Educational
Media Agency (EMA) of the Ministry of Education, which has provided the leadership in
this area, traces is origin to the Audio-Visual Center established 1952/53. The Center
developed, produced and distributed audio-visual teaching aids, and even had a mobile
team that traveled to villages and schools to show films and slides.

19
In 1965, a year after the introduction of television in the country, television became the
first technology for broadcasting educational programs using the facilities of the Ministry
of Information. In 1969, EMA started broadcasting from its own studio, an indication of
its technical and production attainment. Later in 1971, educational radio broadcasting
was initiated after a humble experiment using audiocassette programs in a prison in
Addis Ababa.
In 1967, the Audio-Visual Center was reorganized as the Educational Mass Media Center
with its own TV studio that produced programs in eight subjects for senior secondary
schools and in five subjects for junior secondary schools. TV programs were developed
for primary schools as well. But the secondary school programs were interrupted in 1976
and the primary school programs stopped in 1980. TV programs returned for junior
secondary schools in 1988.
At present, the new education and training policy of Ethiopia has given due attention to
the utilization of instructional technology particularly TV. The program is provided by
the educational media agency (EMA) in collaboration with the Ministry of Education
(MOE). 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. An instructional plasma TV
lesson in this program has 30 minutes duration. But now two subjects namely, English
and Civics and Ethical Education has exempted.

2.9 The role of education television in education

Various types of Audio-visual aids have been used in the classroom to supplement
instruction. One of the most recently used audio-visual aids in education is television.
Television has now become part of the educational process in the world. It is the most
common form of communication. Television is used for education in several ways. Some
of the uses of TV are, for enrichment of the curriculum, for direct teaching, for public
relation, for in-service teacher education and for administrative purpose (Donald, 1961).

The special advantage of educational television lies in the fact that it can use all other
audio-visual aids. As a communication medium, television is unique in its ability to bring
many other aids in the classroom.

20
The most cited role of instructional plasma TV include quality of immediacy, cost
reduction of demonstration through recordings, means of economizing the use of scare of
teaching potential and increasing the number of students to whom a teacher can have
access by recording lectures . Instructional plasma TV has advantage over other media in
transporting the entire audience to wild, hostile or inaccessible location; enlarging the
microscopic and reducing the immense; and combining text and images, encourage
learning and understanding through different channels (Blythe-lord, 1999:32).
As a result of the aforementioned advantages of televised instruction, developed nations
started utilizing instructional television around the mid of 20th century. UK was the first
country in applying school television in May 1952 by BBC (Cassirer, 1962) followed by
the USA as the first television instruction was sent on the air in April 1953 at Houston,
Texas. Now a day’s plasma TV is playing the major role in the instruction process of
many countries educational system.

2.10 Importance of television for teaching Mathematics

According to National Council of Teachers Mathematics, (2000), “technology is essential
in teaching and learning mathematics; it influences the mathematics that is taught and
enhances students' learning. Applying technologies in classroom improves the teaching
and learning of school mathematics. The use of technology in mathematics should
emphasis employing ICT to meet the needs of the learners in mathematics and not
teaching technology skills, as the technology is supposed to support mathematics
teaching. According to Wilson (2000) appropriate uses of ICT tools can enhance
Mathematics teaching and learning, support conceptual development of mathematics,
enables mathematical investigations by learners and educators and influence how
mathematics is taught and learnt.
The use of technology like television enable students to visualize mathematics, engage in
active learning strategies, verify conjectures, have positive attitudes, and build confidence
in their ability to do mathematics.

2.11 Stages in Utilizing PTV Programs

The plasma television program which is made available in all secondary schools is
designed for total direct teaching. They were planned as resource for the classroom

21
teacher to enhance teaching. The effectiveness and successes of the televised series
largely depends mainly on the classroom teacher and students. Making all the necessary
preparations before each program and conducting the follow-up activities properly is
vital.

2.11.1 Before the Program

The activities in the pre-transmission of Plasma TV teaching can be viewed from
teachers’ and students’ perspectives. As Wood (1977) stated that teachers should create
the classroom atmosphere including physical viewing conducive, he should introduce
new areas before the broadcast, he should state objectives of the new lesson at this stage.
Aggrawal (1986) stated that the classroom teacher should inspire students and arouse
their curiosities before the broadcast.
Tolman (1986) also mentioned the roles of classroom teacher before the broadcast.
According to him, teachers should tell students the title of the program and ask them to
predict what the program might be. He further stated that the teacher should prepare
students for the concept they are supposed to learn, generating tasks which students can
do as they are supposed to learn as the result of watching the program and preparing
students for the program.
In addition Tefera (2006:11) also gave teachers activities before the broadcast in the
following manner. He stated that teachers should have the knowledge of the program to
be transmitted with the good preparation on the topic of the lesson, they should inform
the students to bring with them necessary learning materials, they should introduce the
days lesson and teachers should read the television guide before the programs are aired.
On the other hand students have also their responsibility before the program. According
to Tefera (2006), students at this stage, should follow the instruction given by the
classroom teacher, should give due attention to the explanation of the teacher and should
bring with them all necessary learning materials (textbooks, pen, pencil, exercise book,
etc).

2.11.2 During the Program

Donald (1961:54) argued that teachers should observe, supervise, control discipline,
check students whether they are involved in the activities or not, work with the discussion
being a leader, encourage students to take part in the discussion.

22
Classier (1960) stated that teachers should ask students to listen attentively, to repeat
words, to do the class work and motivate students to discuss in-group. In addition Tefera
(2006; 12) also gave some points on teacher’s activities during the broadcast. These are:
 Checking the students whether or not they are following the lesson.
 Making textbooks available in the classrooms.
 Assisting students when they are doing different activities and exercises requested
by the television teacher.
 Motivating students to take short notes.
 Watching the program silently by being exemplary.
 When the program discontinues, the classroom teacher should carry on the lesson.
 Should not interfere while the program is on air or when there is no pause.
Regarding students’ activities, Tefera (2000) stated the students’ roles as: watching the
television program silently and attentively, giving response for questions requested by the
television teachers, asking questions on obscure ideas and concepts, taking nots and
participating in group discussion.

2.11.3 After the Program

It is the most crucial activity in which the teacher should direct most of his creative
energies on reinforcement (Donald, 1961:57). He stated that teachers should raise
provocative questions, clear up understanding. According to him, some of the types of
activities during this stage are discussion, buzz-session, seminar technique, assignment
and additional materials should be given to students.
Teachers should plan follow-up activities to integrate the contents presented with what
students have already studied.
Tefera (2006: 13) summarized by elaborating the activities of teachers at this stage. The
teacher has 7 minutes at this stage. This is the time off stabilization. Therefore the
teacher: clarifies obscure ideas and concepts raised by television teacher, give answer to
questions raised by the students, recaps and sum up the day’s lesson and inform the next
programs’ topic in short.
Concerning students’ activities, Tefera (2006) stated that students in this stage should
participate in the classroom by asking and answering questions, exchange ideas, views

23
and opinions freely and prepare notes from the television lesson, textbooks and other
reference materials.

2.3 Brief history of educational television in Ethiopia

With rapid expansion of modern education in Ethiopia especially after the Second World
War, the necessity of supplementing teaching with instructional material has been
recognized.

The Ethiopian schools at that time were dependent on texts prepared by foreigners. These
texts were not adapted to Ethiopian condition. This condition forced the ministry of
education to find alternative. This alternative was realized when the American program
known as point four was launched in cooperation with ministry of education to wards
preparing materials.

They agreed to establish Audio-Visual center to assist in the supply of textbooks and
other teaching aids the Ethiopian schools. The ministry of education, after agreement
with American with point four, succeeded in producing set press, stencil, duplicator,
binding and composing equipment. It also started to produce local textbooks, manuals,
wall posters, charts, pamphlets, films and sound production.

The increasing demand of Audio-visual aid in the educational system of Ethiopia forced
the ministry of education to adopt the use of television. As a result, the first instructional
TV lesson began in October, 1972 (Demissew, 1991).

In 1986, EMA brought new color TV production facilities and started preparing and
transmitting TV program in English, Maths, Science and productive technology for grade
7 and8 until 1998.

At present, the new education and training policy of Ethiopia has given due attention to
the utilization of instructional technology particularly TV. The program is provided by
the educational media agency (EMA) in collaboration with the Ministry of Education

24
(MOE). 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. An instructional satellite TV
lesson in this program has 30 minutes duration. But now two subjects namely, English
and Civics and Ethical Education has exempted.

2.4 The role of education television in education

Various types of Audio-visual aids have been used in the classroom to supplement
instruction. On of the most recently used audio-visual aids in education is television.
Television has now become part of the educational process in the world. It is the most
common form of communication. Television is used for education in several ways.

The most cited role of instructional satellite TV include quality of immediacy, cost
reduction of demonstration through recordings, means of economizing the use of scare of
teaching potential and increasing the number of students to whom a teacher can have
access by recording lectures . Instructional satellite TV has advantage over other media in
transporting the entire audience to wild, hostile or inaccessible location; enlarging the
microscopic and reducing the immense; and combining text and images, encourage
learning and understanding through different channels (Blythe-lord, 1999:32).

As a result of the aforementioned advantages of televised instruction, developed nations

started utilizing instructional television around the mid of 20th century. UK was the first
country in applying school television in May 1952 by BBC (Cassirer, 1962) followed by
the USA as the first television instruction was sent on the air in April 1953 at Houston,
Texas. Now a days satellite TV is playing the major role in the instruction process of
many countries educational system.

2.5 Importance of television for teaching Mathematics

According to National Council of Teachers Mathematics, (2000), “technology is essential
in teaching and learning mathematics; it influences the mathematics that is taught and
enhances students' learning.

25
Applying technologies in classroom improves the teaching and learning of school
mathematics. The use of technology in mathematics should emphasis employing ICT to
meet the needs of the learners in mathematics and not teaching technology skills, as the
technology is supposed to support mathematics teaching. According to Wilson (2000)
appropriate uses of ICT tools can enhance Mathematics teaching and learning, support
conceptual development of mathematics, enables mathematical investigations by learners
and educators and influence how mathematics is taught and learnt.

The use of technology like television enable students to visualize mathematics, engage in
active learning strategies, verify conjectures, have positive attitudes, and build confidence
in their ability to do mathematics.

Chapter Three

3. Research Design and Methodology

3.1 Research Design

In order to evaluate challenges and opportunities of plasma TV in teaching grade 9
mathematics, descriptive survey method will be employed because it appears to be
suitable for refining the research tools such as questionnaire, observation and interviews.
Best and Kahn (1998) stated, a descriptive survey approach focuses on the issue and
practice by addressing the large size of population. Accordingly to Gay and Airasa (2000)
typical descriptive survey are concerned with the assessment.

26
 3.2 Sources of data
Primary source of data will be gathered from teachers and students through questionnaire.
Additional data will also be obtained by using interview with directors and classroom
observation.

3.3 Population, Sample and sampling techniques

3.3.1 Population
Wolaita Zone is one of 13 zones in SNNPR which is located 360km away from the
capital city Addis Ababa. In Wolaita Zone there are 19 governmental high schools and
general secondary schools and two private general secondary schools. All governmental
schools are implementing plasma television (TV) instruction. In these schools there are
about 15,000 grade 9 students, 60 mathematics teachers and 40 school directors. So the
population of this study includes grade nine mathematics school teachers, grade nine
students and school director.

3.3.2 Sample of the study

In this study, the sample population will include grade 9 students, grade 9 mathematics
teachers and school directors from four selected high schools. The researcher will select
two general secondary school which are some of the government schools in Wolaita
Zone with relatively long history, good tradition of teaching and schools with large
number of students where as the remaining two schools are newly opened schools and
with similar character. The questionnaire will be distributed to available grade 9
mathematics teachers.

Regarding students a total of 400 students will be selected randomly. Both sexes will also
be given equal chance. As a result, 50 males and 50 females will be chosen from each of
the four high schools. Therefore a total of 200 male and 200 female students will be
selected for the study.

Regarding the school directors, a total of 8 school directors from 4 high schools will be
selected.

27
 3.3.3 Sampling techniques
In Wolaita Zone there are 19 governmental and 2 private general secondary school. By
stratified random sampling technique 4 general secondary schools will be selected.
Among the 4 high schools two general secondary schools will be selected purposefully
based on their long history of teaching practices and good tradition of teaching and the
other two will be selected similarly but relatively newly opened general secondary
schools. Teachers and directors will be selected by available sampling techniques
whereas students will be selected by simple random techniques.

3.4 Instruments of data collection

The required information for this study will be collected by using three types of
instruments: Questionnaire, observation checklist and structured interviews.

3.4.1 Questionnaire
Questionnaire is the main instrument of data collection. There will be two types of
questionnaire, the teachers’ questionnaire and students’ questionnaire. The researcher
will use close-ended and open-ended structured questionnaire. The open-ended
questionnaire will be used to enable respondents to express their feeling with out
restriction. The teachers’ questionnaire will be prepared to respond on personal data, on
methods of mathematics teaching, on mathematics concepts and TV, mathematics
teaching stages by TV, on their roles in classroom, on factors that affect teaching
mathematics through satellite TV and finally open-ended questions will be given.
Student’s questionnaire will be written in English and translated into Amharic; this is to
get reliable information from students. This questionnaire will be pre-tested by Amharic
teachers for clarity of the language. Based on the criticism some modification wll be
made.

The questionnaire for students will contain five parts. The first part of the questionnaire
will ask personal data and attitude of students towards satellite TV. The second part will
deals with methods of learning by satellite TV. The third part will deals with mathematics
concepts and television. The fourth section will ask their activities in mathematics
classroom and the last part will asks on the factors that affect learning mathematics
through satellite TV and finally open ended questions will be given at the end.

28
A pilot study for the questionnaire will be carried out in Soddo comprehensive high
school. The draft questionnaire will be given to 5 grade 9 mathematics teachers and 30
grade 9 students. If there are certain comments regarding the questionnaire from teacher
and students, modification will be made on the questionnaire.

3.4.2 Interview
Interview is also a good instrument for collecting data. For this reason, interview guide
will be used for school directors to get additional information. These interview guides
will be written first in English. However, they will be translated in to Amharic to be
forwarded to school directors. All the interview guides questions will be open-ended in
order not to restrict the feeling of directors. Before collecting data the researcher will
inform the purpose of the interview and arrange appropriate time in order not to face any
problem.

3.4.3 Observation
The observation checklist will also be used in this study to assess the actual activities
done by grade 9 mathematics teachers, students and satellite mathematics teacher. For
this reason, a checklist will be prepared to gather data on challenges and opportunties of
teaching mathematics through satellite TV.

A minimum of two periods will be taken to observe a single teacher for collecting
information on each sample school on the activities of classroom teacher, students and
satellite TV teacher.

The first draft of the observation checklist will be given to five mathematics teacher on
the basis of their comments, certain modification, will be made and the instrument will be
made for final use.

3.5 Methods of Data Analysis

This study is designed to assess the challenges and opportunities of plasma TV in
teaching grade nine mathematics. To this end data from teachers and students
questionnaire and observation will first collected, tailed and analyzed. Then descriptive
analysis will be made for each report counts and percentages. In addition, mean values

29
will be used in some points. However, percentages will be the main statistical tool for this
study.

The qualitative data drawn from open ended questions and interviews will first
transcribed in to a separate file. These will then be studied, presented as reported by the
respondents and understood by the researcher. Therefore, both quantitative and
qualitative aspects of data analysis will be used in this study.

30
 Chapter Four

4. Time schedule and Budget Breakdown

4.1 Time schedule

Table 1. The following activities will be accomplished in 2009/2010
Activities/tasks Academic year 2009/2010 Performer
No. Phase one Oct. Nov. Dec. Jan. Feb. Mar. April May Researcher Assistance
1. Problem identification X X
2. Writing the proposal of the study X X
3. Writing literature review X X X X X
Phase two
1. Conducting pilot test study X X X
2. Data collection and processing X X X X
Phase three
1. Coding the data X X
2. Computing the statistics X X X
3. Analyzing and interpreting the data X X
4. Writing the discussion, summary and X X
recommendations
Phase four
1. Writing first draft of the thesis X X
2. Finalizing and submitting the thesis X X

31
 4.2 Budget Breakdown
Table 2. The following items have been classified in relation to the amount of money and quantity
No. Items Unit Quantity Unit price per birr Total price Remark
1. Stationary and Material Cost
1.1. Pen Pieces 20 2.00 40.00
1.2 Pencil Pieces 4 1.50 6.00
1.3 Flash disk Pieces 1 400.00 400.00
1.4 Square paper Ream 4 80.00 320.00
1.5 Lined paper Ream 2 70.00 140.00
1.6 Printing paper Ream 5 100.00 500.00
1.7 Duplicating paper Pieces 10 80.00 800.00
1.8 Stapler Pieces 1 35.00 35.00
1.9 Staples Ream 2 10.00 20.00
1.10 Correction fluid Tube 2 25.00 50.00
1.11 Field bag Pieces 1 300.00 300.00
Total Stationary Expense = 2611.00
2. Research and assistant cost
2.1. Transport fee Trip 20 80.00/week 1600.00
2.2 Assistance fee Days 4personsx1 50.00 2000.00
0
days
Total Expense = 3600

32
3. Computer services
3.1 First draft proposal 20pages 3.00 60.00
3.2 Final draft proposal with copies 20pages 3.00+(3x0.30) 78.00
3.3 Proposal binding 3copies 5.00 15.00
3.4 Typing and copying of data 10pages 3.00 30.00
gathering tools
3.5 First draft thesis 100pag 3.00 300.00
es
3.6 Typing and coping of the thesis 100pag 3.00+(4x0.30) 420.00
es
3.7 Photo copies 3000pa 0.30 900.00
ges
3.8 Printing 1000pa 0.75 750.00
ges
3.9 Copies for defense 4copies 0.30 120.00
3.10 Final writing of thesis 100pag 3.00 300.00
es
3.1 Binding 4copies 30.00 120.00
1
Total Expense = 3093
Sum total = 9304.00
Contingency (10%) = 930.40
Grand total = 10,234.40

33
 References
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edition: New Delhii: Vikas publishing House.
Ali Yasin (2005). Teaching with and learning from Electronic Media. A case study on
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M.A. thesis (unpublished). A.A.U.
Amare Seifu May 2004. The Impact of Teacher and school Related Factors on the
Utilization of Instrumental materials. Proceedings of 20th Annul
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Blythe-lord, Robin (1991). The educational Media Design Handbook. Hongkong:
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York: McGraw-Hill Book Company
Cassirer, Henry (1962). Television teaching today (2nd ed.) Paris; UNESCO
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Education and training policy, (1994).A.A: EMPDA
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 Delhi: Sterling Publishing Private Limited.

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for the Bertel Smann Foundation. The University of Georgia.
Schkamm. W. (1977). Bid media, little media: Tools and technology for instruction.
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Solomon Areaya (2008): Policy Formulation Curriculum Development and
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University.
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35
 Table of contents
Contents Pages
Chapter One.......................................................................................................................1
1.1 Introduction................................................................................................................1
1.2 Background of the study............................................................................................1
1.3 Statement of the problem...........................................................................................3
1.3 Objective of the study................................................................................................4
1.3.1 General Objective of the study...........................................................................4
1.3.2 Specific objective of the study............................................................................4
1.4 Significance of the study............................................................................................5
1.5 Delimitation of the study...........................................................................................5
1.6 Operational Definitions..............................................................................................6
Chapter Two.......................................................................................................................6
2. Review of related literature..........................................................................................6
2.1 Historical background of the development of instruction media...............................6
2.2 The contribution of instructional materials to effective teaching..............................7
Why use information technologies in teaching?.............................................................8
2.5 The Mathematics teaching and learning situation...................................................10
Introduction of the new information technologies into the school system in Africa.....12
2.8 Brief history of educational television in Ethiopia.................................................19
2.9 The role of education television in education..........................................................20
2.10 Importance of television for teaching Mathematics...............................................21
2.11 Stages in Utilizing PTV Programs.........................................................................21
2.11.1 Before the Program.........................................................................................22
2.11.2 During the Program.........................................................................................22
2.11.3 After the Program...........................................................................................23
2.3 Brief history of educational television in Ethiopia..................................................24
2.4 The role of education television in education..........................................................25
2.5 Importance of television for teaching Mathematics.................................................25
Chapter Three..................................................................................................................26
3. Research Design and Methodology............................................................................26
3.1 Research Design.......................................................................................................26
3.2 Sources of data.........................................................................................................27
3.3 Population, Sample and sampling techniques..........................................................27
3.3.1 Population.........................................................................................................27
3.3.2 Sample of the study...........................................................................................27
3.3.3 Sampling techniques.........................................................................................28
3.4 Instruments of data collection..................................................................................28
3.4.1 Questionnaire....................................................................................................28
3.4.2 Interview...........................................................................................................29
3.4.3 Observation.......................................................................................................29
3.5 Methods of Data Analysis....................................................................................29
Chapter Four....................................................................................................................31
4. Time schedule and Budget Breakdown.....................................................................31
4.1 Time schedule..........................................................................................................31

36
 4.2 Budget Breakdown...................................................................................................32
References.........................................................................................................................34

37