The Impact of the Interactive Radio Instruction (IRI) Programme on the Provision of Quality Education: The Case of Nchelenge District

Bweupe, Kasapa Smith

The Impact of the Interactive Radio Instruction (IRI) Programme on the Provision of Quality Education: The Case of Nchelenge District

Date

2011-04-19

Authors

Bweupe, Kasapa Smith

Abstract

The Post Jomtien Conference of March 1990, in Thailand, has seen the Zambian Government directing its efforts to providing quality education to all, for economic and social reasons. However, these efforts have been constrained by problems such as lack of qualified teaching staff and teaching and learning materials in schools. The Government has come to recognize these problems and has sought alternatives to ordinary classroom teaching methods. One of these methods is the use of Interactive Radio Instruction (IRI) programmes. This is a methodology which requires a classroom teacher to teach alongside radio instructions. This dissertation evaluates the impact of the IRI programme on the provision of quality education in schools. Given two categories, IRI classes and ordinary classes, the study was aimed at scertaining which of the two categories performed better than the other in terms of learning achievement. At the same time, the study was intended to establish the performance of pupils in test items in three subjects, namely English, Science and Mathematics. The research was a case study where both qualitative and quantitative methods were used. It involved administering questionnaires to the following respondents: twenty teachers, twenty head teachers and three Standards Officers. Structured interviews were given to twenty parents whose children were involved in this research. Formative tests were administered to 40 pupils of which 20 were those who were learning in IRI classes and the other 20 were from ordinary classes. This study has established that there is a marked difference in performance between IRI classes and ordinary classes. The overall 'mean' score in all three subjects was 68.9 percent for IRI classes, while it was 62.2 percent for ordinary classes. The study has also shown that pupils excelled in Zambian Language, followed by English Language, the reason being that a new methodology called New Breakthrough to Literacy (NBTL), is intensively applied at an early stage in Grade one. This methodology enables teachers to use local languages during lessons. The study concludes that the IRI programme, if properly implemented and radio reception improved upon, can have tremendous positive impact on the provision of quality education in schools.