IMPACTS OF EDUCATIONAL PROGRAMME ON STUDENTS PERFORMANCE: A STUDY OF OFFA GRAMMER SCHOOL, OFFA.

This study evaluates the impact of educational programs on student performance at Offa Grammar School in Nigeria, focusing on the influence of initiatives like after-school tutoring, literacy programs, and science clubs. These structured programs play a crucial role in enhancing cognitive, social, and academic skills, addressing educational gaps, and supporting foundational knowledge development for students. Furthermore, the study examines how broadcast media, as an educational supplement, contributes to knowledge retention and student motivation, offering additional support beyond traditional schooling. The study uses the Uses and Gratifications Theory (UGT) to explore media’s role in shaping awareness and behaviors, especially in contexts like family planning among men. UGT suggests that individuals engage with media content to fulfill particular needs, such as gaining information or achieving social integration. This theoretical framework is essential for understanding audience motivations in selecting educational media content and how these choices impact knowledge and behavioral outcomes, including health-related practices like family planning. Methodologically, the research adopts a structured survey approach, gathering data from a sample of 200 respondents, including teachers, parents, and students. A questionnaire was used to capture both demographic information and responses aligned with the study's objectives. The sampling technique ensures that each individual had an equal chance of being selected, increasing the reliability of findings. The questionnaire’s reliability and validity were confirmed through test-retest and internal consistency methods, and ethical guidelines were followed throughout the data collection and analysis processes. The analysis highlights the audience's low engagement with educational programs on Nigerian broadcast media, with only 3.5% of respondents watching daily and a majority tuning in infrequently. This low viewership suggests that the content may not fully align with audience interests or needs. Science and English were the subjects most positively impacted by educational media, but other subjects, like Literature-in-English, received less support, signaling a need for more comprehensive subject coverage. Furthermore, most respondents preferred weekly or monthly viewing schedules in schools over daily viewership, indicating a balance between media and other learning activities. In conclusion, while educational programs on Nigerian media have potential, improvements are needed to increase their appeal and educational value. Recommendations include enhancing content quality and interactivity, aligning programs more closely with school curricula, and expanding coverage to underrepresented subjects. Encouraging regular viewership through targeted promotions and school-based initiatives, alongside gathering audience feedback, could help broadcasters create more relevant and effective educational content. This study offers insights for policymakers and educators to strengthen the educational impact of broadcast media, supporting students’ academic growth and holistic development.