Effectiveness of Radio Communication in Facilitating Remote Learning among Primary School Pupils in The covid-19 Pandemic Context: A Case of Wajir East Constituency, Wajir County, Kenya

Abstract

This study aimed to evaluate the effectiveness of radio-communicated lessons in supporting remote learning among primary school students in Wajir East constituency, Wajir County, during the COVID-19 pandemic school closure from March to December 2020. The specific objectives were to assess pupils' perceptions of radio communication as a tool for learning during this period, to determine the extent to which radio lessons influenced their learning, and to identify the challenges they faced when using radio for education during the pandemic. The research was grounded on the Diffusion of Innovation theory, which explains how and why new ideas and technologies spread within a social system. Data collection involved focus group discussions with learners and key informant interviews with teachers, allowing for a qualitative description of the educational experiences in this context. The study used thematic analysis to analyse qualitative data. The findings revealed that radio communication played a significant role in improving access to education for primary school students in Wajir East during the pandemic. Radio was found to be more costeffective than other forms of media. However, several barriers to effective learning emerged. Some students struggled with language barriers, especially when lessons were not delivered in local dialects (like Somali). The study noted that radio programs followed the national curriculum, covering core subjects like mathematics, science, and language arts, but the effectiveness of the content was influenced by language use and cultural relevance. The absence of supplementary learning materials, such as workbooks or activity guides, was another challenge, as these could have enhanced the learning experience. Pupil engagement varied widely and technical issues often hindered effective learning. Many students were left confused about lesson content without the means to seek clarification. In conclusion, the study found that radio communication was essential in facilitating remote learning during the pandemic. It recommended that the government, in collaboration with NGOs, should work to distribute radios to low-income households to ensure equitable access to learning. Further research was suggested to explore the long-term academic effects of remote learning through radio, smartphones and television, including an analysis of the academic outcomes of students who relied on these mediums compared to those with access to more interactive digital learning tools.