The relevance of this aspect of the
research work cannot be over stated, as the success of the study rests so much
on it. This chapter of the research work aims at describing the pattern of
procedure and techniques which is used in caring out this study on the impact
of Radio programmes and parental in Onicha local government area, Ebonyi State.
3.1 Research
Design:
Research Design this is the plan of
activities which the researcher intend to adopt in the research for the subject
of this nature they include all instruments used to achieve the objective of
the study. The set of information or data gathered was analyzed and interpreted
along certain line of thought.
The researches by its nature are
investigation and as such as instruments were geared toward findings out the
problems militating against women education and ways of solving the problems.
3.2 Population
of the Study
Onicha is a local government area in
Ebonyi State, Nigeria and situated in Ebonyi South senatorial zone. Onicha
L.G.A is made up of six (6) component communities which include Oshiri,
Abaomege, Onicha Igboeze, Ukawu, Ugwulangwu and Isu being the headquarters of
the Local Government area. It has an area of 476kg2 and a population of 236,826
at the 2006 census.
3.3 Source
of Data/Instrument
Two methods were used in collecting
data for this. They are primary and secondary sources of data.
3.3.1 Primary
Sources
To arrive at the relevant
information as to the topic: The impact of Radio programmes and parental
attitudes on the girl child education in Onicha L.G.A of Ebonyi state, data was
mainly collected through the questionnaire and interview. The questions in the questionnaire were
structured for easy understanding by the respondents to enable them respond
correctly.
The mode of distribution was by hand
and administered in the six towns in Onicha.
The respondents were required to
choose from a number of options that corresponds to their response. Close ended questions were conducted by the
researcher to get more information. The researcher
interviews a random selected educated and non- educated sons and daughters of
Onicha.
3.3.2 Secondary
Source
Data was also collected from
journals, unpublished works, newspaper, magazine, text books and other document
that dealt extensively on the research topic.
The research visited many libraries including that of UNIBEN to collect
data for this work.
The instrument used in coring out this
study is the questionnaire along with interview Alaezi (1991) had it that it is
market by a high degree of personal contacts between the researcher and the
subject such contacts may be made on face to face basis or by telephone. The questionnaire specifically meant to deal
with the research questions would be design and pilot tested.
The questionnaire was divided into two
sections A and B section A are the respondents’ personal data. Sections B has to do with statement to
answerer the research questions. The
questions to answer the research covered areas including Negative attitude of
girls to education and its effects on their academic performance in educational
institutions, ordering of priority of Onicha girls’ education, religious of
traditional belief effects. The effect
of structure of girl child education in Onicha parent’s economic status as it
affects the girl-child. Respondents were
required to recommended what should be done so as to encourage girl child
education to give their opinion as to whether girl-child education end in
kitchen. When you educate a girl-child you educate a nation, girl-child can
have access to polities through acquiring education. Girls subordinate to men inspired
of their level of education and why Onicha parents prefer educating their male
children rather than the female children.
Interview was conducted both on the
respondents and other people versed in the area of this research. Important
facts gathered were written down and this enriched the recommendation of the researched
work.
3.4 Sample
Size
The sample size for this research
work is 210 persons the items in the sample consisted of 20 women and 10 men
selected randomly from the (6) six communities that made up the Onicha L.G.A
and as well as 30 others representing scholars and other individuals who are
verse in the field of study under consideration. The number of women in the study out numbered
that of men because it is mostly a study on women and men’s opinion is mainly
to guard against errors that might occur in the information and facts.
3.5 Sample
Technique
In this study, stratified proportionate
Random sampling technique was used in the selection of male and female
respondents. Denga and ALI (1973:79),
stratified random sampling refers to the selection procedure whereby all the
cases in the defined population. Have subgroups and have equal probability of
chances of being selected and the selection of each case from the pool of cases
is independent of other cases.
3.6
Data Analysis
In the analysis questionnaire were used
in the testing of the hypothesis, objectively was maintained in order to
achieve the objectives of this research.
To this effect simple percentage were used in analyzing data
collected. Data collected was decoded,
grouped into frequency compare and arranged in tables for easy references and analysis.
The researcher adopted the chi-square (X2) techniques to test the
hypothesis formulated for the study.
4.1 Data
Presentation
This study evaluate the radio
programmes and the attitude of parents towards the education of the girl-child.
Onicha Local Government Area of Ebonyi State was used as a study out of a total
of 210 questionnaires distributed to the five (5) development centers they are
as follows:-
Firstly,
Ezeukwa, Onicha central, Onicha West, Oshiri and Okaba . 200 completed questionnaires
representing 95.23% return rates.
The analyzed data are represented in
a tabular form with respect to the research questions.
The frequencies obtained are converted
to raw scores and analysed in simple percentage, using the formula below for
appreciation.
% = No
of respondents to question x 100
Total no of respondents
4.2 Data
Analysis
4.2.1 Table:-
Do you have radio
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
1
|
200
|
162
|
81
|
10
|
5
|
28
|
14
|
0
|
0
|
100
|
|
Total
|
200
|
162
|
81
|
10
|
5
|
28
|
17
|
0
|
0
|
100
|
Question:
Do you have radio in your house?
From the responses we got from this
research question, we found out that out 200 representing 95.23% that 162
representing 81% said yes that they have radio in their house, then 10
representing 5% said No, also 28 representing 14% said partially.
Table
4.2.2: Do you listen to radio programmes?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
2
|
200
|
20
|
10
|
120
|
60
|
50
|
25
|
10
|
5
|
100
|
|
Total
|
200
|
20
|
10
|
120
|
60
|
50
|
25
|
10
|
5
|
100
|
Question:
Do you often listen to radio programmes?
From the result we have, we found
out that out of 200 representing 95.23% that only 20 representing 10% said yes that they
listen to radio programmes, then 120 representing 60% said no that they do not,
also 50 representing 25% said partially and 10 representing 5% have no idea
about the radio programmes.
Table 4.2.3: do you like the radio programmes that encourages the
girl-child education?.
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
3
|
200
|
30
|
15
|
20
|
10
|
50
|
25
|
100
|
50
|
100
|
|
Total
|
200
|
30
|
15
|
20
|
10
|
50
|
25
|
100
|
50
|
100
|
Question:
Does radio programmes encourages the girl-child education?
According
to the result we got from this research question, we got to know that out of
200 representing 95.23% that 30 representing 15% said yes that they like radio
programmes that encourages the girl-child education and 20 representing 10% do
not like the programmes and 50 representing 25% said partially that means not
always and 100 representing 50% have no idea about the radio programmes that
encourages the girl-child education.
Table 4.2.4: Do you think girl-child education can be improved?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
4
|
200
|
30
|
15
|
40
|
20
|
120
|
60
|
10
|
5
|
100
|
|
Total
|
200
|
30
|
15
|
40
|
20
|
120
|
60
|
10
|
5
|
200
|
Question:
Do you think that the girl-child education can be improved?
From the answers we got here in this
research question out of 200 representing 95.23% that 30 representing 15% said
yes that the education of the girl-child can be improved then 40 representing
20% said no, and 120 representing 60% said partially which means sometimes it
improve and sometimes it does not and 10 representing 5% have no idea about the
research question.
Table 4.2.5: Does frequent radio programmes improve the education
of the girl-child?
|
Question
|
No of respondent
|
Yes
|
%
|
NO
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
5
|
200
|
88
|
44
|
39
|
19.5
|
56
|
28
|
17
|
8.5
|
200
|
|
Total
|
200
|
88
|
44
|
39
|
19.5
|
56
|
28
|
17
|
8.5
|
200
|
Question:
do you think that girl child education can be improve by frequent radio
programmes?
Out of the 200 representing 95.23%, 88
representing 44% said yes that education of the girl child can be improve by
frequent radio programmes, then 39 representing 19.5% said No that the radio
does not encourage the girl-child education and 56 representing 28% said
practically (it helps sometime and not always) and 17 representing 8.5% said
they don’t know if there is any programme on radio that encourage the
girl-child education.
Table 4.2.6-Does radio partner with government to encourage
girl-child education?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
6
|
200
|
40
|
20
|
10
|
5
|
20
|
10
|
130
|
65
|
100
|
|
Total
|
200
|
40
|
20
|
10
|
5
|
20
|
10
|
130
|
65
|
100
|
Questions:
Does radio partner with government to encourage girl-child education?
From the result here we found out
that out of 200 representing 95.235 that 40 representing 20% said yes that
radio partner with government to encourage the girl-child education and 10
representing 5% also 20 representing 10% said sometimes and 130 representing
65% have no idea to the above research question.
Table
4.2.7 – Does the education of the Girl-child delays her marriage or makes her
not to marry at all?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
7
|
200
|
50
|
25
|
60
|
30
|
80
|
40
|
10
|
5
|
100
|
|
Total
|
200
|
50
|
25
|
60
|
30
|
80
|
40
|
10
|
5
|
100
|
Question: Does the education of the Girl-child delays her
marriage or makes her not to marry at all?
From our result we got from the
respondents we found out that out of the 200 representing 95.23% that 50
representing 25% said yes that the education of the girl-child delays her
marriage and even makes her not to marry at all, then 60 representing 30%
disagree by saying No and 80 representing 40% said partially to the question in
the table and 10 representing 5% have no idea on the above question.
Table 4.2.8: Are most educated females morally
bankrupt?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
8
|
200
|
30
|
15
|
120
|
60
|
70
|
35
|
30
|
15
|
100
|
|
Total
|
200
|
30
|
15
|
120
|
60
|
70
|
35
|
30
|
15
|
100
|
Question: Does most educated females morally bankrupt?
In this result we found out that out
of 200 representing 95.23% that 30 representing 15% said yes that most educated
females are morally bankrupt while 120 representing 60% said No the above
question then 70 representing 35% said partially that is to say party yes and
partly No and 30 representing 15% have no idea to the above research question.
Table
4.2.9: Do you believe that education of the female is as important as the
education of the male?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
9
|
200
|
30
|
15
|
120
|
60
|
70
|
35
|
30
|
15
|
100
|
|
Total
|
200
|
30
|
15
|
120
|
60
|
70
|
35
|
30
|
15
|
100
|
Question:
Do you believe that education of the female is as important as the education of
the male?
From our indication, we found out that out of 200
representing 95.23% that 120 representing 60% said yes that the education of
the female is a important as the
education of the male child while 60 representing 30% said no that the
education of the female is not as important as the male child then 10
representing 5% said partially and finally 10 representing 5% have no idea on
the above question.
Table 4.2.10: Can high school fees/levies forced you to send only
your boys and few of the girls to school?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
10
|
200
|
130
|
65
|
50
|
25
|
15
|
7.5
|
5
|
2.5
|
100
|
|
Total
|
200
|
130
|
65
|
50
|
25
|
15
|
7.5
|
5
|
2.5
|
100
|
Question:
Can high school fees/levies forced you to send only your boys and few of the girls
to school?
From our result form the
respondents, we found out that out of 200 representing 95.23% that 130
representing 65% said yes to the research question, 50 representing 255 said no
that all child should be treated equal and 15 representing 7.5% and 5
representing 2.5% have no idea on the table above.
Table 4.2 11: Can girls be denied of education because of domestic
work?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
11
|
200
|
80
|
40
|
80
|
40
|
30
|
15
|
10
|
5
|
100
|
|
Total
|
200
|
80
|
40
|
80
|
40
|
30
|
15
|
10
|
5
|
100
|
With
this result on the table we found out that out of 200 representing 95.23% that
80 representing 40% said yes that domestic work can denied a girl-child her
education, then 80representing 40% disagree that anybody that wants to go to school
will go with domestic work preventing her while 30 representing 155 and 10
representing5% have no idea concerning these research question in the table
above.
Table 4.2 12: do you believe that radio programmes helps in
educating the girl-child?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
12
|
200
|
30
|
15
|
10
|
5
|
20
|
10
|
140
|
70
|
100
|
|
Total
|
200
|
30
|
15
|
10
|
5
|
20
|
10
|
140
|
70
|
100
|
Question:
does radio programmes helps in educating the girl-child:
From the result we got, we found out
that out of the 200 representing 95.23% that 30 representing 155 said yes that
radio programmes helps in educating the girl child while 10 representing 5%
said no then 20 representing 10% said partially and 140 representing 70% have
no idea about the research questions.
Table 4.2 13: Can education of a girl-child make her acquires
knowledge and realizes her potentialities?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
13
|
200
|
30
|
15
|
20
|
10
|
30
|
15
|
120
|
60
|
100
|
|
Total
|
200
|
30
|
15
|
20
|
10
|
30
|
15
|
120
|
60
|
100
|
Question:
Does education of a girl-child make her acquire knowledge and realizes her
potentialities?
From our result we got from
respondents that out of the 200 representing 95.23%, 30 representing 155 said
yes to research question while 20 representing 10% said no to the above
question then 30 representing 155 said partially to the above research question
and 120 representing 60% do not have any idea whether the education of the
girl-child will make her acquire knowledge and also realizes her
potentialities.
Table 4.2 14: Does parental training helps in educating girl-child ?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
14
|
200
|
70
|
35
|
30
|
15
|
70
|
35
|
30
|
15
|
100
|
|
Total
|
200
|
70
|
35
|
30
|
15
|
70
|
35
|
30
|
15
|
100
|
Question:
Can parental training help in educating girl-child education:
From the result we have we found out
that out of the 200 representing 95.23% that 70 representing 35% said yes that
parental training helps in educating the girl-child while 30 representing 15
disagree by saying No that parent do not help then 70 representing 355 said
partially that parents sometimes help and sometimes they over pamper their
children and spoilt them and 30 representing 155 have no idea if the parents
helps in training their children.
Table 4.2 15: Can education of Girl-child makes her a functional
member of the society
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
15
|
200
|
50
|
25
|
20
|
10
|
30
|
15
|
100
|
50
|
100
|
|
Total
|
200
|
50
|
25
|
20
|
10
|
30
|
15
|
100
|
50
|
100
|
Question:
Does education of a girl-child makes her a functional member of the society?
From our result, it show that out of
the 200 representing 95.23% that 50 representing 25% said yes that education of
girl-child makes her a functional member in the society while 20 representing
10% said no that the education of the girl-child does not make them a
functional member in the society and 30 representing 15% said partially while
100 representing 50% said they don’t have idea about the above research
question.
Table 4.2 16: Can girl-child education be a key to a successful
living?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
16
|
200
|
20
|
10
|
10
|
5
|
70
|
35
|
100
|
50
|
100
|
|
Total
|
200
|
20
|
10
|
10
|
5
|
70
|
35
|
100
|
50
|
100
|
Question:
Can girl-child education be a key to a successful living?
From the research question we found out
that from the 200 representing 95.23% that 20 representing 10% said yes to the
research question while 10 representing 5% said No t0 the above question then
70 representing 35% said partially and 100 representing 50% have no idea if a
girl-child education can be a key to successful living of the female child.
Table 4.2 17: Can a girl -child engaged in blockmoulding, hawking
and learning of trades because she is not educated?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
17
|
200
|
40
|
20
|
40
|
20
|
50
|
25
|
70
|
35
|
100
|
|
Total
|
200
|
40
|
20
|
40
|
20
|
50
|
25
|
70
|
35
|
100
|
Question:
If a girl-child is not educated will she then engaged in blockmoulding, hawking
and learning of trades, begging etc.
From our responds out of the 200
representing 95-23% we found out that 40 representing 20% said yes that any
girl that is not educated must suffer with hard labours and 40 representing 20%
disagree by saying No that education is not all woman need then 50 representing
25% said partially to the above question and 70 representing 35% have no idea
concerning the above research question.
Table 4.2.18: does a girl-child need education because she have a
right in her family?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
18
|
200
|
40
|
20
|
100
|
50
|
10
|
5
|
60
|
30
|
100
|
|
Total
|
200
|
40
|
20
|
100
|
50
|
10
|
5
|
60
|
30
|
100
|
Question: Does a girl-child need education because
she have a right in her family?
From
these result we got it shows that out of 200 representing 95.23% that 40
representing 20 said yes to the question then 100 representing 50% said No that
a girl child do no need education because of the right she have in her family
also 10 representing 5% said partially and 60 representing 30% have no idea to
the above question in the table.
Table 4.2.19: does the campaign of (UNICEF) motivate the parents
to educate their girl-child?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
19
|
200
|
10
|
5
|
40
|
20
|
20
|
10
|
130
|
65
|
100
|
|
Total
|
200
|
10
|
5
|
40
|
20
|
20
|
10
|
130
|
65
|
100
|
Question:
Does the campaign of (UNICEF) motivate the parents to educate their girl-child?
From our result we noticed that out
of the 200 representing 95.23% that 10 representing 5% said yes then 40
representing 20% said no while 20 representing 10% said partially and 130
representing 65% have no idea about the question above.
Table 4.2.20: does the education of the girl child encourage her to
know her challenges and how to fight against it?
|
Question
|
No of respondent
|
Yes
|
%
|
No
|
%
|
Partially
|
%
|
No idea
|
%
|
Total %
|
|
20
|
200
|
50
|
25
|
20
|
10
|
100
|
50
|
30
|
15
|
100
|
|
Total
|
200
|
50
|
25
|
20
|
10
|
100
|
50
|
30
|
15
|
100
|
Question:
Does the education of the girl-child encourage her to know her challenges and
how to fight against it?
From our result we found out that 50
representing 25% said yes to the question than 20 representing 10% said No
while 100 representing 50% said partially and 30 representing 15% have no idea
to this research question.
4.3 Test
of Hypothesis
Hypothesis
1
X2 = ∑(0-e)2
e
X2 = Chi-square
O = Observed
frequency
e = Expected
frequency
∑ = Summation
H0 Radio
programmes do not enlighten girls and women on the need to improve their
education.
H1 Radio
programmes enlighten girls and women on the need to improve their education.
The hypothesis will be tested using table 4.2.12 in
relation to research question 12 of the questionnaire.
|
A
|
30
|
15
|
|
B
|
10
|
5
|
|
C
|
20
|
10
|
|
D
|
140
|
70
|
|
TOTAL
|
200
|
100
|
|
O
|
e
|
O-e
|
(O-e)2
|
(o-E)2/e
|
|
30
|
50
|
-20
|
400
|
8
|
|
10
|
50
|
-40
|
1600
|
32
|
|
20
|
50
|
-30
|
900
|
18
|
|
140
|
50
|
90
|
8100
|
162
|
Df = DEGREE OF FREEDOM = R-1 C-1
R = 4,
C = 2 DF =
(4-1), (2-1) = 3 X 1 = 3
So the chi square value is 220 that is to say that X2
= 160. the critical value = 3 = 7.815 or 7.82 level of significance = 0.05
Decision
rule:
The table value 220 is greater than the critical value
7.82. that is to say that the null hypothesis is rejected and as accept the
alternative hypothesis.
Hypothesis 2
X2 = ∑(o-e)2
e
O = observed
frequency
e = expected
frequency
∑ = summation
Ho Some
programmes offered by some radio stations does not have any effect on the
girl-child.
H2 Some
programmes offered by some radio stations
have effect on the girl-child.
The hypothesis will be tested using table 4.2.3 in
relation to research question 3 of the questionnaire.
|
A
|
37
|
18.5
|
|
B
|
22
|
11
|
|
C
|
40
|
20
|
|
D
|
101
|
50.5
|
|
0
|
E
|
O-e
|
(O-e)2
|
(O-e)2/e
|
|
37
|
50
|
-13
|
169
|
3.38
|
|
22
|
50
|
-27
|
729
|
14.58
|
|
40
|
50
|
-10
|
100
|
2
|
|
101
|
50
|
51
|
2601
|
52.02
|
|
|
|
|
|
71.98
|
df
–degree of freedom = r-1
c-1
r
= 4 c = 2 :.(4-1)(2-1)=3 x 1 = 3
So
the chi square value is 71.98 that is to say X2 = 35.99. the
critical value = 3 = 7.815 level of significance = 0.05.
Decision Rule
The table value 71.98 is greater than the critical
value 7.82 that is to say that the null hypothesis stands rejected while the
alternative hypothesis is accepted.
Hypothesis 3
X2 = ∑(o-e)2
e
O = observed
frequency
e = expected
frequency
∑ = summation
H3 The
financial background of parent does not affect girl-child education.
H0 The financial background of parent
affect girl-child education.
The
hypothesis will be tested using table 4-2.10
In
relation to research question 10 of the questionnaire
|
A
|
130
|
65
|
|
B
|
50
|
25
|
|
C
|
15
|
7.5
|
|
D
|
5
|
2.5
|
|
O
|
E
|
O-e
|
(O-e)2
|
(O-e)2/e
|
|
130
|
50
|
-80
|
6400
|
128
|
|
50
|
50
|
O
|
O
|
0
|
|
15
|
50
|
-35
|
1225
|
24.5
|
|
5
|
50
|
-45
|
2025
|
40.5
|
|
|
|
|
|
193
|
df = degree
of freedom - r-1 c -1
(4-1)
(2-1) = 3 x 1 = 3
So
the Chi square value is 193 that is to say X2 = 96.5. The critical
value = 3 = 71.815 or 71.82 level of significance = 0.05.
Decision Rule
The
table value 96.5 is greater than the critical value 7.82 that is to day that
the null hypothesis stands rejected while the alternative hypothesis is
accepted.
Hypothesis (4)
X2 = ∑(o-e)2
e
O = observed
frequency
e = expected
frequency
∑ = summation
H4 Radio
programmes influence the attitude of the girl-child towards education.
H0 Radio
programmes do not influence the attitude of the girl-child towards education.
The hypothesis will be tested using table 4.2.5 in
relation to the research question 5 of the questionnaire.
|
A
|
88
|
44
|
|
B
|
39
|
19.5
|
|
C
|
56
|
28
|
|
D
|
17
|
8.5
|
|
O
|
E
|
O-e
|
(O-e)2
|
(O-e)2/e
|
|
88
|
50
|
38
|
1444
|
28.88
|
|
39
|
50
|
-11
|
121
|
2.42
|
|
56
|
50
|
6
|
36
|
0.72
|
|
17
|
50
|
33
|
1089
|
21-78
|
|
|
|
|
|
53.8
|
df =
degree of freedom = r – 1 c – 1
(4-1) (2-1) = 3 x 1 =
3
So
the chi square value is 53-8 that is to
say X2 = 26.9. The critical value
= 3 = 71.815 or 71.82 level of significance = 0.05.
Decision rule:
The critical value 7,82 is greater
than the table value 26.9. that is to say that the alternative hypothesis is
rejected while the null hypothesis is accepted.
4.4 Discussion and Interpretation of Data in
Relation to Research Hypothesis.
In addition to table analysis of
data done to ascertain the value and percentage of the response in each of the
options, this second segmentation meant to discuss and interpret the result in
relation to research questions. The out come of the interpretation will either
validate or invalidate the research questions hence a test to know if the
objectives of the study are achieved or not. They are discussed as follows:-
Research Hypothesis
Radio
programmes enlighten girls and women on the need to improve their education.
The above hypothesis is one of the
leading hypotheses that helped finding the answer to the research question and
it was tested in table 4.2.12 out of the 200 respondent that participated in
answering the question, 25% said yes while the remaining 75% said No. this
shows that radio programmes enlighten girls and women on the need to improve
their education. It is no doubt that since the establishment of radio
programmes that it have help so much in educating the girl-child and women.
Research Question II
Some programmes offered by some
radio stations have effect on the girl-child. The above hypothesis was tested
in table 4.2.3 out of 200 respondents that participated in answering the
question, 18.5% said yes, 11% said No, then 20% said partially while 50.5% have
no ideas at all.
This shows that some radio
programmes in some radio station have effect on the girl-child.
Research Hypothesis III
The financial background of
parent affect the girl-child education.
The very question was tested in
table 4.2.10 and out of 200 respondents that were selected as my population of
study, the total number of 65% said yes, 25% said No, while 7.5 said partially
and 2.5% have no idea at all.
In this analysis, it shows that, the
financial background of parent affect merely the female child than the male
child.
Research Hypothesis (iv)
Radio programmes influences the
attitude of the girl-child education.
The above hypothesis was tested in
table 4.2.5 and was analyzed. Thus, 44% said yes to a large extend, then 19.5%
said no to an extend while 28% said partially to an extend and 8.5% have no
idea at all.
In this analysis, it shows that,
radio programmes influences the attitude of the girl-child education.