COMMENT FREQUENCY PERCENT VALID PERCENT

Improved learning 45 24.6 38.1

Lack of resources 53 29 44.9

Instructional media available 12 6.6 10.2

Instructional media expensive 5 2.7 4.2

No comment 3 1.6 2.5

TOTAL 118 64.5 100

COMMENT NOT GIVEN 65 35.5 6.5

GRAND TOTAL 183 183

The table 4.33 above shows that 24.6% of the respondents said instructional media

improved learning. 29% of the respondents commented that it was as a result of lack of resources.6.6% of the respondents reported that it was the only instructional media available.2.7% of the respondents said instructional media were expensive.1.6% of the respondents said they had No comment. 35.5% of the

respondents did not provide a comment.

Valid percentages indicate that: 38.1% of the respondents commented that instructional media improved learning.44.9% of the respondents commented it was lack of

resources. 10.2% of the respondents reported that it was only instructional media available. 4.2% of the respondents indicated that instructional media were expensive. Finally 2.5% of the respondents reported that they had No comment.

Therefore the researcher concluded that the main reasons why respondents used the same media frequently were that: Lack of resources (in this case other resources for variety). Improved learning and it were the only instructional media available.

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4.10 Theoretical findings

Literature reviews on the current debate on the effectiveness of instructional media in conceptualization of intended learning outcomes, from the time of Clark/Kozma debate of 1994, has resulted in two schools of thought. These schools of thought are a result about the question on the effectiveness of instructional media in the teaching and learning process: The strong media effect school of thought and the weak media effect school of thought. Further studies by proponents of each school of thought, and other scholars, to find out the role of instructional media in conceptualization of intended learning outcomes, resulted in proliferation of researches in different angles making the debate to lose focus and becomes difficult to get the head or tail of the debate. The theoretical findings are that: (a) there is no conclusive evidence on the effectiveness of instructional media in the teaching and learning process. (b) The debate is still going on about the role of instructional media in the conceptualization of intended learning outcomes, and a new call to move away from instructional media effects paradigm so as to change the focus of instructional media debate in order to have a productive outcome. Finally (c) The current debate on the effectiveness of instructional media in the conceptualization of intended learning outcomes produced a mixed effect school of thought; that either supports or negates both schools of thought, making the instructional media effect debate becoming more complicated as the essence of this debate becomes questionable in these circumstances.

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4.11 Summary chapter four (4)

(a) Empirical findings OBJECTIVE ONE (1)

The first objective of this study was, “To examine and describe the effectiveness of

instructional media in the conceptualization of intended learning outcomes at tertiary level of education.” This objective sought to find out and describe the current

practices of instructional media, and how educators (Lecturers/tutors) view instructional media’s effectiveness in tertiary students’ conceptualization of intended learning outcomes in Botswana. This objective had two sub questions; sub questions one and two. Sub question one had the following findings: 73.6% of respondents used instructional media, against 26.4% of the respondents who did not use instructional media. 97.3% of tertiary educators in Botswana said instructional media were a necessity in the tertiary students’ conceptualization of intended learning outcomes, against 0.5% of the tertiary educators in Botswana who said instructional media were unnecessary in the conceptualization of intended learning outcomes

98.9% of respondents in Botswana agreed to fact that instructional media were relevant in the teaching and learning at tertiary level of education, against 1.1% of respondents who disagreed that instructional media were relevant in the teaching and learning at tertiary level in Botswana.

92.4% of respondents reported that instructional media were necessary in tertiary students’ conceptualization of intended learning outcomes and relevant in the teaching and learning at tertiary level of education in Botswana, against 7.4% of respondents who reported that instructional media were necessary and relevant in tertiary students’ conceptualization of learning outcomes, in that ; instructional media assisted learners to carry individual researches, assisted special education students and kept student abreast with technological changes.

Sub question two (2), had the following findings: 61% of respondents in Botswana used instructional media during teaching and learning process from lesser extent to greater

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during teaching and learning process. 81.7% of respondents in Botswana used instructional media during the actual teaching and learning process against 13.8% of respondents who seldom used instructional media during the actual teaching and learning process.43.7% of the respondents used instructional media every lecture to once/twice a month, and 56.4% of respondents used instructional media when appropriate, in tertiary students’ conceptualization of intended learning outcomes during teaching and learning process. The extent and frequency of using instructional media in tertiary students’ conceptualization of intended learning outcomes were influenced by the following factors: lack of resources (44.9%), effective teaching and making concepts understood better (38.1%). Only instructional media available (10.2%). Those who did not indicate their reasons (6.5%).