RESPONSE TO THE USE OF

INSTRUCTIONAL MEDIA FREQUENCY PERCENT VALID PERCENT

Very necessary 117 63.9 64.3

Necessary 60 32.8 33.0

No opinion 4 2.2 2.2

Unnecessary 1 .5 .5

TOTAL 182 99.5 100.0

Did not respond 1 .5

GRAND TOTAL 183 100.0

The following are the responses from table 4.11 above: 63.9% of respondents said instructional media were very necessary in the conceptualization of intended learning outcomes. 32.8% said instructional media were necessary. This means that 96.7% of the respondents agreed that instructional media were a necessity in the conceptualization of intended learning outcomes. 2.2% had no opinion, 0.5% indicated unnecessary and 0.5% did not indicate their opinion. However, the valid percentages were 64.3% said instructional media was very necessary in the conceptualization of intended learning outcomes. 33% said instructional media were necessary, thus 97.3%

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of valid percentage agreed that instructional media were a necessity in conceptualization of intended learning outcomes at tertiary level of education. 2.2% had no opinion. 0.5% indicated unnecessary. Therefore, it could be concluded that respondents found instructional media were a necessity in tertiary students’ conceptualization of intended learning outcomes in Botswana.

The third question that was asked respondents was: instructional media is relevant in the teaching and learning process at tertiary level of education. Do you agree or disagree? This question sought to find out whether respondents’ found instructional media relevant in their teaching and learning process at tertiary level of education. The following Table 4.12 presents how the respondents reacted to the above question.

Table 4.12: Relevance of instructional media at tertiary education

RESPONSES Frequency Percent Valid Percent

Strongly agree _{107 58.5 58.8}

Agree _{73 39.9 40.1}

Disagree _{1 .5 .5}

Strongly disagree _{1 .5 .5}

Total _{182 99.5 100.0}

Did not indicate “agree

or disagree” 1 .5

GRAND TOTAL _{183 100.0}

The researcher found out that 58.5% of the respondents strongly agreed that instructional media were relevant in the teaching and learning process at tertiary level of education in Botswana. 39.9% agreed that instructional media were relevant. 0.5%

disagreed, that is instructional media were relevant in the teaching and learning

process at tertiary education. 0.5% strongly disagreed, that is instructional media were relevant in the teaching and learning at tertiary education level in Botswana. The valid percentages were 58.8% strongly agreed that instructional media was relevant in the

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teaching and learning at tertiary level of education.40.1% agreed that instructional media were relevant in the teaching and learning at tertiary level of education in Botswana. In summary, 98.9% of respondents in Botswana agreed to fact that instructional media were relevant in the teaching and learning at tertiary level of education in Botswana, against 1.1% of the tertiary educators in Botswana who disagreed that instructional media were relevant in the teaching and learning at tertiary level in Botswana.

The researcher then concluded that since 98.9% of respondents in Botswana agreed to strongly agreed, it was concluded that instructional media were relevant in the teaching and learning at tertiary level of education in Botswana.

The last question asked respondents under the first sub question was question four, and this was what question four required them to do: Give reason(s) for your choice of responses in questions 2&3 above. Basically, question four required that respondents authenticated their responses for question( 2), which required respondents to give their own opinion on the necessity of using instructional media and also question( 3), which required respondents to agree or disagree on the relevance of instructional media in the teaching and learning at tertiary level of education in Botswana. In this question four, respondents were to give reasons to support their choices of responses. The following table 4.13 provides summarized reasons given by respondents.

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Table 4.13: Reasons for Respondents’ responses in questions 2 and 3

REASON(S) FREQUENCY PERCENT VALID PERCENT

Effective teaching 86 46.9 58.9

Research for students become easier 4 2.2 2.7

Learning made easier 49 26.7 33.5

Technology is advancing 5 2.7 3.4

Improve education for special need students 2 1.1 1.3

TOTAL 146 79.8 100

Not Answered/Specified Reasons 37 20.2

GRAND TOTAL 183 100

Of the total 183 respondents, 46.9% said instructional media were necessary in the conceptualization of intended learning outcomes and relevant in teaching and learning at tertiary education, because instructional media enhanced effective teaching and

effective learning. 2.2% said instructional media were necessary and relevant at

tertiary level of education, because instructional media made students’ researching

easier. 26.7% of the respondents said instructional media were necessary and relevant

because, learning was made easier. Then 2.7% said instructional media were necessary and relevant because technology was advancing, meaning eventually e- learning would be part and parcel of teaching, therefore, instructional media was a way of keeping abreast with technological changes in education. Finally 1.1% of the respondents said instructional media improved education for special need students. 20.2% of the respondents did not give their reasons for choice of responses in questions (2) and (3).When looking at the valid percentages, a total of 96.7% of respondents said instructional media were necessary in the conceptualization of intended learning outcomes and relevant in the teaching and learning at tertiary level of education in Botswana because, instructional media enhanced effective teaching and made learning easier. The researcher, therefore, concluded that, the reasons why 96.7% of respondents said instructional media were necessary in the conceptualization of intended learning outcomes and relevant in the teaching and learning at tertiary level

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of education in Botswana. 98.9% of respondents in Botswana agreed to fact that instructional media were relevant in the teaching and learning at tertiary level of education were that 92.4% believed that instructional media enhanced effective teaching and learning easier.

A second sub question was phrased in order to fully address the concerns of objective one as follows: What are the perceptions of educators about the extent and frequency of utilizing instructional media at tertiary level of education? This sub question required respondents to give the extent and frequency of instructional media usage, in tertiary students’ conceptualization of intended learning outcomes. To answer this sub question, a number of questions were formulated, from question 5 to question 8 of the questionnaire.

Question 5 was presented as follows: To what extent do you use instructional media during the teaching and learning process, in your institution?

This question required respondents to indicate the degree or level of instructional media usage in the teaching and learning process in the respondents’ respective institutions. The respondents provided the following information in Table 4.14

Table 4.14: To what extent do Respondents used instructional media EXTENT OF INSTRUCTIONAL