European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.190476
Volume 2│Issue 12│2016
THE ROLE OF NIGERIAN MASS MEDIA IN
CURRICULUM CHANGE AND IMPLEMENTATION AT
BASIC EDUCATION LEVEL IN NIGERIA
Alasoluyi, Oluwaseyi Emmanuel1, Hanna Onyi Yusuf2i
Department of Educational Foundations and Curriculum,
1
Faculty of Education, Ahmadu Bello University, Zaria, Nigeria
Dr., Department of Educational Foundations and Curriculum,
2
Faculty of Education, Ahmadu Bello University, Zaria, Nigeria
Abstract:
This study investigated the role of Nigerian mass media in curriculum change and
implementation at the Basic Education level in Nigeria. The study was aimed at
assessing the following objectives: to find out the changes in the basic education
curriculum influenced by Nigerian mass media and to determine the role being played
by the mass media in curriculum implementation at the Basic Education level in
Nigeria. Two corresponding research questions were answered while two null
hypotheses were tested. The study adopted a descriptive survey research design. A
total of 200 media practitioners from print, electronic, new media and news agencies
were used for the study. A self-designed questionnaire was used for data collection. The
questionnaire was pilot tested and a reliability index of 0.84 was obtained. Out of a total
of 200 respondents used for the study, only 198 respondents correctly filled and
returned their questionnaire. The data collected was analyzed using frequency counts
and mean, while the non-parametric statistics of chi-square (X2) was used to test all the
hypotheses at alpha 0.05 level of significance. Findings revealed that the Mass Media
has influence in the existing changes of the basic education curriculum. Also, the
Nigerian mass media played a significant role in curriculum implementation at the
Basic Education level in Nigeria. Recommendations were made such as, to influence
changes in the basic education curriculum, the mass media should serve as watchdogs
of the society, they should analyze, appraise or criticize as the case may be, the activities
of the Nigeria Basic Education. Also, in a diverse society such as Nigeria, there is need
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
12
Alasoluyi, Oluwaseyi Emmanuel, Hanna Onyi Yusuf THE ROLE OF NIGERIAN MASS MEDIA IN CURRICULUM CHANGE AND IMPLEMENTATION AT
BASIC EDUCATION LEVEL IN NIGERIA
for the media to play an active role in enlightening and sensitizing all stakeholders and
the general public on the basic education curriculum.
Keywords: basic education, mass media, role, curriculum change and implementation
Introduction / Background to the study
Education is to a nation as what the mind is to the body. In a broad sense, an individual
acquires the many physical and social capabilities demanded by the society in which
he/she is born to function by a process. The dynamic and ever increasing needs of a
society are responsible for change in its educational system. Universal Basic Education
(UBE) came into being as a change of curriculum which many stakeholders contributed
and continue to contribute for the actualization of its success through proper
implementation. Universal Basic Education commission metamorphosed from National
Primary Education Commission in September, 1999 at Sokoto, Northern Nigeria. The
country has experienced the Universal Primary Education (UPE) in the year 1976. The
components of the Basic education scheme are; free, compulsory universal education
encompassing the first nine years of schooling (Primary & Junior Secondary education)
for all school age children irrespective of their socio-economic circumstance (National
Policy on Education – FRN, 2013; Oguche, 2005).
Curriculum change and its implementation is never a work of single
organization. Many people are involved, the cross sections of Nigerians who attended
the curriculum conference of 1969 was a clear example. Governmental and non–
governmental organizations, Religious bodies, textbook publishers, the public
professional from universities and mass media practitioners have a role to play.
Education for all is the responsibility of all as the saying goes. Considering the fact that,
mass media is an agent of education, and its practitioners are gatekeepers, agenda
setters whose industry is often described as Public University , they could influence the
change of curriculum and its implementation. The implementation of school curriculum
is the duty of government agencies (Federal Ministry of Education, State Ministry of
Education and Local Education Authorities), Teachers, students and the public. Mass
media practitioners are as middle men between government and the public holding the
former accountable, as enshrined in section 22 of the Nigerian constitution.
Mass media (print or electronic) are used as instructional media, children and
adult as the targets of Universal Basic Education programme are effectively taught
using mass media. Besides, both pupils and teachers, within and outside the school
environment rely on mass media for the information and entertainment needs.
European Journal of Education Studies - Volume 2 │ Issue 12 │ 2016
13
Alasoluyi, Oluwaseyi Emmanuel, Hanna Onyi Yusuf THE ROLE OF NIGERIAN MASS MEDIA IN CURRICULUM CHANGE AND IMPLEMENTATION AT
BASIC EDUCATION LEVEL IN NIGERIA
Malumfashi (2002) argued that, many educators are of the opinion that what goes on
outside the classroom contributes more to the total education of mankind than schools.
Most of what experts in curriculum termed as Hidden curriculum has direct or indirect
linkage with the mass media. Hence, the number one function of mass media is the
Teacher function that is, to inform, that is what led to the existence of educational
programmes on most of Radio/Television stations, Newspapers and Magazines. The
responsibility of educating and informing the public in a society rely on its mass media.
Apparently, the service of mass media is needed by the generality of Nigeria’s
educational organs. The creation of public debate on topical issues like sexuality
education, civic education, Almajiri system of education, girl-child education,
Information and Communication Technology (ICT), entrepreneurship and other
components of basic education curriculum were made by Nigerian mass media.
Although, the role they play may be desirable or otherwise. Everyday issues on
education are published on Nigerian dailies and aired on Radio and Television; some
are even posted on internet. Looking at the mass media functions of educating,
enlightening, informing and entertaining the public have contributed greatly towards
mobilizing and sensitizing the public on government policies in all sectors, particularly
in education sector. They initiate and organize debates and publicize issues of national
interest which mostly lead to government actions or inactions. In the light of this
background therefore, this study assessed the role of Nigerian mass media in
curriculum change and implementation at basic education level in Nigeria.
Review of Relevant Literature
The Basic Education programme no doubt is hinged on a sound philosophy; has
enriched curricular with laudable implementation strategies. Curriculum is the heart of
any educational programme without which such programme will be in jeopardy.
Curriculum is a course of study offered in school, college and other institutions (Yusuf,
2012). In this definition, the focus is on subjects to be taught. Curriculum may be
viewed as a set of learning experiences planned to influence learners to bring about the
objectives of education. Curriculum is also a structured plan of action that guides the
process of education. The UBE has necessitated curriculum change and innovation as a
result of the desire for the improvement and transformation of the educational system.
The degree of success in any curriculum innovation depends on the proper
implementation. A curriculum is meaningless and has no value if not implemented
(Danmole, 2011). The Universal Basic Education (UBE) programme, an educational
reform programme of the Federal Government of Nigeria was introduced to serve as a
European Journal of Education Studies - Volume 2 │ Issue 12 │ 2016
14
Alasoluyi, Oluwaseyi Emmanuel, Hanna Onyi Yusuf THE ROLE OF NIGERIAN MASS MEDIA IN CURRICULUM CHANGE AND IMPLEMENTATION AT
BASIC EDUCATION LEVEL IN NIGERIA
catalyst for achieving free, compulsory and universal 9 year education for all school age
children irrespective of their socio-economic circumstance (FRN, 2013). The Universal
Basic Education (UBE) programme was launched on 29th September 1999 by former
president Olusegun Obasanjo in Sokoto, Sokoto state. UBE Act (2004) which was signed
into Law in May, 2004 provided the legal framework for the programme and an
indication of its effective take off.
The philosophy of the 9 year Basic Education Curriculum as stipulated by the
Nigeria Educational Research and Development Council (NERDC, 2013) is that every
learner who has gone through the 9 years of basic education should have acquired
appropriate levels of literacy, numeracy, manipulative, communicative and life-skills as
well as the ethical, moral and civic values required for laying a solid foundation for lifelong learning as a basis for scientific and reflective thinking. The 9 years Basic
Education Curriculum (Basic 1-9) has three components namely: Lower Basic Education
Curriculum for primary 1-3 (age 6-8 years) Basic 1-3; Middle Basic Education
Curriculum for primary 4-6 (age 9-11) that is, Basic 4-6; and Upper Basic Education
Curriculum of Junior Secondary (JS) 1-3 (age 12-14) Basic 7-9.
In this study, the authors assessed the role of Nigerian mass media in curriculum
change and implementation at basic education level in Nigeria. The media has been
variously defined by scholars of mass communication among which media is referred
to as a collective means of communication by which general public or populace is kept
informed about the day to day happenings in the society (Isa, 2007). Mass media are
either electronic or print, they include: Broadcasting in the narrow sense for radio and
television; various types of discs or tapes; Film, most often used for entertainment;
Internet; Mobile phones, often
called the
7th mass media; Publishing, including
electronic; and Video games. Mass media role as an agent of education has long been
known. Malumfashi (2002) argued that many educators are of the opinion that what
goes on outside the classroom contributes more to the total education of mankind
than schools. Alhasan (2009) asserts that, all print and electronic media own by federal,
state governments or private have educational programmes. The programmes on radio
and television stations are produced using feature, documentary drama, discussions
and interview formats.
The media render to the public the conventional social functions, but which is
equally applicable in broader sense in curriculum change and implementation at the
basic education level. It could be said that through educating, informing and
entertaining, the media thereby make the pupils/students, society members or the
nation as well as the society’s leadership aware of the latest development in the
education sector. Attached to these three basic roles of media is another role of
European Journal of Education Studies - Volume 2 │ Issue 12 │ 2016
15
Alasoluyi, Oluwaseyi Emmanuel, Hanna Onyi Yusuf THE ROLE OF NIGERIAN MASS MEDIA IN CURRICULUM CHANGE AND IMPLEMENTATION AT
BASIC EDUCATION LEVEL IN NIGERIA
persuasion, where media are seen as virile tools of applying persuasive efforts to
influence people’s actions towards a particular direction. The mass media are therefore
seen for their role in furnishing the public with necessary information to achieve the
desired curriculum change at the basic education level. This study therefore assessed
the role of Nigerian mass media in curriculum change and implementation at the basic
education level in Nigeria.
Objectives of the Study
The study was carried out with the following objectives:
1. To find out the changes in the basic education curriculum that are influenced by
Nigerian mass media.
2. To determine the role played by the mass media in curriculum implementation
at Basic Education level in Nigeria.
Research Questions
The following research questions guided the study.
1. What are the changes in the basic education curriculum influenced by Nigerian
mass media?
2. What role does the mass media play in curriculum implementation at Basic
Education level in Nigeria?
Hypotheses
The following formulated hypotheses were tested for this study.
1. The Nigerian mass media has no significant influence in the existing curriculum
change at the basic education level.
2. The Nigerian mass media does not play any significant role in the
implementation of Basic Education curriculum in Nigeria.
European Journal of Education Studies - Volume 2 │ Issue 12 │ 2016
16
Alasoluyi, Oluwaseyi Emmanuel, Hanna Onyi Yusuf THE ROLE OF NIGERIAN MASS MEDIA IN CURRICULUM CHANGE AND IMPLEMENTATION AT
BASIC EDUCATION LEVEL IN NIGERIA
Method
Descriptive survey research design was adopted for the study. The population of this
study according to the Director-General of the National Broadcasting Commission
(NBC) (2012) is made up of four hundred and two (402) broadcasting and newspapers
organizations in Nigeria. This population spreads across the media practitioners from
all angles that is, print (Newspapers, Magazines), New media (online publications and
broadcast), Electronic (Radio and Television stations) and News agencies (e.g. News
agency of Nigeria and Reuters). A sample size of two hundred (200) media practitioners
was sampled for the study using proportionate sampling technique based on their
population strength. This sample size represented fifty percent (50%) of the entire
population. The modified 4-point Likert scale instrument titled Media Practitioners and
Basic Education Curriculum Change and Implementation was used for data collection. The
instrument was rated thus: 4 for Strongly Agree (SA), 3 for Agree (A), 2 for Strongly
Disagree (SD), and 1 for Disagree (D). This instrument which was pilot tested showed
the reliability value of 0.8 . The respondents’ opinion was analyzed using frequency
count and mean. Based on the 4-point rating scale, the mean of the scale is 2.5. The
decision is that means scores equal to or above 2. are considered agreed whereas
those below 2. are regarded as disagreed . The null hypotheses formulated for the
study was tested using chi-square at 0.05 alpha level of significance.
Results
Opinions of the respondents collected through the questionnaires administered were
analyzed using frequency count and mean. The summary of data analysis is presented
on tables 1 and 2.
European Journal of Education Studies - Volume 2 │ Issue 12 │ 2016
17
Alasoluyi, Oluwaseyi Emmanuel, Hanna Onyi Yusuf THE ROLE OF NIGERIAN MASS MEDIA IN CURRICULUM CHANGE AND IMPLEMENTATION AT
BASIC EDUCATION LEVEL IN NIGERIA
Table 1: Changes in the basic education curriculum influenced by Nigerian mass media
S/N
1.
Item Statement
The mass media influenced the appropriate levels of literacy and
SA
A
SD
D
Mean
88
55
27
28
2.86
63
68
17
50
2.88
72
18
63
45
2.87
29
52
58
59
2.40
91
66
11
30
2.89
46
67
44
41
2.85
80
26
59
33
2.74
55
61
32
50
2.79
91
54
12
41
2.59
99
58
14
27
2.96
communicative skill required for life-long learning.
2.
As the media clamors for unity and a sense of nationality rather than
ethnic and regional identity, a subject like civic education was
introduced into the basic education curriculum to inculcate the spirit
of oneness and national interest in students.
3.
Climate change was infused into the basic Education Curriculum as a
result of the climate news and programmes in the media.
4.
The mass media aided the manipulative, numeracy and life-skills in
Basic Education Curriculum through documentary, drama and
interview.
5.
The Nigerian mass media initiate and organize debates and publicize
educational issues of interest which mostly lead to government
actions or inactions.
6.
The media promotes the holistic view of science at the Basic
Education level for better understanding of contemporary and
changing world.
7.
Through drama and discussions on radio and television, the media
brings innovations into the Basic Education Curriculum.
8.
Through constant coverage of NERDC events the media has able to
influenced the Basic Education Curriculum.
9.
Peace and Conflict Resolution Education are infused into the Basic
Education Curriculum as a result of the peace programmes aired on
radio and television.
10.
The media influenced the infusion of emergent issues that are of
national and global concern such as gender sensitivity, disaster risk
reduction, entrepreneurship and so forth into the basic education
curriculum.
Table 1 revealed the changes in the basic education curriculum influenced by Nigerian
mass media. The result from this table clearly shows that the media influenced the
infusion of emergent issues that are of national and global concern such as gender
sensitivity, disaster risk reduction, entrepreneurship and so forth into the basic
education curriculum, judging from the frequency counts and response mean of
respondents that agreed to the aforementioned subject. The result also shows that all
the mean fall within the acceptance range that is, 2.5 and above, with the exception of
question
that says the mass media aided the manipulative, numeracy and life-skills in Basic
Education Curriculum through documentary, drama and interview . Hence, the need for the
mass media to do something in this regard.
European Journal of Education Studies - Volume 2 │ Issue 12 │ 2016
18
Alasoluyi, Oluwaseyi Emmanuel, Hanna Onyi Yusuf THE ROLE OF NIGERIAN MASS MEDIA IN CURRICULUM CHANGE AND IMPLEMENTATION AT
BASIC EDUCATION LEVEL IN NIGERIA
Table 2: The role played by the Nigerian mass media in curriculum implementation at the
Basic Education level in Nigeria
S/N
1.
Item Statement
SA
A
SD
D
Mean
The mass media is one of the stakeholders that contributed to the
100
07
65
26
2.94
89
76
11
22
2.86
73
90
02
33
2.96
58
69
40
31
2.91
104
11
26
57
3.05
95
77
20
06
2.61
36
69
40
53
2.95
99
05
32
62
2.67
68
83
15
32
2.97
80
55
29
34
2.99
success
of
Basic
Education
Curriculum
through
proper
implementation.
2.
The media organized contest and competitions for children in
basic
education
level
based
on
the
approved
standard
curriculum.
3.
The programmes on radio and television stations are produced
using feature, documentary drama, discussions and interview
formats.
4.
What goes on outside the classroom contributes more to the total
education of pupils/students than schools.
5.
Everyday issues on education are published in the Nigerian
dailies and aired on Radio and Television some are even posted
on the internet.
6.
The media update educational programmes on television and
radio in conformity with the way students are tutored in their
various schools.
7.
The media organized seminar and workshop to report and
analyze the curriculum implementation level.
8.
Educational
broadcasting
aside
from
implementing
the
curriculum, also entertain pupils watching from home on a
varied content that might not be well expressed in the classroom.
9.
Nigerian mass media provide a network of proven feedback
mechanism between stakeholders in education sector on
curriculum implementation.
10.
The media organizations have programmes that enlighten
parents and guardians with regards to basic education activities.
Table 2 revealed the role played by the mass media in curriculum implementation at the
Basic Education level in Nigeria. The result from this table revealed that item 5 which
says that everyday issues on education are published in the Nigerian dailies and aired
on Radio and Television some are even posted on the internet recorded the highest
response mean, judging from the frequency count and response mean of respondents
that agreed to this item. Likewise, all the mean on the table fall within the acceptance
range that is, 2.5 and above. Hence, this result depicted that the mass media played a
significant role in curriculum implementation at Basic Education level in Nigeria.
Hypothesis One: The Nigerian mass media has no significant influence in the existing
curriculum change at the basic education level.
European Journal of Education Studies - Volume 2 │ Issue 12 │ 2016
19
Alasoluyi, Oluwaseyi Emmanuel, Hanna Onyi Yusuf THE ROLE OF NIGERIAN MASS MEDIA IN CURRICULUM CHANGE AND IMPLEMENTATION AT
BASIC EDUCATION LEVEL IN NIGERIA
Table 3: Summary of Chi-square (X2) statistics on the influence of Nigerian mass media in
curriculum change at the basic education level
N
CalX
2
df
CriticalX2
Sig.
Decision
198
46.902
4
0.05
38.34
.002
Rejected
Source: Field Study, 2016.
Table 3 revealed the result of non-parametric statistics with the calculated p-value of
0.002 which was found to be lower than 0.05 alpha level of significance and the
calculated X2 value of 46.902 was found to be higher than the X2 critical value of 38.34 at
4 degrees of freedom. This means that the Nigerian mass media has significant
influence (such as influencing the infusion of emergent issues that are of national and
global concern such as gender sensitivity, disaster risk reduction, entrepreneurship and
so forth) in the existing curriculum change at the basic education level. The implication
of this result was to reject the null hypothesis which states that the Nigerian mass media
has no significant influence in the existing curriculum change at the basic education
level.
Hypothesis Two: The Nigerian mass media does not play any significant role in the
implementation of Basic Education curriculum in Nigeria.
Table 4: Summary of Chi-square (X2) statistics on the role played by the Nigerian mass
media in the implementation of Basic Education curriculum in Nigeria
N
CalX2
Df
CriticalX2
Sig.
Decision
198
23.574
4
0.05
20.12
.004
Rejected
Table 4 revealed the result of non-parametric statistics with the calculated p-value of
0.004 which was found to be lower than 0.05 alpha level of significance and the
calculated X2 value of 23.574 was found to be higher than the X2 critical value of 20.12 at
4 degrees of freedom. This means that the Nigerian mass media played a significant role
in the implementation of Basic Education curriculum in Nigeria (such as everyday
issues on education are published in the Nigerian dailies and aired on Radio and
Television some are even posted on the internet). The implication of this result was to
reject the null hypothesis which states that the Nigerian mass media does not play any
significant role in the implementation of Basic Education curriculum in Nigeria.
European Journal of Education Studies - Volume 2 │ Issue 12 │ 2016
20
Alasoluyi, Oluwaseyi Emmanuel, Hanna Onyi Yusuf THE ROLE OF NIGERIAN MASS MEDIA IN CURRICULUM CHANGE AND IMPLEMENTATION AT
BASIC EDUCATION LEVEL IN NIGERIA
Discussion of Findings
The result of non-parametric statistics on hypothesis one revealed the calculated pvalue of 0.002 which was found to be lower than 0.05 alpha level of significance and the
calculated X2 value of 46.902 was found to be higher than the X2 critical value of 38.34 at
4 degrees of freedom. This means that the Nigerian mass media has significant
influence in the existing curriculum change at the basic education level. Based on this
result, the null hypothesis which states that the Nigerian mass media has no significant
influence in the existing curriculum change at the basic education level was rejected.
This result corroborate the finding of Alhasan (2009) that the mass media influenced the
appropriate levels of literacy and communicative skill required for life-long learning in
the basic education curriculum.
The result of non-parametric statistics on hypothesis two shows the calculated pvalue of 0.004 which was found to be lower than 0.05 alpha level of significance and the
calculated X2 value of 23.574 was found to be higher than the X2 critical value of 20.12 at
4 degrees of freedom. Considering this fact, the Nigerian mass media played a
significant role in the implementation of the Basic Education curriculum in Nigeria.
Therefore, the null hypothesis which states that the Nigerian mass media does not play
any significant role in the implementation of Basic Education curriculum in Nigeria was
rejected. This result upholds the finding of Danmole (2011) whose study on the ability
of mass media intervention to enhance the efficacy and proper implementation of
school programme, proves to be effective. In like manner Susanne (2001) opined that
the media offered critical insights and guide pupils/students to media activities that are
both conscious and participatory to the extent possible within the relevant life situation.
Conclusion
As a result of the findings from this study, it was concluded that the Nigerian mass
media influenced changes and innovation in the basic education curriculum such as
influencing the infusion of emergent issues that are of national and global concern like
gender sensitivity, disaster risk reduction, entrepreneurship and so forth, that have
resulted in the improvement and transformation of the educational system. The degree
of success in any curriculum innovation depends on the proper implementation. A
curriculum is meaningless and has no value if not implemented. Hence, the
respondents were of the opinion that what goes on outside the classroom contributes
more to the total education of mankind than schools. Conclusively, the mass media
could be said to have played a significant role in curriculum implementation at the
European Journal of Education Studies - Volume 2 │ Issue 12 │ 2016
21
Alasoluyi, Oluwaseyi Emmanuel, Hanna Onyi Yusuf THE ROLE OF NIGERIAN MASS MEDIA IN CURRICULUM CHANGE AND IMPLEMENTATION AT
BASIC EDUCATION LEVEL IN NIGERIA
Basic Education level in Nigeria as everyday issues on education are published in the
Nigerian dailies and aired on Radio and Television some are even posted on the
internet.
Recommendations
In the light of the findings from this study, the following recommendations were made
that:
1. The mass media should serve as watchdogs of the society; they should analyze,
appraise or criticize as the case may be the activities of the Universal Basic
Education Commission at the National, State and Local Government Levels.
2. In a diverse society such as Nigeria, there is need for the media to be fervent
towards enlightening and sensitizing the stakeholders and the general public on
the basic education curriculum.
References
1. Alhasan, A. U. (2009). Mass Media and Development of Distance Learning in
Nigeria. A Seminar paper presented at National Open University, Lagos.
2. Danmole, B. T. (2011). Emerging Issues on the Universal Basic Education
Curriculum in Nigeria: Implications for the Science and Technology Component.
Pakistan Journal of Social Sciences, 8 (1), 62-68. Doi:10.3923/pjssci.2011.63.68.
3. Federal Republic of Nigeria (2013). National policy on education. Revised Edition.
Abuja, Nigeria: Federal Ministry of Education.
4. Isa, M. I. (2007). Role of the media in national development. A paper presented at a
workshop on the event of 27th Youth Leadership Programme Organized by LEAP Africa,
on Tuesday July 24, 2007 (2:45 - 4:15), at the British Council, Kano, Nigeria.
5. Malumfashi, M. (2002). Adult Learning Theories and their Implications for
Librarians in Adult education delivery In Wambai (Ed). Readings in Adult and
non-formal Education, (pp. 59-68) Kano: Debis.
6. National Broadcasting Commission (NBC) (2012, August 23). 402 Radio, TV
stations
licensed
in
Nigeria.
Retrieved
from
www.pmnewsnigeria.com/2012/08/23/402-radio-tv-stations-licensed-in-nigeria/
7. Nigeria Educational Research and Development Council (NERDC) (2013). The
revised 9-basic education curriculum at a glance. Lagos: NERDC Press.
www.nerdcnigeria.gov.ng.
European Journal of Education Studies - Volume 2 │ Issue 12 │ 2016
22
Alasoluyi, Oluwaseyi Emmanuel, Hanna Onyi Yusuf THE ROLE OF NIGERIAN MASS MEDIA IN CURRICULUM CHANGE AND IMPLEMENTATION AT
BASIC EDUCATION LEVEL IN NIGERIA
8. Oguche, D. (2005). Sustaining the UBE programme, Abuja: T&K Press.
9. Susanne, K. (2001). Media literacy in the curriculum: Ordinance of the federal ministry
of education, science and culture, Australian. Retrieved 16/09/2016
from
www.mediamanual.at/en/media.php
10. Yusuf, H. O. (2012). Fundamentals of curriculum and Instruction. Kaduna: Joyce
graphic printers & Publishers.
European Journal of Education Studies - Volume 2 │ Issue 12 │ 2016
23
Alasoluyi, Oluwaseyi Emmanuel, Hanna Onyi Yusuf THE ROLE OF NIGERIAN MASS MEDIA IN CURRICULUM CHANGE AND IMPLEMENTATION AT
BASIC EDUCATION LEVEL IN NIGERIA
.
Creative Commons licensing terms
Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Education Studies shall
not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violations and
inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works are meeting the Open Access
Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes
under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
European Journal of Education Studies - Volume 2 │ Issue 12 │ 2016
24
Open Access Publishing Group