Showing papers in "International Journal of Education and Development using ICT in 2008"

Seven major challenges for e-learning in developing countries: Case study eBIT, Sri Lanka

Abstract: By using an extensive framework for e-learning enablers and disablers (including 37 factors) this paper sets out to identify which of these challenges are most salient for an e-learning course in Sri Lanka. The study includes 1887 informants and data has been collected from year 2004 to 2007, covering opinions of students and staff. A quantitative approach is taken to identify the most important factors followed by a qualitative analysis to explain why and how they are important. The study identified seven major challenges in the following areas: Student support, Flexibility, Teaching and Learning Activities, Access, Academic confidence, Localization and Attitudes. In this paper these challenges will be discussed and solutions suggested.

The current state of e-learning at universities in Zimbabwe: opportunities and challenges

Abstract: E-learning is gaining some ground in University education throughout the world. Currently, a large number of universities world–wide support e-learning in different forms. Despite this wide spread adoption of e-learning in university education, research on e-learning adoption suggests that it has not reached its full potential. This paper discusses the opportunities that exist and challenges that hinder the successful adoption of e-learning technology as a medium of instruction at selected universities in Zimbabwe. The findings and comments provided are expected to help universities develop their e-learning strategies. The participants of this study are university lecturers who are beginning to use e-learning. The results indicate that e-learning at most of the universities is still at its infant stage. This research exposes a number of reasons for the limited successes, which are related to infrastructural development, support and pedagogical considerations for e-learning. Universities are investing more and promoting administrative software at the expense of Learning Management Systems (LMS) software that supports teaching and learning. This study recommends that professional development programs with emphasis on e-learning pedagogies as well as the establishment of e-learning support structures should be promoted.

Teaching using information and communication technology: Do trainee teachers have the confidence?

Abstract: The respondents comprised 675 trainee teachers at Universiti Putra Malaysia (UPM). All the respondents were final year students in teacher education program. Their confidences were assessed using 12 statements on their ability to integrate information and Communication Technology (ICT) in teaching. The study showed that trainee teachers were quite confident to integrate ICT with teaching. The study also showed a significant difference in the level of confidence between students with teaching experience and students without teaching experience. Older students were more confident to integrate ICT in teaching than younger students No significant correlation was detected between academic performance and the level of confidence to integrate ICT in teaching.

Challenges of managing information and communication technologies for education: Experiences from Sokoine National Agricultural Library

Abstract: Like many other libraries, the Sokoine National Agricultural Library (SNAL) has already computerized most of its services. The library has acquired a number of ICT facilities that contribute positively to provision of information services. However, the new technologies provide new challenges related to acquisition, preservation, maintenance and security issues, training of users, and lack of awareness and commitment among key stakeholders. This paper discusses some of the challenges experienced by SNAL, highlights measures taken to overcome some of these challenges, and proposes strategies for proper management of ICTs in libraries.

The Internet in developing countries: a medium of economic, cultural and political domination

Abstract: The last decade has witnessed an unprecedented diffusion of network technologies into developing countries. The technological discourse attending this diffusion has presented the new media as a utopian, egalitarian and empowering tool with the potential of ushering in a new era of development, democracy, and positive cultural change. This paper examines the economic, cultural, and political effects of the Internet within the historical context of developing countries. The paper traces the politically-inspired evolution of the Internet, its transfer into developing countries, and the economic, cultural, and political consequences of this transfer. Existing data indicates that the implementation of the Internet in most developing countries has served as a drain to the local resources, thus exacerbating their economic dependency on foreign nations. On a cultural level, the Internet’s predominantly Western design, content, and language have facilitated the proliferation of alien cultural patterns at the expense of the social experiences of the local cultures. Lastly, the Internet’s build-in tracking capabilities and its current manipulation for political purposes on international and national levels serves to empower the existing ruling elites in developing countries and perpetuates the disempowerment of the rest of the society. The implications of this paper are discussed.

Undergraduate students’ adoption of handheld devices and Web 2.0 applications to supplement formal learning experiences: Case studies in Australia, Ethiopia and Malaysia

Abstract: This paper reports research into undergraduates’ adoption of handheld devices as supplementary learning tools. Students enrolled in Engineering and Business in Australia, Ethiopia and Malaysia volunteered to participate in a study of their use of the HP iPAQ from mid-2005 to late-2006. Researchers observed and analysed the participants’ commencing levels of technology adoption, and then there subsequent adoption and perceptions of the usefulness of the iPAQ and its Web 2.0 applications to supplement their formal learning experiences. This research addressed three principal questions. The first was about students’ commencing level of technology adoption in each location, and whether some students expressed greater interest than others in trying a new technology. The results show that internet access and ownership of all devices were similar for all groups. Some of the other findings were that female students were less likely to be interested in participating in the project (that is, trialling the new technology) than males; Engineering students were more likely to be interested than Business students; and students whose first language was not English were more likely to be interested than those for whom English was a first language. There was also a very marked difference in the level of interest in the three locations. The second and third questions focused on students’ adoptive behaviours. For these students, the iPAQ was not a vehicle recommended for learning because, using Roger’s reasons for adoption, it was trialable and observable but it failed to meet expectations. Finally, it had little relative advantage as its functions were already delivered somewhat better by desktops, laptops, and mobile phones. It is notable that it was the Ethiopian students who, despite undeveloped ICT infrastructure, were most open to continue to experiment and persist with the device regardless of trying circumstances.

An E-readiness Assessment of Nigeria’s Premier University (Part 1)

Abstract: The study investigated the preparedness of the University of Ibadan (UI) to benefit from the numerous opportunities offered by the adoption and use of ICT in carrying out university functions. Six research questions centered on eliciting the e-readiness objectives of the University and five e-readiness indicators namely: infrastructural availability, access to infrastructure, manpower availability, institutional ICT policy and regulatory framework, and ICT deployment in the university activities were assessed. An empirical case study research method was adopted. The study population comprised two (2) University of Ibadan ICT project stakeholders, and six thousand, four hundred and thirty one academic staff and students. Questionnaires and a coded sheet were the instruments used for data collection. Findings revealed that the university’s overall e-readiness index was 2.57 while the indicators’ indices were 3.3 for infrastructural availability, 2.2 for access to infrastructure, 1.5 for manpower availability, 2.57 for policy and regulatory framework and 3.3 for ICT deployment in the university’s activities. Based on the findings, recommendations were made.

Teachers' perspectives on the integration of information and communication technologies (ICT) in school counseling

Abstract: This qualitative study presents the different perspectives of teacher-participants from selected areas in Luzon, Philippines on the use and application of ICT in guidance counseling and the school counselor’s advocacy role. Certain property of story-telling or conversation (kwentuhan or pakikipagkwentuhan) was employed. This ethnographic technique is a naturally occurring phenomenon/process of sharing and telling stories among the individuals to figure out or to make sense about their world and their experiences. A snowball sampling technique was used that required the participants to recommend others who are into ICT integration. The open-ended format or interview schedule was utilized to investigate the different (a) uses of ICT [e.g. internet, e-mail], (b) problems/issues/gaps on the use and application of ICT or computer technology, and (c) innovative ways in using/applying ICT in school counseling. Results indicated that the views of the teacher-participants on ICT use generated the themes on (1) storing, encoding and preparing of materials/documents, (2) retrieving, distributing and utilizing data/information related to school counseling, and (3) other uses for entertainment, leisure and recreational activities. As to the potential uses of ICT, the subjects generated various uses as what they practice and what they have learned from their graduate courses on technology in education and knowledge management in education. The issues and problems mostly relate to the economic aspects, costs, administrators’ attitudes towards the use of ICT, quality of information and on the issue of commercialism. Innovative programs presented dealt on the individual needs of the pupils and on the career services, but not on the ways to improve the professional capabilities of the guidance counselor. It was recommended that continuous re-training and establishment of a well-defined capacity building programs for guidance counselors focusing on individual skills of the counselors as to the other uses and application of ICT should be undertaken. On future research, accountability of administrators on ICT integration in school counseling can be carried out as well as more empirical studies on the different perspectives of administrators on ICT integration were noted. Furthermore, inquiries related to assessment/evaluation on reliability of information can be done by looking into the research outputs of students and faculty with the online materials cited on the bibliography. School counselors are to be guided through school-based in-service training and education ministry or government - sponsored programs on capacity building by putting emphases on the benefits of ICT use as well as case presentations of the various experiences of counselors in the Philippines about ICT integration in the implementation of the school guidance programs.

Jordanian student teachers' use of computers to develop primary stage pupils' literacy skills

Abstract: This study uses semi-structured interviews to investigate 33 Jordanian student teachers' use of computers to develop young children's literacy skills. The data analysis shows that student teachers have a tendency to use the computer to develop young children's literacy skills. It further reveals that even though the time allotted to using computers for developing literacy skills is limited, a high degree of use is evident compared to its use with other skills stated in the school curriculum. The findings further reveal little diversity in the way computers are used to develop young children's literacy skills, with a few student teachers using computers as a resource for playing games, drill and practice, homework, and assessing children’s literacy skills, whereas the majority use them for presenting instructional content and designing instructional media and worksheets. In light of these findings, the authors put forth a number of recommendations for the Teacher Training Program at Yarmouk University, the Jordanian Ministry of Education, student teachers and future researchers.

The effectiveness of 'VELT' in promoting English language communication skills: A case study in Malaysia

Abstract: Virtual learning environments could be utilized to boost the development of English language skills among Malaysian primary school students. English Language proficiency has been deteriorating over the years and basic oral skills have been appalling due to lack of usage and reflective practice. English lessons that incorporate multimedia applications can exert powerful motivation and provide bored students with exciting new ways to learn. The aim of this paper is to examine if the newly created Virtual English Language Tool (VELT) could be used to improve the listening and speaking skills of primary school pupils in a sub-urban environment in Malaysia. A Year 5 class used VELT for a period of nine months. Donald Kirkpatrick’s four-level model was used to evaluate this e-learning tool. The findings of the case study were quite encouraging.

Utilization of Intelligent Tutoring System (ITS) in mathematics learning

Abstract: Intelligent Tutoring Systems (ITS) represent some of the knowledge and reasoning of good oneto-one human tutors, and consequently are able to coach students in a more detailed way as compared to the Computer Assisted Instructions (CAI) packages. Canfield (2001) defines ITS as a system that is able to diagnose and adapt to student's knowledge and skills. According to Canfield, ITS is able to provide precise feedbacks when mistakes are made and able to present new topics when the student is ready to learn. ITS is part of a new breed of instructional computer programs. This paper discusses the benefits of using an ITS as complement to the use CAI materials such as the courseware in promoting the learning of mathematics. Benefits of using an ITS have been proven in aspects such as generating useful feedbacks to students in learning mathematic, assisting learning of higher order subject matter and cultivating higher order skills, offering a learning environment that motivates learners, giving useful instant feedback to learners, and providing positive effects on student’s achievement.

The use of interactive wireless keypads for interprofessional learning experiences by undergraduate emergency health students

Abstract: The purpose of the study was to examine the use of interactive wireless keypads for interprofessional learning experiences. This study used a cross-sectional methodology in the form of a questionnaire to elicit responses about learning experiences using wireless keypads from a convenience sample of first year undergraduate emergency health students over one university semester in 2007. The findings in this study showed that students felt educational technology was helpful and important in their learning, with wireless keypad use providing high satisfaction. Class interaction using wireless keypads has assisted students to better appreciate and understand other health care disciplines within an inter-professional education setting. Integration of educational technology such as wireless keypads are considered important elements in undergraduate health care students learning approaches. Students have appreciated the alternative teaching and learning approach that wireless keypads have offered, thus improving engagement, interactivity, and uniquely, providing a broader understanding of other allied health care professions.

A review of the ICT status and development strategy plan in Iran

Abstract: This article argues that Iran needs to base its national information and communication technology strategy on a much greater consideration of local cultural and social issues. The government has a major role to play if the country wants to stand in the information arena. It is believed that hard technological determinism can only be countered by very real and well thought out national strategies. the national IT strategy will need to address the issues of resistance to change due to cultural, personal and infrastructure factors, be very culturally sensitive and will need to be constructed as an evolving, and learning system. It is important for every developing country to have a national IT strategy as a foundation whereby the great potential of IT can be realized, development be promoted, technology be exploited and communication problems be alleviated. The government must play an important role, not only as a major user, but also through its other role as regulator, promoter and diffuser.

A formative assessment of information communication technology in Lebanese schools

Abstract: Information Communication Technology (ICT) devices as servers, personal computers (PCs), hubs and other artifacts that make-up these technologies have important role in the educational development in public and private schools. This paper measures the level of ICTs in Lebanese public and private schools for the academic year 2005/2006 and evaluates the effectiveness of ICT on student school performance. The number of PCs, servers, printers, hubs, UPSs, scanners, LCDs, modem/fax, and email access, were measured and ICT indicator values were calculated. No significant differences were found between private and public schools on the aggregate level of ICT or computers per school or per student. The study also evaluated the effectiveness of ICT using the aggregate measure of ICT artifacts and PCs and its effects on student secondary school performance. A two-by-two factorial design using type of school (private/public), level of ICT (high/low) and PCs (high/low) was run on the baccalaureate-passing rate. Mainly, a significant difference between public and private schools was found, but no differences between the two ICT levels (high/low) or PC levels (high/low) per student. ICT levels in private schools did not impact student performance specifically, passing the baccalaureate exams. Although ICT levels were higher in private schools, the differences were not significant at the 0.05 level.

School-based Technology Coordinators and Other Human Factors in the Implementation of ICT in Primary Schools: A Comparative Study

Abstract: Among many other factors, competent staff is essential to the successful deployment of Information and Communications Technology (ICT) in a school. In England, school-based ICT coordinators are highly esteemed and often regarded as pedagogical and technological leaders in their schools. However, this is not the case in Hong Kong. A survey described in this paper shows that the contributions of ICT coordinators in Hong Kong are not as highly valued as those of their counterparts in England. This finding suggests that educators and policymakers in Hong Kong may need to review the role and status of their ICT coordinators. Both the pedagogical and technological functions of these staff members should be emphasised in order to bridge the needs of education and technology. With highly proficient ICT coordinators, peer teachers could benefit from working under their direction and learning from their expertise.

Evaluation of an Online Social Constructivist Tool Based on a Secondary School Experience in a Middle East Country

Abstract: This paper presents the "Moodling" (Moodle, 2005) experience within a secondary school in a Middle East country, namely Turkey. The study reveals that secondary school teachers are willing to participate in a virtual learning environment in addition to the traditional methods of teaching despite the lack of infrastructure and the inadequate ICT literacy skills of the teachers. Based on a focus discussion group with the foreign language teachers, the author depicts the critical points that need to be taken into consideration so that an effective collaborative online platform for both teachers and students to learn together can exist.

eLearning for international agriculture development: Dealing with challenges

Abstract: Agriculture, vitally important for most developing countries, must change to meet today’s needs. It must produce sufficient food to feed an ever increasing global population while raising living standards of the poor and preserving the natural resource base. A key element to achieve these is to encourage the adoption of more “knowledge intensive” sustainable farming practices but this would require that farmers become more knowledgeable about the practices they employ and in how they market their production. eLearning is a potentially viable and cost-effective way for farmers to develop this knowledge but eLearning in agriculture is still not widely practiced. Many of the main challenges are known and a number of organizations have made significant progress in overcoming these. This paper focuses on how two non-profit organizations dealt with challenges associated with eLearning for agriculture and offers a number of recommendations for future efforts.

ICT literacies and the curricular conundrum of calling all complex digital technologies "Tools"

Abstract: Information and communication technologies (ICT) are widely acknowledged internationally as an emerging and increasingly important area of K-16 education. A curricular conundrum centers on whether calling ICT a tool enables educators to infuse ICT within their curriculum. We reviewed literature on ICT and technological tools in education from 1995 to 2008 and found an increasing number of articles substituted tool(s) for more specific terminology. We argue in this paper, given the need to understand ICT within the constantly changing social and cultural contexts of local and global societies, it is misleading when digital hardware, software and infrastructure are reduced to being called a tool.

Information and communication technologies (ICTs) to develop teachers’ global awareness

Abstract: This project explored uses of information and communication technologies (ICTs), such as wikis, blogs, and e-mail to facilitate knowledge exchange between in-service teachers in New York City and in-service teachers in Taipei, Taiwan. The project purposes were (1) to increase participants’ awareness of international cultures in an educational context (2) to enhance cross-cultural interaction between the two countries, and (3) to provide participants opportunities to use ICT tools. The findings show that both groups of participants gained important perspectives on global education, increased knowledge of each other’s culture and its impact on education, and increased competence with ICTs. Participants also demonstrate the ability to develop strategies to add global dimensions to the curriculum and instruction.

Enhancing quality in e-Learning by knowledge-based IT support

Abstract: Advancements of technology help in providing effective decision-making and problem solving in many aspects of life. Amongst the available technologies, Information Technology (IT) is one of the leading technologies in effectively utilising the scarce resources to encounter the gap between solutions provided by existing methodologies and demands of society. This paper identifies qualitative parameters and IT support for the parameters. These parameters are used to evaluate the effectiveness that can be enhanced through given IT support to gain maximum advantages of e-Learning methodology. Based on a result of a survey made for the selected parameters, a new knowledge-based e-Learning prototype is implemented. The article also presents the implementation framework, sample screen and results of quality surveys for existing and modified methodologies for e-Learning.

Attitudes and skills of Omani teachers of social studies to the use of computers in instruction

Abstract: This study aimed at examining Omani social studies teachers' knowledge, skills and attitudes toward using computer in instruction. The sample consisted of 622 teachers from four regions and four stages. Data was collected by using a questionnaire. The results showed that social studies teachers lack computer skills but they have positive attitudes towards its application in teaching. Results also showed that they lack knowledge of social studies sites and their benefit of internet in their field was low.

An extended sharing model to provide ICT services to the rural poor

Abstract: The shared access model through telecentres, phone kiosks or multiple community centres has become the standard to cope with financial problems in providing ICT service to the poor in rural areas of many developing countries. By an investigation into the Grameen Village Phone program in Bangladesh from a sharing perspective, this study suggests an extended sharing model. Sharing can be applied not only at the access points, but also can be applied at all stages in the process of ICT services provision, including function sharing and cost sharing at each function. This study also proposes an action framework towards implementation of the extended sharing model for ICT projects for the poor.

A policy and planning framework on information and communication technology for basic education in the Philippines

Abstract: Information and communication technology is fast transforming economies and social processes, particularly the Philippine education sector. However, the sector is beset with technical, content, utilization, programmatic, structural and political issues that prevent it from fully tapping the potentials of ICT. The Department of Education needs to address the following policy gaps: Policy Gap 1. An Expanded Definition of ICT. Taking a cue from UN agencies, the ICT for education in the Philippines should adopt an expanded liberal definition of ICT inclusive of both low-end and high-end technologies, digital and analog devices. Policy Gap 2. An Appropriate Use Policy. With the adoption of the above definition, what logically follows is an Appropriate Use Policy that sets efficient and effective utilization guidelines for ICTs with due consideration given to technological, ethical, proprietary and humanistic issues. The Policy should be considerate of the primary, secondary and higher order impact of specific technologies to be employed on individual stakeholder groups as well as communities. The use of technology should be guided by practicality, cost-effectiveness and sustainability. Policy Gap 3. Donor Coordination and Harmonization. With the variety and diversity of ICT for education initiatives and donors, with their attendant interests, a donor coordination and harmonization policy may be in order. This policy begins with the tacit agreement that one unified framework should be adopted and that ICT initiatives in the education sector should be guided and situated accordingly by and within this framework. Policy Gap 4. Public Private Sector Financing. A policy on public-private sector partnerships for the ICT4E movement should be enforced. The private sector should be sensitized to the fact that supporting ICT4E would pump prime the ICT industry. This is based on the assumption that an information literate workforce will stimulate the demand for ICT products and services. This paper addresses these gaps with a comprehensive Appropriate Use Policy on ICT4E for the Philippine educational sector. The proposed Appropriate Use Policy for ICT4E is presented as four policy instruments in the form of draft Department of Education Orders.

The computer revolution: struggling for survival in rural Cameroon

Abstract: PCDI (http://www.pcdi-cameroon.org) is a local CIG (NGO) based in rural Cameroon. This article discusses our efforts to “bridge the digital divide” and the reality behind the technological revolution. We face a battle on two fronts. Firstly, chronic poverty. For most of the population technology and its benefits is a luxury commodity. The necessities are foods and medicines and in a time of rising food prices, the luxuries must be cut down. We offer the only internet access in the entire division of 13 villagers and yet we face a daily battle to survive. The continuation of the internet services is by no means certain. Secondly, computer illiteracy. Much of the community has not and cannot use a computer. Yet when we offer free internet training, they refuse.

Learning to Research in Second Life: 3D MUVEs as meta-research fields

Abstract: This paper describes an experiment in teaching ethnographic techniques for applied research in consumer behaviour in on-line communities. The activity took place between March and June of 2007 and involved seven final year undergraduate Communications students. A brief contextualization precedes the report of the experiment, which took place in Second Life and was structured in four stages: (a) analysis of documentation; (b) participative observation; (c) semistructured questionnaires and (d) triangulation. Evaluation of the process seeks to identify benefits and drawbacks in the use of Multi User Virtual Environments (MUVEs) for teaching in general and for the teaching of research techniques in particular. The conditions of access to Second Life in Brazil are also identified and discussed. Finally some possibilities for future teaching and research undertakings in online environments are presented.

Can ICT (Internet) overcome the natural geographical barriers of Bhutan in developing the nation

Abstract: Information and Communication Technology (ICT) plays a greater role in developing the nation. It has become increasingly indispensable tool in achieving international goals such as in Millennium Development Goals. But the poor connectivity of Internet in the least developed countries is one of the serious underlying factors of the digital divide between developed and least developed nations. This situation becomes worse if the country is landlocked as well as least developed. This paper tries to bring out the realities of ICT usage in Bhutan; being the least developed and landlocked country in southwest Asia.

Catch Me I’m Falling. Using Technology to Assist Educationally Disadvantaged Students: A Case Study on the Western region of Melbourne, Australia.

Abstract: This study examines the use of WebCT as a communication and learning facilitation tool in higher education. The case study is based on marketing students’ experience of using WebCT in an undergraduate business degree in Victoria University, Melbourne. A sample of 328 undergraduate students, drawn from four marketing subjects, was selected. Students from non- English speaking backgrounds made up almost half the respondents and they indicated that certain add-on features of WebCT would be of interest to them and assist them in their studies. Age and gender were also measured and the findings indicated that students aged between 18 and 24 were more likely to use WebCT as a learning tool and socialising medium while older students (older than 24) were less likely to do so. Gender differences were also identified with females more likely to use WebCT for communication purposes and that they generally found WebCT easier to use than their male counterparts. It is recommended that further study be undertaken to establish WebCT’s contribution to subject management and students’ ease of use, thereby establishing more fully WebCT’s overall contribution as a teaching and learning resource.

Prospects and challenges of an online teacher training project in Oman

Abstract: The Sultanate of Oman has undertaken efforts to provide continuing professional development opportunities for its teachers and to modernize both training methods and content. The Oman Online Teacher Training project is one such effort. It involved a limited pilot test of the development and implementation of online professional development. The project was funded by the U.S. Department of State's Middle East Partnership Initiative in partnership with the Omani Ministry of Education. This article describes the project goals and deliverables, the actions taken by partners to achieve the desired outcomes, the challenges partners faced, and the outcomes attained.

Integrating information and communication technologies in the Iranian agricultural research system

Abstract: Iranian agricultural research system needs institutional supporting based on designing and implementing strengthening mechanisms. Systemically, integrating the information and communication technologies in agricultural research system of Iran seems as an appropriate strengthening mechanism. However, appropriate application of information and communication technologies and related systems such as national agricultural research information system require systemic and strategic planning based on identification and recognition of associated system-wide organizational implications. Regarding to this comment, this paper explains the implications of integrating information and communication technologies in the Iranian agricultural research system. To this aim, a survey research used based on qualitative interviewing with a selected sample, consisted of agricultural researchers and agricultural faculty members. After designing interview protocol and gathering information by interviewing with selected sample, conceptual analyzing procedure used in order to prepare and present useful mechanisms related to integrating information and communication technologies in the Iranian agricultural research system. Findings of research explained some guidelines, expected outcomes, challenges and barriers of institutionalized integration of ICTs in the Iranian agricultural research system. Also, phases of integrating ICTs in the Iranian agricultural research system were mapped in form of a process diagram.

An assessment of the effectiveness of radio theatre in promoting good healthy living among rural communities in Osun State, Nigeria

Abstract: The main thrust of the study is to assess the effectiveness of radio theatre programme in promoting good healthy living among the rural communities in Osun State, Nigeria. The study adopts the Pre-test, post-test control group research design. The research objectives stated for the study are to: 1. find out the perception of the rural communities about the popular radio theatre programme, 2. investigate the extent to which the radio theatre programme has achieved the objectives for which it was designed and the extent to which it has helped to influence the health habit of the rural communities, and 3. examine whether or not it is an effective method of promoting healthy living among the rural communities. The sample for the study is made up of 240 rural communities in Osun State. They are selected through stratified random sampling technique based on gender, ethnicity and occupation. Seventy-six percent of the sample rated the radio theatre programme as an effective method for promoting healthy living. Seventy-five percent of the sample also said they learned a lot more from the interactive radio programme than from any other programme. This therefore implies that radio theatre programmes are effective for promoting healthy living among the rural communities in Nigeria.