Breaking Educational Barriers through Literacy-by-Radio Accessibility and Learning-Dynamics

Abstract

Despite the literacy efforts in Nigeria, adult and youth no-literacy remain prevalent across many African nations, including Nigeria. As of 2018, an estimated 60 million Nigerians lacked basic literacy skills due to factors such as political instability, insecurity, poor funding for non-formal education and reliance on traditional face-to-face teaching methods. Literacy-by-Radio (LbR) offers an innovative solution to bridge this gap by delivering accessible and flexible literacy education to underserved populations. This empirical study examined the accessibility and learning process of the LbR programme in Nigeria. it investigated the user-friendliness of the programme and the processes through which learners acquire reading, writing and numeracy skills. A mixed-methods (QUAN+qual) design was employed, involving 142 adult learners across six LbR centres in Ogun State Nigeria. Data were collected using structured questionnaires (Learning Process, α=0.87; User-Friendliness and Access, α=0.78), in-depth interviews and focus group discussions. Quantitative data were analysed using descriptive and inferential statistics, while qualitative responses were thematically analysed. Findings indicate that the LbR programme is both accessible and effective in acquiring literacy, numeracy and computing skills. Learners reported high engagement levels and significant improvement in basic competencies. Recommendations include expanding radio access, enhancing interactivity, updating curricula, providing facilitator training and integrating supplementary digital and print resources to strengthen learner engagement and educational outcomes.