Avian influenza virus (H5N1); effects of physico-chemical factors on its survival

CHAPTER FOUR

4.1 Introduction

This chapter focuses on presentations, analyses and

interpretation of data gathered from respondents from the

distributed questionnaire. A total number of 300 questionnaire

were distributed and 273 representing 91% were properly filled

and retrieved.

In this chapter, tables are provided at the end of each question

in other to enhance the presentation, analysis and interpretation

of the data collected from the field were elaborated for easy

understanding equally done.

4.2. Data Presentation and Analysis

Age distribution of Respondents

Age Bracket No of Respondents Percentage (%)

18 - 25 132 48.35%

26 - 35 99 36.26%

36 – 45 22 8.06%

46 - above 20 7.33%

Total 273 100%

The above table indicates that out of the total number of 273

respondents, 132 respondents representing 48.35% were within the

ages of 18 - 25, 99 respondents representing 36.26% were within

the ages of 26 -35, 22 respondents representing 8.06% were within

the ages of 36 – 45 and 20 respondents representing 7.33% were

within the ages of 46 – above. This therefore indicates that

majority of the respondents fall within the age bracket of 18 –

25.

Table 2. Gender Distribution of Respondents

Sex No of Respondents Percentage (%)

Male 196 71.79%

Female 77 28.21%

total 273 100%


respondents, 196 representing 71.79%% are male, 77 respondents

representing 28.21% are female. This therefore indicates that

majority of the respondents are male.

Table 3. Marital Status of Respondents

Status No of Respondents Percentage (%)

Single 122 44.69%

Married 94 34.43%

Divorced 31 11.36%

Separated 26 9.52%

Total 273 100%


respondents, 122 representing 44.69% are single, 94 respondents

representing 34.43% are married, 31 respondents representing

11.36% are divorced and 26 respondents representing 9.52% are

separated. This therefore specifies that majority of the

respondents are single.

Table 4. Educational Level of Respondents

Responses No of Respondents Percentages%

Primary 49 17.95%

Secondary 91 33.33%

Degree 120 43.96%

Others 13 4.76%

Total 273 100%

The above table shows that out of the total number of 273

respondents, 49 respondents representing 17.95% has primary

school education, 91 respondents representing 33.33% has

secondary school education, 120 respondents representing 43% has

a degree in various discipline and 13 respondents representing

4.76% has other educational qualifications. This table therefore

indicates that majority of the respondents has degree.

5. Occupation of Respondents

Responses No of Responses Percentage (%)

Farmer 26 9.52%

Trader 50 18.32%

Civil servant 49 17.95%

students 148 54.21%

Total 273 100%

The table above specifies that out of the total number of 273

respondents, 26 respondents representing 9.52% are farmers, 50

respondents representing 18.32% are traders, 49 respondents

representing 17.95% are civil servants and 148 respondents

representing 54.21% are students. This therefore indicates that

majority of the respondents are students.

SECTION TWO

(ACCESS TO TELEVISION PROGRAMMES)

Table 6. Do you watch television programmes?

Response No. of Respondents Percentages (%)

Yes 230 84.25%

No 43 15.75%

Total 273 100%

The table above reveals that out of the total number of 273

respondents, 230 respondents representing 84.25% watch television

programmes, 43 respondents representing 17.75% do not watch

television programmes. This therefore indicates that majority of

the respondents watch television programmes.

Table 7. How often do you watch television programmes?

Responses No. of Respondents Percentages (%)

Every hour 39 14.29%

Daily 156 57.14%

Weekly 52 19.05%

Not at all 26 9.52%

Total 273 100%

The table above discloses that out of the total number of 273


programmes every hour, 156 respondents representing 57.14% watch

television on a daily basis, 52 respondents representing 19.05%

watch television programmes on a weekly basis and 26 respondents

representing 9.52% do not watch television programmes at all.

This therefore indicates that majority of the respondents watch

television programmes on a daily basis.

Table 8. Of what purpose do you watch TV programmes?

Responses No. of Respondents Percentage (%)

Educational purpose 52 19.05%

Informational

purpose

26 9.52%

Entertainment

purpose

65 23.81%

All of the above 130 47.62%

Total 273 100%

The table above shows that out of the total number of 273


programmes for educational purpose, 26 respondents representing

9.52% watch television for the purpose of information, 65

respondents representing 23.81% watch television programmes for

the purpose of entertainment and 130 respondents representing

47.62% watch television programmes for all purposes. This

therefore indicates that majority of the respondents watch

television programmes to get informed, educated and entertained.

SECTION THREE

Research question one (1)

A. Does Television Educational Programme have any impact on the

people of Rural Areas in Kogi State?

Table 9. Does Television educational programmes help to boost the

morale of rural dwellers on the development of rural areas ?


Agree 156 57.14%

Strongly Agree 52 19.05%

Disagree 52 19.05%

Strongly Disagree 13 4.76%

Total 273 100%

The table above dipicts that out of the total number of 273

respondents, 156 respondents representing 57.14% agree that

television educational programmes has contributed to the moral of

rural dwellers on the development of rural areas, 52 respondents

representing 19.05% strongly agree that television educational

programmes has contributed to moral of rural dwellers on the

development of rural areas. 52 respondents representing 19.05%

disagree to fact that television educational programmes has

boosted the moral of rural dwellers on the development of rural

areas and 13 respondents representing 4.76% strongly disagree

that television educational programmes has contributed to the

moral of rural dwellers on the development of rural areas. This

therefore indicates that majority of the respondents agrees to

the fact that television educational programmes has contributed

to the moral of rural dwellers on the development of rural areas.

Table 10. What is Rural Development?


Providing pipe borne

water

26 20.16%

Providing good road 07 5.42%

Providing good

agricultural

Facilities

16 12.40%

Provision of good 80 62.02%

health centers

Total 129 100%

The table above indicates that out of the total number of 129

respondents, 26 respondents representing 20.16% believes rural

development has to do with the provision of pipe borne water, 07

respondents representing 5.42% believes rural development is

providing good road, 16 respondents representing 12.40% believes

rural development is providing good agricultural facilities, and

80 respondents representing 62.02% believes rural development is

the provision of good health centers. This therefore indicates

that majority of the respondents believes that rural development

involves the provision of good health centers.

11. Has Television Educational Programmes contributed to the

development of rural areas?


Agree 117 42.86%

Strongly agree 65 23.81%

Disagree 62 22.71%

Strongly disagree 29 10.62%

Total 273 100%


respondents, 117 respondents representing 42.86% Agree that

television educational programmes has contributed to the

development of rural areas, 65 respondents representing 23.81%

Strongly agrees that television educational programmes has

contributed to the development of rural areas, 62 respondents

representing 22.71% disagrees that television educational

programmes has contributed to the development of rural areas and

29 respondents representing 10.62% strongly disagree that

educational programmes has contributed to the development of

rural areas. This therefore indicates that majority of the

respondents agrees to the fact that television educational

programmes has contributed to the development of rural

development.

Table 12. What is the impact of Television Educational Programmes

on the lives of rural dwellers?


It has negative

impact

65 23.81%

It has positive

impact

175 64.10%

Not Sure 33 12.09%

Total 273 100%


respondents, 65 respondents representing 23.81% says television

educational programmes has negative impact on the lives of rural

dwellers, 175 respondents representing 64.10% revealed that

television educational programmes has positively impacted on the

lives of rural dwellers and 33 respondents representing 12.09%

are not sure if television educational programmes has impact on

rural dwellers. This therefore indicates that majority of the

respondents believes that television educational programmes have

positively impacted on the lives of rural dwellers.

Table 13. To what extent has Television Educational Programmes

engaged rural dwellers in Rural Development activities?


It has made rural

people to be fully

intigrated in rural

development

activities.

156 57.14%

It has made them to

be partially engage

in rural development

activities

52 19.05%

It has not made them

to be engage in

rural development

activities.

65 23.81%

Total 273 100%


respondents, 156 respondents representing 57.14% believes that

television educational programmes has made rural dwellers to be

fully engage in rural development, 52 respondents representing

19.05% believes that television educational programmes has made

rural dwellers to be partially engage in rural development, 65

respondents representing 23.81% believes that television

educational programmes do not make rural dwellers to engage in

rural development, This therefore indicates that majority of the

respondents believes that television educational programmes makes

rural dwellers fully engage in rural development activities.

SECTION FOUR

Research Question Two (2):

B. Do Educational Programmes influence development in Rural

Areas?

Table 14. How do Educational programmes on television influence

rural dwellers on the Development of Rural Areas?


It has positively

affected their

attitude and

behavior about rural

93 34.06%

development.

It has negatively

affected their

attitude and

behavior about rural

development.

89 32.60%

It does nothing to

their attitude and

behavior

39 14.29%

Not sure 52 19.05%

Total 273 100%



television educational programmes has positively affected their

attitude and behavior about rural development, 93 respondents

representing 34.06% believes that television educational

programmes has negatively affected their attitude and behavior

about rural development, 39 respondents representing 14.29%

believes that television educational programmes does nothing to

their attitude and behavior and 52 respondents representing

19.05% are not sure if television educational programme has

affected their attitude and behavior towards rural development.

This therefore indicates that majority of the respondents

believes that television educational programmes has positively

affected their attitude and behavior about rural development.

Table 15. What significant role do educational programmes play in

your socio cultural activities to enhance rural development?


It makes me actively

participate In rural

development

130 47.62%

It does not make me

participate in rural

development

46 16.85%

It does nothing to

my socio- cultural

values

46 16.85

Not Sure 51 18.67%

Total 273 100 %



educational programmes has made rural dwellers to actively

participate in rural development, 46 respondents representing

16.85% believes that educational programmes do not make rural

dwellers to participate in rural development, 46 respondents

representing 16.85% believes that television educational

programmes does nothing to the socio-cultural values of dwellers

in achieving rural development, 51 respondents representing

18.67% are not sure if educational programmes plays a significant

role in their socio-cultural activities to enhance rural

development. This therefore means that majority of the

respondents believes that television educational programmes makes

rural dwellers to actively participate in rural development

activities.

Table 16. Has television educational programmes widens your

knowledge about rural development?


Strongly Agree 65 23.81%

Agree 125 45.79%

Disagree 65 23.81%

Strongly Disagree 18 6.59%

Total 273 100%


respondents, 65 respondents representing 23.81% agrees that

television educational programmes has widens rural dwellers

knowledge about rural development, 125 respondents representing

45.79% strongly agree that television educational programmes has

widens rural dwellers knowledge about rural development, 65

respondents representing 23.81% disagrees that television

educational programmes has widens rural dwellers knowledge to

engage in rural development and 18 respondents representing 6.59%

strongly disagree that television educational programmes has

widens rural dwellers knowledge about rural development. This

therefore indicates that majority of the respondents agrees that

television educational programmes widens the knowledge of rural

dwellers about rural development.

SECTION FIVE

Research Question Three (3)

C. Question: Do rural dwellers have any role to play in

achieving Rural Development?

Table 17. Do rural dwellers have any role to play in achieving

Rural Development?


Strongly Agree 85 31. 14%

Agree 107 39.19%

Strongly disagree 29 10.62%

Disagree 52 19.05%

Total 273 100%


respondents, 85 respondents representing 31.14% Strongly Agree

that rural dwellers have a role to play in achieving rural

development, 107 respondents representing 39.19% agrees that

rural dwellers have a role to play in achieving rural

development, 29 respondents representing 10.62% strongly disagree

that rural dwellers have a role to play in achieving rural

development and 52 respondents representing 19.05% disagree that

rural dwellers have any role to play in achieving rural

development. This therefor means that majority of the respondents

agrees to the fact that rural dwellers have a role to play in

achieving rural development.

Table 18. Does government engaged you in the conceptualization

and execution of development programmes?


Yes 143 52.38%

No 130 47.62%

Total 273 100%


respondents, 143 respondents representing 52.38% approves that

the government have engaged them in the conceptualization and

execution of rural development programme and 130 respondents

representing 47.62% approves that the government has engaged them

in the conceptualization and execution of development programme

fully engage in rural development. This indicates that majority

of the respondents confirms that the government have engaged thin

the conceptualization and execution of development programmes.

SECTION SIX

Research Question Four (4)

D. Question: What are the constrains to effective communication

of educational programmes to rural areas in Kogi state?

Table 19. What are the challenges facing the access to television

programmes in rural areas?


Electricity 201 73.63%

Poor programming 25 9.16%

Poor programme

signal

21 7.69%

Lack of interest in 26 9.52%

watching TV

programmes by rural

dwellers.

Total 273 100%



electricity is the problems facing the access of television

programmes, 25 respondents representing 9.16% believes that poor

programming is the problem of television programme accessibility,

21 respondents representing 7.69% believes that poor programme

signal is the constrain facing the accessibility of television

programmes and 26 respondents representing 9.52% believe that it

is lack of interest by rural dwellers that is the problem of

television programme accessibility., This therefore indicates

that majority of the respondents believes that electricity is the

major challenges facing the accessibility television programmes.

Table 20. Do policy makers usually seek your input on the type of

programmes to be designed for rural development?


Yes 13 4.76%

No 260 95.24%

Total 273 100%


respondents, 13 respondents representing 13% believes that policy

makers seek the input of rural dwellers on the type of programme

to be designed for rural dwellers, 260 respondents representing

95.24% that policy makers do not seek the input of rural dwellers

on the type of programme to be designed for rural development.

This reveals that policy makers do not seek the input of rural

dwellers on the type of programmes to be designed for rural

development.

4.3. Discussion of Findings

Findings from this study have shown that Television Educational

Programme has impacted on the people of rural areas. This is

because the media particularly television is believed to have the

power to instigate the response of audience due to its

(television) capabilities as stated by okunna (2000) that,

“television appeals to both the sense of sight and sound. This is

evident to the responses in table nine (9) where (57.14%) of the

respondents agree to the fact that television educational

programmes has contributed to the moral of rural dwellers on the

development of rural areas as against 52 respondents representing

(19.05%) who strongly agrees, 52 respondents representing 19.05%

disagrees and 13 respondents representing (4.76%) who strongly

disagree.

In addition, table (11) also reveals that majority of the

respondents agrees to the fact that television Educational

Programmes has contributed to the development of rural

development, as in the statement of Ezeokoly (1993, p.195) who

says “Television has the ability to influence individuals, in the

societies both at the superficial and the personal level:

generating the process of normative reactions ranging from

extreme vilification to accolades of exultation”. This has been

confirmed by 117 respondents representing 42.86% who agree that

Television Educational programmes has contributed to the

development of rural areas. This also confirm what Asemah (2009)

said: “television has contributed to the effectiveness in

realizing media goals, making it an established tool for social

mobilization and development among people of a particular

society. It is in this light that television educational

programmes have become one of the tool to achieve development in

rural areas.

More so, findings from Table Twelve (12) reveals that television

educational programmes have positive impact on respondents in

Lokoja thereby enlightening Rural Dwellers on the positive effect

of development in rural areas as confirmed by 175 respondents

representing 64.10% who are of the opinion that, television

educational programme has positive impact on the lives of rural

dwellers, 65 respondents representing 23.81%, believes that

television educational programmes has negative impact on the

lives of rural dwellers, 33 respondents representing 12.09% are

not sure of the impact of television educational programmes. This

is in agreement with what Okunna (2000) said that “individuals

have a unique feature about them which make them to react in

different ways to a particular message (media contents)”.

Furthermore, Table thirteen (13) reveals that majority of the

respondents believes that Television Educational Programmes makes

rural dwellers fully engage in rural development activities as

156 respondents representing 57.14% responded that television

educational programme have made them to be fully engage in rural

development activities while 52 respondents representing 19.05%

responded that television educational programmes has made them to

partially engage in rural development activities and 65

respondents representing 23.81% responded that television

educational programmes has not engage them in rural development

activities.

Subsequently, Table fourteen (14) shows that Television

Educational Programmes have positively affected the attitude and

behavior of respondents in Lokoja on rural development. This was

confirmed by 93 respondents representing 32.60% who repels that

television educational programmes has positively affected their

attitude and behavior about Rural Development. This is in line

with what Izoura, (2005) said in chapter two that: “People’s

behavior is, by and large, influenced by what they see and hear

and out of the entire media organs in the world television is the

only medium that possesses such feature”. In the light of the

above statement backed up by the analyses in chapter four, it is

pertinent to say, television is more capable of positively

affecting the attitude and behavior of people than other medium.

Similarly, Table fifteen (15) indicates that majority of the

respondents in Lokoja believes that television educational

programmes makes rural dwellers to actively participate in rural

development activities. This is because television is that medium

which combines both audio and visual to pass its message thereby

making it an effective medium to make rural dwellers actively

participate in rural development activity. This was confirmed by

130 respondents representing 47.62% who stated that educational

programmes has made rural dwellers to actively participate in

rural development as against 46 respondents representing 16.85%

who believes that educational programmes do not make rural

dwellers to participate in rural development, 46 respondents

representing 16.85% also believes that television educational

programmes does nothing to the socio-cultural values of rural

dwellers in achieving rural development, 51 respondents

representing 18.67% are not sure if educational programmes plays

a significant role in their socio-cultural activities to enhance

rural development.

Table sixteen (16) also indicates that majority of the

respondents agrees that television educational programmes widens

the knowledge of rural dwellers about rural development. This was

confirmed by 125 respondents representing 45.79% who strongly

agree that television educational programmes has widens rural

dwellers knowledge about rural development. This is hinged on

what Mahmud (2005) said “…Through television, audiences are

always educated about why things are the way they are”.

However, Table seventeen (17) reveals that majority of the

respondents agrees to the fact that rural dwellers have a role to

play in achieving rural development. This was confirmed by 107

respondents representing 39.19% who agrees that rural dwellers

have a role to play in achieving rural development and this

confirms the statement of Akeredolu-Ale, (1993) who said “The

appropriate strategy for Rural Development in Nigeria depends

wholly upon the range of objectives to be pursued, the national

resources situation (natural, human, financial, institutional,

etc.) and the time dimension adopted”.

Similarly, Table eighteen (18) indicates that majority of the

respondents in Lokoja believes that the government have engaged

them in the conceptualization and execution of development

programmes. This is because according Akinfele (2003) “…

government is that machinery through which the ‘will’ of a state

is being formulated”; this therefore means that the government is

capable of engaging the people in any activity including the

conceptualization and execution of development in rural areas.

This was affirmed by 143 respondents representing 52.38% who

approves that the government has engaged them in the

conceptualization and execution of rural development programme.

In addition, Table nineteen (19) indicates that majority of the

respondents believes that electricity is the major problem facing

the accessibility to television programmes. This was acknowledged

by 201 respondents representing 73.63% who believes that

electricity is the problems facing the access of television

programmes. This helps confirm that, one of the major problems of

Nigeria is electricity as stated by Scholars and other research

works.

Lastly, Table twenty (20) reveals that policy makers do not seek

the input of rural dwellers on the type of programmes to be

designed for rural development. This was confirmed by 260

respondents representing 95.24% who said that policy makers do

not seek the input of rural dwellers on the type of programme to

be designed for rural development. This helps Confirm the notion

that stake holders in the society do things without informing the

people they govern or lead as stated by Scholars.

4.4 Answering of Research Questions

4.4.1. Question one: Does television educational programme have

any impact on the people of rural Areas in Kogi state?

Table 9 provide answers to this research question as it indicates

that majority of the respondents agrees to the fact that

television educational programmes has contributed to the moral of

rural dwellers on rural development as 156 respondents

representing 57.14% agrees to the fact that television

educational programmes has contributed to the moral of rural

dwellers on rural development, 52 respondents representing 19.05

strongly agree, 52 respondents representing 19.05 disagree and 13

respondents representing 9.52% strongly disagree.

4.4.2. Question two: Do educational programmes influence

development in rural areas?

Table 13 provide answers to this research question as it

indicates that majority of the respondents agree to the fact that

educational programmes has positively affected their attitude and

behavior about rural development as 93 respondents representing

34.06% says it has positively affected their attitude and

behavior about rural development, 93 respondent representing

32.60% indicates that it has negatively affected their attitude

and behavior about rural development, 39 respondents representing

14.29 states that educational programmes have nothing to do with

their attitude and behavior as well as 52 respondents

representing 19.05% are not sure if educational programmes have

affected them about rural development.

4.4.3 Question three: Do rural dwellers have any role to play in

achieving rural development?

Table 16 provide answers to this questions as it indicates that

majority of the respondents agrees to the fact that rural

dwellers have a role to play in achieving rural development as

indicated that 85 respondents representing 31.14% strongly

agrees, 107 respondents representing 39.19% agrees, 29

respondents representing 10.62% strongly disagree and 52

respondents representing 19.05% disagrees.

4.4.4 Question Four: What are the constrains to effective

communication of educational programmes to rural areas in Kogi

state?

Table 18 provides answers to this questions as majority of the

respondents believes that electricity is the major challenges of

accessing television educational programmes as indicated in the

table that 201 respondents representing 73.63% chose electricity

as the challenges of the accessibility of television educational

programmes, 25 respondents representing 9.16% sees poor

programming as the challenges facing the accessibility of

television educational programme while 21 respondents

representing 7.69% believes that poor programme signal is the

problem facing the accessibility of television educational

programme and 26 respondents sees lack of interest by rural

dwellers as the challenges facing the accessibility of

television educational programmes.

Avian influenza virus (H5N1); effects of physico-chemical factors on its survival

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