A recent survey conducted by Doha Centre for Media Freedom (DCMF) has found that 93% of students in Qatar use different forms of media, including radio, television, mobile, newspapers and Internet.
DCMF has conducted two surveys on the integration and use of media in formal education in Qatar. The two different surveys separately targeted students and teachers from schools across Qatar between January and March 2012. The surveys relied on multiple choice and short essay questions. The two questionnaires along with the official letter of purpose were sent via e-mail to all schools.
The survey was positively received by 15 schools. The centre’s final sample consisted of 204 student questionnaires, as well as 187 teacher questionnaires.
The majority of students surveyed were females (65%) in the average age ranges between 8 and 18 years old, which includes the entire education levels of different schools in Qatar.
When asked about reading newspapers, 44% of students answered yes whereas 34% answered no and 22% refrained. Arabic is the most common language used in newspapers as 88% of students read Arabic newspapers whereas only 10% read newspapers in English.
When asked about radio, only 59% of students listen to radio. The radio channels vary from religious, local, sports, entertainment, and others.
There is a low interest in watching news on television. The most favourable programmes on television vary from movies, cartoons, and talent shows to sports. News is the least preferred programmes inserted by students. The study shows 6% of students are interested in news programmes, 19% watch movies, and 15% watch cartoons. It is been known that Al Jazeera channel with 17% is among the most frequently preferred channels. The other most likely are Qatar Satellite Channel 16% and Al-Kass Sports 15%.
The most common form of media is the Internet as 98% of students use it as a source for networking portrays news, and education. The most popular websites categories among students are social networking sites for (42%) and games and entertainment sites for another (42%).
When students were asked about the role of media, they said they perceived media a source of education and knowledge, and a way of connecting to their families and friends as an important source of communication and awareness.
As for teachers, the majority of teachers surveyed was males (65%) and in the 20-40 age group (75%). The majority of the teachers surveyed work at public schools (62%).
When asked about the most commonly-used media in classrooms, 63% of teachers surveyed chose Internet, with TV as a distant second (19%). This corresponds to the teachers’ perception of the students’ favourite media, where the top three media named are YouTube, Facebook, and Internet. Almost 68% reported that their students regularly use social media.
At a staggering 45%, many of the teachers surveyed did not know if their students regularly followed the news; only 19% were able to name the news programmes their students watched; examples include Al Jazeera’s news bulletins and talk shows, as well as weather forecasts. The result corresponds to 69% of teachers who denied ever watching a news programme in the classroom. While the teachers may not watch news together with their students, they certainly discuss it; nearly 47% of teachers surveyed confirm discussing news on an occasional basis. Among the most frequently-discussed topics are the Arab Spring, sports, weather & environment, Qatar’s 2022 World Cup bid, and Qatar’s National Day.
More than 88% of teachers surveyed confirmed using media in their classrooms, citing Internet, newspapers, and magazines. Yet, nearly 60% of the sample never heard of Media Literacy. It follows that 80% do not teach Media Literacy in their classes.
Unesco defines Media Literacy as “the ability to access, analyse, evaluate and create media in a variety of forms.
About 22% of those familiar with the term defined Media Literacy as “understanding everything you watch, hear and read,” while 17% described it as “learning how to critically consume media messages.” When asked if more attention should be dedicated to Media Literacy, nearly 80% responded positively with 55% demanding further information. It follows that 79% expressed interest in receiving Media Literacy training, again with 47% demanding further information. When asked about introducing Media Literacy to school curricula, 71% responded positively. The answers varied on the time that could be allocated to Media Literacy; 21% said half a day would suffice, while 24% preferred a whole day, with 12% favouring two days instead.
When asked about their perception of media freedom in Qatar, 36% of teachers surveyed said it is not restricted with a slightly higher percentage (37%) choosing limited as their answer. A surprising 24% denied knowledge about the status of media freedom in Qatar, while 3% abstained.
DCMF recommended that media literacy can be promoted and invested in Internet technology more to raise awareness and educate students. It can be promoted through social networking sites to make students more interested. http://www.gulf-times.com/site/topics/article.asp?cu_no=2&item_no=522315&version=1&template_id=36&parent_id=16
DCMF has conducted two surveys on the integration and use of media in formal education in Qatar. The two different surveys separately targeted students and teachers from schools across Qatar between January and March 2012. The surveys relied on multiple choice and short essay questions. The two questionnaires along with the official letter of purpose were sent via e-mail to all schools.
The survey was positively received by 15 schools. The centre’s final sample consisted of 204 student questionnaires, as well as 187 teacher questionnaires.
The majority of students surveyed were females (65%) in the average age ranges between 8 and 18 years old, which includes the entire education levels of different schools in Qatar.
When asked about reading newspapers, 44% of students answered yes whereas 34% answered no and 22% refrained. Arabic is the most common language used in newspapers as 88% of students read Arabic newspapers whereas only 10% read newspapers in English.
When asked about radio, only 59% of students listen to radio. The radio channels vary from religious, local, sports, entertainment, and others.
There is a low interest in watching news on television. The most favourable programmes on television vary from movies, cartoons, and talent shows to sports. News is the least preferred programmes inserted by students. The study shows 6% of students are interested in news programmes, 19% watch movies, and 15% watch cartoons. It is been known that Al Jazeera channel with 17% is among the most frequently preferred channels. The other most likely are Qatar Satellite Channel 16% and Al-Kass Sports 15%.
The most common form of media is the Internet as 98% of students use it as a source for networking portrays news, and education. The most popular websites categories among students are social networking sites for (42%) and games and entertainment sites for another (42%).
When students were asked about the role of media, they said they perceived media a source of education and knowledge, and a way of connecting to their families and friends as an important source of communication and awareness.
As for teachers, the majority of teachers surveyed was males (65%) and in the 20-40 age group (75%). The majority of the teachers surveyed work at public schools (62%).
When asked about the most commonly-used media in classrooms, 63% of teachers surveyed chose Internet, with TV as a distant second (19%). This corresponds to the teachers’ perception of the students’ favourite media, where the top three media named are YouTube, Facebook, and Internet. Almost 68% reported that their students regularly use social media.
At a staggering 45%, many of the teachers surveyed did not know if their students regularly followed the news; only 19% were able to name the news programmes their students watched; examples include Al Jazeera’s news bulletins and talk shows, as well as weather forecasts. The result corresponds to 69% of teachers who denied ever watching a news programme in the classroom. While the teachers may not watch news together with their students, they certainly discuss it; nearly 47% of teachers surveyed confirm discussing news on an occasional basis. Among the most frequently-discussed topics are the Arab Spring, sports, weather & environment, Qatar’s 2022 World Cup bid, and Qatar’s National Day.
More than 88% of teachers surveyed confirmed using media in their classrooms, citing Internet, newspapers, and magazines. Yet, nearly 60% of the sample never heard of Media Literacy. It follows that 80% do not teach Media Literacy in their classes.
Unesco defines Media Literacy as “the ability to access, analyse, evaluate and create media in a variety of forms.
About 22% of those familiar with the term defined Media Literacy as “understanding everything you watch, hear and read,” while 17% described it as “learning how to critically consume media messages.” When asked if more attention should be dedicated to Media Literacy, nearly 80% responded positively with 55% demanding further information. It follows that 79% expressed interest in receiving Media Literacy training, again with 47% demanding further information. When asked about introducing Media Literacy to school curricula, 71% responded positively. The answers varied on the time that could be allocated to Media Literacy; 21% said half a day would suffice, while 24% preferred a whole day, with 12% favouring two days instead.
When asked about their perception of media freedom in Qatar, 36% of teachers surveyed said it is not restricted with a slightly higher percentage (37%) choosing limited as their answer. A surprising 24% denied knowledge about the status of media freedom in Qatar, while 3% abstained.
DCMF recommended that media literacy can be promoted and invested in Internet technology more to raise awareness and educate students. It can be promoted through social networking sites to make students more interested. http://www.gulf-times.com/site/topics/article.asp?cu_no=2&item_no=522315&version=1&template_id=36&parent_id=16
