Effectiveness of Audio Visual Aids in Teaching and Learning of Computer Studies in Secondary Schools (A Study of Selected Secondary Schools in Oshimili North Local Government Area of Delta State)

ABSTRACT

This study assessed the effectiveness of audio-visual aids in teaching and learning of computer studies in secondary schools (a study of selected secondary schools in Oshimili North Local Government Area of Delta State).Three research questions guide the study. Literatures were reviewed under conceptual framework and empirical related studies. The study adopted descriptive survey research design. A total of 92 teachers were sampled through simple random sampling technique to represent the entire population. he main research instrument used  for data collection was the questionnaire. Face and content validity of the instrument was determined by the researcher’s supervisor and other seasoned researchers. Their suggestions were taken into consideration in preparation of the final draft of the instrument.92 questionnaires were administered to the respondents from the selected Secondary Schools in Oshimili North Local Government Area. Thereafter and same were retrieved and analyed. Mean and standard deviation was used to analyse the research questions while the statistical tool used in testing the hypothesis was chi- square () which is a test of ind ependence. Findings of the study revealed that  audioVisual Aids Enhances Teaching And Learning Of Computer Studies In Secondary Schools to a high extent, there are factors affecting the use of audio visual aids in teaching and learning of Computer Studies among Secondary Schools Students in Oshimili-North L.G.A of Delta State and the Use of Audio-Visual Aids Affects the Academic Achievement of Computer Studies Secondary School Students in Oshimili-North L.G.A of Delta State. Some Recommendations were made to enhance the utilization of audio-visual aids.

CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

We live in an age that is experiencing an ever-increasing use of computers in diverse areas of human endeavor. Computers offer great assistance in decision-making, operations control, modeling, simulation, automated manufacturing etc. The history of development shows that so far, no industrialized nation has been able to make it without the use of computers (Inyama, 2006).

In education, computers are used in extremely versatile ways to aid the understanding of a wide variety of students. Computer science as a feature in secondary school curricular has been faced with some challenges. Over the years, students` response to computer science especially in public schools has been poor and the reason seems to be that   instructional materials specifically audio-visual materials may not have been used or properly utilized during instruction and this is a source of worry to the researchers considering its possible effects on students’ achievement in the subject. This stated problem has often been attributed to the effects of the use of instructional materials, specifically, (audio-visuals).

Meaningful learning is most likely to occur when information is presented in a potentially meaningful way that the information conveyed is made or presented in a way that the majority of what was taught remains permanent in the learners memory. Webster’s Encyclopaedia Unabridged Dictionary of the English Language defines Audio-Visual Aids as “training or educational materials directed at both the senses of hearing and the sense of sight, films, recordings, photographs, etc. used in classroom instructions, library collections or the likes”.

The term has also been defined by Dike, (2011) as; those materials which do not depend solely upon reading to convey meaning. They may present information through the sense of hearing as in audio resources, sight, as in visual resources or through a combination of senses. Indeed, the variety of such resources is a striking characteristic.

According to (Anzaku Francis, 2011) “the term audio-visual material is commonly used to refer to those instructional materials that may be used to convey meaning without complete dependence upon verbal symbols or language”. Thus according to the above definition, a text book or a reference material does not fall within this grouping of instructional materials but an illustration in a book does. Some audio-visual components are in the nature of process and experience, for example, dramatizing an event or a procedure or making diorama. Some of the audio-visual materials like the motion pictures require the use of equipment to release their latent value. Some do not need equipment at all like an exhibit or a study print. This term designates in common usage both material things as well as processes such as field trips.

Anzaku further stated that audio-visual materials include materials and equipment alike, that materials are considered to be system, or body of content of potential value when put to work, while equipment or instructions, often referred to as hardware, components, are the means of presenting such content. The importance of audio-visual materials in the teaching and learning processes cannot be over emphasized. Below are some of the roles of audio-visual materials.

Basing learning in sense experience, Extending experience  ,Encouraging participation, Stimulating interest ,Individualizes instructions, Serves as a source of information, Making leaning permanent,

Basing learning   in   sense   experience:   stressing the   importance   of  audio-visual   materials, ( Ngozi, Samuel,and Isaac,  2012) unanimously agreed that audio-visual materials are very important and useful in education because, the normal learner in so far as the functions of his preceptor mechanisms are concerned, gains understanding in terms of multiple impression recorded through the eye, ear, touch and other series. This is to say that audio-visual materials are the equipment through which that function can occur, that is does not occur in isolation, rather through a balance pattern from any preceptor mechanism that are stimulated by external  occurrences.

Swank, (2011). stressing the effectiveness of visual materials in leaning, estimated that about 40% of our concepts are based upon visual experience, 25% upon auditory, 17% on tactile, 15% upon miscellaneous organic sensation and 3% upon taste smell. With the above assertion, it becomes clearer why audio-visual materials are important in the teaching and learning processes. This is because, they bring the different senses contributions together to get 100% clarity.

Extending Experience: Gopal, (2010)  stressed  that  audio-visual  materials  help  the  teacher  to  overcome  physical difficulties  of  presenting  subject  matter.  That  is  to  say,  with  audio-visual  materials,  the  barrier  of  communication and distance is broken. The culture and climatic conditions of other countries can be brought into the classroom with the aid of slides, films, filmstrips and projectors. This is important because, according to Dike,  (1993) “once  the  phenomenon  is  visualized,  the  picture  and  knowledge  becomes  very  clear  and permanent”. Agreeing to this assertion, a 20^th century Chinese philosopher stated that “one picture is worth a thousand words”.

Encouraging Participation; Natoli, (2011) once again added that “audio-visual materials are rich opportunities for students to develop communication skill while actively engaged in solving meaningful problems”. In other words, students certainly like it more and learn better if they are engaged in important and appealing activities. For example, involving students in bulletin board display will enhance their choice of colour and aid their understanding of the concept in question or when they join the teacher in dramatization of an event or a process.

Stimulating Interest: According to Katherine (2009) “learning takes place effectively when the teacher sets out to provide learning situation in which a child will learn because of his natural reactions of the provided materials”. During the process of learning, the teacher has to provide the learning situation to satisfy the natural reaction of the learner and this is through the use of instructional aids. The attention of the learner is caught and his interest is also won and he is ready to learn.

Fawcett Hills (1994) also contributing on the role of audio-visual materials in stimulating interest stated that “A friendly, accepting group climate is important in any learning situations, especially those materials that require students to reveal their ignorance and confront their fellow students”. When there is a climate of acceptance for learning, then learning is stimulated. Lestage (2009) stressed that audio-visual materials provide a means of individualizing instruction. This he said is possible through programmed learning and tapes which enable the learner to learn at his pace and also to work on his own. Moreover, according to Dike, (1993) the machine frees the teacher to work with individual students, since he or she is not now required to carry out routine drills. Production of resources by students is another way of individualizing instruction.  Audio-visual resources can play a major role of making learning permanent,  Gopal, (2010) stressed that “audio-visual methods do   seem to facilitate the acquisition, the retention and the recall of lessons learned, because, they seem to evoke the maximum response of the whole organism to the situations in which learning is done. And perceptual materials readily associate themselves with the unique experiential background of each individual. (Natoli, C. 2011) stressed that audio-visual materials are important in the teaching and learning processes because “Having seen something, most people remember, for whatever that thing was, it conjures up an image at a mere mention and can be talked about freely.

Dike N.M (2011) also explained that students forget because of lack of interest and opportunities to use the knowledge  they have  gained  later  on.  Audio-visual  resources  can  therefore  contribute  to  the  clarity of information presented by allowing students to visualize what is learned. Thus the sayingNatoli,(2011): What I hear, I forget, WhatI see, I remember, What I do, I know. Therefore, it is extremely important to investigate the effects of the use of audio-visual materials on students’ achievement in computer Sudies.

1.2       Statement of the Problem

The alarming condition of junior secondary school students achievement in computer studies may be attributed to lack of interest on the part of the learners which is as a result of the absence of the use of audio-visual materials by the teacher Eze, (2012).students do not retain for long or understand what they are taught  without  audio-visual  aids.

Despite the outstanding positive effect of educational aids to instructional activities, teachers still insist only on the use of conventional approach to instruction, which is not based in sense experience nor does it extend their experience. Above all, such learning cannot be permanent. Yet, there is also evidence of low utilization and non-availability of audio-visual materials in schools, which has led to students lack of interest, attention and active participation in the teaching and learning exercise which might be responsible for the poor academic performance of students generally. Hence they have not been able to impact fully on computer education achievement.

The problem now is will the use of audio-visual materials effectively improve students’ academic performance in computer studies? It is against this background that the researcher considered studying the effectiveness of audio-visual aids in teaching and learning of Computer Studies in senior secondary schools in Oshimili North Local Government Area of Delta State.

1.3       Aims and Objectives of the Study

The aim of this study is to investigate the effectiveness of audio visual aids in teaching and learning of Computer Studies in Senior Secondary Schools.

Specifically, the study tends to:

1. Determine the effect of Audiovisual Aids in teaching and learning Computer Studies among Secondary School Students in Oshimili-North L.G.A of Delta State.
2. Ascertain the factors affecting the use of Audiovisual Aids in teaching and learning of Computer Studies among secondary school students in Oshimili-North L.G.A of Delta State.
3. Determine the effect of the use of Audiovisual Aids on Secondary students academic achievement in Computer Studies in Oshimili-North L.G.A of Delta State.

1.4       Research Questions

This study will be guided by the Following research Questions:

1. To what extent do Audio visual aids enhance teaching and learning of Computer Studies among Secondary School Students in Oshimili-North L.G.A of Delta State?
2. What are the factors affecting the use of audio visual aids in teaching and learning of Computer Studies among Secondary Schools Students in Oshimili-North L.G.A of Delta State?
3. How effective does the use of audio visual aids affect the academic achievement of Computer Studies Secondary School Students in Oshimili-North L.G.A of Delta State?

1.5       Hypotheses

            The study is guided by these hypotheses:

H0₁:  Audio Visual Aids does not enhance Teaching and Learning of Computer Studies among Secondary School Students in Oshimili-North L.G.A of Delta State.

H0₂:  There are no factors affecting the use of Audio Visual Aids in Teaching and Learning of Computer Studies among Secondary School Students in Oshimili-North L.G.A of Delta State.

H0₃: Audio Visual Aids does not affect the academic achievement of  Computer Studies Secondary School Students in Oshimili-North L.G.A of Delta State.

1.6       Significance of the Study

The critical nature of student performance in particular and the educational sector in general to the success or growth of any economy is given, this is because the level of student performance determines the level of manpower produced in a country. Empirically, this study is carried out to investigate the effectiveness of audio-visual teaching aids on academic performance of senior secondary school students so as to ameliorate the problems associated with the educational system. This study will be important to the academic sector of the nation, as it will help guide the boards in charge of school management on how it can operate and how it should operate.  It will teach it the importance of audio-visual teaching aids in schools.

This study will be of utmost importance to investors, government and the researchers because it will provide policy recommendations to the various Nigeria stakeholders taking adequate measures in educational sector.  It is hoped that the exploration of Nigerian senior secondary schools will provide a broad view of the operations of the educational system to investors and government. It will contribute to existing literature on the subject matter by investigating empirically the role of audio-visual teaching aids on academic successes. This study will be of benefit to;

The Academia: members of the academia will find the study relevant as it will also form basis for further research and a reference tool for academic works.

Government: this study will reveal to the government happenings in the educational sector. Formulation and implementation of policies based on these findings would ensure development in the sector.

Investors: this study shall also be valuable to the investors especially those who may have research interest as it shall guide their private investment decisions.

This study at the end will enlighten the board of educational sector on the implications of audio-visual teaching aids.

1.7       Scope/Delimitation of the Study

The study is concerned with the investigation of the effectiveness of audio-visual aids in Teaching and Learning of computer Studies among Secondary School Students in Oshimili-North Local Government Area of Delta State. The study was restricted to secondary schools in Delta State only.

1.8       Area of the Study

            This research work was conducted in Oshimili North Local Government Area of Delta  State.  The Oshimili North is one of the twenty-five Local Government Areas that made up Delta State, South-South geo-political region of Nigeria. The Local Government was created in 1997 and until its creation, was part of the old Oshimili Local Government Area. The headquartered at Akwukwu-Igbo.

1.9       Definition of Terms

            Curriculum: A course of study offered in schools. Curriculum refers to a set of courses, content, and educational experiences designed to achieve specific learning objectives. It can be tailored to different levels of education, such as primary, secondary, or higher education, and can cover a wide range of subjects.

Audio Mats: These are instructional resources that send out sound signal.

Visual Mats: These are the resources that send out light signals in form of symbols and light signs which can be received only through the sense of sight.

Audio visual aids: Anything that assists teachers to teach well in the classroom. Also, those things that help students to learn well in the classrooms.

            Environment: Surrounding, that is everything and everyone with whom the individual comes in contact.

            School: is an educational institution designed to provide learning spaces and learning environments for the teaching of students. Here it implies selected secondary schools.

            Learning: Learning is the acquisition of habits, knowledge, and attitudes. It involves new ways of doing things, and it operates on an individual’s attempts to overcome obstacles or to adjust to new situations. It represents progressive changes in behaviour. It enables him to satisfy interests to attain a goal.” It is the assimilation of new ways of thinking or cognitive processes, better ways of doing things and change in the way one relates with others. Learning in short can be summed up as a wholesome change in an individual after undergoing an experience of resolving environmental challenges as one strives to meet his/her aspirations.

Pages:  104

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.