THE INFLUENCE OF AUDIO VISUAL MATERIALS IN THE EFFECTIVE DISSEMINATION OF KNOWLEDGE BY TEACHERS

THE INFLUENCE OF AUDIO VISUAL MATERIALS IN THE EFFECTIVE DISSEMINATION OF KNOWLEDGE BY TEACHERS A STUDY OF SOME SELECTED SECONDARY SCHOOL  IN OSHIMILI NORTH LGA, DELTA STATE

CHAPTER ONE/ INTRODUCTION

Background to the Study

Teaching and learning activities are interesting when audio-visual materials are used effectively and efficiently in a classroom-teaching situation. It is necessary for teachers in Selected schools in Nigeria to use audio- visual materials as instructional tools in order to make their teaching more interesting, that is to arouse the learning interest and sustain attention for effective learning. Although among the challenges facing some of the Selected schools in Nigeria is that audio-visual materials are not available and even where they are available, teachers do not use them effectively. The reason for this attitude may be teachers have engaged themselves in so many other relevant and irrelevant activities.

The term audio-visual materials are defined by Dike (1993) 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 (2011), “the term audio-visual materials are 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.

Statement of problem

 

The relevance of audio-visual materials in dissemination of knowledge cannot be underestimated. In  Nigeria, some teachers have desired to cover the syllabus or scheme of work instead of making learning more meaningful and impacting. Also, non-availability of these materials in some Selected schools may not be blamed on teachers but rather some heads often do not motivate teachers in terms of providing them with adequate audio-visual materials.

Purpose of the study

This study seeks to find out the following:

  1. i) To study the effectiveness of using audio-visual materials among learners in Oshimili L.G.A Delta State
  2. ii) To know learners’ views about the difference they found before and after learning through audio-visual materials;

iii)     To study the awareness of learning through audio- visual materials;

  1. iv) To know learners’ perception about the use of audio- visual materials;
  2. v) To know the problems faced by the learners in using audio-visual

Research questions

 

  1. i) What types and quantity of audio-visual materials are available in some schools in Oshimili L.G.A Delta State?
  2. ii) How often do teachers use audio-visual materials while disseminating of knowledge?

iii)     What are the hindrances to the use of audio-visual materials in the study area?

  1. iv) In the perception of teachers, what benefits do learners derive from the use of audio-visual materials?

Significance of the study

Audio-visual materials have been in existence for a longtime, but they are often underutilized. It is expected that, following the identification of the hindrances to maximum utilization of audio-visual materials in schools, effort may be made to minimize the effect of the hindrances and promote adequate utilization of the available materials. Discoveries from the study may guide teachers, government, sponsoring bodies and donors on the purchase of not only printed materials but also non-print materials for literacy centres. When the use of audio-visual materials is encouraged, there may definitely by a high demand for the materials and the producers may put in more efforts in the production and even come out with more methods of applying them to teaching and learning. This may tend to expose the learner more to thinking than relying on the facilitator.

Scope of the study

The study is limited to the geographical area of Delta State. It covers specifically teachers in some literacy schools in Oshimili Local Government Area of the state.

Operational definition of terms

Availability of audio visual aids refers to the audio visual materials which the school authority is able to locate and afford.

Teachers’ use of audio visual aids refers to the teachers’ easy manipulation of the audio visual aids in a teaching situation.

Audio visual aids are those facilities, equipments and materials like computer, power point, television, model, specimen, white board, etc which are utilized by a teacher to illustrate, emphasize and explain a lesson with the intention of  making the lesson clearer to the learner.

Download Full Material-N5000

Related Post

Nov 21

Availability and utilization of learning resources in teaching basic science and technology among primary schoolsAvailability and utilization of learning resources in teaching basic science and technology among primary schools

Availability and utilization of learning resources in teaching basic science and technology among primary schools

INTRODUCTION

CHAPTER ONE
Background of the Study

Instructional materials are basically defined as materials which assist teachers to make their lessons explicit and understandable to the learners. They are also used to transmit information and ideas to learners. Instructional materials include both visuals and audiovisuals such as pictures, flashcards, posters, charts, tape recorders, radio, video, television, computers among others. These materials serve as a supplement to the normal processes of instruction. The use of instructional materials is very paramount hence we live in a world of science and technology, an era of computer age where students have unlimited access to knowledge. The field of education has been affected by the current development in the field of technology. It has been noticed that instructional materials are not adequately available in most schools and are under-utilized in schools where they are available. This has led to the introduction of automation into education and has also helped the learner to adjust to the rapid changes in his or her environment as created by technology. Quality of instructional material is enhanced if the material is designed to take into account learners individual learning styles (Diamond & Horn, 2012).

Instructional material is a ray of “computer-driven interactive communication system”, which create, store, transmit and retrieve, textual, graphic and auditory network of information. Instructional materials simply mean numerous or multiple medium. The term medium implies the existence of a channel through which messages or information pass through. Instructional materials, therefore, refer to multiple channels through which we can send, receive, present, store or perceive messages or information.

Instructional materials elements have paramount effects on students’ achievement in Basic Science because it helps to arouse their interest. With the help of instructional materials, students can present different phenomena and processes vividly, simulate complex content, and present different levels of abstraction in Basic Science

This helps in meaningful and authentic learning. Instructional materials are useful especially when students have low motivation prior knowledge as it stimulates them into readiness to learn effectively.

Instructional materials technology adds a new dimension to learning experiences because concepts were easier to present and comprehend when the words are complemented with images and animation. Learners retain more when a variety of senses are engaged in imparting knowledge, and intensity of the experience aids retention and recall by engraining the social, emotional and intellectual senses.

Instructional materials are characterized by the presence of text, pictures, sound, animation, and video; some or all of which are organized into a coherent program which is geared towards making learning faster and better. Data communication is possible through multiple channels and if the information is presented through more than one channel, it will improve learning. Instructional materials are multi-sensory that stimulate multiple senses of the audience at a time. Its interactive nature enables teachers to control the content and flow of information. Instructional materials increase students’ interest level, enhances their understanding, and increases their memorizing ability. There are different learning styles for different students and instructional materials provide a variety of learning styles at the same time to cater to the requirement of different students and address individual differences. Instructional materials motivate learners to take an active role in the teaching and learning process. Instructional materials also refer to those materials that are used to create a long-lasting effect to improve students learning outcomes (Chingos, 2012). Instructional materials is an umbrella term used for sound, text, images, video, animation and interactive content that can be created and accessed from portable electronic devices such as a computer, mp3 players and cell phones. By using instructional materials in the classroom, instructors can invoke the visual style of learning when presenting the information.

As technology advances, it is used to benefit students of all ages in the learning process. The technology used in the Basic Science classroom helps students absorb the material, for example since some people are visual learners, projection screens linked to computers can allow students to see their notes instead of simply listening to a teacher deliver a lecture. The software can be used to supplement the class curriculum. Technology has also become part of many curriculums, even outside of computer and technology classes. Students use computer to create presentation and use the internet to research topics for papers and essays. As technology advances, students have better access to educational opportunities like the use of computer and software packages to aid learning.

Instructional materials enable us to provide a way by which learners can experience their subject in a vicarious manner. The key to providing this experience is having simultaneous graphic, video, and audio rather than in a sequential manner. The pedagogical strength of instructional materials is that it uses the natural information processing abilities that we already possess as humans. Our eyes and ears in conjunction with our brain form a formidable system for transforming meaningless sense data into information. Instructional materials require good quality computer system where sound, images, animation, and video especially constitute a large amount of data.

With the advent of the internet and the multiple formats that can be communicated over the World Wide Web, we now have several new and existing ways to present information. The web allows the incorporation of animation moving pictures and sound into lessons, which extends our abilities to present materials that encourage student’s interaction with the subject matter. Instructional materials technology offers students not only rich sources of authentic learning materials but also an attractive and friendly interface, vivid picture and pleasant 19 sounds which to a large extent overcomes the lack of authentic learning environment and arouses students’ interest in learning Basic Science.

Download Full Material-N5000
Jan 09

Impact of teacher qualifications and experience on the performance of students in secondary School

Impact of teacher qualifications and experience on the performance of students

Abstract

The study examined the Impact of teacher qualifications and experience on the performance of students in secondary School. The purpose was to determine whether the status of the teacher has any impact on the performance of the students. The survey type of descriptive research design was adopted. The sample for the study consisted of 100 Senior Secondary Schools students in Nigeria and the teachers . The year’s result summary for each school was collated with the bio-data of their respective teachers. Four hypotheses were postulated and tested at 0.05 significance level. The data collated were analysed using inferential statistics. The results revealed that students taught by teachers with higher qualifications performed better than those taught by teachers with lower qualifications. It was also showed that students performed better  when taught by professional teachers. The result also showed that teacher’s gender has no effect on their ability to impact knowledge on the students, much as he/she is a skilled teacher in that field of study. However, the experience of the teacher is significant at impacting the students’ academic performance in Physics. Based on the findings, it was recommended that experienced teachers with professional qualifications in higher level should be employed

Download Full Material-N5000
Jan 14

KNOWLEDGE AND AVAILABILITY OF CHEMISTRY E-LEARNING FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF CHEMISTRY IN TERTIARY INSTITUTION

KNOWLEDGE AND AVAILABILITY OF CHEMISTRY E-LEARNING FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF CHEMISTRY IN TERTIARY INSTITUTION

CHAPTER ONE/INTRODUCTION

E-learning (EL) basically involves use and application of information and communication technologies (ICT) at web sites, personal computers (PCs), tablet PCs, cell phones, learning management system (LMS), televisions (TVs), radios and other means to improve teaching and learning processes. E-learning is really a unifying phrase accustomed to explain the areas associated with the internet, web-based instruction and technologies directions (Oye, Salleh and Iahad, 2010). In that respect, e-learning is substantially becoming a learning strategy in the realms of teaching, practical learning, skills training and development and many corporate functions as evidenced by massive development of web technologies.

The use of E-learning (EL) in education and training has been a priority in most European countries during the last decade, but progress has been uneven (Pelgrum, 2004). In most developed countries such as UK, schools have embedded the use of ICT in teaching and learning  into the curriculum and demonstrate high  level  of effective  and  appropriate use to support teaching and learning Organization for Economic Cooperation and Development, (OECD, 2004)

Furthermore, (UNESCO, 2005) reiterates that those countries have integrated E-learning (EL) into their education system because of its profound implications such as enabling teachers and students to construct rich multi-sensory, interactive environments with almost unlimited teaching and  learning  potential.  According to (Unwin, 2004), computers and internet can be used to increase teachers’ basic skills  and subject mastery,  to provide  resources that can later  be used in classroom, and to help teachers build familiarity with specific instructional approaches. (Privateer, 1999) also notes that E-learning (EL) is supposed to add value to education and to support more effective pedagogy to provide knowledge for learners and by enhancing communication that promotes learning. In addition, as E-learning (EL) becomes more pervasive, computer based equipment is integrated into every aspect of schools operation, having thus an influence on the student’s performance. A number of researchers including  (Iding et al, 2000) among others assert that the use of ICT in teaching and learning can help learners become more knowledgeable.  In addition to efforts  to employ ICT to improve learning, the emergence of knowledge economy has also brought a much greater emphasis on education (Wong, 2003).

 

The federal government of Nigeria has called for advancement to socioeconomic development in various ways. One of which is the introduction of information, communication and technology (ICT) at all levels of education. In order to actualize this, a lot of curriculum reforms were put in place. According to Obioma (2006) there is plan to digitalize the science, technology and mathematics (STM) Curricula which implies the following:

 

  • Automating digital templates for teaching and learning or where expertise is not locally available. Domesticating existing digital templates from elsewhere to ensure that they are compliant with extant.
  • Establish relevant digital infrastructure to drive the application of the automated curricula (Obioma 2006).

ICT resources such as internet, video conference, digital camera are useful for exchange and sharing of information through electronic media. The internet is an inter national net work of computers which enable individuals to have access to publication and transfer.

 

Chemistry as one of the STM subjects is a physical science which is found to be abstract in nature. The need for the implication of chemistry content through the use of ICT need not be overemphasized.

With the above intention, chemistry is one of the STM subjects is a physical science which is found to be abstract in nature and need to be simplified through the use of ICT need not be over emphasized. The Objective of the new chemistry curriculum as stated by Nigeria Educational Research Development Council (NERDC 2007: iv) in Achimugu (2013) include among others:-

 

  • Develop interest in the subject chemistry
  • Acquire basic theoretical and practical knowledge and skills.
  • Develop reasonable level of competence in ICT application that will engender entrepreneurial skills.
  • Apply skills to meet society needs due to unemployment and wealth creation.

 

Considering the above objectives competences and application of ICT is apt in secondary school education. ICT has been viewed in many ways by several authors. Nzewi (2009) in Ezenduka and Achufusi  (2013) describe ICT as a term used to describe technologies which receive, records, process, transmit and retrieve information. ICT occurs in several devices capable of converting images, sound and motion into digital forms. The role of ICT in teaching and learning is inevitable in this age of science and technology development. In developing countries like Nigeria, the use of ICT such as computers, internet, interactive video disk instruction, computer assisted instruction (CAI) computer based instruction (CBI), computer based learning (CBL), e-learning and so on for curriculum delivery have been Found to be effective in science, technology, engineering and mathematics (STEM) curriculum delivery (Okoli & Osuafor 2008).

 

Computer is useful in enhancing STM education using a variety of programmes internet is a platform where network of networks linking computers to computers and contains all sort of information including variety of education resources which is useful to both teachers and learners Education Trust fund (ETF, 2006) Oloruntegbe and Odutuyi (2003) opined that the use of additional media serve as supplement or/and complement the actual classroom and laboratory chemistry activities and information for books. The overall benefit is that the learning of chemical concepts will be enhanced, retention and transfer of knowledge could be assured.

Download Full Material-N5000