Availability Of Audio Visual Aid In Teaching And Learning Of Biology In Senior Secondary Schools

Availability Of Audio Visual Aid In Teaching And Learning Of Biology In Senior Secondary Schools
Availability Of Audio Visual Aid In Teaching And Learning Of Biology In Senior Secondary Schools

ABSTRACT: This research was on availability of audio visual aid in teaching and learning of biology in senior secondary schools. Two hundred (200) senior secondary two Biology students formed the simple size for the study. A simple random sampling technique was used in the selected of the students from five secondary schools in the area. A quasi-experimental research design was used. Data collected were analyzed using the independent t-test. The result showed that audio-visual model instructional materials utilization greatly improves the academic performance of Biology in secondary school. This means that the students taught Biology with the used of the audio-visual materials perform academically better than those taught without. Base on the findings of the study, it was recommended among others that teachers should use audio-visual materials always for the teaching of Biology.

Availability Of Audio Visual Aid In Teaching And Learning Of Biology In Senior Secondary Schools

CHAPTER ONE

INTRODUCTION

1.1     BACKGROUND OF THE STUDY

The global wave in the use of educational technology and its revolutionary effects is a major attraction to the choice of this topic for study. Audio-visual aids are important aspect in teaching and learning in all stages of education. They are considered as essential means of increasing effectiveness in teaching and learning, they make learning more interesting thereby contributing to the depth and way of learning (Mcnaught, 2007).The advance made in technology has provides for teachers of particular subject to teach in way that learners or students are able to retain knowledge better through visualizing what is been thought. Therefore, audio-visual aids are teaching aids using both sight and sound which could be inform of models or video. They exist to support the goals of teaching and learning in our schools, thereby making teaching and learning to be more effective. This fact if proven from the adage that says’’ tell me I forget, show me I remember, involve me and I understand”.

The Library and Information Science Network (2013) categorized audio-visual material that enhance teaching in every stage of education in to three parts; they are Firstly, auditory materials which involves the use of sense of hearing such as telephone, recording, tele-lecture, sound films and radio; the second category is the visual material which involves understanding an object by visualizing it through the sense of seeing such as chart, picture, projected materials, illustrated books, globes etc while the third category is the audio-visual materials which involves the combination of auditory materials and the visual materials for effective teaching; these include the use of television, motion picture, printed materials with recorded sound, demonstration etc.

In addition, Dike (1993) posited that audio-visual materials used in the classroom to enhance learning includes audio resources such as records, radio broadcast and tapes and cassettes while the visual resources are model, real objects, the chalkboard, graphs, diagrams maps, three-dimensional display, poster, pictures as well as other educational programs like field trips, games and demonstration.

Nowadays, knowledge is recorded in many physical forms. Before printing was invented, the papyrus vellum, codex etc were used in recording human knowledge. With the invention of printing come books and other printing form. Recently, another form of media has come into prominence and that is the audio-visual media. Audio-visual may include graphic materials such as pictures, map chart, sides etc and family multimedia package such as motion pictures, video recording etc. There are also information-bearing item like microforms, computer readable data files and three – dimensional objects e.g botanical specimens.

Audio-visuals have a variety of definitions. It is derived from a Latin word meaning “I hear” in library and information science, it is replay of sound which use hear. This covers microforms, disc recorder amplifiers, loud-speakers and their enclosures and any other techniques which are used to record or replay sound waves (Sincher, 1977) cited in (Robsoni, 2005).

Audio-visuals mean something related to sound and visual or light. They include printed materials and their equipment. Audio-visual material can be categorized into audio materials and visual materials. Audio include Radio, Lecture/talk, Audio tape/cats cassette, Compact Disc, Telephone, etc. Visual material can be identified by grouping them into two ways 2 dimensional and 3 dimensional projectiles and non projectiles. Visual materials can also be classified under graphics/photographic.

Audio-visuals are a combination of audio media packages, VCR, and even computer programmes. Some cannot be treated without the equipment for using them as projectors, TV, receiver, Microreader Record player, photocopying machine, VTR Laminating 35mm camera with accessories etc. They can also exist in some other forms as slides of computer screens, down leading of computer search, interactive video disc which requires the image storage medium, a TV monitor or receiving inputs.

They are usually not in book and so are not easily available. They are usually expensive because some of them require projectors; Moreso, they are usually hard to process because they lack some of the normal bibliographic detail. They however can be catalogued using the territorial areas. Finally, they are of easily accessible to user. They are used mainly as reference materials and user are encouraged to borrow them.

1.2     Statement of the Problem

All over the world, education is seen as machinery through which acquisition of knowledge and skills is achieved such that every nation is gearing towards the provision of quality education for her citizens. This quality education is evidenced on the performance of students in external examinations e.g. West African School certificate examination (WASCE).

Unfortunately, it is observed that the academic performance of most learners full below expectation, as noted by Momoh (2011). Researchers like (Udom 2011) attributed this fallen standard to many factors among which are home factor, environmental factors, peer group influence, teaching methodology, teachers’ variable and many others.

However, other researchers (Popool, 2005 and Wales, 2005) have reported positive effects of the availability of audio visual materials on performances of students in other aspects of science like mathematics and physics. The question now is, could the availability and use of audio visual materials also improve performance of student’s in Biology?

Availability Of Audio Visual Aid In Teaching And Learning Of Biology In Senior Secondary Schools

1.3  Significance of the Study

No teaching can be done effectively without the use of Audio-visual materials in the teaching of that particular subject in schools. Audio-visual materials are of great importance to teachers and learners due to the fact that, they make abstract lesson real, practical and so enhance the understanding of the subject.

  1. This study significantly will help curriculum designers I developing a curriculum for Nigerian Science teachers of tomorrow.
  2. It will enhance innovational thinking creativity and resourcefulness among Biology teachers as they will have to think of and select relevant material utilization.

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Peter Hezekiah Lawson (Sir Pee). The CEO of onlineproject.com.ng. A reputable researcher, Web Developer, ICT Instructor and a publisher of many research works in Education.