ABSTRACT: The research study investigated the Application of Audio-Visual Aids in Teaching and Academic Performance of Secondary School Students in Biology. Five (5) secondary schools were selected for the study. One hundred students were involved in the study. The study adopted a quasi-experimental research design. One hypothesis was postulated to guide the study. The instrument used for data collection was Biology Achievement Test (BAT). The study revealed that the use of audio-visual aids significantly affect the academic performance of students in biology. Based on the findings of the study it was recommended among others that teachers should use Audio-visual aids in the teaching and learning of biology as this will help to arouse students’ interest towards the learning of biology.
Application of Audio-Visual Aids in Teaching and Academic Performance of Secondary School Students in Biology
TABLE OF CONTENTS
ABSTRACT
TABLE OF CONTENTS
CHAPTER ONE – INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypotheses
1.7 Limitation of the Study
1.8 Definition of Term
CHAPTER TWO – REVIEW OF RELATED LITERATURE
2.1 The Concept of “Audio Visual Aids”
2.2 Audio-visual Aids and individualizing instruction
2.3 Audio Visual Aids and Participation Encouragement
2.4 Audio-visual Aids as Source of Information and Students Academic Performance
2.5 Extending of Experience and Academic Performance of Students
2.6 Impact of Audio-Visual Aids on Teaching and Learning
CHAPTER THREE – RESEARCH METHODOLOGY
3.1 Area of the study
3.2 Research Design
3.3 Population of the study
3.4 Sample/Sampling Techniques
3.5 Instrument for Data Collection
3.6 Validation of the instrument
3.8 Scoring of the instrument
3.9 Method of Data Analysis
CHAPTER FOUR – RESULT AND DISCUSSION OF FINDINGS
4.1 Data Presentation and Analysis
4.2 Discussion of Findings
CHAPTER FIVE
SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary
5.2 Recommendations
5.3 Conclusion
References
Appendices
Application of Audio-Visual Aids in Teaching and Academic Performance of Secondary School Students in Biology
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The age of digitalization and globalization has given unprecedented impetus to the development of audio-visual technology. Audio-visual instrument in school have therefore continued to accelerate students understanding and appreciation of learning (Oluyori, 2010).
Webster’s Encyclopedia 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 as classroom instruments, library collection or the like are group as Audio-visuals”.
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 resource or through a combination of senses. Indeed, the variety of such resources is a striking characteristic.
According to Anzaku (2011), “the term audio-visual aid is commonly used to refer to those instructional materials that may be used to convey meaning without complete dependence upon verbal symbol or language:
Thus according to the above definition, a text book 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 drama. Some of the audio-visual materials like the motion pictures require the use of equipment to release their talent 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 (2011) further stated that audio-visual materials include materials and equipment alike; materials are considered to be system or body content of potential value when put to work, while equipment often referred to as hardware component are the means of presenting such content. The global wave in the use of educational technology and its evolutionary effect is a major attraction to the choice of this topic for study.
This project work examined systematically the influence of audio-visual materials and academic performance of students in developing nations like Nigeria taking the case of secondary schools students. The choice of private and public schools is pertinent, as most government schools have no functional equipment. There is a growing consciousness among some private school owners on the relevance of functional libraries.
However, many a time materials and equipment are not used in the library. Similarly, the students are unable to use the materials and equipments. Despite all these constraints, audio-visual technology is adequately used in schools in teaching and learning. This result gathered indicates that students’ academic performances are significance improved after being taught using audio-visual technology (Madu, 2010).
Nowadays, knowledge is recorded in many physical forms. Before recording, human knowledge with the invention of printing came, books and other printing forms.
Recently another form of media has come into prominence and that is the audio-visual media. Audio-visual according to Sincher (2009) may include graphics materials’ such as pictures, video recording, etc. There are also information bearing items like microforms, computer readable data tiles and three dimensional object for example botanical specimens.
Audio-visuals have variety of definitions. It is derived from a Latin word meaning, “I hear”. In library and information science it is a replay of sound which we hear. This covers microforms, disc recorders, amplifiers, loud-speakers and their enclosure and any other techniques which are used to record or replay sound wave Sincher (2008). According to Knezewich (2007), audio-visual mean something related to sound and visual or light. They include printed materials and their equipment.
Audio-visual can be categorized into audio materials and visual materials. Audio include radio, lecture/talk, audio tapes/cassettes, compact disc, telephone, etc. visual materials 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 (Olnyori, 2006).
Audio visuals are combination of audio and visuals. They include TV Based on the findings of the study it was recommended among others that teachers should put into consideration the disparity that exists between rural and urban, male and female when teaching primary mathematics. programmes, multimedia packages, VCR, and even computer programs. Some cannot be treated without the equipment for using them as projectors, TV receiver, micro reader record players, photocopying machine, 35mm camera with accessories etc. They can also exist in some other forms as slides of computer screen, appropriate software, and a means of receiving inputs.
1.2 Statement of the Problem
The study is prompted by the fact that student do not retain for long or understand what they are taught without audio-visual aids used, learning does not encourage participation and lacks interest or stimulation. It is not based in sense experiences 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 aids in schools.
The study will therefore investigate audio-visual aids availability in secondary schools in the study area with a view to eliminating the hindrances and work towards promoting the use of audio-visual aids.
