ABSTRACT
This study investigated effects
of using audio-visual aids on student’s academic performance in Geography in
junior secondary schools in local government area, Yobe state. Three
objectives, research questions and hypotheses were formulated to guide the researcher
in the conduct of the research. The study adopted quasi-experimental design
involved one hundred and sixty four (164) students for the study. Data for the
study were collected during teaching- learning process which lasted for six
weeks. The instruments used for data collection were teacher-made performance
tests conducted every two weeks both in treatment and control groups. Non
participant observation technique was used to observe and record student‟s
behavior during teaching-learning process. Structured interview technique was
also employed to assess the level of cooperation of students in both treatment
and control groups. The research hypotheses were analyzed using descriptive
statistics (percentage, mean, standard deviation) and inferential statistics
(Z-test and U-test). The major findings of the study indicated that
comprehension of students taught Geography using audio-visual aids (Video show)
was more effective than that of those taught using chalk and talk teaching
process. It also showed that
demonstration of students taught Geography by using audio-visual aids (video
Show) was high than that of using chalk and talk teaching process. It also
indicated that cooperation of students taught Geography using audio-visual aids
(video show) was more impressive than that of those taught using chalk and talk
teaching process. Finally, the researcher recommended that the government
should as a matter of urgency provide schools with these audio-visual
materials. Furthermore, Geography teachers should be sensitized on how to use
the materials to ultimize academic performance.
CHAPTER
ONE INTRODUCTION
Background to the Study
The subject Geography as a multidimensional
discipline in the Nigerian school curriculum has got few text books on it with
some marked specifications of teaching aids for illustrations. In some cases,
directives and exercises for students as well as for teachers are not given,
while in few cases such exercises and instructional guides are not given at
all, this quite often than not lead to the learning of just some specified
concept in an integrated curriculum. Many teachers hold the notion that Geography
is a simple subject that requires little if any, preparation. To them, teaching
Geography involves merely talking to students about a given topic as may be
taken from text books or a more look at some pictures. (Talabi, 2004).
This is sometimes followed by some discussion and students
may ask questions afterwards, about what they have learnt. They may draw
pictures themselves of what has been discussed and that is all. Geography
teaching is more than this, that is why adequate teaching aids are needed in
teaching the subject at any level of education. More over, the methods require
in the teaching of Geography such as inquiry, discussion, Role-playing
simulation (both activity and historical) demand a lot of preparation on the
part of teachers and students alike. In order to communicate effectively or
elicit the desired responses, there is the need to employ different ways and
means (audio-visual aids) which will appeal to most if not all the senses of
the person receiving the message.
The requirement needed by the
teacher to make effective teaching is resourcefulness. Aguekobuo, (2004) is of
the view that, way to do this is for the teacher to engage in human capacity
building which will involve the use of variety of strategies and techniques in
his/her teaching. For these reasons Geography teachers need to be acquainted
with all the audio-visual aids that will help optimally teaching and learning process. It has also be observed that the use of verbalization method of
teaching Geography over the years has not made the subject very interesting.
Agu and Hammad (2005), state that, the performance of students has been very
low. In fact the need for effective teaching and learning of the subject cannot
be over emphasized. Agu, and Hammad, (2005) further observed that, teachers
still use mainly traditional method of teaching which lead to poor students`
understanding and performance of the subject. Abolade(2009) posits that Geography
like other subjects, can be effectively taught by employing various
Audio-visual aids that appeal to three senses sight, touch and hearing. Among
the numerous possible factors affecting teaching and learning in our schools
are the poor teaching strategies. Abolode, (2009) further stated that study
have shown that out of the five (5) sense organs we use for acquiring
knowledge, visual materials which are learning and instructional materials that
can be seen only taken up to 80% in the learning process, while Audio materials
and equipment that appeal to our sense of hearing takes 11% and olfactory,
tactile and tasting takes9%.
Therefore, it is stated that Audio-visual
instructional materials have made qualitative and quantitative education more
meaningful because they have produced desirable results. However, this subject
does not seem to be receiving serious attention from all concerned, namely;
students, teachers, sponsors of education and educational
administrators/managers to mention but a few. These materials have value for
instruction and present in different variants and qualities today. The uses of
audio- visual materials have been discovered to facilitate effective
communication transfer of information, knowledge skills, attitudes and other
useful capabilities. Teachers should know that the resources for learning that
instructor and students will use can influence the effectiveness of
instructional programme. Audio visual materials could be said to
be the various method, or devices used to disseminate information in the teaching and learning process, which the Geography teachers need to use to enhance the
students better understanding of cultural, means of transportation system and
conflict situations in Nigeria.
As a result of advancement and development of modern
technology varieties instructional materials can be used to make learning more
vivid and effective. This means that students can perform better wherever they
are taught with these instructional materials particularly audio-visual aids as
their comprehension and demonstration and cooperation are expected to enhance
tremendously in teaching-learning process. Unfortunately, most of the Geography
teachers neglect the use of audio-visual aids in teaching the subject.
Probably, due to non availability of the materials or lack of techniques for
using them.
It is a against this background that this study is
aimed at finding out effect of the use of audio-visual aids on student‟s
academic performance in Geography in junior secondary schools in Damaturu– local government area, Yobe state.
Objectives of the Study
Research Questions
The objectives of this study have been formulated
based on cognitive, affective and psychomotor domains of learning objectives as
follows:-
i.
Find
out the extent to which comprehension of students taught Geography using
audio-visual aids differs from those taught using chalk and talk
teaching process.
ii.
Find
out the extent to which cooperation of students taught Geography using
audio-visual aids differs from those taught using chalk and talk teaching process.
iii.
Find
out the extent to which demonstrations of students taught Geography using
audio-visual aids differs from those taught using chalk and talk
teaching process.
The following research questions were raised for this study, viz:-
i.
To
what extent does comprehension of students taught social studies using audio-visual aids differ from
those taught using chalk and talk teaching process?
ii.
To
what extent does cooperation of students taught Geography using audio-visual
aids differ from those taught using chalk and talk teaching process?
iii.
To
what extent does demonstrations of students taught social studies using audio-visual aids differ from
those taught using chalk and talk teaching process?
Hypotheses
Significance of the Study
The following
hypotheses were proffered for this study, viz:-
i.
There
is no significant difference between comprehension of students taught Geography
using audio-visual aids and those taught using chalk and talk teachingprocess.
ii.
There
is no significant difference between cooperation of students taught Geography
using audio-visual aids and those taught using chalk and talk teachingprocess.
iii.
There
is no significant difference between demonstrations ofstudents taught Geography
using audio-visual aids and those taught using chalk and talk teachingprocess.
The study will invariably be of tremendous importance
to students, teachers and researchers in Geography accordingly. The work will
enable student‟s to read and understand various audio-visual aids that
facilitate teaching learning process, particularly video show. The Study will
serve as reference to teachers who wish to find out the impact of audio-visual aids
(video-show) on students academic performance particularly in junior secondary
schools. It will also highlight the
appropriate materials of teaching Geography which will bring about student‟s
interest and active participation in the subject. The work will enable the
teachers to understand that the success of any teaching- learning activities is
determined by how much the students are able to learn or gain from teaching.
This can be achieved through the use appropriate audio-visual aids. The study
will serve as a reference to researchers who wish to embark on further research
on effects of using audio-visual aids on students‟ academic performance. The
work will alsoenable
researcher to understand the impact of comprehension, demonstration and
co-operation in the use of audio-visual aids in teaching-learning process.
The study examines effects of using audio-visual aids
on student‟s academic performance in junior secondary schools in Damaturu– local government area, Yobe state. Even
though the study was restricted to two local government areas, namely Jama‟are
and Katagum local government. Two junior secondary schools were selected for
the study from each local government. More ever, the researcher employed video
decoder (video show) as an audio-visual aid among others in teaching-learning
process. This occurred to due to non availability of audio-visual aids in most
of the schools as well as time, financial and human constraints. However, the
findings would not be limited, but should be generalized to what obtained in
most of the junior secondary schools in the state.
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Item Type: Project Material | Size: 46 pages | Chapters: 1-5
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