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APPLICATION
OF AUDIO VISUAL AIDS IN TEACHING ENGLISH LANGUAGE IN SENIOR SECONDARY SCHOOLS
ABSTRACT
The title of
this project is the Application of Audio – Visual Aids in Teaching in Schools
in Igbo – Eze North Local Government Area.
The purpose
of this study is to apply for audio –
visual aids in schools in Igbo – Eze North local government area in Enugu
State, this research work is a descriptive survey research and the researchers
selected two hundred (200) subjects from the population of two thousand
(2000) people through simple random
sampling.
After the
research, the researchers found that audio – visual aids have a lot of
advantages on the teaching of English language in schools in Igbo– Eze North
local government area.
These
advantages are:
Audio visual
aids like television and radio makes the lessons to be simple, clear and more
understandable.
Audio visual
enables the students to perform well in examination.
Audio –
visual aids reduce the complex nature of teaching English language.
It helps the
students to recall lessons in English language.
Audio –
visual enables the students to gain proficiency in English language.
The
following are the recommendations from the researchers
The use of
radio as a teaching aids in the teaching of mathematics in secondary school
system.
The use of
television as a teaching aids in the teaching of science subjects in the
secondary school system.
CHAPTER I
INTRODUCTION
1.1
Background of the Study
Socialization is the process of
imparting knowledge mostly from the old to the young. It is the transference of values to the young
so as to perpetuate the society in question in Ojobo Charles (1992)
Language is a significant aspect of
the culture of the people and all over the countries, mankind has transmitted
language from one generation to another, through the process of
socialization. A child through
association with the adults in the
society learns language. The
adults on their part, have relied on manipulation of symbols as a form of
teaching the young language. In that
case, many have adopted varieties of aids to assist them to imparting knowledge
from the adult to the offspring.
The mass media like radio and
television have been utilized in the teaching and learning of English
language. According to Schramm (1962),
radio is an audio medium. As a mass
medium, it has the capacities to cut through the Barriers of illiteracy and
poor infrastructures in English language.
Sometimes, the teaching is done in local or enhancing learning. In
addition, radio has other peculiarities, which makes it the true mass medium in
terms of teaching a mass audience in the developing world. Radio is relatively
cheap and can be operated without electricity.
It is television, which can also transcend such barriers as illiteracy
and infrastructural facilities. Widely
owned all over the third world even in remote areas.
Therefore, radio has been in use as a
teaching aid in the learning of English Language because of its reachability
and its transistorized nature. Teachers who replay to the students mostly use
tape recorders to record instructions at convenient times. This has enhanced the teaching and learning
of English Language over the years in the Nigerian education system. More over, television is another visual
material like home video and cinemas it has been utilized in teaching and
learning of English Language. Literacy works like Julius Ceaser by William
Shakespeare and Things Fall Apart by Chinue Achebe are better illustrated
through the use of television and the other visual devices. This has increased the speed of learning and
teaching of English Language. Ojobo
(1998) also writes as follows:
Teaching
aids are important in the teaching of
language. This is more so in the teaching of
English
Language because of its second status
in Nigeria.
Teachers should evolve more efforts
in applying
audio – visual aids and their teaching
and also
evolve more practical means of teaching
aids and the enhancement of learning to make
it less
stressful
Teaching aids are imperative in the
teaching and learning of English
Language. This is more important because
English Language is not an indigenous
language and there involves complicated concepts. The use of teaching aids simplifies these concepts
and therefore, teaching and learning become pleasant and a worth – while
venture.
However, visual aids are those
materials that appeal only to the sense of sight. Visual aids are different from audio – aids
because, audio – aids are those ones that appeal only to the sense of
hearing. Audio – visual aids are those materials that appeal to the
sense of hearing and sight at the same time.
They are used to complement and supplement teachers’ verbal effort in
teaching and learning. Some of these
audio – visual aids include radio – cassette, tape – recorders, televisions,
slides, transparent films, film – strips, opaque projectors, microscopes,
globes, attass and so on. They make
important contributions in teaching and learning process.
The use of audio – visual aid in teaching and learning comes into the
branch of knowledge known as Educational Technology. They aid learning and help in realization of educational
objectives. The application of audio –
visual aids in the field of education started in the past (1973) in Vienna.
During the time, an exhibit from an American school with maps, charts,
textbooks and other equipment won the admiration of the people. Subsequent
exhibitions at Paris in (1878) and
Merbourne in 1880 marked the initiation.
Education technology today tends to be a system rather than simply a
package of instructional materials.
Teachers of today use a variety of visual – aids such as overhead,
films, film loops. They also use audio –
aids like tape recorders, radio and language laboratory. Amuah (1986) observed that “teachers now use
instructional materials in a more scientific way”. Teachers use them to the structure and evaluating their teaching.
In view of this, psychologists said
that “human beings learn audio – visual in their senses” because of the audio –
visual aids in education. John Lock, an
empiric, talked on the “sensitivity of human wants from the external world
through the sense of audio - visual.”
Pestallazi also mentioned that “sense impression is the one condition of
human learning”. In this case, children learn better when teachers appeal to
more than one of their senses during instructions, that is they understand
better when they hear and see what the teacher talks about . John lock (1997)
Federal government of Nigeria
recommended the use of establishment of audio – visual aids centres because of
their importance in education. The
national policy on education also recommended the use of radio and television
to develop and improve education as well as to expand the instruction
techniques. According to (Bell – Gam,
1992), the use of audio – visual materials like film strips, slides, opaque
projectors was recognized in the country in the 1950’s. According to him, in 1955, “a commission was
set up to look at the possible way of using or applying for radio and
television for teaching and learning”.
His idea was accepted and this brought about the use of radio in 1957
and television in 1959. Although the use
of audio – visual aids in Nigeria started during the colonial days their
application to teaching and learning did not gain prominence until 1970. The curriculum conference of 1969 was forced
to establish various audio – visual centres in different states of the
federation. These centres went into
development and popularization of audio – visual media in many education
institutions in the country. The aims
for setting up audio – visual centres is to reduce teaching deficiencies in
certain syllabus courses such as sciences, to provide an examples of good
teaching which can help upgrade the general ability of classroom instruction,
to provide ideal materials that are not generally available in the classroom
(UNESCO, 1969: 116)
Government made efforts to establish
various audio – visual aids centres in different states because of the aims
mentioned above. Despite the government
efforts, several factors are seen as problems to achieve the audio – visual
programme in Nigeria. Some of these
factors include, “lack of fund appropriate man power, technical know how”
(UNESCO, 1969). According to Okwor (1993);
Audio – visual equipments are lying
unused in shelves and cupboards in many schools due to not having technical or
knowing knowledge applying the operations.
The problem is therefore, even when government and schools are able to
obtain the expensive audio – visual aids, the ability required for the
effective usage is lacking.
1.2
Statement of the Problem
The study of languages involved wide
range of concepts. Language is a
significant culture of a people and because of its human quality, it is dynamic
and gives problems and difficulties to learners.
English language is a second language to Nigerians and thus
learning it becomes problematic. The use
of teaching aids becomes imperative in this regard. For instance, spelling, punctuation and
others need a wide range of teaching aids in form of radio, television,
dramatized lessons and the likes. The
essence of these teachings aids is to facilitate learning and ensure
remembrance (Bittner, Mark, 1989)
The development of the human brain
makes it imperative that teaching aids should be necessary in the teaching of
languages. Languages are abstract in
order to enhance assimilation. For
example, teaching aids enable a student to consciously apply grammatical rules
and to identify error in usage immediately it occurs.
Unfortunately, teachers do not make
use of aids in the teaching and learning of
English language. The teaching
aid to be used depends on the academic
ability of the students. However, the
use of audio materials has assisted in
the teaching of English
language. Radio enables students to
listen to pre –recorded lessons at their convenient times and the teacher can
adjust lessons to qualities and visual
qualities students can appreciate harder concepts through the use of the
television than the radio. Furthermore, teachers should apply audio – visual
materials in terms of helping themselves and their students. On the other hand, the government should know
the importance of audio – visual aids and put their efforts in providing audio
– visual aids more especially for schools in Igbo – Eze North Local Government
Area, where it is not adequately provided.
1.3 Purpose
of the Study
The purpose of this study is to apply
or find out the uses of audio – visual aids in teaching senior secondary
schools in Igbo – Eze North Local Government Area.
1.4
Significance of the Study
English language is a very important
subject in the nations educational system.
This is why it is made compulsory in our educational system. This present study serves to focus attention
on this vital subject.
Moreover, the findings of the study
would add a new knowledge in this area of study. Again, through this study, the importance of
teaching aids will be emphasized and teachers will make use of teaching aids
while teaching. Teachers should also
apply for more teaching aids materials.
1.5 Research
Questions
1. Does the
use of teaching aids have effects on the teaching of English language.
2. Do you
believe that radio is an effective teaching aid of English language.?
3. Has the
use of teaching aids reduced the complex nature of teaching English language?
4. Does the
use of audio – visual aids enable the students to gain proficiency in English
language?
5. Does the
use of radio and television help us as a teaching aid to enhance the learning
of English language more especially in the topic like pronunciation and
spelling?
6. Does the
audio and visual qualities of television help students to learn effectively and
to recall lessons in English language?
7. Do
students perform very well in English language when audio – visual aids is used
in English language lessons?
8. Is the use
of audio – visual aids important in the teaching of English language?
How to use audio - visual aids.
Audio visual aids can be used in any
of the following ways:
To reinforce
stated facts.
To aid the
understanding of ideas.
To clarify
relationships or physical layouts.
To introduce
the audience to a new topic area.
1.6
Delimination of the Study
This study
is confined to those towns and villages in Igbo – Eze North Local Government
Area of Enugu State where the researchers carried out their study to the
application or the uses of audio – visual aids for the performance of students in English language. The study is based only on audio – visual
aids and no other teaching aids.
1.7
Definition of the Terms
1. English
Laboratory: This refers to the place where oral and spoken English are taught
with modern devices. Language laboratory
helps to improve effective teaching and
learning.
2. Second
Language: This refers to the language learnt through education after the mother tongue e.g. English Language in Nigeria.
3. Mother
Tongue: This refers to the indigenous language which a child inherits from his or her mother
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