EFFECTS OF THE USE OF AUDIO-VISUAL MATERIALS IN THE TEACHING AND LEARNING OF COMPUTER IN JUNIOR SECONDARY SCHOOLS
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EFFECTS OF THE USE OF AUDIO-VISUAL MATERIALS IN THE TEACHING
AND LEARNING OF COMPUTER IN JUNIOR SECONDARY SCHOOLS
ABSTRACT
This study evaluated the effects of the use of audio-visual
materials (AVM) in the teaching and learning of computer in the junior
secondary schools of Ebonyi State. The study also examined the effect of AVM
and gender on students’ academic achievement in computer studies. The
performance of student taught with AVM was compared with those of students
taught with conventional teaching method (CTM). In order to carry out the study
effectively, three research questions were asked and three hypotheses were
formulated and tested. Many related literature were reviewed. The sample for
the study consisted of 100 secondary school students. The researcher constructed
the test items, which were then face validated by two Experts; one in computer
education and the other in measurement and evaluation after which it was
administered to the students. Computer achievement test (COMSAT) was used to
collect data for the study. The hypotheses were tested using the analysis of
covariance (ANCOVA). The data obtained were analyzed. Mean and standard
deviation were used to answer the research question. The hypotheses were tested
with 0.05 level of significant. The analysis indicated that AVM had significant
effects on students’ cognitive achievement in computer. Gender was a
significant factor in the students’ overall cognitive achievement in computer.
Thus, it is recommended to use AVM in the teaching and learning of computer,
state governments or their ministries of Education and professional
associations should organize workshops, seminars and conferences to train the
serving teachers on the use of AVM technique. Finally, the limitation of study
and suggestion for further studies were highlighted.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF
THE STUDY
We live in an
age that is experiencing an ever-increasing use of computers in diverse areas
of human endeavor. Computers offer great assistance in decision-making,
operations control, modeling, simulation, automated manufacturing etc. The
history of development shows that so far, no industrialized nation has been
able to make it without the use of computers (Inyama, 2006).
In education,
computers are used in extremely versatile ways to aid the understanding of a
wide variety of students. Computer science as a feature in secondary school
curricular has been faced with some challenges. Over the years, students`
response to computer science especially in public schools has been poor and the
reason seems to be that instructional
materials specifically audio-visual materials may not have been used or
properly utilized during instruction and this is a source of worry to the
researchers considering its possible effects on students’ achievement in the
subject. This stated problem has often been attributed to the effects of the
use of instructional materials, specifically, (audio-visuals).
Meaningful learning is most likely to occur when information
is presented in a potentially meaningful way that the information conveyed is
made or presented in a way that the majority of what was taught remains
permanent in the learners memory. Webster’s Encyclopaedia 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 in classroom instructions, library
collections or the likes”.
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 resources or through a combination of senses. Indeed, the variety
of such resources is a striking characteristic.
According to (Anzaku Francis, 2011) “the term audio-visual
material is 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.
Anzaku further stated that audio-visual materials include
materials and equipment alike, that materials are considered to be system, or
body of content of potential value when put to work, while equipment or
instructions, often referred to as hardware, components, are the means of
presenting such content. The importance of audio-visual materials in the
teaching and learning processes cannot be over emphasized. Below are some of
the roles of audio-visual materials.
Basing learning
in sense experience, Extending experience
,Encouraging participation, Stimulating interest ,Individualizes
instructions, Serves as a source of information, Making leaning permanent,
Basing
learning in sense
experience: stressing the importance
of audio-visual materials, ( Ngozi, Samuel,and Isaac, 2012) unanimously agreed that audio-visual
materials are very important and useful in education because, the normal
learner in so far as the functions of his preceptor mechanisms are concerned,
gains understanding in terms of multiple impression recorded through the eye,
ear, touch and other series. This is to say that audio-visual materials are the
equipment through which that function can occur, that is does not occur in
isolation, rather through a balance pattern from any preceptor mechanism that
are stimulated by external occurrences.
Swank, (2011). stressing the effectiveness of visual
materials in leaning, estimated that about 40% of our concepts are based upon
visual experience, 25% upon auditory, 17% on tactile, 15% upon miscellaneous
organic sensation and 3% upon taste smell. With the above assertion, it becomes
clearer why audio-visual materials are important in the teaching and learning
processes. This is because, they bring the different senses contributions
together to get 100% clarity.
Extending Experience: Gopal, (2010) stressed
that audio-visual materials
help the teacher
to overcome physical difficulties of
presenting subject matter.
That is to say, with
audio-visual materials, the
barrier of communication and distance is broken. The
culture and climatic conditions of other countries can be brought into the
classroom with the aid of slides, films, filmstrips and projectors. This is
important because, according to Dike,
(1993) “once the phenomenon
is visualized, the
picture and knowledge
becomes very clear
and permanent”. Agreeing to this assertion, a 20th century Chinese
philosopher stated that “one picture is worth a thousand words”.
Encouraging Participation; Natoli, (2011) once again added
that “audio-visual materials are rich opportunities for students to develop
communication skill while actively engaged in solving meaningful problems”. In
other words, students certainly like it more and learn better if they are
engaged in important and appealing activities. For example, involving students
in bulletin board display will enhance their choice of colour and aid their
understanding of the concept in question or when they join the teacher in
dramatization of an event or a process.
Stimulating Interest: According to Katherine (2009) “learning
takes place effectively when the teacher sets out to provide learning situation
in which a child will learn because of his natural reactions of the provided
materials”. During the process of learning, the teacher has to provide the
learning situation to satisfy the natural reaction of the learner and this is
through the use of instructional aids. The attention of the learner is caught
and his interest is also won and he is ready to learn.
Fawcett Hills (1994) also contributing on the role of
audio-visual materials in stimulating interest stated that “A friendly,
accepting group climate is important in any learning situations, especially
those materials that require students to reveal their ignorance and confront
their fellow students”. When there is a climate of acceptance for learning,
then learning is stimulated.
Individualized Instruction:
Lestage, A. (2009) stressed that audio-visual materials provide a means
of individualizing instruction. This he said is possible through programmed
learning and tapes which enable the learner to learn at his pace and also to
work on his own. Moreover, according to Dike, (1993) the machine frees the
teacher to work with individual students, since he or she is not now required
to carry out routine drills. Production of resources by students is another way
of individualizing instruction.
Making learning permanent :Audio-visual resources can play a
major role of making learning permanent,
Gopal, (2010) stressed that “audio-visual methods do seem to facilitate the acquisition, the
retention and the recall of lessons learned, because, they seem to evoke the
maximum response of the whole organism to the situations in which learning is
done. And perceptual materials readily associate themselves with the unique
experiential background of each individual. (Natoli, C. 2011) stressed that
audio-visual materials are important in the teaching and learning processes
because “Having seen something, most people remember, for whatever that thing
was, it conjures up an image at a mere mention and can be talked about freely.
Dike N.M (2011) also explained that students forget because
of lack of interest and opportunities to use the knowledge they have
gained later on.
Audio-visual resources can
therefore contribute to
the clarity of information
presented by allowing students to visualize what is learned. Thus the
sayingNatoli,(2011): What I hear, I forget, WhatI see, I remember, What I do, I
know.
Therefore, it is extremely important to investigate the
effects of the use of audio-visual materials on students’ achievement in
computer education.
1.2 STATEMENT OF
THE PROBLEM
The alarming
condition of junior secondary school students achievement in computer studies
may be attributed to lack of interest on the part of the learners which is as a
result of the absence of the use of audio-visual materials by the teacher Eze,
(2012).students do not retain for long or understand what they are taught without
audio-visual aids.
Despite the
outstanding positive effect of educational aids to instructional activities,
teachers still insist only on the use of conventional approach to instruction,
which is not based in sense experience 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 materials in schools,
which has led to students lack of interest, attention and active participation
in the teaching and learning exercise which might be responsible for the poor
academic performance of students generally. Hence they have not been able to
impact fully on computer education achievement.
The problem
now is will the use of audio-visual materials effectively improve students `achievement in computer science?
1.3 PURPOSE OF THE
STUDY
This study
mainly sought to investigate the effect of the use of audio-visual materials on
students’ achievement in computer science.
Specifically, it tends to determine:
i. The effect of the use of audio-visual
materials on students’ achievement in computer science.
ii. The effect of
the use of audio-visual materials on male and female students’ achievement in
computer science.
iii. The
interactive effect of method and gender on students achievement in computer
science.
1.4 SIGNIFICANCE OF
THE STUDY
The quest for an acceptable, relevant and adequate method of
instruction for teaching and learning of computer has been of great concern to
science educators. The developments and innovations in the computer
instructional processes tend to identify some good qualities of the use of
audio-visual materials
Discoveries
from this study will encourage the use of
audio-visual materials is in
teaching and learning of computer
education following the identification of the hindrances to maximum utilization
of audio-visual resources in schools, effort will be made to minimize the
effect of the hindrances and promote adequate utilization of the available
resources. The result of this study will be made available to computer
education teachers in the school system through workshops and seminars so that
they can utilize the methods effectively in the classroom. The results of this
will guide teachers on whether to separate instructional aids/materials for
male and females students.
1.5 SCOPE OF THE
STUDY
The study is concerned with the investigation of the effect
of the use of audio-visual materials on students’ achievement in computer
science. The study was restricted to junior secondary schools in Ebonyi State
only. The study will also investigate the effect of the use of audio-visual
materials on the achievement of male and female students in computer studies.
1.6 RESEARCH
QUESTION
This study was guided by the following research questions:
1. What is the
effect of the use of audio-visual materials on students’ achievement in
computer education?
2. What is the mean
achievement score of male and female students taught computer education using
audio-visual materials?
3. What is the
interactive effect of method and gender on students achievement in computer
science.
1.7 HYPOTHESIS OF
THE STUDY
The following null hypotheses were tested at an alpha level
of 0.05
HO1: There is no significant difference in the mean
achievement scores of students taught computer using audio-visual materials and
those taught using conventional teaching method.
HO2: There is no significant difference in the mean
achievement on male and female students taught computer using audio-visual
materials.
HO3: There is no significant interaction between gender and
method on students’ mean achievement in computer education.
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