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Full Project – THE IMPACT OF AUDIO-VISUAL INSTRUCTIONAL MATERIALS IN TEACHING CHEMISTRY AMONG SENIOR SECONDARY SCHOOL STUDENTS

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Table of Content

Abstract

Chapter One: Introduction

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Objective of the Study

1.4 Research Questions

1.5 Research Hypothesis

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Limitation of the Study

1.9 Definition of Terms

1.10 Organization of the Study

Chapter Two: Review of Literature

2.1 Conceptual Framework

2.2 Theoretical Framework

2.3 Empirical Review

Chapter Three: Research Methodology

3.1 Research Design

3.2 Population of the Study

3.3 Sample Size Determination

3.4 Sample Size Selection Technique and Procedure

3.5 Research Instrument and Administration

3.6 Method of Data Collection

3.7 Method of Data Analysis

3.8 Validity of the Study

3.9 Reliability of the Study

3.10 Ethical Consideration

Chapter Four: Data Presentation and Analysis

4.1 Data Presentation

4.2 Analysis of Data

4.3 Answering Research Questions

4.4 Test of Hypotheses

Chapter Five: Summary, Conclusion and Recommendation

5.1 Summary

5.2 Conclusion

5.3 Recommendation

References

APPENDIX

QUESTIONNAIRE

ABSTRACT

This study was carried out to examine the impact of audio-visual instructional materials in teaching chemistry among senior secondary school students using Etche Local Government, River State as a case study. The study was carried out to find out whether audio-visual aids have a significant effect on the teaching/learning of chemistry in secondary schools, find out whether audio-visual aids are adequately provided for the teaching/learning of chemistry in secondary schools, find out whether the extent of the availability of audio-visual aids significantly influences the teaching/learning of chemistry in secondary schools, ascertain how adequate the available audio-visual aids are during the teaching and learning of chemistry in secondary schools, find out whether audio-visual aids are accessible during the teaching/learning of chemistry in secondary schools, and examine the attitudes of chemistry teachers towards the use of audio-visual aids in teaching and learning of chemistry in secondary schools. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of Chemistry teachers and students of some selected senior secondary schools in Etche Local Government, River State. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. While the hypotheses were tested using Pearson Correlation statistical tool, SPSS v23. The result of the findings reveals audio-visual aids have a significant effect on the teaching/learning of chemistry in secondary schools. The study also revealed that the attitude of chemistry teachers towards the use of audio-visual aids in teaching and learning of chemistry in secondary schools is positive. Therefore, it is recommended that heads of schools, academic masters/ mistresses and heads of subjects’ departments should ensure that the visual aids available at schools are effectively used by teachers in teaching and are well stored after use. To mention but a few.

CHAPTER ONE

INTRODUCTION

1.1 Background Of The Study

According to Nacino-Brown, Oke and Brown (1985), for effective teaching to take place, a good method must be adopted by a teacher. Teachers are aware that students learn in different ways and have different ways of absorbing information and of demonstrating their knowledge (Tamakloe, Atta, & Amedahe, 2005). Teachers employ a variety of teaching strategies and methods to ensure that learners have equal opportunities to learn. It must however be stated that teaching methodology in education is not a new concept in the teaching and learning process. New methods and techniques evolve almost every day to supplement existing ones in teaching. Notable among them is technology-supported ones. Kochhar (2004) observes that more recently technology has been successfully introduced in the field of education to make education more productive and more individual. To Kochhar (2004), the most outstanding development in modern education is the increase in the use of supplementary devices by which the teacher through the use of one sensory channel helps to clarify, establish and correlate accuracy, concepts, interpretation and appreciation, increase knowledge, rouses interest and even evokes worthy emotions and enriches the imagination of students. Researchers (see for example, Dale, 1996; Fillmore, 2008) have also recommended that in education we should appeal to mind chiefly through the visual and auditory sense organs since it is possible that 85% of our learning is absorbed through these senses.

Science has been regarded as the bedrock of modern day technology. Countries all over the world especially the developing ones like Nigeria are making a lot of efforts to develop technologically and scientifically. This has become necessary because the world is turning “scientific”. And the situation in schools is no exception. At the core, we can say science comprises three disciplines: Biology, Chemistry, and Physics. Chemistry is an exact and a core science subject in Nigerian secondary schools. Its teaching often requires creativity and improvisation. To make chemistry concepts comprehensible to students, chemistry teachers must employ creative teaching methods and be prepared torespond to queries and explain concepts in an atypical manner (Nbina, 2012). The author further pointed out that the widespread poor performance and the negative attitude towards chemistry from secondary school students have largely been ascribed to lack of proper teaching methods.

The impact of audio-visual resource can be so great in science (chemistry)teaching thus making learning permanent. Audio-Visual aids are important in education system and are those devices which are used in classrooms to encourage teaching learning process and make it easier and interesting. Audio-Visual aids are the best tool for making teaching effective and enhances dissemination of knowledge. Hence, there is no doubt that technical devices have greater impact and dynamic informative system in the process of learning. Gopal (2012) stressed that “audio-visual” methods 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 richly associate themselves with the unique experiential 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 freely.

Audio-Visual learning aids such as pictures, drawings or dynamic video is often designed to facilitate learning and have a positive effect. From the learning and instruction point of view, the effectiveness of the Audio-Visual information is concerned with cognitive learning and retention. Moreover, the performance criteria of learning materials are mainly focused on comprehension and recall. However, Watson, Aremu and Sokan (2010) state that, the performance criteria should be focused on the effect of the actual action than on the retention if the learning aids real applied to a procedural motor task. Then, when preparing and using Audio-Visual learning aids, teachers should think in terms of how they will promote learning. It is therefore more correct to refer to them as learning aids rather than teaching aids.

Audio-Visual aids are those instructional devices which are used in the classroom to encourage learning and make it easier and interesting. The material like charts, maps, models, film strip, projectors radio, television etc called instructional aids (Rather,2004). Audio-Visual aids are effective tool that invest the past with an air of reality.” Audio-Visual aids provide the learners with realistic experience, which capture their attention and help in the understanding of the historical phenomena. They appeal to the mind through the Audio-Visual auditory senses (Jain, 2004)There is famous Chinese proverb “ one seeing is worth, a hundred words” it is fact that we receive knowledge through our senses. There is another proverb that” if we hear we forget, if we see we remember, and if we do something we know it” so it means that use of audio-visual aids make teaching learning process more effective. As Kishore (2003) said “audio-visual aids stimulated thinking and understand.” The use of Audio-Visual aids in teaching learning process has multifarious values(Mohanty,2001). Audio-Visual aids give chance to speakers to make a more professional and consistent presentation. The teaching profession is filled with countless opportunities to enrich the academic lives of students, while some concepts and educational objectives will be easy for students to grasp, other will require you to think creatively to ensure that important learning objectives are met. Using aids in teaching is one way to enhance lesson plans and give students additional ways to process subject information (Kunari,2006).

The use of audio-visual aids in education has been found to be an effective way of communicating ideas and concepts to students (Le Doux, 1996; Ouellette, 2004). Literature has also established that audio-visual-aided instruction has greatly improved the performance of students in chemistry especially those with special needs and slow learners abilities (Aremu, 1992; Mitchell & Surprise, 1994; Okwo, 1994; Osokoya, 2007). However, many teachers in Senior High Schools (SHS) in Nigeria do not use audio-visual aids when teaching chemistry. Although there are a few notable exceptions, others either feel these materials are inappropriate for instruction or use them poorly. Some teachers find it quite complex to use audio-visual aids to complement the traditional lecture method while others perceive the use of it as waste of time. Therefore this study tends to examine the impact of audio-visual instructional materials in teaching chemistry among senior secondary school students.

1.2 Statement of the Problem

There is an urgent need to improve the quality of education to bridge the gap between developed and developing nations, and audio visual instruction is considered as a necessary tool for this purpose. However, the presence of audio visual alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of audio visual instruction in education. Without the involvement of teachers, most students may not take advantage of allthe available potential benefits of audio visual on their own. Teachers need to actively participate in the use of audio visual facilities. They have to be trained in the use of audio visual and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and encourage students by making them responsible for their own learning. Many of the current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills (Teo and Wong, 2000).

1.3 Objectives of the Study

The main objective of this study is to examine the the impact of audio-visual instructional materials in teaching chemistry among senior secondary school students. Other objectives of this study is to:

Find out whether audio-visual aids have a significant effect on the teaching/learning of chemistry in secondary schools.
Find out whether audio-visual aids are adequately provided for the teaching/learning of chemistry in secondary schools.

Find out whether the extent of the availability of audio-visual aids significantly influences the teaching/learning of chemistry in secondary schools.

Ascertain how adequate the available audio-visual aids are during the teaching and learning of chemistry in secondary schools.
Find out whether audio-visual aids are accessible during the teaching/learning of chemistry in secondary schools.
Examine the attitudes of chemistry teachers towards the use of audio-visual aids in teaching and learning of chemistry in secondary schools.

1.4 Research Questions

The questions below will guide this study

Does audio-visual aids have a significant effect on the teaching/learning of chemistry in secondary schools?
Are audio-visual aids adequately provided for the teaching/learning of chemistry in secondary schools?
Does the extent of the availability of audio-visual aids significantly influences the teaching/learning of chemistry in secondary schools?
How adequate are the available audio-visual aids during the teaching and learning of chemistry in secondary schools?
Are audio-visual aids accessible during the teaching/learning of chemistry in secondary schools?
What is the attitudes of chemistry teachers towards the use of audio-visual aids in teaching and learning of chemistry in secondary schools?

1.5 Research Hypotheses

Ho: There is no significant relationship between the availability of audio-visual aids and the effective teaching of chemistry in secondary schools.

Ha: There is a significant relationship between the availability of audio-visual aids and the effective teaching of chemistry in secondary schools.

1.6 Significance of the Study

The present study on the impact of audio-visual instructional materials in teaching chemistry among senior secondary school students is expected to be of great significance to students, teachers, researchers and various government authorities from district, regional and national level. This study should serve as reference to teachers who wish to find out the impact of visual aids on students’ academic achievement. From the findings, teachers will be able to understand the need of visual aids in teaching in order to enhance students’ understanding and academic performance. It will also identify the appropriate visual aids that influence learners and arouse their interest to study and participate effectively in the classroom. From the findings, teachers will be able to understand the different ways in which students learn and how visual aids are important in student learning. The study should encourage teachers, lecturers, and instructors who do not use visual aids to do so since it provides concrete evidence of the output experienced by fellow teachers who use visual materials in teaching. It is also expected that the study will be of substantial significance to researchers who wish to embark on further research on impact of visual aids on students’ academic achievement and fill the research gaps. Finally, it is believed that the study will remind concerned authorities at district, regional and national level about the importance of visual aids in students learning.

1.7 The Scope Of The Study

The scope of this study boarders on the impact of audio-visual instructional materials in teaching chemistry among senior secondary school students. However the study will be delimited to some selected senior secondary schools in Etche Local Government, River State.

1.8 Limitations of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

1.9 Definition of Terms

Audios: These are teaching aids which appeal to the sense of hearing.

Audio-visual: These are instructional materials that can be used to aid teaching and learning via the sense of sight and of hearing at the same time.

Visual: These are instructional materials which appeal to the sense of sight.

1.10 Organization Of The Study

This research work is organized in five chapters, for easy understanding, as follows. Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and recommendations made of the study.

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