Effect Of Visual Learning On Student’s Academic Achievement And Retention On Data Processing In Enugu Education Zone

Project and Seminar Material for Computer Science Education

Abstract

This study was carried out to examine the effect of visual learning on student’s academic achievement and retention on data processing in Enugu Education Zone. The study was carried out to determine whether the use of visual aids facilitates effective teaching and learning of Data processing in secondary schools, ascertain whether visual learning aids have a positive effect on students learning motivation in data processing, ascertain whether visual learning aids have a positive effect on students comprehension and retention of data processing concepts in secondary schools, find out whether there is a significant relationship between the use of visual learning aids and students academic achievement in Data processing, identify the factors affecting the use of visual aids in learning data processing in secondary schools. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of teachers and students of selected secondary schools in Enugu Education Zone. 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 the use of visual aids facilitates effective teaching and learning of Data processing in secondary schools. The study also revealed that the factors affecting the use of visual aids in learning data processing in secondary schools includes: absence of adequate visual aids at schools, lack of enough fund to purchase visual aids, lack of skills in preparation and use of visual aids, scarcity of time to prepare visual aids. 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.

Table of Content

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

Chapter One

Introduction

1.1 Background of the Study

Teaching and learning are the important element in education. The teacher use different approaches and substantial to teach their students and their active learning. This is to ensure that the academic performance of the students are enhanced. Students’ academic performance is dependent on many variables. These include; teaching methods and approaches (Redza et al, 2013: ), learning infrastructure and facilities (Mushtaq and Khan, 2012), presence of quality teaching materials (Mhonyiwa, 2014), school environment and location, (Wilson, 2013), school peers (Zimmerman, 1999, 2001), teachers’ commitment (Komba and Nkumbi, 2008), number of students in the class (Karue and Amukowa, 2013) as well as students’ attitudes towards different subjects (Umameh, 2011). However, this research is interested in visual learning aids and how its use or non use affects students’ learning and academic performance.

According to Okeke (2013) visual aids are any visible materials or equipment employed while teaching to aid learning. Devries (2017) explains that visual aids such as pictures and photographs facilitate learning by supplementing teacher’s verbal information. This underlies a well-founded theoretical underpinning that pictures, images and other visible aids promote better understanding to students than words alone (Mayer, 2005). Visual aids arouse the interest of learners and help the teachers to explain the concepts easily. Visual aids are those instructional aids which are used in the classroom to encourage students learning process. According to Burton “Visual aids are those sensory objects or images which initiate or stimulate and support learning”.Over years, different kinds of visual aids have been used by teachers to enable meaningful learning. Some new forms constantly emerge as a result of improvements in educational science and technology (Krukru, 2015).Preference for visual media is natural for human beings. Learners retain visual images long before they develop ability to interact with other people effectively (Boor, 2013). As children grow up and mature cognitively, visuals become even more important. Jean Piaget’s cognitive development theory describes the years between 2 to 7 as a pre-operational periodwhere the child learns to use and represent objects by images, words, and drawings (Mazhabin, 2013). According to Joubish and Khurram (2011) and Woolfolk (2014), the use of concrete objects and visual aids such as drawings and illustrations are crucial in teaching students.

The overall success of any lesson in the classroom relies to the teacher’s use of visual aids to enrich and supplement the subject matter taught (Stokes, 2002; Konomi, 2014). For every hour a teacher speaks, only about 8 – 10 minutes of the information given is retained in the students’ mind. The rest of the information is lost as learners tend to lose interest and attention to the content being presented especially when the lesson is dull and gloomy (Thomas, 2013). However, when visual learning aids are used interest and retention of the learners escalates and learning in general increases (Phillip, 2005). Specifically, visual learning aids such as computers, dynamic video etc. are often designed to facilitate learning and have a positive effect in the teaching of data processing. From the learning and instruction point of view, the effectiveness of the visual information is concerned with cognitive learning and retention when learners are taught data processing. The clear use of learning visual aids let the students remember the facts and altitudes for longer and more clearly (Brown et al, 2007). It is therefore necessary for the teacher in the learning of subjects like data processing to use visual learning materials as instructional tools in order to make their teaching more interesting, so as to arouse the learning interest, and sustain their attention for effective learning.

1.2 Statement of the Problem

Like many other countries in the developing World, Nigeria is currently working towards improving the quality of secondary education (Saga, 2014). In relation to this, the government has taken various initiatives aimed at improving access, equity as well as delivery of secondary education in Nigeria in order to increase students’ learning and academic performance at secondary school level. Literature upholds that students learning and performance is influenced by many things which students encounter in the process of learning at school. These may include: availability of textbooks, presence of adequate number of teachers, teachers motivation in teaching, conducive learning environment, manageable number of students in the class as well as efficient teaching practice due presence of use of relevant teaching methodology and proper instructional materials such as audio and visual learning aids.

During teaching with models and visual aids, students effort to identify it, or recognize its functions and try to have its interpretation, to understand its use. They compare it with their preconcepts, adapting the new sensation and pursuing to recognize about it. Hence, it is virtuous to stimulate the students or keep them active for eliciting in teaching and learning process. Generally, it is agreed that visual learning aids assist in the learning process and students find it easy to grasp the materials in classroom when visual learning aids are used. However, use or non-use of learning aids was not the only problem in mostly public secondary schools in Nigeria; materials shortages, motivational inadequacy and poor learning environment were some of the problems. However, the relationship between usage and non-usage of visual learning aids and students’ academic performance in data processing have had not so far been established. Thus, this emanates the essence for this study.

1.3 Objectives of the Study

The general aim of this study is focus on examining the effect of visual learning on student’s academic achievement and retention on data processing in Enugu Education Zone.

Specifically, this study will;

Determine whether the use of visual aids facilitates effective teaching and learning of Data processing in secondary schools.
Identify the type of visual learning aids available for the learning of Data processing in secondary schools.
Ascertain whether visual learning aids have a positive effect on students learning motivation in data processing.
Ascertain whether visual learning aids have a positive effect on students comprehension and retention of data processing concepts in secondary schools.
Find out whether there is a significant relationship between the use of visual learning aids and students academic achievement in Data processing.

1.4 Research Questions

The study will be guided by the following questions;

Does the use of visual aids facilitate effective teaching and learning of Data processing in secondary schools?
What are the type of visual learning aids available for the learning of Data processing in secondary schools?
Does visual learning aids stimulate students learning motivation in data processing?
Does visual learning aids have a positive effect on students comprehension and retention of data processing subject in secondary schools?
Is there a significant relationship between the use of visual learning aids and students academic achievement in Data processing?

1.5 Research Hypotheses

Ho: There is no significant relationship between the use of visual learning aids and students academic achievement in Data processing.

Ha: There is a significant relationship between the use of visual learning aids and students academic achievement in Data processing.

1.7 Significance of the Study

The present study on the impact of visual aids on students’ academic performance 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 Scope of the Study

This study is structured to generally examine the effect of visual learning on student’s academic achievement and retention on data processing in Enugu Education Zone. However, the study will further determine whether the use of visual aids facilitates effective teaching and learning of Data processing in secondary schools, identify the type of visual learning aids available for the learning of Data processing in secondary schools, ascertain whether visual learning aids have a positive effect on students learning motivation in data processing, ascertain whether visual learning aids have a positive effect on students comprehension and retention of data processing concepts in secondary schools, and find out whether there is a significant relationship between the use of visual learning aids and students academic achievement in Data processing.

The respondents for this study will be generally from selected secondary schools in Enugu Education Zone.

1.8 Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

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

Visual Aid:

It refers to a device through which the learning process may be encouraged or carried out through the sense of sight and touch. Visual aids include pictures, realia, maps, wall charts and photographs.

Audio-Visual Aid:

This refers to a learning aid that uses both vision and sound to transmit information and promote learning. They include video tapes, films and demonstrations.

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.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the effect of visual learning on student’s academic achievement and retention on data processing in Enugu Education Zone. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was on the effect of visual learning on student’s academic achievement and retention on data processing in Enugu Education Zone. The study was specifically carried out to determine whether the use of visual aids facilitates effective teaching and learning of Data processing in secondary schools, ascertain whether visual learning aids have a positive effect on students learning motivation in data processing, ascertain whether visual learning aids have a positive effect on students comprehension and retention of data processing concepts in secondary schools, find out whether there is a significant relationship between the use of visual learning aids and students academic achievement in Data processing, identify the factors affecting the use of visual aids in learning data processing in secondary schools.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were validated from the enrolled participants where all respondent were data processing teachers and students of selected secondary schools in Enugu Education Zone.

5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

The use of visual aids facilitates effective teaching and learning of Data processing in secondary schools.
Visual learning aids have a positive effect on students learning motivation in data processing.
Visual learning aids have a positive effect on students comprehension and retention of data processing concepts in secondary schools.
There is a significant relationship between the use of visual learning aids and students academic achievement in Data processing.
The factors affecting the use of visual aids in learning data processing in secondary schools includes: absence of adequate visual aids at schools, lack of enough fund to purchase visual aids, lack of skills in preparation and use of visual aids, scarcity of time to prepare visual aids.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

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.
Heads of schools should make sure that the budget allocated for the purchase of teaching materials such as visual aids is fully spent on purchasing those items.
Schools authorities should work together to establish seminars and training for teachers on the preparation and use of visual aids.
There is need for teachers in the field to have a forum for meeting periodically to assess the effectiveness of their teaching using the methods of instructional and educational technology as applicable to the organization of the content of the school syllabuses at high schools, colleges and university.