Impact Of Audio Visual Aid On The Teaching And Learning Of Physics At Secondary School, Benue State, North Bank (Makurdi)

Physics Education Project Material

Impact Of Audio Visual Aid On The Teaching And Learning Of Physics At Secondary School, Benue State, North Bank (Makurdi)

Abstract

This study was carried out to examine the impact of audio visual aid on the teaching and learning of physics at secondary school, North Bank Makurdi, Benue State. The study was carried out to find out whether audio-visual aids have a significant effect on the teaching/learning of physics in secondary schools, find out whether audio-visual aids are adequately provided for the teaching/learning of physics in secondary schools, find out whether the extent of the availability of audio-visual aids significantly influences the teaching/learning of physics in secondary schools, ascertain how adequate the available audio-visual aids are during the teaching and learning of physics in secondary schools, find out whether audio-visual aids are accessible during the teaching/learning of physics in secondary schools, and examine the attitudes of physics teachers towards the use of audio-visual aids in teaching and learning of physics in secondary schools. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of physics teachers and students in some selected public and private secondary schools in North Bank Makurdi, Benue 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 physics in secondary schools. The study also revealed that the attitude of physics teachers towards the use of audio-visual aids in teaching and learning of physics 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.

Table of Content

  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • 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 Organisations 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

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. Oguneleye (2002), as cited in Oladajo, Olosunde, Ojebisi, & Isola (2011) stated that science, and for that matter physics, is a dynamic human activity concerned with understanding the workings of the world. This understanding, he says, helps people to know more about the universe. Without the application of the discipline (physics), it would have been difficult for man to explore the other planets of the universe. Investigations however, have shown that physics education is in crisis as the number of students studying physics at all levels is declining rapidly (Fillmore, 2008; Smithers & Robinson, 2007). It has also been found that of all the sciences, physics is the subject in which the increase in number involved has been particularly low (Barbosa, 2003; Donnellan, 2003). The reason may include lack of specialist physics teachers and the perception that physics is a difficult subject (Buabeng & Ntow, 2010; Fillmore, 2008; Isola, 2010). Other researchers (see for example, Paas, Renkl, & Sweller, 2004; Prow, 2003) have also reported that physics is a difficult subject to learn where maximum effort is required and the resulting grade may not always reflect the effort that students have expended.

Studies have also revealed that the performance of students in physics in most African countries was generally and consistently poor over the years (Oladajo, Olosunde, Ojebisi, & Isola 2011; Osmosewo, 1999; Wambugu & Changeiywo 2008). Tamakloe, Atta, and Amedahe (2005) observed that it is not all those who teach students that are considered in the traditional sense as teachers. In their opinion, the teacher is the one who understands what his or her students need to learn and their capabilities of learning. Thus the teacher must be able to judge just how much intervention students will require in their learning activities. The physics teacher is therefore supposed to be one who would facilitate the learning process of learners. He/she ought to be a professional who will make use of any available resources to enhance teaching and learning.

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 physics 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 Ghana do not use audio-visual aids when teaching physics. 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.

With respect to instruction, students’ achievement and attitude towards learning, research has not only proven the efficacy of technology related materials but has also found the results to be overwhelmingly positive (Dabbagh, 2001). Teaching and learning with audio-visual resources play an important role in the teaching-learning process. Students often benefit from the visual/sound appeal of audio-visual material because it tends to focus their attention on the topic. When teachers present materials in various manners such as providing students with both a summary statement and a chart on a given topic, the visual material enhances the written materials. King (1990) indicated that audio-visual resources, wisely selected and intelligently used, arouse and develop intense and beneficial interest and so motivate students to learn; and properly motivated learning means improved attitudes, permanency of impression and rich experience and ultimately more wholesome living. Since most students consider physics as an abstract subject, the use of audio-visual resources should be a requirement for every physics teacher if the aim of the teacher is to guide the student to master concepts in the subject (physics). Quellette (2004) sums up tenaciously that words may easily be forgotten but mental pictures will long be remembered. It is therefore important to prepare illustrative materials and short demonstrations or other visual materials which are effective means of helping students to understand and thereby facilitating learning.

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).

Tan, 2000). In this study, attempts are therefore made at examining such issues as are pertinent to audio visual utilization for teaching and learning of Physics.

1.3 Objectives of the Study

The main objective of this study is to examine the impact of audio visual aid on the teaching and learning of physics at secondary school, Benue State, North Bank (Makurdi). Other objectives of this study is to:

  1. Find out whether audio-visual aids have a significant effect on the teaching/learning of physics in secondary schools.
  2. Find out whether audio-visual aids are adequately provided for the teaching/learning of physics in secondary schools.
  3. Find out whether the extent of the availability of audio-visual aids significantly influences the teaching/learning of physics in secondary schools.
  4. Ascertain how adequate the available audio-visual aids are during the teaching and learning of physics in secondary schools.
  5. Find out whether audio-visual aids are accessible during the teaching/learning of physics in secondary schools.
  6. Examine the attitudes of physics teachers towards the use of audio-visual aids in teaching and learning of physics in secondary schools.

1.4 Research Questions

The questions below will guide this study

  1. Does audio-visual aids have a significant effect on the teaching/learning of physics in secondary schools?
  2. Are audio-visual aids adequately provided for the teaching/learning of physics in secondary schools?
  3. Does the extent of the availability of audio-visual aids significantly influence the teaching/learning of physics in secondary schools?
  4. How adequate are the available audio-visual aids during the teaching and learning of physics in secondary schools?
  5. Are the available audio-visual aids accessible during the teaching/learning of physics in secondary schools?
  6. What is the attitude of physics teachers towards the use of audio-visual aids in teaching and learning of physics 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 physics in secondary schools.
  • Ha: There is a significant relationship between the availability of audio-visual aids and the effective teaching of physics in secondary schools.

1.6 Significance of the Study

The present study on the impact of audio visual aid on the teaching and learning of physics at secondary school, Benue State, North Bank (Makurdi) 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 dwells on the impact of audio visual aid on the teaching and learning of physics at secondary school, North Bank Makurdi, Benue State. This study will be carried out in both public and privately own secondary schools. Hence, the respondents will comprise of physics teachers and students in some selected public and private secondary schools in North Bank Makurdi, Benue 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.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the impact of audio visual aid on the teaching and learning of physics at secondary school, North Bank Makurdi, Benue State. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was to examine the impact of audio visual aid on the teaching and learning of physics at secondary school, North Bank Makurdi, Benue State. The study was specifically carried out to find out whether audio-visual aids have a significant effect on the teaching/learning of physics in secondary schools, find out whether audio-visual aids are adequately provided for the teaching/learning of physics in secondary schools, find out whether the extent of the availability of audio-visual aids significantly influences the teaching/learning of physics in secondary schools, ascertain how adequate the available audio-visual aids are during the teaching and learning of physics in secondary schools, find out whether audio-visual aids are accessible during the teaching/learning of physics in secondary schools, and examine the attitudes of physics teachers towards the use of audio-visual aids in teaching and learning of physics 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 physics teachers and students in some selected public and private secondary schools in North Bank Makurdi, Benue State.

5.3 Conclusions

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

  1. Audio-visual aids have a significant effect on the teaching/learning of physics in secondary schools.
  2. Audio-visual aids are not adequately provided for the teaching/learning of physics in secondary schools.
  3. The extent of the availability of audio-visual aids significantly influences the teaching/learning of physics in secondary schools.
  4. The available audio-visual aids are somewhat adequate for the teaching and learning of physics in secondary schools.
  5. The available audio-visual aids are accessible during the teaching/learning of physics in secondary schools.
  6. The attitude of physics teachers towards the use of audio-visual aids in teaching and learning of physics in secondary schools is positive.

5.4 Recommendations

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

  1. 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.
  2. 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.
  3. Schools authorities should work together to establish seminars and training for teachers on the preparation and use of visual aids.

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