Effectiveness of Photography as a Teaching Method for Science Subjects in Secondary Schools in Nigeria
CHAPTER ONE
Objectives of the Study
- Identify the photography materials available for teaching science in secondary schools in Egor L.G.A..
- Identify the different types of photography materials available in secondary schools in Egor L.G.A..
- Find out the frequency to which photography is used in teaching science in secondary schools in Egor L.G.A.
- Find out the contribution that photography has in learning science.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Conceptual Review
Definition and classification of photography
The term ‘media’ defined as the plural of ‘medium’, is the way of communicating information or ideas. These media therefore can be used by teachers to communicate instructional information or ideas to students in the most effective way for enhanced learning. Media also refers to any kind of format used to convey information. The format can be visual or auditory, a channel of conveying sensory messages to the recipient who is the learner and this makes learning more concrete in the skills or concepts the learners acquire from what they perceive visually and hear making their learning real and not just abstract. photography then, refers to the kind of media used in teaching to aid in learners’ easier understanding according to the set objectives.
Media may imply a complex integration of people, machines ideas, procedures and management. They have also been called audio-visual aids, tools for instruction, teaching aids, or instructional technology. Media are carriers of information between the source and receiver, and when the message is intended to change behaviour, they are considered as photography (Kinyanjui, 1997). photography encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students’ achievement of instructional objectives. This may include traditional materials such as chalkboards, hand-outs, charts, slides, overheads, real objects, and videotape or film, as well as newer materials and methods such as computers, DVDs, CD-ROMs, the Internet, and interactive video conferencing (Dick, et. al, 2001). However, if these media are not put in use, teaching may not have an enhanced effect on the learning as this study established.
These materials can be categorised as; unprocessed materials like wood and stone, projected media comprising: motion and still pictures, slides and film strips, opaque projectors, non- projected media comprising boards, displays and exhibitions, graphic materials and three dimensional objects. Teachers are also a form of photography since they convey messages with instructional purposes. They are the most effective photography of all (Tailor and Williams, 1966). As indicated above, there are different types of media for instructional purposes.
photography in teaching and learning
The advent of Western Education saw the colonialists set in a new mode of education (Mutua and Namaswa, 1992). Literacy introduced by missionaries and associated with modernization was adopted and attention drawn to formal education. This formal education was introduced, packed with preferred and planned content along with methods of teaching.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
Research Design
The exploratory survey design was used in this study to collect data by use of questionnaire from students, teachers and library to provide the necessary description on the availability and use of photography. The data obtained was descriptive in nature (Nwadiupo, 1997) because descriptive data are obtained through the use of questionnaires and observation method (Kothari, 2004). The design facilitated collecting information on the availability and use of photography for teaching and learning science in secondary schools. The study explored both primary and secondary data. Primary data was obtained using questionnaires and observation checklist. Secondary data was obtained from published sources and other research reports.
CHAPTER FOUR
DATA ANALYSIS, INTERPRETATION AND DISCUSSION
Demographic Characteristics of the Student Respondents
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of findings
photography use in teaching science
The study revealed that majority of students at 80.4% (N: 278) stated that their teachers generally use photography while teaching science subject in class. However on particular types of media, less than a sixth at 14.4% (N: 50) indicated that their teachers use hand-outs and pictures. Another at 27.8% (N: 96) of the students further indicated that their teachers of science use charts while teaching in class as the majority at 94.8% (N: 328) indicated that their teachers use the chalk wall. Only 3.1% (N: 11) indicated that teachers use radio cassettes, the OHP and films. Students also indicated that teachers never use: video, TV or slides in teaching. The study also found out that the frequency of use of photography by their teachers was very often at a mean standard error of less than 1 for all materials. However the use varied depending on the type and availability of particular media.
Recommendations of the study
The study recommends improvement in the following areas:
- Regular science teaching workshops need to be organized by the ministry of Education for teachers to equip themselves with skills of coping with the demands of science teaching particularly in the use of photography.
- Teachers should be encouraged by their supervisors to make more use of other types of materials besides text books. Internal school inspection mechanisms should be established to ensure that these important materials are integrated in
- Schools should also endeavour to avail more and replace the obsolete equipment with more technologically modern
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