An Investigation Into the Utilization of Multimedia in Teaching and Learning of Ceramics in Junior Secondary Schools
Chapter One
Research Objectives
The general objective of this study is to investigate the utilization of multimedia in teaching and learning ceramics in junior secondary schools in Osun State.
The specific objectives of this study are to:
- investigate the available multimedia facilities in schools for the teaching and learning of ceramics;
- determine the level of utilization of multimedia facilities in teaching and learning ceramics;
- examine the limitations and challenges of teachers and students in the use of multimedia in teaching and learning ceramics;
- find out the perceptions of the teachers and students towards teaching and learning ceramics with the aid of multimedia.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Education has always lived a tension between two functions. On the one hand education is a matter of assuring continuity, that is, passing on what is known. On the other, it is a matter of fostering creativity and change, that is, propelling learners into the unknown. Both of these functions relate equally to knowledge and attitudes, to understanding and behavior. They are simultaneously complementary and conflictive. They touch the essence of the teaching/learning process. We want creativity, but we want it to emerge from what is known and understood. We want continuity, but when the result is lack of ability to solve problems or devise ways to improve the human condition, we are dismayed. Since education has, fortunately, come to be considered as a human right, the main instrument of delivery of basic education is the school, and the right to education is, with exceptions, perceived as a right to schooling. So the tension between continuity and change is played out in an important way in the classroom. Thus it is extended to the need to simultaneously expand access, guarantee uniform quality, and leave room for diversity of results. In the educational process, people are central. The role of teachers is always crucial. But, in each of the elements described above, the human element has limits, and other interventions need to be brought to bear strongly into the process of delivery and transformation of knowledge, and verification of results. It is the potential and role of technologies in contributing to improvement in the effectiveness and efficiency of this profoundly human exercise that this book addresses. One of the most universally recognizable and enduring human institutions is the school. Changes in schools over time have been mainly in the logistics: physical plants, materials, and comforts or conditions of teachers and learners. In many cases, technologies have been brought in to enhance an otherwise static process. The learners gather, the teachers communicate information, the learners reproduce what they have heard and seen, and they are evaluated on their accuracy. The relevance of this process to life has been questioned often but seldom modified substantially and never system-wide.Over the past 200 years, we have tried to perfect the education services provided by schools. We have managed to evolve the education model from education for the few to education for the many; from education for limited objectives to education for expanded objectives; from the environment as the classroom to the classroom as the learning environment; from elitist endeavors to national education systems. We have succeeded in squeezing a multidimensional, multifaceted world into a flat text (with some audiovisual presentations) in a constrained classroom environment channeled through a teacher. Even technical schools have tried to replicate the workplace in the school. In this development, we were inspired and helped by the industrial age and its processes. Schools were to a large extent modeled on factories, where cohorts and student flow evoke assembly lines, time-on-task parallels working hours, exams are designed as a form of control of the uniformity of the product, and the production function of a school takes us back to the input/output model of factory production. Despite its shortcomings, the school system has been remarkable in its contribution to the fulfillment of basic learning needs, to skill formation, to scientific progress, to reproduction of the social order and the preservation and evolution of cultures. As we look back at the achievements of the last century, we marvel at the extraordinary advancements in science and technology—space exploration, unraveling of the atom, genetics, organ transplant, the car, radio, television, the fax machine, the computer chip, the Internet—to name only a few. We also marvel at the progress made in social and economic development, the humanities, and the arts. All of this was possible because of a set of unique human features: the capacity to acquire knowledge generated by others and build on it; the ability to record one’s knowledge and disseminate it to others in understandable terms; the desire to search, explore, and make sense of the universe; the urge to apply knowledge to solve day-to-day problems; and the faith that nothing is impossible or beyond the reach of the human mind. Educational institutions at all levels are the embodiment of these human features and have been at the center of human achievement in science, technology, social studies, and the humanities. They have been the arenas for the generation, advancement, and dissemination of knowledge; the training of human capital; and the engines of social and economic development. They have excited many minds, opened new doors into the mysteries of the universe, and dared many spirits to delve into the unknown. Many have served as strongholds for the pursuit of truth and values against prevailing beliefs, prejudices, and intellectual and political tyrannies.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter deals with the method used in collecting data required in carrying out this research work it explains the procedures that were followed and the instrument used in collecting data.
SOURCES OF DATA COLLECTION
Data were collected from two main sources namely
-Primary source and
secondary source
primary source: These are materials of statistical investigation, which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment, the researcher has adopted the questionnaire method for this study.
Secondary data: These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
POPULATION OF THE STUDY
Population of a study is a group of persons or aggregate items, things the researcher in interested in getting information from for the study an investigation into the utilization of multimedia in teaching and learning of ceramics in junior secondary schools 200 staff and student of selected secondary schools were selected randomly as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133(one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
CHAPTER FIVE
SUMMARY CONCLUSION RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to investigate the utilization of multimedia in teaching and learning of ceramics in junior secondary schools.
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of using multimedia in teaching and learning of ceramics in junior secondary schools in Nigeria.
Summary
Davies and colleagues (2005) describe a number of benefits of digital technologies and online resources for learning with the 14–19 age group compared to traditional learning. These benefits can be organizational, such as the ability of online resources to support specialist learning and institutional collaboration to increase student choice, and the ability for students to plan personalized pathways of education provision. They can also support the teaching process, by providing the ability for staff to monitor student progress online (for example via e-assessment or e-portfolios), and provide increased flexibility for learners through the provision of ‘anytime, anyplace learning’, reaching non-traditional learners and learners outside formal education (for example through the use of workplace simulations). Online technology can also enhance existing pedagogic approaches, such as enabling independent and collaborative learning, as well as developing new modes of teaching and learning (such as synchronous electronic discussion, blogs or computer graphics). Using the Internet for learning can make the delivery more interesting, use of multiple media (in particular graphical media) to offer alternative ways of presenting hard-to-grasp topics especially in learning of ceramics, support experimental simulations and support student research.
Conclusion
In conclusion, one is prompted to say that the Creative Art education of a child should be such that will make him see knowledge as a totality, a way of life rather than a living. I see Art as an embodiment of life. It cannot exist in a vacuum and is only meaningful in the context of the society. Creative impulses are present in all human beings, but for one to excel in art, this creative instinct has to be cultivated, nourished and exercised so that it can bestimulated in others. This debunks the impression that Art is only meant for the gifted. On a general note, local relics and craft products should be acquired by schools for miniature Art gallery to supplement teaching. Students could go on excursions to higher institutions, at least once in a session, in order to expose them to various instrument; and performances, different works in both Fine and Applied Arts which ceramics is part off.
Recommendation
The researcher recommends that the importance of Art and Cultural education in our school should be emphasized, for without it an educated man cannot be regarded as civilized, since creativity is a stamp of civilization. Moreover, if the above recommendations are integrated in the planning of the secondary school curriculum as it affects Creative Arts education, they will enable us to attain the highest ideals we have set for ourselves in our developmental objectives in education.
Reference
- Bendel State Ministry of Information (1989).Okpe Local Government Area, Bendel State – A Guide; Benin: Bendel Newspaper Co. Ltd.
- Federal Republic of Nigeria (1981),New National Policy on Education, Lagos: N.E.R.C. Press.
- Federal Ministry of Education (1985). National Curriculum for Junior Secondary Schools, Vols. 6 & 12 (Creative Arts), Lagos: The Caxton Press.
- Nigeria Educational Research Council (1980). Perspective of Quantities and Qualities in Nigerian Education: A Synthetic report of the Bagauda Seminar, Sept. 1-5.
- Nwagwu, N. (Ed.) (1976). UPE: Issues, Prospects and Problems; BeninCity; Ethiope Publishing Company. 1
- Available at: http://www.sabian.org/alice.htm.
- Haddad, W. D. (1995). Education Policy-Planning: An Applied Framework. Paris: UNESCO, International Institute for Educational Planning.
- As an example, Web technologies that either exist or are being developed create scenarios for second-language instruction that sound like science fiction, but are not. See: