Application of Audio Visual Aids in Teaching Chemistry in Senior Secondary School
Chapter One
Objectives of the Study
Specifically, the objectives of this study are to:
- Determine the availability of instructional audio-visual in the Faculties of Arts and Education for teaching and learning.
- Determine the pattern and frequency of use of audio visual by lecturers in these selected faculties for teaching and learning
- Investigate the adequacy of audio visual facilities for teaching and learning of chemistry.
- Identify factors, if any, which limit the use of audio visual by the teachers.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Theoretical frame work
Almost every educational reformer has expressed deep concern over the excessive use of words that carry the shadow of meaning but not the substance. Several educationists have struggled to make education realistic. One of such educationist was Dale, E. (1969) who became the chief exponent of audio-visual aids in teaching. He was the originator of the „cone of experience‟. The diagram presented in his book “audiovisual method in teaching.”All the learning experiences can be utilized for classroom teaching. Edger Dale presented all the learning experiences in his pictorial device “pinnacle form” which he called the „cone of experience‟ if we group the pinnacle from its based, we find that every aid has been arranged in the order of increasing abstractness or decreasing directness. It may be stated that the „cone‟ classifies the audio-visual aids 8 according to their effectiveness in communication which means the aids at the base of the cone as “most effective” and relative effect gradually decreases in the cone. Al the pinnacle of the cone, the direct, purposeful and verbal experiences are represented. The experiences include in the cone were as follows:- i. Direct, purposeful experience that is seen, handled, tasted, felt, touched and smelt, the experience that is grained through the senses. These experiences are not only direct but are also purposeful. Purposeful means that the experiences are active with a purpose. “An ounce of experience is better than a tone of theory, simply because it is only an experience that any theory has vital and verifiable significance”. ii. Contrived experience is like a working model, which is an editing of reality differs from the original either in size or in complexity. The simplification of the real object becomes necessary when the real thing cannot be perceived directly. The real object may be too big or too minute, may be obscured or confused or concealed. In such circumstances, the limitation is preferred for better and easier understanding. The „cone‟ proposed by Edgar Dale was the earliest attempt to classify the audio-visual aids according to their effectiveness in communicating ideas. The cone classifies sensory aids in terms of greater or less concreteness and abstractness as learning experiences. Projected aids occupy a top position and are considered to be more effective in teaching than the non projected aids.
General Instructional Materials
Instructional materials are all the objects, things, people and places use to promote the teaching and learning process. The organized combination and utilization of materials facilities equipment and people ease the presentation content for the realization of stated objectives, Ema and Ajayi (2004) state that instructional materials are all the tools, which can be used by the teacher to provide help and encouragement to learners` learning activities. In addition, Jocob (1999) stated that instructional materials are anything and anybody that can be used by the teacher and learners before, during and after the lesson to facilitate the achievement of objectives. In other words, instructional materials are devices that facilitate the transmission, understanding and appreciation of concepts, skills, values and attitudes. The reason is that, the uses of such materials task the various sense organs of the learners, encouraging their active participation in the instructional process through their various senses, understanding is promoted and the teacher is saved from making lengthy explanations that further confuse the learners also, the more of the senses contributed in a lesson by instructional materials the more reality is stimulated. It is in line with this though that Ema and Ajayi (2004) stated that instructional materials are all the tools, which can be used by the teacher to provide help and encouragement to learners learning activities. Such materials bring together man and materials in a systematic cooperation to effectively solve educational problems.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description.
This study was carried to examine Application of audio visual aids in teaching chemistry in senior secondary school selected senior secondary schools in Uyo form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on application of audio visual aids in teaching chemistry in senior secondary school. 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 audio visual aids in teaching chemistry in senior secondary school
Summary
This study was on application of audio visual aids in teaching chemistry in senior secondary school. Four objectives were raised which included: Determine the availability of instructional audio visual in the Faculties of Arts and Education for teaching and learning, determine the pattern and frequency of use of audio visual by lecturers in these selected faculties for teaching and learning, Investigate the adequacy of audio visual facilities for teaching and learning of chemistry, Identify factors, if any, which limit the use of audio visual by the teachers. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The study adopted a survey research design and conveniently enrolled 80 participants in the study. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from secondary schools in Uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
From the study conducted the use of audio-visual aids seemed to be an innovation and radical approach in teaching chemistry because most of the chemistry teachers in the schools have never used any audio-visual aids in their classes due to non-availability of the materials where the materials are available the teachers lack the techniques in using them during teaching-learning processes. Lack or inadequate source of power is a great hindrance to effective use of these instructional materials in most of the schools. Looking at the importance of the subject there some concepts or topics in the syllabus which those that are not experts cannot understand, not to talk of taking the pains in providing audio-visual aids. The way an expert in chemistry presents a lesson is quite different from the way a geography teacher presents. Some students get confused or distorted and lack of knowledge of what were audio-visual aids as they have never seen anyone before. However, what were commonly seen or known were chalk boards, text books, maps, pictures among others
Recommendation
There is ardent need for government and state holders to provide audio-visual aids in the schools to facilitate teaching-learning process.
There is compelling need to secure a stable source of power in the schools to ensure sustainable use the instructional materials particularly audio-visual aids. The school’s management and parent’s teachers association (PTA) should look into the possibility of repairing broken down instructional materials (audiovisual aids) in the schools with a view to reactivate them.
References
- Abolade, A.O. (2004). An Introduction to Research Method in Education and Social Sciences. Johns-Lad publishing limited, Lagos, Nigeria, pp.360-390.
- Adale, I.A. (1991). Teachers‟ Education Series: Basic Instructional Technology a (hand book). Unpublished Thesis. Ahmadu Bello University, Zaria, Nigeria.
- Agu, A.O. and Hamad, A.K. (2005). The influence of Home Environment on the Academic Performance of Secondary School Girls in Sabon Gari Local Government. Zanzibar Journal of Education Management, 3,(2): 69-86.
- Aguokogbuo, C.M. (2000). Curriculum Development and Implementation for Africa. Mike social press, Nsukka, Nigeria, pp.122-125.
- Ajagun, G.A. (2003). The development of I.C.T. Skills Through the National Computer Education of Primary Schools. In: Akale, M.A.G.(Ed) Information and Communication Technology. Mike social press, NSukka. Nigeria. pp.328-334.
- Akudolu. L.R. (2000). Appropriate Information Curriculum for Basic Education. Journal of Primary Education, 5 (2): 43-52.
- Amuda, A.B and Subair, J.O. (2010). The effect of Teaching Aids in the Teaching and Learning of Mathematics in Junior Secondary Schools. Unpublishe N.C.E. Thesis. Kwara State College of Education, Ilorin, Nigeria.
- Awotua-Efebo, E.B. (2006). Effective Teachings: Principles and Practice. Matthomse press Ltd, port Harcourt, Nigeria, pp. 272-284.
- Aze, J. (2009). Instructional Technology. Unpublished P.G. note. Ahmadu Bello University, Zaria, Nigeria.
- Abolade, A.A. (2004). Overview and management of A.V. Media and resource centres in Nigeria. (Paper presented at ARMTI) for communication specialists. Ilorin: October 22nd 2004.
- Aguokogbuo, C.M. (2000). Curriculum Development and implementation for Africa. Nsukka: mike social press, Nigeria, pp. 122-125
- Awoltua-Efebo E.B.(1999). Effective teaching: principles and practice. Port-Harcourt: paragraphics.
