The Effect of Audio Visual Aids on Teaching and Learning of Business Studies in Junior Secondary Schools in Ojo Local Government Area of Lagos State
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To find out the extent to which comprehension of students taught business studies using audio-visual aids differs from those taught using chalk and talk teaching process.
- To find out the extent to which cooperation of students taught business studies using audio-visual aids differs from those taught using chalk and talk teaching process.
- To find out the extent to which demonstrations of students taught social studies using audio-visual aids differs from those taught using chalk and talk teaching process.
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.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought the effect of audio visual aids on teaching and learning of business studies in junior secondary schools in Ojo Local government area of Lagos state.
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)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 source:
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.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
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 AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on the effect of audio visual aids on teaching and learning of business studies in junior secondary schools in Ojo Local government area of Lagos state. 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 on teaching and learning of business studies in junior secondary schools
Summary
This study was on the effect of audio visual aids on teaching and learning of business studies in junior secondary schools in Ojo Local government area of Lagos state. Three objectives were raised which included: To find out the extent to which comprehension of students taught business studies using audio-visual aids differs from those taught using chalk and talk teaching process, to find out the extent to which cooperation of students taught business studies using audio-visual aids differs from those taught using chalk and talk teaching process and to find out the extent to which demonstrations of students taught social studies using audio-visual aids differs from those taught using chalk and talk teaching process. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary school Ojo Local government area of Lagos state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals administration, senior staff and junior staff was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
From the study conducted the use of audio-visual aids seemed to be an innovation and radical approach in teaching business studies because most of the business studies 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. It is evident from the study, that some of the teachers handle business studies were teachers of Geography, History, Economics or Government. 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 social studies 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 any one 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.
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