CHAPTER ONE INTRODUCTION
1.1Â Â Â Â BACKGROUND OF THE STUDY
We live in a time when computers are increasingly being used in a wide range of human endeavors. Computers may help with decision-making, operations control, modeling, simulation, and automated production, among other things(Campbell, 2008). So far, no industrialized nation has been able to make it without the usage of computers (Campbell, 2008). According to Inyama (2006) Computers are utilized in education in a number of ways to assist the knowledge of a wide range of students. The inclusion of computer science in secondary school curriculum has been fought with difficulties. Students’ responses to computer science, particularly in public schools, have been poor over time, and the reason appears to be that teaching materials, particularly audio-visual materials, have not been used or properly utilized during instruction, which is a source of concern to researchers because of the potential effects on students’ achievement in the subject(Donald, 2009). The impacts of the usage of teaching materials, particularly, have been blamed for this problem . When information is offered in a potentially meaningful way, and the information imparted is manufactured or presented in such a way that the bulk of what was taught remains permanent in the learners memory, meaningful learning is most likely to occur(Wariso, 2010). Audio-Visual Aids are defined as “training or instructional resources directed at both the senses of hearing and sight, videos, records, pictures, etc. utilized in classroom instructions, library collections, or the like” by Webster’s Encyclopaedia Unabridged Dictionary of the English Language. Dike (2011) defines the concept as “materials that do not rely exclusively on reading to communicate meaning.” They may offer information through the senses of hearing (audio resources), sight (visual resources), or a combination of the two (multi-sensory resources). Indeed, the diversity of such resources is a distinguishing feature. “The phrase audio-visual material is widely used to refer to those educational resources that may be utilized to transmit meaning without total dependency on vocal symbols or language,” according to Anzaku (2011). According to the preceding criteria, a text book or reference material does not belong in this category of instructional resources, but a book illustration does. Dramatizing an event or a method, or creating a diorama, are examples of audio-visual components that are in the nature of process and experience(Frank, 2012). Some audio-visual resources, such as movies, require the use of special technology to unlock their latent value (Francis,2011). Some items, such as an exhibit or a study print, are not required. In general usage, this phrase refers to both physical objects and operations such as field excursions. Anzaku went on to say that audio-visual materials include both materials and equipment, that materials are considered a system, or a body of content with potential value when put to work, and that equipment or instructions, also known as hardware, components, are the means of presenting such content. It is impossible to overstate the value of audio-visual resources in the teaching and learning process(Dike, 2011). Some of the functions of audio-visual materials are listed below;
-Extending your knowledge.
-Encouraging engagement is one of the most important things you can do. Individualizes instructions, stimulates interest It may be used as a source of information.
– Making leaning a habit Sense experience as a foundation for learning
-Highlighting the significance of audiovisual content.
According to  Isaac (2012), audio-visual materials are very important and useful in education because the normal learner gains understanding in terms of multiple impressions recorded through the eye, ear, touch, and other series in terms of the functions of his preceptor mechanisms. This is to suggest that audio-visual materials are the means by which that function can be performed. It does not occur in isolation, but rather as part of a balancing pattern including any preceptor mechanisms excited by external stimuli (Swank, 2011). Considering the importance of visual materials in learning, it is believed that roughly 40% of our notions are based on visual experience, 25% on auditory, 17% on tactile, 15% on miscellaneous organic feeling, and 3% on taste and smell. The importance of audio-visual resources in the teaching and learning processes becomes evident with the following argument(Samuel, 2011). This is because they combine the contributions of all five senses to achieve 100 percent clarity. Slides, videos, filmstrips, and projectors can be used to bring the culture and climate of different nations into the classroom. This is significant because, as Dike (1993) points out, “once the phenomena is pictured, the picture and information become very distinct and permanent.” “One image is worth a thousand words,” said a Chinese philosopher in the twentieth century, agreeing with this claim. Encourage Students to Participate. According to Natoli (2011), said “audio-visual materials provide abundant chances for students to build communication skills while actively engaged in addressing relevant challenges.” In other words, pupils will enjoy and learn more if they are involved in meaningful and enjoyable activities. For instance, integrating students in bulletin board display will improve their color selection and increase their knowledge of the idea in issue, or when they join the teacher in dramatization of an event or process. “Learning takes happen successfully when the instructor sets out to generate learning situations in which a kid would learn due of his natural reactions to the offered resources,” Katherine (2009) writes. During the learning process, the instructor must create a learning environment that satisfies the learner’s natural reaction, which is accomplished through the use of instructional aids. The learner’s attention is captured, his curiosity is piqued, and he is ready to learn. A pleasant, tolerant group atmosphere is vital in any learning scenario, especially those resources that compel students to confess their ignorance and confront their fellow students, (Fawcett, 1994). Learning is enhanced when there is an atmosphere of acceptance for learning.
 Individualized Teaching: According to A. Lestage (2009), audio-visual elements may be used to personalize instruction. He claims that this is feasible because of programmed learning and cassettes, which allow the student to study at his own speed and work independently. Furthermore, according to Dike (1993), the machine allows the teacher to focus on individual children because standard drills are no longer necessary. Another option to personalize education is for students to create their own materials.
Making learning permanent: According to Gopal (2010), “audio-visual approaches do seem to promote the acquisition, retention, and recall of lessons acquired, because they tend to generate the maximal reaction of the complete organism to the settings in which learning is done.” And perceptual materials naturally correlate with each individual’s particular experiential history. (Natoli, 2011) emphasized the importance of audio-visual materials in the teaching and learning processes because “having seen something, most people remember it for whatever that item was, for whatever that thing was, it conjures up an image at a single mention and may be freely discussed.” Students forget due of a lack of motivation and opportunity to apply what they have learned later on, according to Dike N.M (2011). According to  Natoli (2011), “What I hear, I forget, What I see, I remember, and What I do, I know.” As a result, it’s critical to look at the consequences of using audio-visual resources on students’ computer education accomplishment.
