TABLE OF CONTENTS
I Title Page
Ii Certification
Iii Approval Page
Iv Dedication
V Acknowledgements
Vi Table Of Contents
Vii List Of Figures
Viii List Of Appendices
Ix Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Definition of Terms
CHAPTER TWO: REVIEW OF LITERATURE
2.1 Theoretical Framework
2.1.1 Dale’s cone of experience
2.1.2 Robert Gagne’s nine levels of learning
2.2 Conceptual Review
2.2.1 Concept of audio-visual aids
2.2.2 Concept of teaching and learning of Basic Science and Technology
2.3 Review of Empirical Studies
2.3.1 Challenges facing teachers in utilizing instructional resources when teaching Basic Science and Technology.
2.3.2 Technology in science teaching
2.3.3 Availability of basic teaching/learning materials 2.4 Summary of Literature Review
CHAPTER THREE: RESEARCH METHOD
3.1 Research Design
3.2 Area of the Study
3.3 Population of the Study
3.4 Sample and Sampling Technique(s)
3.5 Instrumentation(s)
3.6 Procedure for Data Collection
3.7 Method for Data Analysis
CHAPTER FOUR: RESULTS AND DISCUSSION OF FINDINDS
4.1 Answering the Research Questions
4.2 Testing the Hypotheses
4.3 Summary of Findings
4.4 Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
5.2 Educational Implications of the Findings
5.3 Conclusion
5.4 Recommendations
5.5 Limitations of the Study
5.6 Suggestions of Further Study
References
Appendices
ABSTRACT
This study investigated effects of audio-visual aids and students academic performance in Basic Science and Technology in junior secondary schools in Mkpat Enin Local Government Area. Two purpose, research question and hypotheses were formulated to guided the researcher in the conduct of the research. The study adopted a quasi-experimental design involving pretest posttest and retest with one hundred students for the study. Data for the study was collected during teaching-learning process which lasted for four weeks. The instrument for data collection was Basic Science and Technology Performance Test (BSTPT). The instrument was validated; a reliability of 0.78 was obtained using Pearson product correlation coefficient (PPMC). The hypotheses were tested at 0.05 level of significance. The findings revealed that; there is significant difference in the academic performance of Basic Science and Technology students taught using audio-visual aids and those taught without using audio-visual aids. There is significant difference in the retention ability of Basic Science and Technology students taught using audio-visual aids and those taught without using audio-visual aids, Based on the findings it was recommended among other thing that Curriculum planners should encourage the use of audio-visual materials by inculcating them in the educational syllabus of all levels of education. State school management boards should pave way for efficient funding for libraries and audio-visual resources in schools. Government should provide fund for schools to enable them purchase audiovisual materials that are needed.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is a systematic training and instruction designed to transmit knowledge and developed skills in individuals. This involves a continuing development of relevant knowledge, skills and habit whose broad understanding and application enable individual to contribute meaningfully towards the growth of the society (Mbah, 2012). It is believed that the quality of a nation’s education is proportional to the level of its prosperity. Nigeria having realized the effectiveness of education as a powerful instrument for national progress and development, revised her educational philosophy and methodology to match the ideals and challenges of changing economic and social structure of the modern society (Federal Ministry of Education, 2013). The policy is geared towards producing individuals who will not only possess the capacity to solve personal problems but contribute to the development of the society. A number of several subjects such as Basic Science and Technology etc are included in the school curriculum with the expectation that when properly taught, a more effective learning will result, hence, the realization of the goal of Nigerian education as stated in the national policy on education (Oche, 2012). There are certain subjects that are classified as a core subjects in the school curriculum while others are known as elective (FME 2013). Core subjects are those subjects which students compulsorily offer while elective subjects consist of subject from which students can freely make their choice. At the junior secondary school level, Basic science and Technology is a core subject which should be taught in a holistic manner using better instructional aids for effective teaching and learning.
Basic Science and Technology is the basic subject that lay foundation for the take off of the sciences (Biology, Chemistry and Physics) in secondary classes (Ukpai, Gabriel, Okechukwu and Ugama 2016). Basic Science and Technology formerly known as integrated science, is the first form of science a child comes across at the secondary school level; hence Basic Science and Technology is the bedrock of all science subjects which prepare students at the upper basic level for the study of core science subjects (Physics, Chemistry, Biology) at the senior secondary school level. This implies that for a student to be able to study any science subject at the senior secondary school level successfully, such student must be well grounded in Basic Science and Technology at the junior secondary school level (Oludipe 2012). In view of this, Basic Science and Technology is given a greater emphasis in the junior secondary school curriculum. Basic science and Technology emphasizes the fundamental unity of science. It is a practical approach to the study of science.
Basic science and Technology as a school discipline is relatively new in the Nigerian context and has a lot of activities, and as such the methods used in teaching and learning of Basic Science and Technology should be in such that will allow the learner to learn with the use of instructional material. The introduction of Basic Science and Technology in the school curriculum and the teaching of Basic Science and Technology are quite essential in learning institutions both primary, junior and secondary (JSS) and even tertiary levels. Science educator like Agboghoroma (2009) emphasized that the major significance of science education is the development of science process skills amongst school-aged children.
The major significance of Basic Science and Technology as documented in the junior secondary school (JSS) curriculum is to encourage and enable student to:
Develop inquiring minds and curiosity about science and the natural world.
Devise skills for problem solving.
Apply previous knowledge to novel situation and relate the acquired experience to another area of study as well as relate same to the society
Develop basic scientific ideas and understanding to explore and investigate the world.
. Develop skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific evidence to draw conclusions.
Science teaching can only be result oriented when students are willing to learn and the teachers’ uses the appropriate methods and resources to teach the subject (Ibrahim 2008). Teaching and learning activities are interesting when instructional materials are used effectively and efficiently in a classroom teaching situation. It is necessary for the teacher of Basic science and Technology to use audio-visual aids as instructional tools in order to make their teaching and learning more interesting. Audio-visual aids will arouse students’ interest, sustain their attention for effective learning but the problem in many secondary schools in Mkpat Enin Local Government Area is that instructional materials like audio-visual aids are not always available and even where they are, teachers do not use them effectively. The reason for this attitude maybe because teachers are engaged in so many relevant or irrelevant activities, hence, the desire and haste of some teachers to cover the syllabus or scheme of work instead of making their teaching more meaningful and impactful.
Audio visual aids have been extremely effective in teaching individuals a wide range of subjects. It aids effective communication interpersonal. The way we send and receive messages is more effectively done and better comprehended. A teacher can be extremely informative, by integrating pictures or video images into his teaching which will help an individual learn and retain information much more effectively. Using interactive CD-ROMs can be extremely effective in teaching students wide variety of disciplines. Audio visual aids have also been shown to elicit the highest rate of information retention and result in shorter learning time (Ng and Komiya, 2000). Omagbemi (2004), supporting this view expressed that access to audio visual information could stimulate changes and creates conductive learning environment and make learning more meaningful and responsive to the localized and specific needs of learners.
The power of audio-visual aids lies in the fact that it is multisensory, stimulating the many senses of the audience. It is also interactive, enabling the end users of the application to control the content and flow of information. This has introduced important changes in the educational system and impact the way teachers communicate information to the learners. (Ogunbote and Adesoye 2006) expressed that audio visual technology adds new dimension to learning experiences because concepts were easier to present and comprehend when the words are complemented with images and animations. Thomas (2015) contend that learners retain more when variety of senses are engaged in impacting knowledge; and the intensity of the experience aids in the retention and recall of information by engaging social, emotional and intellectual senses. Teaching aids arouse the interest of learners and help the teachers to explain the concepts easily. Undoubtedly, audio visual aids are those instructional aids which are used in the classroom to encourage teaching learning process. To Singh (2005) any device which by sight and sound increases the individuals’ experience beyond that acquired through reading is described as audio visual aids. Audio-visual aids are those instructional devices which are used in the classroom to encourage learning and make it easier and interesting. Materials like charts, maps, models, film strip, projectors, radio, television etc are referred to as instructional aids. (Rather, 2004).
The impact of audio-visual aids can be so great in science teaching thus making learning permanent. Gopal (2012) stressed that audio-visual aids seem to facilitate the acquisition, retention and the recall of lessons learned, because, they evoke the maximum response of the whole organism to the situations in which learning is done. Perceptual materials which is richly associate with the unique experiential stressed that audio-visual materials are important in the teaching and learning processes because what one sees, one remembers, because of the compared images. To Dike (2000), students forget because of lack of interest and opportunity to use the knowledge they have gained later on. Audio-visual aids can therefore contribute to the clarity of information presented by allowing students to visualize what is learned. Thus the saying:
“What I hear, I forget
What I see, I remember
What I do, I know
