CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The utilization of learning aids in instructional process reflects back to ancient periods. This period is characterized by Greeks and Latin people, especially during early 150 BC when people were taught and learned things practically. Callahan (1988) states that, “Once upon a time when the mankind was young; reading and writing had not been invented, therefore men and women taught their children by means of very simple local tools.” It was an important technique which created the quality outcomes in learning and teaching processes, since the learners observed physically and practically on the learning aids related to the particular lesson or issue. Instruction process takes place so that to fulfil certain specific goals and objectives. This could be attained by using dierent teaching methods, techniques together with several visual learning aids. Dierent types of teaching and learning processes demand dierent types of visual learning aids. Some are useful in teaching skills, presenting facts, showing relationship or changing behaviour or attitudes, while others are more eective in giving back ground information summarizing a unit of work. Therefore, subject teachers select visual learning aids that would be the best aid in achievement the target goals. Only visual learning aids that would serve instruction purposes should be used. Arguel A.J.F (2009) and Mtana et al (2004) also reiterated on the essence of teaching and learning visual resources on quality education as they observed that, the quality of education was enhanced by the availability of relevant teaching visual learning aids. This is more demanding in developing, where most of the parents cannot aord to buy learning materials for their children. Visual learning aids are vital in ensuring that quality is addressed. Jonson (1980) conducted studies and observed that, 16 eective learning is facilitated by the availability of teaching resources such as visual learning aids.
Visual learning aids have exceptional qualities that should be considered by the subject teachers while preparing them for specific topic. Visual learning aids such as pictures and real objects should be attractive and portable so that to encourage learners to participate fully during the learning process. Eective visual learning aids are capable of attracting attention, simplicity and sometimes familiarity especially for visual aids (Nacino et al, 1982). This is due to the fact that, the presence of such physical qualities of visual learning aids provides knowledge acquisition and skills adaptation, hence the achievement of quality education to the students. Talabi, (2004) stated that Audio-visual materials, demonstrate skills and attitudes during teaching-learning process. Nwanna-Nzewunwa, (2003) revealed that the application of Audio-visual materials in teaching-learning process has been formed to enhance eective instruction. Today, audio-visual materials are highly rated worldwide to be of great value in the teaching and learning process. Nwanna Nzewunwa, (2003) added that, there are still a large number of instructors or teachers who have not yet fully comprehended and appreciated the value of audio-visual materials in realizing the objectives of education. He also said that, many of them find it diicult to handle Audio-visual materials and proceed to teach using the outdated expository method.
1.2 Statement of the Problem
As a result of advancement and development of modern technology varieties instructional materials can be used to make learning more vivid and eective. This means that students can perform better wherever they are taught with these instructional materials particularly audio-visual aids as their comprehension and demonstration and cooperation are expected to enhance tremendously in teaching learning process. Unfortunately, most schools and schools teachers neglect the use of visual aids in teaching. Probably, due to nonavailability of the materials or lack of techniques for using them which is affecting the performance of students, i.e. the performance of students taught with visual learning aids cannot be compared to those taught without visual aid, even students in developed country has more upstanding and are more knowledgeable due to the fact that there are enough teaching aid and equipment. It is against this problem that this study is aimed at finding out eect of the use of visual aids on student’s academic performance in Oyo state.
