ABSTRACT
Poor performance of students in Business Education courses has become a disturbing issue to parents, lecturers, curriculum planners, education administrators and society at large. As part of the contribution to checkmate this ugly situation, this study was designed to determine the availability and utilization of audiovisual instructional materials in teaching and learning of business education as it is considered to be a significant factor in aiding comprehension for students. To carry out the study, five research questions and five null hypotheses were formulated. Design for the study was a descriptive survey research. The study was carried out in Business Education department of six colleges of education in North Central State of Nigeria. The population of the study comprised 101 lecturers and 946 students from the Business Education departments of the six Colleges of Education selected from the North Central State of Nigeria. The sample size of the study was 372, comprising 101 lecturers and 271 students. Data for the study were collected with structured questionnaire titled: Business Education Audiovisual Instructional Materials Availability and Utilization Assessment Questionnaire (BEAIMAUAQ). Data for the study were analysed using frequency, percentages, mean, standard deviation and real limit of numbers. T-test was used to test the null hypotheses at .05 level of significance. The findings of the study among others revealed that most of the audiovisual instructional materials for teaching and learning of Business Education were available and that the available audiovisual materials were poorly utilized by the lecturers. Based on the findings, the recommendations were proffered among others, that government and school administrators should ensure that audiovisual instructional materials are provided in colleges of education.
TABLE OF CONTENTS
Title Page
Title Page
i
Declaration
ii
Certification
iii
Dedication
iv
Acknowledgements v
Table of Contents
vi
List of Tables viii
Abstract ix
CHAPTER 1: INTRODUCTION 1
1.1 Background
to the Study 1
1.2 Statement of the Problem 7
1.3 Purpose of the Study 7
1.4 Research
Questions 8
1.5 Hypotheses 9
1.6 Significance of the Study 10
1.7 Scope of the Study 11
CHAPTER 2: REVIEW OF
RELATED LITERATURE 12
2.1 Conceptual
Framework 12
2.1.1 Business
education 12
2.1.2 Business
education curriculum 16
2.1.3 Teaching-learning of business education 20
2.1.4 Audiovisual instructional materials/equipment
and types 21
2.1.5 Educational
classifications of audiovisual instructional
materials
(multimedia) 28
2.1.6 Availability of audiovisual instructional materials 30
2.1.7 Utilization
of audiovisual instructional materials 31
2.1.8 Challenges facing the utilization of
audiovisual instructional
material in teaching and learning of business
education course
2.1.9 Competence level of the lecturers handling
the available
audiovisual instructional materials. 34
2.1.10 Strategies for enhancing the lecturers’
utilization of audiovisual
Instructional materials in teaching and learning of
business
education courses. 36
2.2 Theoretical
Framework 37
2.2.1 The classical behavioural (stimulus–response)
theory by
Thorndike (1932) 37
2.2.2 Purposive behavioural theory by Tolman (1948)
38
2.3 Empirical
Studies 39
2.4 Summary of Literature Reviewed 44
CHAPTER 3: METHODOLOGY 46
3.1 Design of the Study 46
3.2 Area of the Study 46
3.3 Population for the Study 47
3.4 Sampling and Sampling Techniques 47
3.5 Instrument for Data Collection 47
3.6 Validation of the Instrument 48
3.7 Reliability of the Instrument 49
3.8 Method of Data Collection 49
3.9 Method of Data Analysis 49
CHAPTER FOUR: RESULTS AND DISCUSSIONS 51
4.1 Result 51
4.2 Summary
of Findings 64
4.3 Discussion
of Findings 66
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study 73
5.2 Conclusion 76
5.3 Recommendations 78
5.4 Educational
Implications of the Study 78
5.5 Limitations of the Study 79
5.6 Suggestion for Further Studies 80
References Appendices
LIST OF TABLES
Page
4.1: The
frequency and percentage of Lecturers and Students on the
available
audiovisual instructional materials in the teaching- learning
of
Business Education. 52
4.2: The t-test
analysis of the difference between the mean ratings of
lecturers and students in colleges of
education on the availability of
audiovisual instructional materials in
teaching-learning of Business
Education in Colleges of Education. 57
4.3: The mean
rating and standard deviation of the Lecturers and students
on
the extent lecturers utilize Audiovisual Instructional Materials in
teaching-
learning of Business Education Courses in Colleges of
Education 58
4.4: The t-test
analysis of the difference between the mean ratings of
Lecturers
and Students in colleges of education on the utilisation of
audiovisual
instructional materials in teaching-learning of Business
Education
in Colleges of Education. 59
4.5: The
mean rating and standard deviation of the Lecturers and
Students on the Challenges faced by lecturers
in utilising the available
audiovisual instructional materials in
teaching-learning of Business
Education Courses in Colleges of Education. 60
4.6: The
t-test analysis of the difference between the mean rating of
Lecturers and students in colleges of
education on the challenges
to lecturers’ utilization of audiovisuals
instructional materials
in teaching-learning of Business Education in
Colleges of Education. 62
4.7: The
mean rating and standard deviation of the Lecturers and
Students on the extent the lecturers’
competent in handling the
available Audiovisual Instructional Materials
and equipment in
teaching-learning of Business Education in
Colleges of Education 63
4.8: The t-test analysis of the difference
between the mean rating of
lecturers and students in colleges of
education on the competence
level of the lecturers handling of the
available audiovisual
instructional materials and equipment in
business education. 65
4.9: The mean rating and standard deviation of the
teachers and students
on the strategies for enhancing lecturers’
utilization of the audiovisual
instructional materials in teaching-learning
of Business Education
Courses in Colleges of Education 66
4.10 The t-test
analysis of the difference between the mean rating of
lecturers and students in colleges of
education on the strategies for
enhancing lecturers’ utilization of the
audiovisual instructional materials
in teaching-learning of Business Education in
Colleges of Education 68
LIST OF FIGURE
Fig. 2.1 Dales’ cone of experience (1964) 25
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO
THE STUDY
The availability and utilisation of
audiovisual instructional materials (AVIM) in colleges of education has become
a key issue in the delivery of teaching and learning of Business Education
courses. The abysmal retrogressive performance of students in Business
Education courses has become very disturbing, hence the questions on the
availability and utilization of
audiovisual instructional materials by the lecturers has occupied the centre
stage of academic problems (Asthana, 2012). It is understandable that necessary changes
take place in learners through good teaching. Good teaching and learning occur when
the teachers are able to put across their messages to the students in the most simplest,
convincing and practical ways using concrete objects. These concrete objects,
are most effective when they are in form of audiovisual instructional materials
(AVIM).
This
simply means that they can be seen and as well heard by the learners. The
global wave in the use of audiovisual gadgets and its revolutionary in teaching
and learning of Business Education is a major attraction to higher
institutions. There is a growing consciousness among the Business Education
departments of colleges of education in the relevance of the use of audiovisual
instructional materials/equipment. Atsumbe, Raymond, Umaru and Ajunwa (2014)
stated that audiovisual materials/equipment offer exciting possibilities for
meeting the needs of the 21st century learner if properly designed
and implemented. Nwokocha (2005) noted that a wide range of audiovisual
instructional materials and their equipment abound in the teaching and learning
of Business Education but remarked that they are not usually readily available
and quite expensive.
The
author stressed that some of them require computers, projectors and other
electronic devices to operate which may be above the affordability of the
Business Education lectures. Despite these constraints, audiovisual technology
is still being used in colleges of education for teaching and learning of
Business Education courses. For example, Students’ academic performances are
significantly improved after being taught using audiovisual technology
(Anderson, 2012). Nowadays, knowledge is
recorded in many physical forms. Before printing was inverted, the papyrus,
vellum, codex, were used in recording human knowledge. Books and other printing
forms came in after the invention of printing. Another form of media has come
into prominence recently which is audiovisual media. Audiovisual may include graphic materials such
as pictures, maps, charts, slides, multimedia packages such as motion pictures,
video recordings. There are also information bearing items like microfilms,
computer readable data files and three dimensional objects example botanical
specimens. Audiovisuals have a variety of definitions. It is gotten from a
Latin word meaning, “I hear”.
In
information science and library studies, it is a replay of sound which we hear.
This covers microfilms, disc recorders, amplifiers, laud speakers and their
enclosures and any other techniques that were used to record or replay sound
waves. However, Al-Ansari (2006) sees audiovisual as something related to sound
and visuals or light which includes printed materials and their equipment. Audiovisual materials are categorized into two
which are; audio materials and visual materials. Audio materials are the ones
that produce sound heard in teaching which includes radio, lecture/talk, Audio
tape/cassettes, compact disc, telephone. Visual materials are seen in the
teaching process and can be grouped into two ways: (1) two dimensional and
three dimensional projectiles and (2) non-projectiles.
The two dimensional
projectiles could beam programmes directly to the projectors while the three
dimensional projectiles must make use of flips and chips to beam on the
projector. Non-projectiles are the ones that do not need to be projected such
as televisions (Anderson 2012). Visual materials can also be classified under
graphics/photographic. Audiovisuals are mixture of audio and visuals which are television
programmes, multimedia packages, Video Cassette Recorder (VCR), and even
computer programmes. Some cannot be used
without the equipment for using them such as projectors, television receivers,
microreaders, record players, photocopying machines, Video Television Recorders
(VTR), laminations machines, scanners, electronic boards, 35mm cameras with
accessories. They can also exist in some other forms as slides of computer
screens, down- loading of computer screens to treat a simulation of a computer
search, interactive video, disc which requires the image storage medium, a
television monitor or computer screen, appropriate software and a means of
receiving input (Khairezan, 2011).
It is a known fact that all the audiovisual instructional
materials/ equipment mentioned in this work are very interactive and aid
teaching and learning. The audiovisual instructional materials enhance real and
meaningful teaching- learning.
Audiovisual instructional materials can serve as a communication media
that transmit information from the teacher to the learner with the intent of
facilitating learning. Olaitan (2002) defined audiovisual instructional
materials as all the practical and skill development resources that would
facilitate the process of teaching-learning. Audiovisual instructional
materials are needed for the execution of any educational programme. They are
inevitable because of the impact they create on teaching-learning process.
There is no doubt that the importance of all techniques in teaching is to
expose the learner to the subjects matter.
However,
unless enough activities and materials are efficiently carried out, there is no
way the learner could be in touch with the subject matter. The use of
audiovisual instructional materials is recommended at any stage of the child's
developments and level of education. Uzoegwu (2001) opined that teachers are to
employ audiovisual instructional materials in their teaching in order to ensure
that learning is more permanent in the mind of the learners. The author further stated that audiovisual
instructional materials provide the learners with meaningful, accurate and real
experiences from the subject taught. In addition, audiovisual instructional
materials are the supports teacher brings to the class to help facilitate
his/her lesson. These are charts, pictures, real objects which are
representatives of the fact the teacher wants to impart to the students. They
are the teacher's friend in the process of teaching.
In
agreement to this, Oyedele (2008) opined that teaching-learning would be less
meaningful without the use of teaching facilities and students will grope in
the dark for a long period before getting a grasp of what is taught without
audiovisual instructional materials. Similarly, Chika (2001) agreed that
teaching facilities apart from lending themselves to practical learning are
equally essential for actual occupational/job performance for self-reliance. It is very essential that lecturers in
Business Education use audiovisual instructional materials so that students can
have the privilege of seeing, touching and manipulating them. This would
definitely invigorate the students' interest and achievement in the subject
matter. Agreeing with this state, Aliyu (2001) postulated that Business
Education being a vocational education programme cannot do without adequate use
of audiovisual instructional materials like typewriting machines, computers,
dictating machines and tape recorders in the most audio and visual manner among
others.
Therefore
audiovisual instructional materials are materials used by the teacher to make
the teaching and learning of Business Education courses easier. Teaching is the
process where an expert, a more experienced person with more knowledge and
skill assists a less experienced or knowledgeable individual to gain knowledge
and experience Onwuka (2005) viewed teaching as a process of making impression
on passive students, hammering in the facts. The concern of teachers involved
in this method is to give to the students what they received from others. This
conception of teaching was based on the misconception that the students' heads
were empty and blank. The teacher's role after that was to fill the empty heads
with facts irrespective of whether they are relevant or understood by the
students. It is an effort to bring about
expected changes in the learner's behaviour and it reflects the behaviour
needed in improving on the learner and the society where he lives. Thomson
(2004) noted that teaching becomes attractive and learning made easier when
audiovisual instructional materials/equipment are applied in situational
classrooms. The use of these audiovisual instructional materials in
instructional delivery will improve students' learning and achievement. More
so, Frender (2000) defined learning as changes in perception; knowledge of an
individual, the acquisition of new knowledge and skills which is generally
regarded as a constructive activity such as working-memory capacity and general
knowledge.
In
addition, Gibbs (2002) suggested that learning is much more an evolutionary,
sense making, experimental process of development than simple acquisition.
Therefore, learning is a process which causes a change in behaviour of an
individual. Teachers should try to teach their students how to learn.
Furthermore, Adesina (2008) asserted that the quality of education that
children receive bears direct relevance to utilization of audiovisual
instructional facilities, which include teaching aids and the overall
atmosphere in which learning takes place.
Unfortunately,
the present state of audiovisual instructional materials is nothing to write
home about. Most audiovisual instructional materials are obsolete, that is, not
matching with the current development, the little ones available are not
utilized because some audiovisual instructional materials use some components
to make it functional for learning. This
study seeks to determine the availability and utilization of audiovisual
instructional materials in teaching-learning of Business Education courses in
colleges of education. Business Education as a skill course requires much of
audiovisual instructional materials for absolute teaching-learning to take
place. Aliyu (2013) defined Business Education as education for business. The author further explained that it is the
intellectual and vocational preparation of people for earning a living in a
contemporary industrial and business environment. In other words, Business
Education is the education for gaining expansion of skills, competencies,
attitudes and attributes which are essential for efficiency of the economic
system. If the learner is expected to acquire practical skills it is imperative
to teach him using audiovisual instructional materials.
Ulinfun
in Aliyu (2013) viewed Business Education as education in business or teaching
in business skills which are required for use in business offices, clerical
occupation and business policy analysis. Ulinfun in Aliyu explained that
through the Business Education programme, students experience the practical
application of basic skills for real world and real work situation. The public
demand for students to have improved competencies in basic skills can be met
through comprehensive Business Education programme backed up with available
necessary audiovisual instructional materials for enhanced teaching-learning.
Emeasoba, Ekoh, and Modebelu (2015) see Business Education as a procedure of
instructing person of what happens during business transactions in offices,
banks, markets, anywhere there is exchange of funds. They further explained
that it is a kind of education that helps someone to learn the facts, acquire
the skills, expand abilities, resolve problems and be able to have business
attributes useful for success in business situation. Therefore, the study of
the available audiovisual instructional materials and its utilisation by the
lecturers of Business Education would definitely enhance skill acquisition.
1.2 STATEMENT
OF THE PROBLEM
Availability
and utilization of audiovisuals materials is important to academic performance.
The idea of excellence in any Business Education programme of any college of
education depends on the goals set for itself, but goals in turn, depends on
what the teachers are capable of accomplishing in the teaching-learning process
that show a permanent change in the behaviour of the students. Audiovisuals are
used to enhance teaching-learning. There are various audiovisual instructional
materials that aid teaching-learning in Business Education programme. The
availability and usage of audiovisuals materials and other teaching equipment
and facilities in Business Education courses are of great importance in
teaching-learning of Business Education.
Unfortunately, the availability and utilization of
audiovisual instructional materials in Business Education programme of colleges
of education appears inadequate and underutilized for its purpose, thereby
resulting in the poor performance of Business Education students in most of the
Business Education courses. Akpan (2016) observed that there is a conspicuous
decline in the performance of Business Education students in shorthand due to
the fact that most colleges of education were not using audio cassettes and
dictating machines in their practices. However, in some of the Business
Education departments that have these audiovisual materials, they are locked up
and never in use. This action could supposedly be ignorance or that the
lecturers do not know how to operate them. Hence this study was to determine
the availability and utilization of audiovisual instructional
materials/equipment in teaching-learning of Business Education courses in
colleges of education.
1.3 PURPOSE
OF THE STUDY
The
purpose of this study was to analyse the use of audiovisual instructional materials/equipment
for teaching and learning of Business Education in colleges of education. Specifically,
the study sought to;
1.
determined the availability of audiovisual
instructional materials in teaching and learning of Business Education in
Colleges of Education.
2. determined the utilization of audiovisual instructional materials in
teaching and learning of Business
Education in Colleges of Education.
3. determined the challenges faced by Business Education lecturers in
utilization of audiovisual instructional materials in teaching and learning of
Business Education in Colleges of Education.
4.
determined the competency level of the
lecturers in utilizing the available audiovisual instructional materials for teaching
and learning of Business Education in Colleges of Education.
5. determined the strategies for enhancing lecturers’ utilization of the
audiovisual instructional materials in
teaching and learning of Business Education in Colleges of Education.
1.4 RESEARCH QUESTIONS
The following research questions were posed to guide the
study.
1.
What are the available audiovisual instructional
materials in the teaching and learning of business education?
2.
Do the
lecturers utilize audiovisual instructional materials in teaching and learning
of Business Education courses in Colleges of Education?
3.
What are the challenges to lecturers’ utilization
of audiovisual instructional materials in teaching and learning of Business
Education courses in Colleges of Education?
4.
What are the lecturers’ competence level in
handling the available audiovisual instructional materials and equipment in
teaching and learning of Business Education in Colleges of Education.
5.
What are the strategies for enhancing
lecturers’ utilization of the audiovisual instructional materials in teaching
and learning of Business Education courses in Colleges of Education.
1.5 HYPOTHESES
The following null hypotheses were formulated
for this study and were tested at .05 level of significance:
Ho1: There
is no significant difference between the mean ratings of lecturers and students
in colleges of education on the availability of audiovisual instructional materials in teaching and learning
of Business Education in Colleges of Education.
Ho2: There is no significant difference between
the mean ratings of lecturers and students in colleges of education on the
utilisation of audiovisual instructional
materials in teaching and learning of Business Education in Colleges of
Education.
Ho3: There is no significant difference between
the mean rating of lecturers and students in colleges of education on the
challenges to lecturers’ utilization of audiovisuals instructional materials in
teaching and learning of Business Education in Colleges of Education.
Ho4: There
is no significant difference between the mean rating of lecturers and students
in colleges of education on the competence level of the lecturers’ handling of
the available audiovisual instructional materials and equipment in teaching and
learning of business education.
Ho5: There is no significant difference between
the mean ratings of lecturers and students in colleges of education on the
strategies for enhancing lecturer’s utilization of the audiovisual instructional
materials in teaching and learning of Business Education in Colleges of
Education.
1.6 SIGNIFICANCE
OF THE STUDY
The
findings of this research work would be beneficial to the Governments, National
Commission for Colleges of Education (NCCE), business educators, curriculum planners,
School management, stakeholders in education, and future researchers.
To the federal and state governments, the findings of the
study would enable them to provide the necessary and up-to-date audiovisual
materials needed for teaching- learning of business education. It would also
assist the government in making educational budgets and determining the quality
of education in the country, most especially for business education.
To National Commission for Colleges of Education who has
the statutory regulatory authority and responsibility in managing the colleges
of education in Nigeria, the research result would assist them in adequately
recommending to the government the necessary audiovisual materials and
equipment needed for the implementation of Business Education curriculum in
colleges of education in Nigeria in order to enhance students’ achievement in
the discipline.
The findings would as a matter of fact, enable the
business educators to acquire the necessary skills required for the operation
of the available audiovisual instructional materials and equipment, hence
improving teaching-learning. For students, it would help to improve their
retention capabilities, acquire increased learning motivation and understanding
that would result to improved performance in Business Education courses.
For Ministry of Education, the findings of the study
would help them to monitor the implementation of their programmes in colleges
of education in terms of availability and utilization of audiovisual
instructional material while the curriculum planners key into the result to
fashion out scheme of work and other extracurricular activities. With the
result of the research work, the stakeholders in education would be able to
find out how to help schools in area of provision of modern audiovisual
materials and equipment to enhance teaching-learning.
Most importantly, the intending researchers in Business
Education would find the result of this work very useful for further research
work in this field. Most of today’s teaching-learning are computer based. There
is no doubt that most audiovisual instructional materials in this present
dispensation are done through the computer applications. This situation has
posed a lot of challenges to Business Education researchers hence a lot of
research works abound in Computer Components for Audiovisual Instructional
Materials (CCAVIM).
1.7 SCOPE OF THE STUDY
The
study focused on the availability and utilization of audiovisual instructional
materials in teaching and learning of Business Education in North Central
States. It was further delimited to three colleges of education in North
Central States. The content scope of the study, however covered the
availability, utilisation, challenges and competence level of Business
Education lecturers as well as the strategies for enhancing lecturers’
utilization of audiovisual instructional materials.
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