This
study evaluated the effects of the use of audio-visual materials (AVM) in the
teaching and learning of computer in the junior secondary schools of Ebonyi
State. The study also examined the effect of AVM and gender on students’
academic achievement in computer studies. The performance of student taught
with AVM was compared with those of students taught with conventional teaching
method (CTM). In order to carry out the study effectively, three research
questions were asked and three hypotheses were formulated and tested. Many
related literature were reviewed. The sample for the study consisted of 100
secondary school students. The researcher constructed the test items, which
were then face validated by two Experts; one in computer education and the
other in measurement and evaluation after which it was administered to the
students. Computer achievement test (COMSAT) was used to collect data for the
study. The hypotheses were tested using the analysis of covariance (ANCOVA).
The data obtained were analyzed. Mean and standard deviation were used to
answer the research question. The hypotheses were tested with 0.05 level of significant.
The analysis indicated that AVM had significant effects on students’ cognitive
achievement in computer. Gender was a significant factor in the students’
overall cognitive achievement in computer. Thus, it is recommended to use AVM
in the teaching and learning of computer, state governments or their ministries
of Education and professional associations should organize workshops, seminars
and conferences to train the serving teachers on the use of AVM technique.
Finally, the limitation of study and suggestion for further studies were
highlighted.
Title i
Approval ii
Dedication iii
Acknowledgement iv
Abstract vi
Table of Contents vii
List of Tables ix
CHAPTER ONE 1
INTRODUCTION 1
1.1 Background
of the Study 1
1.2 Statement
of the Problem 6
1.3 Purpose
of the Study 7
1.4 Significance
of the Study 7
1.5 Scope
of the Study 8
1.6 Research
Questions 8
1.7 Hypotheses 9
CHAPTER TWO 10
REVIEW OF RELATED
LITERATURE 10
2.1 Conceptual
Framework 10
2.1.1 Definition and Objectives of Computer Studies
Curriculum 10
2.1.2 Roles
of Computer in Education 11
2.1.3 Problems of Teaching Computer Studies in Secondary
Schools in Nigeria 13
2.1.4 The Concept of Audio-Visual Material 16
2.1.5 The
Importance and Function of Audio-Visual Materials: 17
2.2 Theoretical Framework 21
2.2.1 Constructivist theory 21
2.2.2 Cooperative
Learning Theory 22
2.3 Review
of Related Empirical Studies 22
2.4 Summary
of Literature Review 25
CHAPTER THREE 26
RESEARCH METHODOLOGY 26
3.1 Research
Design 26
3.2 Area
of the Study 26
3.3 Population
of the Study 27
3.4 Sample
and Sampling Technique 27
3.5 Instruments
for Data Collection 27
3.6 Validation
of the Instrument 28
3.7 Reliability
of the Instrument 29
3.8 Experimental
Procedure 29
3.9 Control
of Extraneous Variables 30
3.10 Method
of Data Collection 31
3.11 Methods
of Data Analysis 31
CHAPTER FOUR 32
RESULTS 32
4.1 Summary
of Findings 37
CHAPTER FIVE 39
DISCUSSION OF FINDINGS, EDUCATIONAL
IMPLICATIONS, RECOMMENDATIONS, LIMITATIONS, SUGGESTIONS FOR FURTHER STUDIES, SUMMARY
OF THE STUDY AND CONCLUSION 39
5.1 Discussion
of the Finding 39
5.1.2 Effect
of the use of audio-visual materials on students’ achievement in computer
education. 39
5.1.3 The
mean achievement score of male and female students taught computer education
using audio-visual materials. 40
5.1.4 Interaction between gender and method on
students’ mean achievement in computer education. 40
5.2 Educational
Implications 41
5.3 Recommendations 42
5.4 Limitations
of the Study 43
5.5 Suggestions
for Further Study 43
5.6 Summary
of the Study 44
5.7 Conclusion 47
REFERENCES 48
APPENDIX I 51
APPENDIX II 52
APPENDIX 111 54
APPENDIX IV 61
APPENDIX IV 63
Table 1: Mean scores of
students based on treatment 32
Table 2: Mean achievement score of male and female students
taught using audio-visual
materials(AVPCSI). 33
Table 3: The
interactive effect of method and gender on students’ achievement incomputer science. 33
Table 4: ANCOVA
results based on method (Treatment vs control) 35
Table 5: ANCOVA
results showing the effects of gender on the mean achievement scores of the students taught
computer using audio-visual materials. 36
Table 6: ANCOVA
results showing the interaction of
gender and method on the mean achievement of students in computer studies.
We
live in an age that is experiencing an ever-increasing use of computers in
diverse areas of human endeavor. Computers offer great assistance in
decision-making, operations control, modeling, simulation, automated
manufacturing etc. The history of development shows that so far, no
industrialized nation has been able to make it without the use of computers
(Inyama, 2006).
In
education, computers are used in extremely versatile ways to aid the
understanding of a wide variety of students. Computer science as a feature in
secondary school curricular has been faced with some challenges. Over the
years, students` response to computer science especially in public schools has
been poor and the reason seems to be that
instructional materials specifically audio-visual
materials may not have been used or properly utilized during instruction and
this is a source of worry to the researchers considering its possible effects
on students’ achievement in the subject. This stated problem has often
been attributed to the effects of the use of instructional materials,
specifically, (audio-visuals).
Meaningful learning is most likely to
occur when information is presented in a potentially meaningful way that the
information conveyed is made or presented in a way that the majority of what
was taught remains permanent in the learners memory. Webster’s
Encyclopaedia Unabridged Dictionary of the English Language defines
Audio-Visual Aids as “training or educational materials directed at both the
senses of hearing and the sense of sight, films, recordings, photographs, etc.
used in classroom instructions, library collections or the likes”.
The term has
also been defined by Dike, (2011) as; those materials which do not depend
solely upon reading to convey meaning. They may present information through the
sense of hearing as in audio resources, sight,
as in visual resources or through a combination of senses. Indeed, the variety
of such resources is a striking characteristic.
According to (Anzaku
Francis, 2011) “the term audio-visual material is commonly used to refer to
those instructional materials that may be used to convey meaning without
complete dependence upon verbal symbols or language”. Thus according to the
above definition, a text book or a reference material does not fall within this
grouping of instructional materials but an illustration in a book does. Some
audio-visual components are in the nature of process and experience, for
example, dramatizing an event or a procedure or making diorama. Some of the
audio-visual materials like the motion pictures require the use of equipment to
release their latent value. Some do not need equipment at all like an exhibit
or a study print. This term designates in common usage both material things as
well as processes such as field trips.
Anzaku further stated
that audio-visual materials include materials and equipment alike, that
materials are considered to be system, or
body of content of potential value when put to work, while equipment or instructions,
often referred to as hardware, components, are the means of presenting such
content. The importance of audio-visual
materials in the teaching and learning processes cannot be over emphasized.
Below are some of the roles of audio-visual materials.
Basing
learning in sense experience, Extending experience ,Encouraging participation, Stimulating
interest ,Individualizes instructions, Serves as a source of information,
Making leaning permanent,
Basing learning in sense
experience:
stressing the importance of
audio-visual materials, ( Ngozi, Samuel,and Isaac, 2012) unanimously agreed that audio-visual
materials are very important and useful in
education because, the normal learner in so far as the functions of his
preceptor mechanisms are concerned, gains understanding in terms of
multiple impression recorded through the eye, ear, touch and other series. This
is to say that audio-visual materials are the equipment through which that
function can occur, that is does not occur in isolation, rather through a
balance pattern from any preceptor mechanism that are stimulated by
external occurrences.
Swank, (2011). stressing
the effectiveness of visual materials in leaning, estimated that about 40% of
our concepts are based upon visual experience, 25% upon auditory, 17% on tactile,
15% upon miscellaneous organic sensation and
3% upon taste smell. With the above assertion, it becomes clearer why
audio-visual materials are important in the teaching and learning
processes. This is because, they bring the different senses contributions
together to get 100% clarity.
Extending
Experience: Gopal, (2010) stressed that
audio-visual materials help
the teacher to
overcome physical difficulties
of presenting subject
matter. That is
to say, with
audio-visual materials, the
barrier of communication and distance is broken.
The culture and climatic conditions of other countries can be brought into the
classroom with the aid of slides, films, filmstrips and projectors. This is
important because, according to Dike,
(1993) “once the phenomenon
is visualized, the
picture and knowledge
becomes very clear
and permanent”. Agreeing to this assertion, a 20th century
Chinese philosopher stated that “one picture is worth a thousand words”.
Encouraging
Participation; Natoli, (2011) once again added that “audio-visual materials are
rich opportunities for students to develop communication skill while actively
engaged in solving meaningful problems”. In other words, students certainly
like it more and learn better if they are engaged in important and appealing
activities. For example, involving students in bulletin board display will
enhance their choice of colour and aid their understanding of the concept in
question or when they join the teacher in dramatization of an event or a
process.
Stimulating
Interest: According to Katherine (2009) “learning takes place effectively when
the teacher sets out to provide learning situation in which a child will learn
because of his natural reactions of the provided materials”. During the process
of learning, the teacher has to provide the learning situation to satisfy the
natural reaction of the learner and this is through the use of instructional
aids. The attention of the learner is caught and his interest is also won and
he is ready to learn.
Fawcett Hills (1994) also contributing on the role of audio-visual
materials in stimulating interest stated that “A
friendly, accepting group climate is important in any learning situations,
especially those materials that require students to reveal their ignorance and
confront their fellow students”. When there is a climate of acceptance for
learning, then learning is stimulated.
Individualized
Instruction: Lestage, A. (2009) stressed
that audio-visual materials provide a means of individualizing instruction. This
he said is possible through programmed learning and tapes which enable the
learner to learn at his pace and also to work
on his own. Moreover, according to Dike, (1993) the machine frees the teacher
to work with individual students, since he or she is not now required to
carry out routine drills. Production of resources by students is another way of
individualizing instruction.
Making
learning permanent :Audio-visual resources
can play a major role of making learning permanent, Gopal, (2010) stressed that
“audio-visual methods do seem to
facilitate the acquisition, the retention and the recall of lessons learned,
because, they seem to evoke the maximum response of the whole organism to the
situations in which learning is done. And perceptual materials readily
associate themselves with the unique experiential background of each
individual. (Natoli, C. 2011) stressed that audio-visual materials are
important in the teaching and learning processes because “Having seen
something, most people remember, for whatever that thing was, it conjures up an
image at a mere mention and can be talked about freely.
Dike
N.M (2011) also explained that students forget because of lack of interest and
opportunities to use the knowledge they
have gained later
on. Audio-visual resources
can therefore contribute
to the clarity of information presented by allowing
students to visualize what is learned. Thus the sayingNatoli,(2011): What I
hear, I forget, WhatI see, I remember, What I do, I know.
Therefore, it is extremely important
to investigate the effects of the use of audio-visual materials on students’
achievement in computer education.
The
alarming condition of junior secondary school students achievement in computer
studies may be attributed to lack of interest on the part of the learners which
is as a result of the absence of the use of audio-visual materials by the
teacher Eze, (2012).students do
not retain for long or understand what they are taught without
audio-visual aids.
Despite
the outstanding positive effect of educational aids to instructional
activities, teachers still insist only on the use of conventional approach to
instruction, which is not based in sense experience
nor does it extend their experience. Above all, such learning cannot be
permanent. Yet, there is also evidence of low utilization and non-availability
of audio-visual materials in schools, which has led to students lack of
interest, attention and active participation in the teaching and learning exercise
which might be responsible for the poor academic performance of students
generally. Hence they have not been able to impact fully on computer education
achievement.
The
problem now is will the use of audio-visual materials effectively improve students `achievement in computer science?
This
study mainly sought to investigate the effect of the use of audio-visual
materials on students’ achievement in computer science.
Specifically, it tends to determine:
i.
The
effect of the use of audio-visual materials on students’ achievement in
computer science.
ii.
The
effect of the use of audio-visual materials on male and female students’
achievement in computer science.
iii.
The
interactive effect of method and gender on students achievement in computer
science.
The quest for an acceptable, relevant
and adequate method of instruction for teaching and learning of computer has
been of great concern to science educators. The developments and innovations in
the computer instructional processes tend to identify some good qualities of
the use of audio-visual materials
Discoveries
from this study will encourage the use of
audio-visual materials is in
teaching and learning of computer
education following the identification of the
hindrances to maximum utilization of audio-visual resources in schools, effort
will be made to minimize the effect of the hindrances and promote adequate
utilization of the available resources. The result of this study will be
made available to computer education teachers in the school system through
workshops and seminars so that they can utilize the methods effectively in the
classroom. The results of this will guide teachers on whether to separate
instructional aids/materials for male and females students.
The study is concerned with the
investigation of the effect of the use of audio-visual materials on students’
achievement in computer science. The study was restricted to junior secondary
schools in Ebonyi State only. The study will also investigate the effect of the
use of audio-visual materials on the achievement of male and female students in
computer studies.
This study was guided by the
following research questions:
1. What is the effect of the use of
audio-visual materials on students’ achievement in computer education?
2. What is the mean achievement score of
male and female students taught computer education using audio-visual
materials?
3. What is the interactive effect of
method and gender on students achievement in computer science.
1.7 Hypotheses
The following null hypotheses were
tested at an alpha level of 0.05
HO1: There is no significant difference
in the mean achievement scores of students taught computer using audio-visual
materials and those taught using conventional teaching method.
HO2: There is no significant difference
in the mean achievement on male and female students taught computer using
audio-visual materials.
HO3: There is no significant interaction
between gender and method on students’ mean achievement in computer education.
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