APPLICATION OF AUDIO VISUAL AID IN TEACHING AND LEARNING BIOLOGY IN SENIOR SECONDARY SCHOOL

APPLICATION OF AUDIO VISUAL AID IN TEACHING AND LEARNING BIOLOGY IN SENIOR SECONDARY SCHOOL
APPLICATION OF AUDIO VISUAL AID IN TEACHING AND LEARNING BIOLOGY IN SENIOR SECONDARY SCHOOL

APPLICATION OF AUDIO VISUAL AID IN TEACHING AND LEARNING BIOLOGY IN SENIOR SECONDARY SCHOOL

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TABLE OF CONTENTS

 

ABSTRACT

CHAPTER ONE

INTRODUCTION

Background to the Study

Statement of the Problem

Purpose of the Study

Significance of the Study

Research Questions

Research Hypotheses

Delimitation of Study

Limitations of the Study

Definitions of terms

CHAPTER TWO: REVIEW OF RELATED LITERATURE

CHAPTER THREE: RESEARCH METHOD

Area of the study

Research design

Population of the study

Sample and sampling technique

Research instrument

Validation of the instrument

Methods of data collection

Method of data analysis

CHAPTER FOUR: DATA ANALYSIS, PRESENTATION AND DISCUSSION OF FINDING

Data Analysis

Discussion of the findings

CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION

Summary

Recommendation

Conclusion

Reference

Appendix

 

 Abstract

This study was carried out to investigate the influence of application of audio-visual aid in the teaching of biology in secondary schools. The population consists of all the senior secondary two (SS2) students offering biology in the study area. The total population was one thousand four hundred and three (1403) students.

However, the study employed quasi-experimental research work. The sample size for this study was one hundred (100) biology students. A questionnaire was used for data collection. Data obtained was analyzed using independent t-test statistical method. The findings revealed that the use of audio-visual aids significantly influence the teaching of biology in secondary schools.

 

Application of Audio Visual Aid in Teaching and Learning Biology in Senior Secondary School

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Generally, teaching and learning processes are very crucial at all levels of educational development. However, if well planned and directed, they are the keys to success and progress of individual. Audio-visual aids according to Dike (2009) do not only increase the motivation of the teachers and learners; they add clarity to the topic taught and make learning more interesting.

Ode and Omokaro (2012) revealed that learners retain most of what they hear, see and feel than what they merely hear. Moreover, this concept bears credence to the old Chinese adage which says ‘what I hear I forget what, what I see I remember and what I I know Arnett (2010, as cited in Claiborne and Drewery, 2013). Thus, a visual instruction encourages the use of audio-visual aids to make abstract ideas more concrete to the learners.

Therefore, the teacher’s duty is to make learning live, not just something to remember but part of living experience.  Educators have come to realize that the most effective teaching and learning take place. When an individual has direct experience with the subject under study, in order word, learners learn best by doing Njoku (2014)

However, there has been no consensus on the workability or otherwise of the use of audio-visual aids in teaching and learning of numerous work done by researchers and authors of reputes. On the contrary, there has been a surge in the number of people who feel worried about the negative aspects in the use of audio-visual aids. At different levels of education system change is always welcome. As per required but change should always being harmonize with certain aspect that is, society, religion, state etc.

The crux of this modern education is to awaken the hidden curiosity and interest of the learner, nourishing his or her behaviour, attitudes and believes in order to develop basic and essential skills of lifelong learning and ability to think critically and in beneficial manner.

 

Audio-visual aids make a lesson or lecture more interesting and a memorable experience not only for students but for teachers as well as they play a vibrant role in focusing the attention of individual student towards the teacher or the topic. They appeal to the senses especially hearing and looking. It is not wrong to say that human senses are doorways to acquire knowledge, therefore, when something appeals to senses curiosity increases which lead to clear and concrete understanding of the concept. Therefore, it was on the basis of the above observation that the study was carried out to determine the application of audio visual aid in teaching and learning biology in senior secondary school.

 

Statement of the Problem

Unfortunately, most of the biology teachers neglect the use of audio-visual aids in teaching the subject probably, due to non-availability of the materials or lack of techniques for using them.

Mavida (2012) reiterated that the utilization of instructional materials such as audio-visual learning aids make students to participate effectively in the teaching and learning process, hence ending with quality education that enable them to suit in the current society in relation to technological changes.

Generally, it is agreed that audio-visual learning aids assist in the learning process and students find it easy to grasp the materials in classroom when audio-visual learning aids are used. However, use or non-use of learning aids was not only problem in public secondary schools. Rather, material shortages, motivational inadequacy and poor learning environment were some of the problems.

However, the relationship between usage and non-usage of audio-visual learning aids and the teaching of Biology in schools have had not so far been established, despite other problems. Therefore, it is against this backdrop that this study is aimed at finding out effect of application of audio-visual aids in the teaching of Biology in secondary schools.

 

Purpose of the Study

The main purpose of the study was to examine the application of audio visual aid in teaching and learning biology in senior secondary school:

(1)     examine the influence of used and non-used of audio-visual aids in teaching of Biology in secondary schools

(2)     assess the type of audio-visual aids that secondary school teachers in Biology use in teaching of the subject

(3)     examine the influence of accessibility of audio-visual aids in teaching of Biology in secondary schools.

 

Significance of the Study

Findings from the study will help to sensitize teachers and staff of secondary schools who teach and offering biology of their important roles in promoting the application of audio-visual aids in teaching and learning. This is because it will provide a basis for them to understand the need for their complimentary roles in encouraging and supporting the application of audio-visual aids.

 

Finding from this study will further help to reveal and create awareness among the school authorities of the importance or otherwise of the use of audio-visual aids in teaching and learning. This is because the findings from this study may require taking a decision be the secondary school authorities whether to refuse audio-visual aids in learning curriculum or to modify expunge or discontinue with the existing teaching methods.

Create awareness for state and federal ministry of education as policy makers in secondary schools of the need to infuse the use of audio-visual aids as a core teaching method in the curricula of secondary schools and impress upon them to provide explicit strategy for enforcing the use of audio-visual materials in teaching and learning.

 

Research Questions      

  1. What are the influence of used and non-used of audio-visual aids and the teaching of biology in secondary schools?
  2. To what extent do the types of audio-visual aids influence the teaching of biology in secondary schools?
  3. How does the accessibility of audio-visual aids affect the teaching of biology in secondary schools?

 

Research Hypotheses

  1. There is no significant influence on the used and non-used of audio-visual aids and the teaching of biology in secondary schools.
  2. There is no significant influence on the types of audio-visual aids used in teaching of biology in secondary schools.
  3. There is no significant influence between accessibility and non-accessibility of audio-visual aids and the teaching of biology in secondary schools.

 

Delimitation of Study

The study is delimited in scope to SS2 Biology students in selected secondary schools in the study area.

 

Operational Definition of Terms

Audio-visual Aids: is a combination of video and sound materials that help a teacher and students. To make learning experience clear and vivid by appealing to both sense of hearing and sighting.

Biology: this is a science of life and of living organism.

Secondary school: this is a school which provides secondary education between the age of 11 and 16 or 11 and 19 after primary school and before higher education.

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