VISUAL MATERIALS AND STUDENTS ACADEMIC PERFORMANCE IN CHEMISTRY

VISUAL MATERIALS AND STUDENTS ACADEMIC PERFORMANCE IN CHEMISTRY
VISUAL MATERIALS AND STUDENTS ACADEMIC PERFORMANCE IN CHEMISTRY

VISUAL MATERIALS AND STUDENTS ACADEMIC PERFORMANCE IN CHEMISTRY

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TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgment

Abstract

Table of Contents

 

CHAPTER ONE:    INTRODUCTION  

1.1     Background to the Study

1.2     Statement of the Problem

1.3     Purpose of the Study

 

1.4     Research Questions

1.5     Research Hypotheses

1.6     Significance of the Study

1.7     Limitation of the Study

1.8     Definition of Terms

 

CHAPTER TWO:    REVIEW OF RELATED LITERATURE

CHAPTER THREE  –        RESEARCH METHODS

3.1     Area of the Study

3.2     Research Design

3.3     Population of the Study

3.4     Sample and sampling Technique

 

3.5     Instrument for Data Collection

3.6     Validation of the Instrument

3.7     Administration of the Instrument

3.8     Scoring of the Instrument

3.9     Method of Data Analysis

 

CHAPTER FOUR – RESULTS AND DISCUSSION OF FINDINGS

4.1     Results

4.2     Discussion of Findings

 

CHAPTER FIVE – SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1     Summary

5.2     Recommendations

5.3     Conclusion –

5.4     Suggestions for further study

References

Appendix

 

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

In learning environments, the visual elements of courses, lessons, and presentations play an important role in learning. Well-conceived and rendered visual materials help any group of students understand and retain information (Wileman, 2023). It is widely known that the use of visual technology enhances learning by providing a better understanding of the topic as well as motivating students to learn.

Hawkins (2018), viewed visual aid or material as an instructional device (as a chart, map, or model) that appeals chiefly to vision; especially: an educational motion, picture or filmstrip. Visual materials can also be seen as those devices, such as films, slides, models and blackboards that display in visual form materials to be understood or remembered.

 

When a Chemistry teacher carefully selects the right painting, engraving, or photograph that is rich in information, the chemistry lesson is of high interest to students. In fact, with visual materials, poor readers are not quickly eliminated from the learning experience. The application of visual materials open an avenue for students to develop a new range of skills.

 

VISUAL MATERIALS AND STUDENTS ACADEMIC PERFORMANCE IN CHEMISTRY

According to Lantz (2010) visualization method of teaching Chemistry are extensively credited for simplifying the presentation of difficult contents as well as aiding cognition; their use in the power engineering industry and education is enjoying significant growth.

Moreover, content visualization can facilitate the learner’s acquisition of information (Idowu and Abraham, 2000). It is related to the individual’s level of perceptual and associative learning in the content area. The individual must have sufficient experience and maturity to realize that using visualization is merely an attempt to represent reality vicariously (Dwyer, 2018).

However, the way to overcome these deficiencies of the textbooks’ captioned photography is to select rich, high interest pictures and use them as instructional materials for better learning of Chemistry by students thereby improving their academic achievement in this important subject. Therefore, it was based on this that this research was conducted to find out the impact of visual materials on students academic performance in Chemistry in Ikono Local Government Area.

 

1.2  Statement of the Problem

For sometimes now, the poor performance of Chemistry students in examinations has been a subject of great concern to parents, students and government despite their efforts. Thus, the performance of Chemistry students in secondary schools has been a subject of controversy.

 

Some schools of thought were of the view that the performance was improving (Ige, 2021). Other schools of thought argued that the performance level was dwindling terribly (Onipede, 2023). Many factors have been attributed to this poor performance. Also, the performance seems to follow a gender pattern.

However, an empirical study had not been readily available to establish the truth of the observation. The researcher thus undertook this research to find out whether visual materials used in the teaching and learning of Chemistry can aid to improve students’ academic performance in the subject in Ikono Local Government Area.

 

1.3     Purpose of the Study

The general objective of this study is to find out the effect of visual materials on student’s academic performance in Chemistry. In specific terms, the objectives of the study are:

  1. To find out the performance of students taught Chemistry with visual and audio-visual materials.
  2. To find out whether there exist any significant difference in performance in Chemistry by gender when students are exposed to visual materials.

 

1.4 Research Questions

The following research questions were raised to guide the researcher in the study.

  1. Is there any significant difference between academic performance of students taught Chemistry with visual and audio-visual materials?
  2. Is there any significant difference between academic performance of male and female students in Chemistry when they are exposed to visual materials?

 

1.5 Research Hypotheses

The following null hypotheses were formulated for this study:

  1. There is no significant difference between academic performance of students taught Chemistry with visual and audio-visual materials.
  2. There is no significant difference in academic performance of male and female students in Chemistry when they are exposed to visual materials.

 

1.6 Significance of the Study

  1. Firstly, the findings from this study will be of immense benefit to teachers and students, as it will enable them to know the role visual materials play on the teaching and learning process.
  2. It will equally be of immense to the secondary school teachers and principals as well as other governmental agencies, in charge of the management of school as it will help them to know whether it is necessary or not to provide visual aids for secondary schools.
  3. In addition, it is felt that this research work will be used as an index for more future research on Chemistry and other related subjects.

 

1.7 Limitation of the Study

In conducting a research work of this kind, limitations are bound to occur. Some of these include:

  1. Time given for the completion of the study was inadequate and this hindered the research work from having a wider scope.
  2. Financial constraint exerted a felt influence on the study because the researcher found it tough to get some funds to finance the study.
  3. The researcher also faced challenges like inability to reach out for enough print materials since was carried out alongside with other academic works.
  4. The study was limited to one out of the thirty-one Local Government Area in Akwa Ibom Statee. Ikono Local Government Area.

 

1.8     Definition of Terms

Visual Materials: These are instructional devices (such as chart, map, model, or films) that appeals chiefly to vision used in the teaching and learning process.

Academic Performance: In brief, this refers to child’s examination scores or result in school.

 

Conclusion

In conclusion, students learn in different ways. Some students are good in retaining information passed on to them orally, while some others are extraordinary good in retaining information through what they read and others through pictures they view and some other means.

Nut generally, findings and statistics have shown that the best means of facilitating or enhancing good teaching and learning is through the use of instructional materials which encompass visual and audio-visual materials like charts, graphs, paper handout, radio and projectors of various kinds.

Based on the objectives of the study, it was concluded that:

  1. There is a significant difference in the performance of students taught Chemistry with visual and audio-visual materials.
  2. There is no significant difference in the performance of male and female students taught Chemistry with visual materials.

 

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