THE IMPACT OF AUDIO-VISUAL TEACHING MATERIALS ON LEARNING IN PRIMARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1        BACKGROUND TO THE STUDY

According to Oladapo (2000), teaching entails bringing about or at the very least promoting desired changes in students. Effective teaching, on the other hand, necessitates the teacher's departure from his or her own personal experience and entry into the world of students. For learning to take place, the learner must be actively involved. It is up to the student to make the commitment to learn (Rasaula, 2002). According to research, the key issue in primary schools is the manner of imparting information. According to Adepoju (2006), the challenges students have when receiving instruction are mostly due to inadequate use of audio visual aids. This is supported by a research conducted by Rasual (2011), which found that the strategy used in most of our primary schools for employing audiovisual technologies is insufficient. Audiovisual aids assist in connecting the broad notion to reality. Words are frequently insufficient in conveying knowledge or images of things that the students have no direct experience with (Buklishb, 2000). Whatever the curriculum's content, a model, photo, or sketch can help students grasp the concept. In the classroom, audio visual aids are employed to make the teaching–learning process easier and more entertaining. When it comes to primary education, audio visual aids are the most effective instruments for making instruction more successful and for spreading information (Batoo, 2011). Educationists have long been interested in research on teaching, teaching techniques, teaching materials, audio visual aids, and student learning. Some research has been done on certain features of the usage of audio-visuals in teaching, but none has looked into how it affects the academic achievement of the students. As a result, research on the impact of instructors' usage of audiovisual media on students' academic achievement is required (Adufe, 2008).

1.2        STATEMENT OF THE PROBLEM

Few studies have been conducted for a long period to evaluate the availability, use, and impact of teaching learning materials (Johnson, 2006). The majority of the material in these few studies focuses on the necessity of teaching learning aids rather than whether or not these educational material, when employed in the classroom, have an impact on these students' academic achievement (Cranolell, 2008). Other researchers and critical stakeholders in education have had little information to work with because of this void. As a result, the impact of audio-visual teaching materials on learning in chosen primary schools is investigated in this study.

1.3        OBJECTIVES OF THE STUDY

The primary goal of this research was to achieve the following objectives:

i. Identifying the many types of audio-visual learning aids accessible in the chosen schools.

ii. Investigating how audio-visual resources and media are used in certain schools.

iii. Assessing the influence of audio-visual resources, whether used or not, on the performance of students in the schools under investigation.

iv. Identifying the limitations that exist in the usage of audio-visual materials and technology in certain schools, as well as recommending solutions to overcome them.

1.4        RESEACH QUESTION

The following study questions were addressed to the schools.

i. What are the many types of audio-visual learning aids accessible in the chosen schools?

ii.  How can audio-visual resources and media  used in certain schools be investigated?

iii. What is  the impact of audio-visual materials?

iv. How can the limitations that exist in the usage of audio-visual materials and technology in certain schools be identified?

1.6       SIGNIFICANCE OF THE STUDY

The importance of this research is that it will reveal whether or not audio-visual teaching tools are available in schools. It would also show how audio-visual materials impact children's learning. It would also throw insight on the limitations that come with using these materials. This emphasizes the need of the government and school owners making audio-visual instructional materials available for use in primary schools. It will also emphasize the need of seminars and training programs for pre-school teachers on how to use these resources effectively to improve teaching and learning in primary schools. It would encourage parents to provide audio-visual educational materials (such as CDs and DVDs) for their children's home learning in addition to what they study at school.

1.7       DEFINITION OF TERMS

Audio: materials are instructional materials that deal with hearing and employ the ear as a medium for transmitting auditory information. Radios, tape recorders, voice, talking drums, ear phones, loud speakers, and audio CDs are examples of audio systems.

Visual: The act of looking . Visual aids, such as an image or a movie, are utilized in the classroom to assist students learn and comprehend.

Audio Visual Products: These materials allow students to hear and observe activities while learning. Audio visual resources can be characterized as a way for students to learn through listening and viewing activities for pleasure, news, and education.

Learning: may be described as the process of learning new or revising and reinforcing interesting knowledge, behavior, skills, beliefs, or preferences, and it can include synthesizing many forms of data.

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