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USES OF
INSTRUCTIONAL MEDIA IN TEACHING MATHEMATICS IN THE BASIC SCHOOL
ABSTRACT
This
research work based on the uses of instructional media in teaching mathematics
in the basic school in Abeokuta South Local Government Area of Ogun State. The
responses from the questionnaire revealed that the uses of instructional media
in teaching mathematics is an instructional materials use by teaching for an
effective learning and teaching process. The five (5) selected basic schools
used for the study were randomly selected from the local government area. One
questionnaire was designed for the fifty (5) students that were randomly
selected from the selected schools. Some recommendations were made following
the deduction that came with the findings.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The word
media comes from the Latin “medias” which means “middles” in general all forms
media is the intermediary for the spread carry of convey something to the
recipient of message and ideas.
Media means
– meaningful, engagement done in appreciation.
Media is
refers to various means of communication, for example televisions, radio and
the newspaper are different types of media. The television can also be used as
collective noun for the press or news reporting, agencies in the computer world
“media” is also used as a collective’s noun but refers to different types of
data and storage options.
Media are
four board classes
Audio media,
Visual media, Audio-visual media, and Interactive media.
Instructional
media can be broadly defined as follows: “any/person” material, equipment or
event that establish the condition if the student acquire knowledge skills, and
attitudes.
Schramn
(1965) stated that:
“The use of
instructional media for instruction, has be demonstrated to be as effective as
direct instruction in teaching mathematics in the basic schools”.
National
Research Council (2000)
“The
instructional media is used in concert with teacher-directed instruction.
Instructional media can help learners in practicing the visualization of a
problem. It can motivate learners to explore mathematics by showing the value
of math in careers Instructional media can also model positive student and
teacher behaviour”.
Hodgins
(2004)
“Media
resources to support math instruction are scarce and few address motivation,
visualization of the problem, and modeling persistence by student”.
“A review of
current products available to teachers in advance of the study revealed that
current products tend to be longer format documentary-style materials. At the
same time, delivery systems for media are evolving, allowing teachers to use
media more spontaneously, or to incorporate media into presentation software”
Johnson
(1996), Pogrow, S. (1996) National Research Council (2000)
“Yet
existing media resources tend to be longer format; at least 10 minute and often
30 minute, video are the norm. Stories of video on network servers allow
teachers to find segments more easily, but extracting a useful segment can be
time consuming or may require technical video-editing skills”.
“Media
resources such as video, computer games, animations or simulations can provide
useful context for learning abstract concepts. These technologies can also
accomplish an important task in instruction: to present the concepts in a new
way so that learner retain more information and gasp new concepts more readily
(NTT, 2007)”
1.2 STATEMENT OF THE PROBLEM
Problem based on learning is a
method which allow students to learn about a subject by exposing them to
multiple problems so they will be able to construct, their understanding of the
subject through these problems. This kind of learning can be very effective for
mathematics, where students try to solve the problems in many different ways
which allows the student’s brain to be stimulated.
1.3 PURPOSE OF THE STUDY
The purpose of this study based on
the uses of instructional media in teaching mathematics in the Basic School (A
case study of Abeokuta Local Government Area, Ogun State).
1.4 SIGNIFICANCE OF THE STUDY
This study is very significant
because it is intended to help math teachers to know how to consider their
choice related to instructional media.
It will help to identify some major
problem of improvisation and uses of instructional media.
The providers of instructional
media will be able to identify useful strategies that will encourage more math
teachers to utilize visual technology for the benefits it offers to instruction
and learning.
1.5 RESEARCH QUESTIONS
(i) What hurdles or perceived
hurdles adversely impact a teacher’s inclination to use instructional media?
(ii) Are some basic school math
teachers innately averse to using media for instruction?
(iii) What are the problems of
improvisation and uses of instructional media in Nigerian schools?
1.6 SCOPE OF THE STUDY
The study is limited to Abeokuta
Local Government Area Ogun State. This is due to some constraints limited time
and transportation problems among others.
1.7 DEFINITION OF TERMS
1) Convey – To take or carry from one place
to another “transport”.
2) Media – The main means of mass
communication.
3) Instructional – It is what people use to
teach (instructional materials (video).
4) Intermediary – A person who acts as a
link between people in order to try to bring about an agreement or
reconciliation.
5) Recipient – A person or a thing that
receives or is awarded something.
6) Broadly – Widely and openly.
7) Even – A thing that happen.
8) Latin – The language of ancient Rome and
official language of it empire.
Establish –
Set up can organisation system or set of rules) on a firm or permanent basis.
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