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EFFECTS OF USING
AUDIO-VISUAL ON ACADEMIC ACHIEVEMENT OF STUDENTS IN PHYSICS
ABSTRACT
In
Teaching and learning communication skills, we have a lot to choose from the
world of technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic
Dictionary, Email, Blogs and Audio o Cassettes, Power Point, Videos, DVD’s or
VCD’s. The last two decades have witnessed a revolution due to onset of
technology, and has changed the dynamics of educational institutes, and has
also influenced the educational system and the way people interact and work in
the society. This rapid rising and development of information technology has
offered a better pattern to explore the new teaching model. Using audio visual to create a context to teach
communication skill has its unique advantages. As a result technology plays a very
important role in teaching communication skill. This paper tries to analyze the
necessity of audio visual technology to
communication skill teaching and also brings out the problems faced by using
these technologies. It also aims to make Physics studies teachers aware of the
strategies to use it in an effective manner.
CHAPTER ONE
1.1 Background of the
study
The
use of audio visual in industries has
been extensive, as it has been effective inincreasing productivity and
retention rates, where research has shown that peopleremember 20% of what they
see, 40% of what they see and hear, but about 75%of what they see and hear and
do simultaneously (Lindstrom, 1994). Audio
visual is now permeating the educational system as a tool for effective
teaching and
learning.
With audio visual, the communication of
information can be done in a more effective manner and it can be an effective
instructional medium for delivering information. Audio visual access to knowledge is one of the
possibilities of information and communication technology that has tremendous
impact on learning. The instructional media have emerged in a variety of
resources, and equipment, which can be used to supplement or complement the
teachers efforts in ensuring effective learning by students. It is recognized
that conventional media technologies can no longer meet the needs of our
teaching and learning processes; as a result they are being replaced by
audio visual technology. This technology
provides a learning environment that is self-paced, learner-controlled and
individualized.
Audio visual is defined as the combination of
various digital media types such as text, images, sound and video, into an
integrated multi-sensory interactive application or presentation to convey a
message or information to an audio ence. In other words, audio visual means “an individual or a small group
using a computer to interact with information that is represented in several
media, by repeatedly selecting what to see and hear next” (Agnew, Kellerman and
Meyer, 1996).
Reisman
(1994) described audio visual as a ray
of “computer-driven interactivecommunication system, which create, store,
transmit and retrieve, textual, graphicand audio tory networks of information.
Audio visual could be interpreted as a combination
of data carriers, for examplevideo, CD-ROM, floppy disks, Internet and software
in which the possibility for aninteractive approach is offered (Smeets, 1996;
Jager and Lokman, 1996).
Fetterman
(1997) also viewed audio visual as those
resources used for instructionthat include one or more media such as graphics,
video, animation, image andsound in addition to textual information. He
identified four important characteristics of audio visual as:
·
Audio visual systems
are integrated
·
The information content must be represented digitally
·
The interface to the final presentation of media.
The
power of audio visual lies in the fact
that it is multi-sensory, stimulating themany senses of the audio ence. It is
also interactive, enabling the end users of theapplication to control the
content and flow of information. This has introducedimportant changes in the
educational system and impact the way we communicateinformation to the learners
(Neo and Neo, 2000).Ogunbote and Adesoye (2006) expressed that audio visual technology adds newdimension to
learning experiences because concepts were easier to present andcomprehend when
the words are complemented with images and animations.
Stating
further that it has been established that learners retain more when a varietyof
senses are engaged in impacting knowledge; and the intensity of the
experienceaids retention and recall by engaging social, emotional and
intellectual senses.
The
evolution of audio visual has made it
very possible for learners to become more involved in their work. With
audio visual technologies, they can
create audio visual applications as part
of their project requirements. This would make them active participant in their
own learning process, instead of just being passive learners of the educational
content.
Reinsman
(1994) expressed that audio visual
involves processing, storage, generation, manipulation and retention of
audio visual system, and the
resourcescould include text files, pictures, video, audio o, databases,
archives, library catalogs, course notes, relevant links to various websites
and easy access to search engines available on the Internet (Shuell and Ferber,
2001).
A
study by Ubogu (2006) supports the view that audio visual resources facilitateaccess to all
human knowledge, anytime, and anywhere in a friendly, multi-modal, efficient
and effective way, by overcoming barriers of distance, language and culture,
and by using multiple Internet-connect devices.
It
is important to say that the use of audio
visual technology has great significancein colleges, universities and
research institutions in the Western countries. In thesecountries, the
technology is being seen as a key player to development in allramifications and
essential component of education.
However,
Babajide (2003) identified different types of audio visual communication, some of which include physics
studies hardware, physics studies software, public address systems, slides,
overhead projectors, opaque projectors, videos, cassettes, audio tapes,
cassette recorders, flip, time sequence, stream charts, Diorama still motion
pictures among others.
Audio visual in Education
Audio
visual in Education has been extremely effective in teaching individuals a wide
range of subjects. Audio visual is
changing the way we communicate with each other. The way we send and receive
messages is more effectively done and better comprehended.
While
a lecture can be extremely informative, a lecture that integrates pictures or
video images can help an individual learn and retain information much more
effectively. Using interactive CD-ROMs can be extremely effective in teaching
students a wide variety of disciplines, most notably languages and music.
A
multi-sensory experience can be created for the audio ence, which in turn,
elicits positive attitudes towards its application (Neo and Neo, 2001).
Audio visual has also been shown to
elicit the highest rate of information retention and result in shorter learning
time (Ng and Komiya, 2000). On the part of the creator, designing aaudio visual application that is interactive and
multi-sensory can be both a challenge and thrill. Audio visual application design offers new insights
into the learning process of the designer and forces him or her to represent
information and knowledge in a new and innovative way (Agnew et al, 1996).
However,
information technology application serves different purposes, such asknowledge
sharing-portal, search engines, public administration, social service and physics
solution. Oshodi (1999) posits that awareness created towards the use of information
and communication technology over the years is increasing in the classroom
learning environment in the third world such that mere verbalization ofwords
alone in the classroom to communicate ideas, skills and attitude to
educatelearner is futile. Omagbemi (2004) supporting this view expressed that
access to audio visual information could
stimulate changes and creates conductive learning environment and make learning
more meaningful and responsive to the localized and specific needs of learners.
There is certainly no lack of vision within educational communities concerning
the central role and importance of ICT in the educational contexts of the
future (Wood, 1993). That vision is shared by many and is accompanied by an
acknowledgement that in order to realize this vision, three factors – access,
training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and
Hughes, 1999). However, Hoffman (2001) suggested that successful implementation
of ICTs need to address five interlocking frameworks for change namely the
infrastructure, attitude, staff development, support (technical and
administrative) and also sustainability and transferability.
The
many kind of ICTs implemented at teaching and learning can be used in education
for different purpose. For instance, some of them help students withtheir
learning by improving the communication between them and the instructors (Valasidou,
Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).
In
a study conducted by Simpson et al (1999) it was found that 64% of the
teachereducator used ICT in the production of traditional resources of overhead
transparencies and hand outs using standard word processing package; 27%
indicated that they made use of and had experience with more powerful
communication and presentation software; 32% incorporated the use of any ICT software
into the lectures and only 24% made use of CDi resource materials. The study
also revealed that in the tutors’ delivery of the courses, the students
seldomexperienced demonstrations of the use of ICT as a teaching tool, that is,
the tutorsseldom modelled its use through their own practices. However, these
tutors gave lack of time to practice skills and the limited accessibility of
some specialized facilities as constraint factors on their use of ICTs in
teaching.
Studies
have shown that, there are some factors that determine academics’ useand
non-use of new technologies for teaching and learning in the advanced countries
and these include, the needs of the learner, the characteristics and
experiences of academics, the technology available, the environment within
whichacademics work and how valuable they perceive the use of technology to be
for teaching their students (Spotts, 1999; Jager and Lokman, 1999; Chun and
Kwan,2005; and Munoz – Repiso and Tejedor, 2006) and the disciplinary context
of which the academic is part (Rowley, Banwell, Childs, Gannon – heary,
Londsdale,Urguhart and Armstrong, 2002). However, research have demonstrated
that thereare disciplinary and subject differences in the way ICTs are being
used and adopted in teaching and learning (Jager and Lokman, 1999; Jones,
Zenois andGriffiths, 2004 and Eynon, 2006).
In
developing countries, Nigeria inclusive, factors like lecturers’ attitude
(Agbonlahor, (undated); Perception and use of media (Mabawonku, 1987);
Perceived ease of use (Mabawonku, 1987; Ehikhamenor, 2005) quoted by Agbonlahor
(undated); Perceived usefulness (Aghonlahor, (undated); Characteristics of
lecturers (Gender, Age, Experience; Qualification etc); Adekunmisi, Ojo, Amusa
and Obadeyi 2009; Training (Osunade, Philips and Ojo
(undated);
Opinions of “significant others” and or peers in the university community
(Agbonlahor, (undated); Availability of infrastructural facilities (Osunade et
al (undated); Iloanusi and Osuagwu (undated); Cost of Purchasing (Ehikhamenor,
2005; Iloanusi and Osuagwu (undated); Management attitudes (Sife, Lwoga and
Sanga, 2007); Use/knowledge of physics studies(Anadarajan, Igbaria and Anakwe,
2002); Power supply (Osunade et al (Undated); Iloanusi and Osuagwu (Undated)
amongst others.
1.2
Statement of the Problem
There
is an urgent need to improve the quality of education to bridge the gapbetween
developed and developing nations, and audio
visual instruction is considered as a necessary tool for this purpose.
However, the presence of audio visual
alone will not stimulate significant changes in a school. Teachers are important
ingredient in the implementation of audio
visual instruction in education.
Without
the involvement of teachers, most students may not take advantage of allthe
available potential benefits of audio
visual on their own. Teachers need to actively participate in the use of
audio visual facilities. They have to be
trained in the use of audio visual and
in its integration in the classroom activities to enhance thinking and
creativity among students. They must also learn to facilitate and
encourage
students by making them responsible for their own learning. Many ofthe current
graduates were found to be lacking in creativity, communications skills, analytical
and critical thinking and problem – solving skills (Teo and Wong, 2000;
Tan,
2000).
In
this study, attempts are therefore made at examining such issues as
arepertinent to audio visual utilization
for teaching in the Faculties of Arts and
Education,
University of Ibadan, Oyo State, Nigeria.
1.3
Objectives of the Study
Specifically,
the objectives of this study are to:
1.
Determine the availability of instructional audio visual in the Faculties of Arts and Education
for teaching and learning.
2.
Determine the pattern and frequency of use of audio visual by lecturers in these selected
faculties for teaching and learning
3.
Investigate the adequacy of audio visual
facilities for teaching and learning of physics studies.
4.
Identify factors, if any, which limit the use of audio visual by the teachers.
1.4
Research Questions
The
study is structured to provide answers to the following research questions:
1.
How available are the instructional audio
visual for teaching and learning in physics studies?
2.
What is the pattern and frequency of use of the audio visual for teaching andlearning by the
lecturers of the facility?
3.
How adequate are the audio visual
facilities for teaching and learning of physics studies?
4.
What factors limit the use of audio
visual by teachers of the subject?
1.5
Objective of the Study
1. To understand the meaning of audio
visuals
2. To understand the use of audiovisuals
in teaching physics studies in junior secondary schools
1.6
Research Hypothesis
H0:
The application of audiovisuals does not have a significant positive impact in
teaching physics studies in junior secondary schools in Oredo LGA, Edo state
H1:
The application of audiovisuals have a significant positive impact in teaching physics
studies in junior secondary schools in Oredo LGA, Edo state
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