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THE EXTENT OF USE OF AUDIO VISUAL MATERIALS IN THE TEACHING AND LEARNING OF COMPUTER SCIENCE IN JUNIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Today, educational technology is effectively employed as a means of enhancing the quality of education. Typically, educational technology is defined to include educational television and other audiovisual media programmed instruction and computer assisted instruction. This modern approach to learning places the teacher in a new role of learning experiences. The future tasks of the teacher therefore become more complicated, more challenging and more innovative.
In order to accomplish it, the teacher must have skillful use of his knowledge of the richness of content and the availability of materials to be used in the classroom. Good teachers will seek to produce changes consistent with the needs and abilities of their students.
Audiovisual (AV) materials can contribute to a great deal, to the effectiveness of teaching. But its use become questionable if the presentation is not properly considered. We should not assume that an educational practice is good because it has been used for a long time. We should be willing to perform experimental trials with new approaches where improvements are needed and the new approaches promise to be effective. With the high cost of schooling now, students should be given the best way to acquire knowledge. We all know that education is for the future. We teach with instructional materials of our time, but will these materials ever work and serve students need in the future in their world.
BACKGROUND OF THE STUDY:
Audiovisual (AV) materials have been among the resources used for teaching and learning Irmalyn V. Santos and Shiro Nishida and together with other related instructional media can affect the development of the curriculum and influence the learning process itself.
The Socony-Mobil Oil Company (Auger, 1978) conducted a survey which revealed how much we learn through the use of our senses. We learn 1 % through taste, 1.5% through touch, 3.5% smell, 11% through hearing and 8.3% through sight. For all practical purposes the two key items are hearing and seeing. We retain10%of what we read, 20%of what we hear, 30%of what we see and 50%of what we see and hear. These tell us that students are more likely to retain what they learn if they listen to what the teacher says than if they read its contents in a book. And if the teacher uses diagrams and other audiovisual aids, retention goes up and additional30% to a combined total of50%. Keeping this in mind, one will appreciate why AV materials are encouraged in classroom activities. This is the aim of education, if a student retains what is being learned in class, he can then understand what is being taught and further knows how to apply it. AV materials have been introduced therefore to transform classroom instruction into a series of rich memorable experiences for the student. On the other hand, AV materials must not be presented to entertain students, they must be used for a meaningful education.
In connection with the foregoing discussion, the researcher is encouraged to do a study on the effectiveness of using some AV materials in teaching computer science and to determine whether this approach by the teacher would result to a productive learning among students in Oredo LGA Edo state.
Computer science was chosen since this subject covers ly all the topics in computer science.
In order to understand higher computer science more one must first clearly understand computer science. Using then AV materials approach, students can understand computer science without difficulty. The student’s knowledge in computer science is based upon how much he has learned computer science.
STATEMENT OF THE PROBLEM:
This paper is focus on an attempt to determine the effects of AV materials when used as a supplement in teaching computer science. The goal of this study is together concepts of students how AV materials affect their learning in computer science. This study seeks to answer the following questions.
1. What AV material when used as a supplement in teaching computer science is the
a. most encountered?
b. most interesting?
c. most effective?
2. Is there a significant relationship between
a. the topics presented with AV materials by the teacher
THE EFFECTS OF USING AUDIOVISUAL MATERIALS
b. the topics chosen by the students to be given emphasis to the use of AV material and
c. the topics chosen by the students as the most difficult subjects?
3. What made the AV materials presented
a. interesting?
b. boring?
4. What particular situations can AV material accomplish in learning computer science?
5. What approach must be use to make the study of computer science using AV material more effective, interesting and understandable?
6. What are students’ suggestions about the use of AV materials in the classroom?
SIGNIFICANCE OF THE STUDY:
Making use of the acquired knowledge of human learning and development, attention was given by this study to the effective ways of guiding students in their learning of content.
As pointed out, if students come from varying backgrounds and differ widely in intellectual development lectures alone can be frustrating to students and faculty alike. It was suggested that the reason the students do -not understand the content is because they have not developed the necessary mental structures to understand what the teacher is talking about. So if the students has this deficiency, it is impossible for him to develop them by merely listening to the instructor’s lecture.
The technique of using AV material to complement the oral presentation of computer science in this research was decided upon because of the following reasons. AV materials when properly used in teaching can accomplish the following situations:
1. Promote a mood of mutual understanding and sympathy.
2. Bring about significant changes in student behavior.
3. Show the relationship of subject matter to the needs and interest of the students, with a consequent heightening of motivation for learning.
4. Bring freshness and variety to the learning experience.
5. Make learning meaningful over a wide range of student abilities.
6. Encourage meaningful use of subject matter by allowing the imaginative involvement and active participation -the ‘I was there’ feeling that results in increased learning.
7. Provide needed feed back that will help the student to discover how well he has learned.
8. Furnish the rich experiences from which meaningful concepts will developed.
9. Widen the range of student experiences in a process that will foster nonverbalistic learning and the making of accurate izations.
10. Assure the order and clarity of thought that the student will need if he is to form conceptual structures and establish meaningful systems of ideas.
These are the things that AV instruction can do in the classroom, but they cannot be used to their best advantage unless the teacher takes an active part in the process of learning. The significance of this study therefore is towards the improvement of the quality of instruction.
In this research, it is the student who evaluates the teacher’s method of teaching in making use of AV materials in the classroom. Knowing then the student’s needs and demands, the teacher to be able to make a guiding principle in presenting AV materials in computer science and what is introduced to them will eventually become very meaningful.
LIMITATIONS OF THE STUDY:
The results of this study are based upon the questionnaires answered by computer science students in Oredo LGA Edo state. This study is purely a student evaluation, concept, opinions and suggestions about the use of AV materials in the classroom. The responses are focus upon the students experiences when AV material is used as a supplement in teaching computer science. It must also be understood that the responses were written in Japanese so that answers were translated, studied and analyzed in English. The
AV materials commonly used by the teacher in the classroom are video tape, television programs, film slides and OHP transparencies and computer programs. This study does not seek to discuss the advantages and disadvantages of the AV materials used. There is no specific method of teaching introduced so that a normal scene in the classroom using AV material is being evaluated.
DEFINITION OF TERMS:
AUDIOVISUAL MATERIALS refer to those teaching materials some real, some graphic, not solely dependent upon words as a predominant source of meaning for the observer, such materials include field and classroom study of real things, television programs, video tapes (recording and motion pictures) , film slides (standard and miniature, both photographic and hand made), transparencies for the OHP, sound and silent film strips, projected study prints and other illustrations (opaque projections), objects for a microprojector (both slides as well as animate or inanimate specimens), photographic enlargements, text and pamphlet illustrations, magnetic tape, disk recordings, computer programs and graphic portrayals such as maps, globes, graphs, charts, posters, diagrams and cartoons. Whenever it is used, the expression AV material will refer to all combinations of the items listed above.
NON-PROJECTED VISUAL refer to media formats in which they do not require projection forviewing.
PROJECTED VISUALS refer to media formats in which still images are projected onto screen.
VIDEO TAPE VIEWING OR INSTRUCTIONAL TELEVISION refer to any planned use of videoprograms to meet specific instructional goals regardless of the source of the programs (including commercial broadcast) or the setting in which they are used.
TELEVISION PROGRAMS refer to any planned use of television, recorded or transmitted into a classroom, where in a teacher tunes it in at the scheduled time and uses this in his own unique way to achieve valid objectives.
SLIDE any illustrated, printed, drawn in detail or shaded sketched or photographed actually in film.
TRANSPARENCY is composed of photographic type film (large format 8-by-10-inch film), clear acetate, or any number of other transparent materials capable of being imprinted with an image be means of chemical processes and are projected in an OHP.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
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