Project Materials








plays a critical in the intellectual development of a child. Language can be written or spoken, and reading is the method of decoding messages sent via written language. When instructional materials are used effectively and efficiently in a classroom setting, teaching and learning activities become more meaningful.

It is now necessary for English language teachers in Nigeria to use visual aids as instructional materials in order to make teaching more interesting, and effective, and to arouse and sustain students' attention.

However, most instructional materials, such as audio aids, are not available in some primary schools in Uhumwonde Local Government Area of Edo State, as they are elsewhere in Nigeria. The reason for this is that most teachers lack knowledge on how to use instructional visual aids such as flash cards,

Flannel board maps, and charts, but these instructional materials have met with little or no success in improving the teachers' teaching and students' mastery of the basic concept of reading. Since men are aware of other teaching aids such as visual aids, the research focuses on the use of video visual aids in teaching and learning situations.

It looks at how these aids can be put to use in the roper through the teaching of English in our school language. On the other hand, efforts should be made to determine the proper and adequate use of audiovisual aids in the teaching of English in our primary schools. At this point, audio visual classroom aids such as video recorders and overhead projections are used to teach students in order to facilitate their understanding or comprehension.


The purpose of this study is to look into the use of audio visual aids in the teaching and learning of English in primary schools in Edo State's Uhumwonde Local Government Area. This study is required due to the declining standard of rising as a among students, which includes the availability of audio visual aids in primary school.

It has been observed that the majority of English language teachers in our primary school do not make adequate use of audio visual aids. As a result of this unprecedented situation, a number of pertinent questions arise, including:

1. What are the issues that contribute to the low use of audiovisual aids in English language instruction?

2. It is due to a lack of materials or a lack of trained personnel to use them.

3. Is any effort being made to find a solution to the problem?

4. What are the most likely solutions to the problems that this study intends to investigate and potentially find meaningful solutions to?


1. Do audiovisual aids exist in the school?

2. How important are audiovisual aids in language classes?

3. Is it appropriate to encourage the use of audiovisual aids?

4. Why do you enjoy using audiovisual aids in English language instruction?



1. It is to emphasize that it is more important for learners to understand the purpose of listening than for teachers to understand it, though both understandings are desirable.

2. To bolster the fact that, without a doubt, a follow-up evaluation in terms of goals achieved, both in terms of content and skill, is an essential component of the whole.

3. When teachers become aware of the need to teach listening, something is accomplished. When students become aware of the need to improve their listening habits, some progress is made.

4. Similarly, when children are made aware of the importance of improving their listening habits, some progress is made.

5. A free discussion about how this skill can help enrich our lives could lead to a variety of experimental activities.



The involvement of various groups of people in the discovery of this study would have ramifications for the general educational process as well as for other members of society.

Curriculum planners and school administrators who are concerned with ways to improve the educational system, study in their various schools would find this work very valuable in finding solutions to their problems of inability to use requisite to their desired social belonging or success would find this work very valuable. Martins and Deocine (1978) and Cedric are two examples of scholars' work. I. Clerik and airline Bunthecy (1972) demonstrated that while listening ability is an important tool in the teaching process in the school.

The emphasis of the teacher and curriculum planners is on the teaching of reading, writing, and speaking skills, while the teaching of listening skills is relegated. This is demonstrated by the fact that on the language timetable, there are lesson periods set aside for reading comprehension, composition, writing, and oral discussion, but none for listening comprehension or activities related to improving listening skills.

The desire to conduct research on the teaching of listening as a language skill in primary school in Uhumwonde Local Government Area of Edo State stems from the researchers' desire to investigate the reasons for the pupils' poor or inefficient use of listening as a basic skill observed during a listening skills teaching session.

Teachers will not be left out of those who benefit from the work's findings if they grasp meaningful and important points from their oral lectures of teaching. They would learn about the methodology for teaching listening skills in primary schools.

Finally, the study would be useful to general readers in their research of how to use listening skills effectively in any communication environment, such as listening to seminars, public addresses, radio and television broadcasts.


Curriculum: The subjects covered in a school's course of study or instruction.

Receptiveness: The ability to listen to or accept new ideas or suggestions.

The particular manner in which something is understood or explained.

To emphasize something means to give it extra weight.

Concentrate: To focus your entire attention on one thing and not think about anything else.

An impediment is a situation that makes it difficult to do or achieve something.


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