THE EFFECT OF AUDIO VISUAL AIDS ON BUSINESS STUDY TEACHING AND LEARNING IN JUNIOR SECONDARY SCHOOLS IN LAGOS STATE’S OJO LOCAL GOVERNMENT AREA
The title page
Page of approval
1.1 Background of the research
1.2 Problem identification
1.3 Purpose of the research
1.4 Hypotheses for Research
1.5 Importance of the research
1.6 The study’s scope and limitations
1.7 Definitions of terminology
1.8 Organization of the research
REVIEW OF LITERATURE 2.0
3.0 Methodology of research
3.1 Data Collection Sources
3.3 The study’s population
3.4 Sampling and distribution of samples
3.5 Validation of the research instrument
3.6 Data Analysis Methodology
DATA EXPRESSION, ANALYSIS, AND INTERPRETATION
4.1 First Impressions
4.2 Data examination
5.1 The Beginning
5.3 Final Thoughts
This study looked at the impact of audiovisual tools on the teaching and learning of business courses in junior secondary schools in Lagos’ Ojo Local Government Area. The study’s entire population is 200 staff members from a selected secondary school in the Ojo Local Government Area of Lagos State.
The researcher collected data using questionnaires as the instrument. This study used a descriptive survey research approach. The survey included 133 respondents who were principals, vice principals, administration, senior employees, and junior staff. The acquired data was organized into tables and evaluated using simple percentages and frequencies.
The study’s context
Audio-visual materials have existed since time immemorial but have never been integrated into the educational system. According to Green (2012), the usage of audio-visual materials has been limited until the 1960s and 1970s, when libraries discovered the value of these materials and began incorporating them into library collections for future use.
Summer emphasized the development of materials, stating that “before man established speech as a form of communication, he communicated himself in terms of drawings, signals, and symbols.” The argument here is that the usage of audio-visual elements dates back to the dawn of human civilisation. This is visible in their efforts to communicate ideas.
According to Green (2012), “in antiquity, man carried drawings on rocks to express concepts.” Ani (2010), who advocated for the use of audio-visual aids, said that audio-visual materials were utilized in classrooms in the United States of America as early as the 1920s. According to Dike (2013), informal teaching approaches such as observation, involvement, and the use of the senses are kinds of audio-visual resources in our indigenous Nigerian education.
When a youngster is asked to watch carefully without vocal instructions and to participate in domestic science, craft, and agriculture, the child is able to unintentionally acquire knowledge from several domains. As a result, every child has the right to knowledge and information, particularly about his cultural background.” It is also critical that knowledge and information transfer, as well as the preservation of cultural arts, take place in societies whose traditions are mostly oral rather than written.
This is the meaning of our indigenous African education’s tale telling sessions. The usefulness of instructional resources has recently been recognized in this country, and efforts are being made by all educational institutions to ensure that audio-visual materials are employed in teaching and learning circumstances.
The University of Nigeria, Nsukka, for example, has developed the Curriculum Development and Instructional Materials Centre (CUDIMAC) to promote the use of various types of audio-visual resources and media in the classroom.
According to advances in librarianship (Hallett, and Faria, 2006), books are not the only way libraries can extend available information to the public, but other means such as pictures, filmstrips, slides, recording, and so on should be acquired to supplement book resources and to substitute for books when they are not available on a specific topic. That example, in current educational methods, modern technology have given rise to a variety of teaching approaches that make it easier for both the instructor and the learner to fulfill their teaching and learning goals.
This is occasionally followed by some discussion, and students may ask questions about what they have learned afterwards. They may draw their own drawings of what has been discussed, but that is all. Teaching business studies is more than this, which is why adequate teaching aids are required at all levels of schooling.
Furthermore, the approaches required for teaching business studies, such as inquiry, discussion, and role-playing simulation (both activity and historical), necessitate extensive preparation on the part of both teachers and students. To effectively communicate or elicit the required responses, several methods and techniques (audio-visual aids) must be used that appeal to the majority, if not all, of the senses of the individual hearing the message.
The teacher must be resourceful in order to deliver excellent instruction. According to Aguekobuo (2004), one way to accomplish this is for the teacher to engage in human capacity building, which will entail the employment of a number of strategies and techniques in his/her teaching.
As a result, business studies teachers must be familiar with all of the audio-visual resources that will aid in the teaching and learning process. It has also been observed that the employment of the verbalization method of teaching business studies has not made the topic extremely engaging throughout the years. According to Agu and Hammad (2005), student performance has been quite low.
In reality, the importance of effective subject teaching and learning cannot be overstated. Agu and Hammad (2005) discovered that teachers continue to employ primarily traditional methods of teaching, which results in poor student knowledge and performance of the topic.
According to Abolade (2009), business studies, like other topics, can be effectively taught by using diverse audio-visual aids that appeal to the three senses of sight, touch, and hearing. Poor teaching tactics are one of the many potential elements influencing teaching and learning in our schools.
According to Abolode (2009), out of the five (5) sense organs we use for acquiring knowledge, visual materials (learning and instructional materials that can be seen) account for up to 80% of the learning process, while audio materials and equipment that appeal to our sense of hearing account for 11%, and olfactory, tactile, and tasting accounts for 9%.
As a result, audio-visual educational materials are said to have made qualitative and quantitative education more relevant because they delivered desirable results. However, this topic does not appear to be receiving serious attention from all parties involved, including students, teachers, educational sponsors, and educational administrators/managers, to name a few.
These materials have educational value and are available in a variety of forms and qualities today. The use of audiovisual materials to improve successful communication transfer of information, knowledge skills, attitudes, and other valuable qualities has been discovered. Teachers should be aware that the learning resources that instructors and students use can have an impact on the success of an instructional program.
Audio visual materials are many methods or equipment used to communicate information in the teaching and learning process, which social studies teachers must employ to improve students’ comprehension of cultural, transportation, and conflict situations in Nigeria.
Statement Of The Problem
As a result of technological innovation and development, many instructional resources can be used to make learning more vivid and effective. This indicates that students will be able to perform better wherever they are taught with these instructional materials, particularly audio-visual aids, as their comprehension, demonstration, and cooperation are expected to improve dramatically during the teaching-learning process.
Unfortunately, most social studies teachers ignore the use of audio-visual aids in the classroom. Probably owing to a paucity of materials or a lack of procedures for employing them. Against this backdrop, the purpose of this research is to determine the impact of audio-visual aids on students’ academic progress in business studies at junior secondary schools in the Ojo Local Government Area of Lagos State.
The study’s objective
The study’s aims are as follows:
To determine the extent to which students taught business studies using audio-visual aids differ from those taught using the chalk and talk teaching method.
To determine how much collaboration differs between students taught business studies using audio-visual aids and those taught using the chalk and talk teaching technique.
To determine the extent to which student demonstrations of social studies taught using audio-visual aids differ from those taught utilizing the chalk and talk teaching technique.
Hypotheses for research
The First Hypothesis
HO: There is no statistically significant difference in comprehension between students taught business studies using audio-visual aids and those taught using the chalk and talk method.
Greetings: There is a considerable difference in comprehension between pupils taught business studies using audio-visual aids and those taught using the chalk and talk method.
Hypothesis No. 2
HO: There is no statistically significant difference in collaboration between students taught business studies using audio-visual aids and those taught using the chalk and talk teaching method.
Greetings: There is a considerable difference in collaboration between pupils taught business studies using audio-visual aids and those taught utilizing the chalk and talk teaching technique.
The study’s importance
Accordingly, the study will be of enormous relevance to students, professors, and scholars in business studies. Students will be able to comprehend and understand numerous audio-visual aids that enhance the teaching learning process, notably video shows, as a result of this study.
The Study will be useful for teachers who want to learn more about the impact of audio-visual aids (video-shows) on students’ academic progress, particularly in junior secondary schools. It will also emphasize appropriate teaching resources for business studies, which will increase student interest and active participation in the topic.
The project will help teachers comprehend that the success of any teaching learning activity is judged by how much the students can learn or gain from it. This can be accomplished by employing proper audio-visual assistance. The study will be useful to scholars who want to do additional research on the effects of audio-visual assistance on students’ academic progress.
The study’s scope and limitations
The study’s focus includes the effect of audiovisual aids on the teaching and learning of business studies in junior secondary schools in Lagos state’s Ojo Local Government Area. The researcher comes upon a constraint that limits the scope of the investigation;
a) RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, restricting the scope of the investigation.
b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.
b) Finance: Inadequate funding tends to limit the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data gathering procedure (internet, questionnaire and interview).
The use of both sight and sound, often in the form of images and recorded voice or music, is referred to as audio visual.
Teaching and learning is a multifaceted process with numerous elements. As learners strive toward their goals, they incorporate new knowledge, behaviors, and skills that broaden their variety of learning experiences.
Business Studies is an academic subject taught in various countries’ schools and universities. Its research incorporates aspects of accounting, finance, marketing, organizational studies, and economics.