THE EFFECT OF VISUAL LEARNING AIDS ON STUDENTS ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS
ABSTRACT
The purpose of this study was to determine the effect of visual learning aids on student academic performance in Magu District public secondary schools. The sample size for the study was 102 people. The study looked at the performance of four Magu schools in the 2013 and 2014 National Form Four Examinations, where two schools used visual learning aids and two schools did not.
The study also inquired about the types of aids used and their quality. The study also looked at the factors that drove some schools to use the aids and the barriers that prevented other schools from using them. Finally, the study looked into other factors that hampered performance in the District’s public secondary schools.
Data was gathered using questionnaires, documentary reviews, and cross-examination interviews. The results showed that Magu and Kitumba Secondary Schools that used learning aids had better results for the consecutive years of 2013 and 2014, with 21.56 percent and 40.74 percent (Magu) and 23.77 percent and 45.7 percent (Kitumba)
students receiving division one to three, while Kandawe Secondary School received only 11.30 percent and 22.41 percent, and Itumbili received 13.06 percent and 29.73 percent students receiving division one to three. Magu and Kitumba Secondary Schools were ranked eighth and seventh in the district, respectively, while Ktumba was ranked tenth and third.
Kandawe finished 16th and 17th, while Itumbili finished 10th and 14th out of 19 schools in the same years. It was also discovered that schools used learning aids that were in poor condition, with the most significant barrier being insufficient budget allocations. Other factors that influenced student performance in the District included a teacher shortage, parental poverty, a lack of books, and a lack of laboratories.
BACKGROUND INFORMATION IN CHAPTER ONE
1.1 General Introduction
The use of visual learning aids in the classroom has proven to be effective in terms of learning outcomes. However, public secondary schools in Tanzania face a slew of issues that contribute to poor performance in national exams. The purpose of this study was to determine whether or not the use of visual learning aids was the sole cause of performance disparities in secondary schools in Magu District, Mwanza Region.
The first chapter introduces the study’s construct, which includes the problem statement, study objectives, scope, and significance. It also explains the limitations and how they were overcome.
1.2 The Problem’s History
Visual learning aids, such as pictures, drawings, or dynamic video, are frequently used to facilitate and improve learning. From the standpoint of learning and instruction, the effectiveness of visual information is concerned with cognitive learning and retention. Furthermore, the performance criteria for learning materials are primarily concerned with comprehension and recall.
However, Watson et al. (2010) state that if the learning aids are applied to a procedural motor task, the performance criteria should be focused on the effect of the actual action rather than on retention. Then, when creating and implementing visual learning aids, teachers should consider how they will promote learning. As a result, it is more appropriate to refer to them as learning aids rather than teaching aids.
According to surveys, many teachers in developing countries such as Tanzania stop using visual learning aids after graduating from college. This is most likely due to the fact that they are more likely to be involved in extra work and more demanding organizational techniques on the part of the teachers. According to Macharia and Wario (1989), “I hear and forget, I read and remember, I see and understand.”
The use of learning aids in the instructional process dates back to ancient times. This period is distinguished by Greeks and Latins, particularly during the early 150 BC period when people were taught and learned things practically. According to Callahan (1988), “once upon a time when mankind was young; reading and writing had not been invented, therefore men and women taught their children using very simple local tools.”
Because the learners observed physically and practically on the learning aids related to the specific lesson or issue, it was an important technique that produced quality outcomes in learning and teaching processes.
For example, boys were taught how to hunt wild animals like elephants with spears and arrows, whereas girls were taught how to cook. Aside from that, parents taught their children about world geography by drawing local maps on the ground, and religion was taught by drawing pictures on the walls and caves.
All of this paints a picture of how visual learning aids influence the instructional process in secondary schools. Any type of instruction, whether in public schools, private schools, or informal education, is an existing activity that requires enhancement of the educational environment, particularly visual learning aids (Anderson, 2009).
During the nineteenth century, public secondary schools were established in the United States. It was the first nation to advocate for publicly supported schools, believing that the American people had a responsibility to obtain quality education in order to achieve desired basic democratic goals such as improving social conditions, promoting cultural unity, eradicating inequalities in education, and ensuring a basic level of quality among schools. This circumstance allowed the society and community as a whole to live in peace and harmony (Bergen, 1997).
In Tanzania, public secondary schools were established following independence in 1964 in order to implement a curriculum reform centered on education for all (EFA). The goal of this education policy was to provide more students with access to primary and secondary education.
Many problems arose as a result of this education expansionism policy, including the inadequacy of learning aids. For example, in 1961, the number of students in public secondary schools was 11,832, but by 1967, the number had increased to 25,000, demonstrating the growth of public secondary schools (Nyerere, 1968).
However, the EFA policy was not well implemented. This was revealed when the government failed to finance human and physical resources, resulting in negative outcomes such as a lack of buildings, incompetent teachers, and insufficient teaching and learning materials.
Magu District Council is 65 kilometers away, in the eastern part of Mwanza City. It has 19 public secondary schools, 4 of which are in urban areas and 15 of which are in rural areas. Secondary schools in urban areas are given more resources than those in rural areas, and this results in a difference in students’ academic performance. The obvious application of learning
THE EFFECT OF VISUAL LEARNING AIDS ON STUDENTS ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS
Do You Have New or Fresh Topic? Send Us Your Topic
INSTRUCTIONS AFTER PAYMENT
- 1.Your Full name
- 2. Your Active Email Address
- 3. Your Phone Number
- 4. Amount Paid
- 5. Project Topic
- 6. Location you made payment from