ABSTRACT
This study was carried out to investigate the effect of audio-visual instructional materials utilization on the academic performance of students in Biology in Abak Local Government Area. Two null Hypotheses were used to guide the study; a quasi-experimental research design was adopted for the study. One hundred students formed the sampled size for the study. A Biology Achievement Test (BAT) was the instrument used for data collection. Independent t-test statistical tool was used to analyze the null hypotheses. The findings of this study revealed that students taught with audio-visual instructional materials performed academically better than students taught without audio-visual instructional materials. It is therefore recommended that the government should send more audio-visual instructional materials to schools to help in the teaching and learning process, teachers should adequately handle the audio-visual instructional materials provided and students should be more serious on the used of audio-visual instructional materials and educational authorities should trained teachers in the use of modern audio-visual instructional material in order to improve academic standard.
TABLE OF CONTENTS
TITLE PAGE……………………………………………………….i
CERTIFICATION………………………………………………….ii
DEDICATION………………………………………………………iii
ACKNOWLEDGEMENT…………………………………………iv
ABSTRACT………………………………………………………….v
TABLE OF CONTENT……………………………………………vi
CHAPTER ONE- INTRODUCTION
1.1 Background to the Study - - - - 1
1.2 Statement of the Problem - - - - 6
1.3 Purpose of the Study - - - - 7
1.4 Significance of the Study - - - - 8
1.5 Research Hypothesis - - - - 9
1.6 Delimitation of the study - - - - 9
1.7 Limitation of the study - - - - 10
1.8 Definition of Terms - - - - 11
CHAPTER TWO-REVIEW OF RELATED LITERATURE
2.1 The concept of Audio-visual Instructional - -12
Material Utilization
2.2 Gender and Academic Achievement - - -19
2.3 Use of Computers by Science Teachers - -20
2.4 Summary of Literature Review - - -23
CHAPTERTHREE-RESEARCH METHODOLOGY
3.1 Area of the Study - - - - - -26
3.2 Research Design - - - - - -29
3.3 Population of the Study - - - - -29
3.4 Sample and Sampling Technique - - -29
3.5 Instrument for Data Collection - - - -30
3.6 Validation of Instrument - - - -30
3.7 Administration of Instrument - - - -30
3.8 Method of Data Analysis - - - - -23
CHAPTER FOUR-DATA ANALYSIS
4.1 Analysis of Data Result - - - - -32
4.2 Discussion of findings - - - - -38
CHAPTER FIVE-SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary - - - - - - - -41
5.2 Recommendations - - - - - -42
5.3 Conclusion - - - - - - -44
References - - - - - - - -45
Appendix - - - - - - - - -47
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Biology has been identified as the bedrock of understanding life treating ailment and maintenance of ecosystem. Biology occupies a unique position in the school curriculum, it is also central to many science-related courses such as medicine, pharmacy, nursing and so it obvious that no student intending to study this discipline can do without biology.
However it has been discovered that secondary school student has misplaced biology in their choice of subject on basis that biology is too wide for them to cope with, teachers have always been blamed for student poor performance in biology but should not be blamed alone, rather it should be looked at as a problem that has many contributory factors among which are teaching aids, students and government factors.
Teaching aids are used directly or indirectly for the benefit of education. When aids like audiovisual are available and skillfully utilized, they influence learning and make it effective. Audio-visual in education is very vital because they aid teaching and makes it more meaningful.
Audiovisual instructional material utilization is one of the instructional strategies or procedures which facilitate effective teaching and learning of biology in secondary schools.
The term visual came into prominence in education during the first decade of the 20th century. Audiovisual is a term which combines both sound and visual stimuli; later came into use. The eyes, ears and nerve ending are some of the means through which perception takes place.
Audiovisual instructional material utilization is a useful tool that helps to stimulate our perception. It increases our hearing and seeing simultaneously and hence our cognitive skills.
With the advancement of modern technology in the world, it is more urgent to use modern instructional materials such as audio-visual materials to develop efficiency in the way students learn. There is a need to renovate our instructional material to make classroom teaching effectively. Many of the transformation taking places are associated with the much rapid flow of information greater capacity of its storage.
Many researchers have debated whether education has improved throughout history with the use of multimedia. With the development of technology, teaching tools have been transforming from simple text to interactive media potentially enabling a more thorough approach to learning. Specifically, the addition and utilization of multimedia such as audiovisual may be helpful in reducing the difficulty of converting text into practice because it offers an audio and visual demonstration of instruction.
The use of audio-visual instructional material for the purpose of enhancing learning is beneficial because it allows for an easier and broader variety of teaching styles with which information can be obtained. It promotes interactive learning as a result encourages greater enthusiasm towards education in both students and teachers (Pryor, 2008). In laboratory science, the use of audiovisual technology is particularly useful, as it enables the visualization of procedures and allows for deeper comprehension than obtained just through textual presentation (Okoro, 2008).
In the present situation, it is observed that with the traditional method of teaching students are only spoon-fed, they do not understand the subject clearly and generally feel that the course is vast and difficult. Secondly, individual differences in abilities, intelligence, interest, and role of learning. Every student cannot grasp at the same rate (Bejaj, 2013). The poor performance of the student in science subjects has been attributed to poor instructional material utilization employed by teachers as well as role learning in the form of excessive talking, copying of note and note learning of textbook materials adopted by teachers (Ofili, 2012). The challenges of not having a well-equipped laboratory for practical experience have also contributed to poor performance in biology.
1.2 Statement of Problem
It has been observed that students’ academic performance in Biology in secondary schools has been very poor due to lack of utilization of modern instructional materials such as audio-visual instructional materials. For the teaching and learning activity to be effective and purposeful, the teacher has to make use of the right audio-visual materials. It is in light of the above that this study focuses attention on the use of audio-visual instructional material utilization and student’s academic performance in Biology.
1.3 Purpose of the Study
The general objectives of the study are to investigate the effect of Audio-visual material utilization and students’ academic performance in Biology in Abak Local Government Area. To achieve the above general-purpose the study specifically:
i. Compare the mean scores of students taught with audio-visual materials and those without.
ii. Examine whether there could be any significant difference in the performance of male and female students when taught using audio-visual materials.
1.4 Significance of the Study
The finding of this study will be of immense benefit to teachers, students’ and society as it will enable the adoption of modern instructional materials for teaching and learning. This will improve students’ academic performance and to society, it will help to beautify the educational landscape of the nation.
This study will further help educational administrators to adopt appropriate administrative strategies in enhancing instructional delivery and it will also help future researchers who may find this material useful in their research.
1.5 Research Hypotheses
The following research hypotheses are formulated to guide the study:
i. There are no significant differences in the mean performance scores of students exposed to audio-visual materials and those who were not.
ii. There is no significant difference in the mean performance scores of male and female students exposed to audio-visual materials.
1.6 Delimitation of the Study
This study was delimited to audio-visual material utilization and student’s academic performance in Biology in a secondary school in Abak Local Government Area.
1.7 Limitation of the Study
This study was limited due to time and financial constraint.
1.8 Definition of Terms
The following terms are defined as used in the study:
Audio-visual materials: deals with sound and visual component of learning materials.
Biology: This is the branch of science that deals with the study of living things or organism. The science of life and of a living organism includes s the structure, function, growth, and origin. Biology is one of the three science subject studied in schools.
Academic Performance: This refers to the actual grade or mark scores that students obtained in the test, assignment or examination that reflects their ability in that particular subject (Biology).
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