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EFFECT OF AUDIO, VISUAL MATERIAL AND INTERNET ON THE LEARNING OUTCOME OF JUNIOR SECONDARY SCHOOL STUDENTS.


CHAPTER ONE

Introduction

 

1.1     Background of the Study

This research work titled “The use of Audio Visual-materials and internet in computer study on students learning performance” is informed by the prevalent global wave in the use of educational technology V is the – avis the situation of junior secondary in Ogun State. Being an experimental research, the study investigated the use of audio, visual material and internet and equipment in a typical school computer and evaluated the effect and the outcome of the use of such technology on the learning performance of students.

There have been many technological dawns in the last 30 years, during which the desktop computer and internet have been developed; but there have been similar dawns throughout the 20th century. Film, radio, records, broadcast television, audiotape, videotape, programmed learning machines etc. each time enthusiasts have announced the transformation or even the end of the school, college and university. In fact, the impact on the bulk of teaching and learning has been minimal. Developments in paper /printing technologies have had for more influence, with the consequence that face-to-face discussion and paper resources still dominate public education. Audiovisual material and internet have been treated more as icing-on-the cake than as something at the very heart of learning and likewise their long-suffering support services (through the new media, particularly video, have fared somewhat better in the development of corporate training programs). In fact there is a debate in instructional design literature about whether there are any unique attributes of media that can promote improved learning.

1.2     Statement of the Problem

This project attempt to highlight the effects of audio, visual material and internet on learning outcome of junior secondary schools students in computer study in Ogun State computer has been recognized worldwide over the ages of civilization as a vital tool for survival particularly in areas of science and technology. Computer education therefore has increasingly become science and technological oriented. The 21st century has witnessed as advanced development in information communication and technology (ICT) through the introduction of undersea fiber optic cable which link the whole world through the computer (internet), making the a global village (Deepak and Turner, 2006). Further to these, there

1.4     Research Hypotheses

H01:   There is no significant different between the students taught with audio-visual material and those taught with traditional method.

H02:   There is no significant difference in learning outcome of male and female students taught with audio-visual materials.

CHAPTER TWO

LITERATURE REVIEW

The literature review is highlighted under the following sub-topics

2.1     Definition of teaching Aids

2.2     Classification of teaching Aids

2.3     History of audio-visual Aids

2.4     Pros of Audio-visual Aids

2.5     Cons of Audio-visual Aids

2.6     The uses of audio-visual material and internet in learning

2.7     The effect of audio-visual material on learning computer.

2.8     The outcome of the effect on the audio, visual material and internet.

2.9     History of Internet.

2.10   Summary of reviewed related literature

 

CHAPTER THREE

Research Methodology

  • Research Design

The study adopt non-equivalent, control group design, using a 3 × 3 × 2 factorial matrix.

3.7     Method of Data Analysis

The responses on the subject were computed and analyzed using statistics t-test to test the one and two hypothesis. The t-test statistics by substituting the formular.

CHAPTER FOUR

Result Presentation and Discussion

4.0           Results Presentation

4.1           Descriptive Analysis of Subjects

Table 1a:    Distribution by Gender of the Subjects

GROUP MALE FEMALE TOTAL
Audiovisual Material 20 30 50
Traditional Method 20 30 50
Total 40 60 100

 

Table 1b:   Distribution by Scoring

GROUP ABOVE 60% AVERAGE 50%-51% BELOW TOTAL
Audiovisual Material 35 10 5 50
Traditional Method 20 20 10 50
Total 55 30 15 100

 

Table 2:      Comparison of learning outcome of students taught with audiovisual material and traditional method.

Group N Mean Std. Dev. Df t. Cal. T-table Decision
Audiovisual Material 50 7.79 2.60 98 5.20 0.33 Rejected
Traditional 50 6.01 2.77

 

Table 2 above shows a means value 7.79 and 6.01 for audio visual material and traditional group respectively, standard deviation 2.60 for audio-visual material and 2.77 for traditional group at 0.05 level of significance difference between the students taught with audio-visual material and those taught with traditional method. The calculated t-value 5.20 is higher than the table t-value is 0.33 since the calculated t-value is greater than t-value, the null hypothesis is rejected. The result obtained from this study revealed that there is a significant difference between the achievement of students that were taught with audiovisual material and those taught with traditional method.

5.3           Recommendations

Based on the findings of the study, the following recommendations were made.

*        The NCE training programme in Nigeria should include training in active learning strategies so as to equip pre-service teachers to be effective in the usage as way of enhancing students learning outcome in computer.

*        In service teachers should also be trained through organized workshops, seminars, symposia and conferences to expose them to the essential features of audio-visual material and internet learning in order to improve their classroom practices, enhance students learning outcome and help them in handling large classes.

*        Students should be exposed continually to challenging life situation about benefit of science in order to help shape their attitude positively towards science subjects especially in computer.

*        Qualified teachers who are very versatile in the use of active learning strategies should be employed henceforth to teach science in Secondary Schools, this will lead to the formation of pleasant and positive attitude towards science.

 

References

Bhagwan, D. (2005), Educational uses of information and communication. Encyclopaedia of educational techniques and methodology. Anmol Publication, New Delhi.

Blomeyer, R.L. and Martin, D.C (2008), Case studies in computer Aided Learning. Falmer press, London.

Bonwell, C.C. and Erson A. (2008), Enhancing the lecture: Revitalizing a traditional format. In R.J. Menges and M.D. Svinicki (Eds.), Bringing problem-based learning to higher education: Theory and practice: New Directions for Teaching and Learning, No. 67 (pp. 31-44). San Francisco: Jossey-Bass.

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