ABSTRACT
The purpose of the study is the extent of the use of
audiovisual materials in teaching and learning of Mathematics in Oji River
Local Government Area, Enugu State. The population of the study consisted of 1668 students of four
public secondary schools and fifteen mathematics teachers. The sample was drawn
using simple random sampling technique, out of 11 public secondary schools in
Oji river local government Area, 4 schools were randomly selected for the
study, Fifty (50) students from each school were selected and 15 teachers
making it a total of 215 as the sample size. Three research questions were
formulated. The data were collected using questionnaire and observation.
Validation of the instrument was face validity. Validation was made by 2
experts in measurement and evaluation and mathematics from Godfrey Okoye
University in Enugu State. The questionnaires were administered to the students
and mathematics teachers and were collected by the researcher. The
reliability of the instrument was tested using Cronbach's Alpha with the result
0.9 which shows that the instrument was reliable. The data were analysed using mean for research question and
t test calculation for testing the hypothesis. Findings from the
analysis showed that audiovisual materials in teaching and learning of
mathematics are not available in some schools in oji river local government
area in Enugu state, it is also observed
that the extent to which audiovisual materials are used in teaching and
learning of Mathematics is low in schools, it also reveals that female teachers
effectively use audiovisual materials in teaching and learning of mathematics
more than the male teachers in Oji river local government Area in Enugu state. And recommend that Government /
Ministry of Education should provide audiovisual materials for all the public
schools in Oji River Local Government Area in Enugu State.
CHAPTER ONE
INTRODUCTION
Background
of the study
Mathematics is a
compulsory subject which cut across every human facet, and is equally used in
every field of human endeavor; it also play a dominant role in the economic
development of a country. The significance of Mathematics in producing versatile
and resourceful leaders that are needed for economic development cannot be over
emphasized. This is why Setidisho (2000), affirmed that Mathematics is a
fundamental science that is necessary for the understanding of most other
fields in education. Setidsho stressed further that, it is obvious that no
other subject forms such a strong force among the various branches of science.
Therefore, it can rightly be said that the significance of Mathematics in
producing versatile and resourceful leader that are needed for economic
development cannot be over-emphasized.
Odusoro (2002) said
that the knowledge of science remains superficial without Mathematics. It has
been recorded that less than 20% of students venture into mathematics as their
discipline. The West Africa Examination Council (WAEC) according to Adenipekun
(2017) said that only 26.01 percent , obtained credit in Mathematics, while the
remaining candidates failed. Adenipekun disclosed that the result showed a
decline in the percentage of candidates who made credit in mathematics,
compared to the last two years. The study of mathematics is generally
considered as a basic preparation for every informed citizen because it serves
as a gateway into almost all the career choices in life (Ambrose 2003). This
may be why Soyemi (2005) said that everybody uses Mathematics in one way or the
other in solving real life problems. Obodo (2006) defined Mathematics as the
study of size, numbers, shape, changes with the relationship between them. This
is why nations that desire to forge ahead scientifically and technologically
cannot afford to toy with the Mathematical knowledge of her citizenry. This may
be why stakeholders in mathematics Education always show concern about students’
mass failure in the subject at the public examinations. Despite the importance
of mathematics, learners continue to fail the subject(Feza, 2012). Maree,(2006)
reveal that the failure rate in mathematics in schools is unacceptably high.
Despite the
importance attached to the knowledge of mathematics, it must be understood that
mathematics is mostly poorly performed subject in the secondary schools today.
This is based on the fact that mathematical concept are sometimes not presented
well and interesting. It has become discouraging to note that, the poor use of audiovisual materials affects students
performance negatively ,in different
mathematical concepts. some of which
is geometry, which deals with shapes and
can be taught with different mathematical aids, such as the use of fun
mathematics, computer game, mathematics game etc. The use of mathematics games
such as geoboard games can make mathematics teaching and learning very
interactive, interesting, promote retention and aid student based learning
where the students are exposed to real shapes and designs, where the students
can make use of the rubber bands to map out different shapes on their own.
Sadly enough most teachers don't make use of audiovisual materials; some are
not computer literate, which brings a very big gap in the understanding of the
students.
The notion among
students that mathematics is an abstract and difficult subject can be
attributed to the fact that mathematics teachers do not frequently make use of
audiovisual materials.
Researches show
that students spend more than 4-5 hours a day in front of media such as
television, video, computer, internet, movie, radio, tape, video games and
phones etc,(Gridina 2000). It is the belief of the researcher that if students
spend such time in relevant topics in mathematics, it will go a long way in
helping in the study of mathematics. It is also believed that audiovisual aids
may be useful in secondary schools as long as they are used with awareness. In
our state, computers are made accessible to students by government to enhance
their teaching and learning, thereby making it suitable for the use of
audiovisual in teaching and learning.
Ilogu (2005)
submitted that students learn in a variety of ways, and their ability to
assimilate information also varies, A student’s capacity to learn is impacted
by the teacher’s style of conveying information, that is, the teaching
methodology adopted by the teachers to facilitate learning processes.
Despite the fact
that chalkboard which is not an audiovisual material has been in use for a long
time, it has not created the required impact in the teaching and learning of
mathematics but if audiovisual materials such as computer games, videos,
projectors, computers, clips, fun mathematics. are included, it may lead to a
better understanding of mathematics.
This is why the researcher decided to carry out the research on the
topic the extent of the use of audiovisual materials in teaching and learning
of mathematics.
The effective use of
audiovisual materials in teaching and learning of Mathematics can make the
subject practical, interesting and enjoyable. Audiovisual can be defined as
instruction where particular attention is paid to the audio and visual
presentation of the materials, with the goal of improving the comprehension and
retention of students.
Dike, (2003) defined
audiovisual materials as; those
materials which do not depend solely upon reading to convey meaning. They may
present information through the sense of hearing as in audio resources, sight,
as in visual resources or through a combination of senses. Indeed, the variety
of such resources is a striking feature. According to Anzaku,(2011) “the term
audiovisual materials is commonly used to refer to those instructional
materials that may be used to convey meaning without complete dependence upon
verbal symbols or language”. Anzaku further stated that audiovisual materials
include materials and equipment alike that materials are considered to be
system, or body of content of potential value when put to work, while equipment
or instructions, often referred to as hardware, components, are the means of
presenting such content.
Webster’s Encyclopedia
Unabridged Dictionary of the English Language(2008), defined Audiovisual Aids
as “training or educational materials directed at both the senses of hearing
and the sense of sight, films, recordings, photographs, etc used in classroom
instructions, library collections or the likes.”
Ngozi, (2012) agreed that audiovisual
materials are very important and useful in education because, the normal
learner in so far as the functions of the preceptor mechanisms are concerned,
gains understanding in terms of multiple impression recorded through the eye,
ear, touch and other series. This is to say that audiovisual materials are the
equipment through which that function can occur, that is, it does not occur in isolation, rather through a
balance pattern from any preceptor mechanism that are stimulated by external
occurrences.
Furthermore,
Oketunji,(2000) stressed that audiovisual materials when effectively used have
these advantages. They lessen major weakness of verbalism, and vitalize subject
matter, provide interesting approach to new topics and give initial correct
impressions, supply concrete materials needed, stimulate the initiative of the
students. Swank,(2011) stressed the effectiveness of audio visual materials in
leaning, estimated that about 40% of o concepts are based upon visual
experience, 25% upon auditory, 17% on tactile, 15% upon miscellaneous organic
sensation and 3% upon taste smell. However, it is not certain by researchers
whether schools were effectively utilizing the opportunities in the use of
audiovisual. It is against this backdrop however that the study becomes
Statement
of the Problem
Evidence of mass
failure in mathematics by students point to the fact that the teaching and
learning materials are not effectively used in mathematics classes or are not
available in the school, the inability of teachers to make the subject
practical due to the abstract nature of mathematics.
The modern world use
digital tools, to improve teaching and learning process, the use of audiovisual
materials makes teaching and learning interactive, interesting, and enhances
retention and understanding for a longer period, the lack of the use of
audiovisual materials or availability of audiovisual materials could
be the course of low performance or failure of students in mathematics.
Purpose
of the Study
The purpose of the study
is to find out the extent of the use of audiovisual materials in teaching and
learning of Mathematics in public secondary schools in Oji River Local
Government Area, Enugu state.
Specifically, the study sought to find out the
following;
i) The availability of
audiovisual materials in teaching and learning of Mathematics.
ii) The extent of the
use of audiovisual material in teaching and learning of Mathematics.
iii) The extent to
which male and female teachers effectively use audiovisual materials in
teaching and learning of mathematics.
Significance
of the Study
The result of the
findings would be beneficial to students, teachers, researchers, curriculum
planners and even publishers.
This study
considered Dale's cone of experience and Robert gagne's nine levels of
experience. Dale's cone of experience was propounded by Edgar Dale in the
1960s, according to Dales cone learners retain more information by what they
“do” as opposed to what is “heard”, “read” or “observed”. It reveals that
“action-learning” techniques result in up to 90% retention, people learn best
when they use perceptual learning styles, perceptual learning styles are
sensory based. The more sensory channels possible in interacting with a
resource, the better chance that many students can learn from it. Audiovisual
materials is sensory based, which involved the perceptual learning style, the
use of audiovisual materials convert the abstract nature of mathematics to real
experience, thereby making mathematical concept practical and concretize
knowledge.
Robert Gagne
(1916–2002) was an educational psychologist who pioneered the science of
instruction in the 1940s. According Gagne's nine levels learning model
Gaining attention, informing learners of the
objective, stimulating recall of prior learning, presenting the stimulus,
providing learning guidance, eliciting performance, providing feedback ,
assessing performance, enhancing retention and generalization, help students in
retaining information, by providing materials
like graphics, games, and
computers. Audiovisual materials covers, the Gagne's nine levels of learning
model, students attention is gained and retained through the use of audiovisual
materials, presentation of materials like game computer and graphics are made
possible through the use of audiovisual materials.
This study was also
significant in showing the reality of mathematics to learners in secondary
schools. Students would be able to understand the implication of mathematics in
their daily activities which would impact on and change any negative attitude
towards the subject. The frequent use of audiovisual materials would enhance
learning by making mathematics more concrete and real, leading to better
understanding of mathematical concepts.
The findings of this
study would help mathematics teachers to develop classroom competence by
helping them to use a wide variety of audiovisual materials in their lessons
other than the conventional ones, and that it is important to involve their
learners in this teaching and learning process.
The findings of this
study would enable the curriculum planners to develop and avail enough, quality
and audiovisual materials for proper teaching of mathematics.
The findings of this
study, if discussed in workshops and seminars will guide the choice of
materials used in the teaching/learning process in mathematics.
This study will be of great
importance to the researchers, because it `will serve as a reference materials.
Scope
of the Study
The study is restricted
to public senior secondary school students
(SSS1- SS3) in Oji River Local Government Area in Enugu State. The study
also limited its scope on the extent of the use of audiovisual Materials in
teaching and learning of mathematics which includes interactive whiteboard,
mathematics and computer games, computers, projectors, video tapes, internet
access, flash cards, illustrated mathematics books and mathematical charts and
pictures.
Research
question
For the achievement of
the objective of the study, the following research questions were formulated to
guide the study.
I) To what extent are mathematics audiovisual
materials available in teaching and learning ?
ii) To what extent are
audiovisual materials used in teaching and learning of Mathematics?
iii) To what extent do
male and female teachers effectively use audiovisual materials in teaching and
learning of mathematics?
Research
Hypothesis
There is no significant difference on the
extent male and female teachers effectively use audio visual materials in
teaching and learning of mathematics.
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