ABSTRACT
In Teaching and learning
communication skills, we have a lot to choose from the world of technology: TV,
CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs
and Audio o Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two
decades have witnessed a revolution due to onset of technology, and has changed
the dynamics of educational institutes, and has also influenced the educational
system and the way people interact and work in the society. This rapid rising
and development of information technology has offered a better pattern to
explore the new teaching model. Using audio visual to create a context to
teach communication skill has its unique advantages. As a result technology
plays a very important role in teaching communication skill.This paper tries to
analyze the necessity of audio visual technology to communication skill
teaching and also brings out the problems faced by using these technologies. It
also aims to make Physics teachers aware of the strategies to use it in an
effective manner.
CHAPTER
ONE
1.1 Background of the study
The use of audio visual in
industries has been extensive, as it has been effective inincreasing
productivity and retention rates, where research has shown that peopleremember
20% of what they see, 40% of what they see and hear, but about 75%of what they
see and hear and do simultaneously (Lindstrom, 1994). Audio visual is now
permeating the educational system as a tool for effective teaching and
learning. With audio visual,
the communication of information can be done in a more effective manner and it
can be an effective instructional medium for delivering information.
Audio visual access to knowledge is one of the possibilities of
information and communication technology that has tremendous impact on
learning. The instructional media have emerged in a variety of resources, and
equipment, which can be used to supplement or complement the teachers efforts
in ensuring effective learning by students. It is recognized that conventional
media technologies can no longer meet the needs of our teaching and learning
processes; as a result they are being replaced by audio visual
technology. This technology provides a learning environment that is self-paced,
learner-controlled and individualized.
Audio visual is defined as the
combination of various digital media types such as text, images, sound and
video, into an integrated multi-sensory interactive application or presentation
to convey a message or information to an audio ence. In other words,
audio visual means “an individual or a small group using a computer to
interact with information that is represented in several media, by repeatedly
selecting what to see and hear next” (Agnew, Kellerman and Meyer, 1996).
Reisman (1994) described audio
visual as a ray of “computer-driven interactivecommunication system, which
create, store, transmit and retrieve, textual, graphicand audio tory networks
of information.
Audio visual could be
interpreted as a combination of data carriers, for examplevideo, CD-ROM, floppy
disks, Internet and software in which the possibility for aninteractive
approach is offered (Smeets, 1996; Jager and Lokman, 1996).
Fetterman (1997) also viewed
audio visual as those resources used for instructionthat include one or
more media such as graphics, video, animation, image andsound in addition to
textual information. He identified four important characteristics of
audio visual as:
- Audio visual systems are integrated
- The information content must be represented digitally
- The interface to the final presentation of media.
The power of audio visual lies
in the fact that it is multi-sensory, stimulating themany senses of the audio
ence. It is also interactive, enabling the end users of theapplication to
control the content and flow of information. This has introducedimportant
changes in the educational system and impact the way we communicateinformation
to the learners (Neo and Neo, 2000).Ogunbote and Adesoye (2006) expressed that
audio visual technology adds newdimension to learning experiences because
concepts were easier to present andcomprehend when the words are complemented
with images and animations.
Stating further that it has been
established that learners retain more when a varietyof senses are engaged in
impacting knowledge; and the intensity of the experienceaids retention and
recall by engaging social, emotional and intellectual senses.
The evolution of audio visual
has made it very possible for learners to become more involved in their work.
With audio visual technologies, they can create audio visual
applications as part of their project requirements. This would make them active
participant in their own learning process, instead of just being passive
learners of the educational content.
Reinsman (1994) expressed that
audio visual involves processing, storage, generation, manipulation and
retention of audio visual system, and the resourcescould include text
files, pictures, video, audio o, databases, archives, library catalogs, course
notes, relevant links to various websites and easy access to search engines
available on the Internet (Shuell and Ferber, 2001).
A study by Ubogu (2006) supports the
view that audio visual resources facilitateaccess to all human knowledge,
anytime, and anywhere in a friendly, multi-modal, efficient and effective way,
by overcoming barriers of distance, language and culture, and by using multiple
Internet-connect devices.
It is important to say that the use
of audio visual technology has great significancein colleges,
universities and research institutions in the Western countries. In
thesecountries, the technology is being seen as a key player to development in
allramifications and essential component of education.
However, Babajide (2003) identified
different types of audio visual communication, some of which include
physics hardware, physics software, public address systems, slides, overhead
projectors, opaque projectors, videos, cassettes, audio tapes, cassette recorders,
flip, time sequence, stream charts, Diorama still motion pictures among others.
Audio visual in Education
Audio visual in Education has been
extremely effective in teaching individuals a wide range of subjects.
Audio visual is changing the way we communicate with each other. The way
we send and receive messages is more effectively done and better comprehended.
While a lecture can be extremely
informative, a lecture that integrates pictures or video images can help an
individual learn and retain information much more effectively. Using
interactive CD-ROMs can be extremely effective in teaching students a wide
variety of disciplines, most notably languages and music.
A multi-sensory experience can be
created for the audio ence, which in turn, elicits positive attitudes towards
its application (Neo and Neo, 2001). Audio visual has also been shown to
elicit the highest rate of information retention and result in shorter learning
time (Ng and Komiya, 2000). On the part of the creator, designing aaudio
visual application that is interactive and multi-sensory can be both a
challenge and thrill. Audio visual application design offers new insights
into the learning process of the designer and forces him or her to represent
information and knowledge in a new and innovative way (Agnew et al, 1996).
However, information technology
application serves different purposes, such asknowledge sharing-portal, search
engines, public administration, social service and business solution. Oshodi
(1999) posits that awareness created towards the use of information and
communication technology over the years is increasing in the classroom learning
environment in the third world such that mere verbalization ofwords alone in
the classroom to communicate ideas, skills and attitude to educatelearner is
futile. Omagbemi (2004) supporting this view expressed that access to
audio visual information could stimulate changes and creates conductive
learning environment and make learning more meaningful and responsive to the
localized and specific needs of learners. There is certainly no lack of vision
within educational communities concerning the central role and importance of
ICT in the educational contexts of the future (Wood, 1993). That vision is
shared by many and is accompanied by an acknowledgement that in order to
realize this vision, three factors – access, training and targets must be
provided (DFE, 1995; Simpson, Payne, Munro and Hughes, 1999). However, Hoffman
(2001) suggested that successful implementation of ICTs need to address five
interlocking frameworks for change namely the infrastructure, attitude, staff
development, support (technical and administrative) and also sustainability and
transferability.
The many kind of ICTs implemented at
teaching and learning can be used in education for different purpose. For
instance, some of them help students withtheir learning by improving the
communication between them and the instructors (Valasidou, Sidiropoulos, Hatzis
and Bousiou-Makridou, 2005).
In a study conducted by Simpson et
al (1999) it was found that 64% of the teachereducator used ICT in the
production of traditional resources of overhead transparencies and hand outs
using standard word processing package; 27% indicated that they made use of and
had experience with more powerful communication and presentation software; 32%
incorporated the use of any ICT software into the lectures and only 24% made
use of CDi resource materials. The study also revealed that in the tutors’
delivery of the courses, the students seldomexperienced demonstrations of the
use of ICT as a teaching tool, that is, the tutorsseldom modelled its use
through their own practices. However, these tutors gave lack of time to
practice skills and the limited accessibility of some specialized facilities as
constraint factors on their use of ICTs in teaching.
Studies have shown that, there are
some factors that determine academics’ useand non-use of new technologies for
teaching and learning in the advanced countries and these include, the needs of
the learner, the characteristics and experiences of academics, the technology
available, the environment within whichacademics work and how valuable they
perceive the use of technology to be for teaching their students (Spotts, 1999;
Jager and Lokman, 1999; Chun and Kwan,2005; and Munoz – Repiso and Tejedor,
2006) and the disciplinary context of which the academic is part (Rowley,
Banwell, Childs, Gannon – heary, Londsdale,Urguhart and Armstrong, 2002).
However, research have demonstrated that thereare disciplinary and subject
differences in the way ICTs are being used and adopted in teaching and learning
(Jager and Lokman, 1999; Jones, Zenois andGriffiths, 2004 and Eynon, 2006).
In developing countries, Nigeria
inclusive, factors like lecturers’ attitude (Agbonlahor, (undated); Perception
and use of media (Mabawonku, 1987); Perceived ease of use (Mabawonku, 1987;
Ehikhamenor, 2005) quoted by Agbonlahor (undated); Perceived usefulness
(Aghonlahor, (undated); Characteristics of lecturers (Gender, Age, Experience;
Qualification etc); Adekunmisi, Ojo, Amusa and Obadeyi 2009; Training (Osunade,
Philips and Ojo
(undated); Opinions of “significant
others” and or peers in the university community (Agbonlahor, (undated);
Availability of infrastructural facilities (Osunade et al (undated); Iloanusi
and Osuagwu (undated); Cost of Purchasing (Ehikhamenor, 2005; Iloanusi and
Osuagwu (undated); Management attitudes (Sife, Lwoga and Sanga, 2007);
Use/knowledge of physics(Anadarajan, Igbaria and Anakwe, 2002); Power supply
(Osunade et al (Undated); Iloanusi and Osuagwu (Undated) amongst others.
1.2
Statement of the Problem
There is an urgent need to improve
the quality of education to bridge the gapbetween developed and developing
nations, and audio visual instruction is considered as a necessary tool
for this purpose. However, the presence of audio visual alone will not
stimulate significant changes in a school. Teachers are important ingredient in
the implementation of audio visual instruction in education.
Without the involvement of teachers,
most students may not take advantage of allthe available potential benefits of
audio visual on their own. Teachers need to actively participate in the
use of audio visual facilities. They have to be trained in the use of audio
visual and in its integration in the classroom activities to enhance thinking
and creativity among students. They must also learn to facilitate and
encourage students by making them
responsible for their own learning. Many ofthe current graduates were found to be
lacking in creativity, communications skills, analytical and critical thinking
and problem – solving skills (Teo and Wong, 2000;
Tan, 2000).
In this study, attempts are
therefore made at examining such issues as arepertinent to audio visual
utilization for teaching in the Faculties of Arts and
Education, University of Ibadan, Oyo
State, Nigeria.
1.3
Objectives of the Study
Specifically, the objectives of this
study are to:
1. Determine the availability of
instructional audio visual in the Faculties of Arts and Education for
teaching and learning.
2. Determine the pattern and
frequency of use of audio visual by lecturers in these selected faculties
for teaching and learning
3. Investigate the adequacy of
audio visual facilities for teaching and learning of physics.
4. Identify factors, if any, which
limit the use of audio visual by the teachers.
1.4
Research Questions
The study is structured to provide
answers to the following research questions:
1. How available are the
instructional audio visual for teaching and learning in physics?
2. What is the pattern and frequency
of use of the audio visual for teaching andlearning by the lecturers of
the facility?
3. How adequate are the audio
visual facilities for teaching and learning of physics?
4. What factors limit the use of
audio visual by teachers of the subject?
1.5
Objective of the Study
- To understand the meaning of audio visuals
- To understand the use of audiovisuals in teaching
physics in junior secondary schools
1.6
Research Hypothesis
H0: The application of audiovisuals
does not have a significant positive impact in teaching physics in junior
secondary schools in Oredo LGA, Edo state
H1: The application of audiovisuals
have a significant positive impact in teaching physics in junior secondary
schools in Oredo LGA, Edo state
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1
Background of the Study
1.2
Statement of the Research Problem
1.3
Objectives of the Study
1.4
Significance of the Study
1.5 Research
Questions
1.6 Research
Hypothesis
1.7
Conceptual and Operational Definition
1.8
Assumptions
1.9
Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources
of Literature
2.2 The
Review
2.3 Summary
of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research
Method
3.2 Research
Design
3.3 Research
Sample
3.4
Measuring Instrument
3.5 Data
Collection
3.6 Data
Analysis
3.7 Expected
Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data
Analysis
4.2 Results
4.3
Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2
Recommendations for Further Study
Bibliography
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