1.1 Introduction
Chemistry is an exact and a core science subject in Nigerian secondary schools. Its teaching often requires creativity and improvisation. To make chemistry concepts comprehensible to students, chemistry teachers must employ creative teaching methods and be prepared to respond to queries and explain concepts in an atypical manner (Nbina, 2012). The author further pointed out that the widespread poor performance and the negative attitude towards chemistry from secondary school students have largely been ascribed to lack of proper teaching methods. Teachers who adapt appropriate improvisation materials in teaching chemistry will likely be more successful in imparting chemistry knowledge to the novice chemists in their classes.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Effective teaching and learning is done with instructional materials; Nachias (2000), Owo (2009) and Nwagbo and Ugwuanyi (2015) observed that innovative pedagogical practices using technology and improvisation enhance teachers effectiveness chemistry concepts cannot be fully achieved without the use of instructional materials. The teaching of chemistry without instructional materials will certainly result to poor performance in the course. Basssey (2002) described instructional materials media as system component that may be used as part of instructional process which are used to disseminate informative message and ideas or which make possible communication in the teaching-learning process.
Experience over the years has shown that teachers have been depending on excessive use of words to express, convey ideas or facts in the teaching-learning process. This process is termed the ‘chalk-talk’ method. Today advances in technology have made it possible to produce materials and devices that could be used to minimize the teachers’ talking and at the same time, make the message clearer, more interesting and easier for the learner to assimilate (Onasanya, et al. (2008).
Teaching and learning activities are interesting when instructional materials are used effectively and efficiently in a classroom-teaching situation. It is necessary for the teacher in the learning of Chemistry in Nigeria to use visual aid material as instructional tools in order to make their teaching more interesting that is to arouse the learning interest, sustain their attention for effective learning. But the problem in many secondary schools as elsewhere in Nigeria is that of the instructional material like audio/visuals are not available and even where they are, the teachers do not use them effectively.
The reason for this attitude may be because teachers engage themselves in so many other relevant or irrelevant activities. The desire and haste of some teacher to cover the syllabus or scheme of work instead of making their teaching more meaningful and imparting. Often time some teaching goals depend on material for planning and utilization of instructional material for some teacher the production of instructional material is only for passing their examination the training college and not for actual use in the classroom. There is also problem of non-availability of audio/visual for which teachers alone may not be blamed. The heads often do not motivate the teacher in terms of providing instructional materials.
Furthermore, most school lack of funds and as a result, they find it difficult to purchase the required audio/visual aid. Generally, failure to use audio/visual material in the teaching of Chemistry result in lack of interest among student in learning activities which affect performance in school and pupils not being able to assimilate lesson at their own rate and pace.
Therefore, in Ekiti State where the research was carried out, the activities that was conducted is to know the Effect of the Application of Audio Visual Aid in Teaching and Learning of Chemistry in Senior Secondary Schools in Ekiti State of Ado-Ekiti District.
1.3 Statement of Problems
Investigation revealed that most teachers of Chemistry in the secondary school do not use audio/visual aid to promote learning of this crucial subject. The transmission of facts, ideas and information from the teacher to the students in a systematic order or procedure is referred to as teaching. During this process instructional material otherwise known as teaching aids meant to make instruction more meaningful, clear and much more interesting to students are brought in display. There is a general impression that science education is not achieving the desired objectives especially with high incidence of students’ poor performance in chemistry and other science subjects at senior secondary certificate examination.
The failure of educational system to provide adequate and appropriate teaching-learning aids in order to improve academic performance of students is of a great concern to government, educational institutions and other concern citizens. It is believed that if adequate instructional materials are made available to school and are used appropriately in teaching-learning process, a better performance could be achieved. Hence, the motivation of this study seeks to find out the Effect of the Application of Audio Visual Aid in Teaching and Learning of Chemistry in Senior Secondary Schools in Ekiti State.
1.4 Aim and Objectives of Study
The study was carried out to investigate the Effect of the Application of Audio Visual Aid in Teaching and Learning of Chemistry in Senior Secondary Schools in Ekiti State. In achieving this aim, the following specific objectives were laid out as follows to:
- Determine the relationship between audio visual instructional resource and student academic performance in chemistry;
- Identify some of the problem, which inhibit the use of audio/visual materials;
- Examine the impact of audio visual instructional resource in teaching and learning of chemistry in secondary school;
- Investigate the effect of audio/visual aid material in student’s performance; and
- Find out the influence of audio visual instructional resource on academic performance of senior secondary school students in chemistry.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Does audio visual instructional resource influence instructional materials on academic performance of senior secondary school students in chemistry?
- Is there any relationship between audio visual instructional resource and student academic performance in chemistry?
- What is the problem, which inhibit the use of audio/visual materials?
- What is the effect of audio/visual aid material in student’s performance?
- What is the impact of audio visual instructional resource in teaching and learning of chemistry in secondary school?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no statistical significant relationship between the academic performance of chemistry students and the use of audio visual instructional resource in Teaching-learning
- H1: There is a statistical significant relationship between the academic performance of chemistry students and the use of audio visual instructional resource in Teaching-learning
Hypothesis Two
- H0: Audio visual instructional resource does not have any impact in teaching and learning of chemistry in senior secondary school
- H1: Audio visual instructional resource has impact in teaching and learning of chemistry in senior secondary school
1.7 Significance of Study
The significance of this study is to examine the importance of audio/visual aid in the teaching of reading Chemistry in secondary schools. This study will aid in spelling pronunciation and fluency of student in reading. It will suggest meaningful way of handing the aid to bring about positive change in the student-reading pattern.
The study will also help to suggest relevant aid to be used for each of the class concerned it will as well suggest areas and how to make the aid available to the school that are lacking. This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work.
1.8 Scope of Study
The scope of this research is focused on the Effect of the Application of Audio Visual Aid in Teaching and Learning of Chemistry in Senior Secondary Schools in Ekiti State.
