Introduction
1.1 Background To The Study
Teaching according to Oladapo and Ayeni (2000), involves bringing about or at least facilitating desirable changes in learners. However, effective teaching requires the teacher to step out of the realm of personal experience and step into the world of learners. It is the learner who must be engaged for learning to occur. The learner is the one who must make the commitment to learner.
Research evidence shows that the major problem in pre-primary schools is the method of impacting knowledge. To this Adepoju (2006) revealed that the difficulties pupils encounter when they are receiving instruction is basically linked to poor usage of audio visual aids. This is also confirmed as the study carried out by Rasual (2011) which revealed that the method employed in using audio visual tools in most of our public pre-primary schools in inadequate
Audio Visual aids help to relate the general concept to actual reality. Words are often inadequate in communicating information or images of things of which the pupils have no direct experience. Whatsoever the content of the curriculum, a model, picture or a sketch can make the concept clearly understandable. Audio visual aids are used in class rooms to enhance the teaching − learning process, making it easier and interesting. Audio visual aids are the best tools for making teaching effective and the best for dissemination of knowledge when it comes to pre- primary education (Rasaula,Buklishb, and Batoo,2011).
Research on teaching, teaching methods, teaching materials, audio visual aid and learning by the pupils has for long been of interest to educationists. Some studies (Adufe, 2008; Adepoju, 2006), have been carried out on certain aspects of the use of audio-visuals in teaching but have not investigated on how it influences the academic performance of pupils being taught. Hence, there is the need to investigate the influence of teachers use of audio visual media on pupils academic performance.
1.2 Statement Of The Problem
For a long time now, few researches have been undertaken to investigate the availability, use and effects of teaching learning resources. Most of the information on these few studies available are on the importance of teaching learning aids and not whether or not these leaning resources when used in teaching, make impact on the performance of these pupils academically. This gap has left little information for other researches and key stake holders in education to work with.
This study therefore examines the influence of audio-visual teaching materials on learning in selected pre-primary schools.
1.3 Objectives Of The Study
This research work was carried out essentially to achieve the following objectives:
- Identifying the various kinds of audio-visual learning aids available in the selected schools.
- Examining the use of audio-visual materials and their media in those schools.
- Evaluating the perceived impact of the use or otherwise of the audio-visual materials on the performance of the pupils in the schools under study.
- Discovering the constraints inherent in the use of audio- visual materials and their equipment in those schools and suggesting of ways of overcoming them.
1.4 Research Question
The following research questions were posed.
- Which kinds of audio visual learning aids are available in pre-primary schools selected?
- How often are these materials and media used in these schools?
- What is the perception of pre-primary school teachers on the effectiveness of the use of audio visual materials in enhancing the performance of pupils in the selected schools? video, which are being used in teaching to schools?
1.5 Scope Of The Study
This study is delimited to the impact of the use of the audio − visual materials on pupils learning in selected pre-primary schools. Only pre-primary schools in Odeda local government Area of Ogun State were be involved in the study.
1.6 Significance Of The Study
The significance of this study is that it would provide information on the availability or otherwise of audio-visual teaching materials in schools. It would also reveal the influence of audio-visual materials on children’s learning.
Furthermore, it would shed light on the constraints associated with the use of these materials. This would underscore the need for the government and proprietors of schools to make audio-visual teaching materials available for teaching in pre-primary schools .It would also stress the need for workshops and training programmes for pre-school teachers on the effective use of these materials to enhance teaching and learning at the pre-primary school level. It would motivate parents to make audio-visual educative materials (such as CDs and DVDS) available for children’s learning at home in addition to what is learnt in school.
1.7 Definition Of Terms
Audio:
Audio materials are teaching materials that deal with hearing and make use of the ear as a medium for carrying audible information. Audio systems include Radio, tape recorder, voice, talking drum, ear phone, loud speakers and audio CD’s among others.
Visual:
Visual means the act of seeing. Visual aids include, a picture, video, which are used in teaching to help pupils to learn and understand.
Audio Visual Materials:
These materials provide learners the opportunity of hearing and watching activities. Audio visual materials can be defined as the means by which learners learn by hearing and watching activities for entertainment ,news and educational purpose.
Learning
Can be defined as the act of acquiring new or modifying and reinforcing exciting knowledge, behaviour, skills values or preference and may involve synthesizing different types of information.
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