ABSTRACT
Traditional media technologies alone will not be enough to enhance the educational system; audio visual aids are instructional materials that pervade the teaching and learning processes. As a result, the purpose of this research is to determine the use of audio visual aids in the art education department of the university of Nigeria Nsukka’s college of education. The study was conducted using a descriptive survey approach with four (4) research questions. The study’s participants include all academics and students at the University of Nigeria Nsukka’s Faculty of Education. The method utilized in this study was basic random selection approaches, with art education department being chosen from the faculty of education at the University of Nigeria, Nsukka, with a total number of students in the department of art education. The instrument for data collection was a four-point scale questionnaire. The research questions were answered using the mean. The analysis found that some schools lack audio visual aids, which contributes to the destabilization of the teaching and learning process, that some teachers are inept at using audio visual aids, and that irregular power supply and limited time are factors that limit the use of audio visual aids in departments.
CHAPTER ONE
INTRODUCTION
Background of the study
The teacher’s job is far from simple, as it entails someone with ideas, knowledge, information, or experiences seeking to convey them with someone who does not have a similar background. It is a communication assignment in which the teacher must persuade the students to buy his or her views or accept the message using all available tools. It is not enough for the teacher to provide information; he or she must also provide instructional media that appeals to the learners’ sensory experience in order for learning to be effective.
Audio visual aids, often known as educational media, can be defined as a wide range of equipment and resources used by teachers and students for teaching and learning (Okechukwu, 2010). They are educational materials that allow the teacher to clarify, establish, and link concepts, interpretations, and appreciations by using several sensory channels. They help to make dynamic learning more tangible and practical. Students’ critical and analytical thinking increases when audio visual aids are used.
In the past, a teacher’s efficacy was determined by his knowledge of the subject matter, ability to arrange and convey content in a meaningful manner, and comprehension of the students, but today, audio visual aids are heavily emphasized. Because people remember roughly 90% of what they see and do, audio visual aids help learners remember what they have learned. According to Gana (2000), the success of any audio visual aid is dependent on the teacher’s wisdom and resourcefulness. On a daily basis, the instructor should make adequate use of available audiovisual materials. This will pique the pupils’ curiosity and allow them to observe objects in their natural environment.
Chalkboards, charts, images, and certain solid things were utilized as audio visual materials when education was first introduced in Nigeria, but with recent improvements in the education system, resources such as model, television, computer, and radio-tape recorder are now being used in classrooms. Audiovisual aids are essential for the successful implementation of any curriculum in the educational process (Eze, Ani, & Eya, 2007). Learners are expected to see, hear, feel, touch, and practice what they are learning, and for any academic delivery to be effective, consideration should be given to modern education and technology, as well as their efficient gadgets and tactics that result in improved learning methods. To keep up with the present trend, the teacher as a chamber of knowledge must improve his manner of lesson delivery. He cannot remain static in an educational and technologically changing world; he must educate himself with the innovations that abound in his field in order to meet future problems. This is because providing and utilizing audio visual aids in teaching is one technique to ensure that the student is guided through the learning process. When education is done well with adequate audio visual aids, it has a direct impact on students’ achievement because their desire to learn is piqued (Abbatte and Mcmahon 2002). Because education is a lifelong endeavor, a student must be equipped with the required skills to work effectively in his or her environment and in the larger world. This information can only be obtained by using audio visual aids in conjunction with the supplied learning materials. Education experts and experienced instructors agree that using audio visual aids in the classroom benefits kids whose teachers use them frequently and well, as they tend to perform better academically than students whose teachers use them infrequently.
The integration of numerous digital media types such as text, graphics, sound, and video into an integrated multi-sensory interactive application or presentation to communicate a message or information is known as audio visual. In other terms, “an individual or a small group utilizing a computer to engage with information that is represented in many media, by repeatedly picking what to view and hear next” is what audio visual means (Agnew, Kellerman and Meyer, 2011).
“Computer-driven interactive communication system that creates, stores, transmits, and retrieves textual, graphic, and audio tory networks of information,” according to Reisman (2010).
In addition to textual material, Fetterman (2016) defined audio visual resources as those utilized for teaching that incorporate one or more media such as graphics, video, animation, picture, and sound. He recognized four essential audio visual characteristics:
Audiovisual equipment is integrated.
The content of the information must be represented digitally.
The portal to the media’s final presentation.
The multi-sensory nature of audio visual stimulation stimulates the multiple senses of the audio lance. It is also interactive, allowing the application’s end users to control the content and flow of data.
This has resulted in significant changes in the educational system, as well as an impact on how we present information to students (Neo and Neo, 2013). Audio visual technology, according to Ogunbote and Adesoye (2016), adds a new dimension to learning experiences since concepts are easier to present and absorb when words are accompanied by images and animations.
Learners can now become more involved in their work because to the advancement of audio visual technology. They can construct audio visual apps as part of their project needs using audio visual technologies. Instead of being passive recipients of instructional content, they would become active participants in their own learning process.
According to Reinsman (2014), audio visual processing includes text files, photographs, video, audio, databases, archives, library catalogs, course notes, relevant links to other websites, and easy access to search engines available on the Internet (Shuell and Ferber, 2011).
Audiovisual education has proven to be incredibly effective in teaching a wide range of subjects to individuals. The way we communicate with one another is changing thanks to audiovisual technology.
We transmit and receive communications in a more efficient and understandable manner.
While a lecture might be incredibly instructive, a presentation that incorporates pictures or video graphics can significantly improve an individual’s ability to acquire and retain knowledge.
Statement of the Problem
There is a pressing need to increase educational quality in order to close the gap between developed and developing countries, and audio visual instruction is seen as a critical tool for this (Shuell and Ferber, 2011). However, simply having audio visual equipment in a classroom will not result in major changes. Teachers play a crucial role in the deployment of audiovisual instruction in the classroom.
Most kids may not be able to take use of all of the audio visual benefits on their own if professors are not involved. Teachers must take an active role in the usage of audiovisual equipment (Reinsman, 2014). They must be taught in the use of audio visual aids and their integration into classroom activities in order to improve thinking and learning.
Purpose of the Study
The major goal of this research is to look into the availability and use of audio visual resources for teaching and learning in the art education department of the university of Nigeria Nsukka’s college of education. The specific goals of this research are to:
- Determine the availability of audio visual aids for teaching and learning in the art education department of the university of Nigeria Nsukka’s college of education.
- Determine the pattern and frequency of audio visual use by professors at the University of Nigeria Nsukka’s Faculty of Education.
- Determine the teachers’ ability to employ audio visual aids.
- Identify variables that limit the usage of audio visual aids in teaching and learning in the art education department of the university of Nigeria Nsukka’s faculty of education.
Significance of the study
Students, professors, and researchers at the faculty of education at the University of Nigeria Nsukka will benefit greatly from the study’s findings. This is because the study report will be a useful reference document for the group of students performing a research project on the same issue.
The report is also significant for the Nigerian government. This is because it will give them with information about how the lack of instructional materials for teachers contributes to the country’s declining educational standards.
Furthermore, the study will be beneficial to parents and society because such topics may be highlighted during parent-teacher meetings, and this will serve as a resource.
Scope of study
The study focused on the use of audio visual aids in teaching at the art education department of the university of Nigeria Nsukka’s college of education.
Research Questions
The research is organized to solve the following research questions:
- How accessible are audiovisual aids for teaching and learning at the art education department of the university of Nigeria Nsukka’s faculty of education?
- What is the pattern and frequency of audio visual aids in the art education department for teaching and learning?
- How experienced is the teacher with audiovisual aids?
- What criteria limit the use of audiovisual aids in art education teaching and learning?
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