THE INFLUENCE OF AUDIO VISUAL MATERIALS IN THE TEACHING AND LEARNING OF GEOMETRY IN JUNIOR SECONDARY SCHOOLS IN RIVERS STATE
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THE
INFLUENCE OF AUDIO VISUAL MATERIALS IN THE TEACHING AND LEARNING OF GEOMETRY IN
JUNIOR SECONDARY SCHOOLS IN RIVERS STATE
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND OF THE STUDY
The
influence of audio visual materials in promoting student’s academic achievement
and teaching and learning in educational development cannot be over emphasized.
The teaching of geometry in Nigerian junior secondary schools needs to be
properly handled. The materials used by teachers to teach and drive home their
subject points at the primary and secondary school levels of our education
system is incontrovertibly a paramount important issue in practical classroom
interaction and successful transfer of knowledge from the teacher to the
students.
Audio visual
are materials which assist teachers to make their lessons explicit to students.
They are also used to transmit information, ideas and notes to learners
(Ijaduola (1997). Instructional materials include both visuals and audiovisuals
such as pictures, flashcards, posters, charts, tape recorder, radio, video,
television, computers among others. These materials serve as supplement to the
normal processes of instruction.
Geometry is
a subject in mathematics that focuses on the study of shapes, sizes, relative
configurations, and spatial properties. Derived from the Greek word meaning
"earth measurement," geometry is one of the oldest sciences. It was
first formally organized by the Greek mathematician Euclid around 300 BC when
he arranged 465 geometric propositions into 13 books, titled 'Elements'. This,
however, was not the first time geometry had been utilized. As a matter of
fact, there exists evidence to believe that geometry dates all the way back to
3,000 BC in ancient Mesopotamia, Egypt!
The West
African Examination Council (WAEC) Chief Examiners (2003, 2004, 2005 and 2006)
consistently reported candidate’s lack of skills in attempting all the
questions asked in general mathematics. WAEC Chief Examiners (2003, 2005)
further observed that candidates were weak in geometry of circle and
3-dimensional problems, when they attempt geometry questions: only few of the
candidates showed a clear understanding of the problem in their working. Which
poses a serious challenge to solving geometry problems in future, and the need
to try using audio visual material in teaching the topic.
Obioma
(1985), Obodo (1993) and Okereke (2006) reported gender as a significant factor
in mathematics achievement and Onwioduokit and Akinbobola (2005) reported it as
a significant factor in mathematicsperformance when mathematics students are
taught with advance organizers. However Okonkwo (1997) reported gender as
non-significant when students are taught with tangram puzzle game. Okereke
(2006) attributed students’ poor performance to factors such as the society
view that mathematics is difficult, shortage of qualified teachers, lack of
mathematical teaching aids and lack of incentive. The abstract nature of
mathematics should be reduced through demonstration and practical methods.
Agwagah (1997) observed that the problem of ineffective teaching can be tackled
through planned and intelligent application of the mathematical teaching aids
like the audio visual devise. Thus Agwagah recommended the use of teaching aids
approach to the study of mathematics. The method of drill and verbal recitation
makes learning boring and lacks motivation for further learning. Srinivasa
(1978) had earlier recommended the use of mathematical teaching aids in
teaching mathematics. According to Srinivasa, this will lead the students to
formation of concepts out of experiences with discrete objects. In this case
the vague theories and imaginary objects take real shape and the students
understand better and perform better. It is important therefore to consider
strategies that may help to improve the performance, with the view of
considering their effect on teaching and learning of mathematics. Such
strategies include the use of mathematical teaching aids (Ogunkunle, 2000).
However, Teaching aids are the materials used for effective teaching and
enhancing the learning of students. It can be anything ready-made or made by
the teacher or made by students. Different teaching aids should be used in
teaching mathematics like Charts, Manipulatives, Programmed Learning Material
(PLM), computers and television.
Studies have
shown that secondary school students are exhibiting low interest in mathematics
(WAEC 2005). This low interest of students in mathematics has been traced to
poor achievement in examinations. In our match towards scientific and technological
advancement, we need nothing short of good performance in mathematics at all
levels of schooling. Unfortunately, achievement of students in mathematics at
the end of the secondary school has not improved in the last decade (Umoinyang,
1999). Folorunso (2004) has linked poor performance trend in mathematics
particularly to the lack of instructional resources in schools due to poor
funding of schools. The poor funding of schools has hindered the principals
from providing the teachers with adequate instructional resources.
1.2
STATEMENT OF THE PROBLEM
Evidence
from the studies reviewed shows that failure rate in mathematics at junior
certificate examinations is high. This could be attributed to a number of
factors; one of such factors is lack or total absence of instructional
materials. In teaching and learning, instructional materials play a key role
towards concretizing learning. Instructional materials make learning meaningful
and help to improve students’ academic achievement. However these advantages of
instructional materials have not reflected in the education system because of
the dearth of these instructional materials in our schools. Hence, the need for
alternative instructional materials called improvisation.
Evidence of
poor performance in mathematics by junior secondary school students point to
the fact that the most desired technological, scientific and business
application of mathematics cannot be sustained. This makes it paramount to seek
for a strategy for teaching mathematics that aims at improving its
understanding and performance by students. Evidence abound (Srinivasa, 1978;
Ogunkunle, 2000), that lack of mathematics teaching aids and Mathematics
teachers non-use of laboratory technique in teaching mathematics is one of the
major factors that contribute to poor achievement in mathematics by secondary
school students. Therefore the study is designed to find out the effects of
using audio visual materials in teaching and learning of geometry on the
achievement of Junior Secondary School.
1.3
OBJECTIVES OF THE STUDY
The main aim
of this study is to investigate the influence of audio visual materials in the
teaching and learning of geometry in junior secondary schools in River State.
Specifically, the study sought the following;
i) To identify the availability of instructional
material at the junior secondarystage.
ii) To identify the extent of use of audio
visual material at the junior secondary school stage.
iii) To investigate the immediate impact of audio
visual teaching materials.
iv) To
investigate the extent to which the use of audio visual teaching material will
enhance the achievement of mathematics students.
v) To find out the relationship (association)
between the availability and the effect of using teaching aid.
1.4 RESEARCH
QUESTIONS
1. To what
extent does the use of audio visual teaching materials affects the academic
performance of mathematics students?
2. Is there
any significant difference between the achievement of male and female
mathematics students taught with audio visual teaching aids?
3. Is there
any significant interaction effect of treatment and gender on student
achievement in mathematics?
1.5 RESEARCH
HYPOTHESES
H0: There is
no significant difference in the achievement of male and female mathematics
students taught with mathematics laboratory.
H1: There is
a significant difference in the achievement of male and female mathematics
students taught with mathematics laboratory.
H0: There is
no significant difference in achievement of mathematics students taught with
mathematics laboratory and those taught with lecture method
H2: There is
a significant difference in achievement of mathematics students taught with
mathematics laboratory and those taught with lecture method.
1.6
SIGNIFICANT OF THE STUDY
The
availability and the use of audio visual materials in teaching and learning
have a strong relationship with academic performance of students at the junior
secondary school level. However, exploring the best methodology of teaching
leading toward effective learning based upon use of teaching aids will provide
guidelines to bring improvement in quality of teaching. In this connection the
study will be helpful in the following ways:
This study
will be useful to classroom teachers, curriculum planners, students,
researchers and parents. For teachers they will be better informed on how to
help and guide their students on better way of producing improvised materials
with local resources where standardized materials are unavailable or
inadequate. The teachers can also engage students to do some of the
illustrations during geometry instructions. This study will help to develop
problem solving skill in students and will also help student to be more
resourceful during lessons. The study could be beneficial to curriculum
planners who would design functional curriculum by taking into considerations
student’steacher’s improvised instructional materials. The findings of this
study, if discussed in workshops and seminars will guide the choice of
improvised instructional materials used in the teaching/learning process in
mathematics and other subject areas. The findings of this study will equally
help to alleviate the problem of the scarcity of instructional materials for
mathematics teaching/learning. The results of the study could provide
information to researchers interested in working on student-teachers generated
improvised materials in other subject areas. This may help them to get more
information on the efficacy of improvisation, especially researchers inthe area
of science and technology. Parents will be better informed on how to encourage
and help their wards to produce improvised materials. This may be in form of
sourcing local materials and providing fund for those that cannot be found in
their environment.
1.7 SCOPE
AND LIMITATION OF THE STUDY
The study is
on the influence of audio visual materials in the teaching and learning of
geometry in junior secondary schools. This study will be conducted with JSS
3mathematics students in secondary schools in riverstate metropolis,
Nigeria.However the research has some constraints which are;
Time: the
time at the disposal of the researcher which is allocated for the study was a
major limitation as the researcher has to combine other academic work with the
study.
Finance: The
finance at the disposal of the researcher in the course of the study does not
allow for wider coverage as resources are very limited as the researcher has
other academic bills to cover.
1.8
DEFINITION OF TERMS
Geometry:Geometry
(from the Ancient Greek: γεωμετρία; geo- "earth", -metron
"measurement") is a branch of mathematics concerned with questions of
shape, size, relative position of figures, and the properties of space. A
mathematician who works in the field of geometry is called a geometer.
Instructional
material: instructional materials are to
be defined as items that are designed to serves as a major tool for assisting
in the instruction of a subject or course. These items may be available in
bound, unbound, kit or package form and may consist of hard backed or soft
backed books, consumables, learning laboratories, slides, films, and
filmstrips, recordings, manipulatives, electronics media.
Academic
Performance: can be defined as the outcome of education, the extent to which a
student, teacher or institution has achieved their educational goal. Academic
achievement is commonly measured by examination or continuous assessment.
Mathematical
Teaching Aids: mathematics teaching aids
are to be defined as items that are designed to serve as a major tool for
assisting in the instruction of a mathematics subject.
1.9
ORGANIZATION OF THE STUDY
This
research work is organized in five chapters, for easy understanding, as
follows. Chapter one is concern with the introduction, which consist of the
(background of the study), statement of the problem, objectives of the study,
research questions, research hypotheses, significance of the study, scope of
the study etc. Chapter two being the review of the related literature presents
the theoretical framework, conceptual framework and other areas concerning the
subject matter. Chapter three is a research methodology
covers deals on the research design and methods adopted in the study. Chapter
four concentrate on the data collection and analysis and presentation of
finding. Chapter five gives summary,
conclusion, and recommendations made of the study.
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