THE EXTENT OF USE OF AUDIO–VISUAL MATERIALS IN THE TEACHING AND LEARNING OF ENGLISH LANGUAGE IN JUNIOR SECONDARY SCHOOLS
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THE EXTENT
OF USE OF AUDIO–VISUAL MATERIALS IN THE TEACHING AND LEARNING OF ENGLISH
LANGUAGE IN JUNIOR SECONDARY SCHOOLS IN ENUGU EAST LOCAL GOVERNMENT AREA, ENUGU
STATE
ABSTRACT
The aim of this study is to find out the
extent to which audio-visual materials are used in teaching the English
Language in Junior Secondary Schools in Enugu East Local Government Areas of
Enugu State. The work will be divided into five chapters. Chapter one is the
introduction; chapter two reviews the literative; chapter three is the
methodology; chapter four is the analyses while chapter five is the summary,
conclusion, recommendation and implication of the study. The study will be
guided by four research questions. Survey design will be used. A portion of the
entire population will serve as the sample size. The instrument of the study
will be adopted to get the sample size. The instrument of the study will be
questionnaire. It will be face validated. A reliability exercise will be
carried out whereby the questionnaire will be given to ten teachers from
another local government Area for the first time; after two weeks they will be
given the same questionnaire items to respond to. Their responses in the first
and second times will be analyzed using Pearson product moment correlation
co-efficient. Any result from 0.50 and above that is realized shows that the
instrument is reliable. The research questions will be answered using mean
scores. The analyses will be presented in tables and statements of
inter-presentation will be made after each of the tables. Findings will be
made. There will be recommendation and implications for the study. Finally,
suggestions for further studies will be equally made.
LIST OF
TABLE
Table
1: Mean Score of English Language
Teachers in the Use of
Audio-Visual
Aids in JSS
26
Table
2: The Extent Audio-Visual Prove
Effective in Teaching and
Learning of
English Language in Junior Secondary School in
Enugu East
Local Area of Enugu State.
27
Table
3: Mean Score of the Difference
between Male and Female
English
Language Teachers on the Use of Audio-Visual Aids in
Teaching
English Language in Junior Secondary Schools.
28
Table
4: The Extent of Difference between
Male and Female English
Language
Teachers in Manipulating the Audio-Visual Aids in
Teaching
English Language in Junior Secondary Schools. 29
Table
5: Mean Score on the English
Language Teachers as Regards
their
Qualifications.
30
Table
6: The Extent of Difference between
Qualified and Unqualified
English
Language Teachers in Junior Secondary Schools in
Enugu East
Local Government Area.
31
Table
7: The t-test Result of Differences
between the Mean Score of Male
and Female
Teachers on the Extent of Use of Audio-Visual Aids in
Teaching and
Learning of English Language in Junior Secondary
School in
Enugu East Local Government Area of Enugu State. 32
Table
8: The t-test Result of Differences
between the Mean Score of
Trained and
Untrained English Teachers on the Extent of Use
of
Audio-Visual Aids in Junior Secondary School in Enugu East
Local
Government Area of Enugu State.
32
TABLE OF
CONTENTS
Title
Page
i
Approval
Page
ii
Dedication
iii
Acknowledgement
iv
Certification
v
List of
Tables
vi
Table of
Contents
vii
Abstract Ix
CHAPTER
ONE: Introduction
1.1 Background of the Study
1
1.2 Statement of the Problem
3
1.3 Purpose of the Study
5
1.4 Significance of the Study 5
1.5 The Scope of Study
6
1.6 Research Questions
6
1.7 Research Hypotheses
7
CHAPTER
TWO:Literature Review
9
Theoretical
Perspective
9
2.1 The Nature of English Language
9
2.2 The Concept of Audio-visual
materials 12
2.3 The Importance and Functions of
Audio-Visual Materials
14
2.4 The Place of English Language in
Junior Secondary
Schools in
Nigeria.
11
The
Empirical Studies
18
2.5 The Extent of Differences of Teachers
in the Use of
Audio-Visual
Aids.
18
Summary of
Related Literature
20
CHAPTER
THREE: Research Methodology
22
3.1 Research Design
22
3.2 Area of Study
22
3.3 Population of the Study
22
3.4 Sample and Sampling Technique
23
3.5 Instrument for Data
23
3.6 Validation of the Instrument
24
3.7 Reliability of the Instrument
24
3.8 Method for Data Collection
24
3.9 Method of Data Analysis
25
CHAPTER
FOUR: Data Analysis and Result
26
4.1 Result Research Analysis
26
4.2 The t-test Analysis for Hypothesis
32
4.3 Summary of Findings
33
CHAPTER
FIVE: Discussion, Conclusion, Implication and
Recommendation
34
5.1 Discussion of the Finding
34
5.2 Conclusion
36
5.3 Implications
37
5.4 Recommendation 37
5.5 Suggestions for Further Research
38
Bibliography
40
Appendices
42
CHAPTER ONE
INTRODUCTION
Background
of the Study:
English is a
language of the people of England. It originates from the Jute, Angles and Saxon,
who are the early settlers in Britain. It is part of the Germanic branch of the
Indo European language family. At the initial state, English was confined to
Britain alone. Later, it grew wide within the British Empire as a Prestigious
Core Language among all other European languages in the upper classes of
London, Oxford, Wales, Ireland, Scotland, Cambridge and England. It further
developed and got to other people of the world. It spread to Asia, Germany,
Africa and other continents as a Native Language, Second Language or Foreign
Language. Progressively, English Language has spread virtually all over the
world.
English,
throughout the world, is a significant everyday language. It is a global
language and widely distributed medium of instruction and communication. It has
a prestigious official status and has acquired a constitutionally endorsed
legal right. It has gained explicit recognition, which has established it as a
medium of administration, education, international relations, commerce and law.
Throughout the world, English language is very important (Mac Arthur, 1996).
In Nigeria,
English language is a second language and a lingua franca. This means that it
is the language for unit, communication economy, national pride, law, press,
trade and instruction. As a language of instruction, it is an essential
prerequisite for an advancement and career succession in the country. It means
a lot in the life and progress of a child as it is a key subject with profound
influence on all the school subjects.
The English
Language is used in the Junior Secondary Schools as core school subject. It is
a solid foundational course. The key elements of the course are designed to
cover the basic four language skills, which are listening, reading, speaking
and writing. It is expected that after learning these skills in Junior
Secondary School, the students who choose to work can use the language fluently
while those who wish to go further can be very proficient in the language.
According to Harold (1995), the teachers are to integrate the key elements of
the language experiences at school. English at this stage tends to receive more
critical attention. He posits that the professional English language teacher is
one who has been trained or has trained himself to do a competent work. He
should at least possess a college major in English or a strong minor. He must
have deep interest in literature and a solid knowledge of the language skills.
Moreover, he has to acquire strong skill in the handling of the instructional
materials and educational problems. The emphasis here lies on training and
qualification of the teachers.
The
importance of instructional materials in teaching the English Language in
Junior Secondary School cannot be under-estimated. It makes whatever amount of
work being done at Junior Secondary School easy and fast. It promotes greater
acquisition and high retention of actual knowledge. They provide increased
interest and integrated experience (Eya and Ofoefuna, 1999)
Vikoo (2003)
observes that the most suitable instructional materials for the effective
teaching and learning of the English Language at this information age are audio
– visual materials. He describes the audio – visual materials as the
instructional system which uses the operations of the scientific and
technological equipment combining both visual projections and sound productions
to provide tangible experiences to learners. Some of such materials are
computer assisted instruction, video – taped instruction and film shows. Baldeh
(1990) states that audio – visual aids have been introduced, tested and tried
in the school system and found effective.
In spite of
the importance of the English Language and the effectiveness of the audio –
visual aids in teaching English Language in Nigeria, the students’ performances
are found low in the Junior Secondary Examination in Chief Examiner’s report
(2006), it is stated that the students attainments in English Language have
been dwindling every year while the enrolments of the candidates are
astronomically increasing. Rowtree (1994) still, describes audio – visual aids
as the most fitted materials to aid the teachers to inculcate the language
competence in students. It uses electric method to enhance learning. Yet, the
results of the students are found low.
Statement of
the Problem:
English
Language emerged from a common origin of the Germanic branch of indo European
language family, and has far–reaching spread and uses in Nigeria, it is her
lingua franca and a second language. It is the official language, which has
gained it’s endorsed statutory legal position. It is the language of education
and all other transactions in Nigeria. In effect, it is of paramount importance
for all users of the language in the country; in education, all students of
Junior Secondary School should gain competence in it.
In order to
gain the required competence, audio – visual materials are specifically used in
instructional activities to mitigate the instruction problems and improve
knowledge of both teachers and students in relatively short time. Incidentally,
the failure rate of the students is disturbing.
This poor
performance may imply that the students have not grasped the basic language
skills. Secondly, it suggests that the teachers may use it on a minimal level
or may have ignored the use of the materials in their classroom practices.
Thirdly, the training of the teachers may contribute to its success or failure
in the students’ performances.
Again, there
is controversy on gender differences. It is not certain whether female and male
teachers react differently in the extent of use of audio – visual aids. The
question here is, to what extent does the teachers use audio – visual materials
in learning English Language in Junior Secondary Schools in Enugu East Local
Government Area? Finding an answer to this question is the major concern of
this study.
Purpose of
the Study:
The purpose
of this research is to elicit from the English Language teachers the extent of
use of audio – visual aids in teaching and learning English language in Junior
Secondary Schools in Enugu East Local Government Area. Specifically, the
researchers intend to
(I) Determine the degree of
the use of audio – visual aids in teaching the English Language.
(II) Find out the level of the
use of audio – visual aids to improve the students’ performances in English
Language.
(III) Examine whether the male
and female differences affect the extent of use of the audio – visual aids in
teaching and learning in Junior Secondary Schools in Enugu East Local
Government Area
(IV) Ascertain whether the difference in
the education of the teachers affect the extent of the use of the audio –
visual aids in the teaching and learning of the English language in Junior
Secondary Schools in Enugu East Local Government Area?
In effect,
there is no clear cut stand as there are generally varied opinions. This
therefore, emphasizes the need for the study to be carried out.
Significance
of the Study:
It is hoped
that this study will inspire teachers and inspectors of the State and Federal
Ministries of Education to improve their competence and performance by adopting
instructional audio – visual materials to suit their proper use in the
classroom. This will improve the teaching and learning of English language in
particular and other subjects in general. This study also will help educational
planners to lay more emphasis on teachers’ use of the audio – visual
instructional materials when drawing up an English Language curriculum. The
Federal Ministry of Education and State Education Commission, when recommending
text books for English Language, should ensure that text books should contain
CD ROMS, films and tape recorded work of the same text books and that teachers
should be made to have and use audio – visual materials such materials should
be available for the teachers’ use in the classrooms. Finally, this study shows
that each of the students has absolute control of his potentials and as such is
capable of developing his potentials and attain high academic excellence
commensurate with those potentials through the use of audio – visual ads.
Scope of
Study:
This study
was carried out in all the secondary schools in Enugu East Local Government
Area. The study investigated the extent of usage of the audio – visual
materials in Junior Secondary Schools. Some percentage of teachers and students
was used.
Research
Questions:
The
following research questions addressed and guide the study
(I) To what extent do
teachers make use of audio – visual material in teaching and learning English
in Junior Secondary Schools in Enugu east Local Government Area of Enugu State?
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