THE USE OF AUDIO-VISUAL AIDS

IN THE TEACHING AND

LEARNING PROCESSES IN
COLLEGES OF EDUCATION IN
BENUE STATE-NIGERIA.

PRESENTED BY: AQSA RIAZ

MPHIL EDUCATION (1ST SEM,ESTER)
Ashaver, D., & Igyuve, S. M. (2013). The Use of
Audio-Visual Materials in the Teaching and
Learning Processes in Colleges of Education in
Benue State-Nigeria. Journal of Research &
Method in Education, 1(6), 44-55.

ARTICLE CITATION
• Webster’s Encyclopeadia Unabridged Dictionary of the English
Language, defines Audio-Visual a Aids as “training or educational
materials directed at both the senses of hearing and the sense of
sight, films, recordings, photographs, etc used in classroom
instructions, library collections or the likes”.
• The term has also been defined by (Dike, 1993) as; those materials
which do not depend solely upon reading to convey meaning. They
may present information through the sense of hearing as in audio
resources, sight, as in visual resources or through a combination of
senses. Indeed, the variety of such resources is a striking
characteristic.

INTRODUCTION
• The importance of audio-visual materials in the teaching and
learning processes cannot be over emphasized.
• Below are some of the roles of audio-visual materials.
1. Basing learning in sense experience
2. Extending experience
3. Encouraging participation
4. Stimulating interest
5. Individualizes instructions
6. Serves as a source of information
7. Making leaning permanent

IMPORTANCE OF AV AIDS
• ( Ngozi,B.O. Samuel,A.O.andIsaac, O.A., 2012)
unanimously agreed that audio-visual materials are very
important and useful in education because, the normal
learner in so far as the functions of his preceptor
mechanisms are concerned, gains understanding in terms
of multiple impression recorded through the eye, ear,
touch and other series.

BASING EARNING IN SENSE

EXPERIENCE
• Swank,R.C (2011). stressing the effectiveness of visual
materials in leaning, estimated that about 40% of our
concepts are based upon visual experience, 25% upon
auditory, 17% on tactile, 15% upon miscellaous organic
sensation and 3% upon taste smell. With the above
assertion, it becomes clearer why audio-visual materials
are important in the teaching and learning processes. This
is because, they bring the different senses contributions
together to get 100% clarity.

CONTINUE……
• Dike (1993) “once the phenomenon is visualized,
the picture and knowledge becomes very clear
and permanent”. Agreeing to this assertion, a
20th century Chinese philosopher stated that
“one picture is worth a thousand words”.

EXTENDING EXPERIENCE
• (Natoli, C. 2011) once again added that “audio-
visual materials are rich opportunities for
students to develop communication skill while
actively engaged in solving meaningful
problems”. In other words, students certainly like
it more and learn better if they are engaged in
important and appealing activities.

ENCOURAGING PARTICIPATION
• According to (Katherine M. 2009) “learning takes place
effectively when the teacher sets out to provide learning
situation in which a child will learn because of his
natural reactions of the provided materials”. During the
process of learning, the teacher has to provide the
learning situation to satisfy the natural reaction of the
learner and this is through the use of instructional aids.
The attention of the learner is caught and his interest is
also won and he is ready to learn.

STIMULATE INTEREST
• Lestage A. (1959) stressed that audio-visual
materials provide a means of individualizing
instruction. This he said is possible through
programmed learning and tapes which enable the
learner to learn at his pace and also to work on
his own.

INDIVIDUALISE INSTRUCTION
• According to Peterson, “the child is to think, but
he must have the information to with”. This
audio- visual resources serves, because, the
information can be got from the good use of
perceptual instructional materials especially
those provided from our locality. When they are
used in the class, their familiarity gives a back-
ground for understanding the information.

Serves as a source of
information
• Dike (1993) also explained that students forget
because of lack of interest and opportunities to
use the knowledge they have gained later on.
Audio-visual resources can therefore contribute
to the clarity of information presented by
allowing students to visualize what is learned.
Thus the saying:
• What I hear,
• I forget What I see,
• I remember What I do, I know

MAKING LEARNING PERMANENT

• It will also evaluate how the library meets the needs of the
teachers in supply of audio-visual materials.
• The study will also bring out the types and quantity of audio-
visual material there are in the college library, the inhibitions
to their use and the frequency of their use by the lecturers.
• It will investigate what steps are taken by the librarian to
create awareness of the available audio-visual materials to the
lecturers.

OBJECTIVES
• It is expected that, following the identification of
the hindrances to maximum utilization of audio-
visual resources in schools, effort will be made to
minimize the effect of the hindrances and
promote adequate utilization of the available
resources.

SIGNIFICANCE OF THE STUDY

• POPULATION
• The population of the study comprises all the
lecturers and students in the College of Education
Katsina-Ala.

236 TEACHERS 3675 STUDENTS

DESCRIPTION OF SAMPLE
• The method of sampling is called stratified
random sampling.

• A total number of sixteen to twenty students are

selected from each of the faculties to ensure
fairness.

SAMPLING METHOD
• Two sets of questionnaire for students and lecturers.
• 100 copies foe both students and teachers.
• Made up of both fixed response and open – ended
questions.

INSTRUMENTATION
1. What types and quantity of audio-visual materials are available
in the college library, College of Education Katsina-Ala?
2. How often do lecturers use audio-visual materials while
teaching?
3. What type of audio-visual materials do lecturers use?
4. What are the hindrances to the use of audio-visual materials in
college?
5. In the perception of lecturers, what benefits do students derive
from the use of audio-visual materials?
6. What steps has the librarian taken to increase the use of audio-
visual materials among teachers?

RESEARCH QUESTIONS
• Non-parametric statistical techniques.
• such as percentage, frequencies of numbers
converted into percentages.
• In one case mean is used as means of analysis
were used in the analysis.

METHOD OF DATA ANALYSIS

• Responses from lecturers and it shows that the college’s
collection of audio-visual materials is in adequate as it is
reflected a 65% of the total population. While table 4,
response from students shows states that collection of
A/V materials in the college is fairly encouraging. This is
represented by 45%of the population. There is a
contradiction between inadequate and fairly encouraging
but this should mark a limitation to the study. However,
the researcher’s observation is that the college’s
collection of A/V materials is fairly encouraging.

RESEARCH QUESTION 1
How adequate is the college’s collection of
audio-visual materials?
• Lecturers’ use of audio-visual materials is not
excellent. The table indicates that 23% of the lecturers
often use audio-visual resources while 51% rarely use
and 26% had never used them at all.

RESEARCH QUESTION 2
How often do your lecturers use audio-visual
resources in teaching?
 • There were 18 items on tables.
• The instrument for data analysis of this particular
research question was mean (X) and the criteria mean
was 2.5. That is any item that falls short of the criteria
mean has a negative response to the question. Therefore,
table 7 which is responses from lectures shows that only
four items have positive response for the questions. These
are items 2, often, item 3 very often, item 7 often and
item 8 often.

RESEARCH QUESTION 3
What type of audio-visual materials do lecturers
use?
• Table 8 responses from students showed that 8 items have
a positive response for the research question. Item 3 and
8 showed very often while 1, 2, 7, 9, 15, 18 showed often.
This therefore tells us that although the college’s
collection of A/V materials is fairly adequate, there is
very low utilization rate.
• Table 10 presented the data on the benefits students
derive from the use of audio-visual materials in
frequencies and percentages for respondents from
students and lecturers. The table, presented 14 different
benefits that students derive. However, quick
understanding stood as an outstanding benefit among
them all. Quick understanding carried 63% of the
response while the other factors were below the average
of 100 percent.

Research question 5
What benefits do you think students derive
from the use of A/V materials?
• The responses showed that the awareness created by
the librarian is not impressive. The data showed that
68% of the populations are not given any awareness of
the available audio-visual materials.

Research question 6
Are you given information on available audio-visual
materials in the library by the librarian?
• From the observation, and the result obtained after the investigation, the
following conclusions have been drawn:
• There are inadequate teaching aids in the College of Education, Katsina-Ala.
• The available ones are not effectively exploited by both students and staff.
• Obsolete A/V resources in the school are not replaced.
• Human factors or lack of manpower to man the available A/V resources is
the greatest hindrances of the use of A/V resources in the school.
• A good number of lecturers do not use A/V aids in teaching.
• There are future plans for the development of A/V materials in the college.
• This is evident is the media centre and language laboratory newly
established. The language laboratory is well equipped and the same
thing/impression is given of the media centre, although I could not go in to
observe the level of the resources. The master in charge was not around.

CONCLUSION