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THE USE OF
AUDIO- VISUAL TECHNOLOGY IN SCHOOL LIBRARIES AND STUDENTS’ ACADEMIC
PERFORMANCE:
ABSTRACT
The age of
digitalization and globalization has given unprecedented impetus to the development
audio-visual technology. Audio-visual instructions in schools have therefore
continued to accelerate students’ understanding and appreciation of learning.
The value of
audio- visual media is further underscored by their positive impact in school libraries,
the libraries positive influence of the academic performance of students and
the enhancement of teacher’s performance. Libraries are no doubt veritable
instruments in a nation’s educational development.
The work
therefore focuses on the use of audio-visual technology in school libraries,
evaluated the effects of the use of audio-visual technology on the academic
performance of students, and proffers solutions to problems hampering the
effective application of audio-visual technology in our educational process.
TABLE OF
CONTENTS
CHAPTER ONE
Introduction
1.1 Background of the Study
1.2 Profile of IELC/DISS
1.3 Purpose of the study
1.4 Significance of Study
1.5 Scope of the Study
1.6 Research Questions
1.7 Hypotheses
1.8 Definition of Terms
CHAPTER TWO
Literature
Review
2.1 Development and trends in
Audio-Visual Technology
2.2 Relevance / Value of Audio-Visual
technology
2.3 Impact of Audio-Visual Instructions
on students
2.4 Factors Affecting Audio-Visual
Material and Equipment
CHAPTER
THREE
Research
Methodology
3.1 Area of the Study
3.1.1 Population of the
Study
3.2 Sample Plan
3.3 Data Collection Techniques
3.4 Data Analysis techniques
CHAPTER
FOUR
Presentation
and Analysis of Data
4.2 Discussions and Findings
CHAPTER
FIVE:
Summary,
Conclusion and Recommendations
5.1 Summary of Findings
5.2 Recommendations
References
Appendix
CHAPTER ONE
INTRODUCTION
The global wave in the use of
educational technology and its revolutionary effects is a major attraction to
the choice of this topic for study. This project examined systematically the
effects of the use of students in developing nation like Nigeria taking the
case of a private primary cum secondary school library. The choice of private
school is pertinent, as most government schools have no functional libraries.
There is a growing consciousness among some private school owners on the
relevance of functional school libraries.
This project identified that an
ideal library exists in International
Early Learning Centre / Dority International Secondary School Aba in Abia State. A wide
range of audio-visual materials and their equipment for operation abound in the
library.
However, many a time materials and equipment are not used in the library.
Similarly, the students are unable to use the materials and equipment
themselves. There is no convenient time for them to use the audio-visual
materials and equipment.
Despite all these constraints,
audiovisual technology is adequately used in the school in teaching and
learning.
The results
gathered indicated that students’ academic performances are significantly improved
after being taught using audiovisual technology.
Nowadays, knowledge is recorded in
many physical forms. Before printing was invented, the papyrus, vellum, codex
etc were used in recording human knowledge. With the invention of printing came
books and other printing forms.
Recently, another form of media has
come into prominence and that is the audio-visual media. Audio-visual may
include graphic materials such as pictures, maps charts, sides etc, and finally
multimedia packages such as motion pictures, video recording etc. There
are also information-bearing items like
microforms, computer readable data files
and three- dimensional objects e.g. botanical specimens.
Audio-visuals have a variety of
definitions. It is derived from a latin work meaning, “I hear”. In library and
information science, it is replay of sound which we hear. This covers
microforms, disc recorders, amplifiers, loud-speakers and their enclosures and
any other techniques which are used to record or replay sound waves (Sincher,
1977).
Audio-visuals mean something
related to sound and visual or light. They include printed materials and their
equipment.
Audio-visual materials can be
categorized into audio materials and visual
materials – Audio include Radio, lecture/talk, Audio tapes/cassette compact
Disc, Telephone, etc. Visual materials can be identified by grouping than into
two ways-2 dimensional and 3 dimensional; projectiles and Non projectuals.
Visual materials can also be classified under graphics/photographic.
Audiovisuals are a combination of
audio and visuals. They include TV programmes, multi-media packages, VCR, and
even computer programmes. Some cannot be treated without the equipment for
using them as progectors, TV receiver, microreader, Record player, photocopying
machine, VTR laminating, 35mm camera with accessories etc. they can also exist
in some other forms as slides of
computer screens, down loading of computer screens to create a simulation
of a computer search, interactive video disc which requires the image storage
medium, a TV monitor or computer screen, appropriate software, and a means of
receiving inputs.
They are usually not in book and so
are not easily available. They are usually expensive because some of them
require projectors, moreso, they are usually hard to process because they lack
some of the normal bibliographic details. They, however, can be catalogued
using the territorial areas. Finally, they are of easily accessible to users.
They are used mainly as reference
materials, and user are encouraged to borrow them.
1.1 BACKGROUND OF THE STUDY
This research work
titled. “The use of Audio – visual
Technology in school libraries and students Academic performance” is informed
by the prevalent global wave in the use of educational Technology Vis the – a
vis the situation of nursery, primary and secondary schools in Nigeria. Being
an experimental research, the study investigated the use of audio-visual
material and equipment in a typical school library (International Early
Learning Center/Dority International Secondary School Aba) and evaluated the
impacts of the use of such technology on the academic performance of students.
1.2 BRIEF PROFILE OF INTERNATIONAL
EARLY LEARNING CENTER/DORITY INTERNATIONAL SECONDARY SCHOOL
IELC / DISS
is a private nursery, primary and secondary school. IELC is for the secondary
division. The school is owned by Mrs. Zovannah Onuma; an American woman married
to Eng. E. Onumah from Abia State, Nigeria.
The nursery
section was established in 1984 along faulks Road Aba while the primary section
was opened in 1986. However, owing to rapid increase in population of school
children, the school relocated to its permanent site in 1992 and it was in the
same year that the DISS was opened.
The school
is situated at no. 19-21 Umuodu Avenue Abayi Osisiona L. G. A,Abia State. It
has a population of over 5,700 and more than 500 workforce including the
non-teaching staff.
The school
is aimed at graduationg students who are academically competent, constructively
self-directed and who are oriented towards being positive, intelligent,
sensitive and mature citizens of this country. The school vigorously pursues
the attainment of these heart warming objectives.
The school
has a library with a strong collection of both print and non-print materials.
The library is headed by a professional librarian; a HND graduate in library
science and assisted by a professional librarian also, there is also library
security.
However,
with the exponential increase in materials owing to the new policy of the
school to purchase of daily basis a copy of daily newspaper and regular
acquisition a of new materials, accommodation for the materials has become a
problem. The library also needs more personnel to help in rendering effective
service to users and to maintain orderliness and absolute quietude especially
when students are using the library.
1.3 PURPOSE OF THE STUDY
This research work although is
carried out primarily to fulfill the basic school requirement for the award of
Technical Teacher Certificate (TTC) is
also essentially set to achieve the following objectives:
a. Identifying the various kinds of
audio-visual learning aid used in school libraries and in IELC/DISS in
particular.
b. Examining the use of audio-visual
materials and their media in the school
c. Evaluating the impacts of the use or
otherwise of the A/V materials on the academic performance of the students in
the school under study.
d. Discovering the constraints inherent
in the use of A/V material and their equipment in school library and suggesting
ways of redeeming them.
1.4 SIGNIFICANCE OF THE STUDY
This
research topic is chosen to investigate the impact of the use of A/V material
sand equipment would have on pupils in nursery, primary and is IELC/DISS Abayi,
Aba, Abia State.
The desire
to carry out this work is consequent upon the new wave of educational
technology sweeping across the globe. The study investigated how school
libraries in Nigeria could brace up the challenges posed by education
technology.
This study
is particularly important to school managers and government as it would enable
them to know the various A/V materials and media that can be used in school
libraries and possibly come to realize the positive impacts the use of A/V
technology has on students academic performance and hence take positive steps
to develop our school libraries and position them to encompass these media in
their holding so as to meet the challenges of this information age.
1.5 SCOPE OF THE STUDY
This study is limited to how A/V
materials and equipment are used and assessed in IELC/DISS library for
effective use on the academic performance of students. There is no
comparative analysis as it is purely an
experimental research. It rather tested the impacts of the use of the A/V media
on students of the school studies. The study covered all sections of the
school-nursery section, only the upper nursery was studied. The reason for this
being that pupils in the lower nursery might not be sensitive enough to answer
the research questions.
1.6 RESEARCH QUESTIONS
1. What is the population of students
surveyed?
2.
Does a library exist in the school under study?
3. Does the school use audio-visual
materials and equipment in teaching the students and what is the range of the
audio-visual materials in use?
4. Which places are designated for the
use of the A/V materials and equipment?
5. Can the students use the A/V resources
on their own and what range of materials are they able to use unaided?
6. What reasons account most for the
non-use of the A/V materials and equipment?
7. Does teaching with audio-visuals
facilitate understanding and in what areas is the impact most felt?
8. How adequate is the use of the
materials and what factors account for the inadequacy of use?
1.7 HYPOTHESES
After a
careful study of this research topic, the following assumptions were made and
of which the research findings were expected to authenticate of disprove that:
(a) There are varieties of audio-visual
materials and equipment that can be used; in school libraries.
(b) The use of A/V materials and equipment
increases chances of students comprehension oft he subjects taught.
(c) Audio-visual materials and equipment
are not effectively used in school libraries in Nigeria.
(d) Many pupils in nursery and primary
school and students in secondary school cannot effectively use the A/V
materials and equipment themselves.
(e) Certain factors such as finance,
accommodation and skilled manpower affect the effective use of A/V materials
and equipment in school libraries.
1.7 DEFINITION OF TERMS
To properly
grasp the content to his work, some concepts used need operational definition.
Some of the concepts are Audio-visual
technology, school libraries, students and academic performance.
1.7.1 Audio-visual Technology
Audio-Visual
Technology in this context simply means audiovisual materials and their
equipment of use. This term is usually inter changeably used with such terms or
concept as educational technology, Audiovisual resources, educational material
etc Educational technology according to Madu (2000) is a machinery or hardware
of education of education or a highly structured approach to teach like
programmed learning. The same Madu (2000) defined audiovisual as a combination
of audio and visual materials which are used in the instructional or learning
process to facilitate teaching and
the Macmillan dictionary of information
technology as a general term for non-book materials that can be viewed or
listened to such as films filmstrips,
tapes, and overhead transparences. There are a wide categories of there
materials and equipments as have been briefly high lightened in the preamble.
1.7.2 SCHOOL
LIBRARIES
School
libraries are libraries found in primary and secondary schools whose collection
are simply for the young people. However the scope of school libraries have
expanded and so is the opinion of experts in the field on what a modern school
library should be. A school library is presently referred to as a multimedia
Center, Media Resource Centre, School Media Centre, Instructional Resource Centre etc. The variation in
terminology not with standing. A school library is an information center
located in a school environment for ht purpose of providing information
services to support teaching and learning process of the school. To Iroha
(1985) a school library is a collection of wide variety of library materials
and resources housed in each school, centrally agonized by a staff
professionally to offer services to students and teachers that will enrich and
support the education programmes of the school.
From the definitions given, certain
features of a school library are discernible. It is an information center which
contains both, books and non-book materials and is organized and managed by a professionally trained librarian
or qualified teacher librarian who uses available information resources to
provide information to support teaching
and learning activities of the teachers
and students.
The school library in this era of
information revolution and has taken sweeping wave of globalization, has taken
a new dimension in a media content, function and services.
It is am media Resource Centre and
hence, emphasizes the provision and utilization of both print and non-print and
non-print media.
Essentially, a school library is
aimed at achieving the following objectives.
a. Support teaching and learning within the
school system
b. Promote the development of
reading skills and encourage long term learning through reading.
c. Stimulate research and
independent study
d. Provide opportunities for
further reading and use classroom textbooks
e. Provide material for
recreation and encourage students to read for pleasure.
f. Provide pupils / students
with vocational information leading to choice of a suitable career.
1.7.3 Students: In this project, students is a generic term
used to designate school children in nursery, primary and secondary schools.
They are those who are taught by the teachers and they constitute a greater
number of users
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