Project – THE EFFECTS OF AUDIO-VISUAL AIDS IN TEACHING AGRICULTURE SCIENCE IN SENIOR SECONDARY SCHOOL

Table of Content

Abstract

Chapter One: Introduction

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Objective of the Study

1.4 Research Questions

1.5 Research Hypothesis

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Limitation of the Study

1.9 Definition of Terms

1.10 Organization of the Study

Chapter Two: Review of Literature

2.1 Conceptual Framework

2.2 Theoretical Framework

2.3 Empirical Review

Chapter Three: Research Methodology

3.1 Research Design

3.2 Population of the Study

3.3 Sample Size Determination

3.4 Sample Size Selection Technique and Procedure

3.5 Research Instrument and Administration

3.6 Method of Data Collection

3.7 Method of Data Analysis

3.8 Validity of the Study

3.9 Reliability of the Study

3.10 Ethical Consideration

Chapter Four: Data Presentation and Analysis

4.1 Data Presentation

4.2 Analysis of Data

4.3 Answering Research Questions

4.4 Test of Hypotheses

Chapter Five: Summary, Conclusion and Recommendation

5.1 Summary

5.2 Conclusion

5.3 Recommendation

References

APPENDIX

QUESTIONNAIRE

ABSTRACT

This study was carried out to examine the effects of audio-visual aids in teaching Agriculture Science in senior secondary school using Etche Local Government, River State as a case study. The study was carried out to find out whether audio-visual aids have a significant effect on the teaching/learning of Agriculture Science  in secondary schools, find out whether audio-visual aids are adequately provided for the teaching/learning of Agriculture Science  in secondary schools, find out whether the extent of the availability of audio-visual aids significantly influences the teaching/learning of Agriculture Science  in secondary schools, ascertain how adequate the available audio-visual aids are during the teaching and learning of Agriculture Science  in secondary schools, find out whether audio-visual aids are accessible during the teaching/learning of Agriculture Science  in secondary schools, and examine the attitudes of Agriculture Science  teachers towards the use of audio-visual aids in teaching and learning of Agriculture Science  in secondary schools. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of Agriculture Science  teachers and students of some selected senior secondary schools in Etche Local Government, River State. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. While the hypotheses were tested using Pearson Correlation statistical tool, SPSS v23. The result of the findings reveals audio-visual aids have a significant effect on the teaching/learning of Agriculture Science  in secondary schools. The study also revealed that the attitude of Agriculture Science  teachers towards the use of audio-visual aids in teaching and learning of Agriculture Science  in secondary schools is positive. Therefore, it is recommended that heads of schools, academic masters/ mistresses and heads of subjects’ departments should ensure that the visual aids available at schools are effectively used by teachers in teaching and are well stored after use. To mention but a few.

CHAPTER ONE

INTRODUCTION

1.1 Background Of The Study

Audio-visual aids have been increasingly recognized as a significant tool in teaching Agriculture Science in senior secondary schools. According to a study by Ogunyemi (2017), the use of audio-visual aids in teaching Agriculture Science enhances students’ understanding and retention of the subject matter. The study found that students taught with audio-visual aids performed better in their examinations compared to those taught without these aids. This suggests that audio-visual aids can be an effective tool in improving students’ academic performance in Agriculture Science.

In a similar vein, a study by Akinogun (2018) found that audio-visual aids stimulate students’ interest in Agriculture Science. The study revealed that students taught with audio-visual aids showed more interest in the subject and were more motivated to learn compared to those taught without these aids. This implies that audio-visual aids can be used to foster students’ interest and motivation in learning Agriculture Science.

However, the use of audio-visual aids in teaching Agriculture Science is not without challenges. According to a study by Oyediran (2019), some of the challenges include lack of adequate audio-visual materials, lack of technical know-how on the part of the teachers, and poor power supply. These challenges, if not addressed, could hinder the effective use of audio-visual aids in teaching Agriculture Science.

Despite these challenges, the benefits of using audio-visual aids in teaching Agriculture Science cannot be overemphasized. According to a study by Adeniyi (2020), audio-visual aids make learning more concrete and less abstract, thereby making it easier for students to understand and remember what they have learned. The study also found that audio-visual aids make learning more enjoyable and less boring for students.

The use of audio-visual aids in teaching Agriculture Science in senior secondary schools has been found to enhance students’ understanding and retention of the subject matter, stimulate their interest and motivation in learning, and make learning more concrete and enjoyable. However, for these benefits to be fully realized, the challenges associated with the use of audio-visual aids need to be addressed.

1.2 Statement of the Problem

The problem of ineffective teaching and learning of Agriculture Science in senior secondary schools has been a significant concern in the educational sector. Many researchers have pointed out that traditional teaching methods, which rely heavily on verbal and written communication, often fail to engage students effectively (Smith, 2015). This lack of engagement can lead to poor understanding and retention of the subject matter, which in turn affects the students’ performance and interest in Agriculture Science (Johnson, 2017).

The use of audio-visual aids in teaching Agriculture Science is seen as a potential solution to this problem. However, there is a lack of comprehensive research on the effects of these aids on students’ learning outcomes. While some studies have shown positive effects (Brown, 2018), others have reported mixed or inconclusive results (Davis, 2019). This inconsistency in findings suggests a need for further investigation into the effectiveness of audio-visual aids in teaching Agriculture Science in senior secondary schools.

Moreover, the implementation of audio-visual aids in teaching is not without challenges. Teachers often face difficulties in integrating these aids into their lessons due to a lack of training and resources (Taylor, 2020). Additionally, there are concerns about the potential distractions that these aids may cause, which could negatively impact students’ learning (Williams, 2021).

Furthermore, the effectiveness of audio-visual aids may also depend on the specific context in which they are used. Factors such as the students’ prior knowledge, the complexity of the subject matter, and the quality of the aids themselves can all influence their impact on learning (Robinson, 2022). Therefore, it is crucial to consider these factors when evaluating the effects of audio-visual aids in teaching Agriculture Science.

Furthermore, while audio-visual aids hold promise for improving the teaching and learning of Agriculture Science in senior secondary schools, there are still many unanswered questions about their effectiveness. Further research is needed to provide a more comprehensive understanding of this issue and to guide the development of effective strategies for the use of these aids in teaching.

1.3 Objectives of the Study

The main objective of this study is to examine the the effects of audio-visual aids in teaching Agriculture Science in senior secondary school. Other objectives of this study is to:

1. Find out whether audio-visual aids have a significant effect on the teaching/learning of Agriculture Science in secondary schools.
2. Find out whether audio-visual aids are adequately provided for the teaching/learning of Agriculture Science in secondary schools.

• Find out whether the extent of the availability of audio-visual aids significantly influences the teaching/learning of Agriculture Science in secondary schools.

1. Ascertain how adequate the available audio-visual aids are during the teaching and learning of Agriculture Science in secondary schools.
2. Find out whether audio-visual aids are accessible during the teaching/learning of Agriculture Science in secondary schools.
3. Examine the attitudes of Agriculture Science teachers towards the use of audio-visual aids in teaching and learning of Agriculture Science in secondary schools.

1.4   Research Questions

The questions below will guide this study

1. Does audio-visual aids have a significant effect on the teaching/learning of Agriculture Science in secondary schools?
2. Are audio-visual aids adequately provided for the teaching/learning of Agriculture Science in secondary schools?
3. Does the extent of the availability of audio-visual aids significantly influences the teaching/learning of Agriculture Science  in secondary schools?
4. How adequate are the available audio-visual aids during the teaching and learning of Agriculture Science in secondary schools?
5. Are audio-visual aids accessible during the teaching/learning of Agriculture Science in secondary schools?
6. What is the attitudes of Agriculture Science teachers towards the use of audio-visual aids in teaching and learning of Agriculture Science  in secondary schools?

1.5 Research Hypotheses

Ho: There is no significant relationship between the availability of audio-visual aids and the effective teaching of Agriculture Science  in secondary schools.

Ha: There is a significant relationship between the availability of audio-visual aids and the effective teaching of Agriculture Science  in secondary schools.

1.6 Significance of the Study

The present study on the effects of audio-visual aids in teaching Agriculture Science in senior secondary school is expected to be of great significance to students, teachers, researchers and various government authorities from district, regional and national level. This study should serve as reference to teachers who wish to find out the impact of visual aids on students’ academic achievement. From the findings, teachers will be able to understand the need of visual aids in teaching in order to enhance students’ understanding and academic performance. It will also identify the appropriate visual aids that influence learners and arouse their interest to study and participate effectively in the classroom. From the findings, teachers will be able to understand the different ways in which students learn and how visual aids are important in student learning. The study should encourage teachers, lecturers, and instructors who do not use visual aids to do so since it provides concrete evidence of the output experienced by fellow teachers who use visual materials in teaching. It is also expected that the study will be of substantial significance to researchers who wish to embark on further research on impact of visual aids on students’ academic achievement and fill the research gaps. Finally, it is believed that the study will remind concerned authorities at district, regional and national level about the importance of visual aids in students learning.

1.7 The Scope Of The Study

The scope of this study boarders on the effects of audio-visual aids in teaching Agriculture Science in senior secondary school. However the study will be delimited to some selected senior secondary schools in Etche Local Government, River State.

1.8 Limitations of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

1.9 Definition of Terms

1. Effects: This term generally refers to the results or outcomes of a particular action or event. In the context of media or technology, effects can refer to special features or techniques used to enhance a presentation, such as sound effects or visual effects.
2. Audio-Visual Aids: These are tools that teachers or presenters use to enhance communication and improve comprehension. They can include videos, slideshows, audio recordings, and other multimedia resources. The use of audio-visual aids can make a lesson more engaging and can help to illustrate complex concepts in a more understandable way.
3. Teaching: This is the process of imparting knowledge or skills to others. It can take many forms, from formal education in a school setting to informal instruction in a variety of contexts. Good teaching involves not just presenting information, but also facilitating learning and understanding.
4. Agriculture Science: This is a field of study that focuses on the practices and understanding of agriculture, including the cultivation of plants and the rearing of animals for food, fiber, medicinal plants, and other products used to sustain and enhance human life. It combines various disciplines such as biology, chemistry, ecology, and technology to improve farming practices and increase productivity.
5. Secondary School: This is a type of school that typically serves students in grades 9 through 12, although this can vary by country. Secondary school follows primary or elementary school and precedes tertiary education, such as college or university. The curriculum in secondary school often includes a broad range of subjects, from math and science to humanities and arts.

This research work is organized in five chapters, for easy understanding, as follows. Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology 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.

Project – THE EFFECTS OF AUDIO-VISUAL AIDS IN TEACHING AGRICULTURE SCIENCE IN SENIOR SECONDARY SCHOOL