CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
It
is well known among educators that the educational experiences involving the
learners actively participating in concretes examples are retained longer has
elements of reality by providing concretes. Examples of learning many authors
have written on the use of instructional materials in teaching social studies
and other related subject in order to enhance teaching for changes in mental
and behavioural change. These author include Maluhan (1964) Alake (1978)
Adekoye (2008) more especially, it was emphasized in the works of those authors
that the use of audio-visual media is affecting behaviour of learners of every
field especially social studies was equally shown by some of the authors that
those materials are important. It is obvious that social studies teaching and
learning cannot be well accomplished without the use of instructional
materials. The reason is not far fetched advances in which technology have
brought instructional materials to the fore front as the most radical tools of
globalization and skillful development which have effected the classroom
teaching-learning situation positively. Such technological break through as
network are non world projected and non projected visual auditory audio visual
electronic materials are important land mark in knowledge transfer with them
both teaching and learning became very effective learning aids are instructional
materials and devices learning are done in school. Example of learning aids are
designed materials that may be locally made or commercially produces. They come
inform of well charts illustrated pictures pictorial materials and other two
dimensional objects. These are also audio visual aids. These are teaching
machines like radio, television and all sorts of projectors with sound
attributed. It is interesting to notes that a large percentages of trained
teachers and these undergoing professional training courses can teach with some
of the learning aids. They do so consciously because they know that the use has
positive effect on learning outcomes as their cognate experience during
teaching practices supervision. They said that learning aids reduce their talk
and chalk method. The experiences of pupils will become will or broad by using
such media as television and motion picture. Pupils can learn more even through
they are still confined to the four wall of the classroom. For instance in
education television, different ideas and concept can be taught through real
life experience demonstration, excursion etc. They allow pupils to come in
contact with expert teachers through visual media, pupils can successfully show
interrelationship among complex whole. They also help retention of factual
knowledge pictures more often than tend to remember what they can see, hear and
touch.
1.2 STATEMENT OF THE PROBLEM
It
is against the back drop that project want to critically examine the use of
audio-visual media of teaching effective social studies in senior secondary
schools in Karu LGA of Nasarawa state.
Investigating the use audio-visual media of teaching effective social studies
in senior secondary schools can be
difficult as learning is a long life process.
1.3 PURPOSE OF THE STUDY
The
major purpose of this study into find out to usefulness of instructional
materials for the effect we teaching and learning of social studies in Karu LGA
of Nasarawa state partially in senior secondary schools s.
1.4 SIGNIFICANT OF THE STUDY
The
research work will be a formative evaluation for educational planners in
assessing the quality of education on the use of audio-visual media of teaching
effective social studies in senior secondary schools . Also for educational
policy and make the ministry and states department of education the need for
incorporating instructional materials improving and ensuring quantitative
education among senior secondary schools pupils.
1.5 RESEARCH QUESTIONS
The
following research questions are to guide the study.
1. Does the use of audio-visual media in senior
secondary schools improve the quality of
secondary education?
2. What are the likely challenges of using
audio-visual media for teaching and learning social studies?
3. What are the factors that determine
quality of education?
4. Does the use of audio-visual media change
to learning process in secondary education?
This
research is restricted to Karu LGA in Nasarawa State to some selected senior
secondary schools .
1.6 LIMITATION OF THE STUDY
The
researcher will like to limit the research project work to some selected Karu LGA
Of Nasarawa State due to insufficient time, inadequate finance and in largend
of the local government.
1.7 DEFINITION OF OPERATIONAL TERMS
1. Audio-Visual:
These are devices or
technology medians or learning devices that helps
the teacher to clarify, establish and co-ordinate accurate concepts.
2. Audio: These are sound especially music
that is recorded broadcast or played on electronic
equipment.
3. Visual:
This is material
that can be seen which a teachers uses to teach or transmit knowledge to the pupils.
4. The
Bulletin Board: This
is another visual media it is a cheap medium of instruction and always available in the classroom.
5. Graphic
Device: Those media
as cartoon, maps, posters, diagrams, drawing. Their used to cover long topic
and concepts.
6. Media:
This is the process
by which large number of people receive information and entertainment that is, television, radio and newspaper.
7. Teaching
Media: These are
tools used by a teacher to supplement classroom instruction or to stimulate the interest of the pupils.
8. Qualified
Teacher: This is a
teacher who has acquired the maximum body of skill and knowledge needed to
teach a particular subject.
9 Attitude:
This is the belief
or opinion people generally hold on some principles that usually lead to the
community of the society.
10. Senior
secondary schools :
In this, project refers to the formal school set up attended by children at the
early age of their lives.