Extent Of Use Of Audio Visual Materials In The Teaching And Learning Of English Language In Junior Secondary Schools
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Extent Of Use Of Audio Visual Materials In The Teaching And Learning Of English Language In Junior Secondary Schools
ABSTRACT
The purpose of this research is to determine the extent to which audio-visual materials are used in teaching English in Junior Secondary Schools in Enugu East Local Government Areas in Enugu State. The work will be broken into five chapters.
The first chapter is the introduction; the second chapter is a review of the literature; the third chapter is the methodology; the fourth chapter is the analysis; and the fifth chapter is the study’s summary, conclusion, suggestion, and implications. The study will be led by four research questions.
The survey design will be employed. A subset of the complete population will be used as the sample size. The sample size will be determined using the study’s instrument. The study will be conducted using a questionnaire. It will be facially validated.
A reliability test will be conducted, in which the questionnaire will be distributed to 10 teachers from another local government area for the first time; after two weeks, they will be given the identical questionnaire items to answer.
Their first and second responses will be compared using the Pearson product moment correlation coefficient. Any value greater than 0.50 demonstrates the instrument’s reliability. The research questions will be answered using mean scores.
The analyses will be presented in table format, with inter-presentation statements following each table. Findings will be made. There will be recommendations and consequences for the study. Finally, proposals for future studies will be made in equal measure.
Chapter one
INTRODUCTION
Background of the Study: English is the language of the people of England. It comes from the Jute, Angles, and Saxons, the first settlers in Britain. It is a member of the Germanic branch of the Indo-European language family.
Originally, English was limited to Britain. Later, it spread throughout the British Empire as a prestigious core language with all other European languages in the elite classes of London, Oxford, Wales, Ireland, Scotland, Cambridge, and England.
It grew and spread to other individuals around the world. It extended to Asia, Germany, Africa, and other continents as a native, second, or foreign language. The English language has gradually spread around the world.
English is a widely used everyday language around the world. It is a worldwide language and a frequently used medium of instruction and communication. It has a renowned official standing and a constitutionally recognised legal right.
It has received specific acknowledgement, establishing it as a medium for administration, education, international relations, trade, and law. The English language is widely used over the world (Mac Arthur, 1996).
In Nigeria, English is a second language and a lingua franca. This implies it is the language of unit, communication, economy, national pride, law, the press, trade, and education.
As a language of instruction, it is a necessary precondition for advancement and career progression in the country. It is very important in a child’s life and development because it is a key subject that has a significant impact on all other school subjects.
In junior secondary schools, English is taught as a fundamental subject. It’s an excellent foundational course. The course’s main components are intended to address the four core language skills: listening, reading, speaking, and writing.
It is believed that after mastering these abilities in Junior Secondary School, pupils who chose to work will be able to utilise the language fluently, while those who wish to advance will be very proficient. According to Harold (1995), instructors are responsible for integrating crucial parts of language experiences in school.
At this stage, English receives greater critical attention. He believes that a professional English language instructor is someone who has been trained or has trained himself to conduct competent work.
He should have at least a college degree in English or a solid minor. He must have a strong interest in literature and a solid understanding of the language. Furthermore, he must develop significant skills in the management of instructional materials and educational difficulties. The emphasis here is on teacher training and qualifications.
Instructional resources are critical in teaching English in junior secondary school. It makes whatever task is done at Junior Secondary School easy and quick. It encourages improved acquisition and retention of genuine knowledge. They offer enhanced interest and integrated experience (Eya and Ofoefuna, 1999).
According to Vikoo (2003), audio-visual materials are the most appropriate instructional materials for efficient English language teaching and learning in the information era.
He defines audio-visual materials as an instructional system that employs scientific and technology equipment to offer learners with concrete experiences through the use of visual projections and sound production.
Examples of such materials include computer-assisted training, video-tape instruction, and film shows. According to Baldeh (1990), audio-visual aids have been introduced, tested, and used in the school system and have proven to be beneficial.
Despite the importance of the English Language and the effectiveness of audio-visual aids in teaching English Language in Nigeria, students’ performance in the Junior Secondary Examination is found to be low.
According to the Chief Examiner’s report (2006), students’ attainments in English Language have been dwindling year after year, while candidate enrolments are astronomically increasing.
Rowtree (1994) continues to define audio-visual aids as the best assets to help teachers instill linguistic competency in their students. It uses an electric technology to improve learning. However, the students’ outcomes were determined to be low.
The English language, which originated in the Germanic branch of the Indo-European language family, is widely spoken and used in Nigeria, serving as both a lingua franca and second language. It is the official language and has been granted a statutory legal status.
It is the official language of education and all other transactions in Nigeria. In effect, it is critical for all users of the language in the country; in education, all Junior Secondary School students should acquire proficiency in it.
To achieve the necessary competence, audio-visual resources are specifically used in instructional activities to alleviate instruction problems and improve both teachers’ and students’ knowledge in a short period of time. Incidentally, the student failure rate is concerning.
This poor result may indicate that the students do not understand basic language abilities. Second, it implies that the teachers may use it to a limited extent or have overlooked the usage of the resources in their classroom practices. Third, teacher training may influence the pupils’ performance, either positively or negatively.
Again, there is debate concerning gender disparities. It is unclear whether female and male teachers react differently in terms of the amount to which they use audiovisual aids.
The question is, to what extent do teachers use audio-visual resources to teach English in junior secondary schools in Enugu East Local Government Area? Finding an answer to this question is the primary goal of this investigation.
The study aims to gather information from English language instructors in junior secondary schools in Enugu East Local Government Area about their usage of audio-visual aids in teaching English. The researchers want to assess the usage of audio-visual aids in teaching English.
(II) Determine the extent to which students use audiovisual tools to improve their English language performance.
(III) Investigate if male and gender differences influence the usage of audio-visual aids in teaching and learning in junior secondary schools in Enugu East Local Government Area.
(IV) Determine whether differences in teacher education affect the extent to which audio-visual aids are used in the teaching and learning of English in Junior Secondary Schools in the Enugu East Local Government Area?
In effect, there is no clear stand because there are widely differing perspectives. This emphasises the need for the study to be conducted.
The project aims to motivate teachers and education inspectors to use audio-visual resources effectively in the classroom, improving their competence and performance.
This will increase the teaching and learning of the English language, as well as other disciplines in general. This study will also assist educational planners in placing a greater emphasis on teachers’ usage of audiovisual instructional tools when developing an English Language curriculum.
When recommending text books for English Language, the Federal Ministry of Education and the State Education Commission should ensure that the text books include CD ROMs, films, and tape recorded work from the same text books, and that teachers are encouraged to have and use audio-visual materials in the classroom.
Finally, this study demonstrates that each student has complete control over his potentials and, as a result, is capable of growing those potentials and achieving academic success commensurate with those potentials through the use of audio-visual advertisements.
The survey was conducted across all secondary schools in Enugu East Local Government Area. The study looked on the extent to which audiovisual resources were used in junior secondary schools. A certain percentage of teachers and pupils were used.
Research Questions:
The following questions guide the study.
(I) To what extent do teachers use audio-visual materials to teach and learn English in junior secondary schools in Enugu East Local Government Area, Enugu State?
(II) To what extent does the employment of audiovisual materials improve the effectiveness of English teaching and learning in junior secondary schools in Enugu East Local Government Area, Enugu State?
(III) Do gender disparities among instructors influence the amount to which audio-visual aids are used in junior secondary schools in Enugu East Local Government Area, Enugu State?
(IV) How do inequalities in teacher credentials affect the amount to which audio-visual aids are used in junior secondary schools in Enugu East Local Government Area, Enugu State?
The investigation was driven by the following null hypotheses, tested at a significance level of 0.05.
HO: There is no significant difference in the mean scores of male and female instructors when it comes to using audiovisuals to teach English in junior secondary schools in Enugu East Local Government Area.
HO: There are no significant differences in mean scores between trained and unskilled English Language teachers while using audio-visual resources to teach English in Junior Secondary Schools in Enugu East Local Government Area.
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