INFLUENCE OF TEACHING AIDS ON THE STUDENT ACADEMIC PERFORMANCE IN JUNIOR SECONDARY SCHOOLS IN NIGERIA
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ABSTRACT
The aim of this study is to find out the extent to which teaching aids are used to improve student academic performance in junior secondary school in Kachia Kaduna State. The population of the study was made up of all Junior Secondary school science Teachers for 2019/20 academic season. Four research questions and four hypothesis guided the study. Relevant literatures on Utilization of Teaching Aids, Availability of Teaching Aids and Factors Militating the use of Teaching Aids, where reviewed. The Instrument used for data collection was a structured questionnaire, which was validated (both face and content), and the reliability determined. The data collected were analyzed using the statistical Package for Social Sciences (SPSS 17). Mean statistics and frequency count were respectively used to answer research questions 1,2 and 3,4. The four hypothesis were tested at 0.05 level of significance using t-test. The researcher found out that Teaching Aids are vital for teaching all science subjects, most teachers do not use Teaching Aids even when they have access to them. The factors militating the use of Teaching Aids which Include; lack of electricity and workshops, Teaching Aid are inadequate and the few available are mostly manual or simple hand tools. Based on the findings, it was concluded that Teaching Aids influences effective teaching and student academic performance in junior secondary schools. It was recommended among others that; government should make available funds and sponsor teacher’s attendance at conferences, seminars and workshops on effective Utilization of Science Teaching Aids.
TABLE OF CONTENT
CHAPETR ONE
INTRODUCTION
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope and limitation of the study
1.7 Definition of terms
1.8 Organization of the study
CHAPETR TWO
2.0 LITERATURE REVIEW
CHAPETR THREE
3.0 Research methodology
3.1 sources of data collection
3.3 Population of the study
3.4 Sampling and sampling distribution
3.5 Validation of research instrument
3.6 Method of data analysis
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION
4.1 Introductions
4.2 Data analysis
CHAPTER FIVE
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The primary purpose of teaching at any level of education is to bring a fundamental change in the learner. To facilitate the process of knowledge transmission, teachers should apply appropriate instructional aids that best suit specific objectives and bring about outcomes (Tebabal and Kahssay, 2011). Until today, questions about the effectiveness of instructional aids on student learning process have consistently raised considerable interest in the thematic field of educational research (Hightower et al., 2011).
Moreover, research on teaching and learning constantly endeavour to examine the extent to which different teaching techniques enhance success in students’ learning. Quite remarkably, regular poor academic performance by the majority students is fundamentally linked to application of ineffective teaching aids by teachers to impact knowledge to learners (Adunola, 2011). The teacher initiates communication and influences students to think in a particular ways as guided by the instructional aids. However, whether the teacher authoritatively leads communication throughout the instructional process or whether the teacher takes up facilitation role is a matter of choice. The teaching aids used by teachers in sharing knowledge with students is considered as a factor capable of influencing students’ academic performance at all tiers of the education system (Tella, Indoshi, and Othuon, 2010).
Teaching aids are print and non-print items that are designed to impart information to students in the educational process (Bradley, Mbarika, Sankar and Raju, 2005). Among these items are textbooks, charts, magazines, newspapers, audio-visual, pictures, recordings, slides, transparencies and many more. The use of teaching aids in junior secondary schools has been widely researched and the findings indicate that the benefits of using them are immense. The integration of teaching aids in classroom practice is believed to bolster the quality of instruction by fostering student-centred pedagogies (Abdo and Semela 2010). Furthermore, according to Mateer, Purdom, Ghent and Porter (2012) the use of relevant instructional media in the classroom is invaluable since it engages students, aids their retention of knowledge, motivates interest in the subject matter and helps to illustrate the relevance of many concepts taught and enhance students academic performance.
Teaching aids can be teacher-centered, learner-centered or mixed approach. Quite often, teachers prefer aids that make their work easier based on their beliefs, personal preferences and norms of their disciplines (Watson, 2003). In this regard, some teachers believe that lessons should be teacher-centered, where the teacher is the expert and the authority in presenting information (Ahmad and Aziz, 2009). Nevertheless, teacher-centered aids are associated with inadequate stimulation of students’ innovative capacities, intellectual thinking, and memorization, cramming of facts, poor knowledge retention and high dependency among students of business studies (McDowell, 2001; Tanner, 2009).
Although teachers have the discretion to choose methods for delivering lessons to their students, Chika (2012) observes that learner-centered pedagogy is a powerful strategy for improving learning achievement in junior secondary examinations and application of knowledge and skills acquired.
According to Ikerionwu in Sola (2010) teaching aids are objects or devices, which help the teacher to make a lesson much clearer to the learner. Teaching materials are also described as concrete or physical objects which provide sound, visual or both to the sense organs during teaching (Agina-obu, 2005). Teaching materials are in various classes, such as audio or aural, visual or audiovisual. Hence, this study seeks to examine the influence of teaching aids on the academic performance of Junior Secondary School.
1.2 Statement of the Problem
As noted by Odundo (2003), junior secondary students who experience a mismatch between instructional aids used during teaching and their preferred styles often feel that their learning needs are being addressed using an unfamiliar language. The mismatch poses a difficulty for some students in internalizing the materials delivered, leading to lower grades. Similarly, Zeeb (2004) indicate that students whose styles are not matched with teaching methods that are chosen by teachers are less likely to develop interest in learning. In the absence of learner interest in a subject, concentration level drops and learning achievement is greatly impaired.
Junior secondary students in most of their subjects often record poor students’ performance both in national and international examination. Many factors contributed to the poor performance of students in examination (Okebukola and Jegede, 1997). These factors include:
The use of traditional method in teaching such as chalkboards, outdated textbooks etc.
Inability of the teachers to put across the concepts to the students
Lack of skills and competence required for teaching
Shortage of qualified introductory technology teachers
Lack of teaching materials and necessary equipment.
Lack of active participation of students in business studies
Another major problem faced by junior secondary students is inability to remember what has been learnt. This problem is often caused by too much theoretical expression by the teachers while learners are passive listeners. Students memorize and regurgitate facts and concepts. These problems confronting the teaching and learning can be handled using slide presentations, video presentation process and other interactive ICT software facilities in which a student interacts with and is guided by visual equipment aimed at achieving certain instructional goals (Onasanya, 2002). It is against this backdrop that this research seeks to examine the influence of teaching aids on the academic performance of Junior Secondary School in Kachia Kaduna State.
1.3 OBJECTIVE OF THE STUDY
The objectives of the study are:
- To ascertain the influence of Teaching Aids on the teaching of Science subjects in Junior Secondary in Kachia Local Government Area of Kaduna State.
- To determine the influence of Utilization of Teaching Aids on the teaching of Science subjects in Junior Secondary in Kachia Local Government Area of Kaduna State.
- To determine factors that Militate Against the use of Teaching Aids on the teaching of Science subjects in Junior Secondary in Kachia Local Government Area of Kaduna State.
- To access the influence of Availability of Teaching Aids on the teaching of Science subjects in Junior Secondary in Kachia Local Government Area of Kaduna State.
1.4 RESEARCH QUESTIONS
- What is the influence of Teaching Aids on Teaching and Learning of Science subjects in Junior Secondary schools in Kachia Local Government Area of Kaduna State?
- What is the influence of Utilization of Teaching Aids in Teaching of science subjects in Junior Secondary Schools?
- What are the factors that militate against the use of Teaching Aids in teaching science subjects in Junior Secondary Schools?
- What is the influence of Availability of Teaching Aids on Teaching of Introductory Technology in Junior Secondary schools in Kachia Local Government Area of Kaduna State?
1.5 RESEARCH HYPOTHESES
The following null hypothesis where formulated to guide the study:
Ho1: There is no significant influence of Teaching Aids on the Teaching of Science subjects in Junior Secondary Schools.
Ho2: There is no significant influence of the Utilization of Teaching Aids on the Teaching of Science subjects in Junior Secondary Schools.
Ho3: There is no significant factors militating against the use of Utilization of Teaching Aids on the Teaching of Science subjects in Junior Secondary Schools.
H04: There is no significant influence of Availability of Utilization of Teaching Aids on the Teaching of Science subjects in Junior Secondary school.
1.5 SIGNIFICANCE OF THE STUDY
This study could be significant to the following group of people;
To the students, the effective use of teaching aids could enable them to effectively learn and retain what they have learnt and thereby improve performance in their studies. This is because learning is a process through which knowledge, skills, habits, facts, ideals and principles are acquired, retained and utilized and the best means of archiving this is through the use of teaching aids (Nwadinigwe, 2000).
This study as well could help enhance teachers teaching effectiveness and productivity. This is in line with the assertion of Ekwueme and Igwe (2001) who noted that it is only the teacher who guarantees effective and adequate usage of teaching aids and thereby facilitate success.
This study will help curriculum planners to put the role of teaching aids into consideration in the design of instructional objectives.
Finally, this study could help to provide a framework on which further research could be conducted in this important area of education.
1.6 SCOPE AND LIMITATION OF THE STUDY
The scope of the study covers effect of teaching aids on the academic performance of junior secondary school students. Because of the large size of population of secondary schools in the state, the study is narrowed to focus on four secondary schools in Kachia Local Government Area in AKaduna State.
The researcher encounters some constrain which limited the scope of the study;
a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
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