CHAPTER ONE
INTRODCUTION
Background to the Study
Webster’s Encyclopeadia Unabridged Dictionary of the English Language defines Audio-Visual Aids as “training or educational materials directed at both the senses of hearing and the sense of sight, films, recordings, photographs, etc used in classroom instructions”. They may present information through the sense of hearing as in audio resources, sight, as in visual resources or through a combination of senses. Indeed, the variety of such resources is a striking characteristic.
According to (Anzaku, 2015) “the term audio-visual material is commonly used to refer to those instructional materials that may be used to convey meaning without complete dependence upon verbal symbols or language”. Prostano and Prostano (2016) asserted that the time immemorial, audio-visual materials existed but were not incorporated into educational system”. According to the authors, the advent of audio-visual materials is long but it is the use that has been limited until in the 1960s and 1970s that teachers realised the use of these materials and started incorporating them into the learning of Office Technology and management (OTM) for future use.
Summer stressing on the advent of the materials stated that “before man developed speech as a means of communication, he expressed himself in terms of drawings, signals and symbols”. The point here is that the use of audio-visual materials started as early as man’s civilization is gain. This is evident in their attempt to communicate ideas.
Green (2015) has this to say; “in time of antiquity, man carried pictures on rocks for conveying ideas”. Ani (2016) supporting the introduction of audio-visual aids observed that as far back as the 1920s audio-visual materials came to be used in teaching in the United State of America. According to Dike (2015), the various methods of teaching informally such as observation, participation and the use of the senses are forms of audio-visual resources in our indigenous Nigerian Education.
The child is asked to observe carefully without verbal instructions and to participate in domestic science, craft, and agriculture, the child is able to grasp knowledge from different fields unconsciously. Thus every child has the right to knowledge and information especially that which concerns his cultural heritage”. It is imperative therefore that in cultures whose traditions are essentially of the oral rather than the writer kind, knowledge and information transfer be affected by using verbal instructions and the preservation of their cultural arts.
This is the meaning of the story telling sessions in our indigenous African education. In modern times, the value of instructional materials has been realized of late in this country and attempts are being made by all organs connected with education to see that audio-visual materials are used in teaching and learning situations. For examples, University of Nigeria, Nsukka has established Curriculum Development and Instructional Materials Centre (CUDIMAC) to promote the utilization of various types of audio-visual resources and media in the school.
(Faria, 2016) points out that, books are not the only way the Office Technology and management (OTM) can extend the available information to the public but other means such as pictures, filmstrips, slides, recording etc. should be acquired to supplement book resources and to substitute for books when they are not available on a particular topic. That is, in the modern educational methods modern technologies have given rise to various means of teaching which make it easier for both the lecturers and learner to achieve their aims of teaching and learning.
The Encyclopeadia of library and information science asserted that libraries serving formal education have tended over the years to broaden their inventories of non-book or audio-visual materials rapidly and to accept increased responsibilities for distribution of audio-visual equipment, e.g emotion pictures, projectors as well as establishing local duplication and production services (e.g. of overlay transparencies).
The purpose is to actualize the demand for supply of manpower who have appropriate office skills and competences to manage office view technologies to profit the organization given the current wave of information communication technology.
The Office Technology and Management (OTM) career encourages employment creation given multifaceted skills embedded in it including: reprographics, word processing, micrographics, telecommunication, data processing and others
Business education inculcating OTM is concerned with development of individuals, person skills and attitudes, communication and occupational skills, technological literacy, employability skills, broad specific occupational skills and knowledge, Oladunjoye (2015), asserts that the products of a deficient curriculum cannot function effectively and efficiently in today’s consistent change in the work environment.
The objective of each level of education is to give the individual a climbing stone to a higher level.
The use of audio-visual aids in education has been found to be an effective way of communicating ideas and concepts to students (Le Doux, 2016).However, many lecturers in in Nigerian Tertiary institutions do not use audio-visual aids when teaching Office Technology and Management (OTM). Although there are a few notable exceptions, others either feel these materials are inappropriate for instruction or use them poorly. Some lecturers find it quite complex to use audio-visual aids to complement the traditional lecture method while others perceive the use of it as waste of time. Teaching and learning with audio-visual resources play an important role in the teaching-learning process. Students often benefit from the visual/sound appeal of audio-visual material because it tends to focus their attention on the topic. When lecturers present materials in various manners such as providing students with both a summary statement and a chart on a given topic, the visual material enhances the written materials.
The effectiveness of visual materials in leaning, estimated that about 40% of our concepts are based upon visual experience, 25% upon auditory, 17% on tactile, 15% upon miscellaous organic sensation and 3% upon taste smell. With the above assertion, it becomes clearer why audio-visual materials are important in the teaching and learning processes. This is because, they bring the different senses contributions together to get 100% clarity Since most students consider Office Technology and Management (OTM) as an abstract course, the use of audio-visual resources should be a requirement for every Office Technology and Management (OTM) lecturers if the aim of the lecturers is to guide the student to master concepts in the course (Office Technology and Management (OTM).
It is therefore important to prepare illustrative materials and short demonstrations or other visual materials which are effective means of helping students to understand and thereby facilitating learning. In the light of this, this study intends to examine the impact of audio visual materials on effective teaching and learning of Office Technology and Management (OTM) in College of Education, Lagos State.
Statement of the Problem
Today’s students are expected to learn about and use digital technology in Office Technology and Management (OTM) to prepare them for their future, the work force and the challenges of everyday life. However, international studies show that lecturers are still not effectively integrating computer technology and audio visual materials in their classroom. Despite the value and importance of Office Technology and Management (OTM) in society, the course still seems to be difficult for the students as evidenced in their low performance in the subject especially at the external examination.
For instance, some school subjects which are regarded to be too tough to understand by students can be made simple, interesting and learnable if the lecturers use appropriate and adequate instructional resources. But a major problem that is usually unnoticed is the non-availability and use of relevant educational resources.
It is unfortunate that students perform poorly in some core subjects such as Mathematics, English Language, and Office Technology and Management (OTM) etc in various examinations. According to Nwalo (2010), the reasons responsible for mass failure in these subjects, is usually traceable to poor teaching by lecturers, lack of resources or audio-visuals and lack of seriousness on the part of the students.
Aremu (2013) stresses that academic failure is not only frustrating to the students and the parents, its effects are equally grave on the society in terms of dearth of manpower in all spheres of the economy. Generally, poor achievement of students in the art subjects has been a subject of concern to many stakeholders in education (Olorundare, 2013 & Olatoye, 2012). Besides, this study will identify the use, benefits and challenges of audio visual in teaching and learning of Office Technology and Management (OTM). Therefore, the study wants to examine the impact of audio visual materials on effective teaching and learning of Office Technology and Management (OTM) in College of Education, Lagos State.
Purpose of the Study
The main purpose of this study is to the impact of audio visual materials on effective teaching and learning of Office Technology and Management (OTM) in College of Education, Ikorodu Lagos. The specific objectives of the study are:
(i) to examine role of audio visual materials in the teaching and learning of Office Technology and Management (OTM).
(ii) to appraise the to examine use of audio visual materials in the teaching and learning of Office Technology and Management (OTM).
(iii) to examine obstacles to the effective use of audio visual materials in teaching and learning of Office Technology and Management (OTM).
Research Questions
This research is guided by four research questions, which are based on the purpose of the study. They are as follows.
The following research questions are posed to guide this study:
1. What is role of audio visual materials in the teaching and learning of Office Technology and Management (OTM)?
2. What are the uses of audio visual materials in the teaching and learning of Office Technology and Management (OTM)?
3. What are obstacles to the effective use of audio visual materials in teaching and learning of Office Technology and Management (OTM)?
Significance of the Study
It is hoped that the findings of this study will go a long way to reveal the actual state of audio-visual resources in tertiary institution. The study will equally provide curriculum developer and policy makers with further research work on utilization of resources to enhance teaching and learning at all levels of the Nigeria Education system.
The result could serve as an eye opener to both the government and non-governmental organization that can be involved in solving problems that may be identified militating against the effective and efficient utilization of the resources. Furthermore, the educational technologists, and resources centers would be sensitized to the need to engage in improvisation and production of these resources for the colleges they are situated. Finally, it may indicate the scope for further studies in the area.
Audio-visual materials have been in existence for a longtime, but they are often underutilized. It is expected that, following the identification of the hindrances to maximum utilization of audio-visual resources in schools, effort will be made to minimize the effect of the hindrances and promote adequate utilization of the available resources. Discoveries from the study will guide lecturers, government, sponsoring bodies and donors on the purchase of not only printed materials but also non-print materials for schools and colleges.
When the use of audio-visual materials is encouraged, there will definitely by a high demand for the materials and the producers will put in more efforts in the production and even come out with more methods of applying them to teaching and learning. This may tend to expose the learner more to thinking than relying on the lecturers. The research will also pave the way for research into other areas of concern and interest and will give researchers insight into this topic of investigation.
Delimitation of the Study
The study is limited to College of Education, Lagos State, but the results of the study just like any other study can be used to rectify the hindrances in tertiary institutions in Lagos State and Nigeria at large. The study is also limited to the use of audio-visual materials in teaching and learning processes, their effectiveness and capabilities in facilitating the flow of information between the lecturers and the learners.
Definition of Terms
The following terms were operationally defined for the study;
Audio Visual Materials: All the teaching materials use by lecturers which deals with seeing and hearing. They are multimedia materials includes television, radio, tape recorder.
Trained Lecturers: Is one trained to give instructions, knowledge and skills to someone in a particular field or more.
Teaching Materials: All the equipment used by lecturers while teaching and which makes teaching clearer and easier for the students to understand
Laboratory: A room or building used for scientific experiment, research and testing and given report to
Film Strip: These are series of picture with scripts written by lecturers are shown on screen for academic purposes with aid learning and teaching effective.
Slide Projector: These are electrical project which show pictures in motion and to learning diagrams or instruction on a screen.
Chart: A labeled picture meant for students to look at constantly for familiarization of words.
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