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CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Schools are dynamic places to work for both teachers and students, Erson (1992). Some students comes with advantages and willingness to learn, and motivated home environments while others are not.
To meet the diverse changing in learning there is need for educational systems and practices policies in the state that will improve the standard of education.
According to Adeyanju, (1997) the ability to teach is the concern of the trained teachers, but a complex process. Teaching can occur as a result of importation of newly acquired skill, knowledge, perception, new information e.t.c.
Caldwen (2004) observed that the most important thing in schools is to have a generation of well educated mathematics teachers who care deeply about students getting an excellent education in mathematics as a subject. Teachers and the quality of teaching mathematics are the critical link to improving students achievements in mathematics. He also view numerous improvement, component exist in schools and in states and local policies to ensure, teaching quality in teaching of mathematics. These include teacher preparation, registration, professional development and evaluation. Some researcher conducted in these areas revealed that successfully increasing student’s literacy achievements requires creating and sustaining organizational structures in schools, such as focus on assessing and improving the teaching and learning of mathematics.
Mathematics in the present day definition is shaped by the perspective from which scholars regard it, theoretical benefit it as embedded in questions of race, class and gender and long variable history.
For the teachers, a number of factors may have affected their quality of teaching. Knut et al (1991) such as poor factor and delayed in payment of salaries, poor funding of education by the state government, poor school facilities in the state and learning materials, which limits the creative ability of mathematics teachers to help develop students into reflective young citizen and rigid time tabling schedule which does not favour independent to the continuous decline in teachers teaching mathematics in classes for the performance in examinations in Kaduna State large. This necessitated the study on strategies for improve teaching and learning mathematics in some selected senior secondary schools in Kaduna State suddenly appears to have fallen despite the state government efforts in recent times to revamp the sector of education.
There are still teaching challenges found to be confronting the attainment of the required minimal standard and set goals of the government. The teaching
and learning of mathematics in Kaduna State by senior secondary schools students is not different from what obtain in other subject areas and other parts of the country in general. It has been found to be at an abysmal level due to several factors and challenges militating against any set of strategies put in place to improve the teaching and learning of mathematics by both the teachers and students in some selected senior senior secondary schools in Kaduna.
The introduction of Audio-Visual Materials in the teaching and learning process has made our educational system more attractive today. In whatever case learning comes to an individual through the use of sense organs. Which include sense of hearing, sight, test, feeling and smelling.
1.1.1 Types of Learners
There are three main types of learners: Auditory, visual and kinesthetic. Most people learn best through a combination of the three of learning styles, but everybody is different.
1.1.1.2 Auditory Learners: This types of learners would rather listen to things being explained than read about them. Reciting information out loud and having music in the background may be a common study method. Other noises may become a distraction resulting in near for a relatively quite place.
1.1.3 Visual Learners: Visual learners learn best by looking at graphic, watching a demonstration or reading. For them, it’s easy to look at charts and graphs, but they may have difficult focusing while listening to an explanation.
1.1.4 Kinesthetic Learners: process information best through a hand-on experience. Actually doing an activity can be the easiest way for them to learn. Sitting still while studying may be difficult, but writing things down makes it easier to understand.
Audio-Visual technology is the process or method of sending information or educational messages by the aids of modern gadgets to promote or make learning more easier. For any educational set up to attain to its set goals and objectives such institution must rely or depend on the optimum utilization of the human and materials resources at its disposal.
When watching the present educational processes and advancement in the field of technology, one can suggest that in teaching, especially Mathematics, a teacher cannot avoid the use of audio-visual material for better learning and higher quality of education and knowledge exploration.
Audio-visual Materials according to Dike (1989) do not only increase the motivation of the teachers and learners, they add clearity to the topic and make learning more interesting. Permanent learning according to Njoku (1980) is the goal of education that learners should be able to retain what is taught. Audio-visual materials make learning more permanent since they appeal to more than one sense.
Richey (1973) has since long developed a general model for using simulation devices which the curriculum builders begin to use in the teaching of vocational and Mathematics Education Programmes. This model encompasses:
· The analysis of instruction to be presented to determine appropriateness of simulation as a method.
· The education of prevailing simulation programme which includes the design layout of proposal simulation.
· The operational procedure for classroom simulation.
· The model focuses on simulation for instructional purposes. This delimitation was made so that the model could be applied to the usual teaching situation.
As advocated by United State of America (U.S.A) (1982) government on audio-visual Materials on the learner retention ability are as follows.
Table 1.1
TYPES OF LEARNERS
COMPREHENSION PERCENTAGE (%)
See and Hear
50%
Hear only
20%
See only
30%
To read only
100%
1.2 Statement of Problems
It is a clear indication that the above finding ensure that the application of audio-visual technology or materials is unavailable for academic comprehension of mathemetics.
Ilalokhovi (1983) makes it clear that many schools and colleges were supplied with instructional materials, but whether these facilities have been used or not by the teacher is a question that the study will try to find out.
Mkpa (1988) stated that it is one thing for a teacher to be actively and effectively trained in the use of educational media, materials and equipments and another thing for him is to practice using some of these materials. He stressed that many teachers have found released in their effort after obtaining their certificates. Regular supervision and assessment of the impact of teachers are essential towards stewardship.
Alabi (1986) carried out a study on the problems and prospect of Mathematics education. He reported that lack of provision of training materials, functional Math laboratory and equipments is adversely affecting both students and teachers due to inadequate teaching materials. He suggested that government should provide items of school equipment which are essential aid to effective students performance in learning. He then added that effective teaching and learning in turn improves student’s performance in their examination.
Vessel M.E (1980) stated that only few Mathematics teachers are aware or make maximum use of audio-visual material available to them.
The availability of skilled trained manpower must be complemented with the necessary relevant equipment and facilities for maximum efficiency and functionality. In recognition of this fact, it is necessary to ensure for governments and other non-governmental agencies to ensure the production procurement of audio-visual Materials to justify their existence.
1.3 Objective of the study
This study is designed to investigate the impact of the use of audio-visuals materials on students comprehension in mathematics in some selected senior senior secondary schools in Kaduna. Specifically the study will focus on;
1. Finding out the types of audio-visual Materials used for teaching Mathematics in senior senior secondary schools in Kaduna.
2. To determine the impact of audio-visual materials in teaching Mathematics in senior senior secondary schools in Kaduna.
3. To identify the problems faced by teachers in the use of audio-visual material in teaching Mathematics in senior senior secondary schools in Kaduna.
4. To find out how available are audio-visual materials in senior senior secondary schools in Kaduna.
1.4 Research Questions
The possible research question that can be carry out from this study are;
(1) What types of audio-visual Materials are used for teaching Mathematics in senior senior secondary schools in Kaduna?
(2) What are the impact of audio-visual Materials in teaching Mathematics in senior senior secondary schools in Kaduna?
(3) What are the problems commonly faced by teachers in using audio-visual materials in teaching mathematics in senior senior secondary schools in Kaduna?
(4) How available are the audio-visual material in senior senior secondary schools in Kaduna?
1.5 Significance of the Study
This study is concerned with investigating the impact of the use of audio-visuals materials on students comprehension in mathematics in some selected senior senior secondary schools in kaduna, which is bound to be of immense benefit to students, teachers, school authorities and state ministries of education and federal ministry of education. Specifically the study will be of immense benefit because it will;
Enhance the learning processes of students and there by improve on their overall academic performance since it will increase the motivation of students, add clarity to the topic taught and make learning more interesting.
Finding from the study will help to sensitize teachers and staff of Mathematics of their important roles in promoting the use of audio-visual materials in teaching Mathematics . This is because it will provide basis for them to understand the need for their complimentary role in encouraging and supporting the use of audio-visual materials. The finding will further help to reveal and create awareness among the schools authorities of the importance of using audio-visual Materials in teaching Mathematics .
This is because the finding from this study may require taking decision by schools authorities whether to infuse audio-visual materials in learning curriculum or modify or discontinue with the existing teaching methods, create awareness for state and Federal Ministry of Education as policy makers in Schools of the need to infuse the use of audio-visual Materials as a core teaching method in the curricula of Schools and impress upon them to provide explicit strategy for enforcing the use of audio-visual materials in teaching Mathematics . The study will go far to help the government to prepare a better curriculum which emphasize more practical in line with the use of audio-visual materials in carrying out this job. It will finally encourage the Ministry of Education and Post Primary school management board to employ well qualified teachers with teaching background in teaching Mathematics in Schools and colleges.
1.6 Limitation of the Study
This study will aim at investigating the impact of audio-visual materials in teaching Mathematics in senior secondary schools in Kaduna. The study therefore is limited to some senior secondary schools in Kaduna.
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