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EFFECT OF
INSTRUCTIONAL AIDS ON THE ACADEMIC PERFORMANCE OF JUNIOR SECONDARY STUDENT’S
CHAPTER ONE
INTRODUCTION
Background
to 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 instructional 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
instructional 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).
Instructional
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
instructional aids in secondary schools has been widely researched and the
findings indicate that the benefits of using them are immense. The integration
of instructional 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.
Instructional
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, 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 business studies’ examinations
and application of knowledge and skills acquired.
Business
Studies is taught in the junior secondary school level as one of the basic
subjects that will enable students acquire further skills which are common and
fundamental to all personal and occupational activities (Inyang, 1998).
Business activity affects the daily lives of all Nigerians as they work, spend,
save, invest, travel and play. It influences jobs, incomes and opportunities
for personal enterprise. Business has significant effect on the standard of
living and quality of life of people, and on the environment in which they live
and which future generations will inherit (Ekanem, 2008). Eventually, all
students will encounter the world of business, whether they work in urban or
rural areas. They must be prepared to engage in business activity with
confidence and competence.
According to
Ikerionwu in Sola (2010) instructional aids are objects or devices, which help
the teacher to make a lesson much clearer to the learner. Instructional
materials are also described as concrete or physical objects which provide
sound, visual or both to the sense organs during teaching (Agina-obu, 2005).
Instructional materials are in various classes, such as audio or aural, visual
or audiovisual. Hence, this study seeks to examine the effect of instructional
aids on the academic performance of Junior Secondary School Student in Business
Studies.
1.2 Statement of the Problem
As noted by
Odundo (2003), students of business studies 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 instructional 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.
Business
Studies like other 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:
ú The use of traditional method in teaching
such as chalkboards, outdated textbooks etc.
ú Inability of the teachers to put across the
concepts to the students
ú Lack of skills and competence required for
teaching
ú Shortage of qualified introductory technology
teachers
ú Lack of teaching materials and necessary
equipment.
ú Lack of active participation of students in
business studies
Another
major problem faced by business studies 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 of business studies 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 effect of
instructional aids on the academic performance of Junior Secondary School
Student in Business Studies with a special reference to Educational District V
of Lagos State.
1.3 Purpose of the Study
The primary
objective of this study is to determine the effect of instructional aids on
junior secondary school students’ performance in Business Studies. Other
specific objectives are:
i. To investigate if there is any
significant relationship between audio as an instructional aid and students’
performance in business studies.
ii. To determine the effect of audio
visual teaching aid on students academic outcomes.
iii. To find out if the use of ICT
enhances students’ learning in business studies.
1.4 Research Questions
The
following research questions were raised to guide the study:
Q1: Is there any significant relationship
between audio as an instructional aid
and student’s performance in Business Studies?
Q2: What is the impact of audio visual
teaching aid on students academic
outcomes?
Q3: Does ICT enhance students’ learning in
Business Studies?
1.5 Research Hypotheses
The
following research hypotheses were formulated and tested:
H01: There is no significant relationship between
audio as an instructional aid
and student’s performance in Business Studies.
H02: There is no significant relationship between
audio visual teaching aids and
students’ academic outcomes.
H03: There is no significant relationship between
ICT and students’ learning in
Business Studies
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