TEACHERS’ USE OF VISUAL AIDS IN ENHANCING TEACHING AND LEARNING PROCESS IN PUBLIC PRIMARY SCHOOLS IN BARKIN-LADI, PLATEAU STATE, NIGERIA

Gyang Pam Chundung, Jacinta M. Adhiambo, Shem Mwalw’a

Abstract


The study investigated teachers’ use of visual aids in enhancing the teaching and learning process in the public primary schools Barkin-Ladi, Plateau State in Nigeria. The researchers employed a combination of both quantitative and qualitative approaches: survey and phenomenology. The study targeted public primary school teachers, pupils, head teachers, heads of sections, and supervisors. The researcher used stratified random sampling technique, and non-probability purposive random sampling method. The sample size of the study was: 254 teachers, 391 pupils, 90 head teachers, 3 heads of sections and 13 supervisors. Descriptive statistics: frequencies, percentages, and inferential statistics were used. The findings revealed that the use of different types of visual aids like real objects, diagrams, charts, flashcards, maps and drawings was appropriate to all subjects and relevant to the teaching and learning process. The study recommended that: The study recommended that: there is need for refresher courses, workshops, and conferences for the teachers to improve their skill of using different types of visual aids to the needs of the public primary school pupils, the government should help the public primary schools’ teachers by providing enough visual aids to use during the teaching and learning process, the education office should ensure that close supervision and monitoring of teachers is done promptly to ensure that the teachers use right materials to facilitate the teaching and learning process, and the head of department quality assurance, personnel manager, head of primary education section, supervisors, can also liaise with the head teachers to ensure that teachers are using different types of visual aids and redirect more resources for them, to improve teachers’ utilization and improvisation of different types of visual aids head teachers should monitor and ensure that teachers are using different types of visual aids.

Article visualizations:

Hit counter


Keywords


teachers’ use, different types of visual aids, enhancing, teaching, learning process, pupils

Full Text:

PDF

References


Achimugu, L., & Onojahii, P. K. (2017). Factors hindering effective production and utilization of teachers-made instructional materials in teaching senior secondary chemistry in federal capital territory, Abuja, Nigeria Kogi state University, Nigeria. International Journal of Scientific Research in Education, 10(3), 352-361. Retrieved from http://www.ijsre.com.

Adebayo, O. O. & Adigun, S. O. (2018). Impact of instructional aids on students’ academic

performance in physics in secondary schools in federal capital territory. (FCT) Abuja,

Nigeria. National open university of Nigeria. European Scientific Journal, 14(4),1857-7857-7881 doi: 10.19044/esj2018, v14n4p366.

Achola, O. R., Gudo, C. O., & Odongo, B. (2016). Implications of instructional materials on oral skills among early childhood learners in a central zone, Kisumu County, Kenya. International. J. Education. Pol. Res. Rev., 3(2), 20-28.

Alenizi, A. (2015). Use of photography to support the learning process of science teachers’ of

ninth through twelfth grade in the schools of Kuwait. University of Greeley, Northern

Colorado: Dissertation. Dikshabhumi campus, Adharkap, Madhya Pradesh, in

University of Northern Colorado Greeley, Colorado.

Allen, K. E., & Hart, B. (2008). The early years’ arrangement for learning. New Jersey:

Prentice Hall.

Awolaju, B. A. (2016). Instructional materials as correlates of students’ academic performance in Biology in senior secondary schools in Osun State. International Journal of Information and Education Technology, 6(9), 705-708. DOI: 10.7763/IJIET.

Barkin-Laid Local government education authority quality assurance section. (2017-18). Supervisors’ report on major problems of the schools. Barkin-Laid: Plateau state, Nigeria.

Brukner, P., & Khan, K. (2019). Brukner & Khan’s clinical sports medicine. Volume 2. Sydney, NSW: McGraw-Hill Education.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approach (4thed). Thousand Oaks, CA: Sage Publications.

Dolati, R. (2011). Harnessing the use of visual learning aids in the English language classroom. Arab World English Journal, 2(1), 3-17.

Federal Republic of Nigeria. (2014). National policy on education. Abuja: NERDC Press.

Fouka, G., & Mantzorou, M. (2011). What are the major ethical issues in conducting research? Is there a conflict between the research ethics and the nature of nursing? Health science journal, 5(1), 3-14.

Hashemi, M., & Pourgharib, B. (2013). The effect of visual instruction on new vocabularies learning: International Journal of Basic Science & Applied Research, 2(6), 623-627.

Idris, A. T., Shamsuddin, I. M., Arome, A. T. & Aminu, I. (2018). Use of audio-visual materials in teaching and learning of classification of living things among secondary school students in Sabon Gari LGA of Kaduna State. Plant. Vol. 6, No. 2, pp 33-37. doi: 10. 11648/j.plant.20180602.12.

Inyiagu, E. (2015). The use of visual aids in the teaching of the new trade subjects in senior secondary schools. International Journal of Vocational and Technical Education Research, 1(4), 10-16.

Iwu, et al. (2018). Achieving quality education by understanding teacher job satisfaction determinants Ibadan, Nigeria. Social Science MDPI.

Jeleelah, B. M., Oluwayemisi, A. A. and Theresa, U. U. (2016). Instructional material: Level of use in teaching and learning of economics in secondary schools. Mainland education district IV, Lagos State Nigeria. IOSR Journal of research & method in education Volume 6, Issue 4 Ver. IV (Jul. – Aug. 2016), PP 107-112.

Kayali, A. M., Ahmed, B., Elmaksoud, A., Atwa, M. A., & Ibrahim, O. (2014). Types and importance of visual aids. Retrieved 8 January 2018, from https://www.slideshare.net/mhmdashraf/types-and-importance-of-visual-aids-41251492.

Kasiulevičius, Šapoka, V., & Filipavičiūtė, R. (2006). Sample size calculation in epidemiological studies: Theory and Practice. Gerontologija, 7(4), 225-231.

Kimalu, K. P., & Marimba, K. (2014). Research methods monitoring and evaluation. Nairobi: Kamumi Enterprise Limited.

King, C. (2018). Exploring the use of visual aids as tool to understanding subject specific terminology in life sciences South Africa. Master of education Thesis. Stellenbosch

University https://scholar.sun.ac.za

Macmillan, J. H., & Schumacher, S. (2001). Research in education: A conceptual introduction, 5th Edition. Longman, New York.

Manjale, N. B., & Abel, C. (2017). Significance and adequacy of instructional media as

perceived by primary school pupils and teachers in Kinondoni district, Tanzania.

International Journal of Educational. Policy Research and Review Vol.4 (6), pp. 151-157 June, 2017.Available online at https://www.journalissues.org/IJEPRR/ https://doi.org/10.15739/IJEPRR.17.016.

Mokua, T. M. (2012). Influence of teaching and learning materials on children performance in pre-schools in Borabu district, Nyamira County, Kenya. Project of master of education in curriculum studies, university of Nairobi.

Mugenda, O. M., & Mugenda, A. G. (2003). Research methods, quantitative & Qualitative approaches. Nairobi: Acts Press.

Olatoye, R. A. (2017). Effect of teaching using charts, real specimens and videos on secondary school students’ achievement in mammalian skeletal system concepts. ENSAYOS, Revita dela Facultad de Educación de Albacete, 32(2). Enlace web:

http://www.revista.uclm.es/index.php/ensayos

Orodho, A. J., Waweru, N. P., Ndichu, M., & Nthinguri, R. (2013). Basic education in Kenya: Focus on strategies applied to cope with school-based challenges inhibiting effective implementation of curriculum. International Journal of Education and Research. 1(11). Retrieved 8 January 2018, from www.ijem.com.

Reigeluth, C. M., & Engelmann. (1999). what is instructional design theory? In C. M. Riegeluth (Ed.). Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 5-29). Mahwah, N.J.: Lawrence Erlbaum Associates.

Robert, C., Aloisi, A. C., Higgins, S., & Marjor, E. L. (2014).What makes great teaching? Review of the underpinning research. Durham: The Sutton Trust. 2014.

Paivio, A. (1990). Mental representations: A dual coding approach (2nd ed.). New York: Oxford University Press.

Saidu, I. D. (2016). Availability and use of visual teaching and learning materials in teaching Geography at Minjibir Education zone Kano Nigeria. International Journal of Science and Engineering Research, 7(12).

Sammons, M. S. (1994). Motivating faculty to use multimedia as a lecture tool. The journal of instructional media 21, 88-90

Taber, K. S. (2017). The use of Cronbach’s Alpha. When developing and reporting research instruments in science. Research in Science Education, 1-24.

Wadsworth Cengage Learning. (2005). Sampling methods; probability sampling strategies; Proportionate sampling. Retrieved February 5, 2018 from http://www.wadsworth.com/psychology_d/templates/student_resources/workshops/res_methd/sampl.

Yamane, T. (1967). Statistics: an introductory analysis. (2nd ed.). New York: Harper and Row. In D. Glen Israel (2012). Determining sample size. Retrieved January 21, 2018 from https://edis.ifas.ufl.edu/pd006.

Yusta, N., Karugu, G. Muthee, J., & Tekle, T. (2016). Impact of instructional resources on Mathematics performance of learners with Dyscalculia in integrated primary schools, Arusha city, Tanzania. Vol. 7, No. 3, 2016.




DOI: http://dx.doi.org/10.46827/ejes.v7i11.3387

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Gyang Pam Chundung, Jacinta M. Adhiambo, Shem Mwalw’a

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).