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Format: MS WORD
| Chapters: 1-5
| Pages: 63
APPLICATION OF AUDIO VISUAL AIDS IN TEACHING ACCOUNTING IN SENIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Background to the Study
Instructional materials are materials or tools used to enhance or enlighten the effective teaching and learning process among students in schools. Teaching and learning are concerned with the training of students, but learning is a complete process. It can however be defined as a change in disposition, a relatively permanent change in behaviour overtime and this is brought about by experience. Learning can occur as a result of newly acquired skills, knowledge, perceptions, facts, principles, new information at hand etc (Adeyangu, 2013). Learning can be reinforced with learning aids of different variety because they stimulate, motivate as well as arrest learner’s attention for a while during the instructional process.
Furthermore, Abdullahi, (2017) noted that, instructional materials are materials or tools locally made or imported that could make tremendous enhancement for lesson if intelligently used. Isola (2010), referred to them as 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, 2015). Instructional materials are in various classes, such as audio, visual and audio-visual materials. Audio instructional materials refer to those devices that make use of the sense of hearing only, like radio, audio tape recording etc. Visual instructional materials on the other hand, are those devices that appeal to the sense of sight only such as the chalkboard, chart, slide, and filmstrip.
Audio- visual materials on the hand, are those instructional devices which are used in the classroom to encourage learning and make it easier and interesting. Examples are Computers, television, Digitizers etc. Audio visual aids are effective tool that “invest the past with an air of realistic experience, which capture their attention and help in the understanding of the historical phenomena. They appeal to the mind through the visual auditory senses.
Johnson (2017) emphasised that the use of instructional materials is a sine qua non in affecting behaviour of learners of every field. I.e. a prerequisite, requirement or an essential condition. It is necessary to note that teaching aids are important catalysts of social re-engineering and change in learners. It is obvious that effective instructions cannot be well accomplished without the use of instructional materials. The reason is not far-fetched: advances in technology have brought instructional materials especially the projected and electronic materials to the forefront as the most radical tools of globalization and social development which have affected the classroom teaching-learning situation positively. Such technological breakthroughs as networked and non-networked; projected and non-projected; visual, drawing chart, auditory, audio-visual electronic materials are important landmarks in knowledge transfer. With them both teaching and learning become very pleasant experiences.
Instructional materials possess some inherent advantages that make them unique in teaching. For one thing, they provide the teacher with interesting and compelling platforms for conveying information since they motivate learners to want to learn more and more. Also, by providing opportunities for private study and reference, the learner’s interest and curiosity are increasingly stimulated. Further, the teacher is assisted in overcoming physical difficulties that could have hindered his effective presentation of a given topic. They generally make teaching and learning easier and less stressful. They are equally indispensable catalysts of social and intellectual development of the learners.
Bolick (2013) pointed to a good relationship between effective teachings and using of instructional materials. He argued that while some educators have been fascinated by
CHAPTER ONE
INTRODUCTION
Background to the Study
Instructional materials are materials or tools used to enhance or enlighten the effective teaching and learning process among students in schools. Teaching and learning are concerned with the training of students, but learning is a complete process. It can however be defined as a change in disposition, a relatively permanent change in behaviour overtime and this is brought about by experience. Learning can occur as a result of newly acquired skills, knowledge, perceptions, facts, principles, new information at hand etc (Adeyangu, 2013). Learning can be reinforced with learning aids of different variety because they stimulate, motivate as well as arrest learner’s attention for a while during the instructional process.
Furthermore, Abdullahi, (2017) noted that, instructional materials are materials or tools locally made or imported that could make tremendous enhancement for lesson if intelligently used. Isola (2010), referred to them as 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, 2015). Instructional materials are in various classes, such as audio, visual and audio-visual materials. Audio instructional materials refer to those devices that make use of the sense of hearing only, like radio, audio tape recording etc. Visual instructional materials on the other hand, are those devices that appeal to the sense of sight only such as the chalkboard, chart, slide, and filmstrip.
Audio- visual materials on the hand, are those instructional devices which are used in the classroom to encourage learning and make it easier and interesting. Examples are Computers, television, Digitizers etc. Audio visual aids are effective tool that “invest the past with an air of realistic experience, which capture their attention and help in the understanding of the historical phenomena. They appeal to the mind through the visual auditory senses.
Johnson (2017) emphasised that the use of instructional materials is a sine qua non in affecting behaviour of learners of every field. I.e. a prerequisite, requirement or an essential condition. It is necessary to note that teaching aids are important catalysts of social re-engineering and change in learners. It is obvious that effective instructions cannot be well accomplished without the use of instructional materials. The reason is not far-fetched: advances in technology have brought instructional materials especially the projected and electronic materials to the forefront as the most radical tools of globalization and social development which have affected the classroom teaching-learning situation positively. Such technological breakthroughs as networked and non-networked; projected and non-projected; visual, drawing chart, auditory, audio-visual electronic materials are important landmarks in knowledge transfer. With them both teaching and learning become very pleasant experiences.
Instructional materials possess some inherent advantages that make them unique in teaching. For one thing, they provide the teacher with interesting and compelling platforms for conveying information since they motivate learners to want to learn more and more. Also, by providing opportunities for private study and reference, the learner’s interest and curiosity are increasingly stimulated. Further, the teacher is assisted in overcoming physical difficulties that could have hindered his effective presentation of a given topic. They generally make teaching and learning easier and less stressful. They are equally indispensable catalysts of social and intellectual development of the learners.
Bolick (2013) pointed to a good relationship between effective teachings and using of instructional materials. He argued that while some educators have been fascinated by
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