APPLICATION OF AUDIO VISUAL AIDS IN THE TEACHING OF

ENGLISH LANGUAGE IN OWERRI NORTH LOCAL GONERNMENT

AREA, IMO STATE

ANYANWU, MARY KOSI

U14/EDU/ ELS/012

DEPARTMENT OF ARTS AND SOCIAL SCIENCES EDUCATION

GODFREY OKOYE UNIVERSITY THINKERS CORNER ENUGU STATE

JULY, 2018

TITLE PAGE

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 APPLICATION OF AUDIO VISUAL AIDS IN THE TEACHING OF
ENGLISH LANGUAGE IN OWERRI NORTH LOCAL GONERNMENT
AREA, IMO STATE

ANYANWU, MARY KOSI

U14/EDU/ ELS/012

A PROJECT RESEARCH SUBMITTED TO THE DEPARTMENT OF

ARTS AND SOCIAL SCIENCES EDUCATION

FACULTY OF EDUCATION, GODFREY OKOYE UNIVERSITY,

UGWUOMU-NIKE ENUGU STATE

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE

AWARD OF BACHELOR IN EDUCATION DEGREE IN ENGLISH AND
LITERARY STUDIES EDUCATION

SUPERVISOR: DR MRS. F. ENE

JULY, 2018

APPROVAL PAGE

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This is to certify that the research work Application of audio visual aids in the
teaching of English language in Owerri North Local Government, Imo State by
Anyanwu Mary Kosi in the department of Arts and Social Sciences Education has
been examined by the school of Education.

…………………………… ……..…………………

Dr Mrs. F. Ene Date

(Supervisor)

…………………………….. ………………………….

Dr Mrs. F. Ene Date

Head of Department

…………………………… ………………………….

Prof. A.E Eze Date

Dean, faculty of Education

……………………………. …………………………

External Examiner Date

CERTIFICATION

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Anyanwu, Mary Kosi, a student in the department of Arts and Social Sciences

Education (English and Literary Studies) in the Faculty of Education with

registration number U14/ Edu/ Els/ 012 has completed the project. The work

embodied in this project is original and has not, to the best of my knowledge, been

submitted or presented elsewhere.

………………………… …………………..

Anyanwu Mary kosi Date

Researcher

DEDICATION

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This project work is dedicated to God almighty for His grace, provision; guidance,

love, goodness, and mercy in my life throughout this project work.

ACKNOWLEDGEMENTS

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My special thanks go to my H. O. D, who is also my supervisor, Dr Mrs F. Ene, for

her relentless efforts and useful criticisms that resulted to the successful

completion of this project work. May God bless her abundantly.

I wish to express my profound gratitude to my parents, Mr. and Mrs. Cajethan

Anyanwu for their love and support. Also to my siblings, Emmanuela, Dostand,

Cecelia, Stella, Martins, and Bright for their support. May the almighty God bless

them abundantly with his riches and glory.

My thanks also go to all my lecturers for their guiding principles which made this

project work a reality. May God never desert them in times of need.

I am most grateful to my beloved friends, Mr Jolly Iwuji, Rev Fr Clement Ugokwe,

Miss. Ufodiama Precious and my roommates, for their prayers, assistance and

words of encouragement during the process of this work, I appreciate your efforts.

May the good lord rekindle and stimulate in you, the hidden secret of his

unimaginable treasures.

ABSTRACT

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The advancement of educational system cannot only be achieved by the use of
conventional media technologies; audio visual aids are instructional materials that
permeate the teaching and learning processes. Thus, this study aims at determining
the application of audio visual aids in the teaching of English language in senior
secondary schools in Owerri North Local Government, Imo State. The study
adopted a descriptive survey design in which Four (4) research questions were
used for the study. The population of the study consists of Three hundred and eight
six (386) teachers and Four thousand, seven hundred and fifty two students (4752)
students, making the total number of Five thousand, one hundred and thirty eight
(5,138) population in the Twenty seven (27) secondary schools in Owerri North
Local Government of Imo State. The procedure used in this study was simple
random sampling techniques where Ten (10) schools were selected out of the
Twenty seven (27) schools. Five (5) teachers and Ten (10) students were selected
randomly from each school making a total number of One hundred and fifty (150)
respondents. A questionnaire of Four (4) point scale was used as instrument for
data collection. Mean was used in answering the research questions. The result of
the analysis shows that, some schools lack audio visual aids which contribute in
destabilizing the teaching and learning process, that some teacher are incompetent
in the use of audio visual aids, also that , irregular power supply, and limited time
are factors that limit the use of audio visual aids in secondary schools.

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 TABLE OF CONTENTS

TITLE II
APPROVAL III
CERTIFICATION IV
DEDICATION V
ACKNOWLEDGMENT VI
ABSTRACT VII
TABLE OF CONTENTS VIII
CHAPTER ONE: Introduction
Background of the Study 1
Statement of the Problem 4
Purpose of the Study 4
Significant of the Study 5
Scope of the Study 6
Research Questions 6
CHAPTER TWO: Review of Literature
Conceptual Frame Work 8
Theoretical Frame Work 22
Empirical Review 24
Summary of Literature Review 26
CHAPTER THREE: Research method
Research Design 28
Area of the Study 28
Population of the Study 28

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Sample and Sampling Technique 29
Instruments for Data Collection 29
Validation of the Instruments 30
Reliability of Instruments 30
Method of Data Collection 30
Methods of Data Analysis 30
CHAPTER FOUR: Presentation and Analysis of Data
Analysis of data and results 32

CHAPTER FIVE: Discussion of Result, Recommendation, Conclusion and

Summary
Discussion of the Result 37
Conclusion 38
Implication 39
Recommendation 39
Limitation 40
Suggestion for Further Studies 41
Summary 41
Reference 43
Appendices 46
Questionnaire 47

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 CHAPTER ONE

INTRODUCTION

Background of the study

English language is a global prestigious system of human communication used

either by spoken or written, consisting of words in a structured and conventional

way. It is the official language in Nigeria, which used in education, government,

administrative, law, and commerce. On this account, it is necessary to ensure that,

the secondary school students are given the basic and fundamental facet of English

language. In order to achieve this; there must be instructional materials like Audio

visual aids which are permeating the educational system as tools for effective

teaching and learning. With audio visual, the communication of information can be

done in a more effective manner and it can be an effective instructional medium

for delivering information. Audio visual access to knowledge is one of the

possibilities of information and communication technology that has tremendous

impact on learning. The instructional media have emerged in a variety of

resources, and equipment, which can be used to supplement or complement the

teacher’s efforts in ensuring effective learning by students. It is recognized that

conventional media technologies can no longer meet the needs of our teaching and

learning processes; as a result they are being replaced by audio visual technology.

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This technology provides a learning environment that is self-paced, learner-

controlled and individualized.

Audio visual is defined as the combination of various digital media types such as

text, images, sound and video, into an integrated multi-sensory interactive

application or presentation to convey a message or information. In other words,

audio visual means “an individual or a small group using a computer to interact

with information that is represented in several media, by repeatedly selecting what

to see and hear next” (Agnew, Kellerman and Meyer, 2011).

Reisman (2010) described audio visual as a ray of “computer-driven interactive

communication system, which create, store, transmit and retrieve, textual, graphic

and audio tory networks of information.

Fetterman (2016) also viewed audio visual as those resources used for instruction

that include one or more media such as graphics, video, animation, image and

sound in addition to textual information. He identified four important

characteristics of audio visual as:

 Audio visual systems are integrated

 The information content must be represented digitally

 The interface to the final presentation of media.

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The power of audio visual lies in the fact that it is multi-sensory, stimulating the

many senses of the audio lance. It is also interactive, enabling the end users of the

application to control the content and flow of information. This has introduced

important changes in the educational system and impact the way we communicate

information to the learners (Neo and Neo, 2013).Ogunbote and Adesoye (2016)

expressed that audio visual technology adds new dimension to learning

experiences because concepts were easier to present and comprehend when the

words are complemented with images and animations.

The evolution of audio visual has made it very possible for learners to become

more involved in their work. With audio visual technologies, they can create audio

visual applications as part of their project requirements. This would make them

active participant in their own learning process, instead of just being passive

learners of the educational content.

Reinsman (2014) expressed that audio visual involves processing, storage,

generation, manipulation and retention of audio visual system, and the resources

could include text files, pictures, video, audio , databases, archives, library

catalogs, course notes, relevant links to various websites and easy access to search

engines available on the Internet (Shuell and Ferber, 2011).

Audio visual in Education has been extremely effective in teaching individuals a

wide range of subjects. Audio visual is changing the way we communicate with

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each other. The way we send and receive messages is more effectively done and

better comprehended.

While a lecture can be extremely informative, a lecture that integrates pictures or

video images can help an individual learn and retain information much more

effectively.

Statement of the Problem

There is an urgent need to improve the quality of education to bridge the gap

between developed and developing nations, and audio visual instruction is

considered as a necessary tool for this purpose. However, the presence of audio

visual alone will not stimulate significant changes in a school. Teachers are

important ingredient in the implementation of audio visual instruction in education.

Without the involvement of teachers, most students may not take advantage of all

the available potential benefits of audio visual on their own. Teachers need to

actively participate in the use of audio visual facilities. They have to be trained in

the use of audio visual and in its integration in the classroom activities to enhance

thinking and creativity among students.

Purpose of the Study

The main purpose of this study is to examine the application of audio visual aids in

the teaching of English language in Owerri North Local Government Area, Imo

State.Specifically, the objectives of this study are to:

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 1. Determine the availability of audio visual aids in teaching and learning of

English language in senior secondary schools in Owerri North Local

Government Area, Imo State.

2. Determine the pattern and frequency of use of audio visual by teachers in

these selected schools for teaching and learning.

3. Determine the teachers’ competence in the use of audio visual aids in

English language.

4. Identify factors that limit the use of audio visual aids in teaching and learner

of English language in senior secondary schools in Owerri North Local

Government Area, Imo State.

Significance of the study

The findings of the study will be of much significance to students, teachers and

researcher in secondary school. This is because the report of the study will serve as

a good reference document to the group of learners when conducting a research on

the same topic.

Again, the study has much significance on the government in Nigeria. This is so

because, it will serve as a source of information to them, that non-provision of

instructional materials to teaching provides basis for the falling standard of

education in the country.

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Furthermore, the study will be good significant to parents and the society, in

account that when conducting parents teachers meeting, such issues may be raised

and this will serve as a good reference document in providing solutions.

Scope of study

The study focused on the application of audio visual aids in teaching of English

language in senior secondary schools in Owerri North Local Government Area,

Imo State.

Research Questions

The study is structured to provide answers to the following research questions:

1. How available are audio visual aids for teaching and learning of English

language in senior secondary schools in Owerri North Local Government

Area.

2. What is the pattern and frequency of use of the audio visual aids for teaching

and learning of English language?

3. How competent is the teacher in the use of audio visual aids in teaching

English language?

4. What factors limit the use of audio visual aids in teaching and learning of

English language?

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

The aim of this chapter is to present already existing views of people in related

topic on “Application of Audio Visual Aids in teaching English language in

Owerri North Local Government Area, Imo State”. The chapter will be arranged

and discussed under the following sub-headings:

 Conceptual framework

Concept of Audio Visual Aids

Importance and uses of Audio Visual Aids in teaching and learning of

English language.

Audio Visual Aids and the teacher’s competence.

Factors that affect the use of Audio Visual Aids.

 Theoretical frame work

Dual-coding Theory

 Empirical studies

 Summary of the literature review

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Conceptual Framework

English language is global and international language, its study is physical and

behavioral, therefore, the teaching of English language must be made real (Baja,

2017). Most of the language teachers seem to agree that the use of visuals can

enhance language teaching. As they help teachers to bring the real world into the

classroom, they make learning more meaningful and more exciting (Brinton,

2010). According to Bamford (2013), it must be taken in to account that visual

literacy is the key to obtain information, construct knowledge and build successful

educational outcomes. He asserts that this is due to the increase of the number of

images in the world (as cited in Harif and Hashim, 2009). It is important to point

that students bring to the classroom their own background, that nowadays is

associated with images provided by mass media, videogames etc. Santas (2009)

reflects on how teachers ask students to think without any of this help, what seems

to require convincing them to give up what they have experienced in their lives.

Concept of audio visual aids

Audio visual is defined as the combination of various digital media types such as

text, images, sound and video, into an integrated multi-sensory interactive

application or presentation to convey a message or information. In other words,

audio visual means “an individual or a small group using a computer to interact

17
with information that is represented in several media, by repeatedly selecting what

to see and hear next” (Agnew, Kellerman and Meyer,

Audio Visual aids can be a helpful tool in the language classroom as Mannan

(2015) points out they ‘help the teacher to clarify, establish, correlate and

coordinate accurate concepts, interpretations and appreciations, and enable him to

make learning more concrete, effective, interesting, inspirational, meaningful and

vivid’ (p.108).

Visual material or anything use to help the student see an immediate meaning in

the language may benefit the student and the teacher by clarifying the message, if

the visuals enhance or supplement the language point, as Canning-Wilson (2010)

indicates in her work. These advantages suggest that visuals can help make a task

or situation more authentic (Canning-Wilson, 2009).

Researchers as Kemp and Dayton (2009) claim that audio visuals aid in motivation

and maintaining attention by adding variety and making the lesson more

interesting (as cited in Bradshaw, 2013).

Watkins and Brobaker have collected in their paper several studies from different

researches that conclude that visuals clarify and enhance students learning, and that

this information is recognized and remembered for longer durations than verbal

information alone. Moriarty (2014) also asserts that human beings develop their

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visual language skills before the verbal language development and severs as the

foundation for the last one. This is a possible explanation for the need of pictorial

information rather than textual among young students (Arif and Hashing 2009).

Paivio (2009) had already explained this with his theory based on the idea that

cognitive growth is stimulated by the balance between verbal and visual

experiences in the early stages of learning. Arif and Hashim (2006) own research

proves that pictures gained better attention than words, and among young learners,

pictures became the main clue in interpreting the meaning of the words.

Research on effectiveness of the audio visuals used in the learning environment

shows that they can improve learning (Anglin, Vaez and Cunningham, 2014).

Visuals can help arising the readers interest, curiosity and motivation (Mayer and

Moreno, 1998). Fang agrees with these benefits and adds others such as promoting

creativity, serving as mental scaffolding and fostering aesthetic appreciation (as

cited in Carney and Levin, 2012).

Studies carried out by Mukherjee and Roy (2013) have found that the use of audio

visual aids to contextualized spoken speech it’s a great help for students, given that

they can understand 30% more than without the visual support.

Brinton (2010) devoted the end of her article to summarize the rationale behind the

use of audio visual aids in the language classroom:

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“Use media materials when variety is called for, when they expedite your teaching

task and serve as a source input, and/or when they help you to individualize

instruction and appeal to the variety of cognitive styles in your classroom. But

above all, use media to involve students more integrally in the learning process and

to facilitate language learning by making it a more authentic, meaningful

process.”(p. 130)

The Nigerian government, at all level has placed enormous emphasis on the use of

instructional materials in shaping efforts and strategies aimed at improving

students standard of learning in the country, but it is displeasing to know that, both

the theoretical and empirical literature failed to captive the real factors, why the

standard of education in the country still remain very low.

Okereke (2009) observed that many schools in state cannot boast of any

instructional materials. He asserts that every government should be contending

with the issue of making education her priority to help in improving the standard of

learning by providing the necessary instructional materials to schools.

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Classification of audio visual aids

Audio visual aids can be classified into the following types:

1. Auditory aids

Radio: This is a very useful aid in the teaching of English language; it brings the

idea of realism and removes the dullness of the lesson. It arouses the minds of the

students. It should be noted that the radio talk should be within the level of the

students. English student can obtain great benefits from radio talks which comes

direct from the native speaker of English language.

Linguaphone: Linguaphone is known as Gramophone; it is use to teach students

the correct way of pronunciation. A linguaphone can be fitted with a recording

device. In the case, a record of correct pronunciation can be reproduced at any time

for the benefit of the students. It can also help the student to learner good grammar,

poetry.

Tape recorder: This is an audio storage device that records and plays back sound,

including articulated voices, usually magnetic tape, either wound on a reel or in a

cassette, for storage. It can be used to record a talk, story from the radio.

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 2. Visual aids

Black Board: This is the cheapest and one of the most important aids for

teaching, especially English language. It is used for writing lessons, practical

lesson, for testing work, illustration and examples for better understanding.

Flannel Board:This is a rectangular, wooden ply board on which a piece of

flannel is pasted. It is used for teaching and learning of English spellings, words,

structure and giving pronunciations practices. It can be used for teaching

composition and storytelling also.

Flash card: flash cards are useful device for teaching English language beginners.

Flash cards are strips of this card board which are held before the class for a short

interval of time. They may be used for reading practice, oral teaching, teaching

spellings, sound etc. for instance, an English teacher writes the entire alphabet in a

different flash card and compels the learner to identify the alphabets themselves,

this helps to maintain the learners and wanting to know or identify the correct one.

Pictures: this plays a very important role in the teaching of English language.

Picture helps in informing correct association of ideas in the mind of the students.

We can show examples of winter in which everything looks desolate or joyless or

sad, the dictionary meaning of winter cannot show what actually happens in winter

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time. How horrible winter time is in England can only be known with the of a

picture

Uses and importance of audio visual aids in teaching English language

Bajah, (2015) outlined some of the following reasons for using audio visual aids in

teaching English language.

a) For motivational values that develop the interest of the students

b) To simplify and clarify what is complex and difficult to express in words

c) To supplement spoken and written words

d) To bring the teaching of English language into real life

e) To moderate the teaching and learning processes.

f) To promote retention as we can understand from the Chines proverb that

says “what I hear I forget, what I see I remember, what I do, I understand”.

As scholars have always argued, in order to make the acquisition of the language

more meaningful for the students, teachers must bring the real world into the

classroom. Visual materials work as apowerful tool in this aspect, as far as they

give teachers the opportunity to show the culture of the target language, the habits

and the body language that lie behind the language transactions. All this makes

students understand that the use of the target language has a purpose: the real

purpose of real communication.

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The students involved in this research are the SS1 group. Being among the

youngest in the high school, their level of English is quite low.This kind of student

is the one that is being benefited most from the visual aids integrated into the

lesson plan (Boucheix, 2015). Section Ten in the National Policy of Education

stated that the objectives learning materials such like audio visual aids are to:

 Enhance teaching and improve the learners competence

 Make learning more meaningful for the students

 Develop and promote the effective use of innovative materials in schools

Aajayi, et al (2010) observed that audio visual aids are versatile tools that are used

in different ways for effective teaching and learning of English language. These

aids convey facts and idea in all forms of communication. They offer quite an easy

way of presenting information. Ajayi, et al (2010) further outlined some of the

importance of audio visual aids if carefully selected, they should:

1. Speed learning processes

2. Help to give correct initial concept

3. Provide experiences which are not known before

4. Motivate, develop and change attitude

5. Build and sustain interest

6. Clarify and give definite meaning to words and the combat verbalism

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 7. Intensive expressions

8. Help student to learn more

9. Vitalize instruction and provide varieties in teaching

10.Supplement other learning and serves reminder.

Ibrahim (2015) stated that audio visual aids assist English language teachers in the

achievement of stated objective and also help them to make lesson explicit to the

students. It aids the achievement of any one of the following in the teaching

process: attention and motivation; orderliness in the classroom; lesson

presentation; recall and remembering; guidance, active participation and response,

feedback, assessment of performance and evaluation.

In summary, it could be noted that the improvement of classroom instructions

largely depend on the competence of the teacher to use various kind of

instructional materials in the actualization of teaching and learning objectives.

Audio visual aids and the teacher’s competence

The incompetence of a teacher to improvise instructional material like audio visual

has been said to be one of the factors responsible for poor performance of the

learner in English language

Teacher’s competence is an underlined characteristic of an individual that is

usually related to effective or superior performance of the students. These

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characteristics include: enduring motives, self-concepts, value, knowledge and

skills that can assessed and differentiate. To be precise, teacher’s competence is an

appropriate prior knowledge, skills, attitude and abilities of the teacher in a given

context to adjust and develop with time and need in order to effectively and

efficiently accomplish a task that are measure against a minimum standard.

As scholars have always argued, in order to make the acquisition of the language

more meaningful for the students; teachers must bring the real world into the

classroom. Visual materials work as apowerful tool in this aspect, as far as they

give teachers the opportunity to show the culture of the target language, the habits

and the body language that lie behind the language transactions. All this makes

students understand that the use of the target language has a purpose: the real

purpose of real communication. The students involved in this research are the SS1

group. Being among the youngest in the high school, their level of English is quite

low.This kind of student is the one that is being benefited most from the visual aids

integrated into the lesson plan (Boucheix, 2015). However, before a competence

teacher selects the instructional materials, the teacher should consider the

following which will serve as the criteria for selection:

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Availability

Instructional materials like audio visual aid should be made available, the teacher

should ensure that the materials are in good state by testing ascertaining that

everything is working perfectly, this should be done before bringing the material to

the class.

Accessibility

It is the duty of the teacher to ensure that the materials are not only available but

also accessible. The materials should be within the reach of the teacher before the

time of the class in order to set or place everything definitely. There should be no

excuse that the materials are not accessible because they are being locked in the

store or because of malfunctioning in the material.

Affordability

The instructional material to be use should not be expensive, the cost had better be

such that either the school or the teacher can afford. The school should endeavor to

make budget for instruction materials especially audio visual aids, and when this is

done, the cost should not be outrageous; it should be within the budget of the

school.

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Simplicity

The, instructional materials to be used should be simple to operate or manipulate.

The teacher should test the material to ensure the working ability before the time of

use. There should not be any technical problems and where the electricity is to be

used, provision should be made for an alternative power. No teacher should use

electric failure as an excuse for non-performance. In a situation where an

instrument demands the work of a technician, he should be on the work and the

teacher should have an insight into the operation of the instrument in case of

emergency.

Qualitative

The quality of the instructional materials should be of good quality. Schools should

avoid the idea of “managing” with poor quality material with that, the school will

not achieve the desired aim. Furthermore, the materials should be the best or

nearest to the best, it should not be outdated. The instructional materials should

reflect current and original thought.

Suitability

The teacher using the instructional materials should ensure the appropriateness of

the material for the intended learners. The materials should be suitable for the age

of the learner, their experience and intelligence. The legal, safety and ethnical

28
aspects of the materials to be use should be considered and must not portray any

anti-social attitude. They should also be free from any bias, distortion or prejudice.

If the material would need electric power the alternative should be made available

to avoid disappointment of any kind.

In summary, it could be noted that, the improvement of classroom instructions

largely depend on the competence of the teacher to use various kinds of

instructional materials in the actualization of the teaching and learning objectives.

Factors that affect the use of audio visual aid in teaching English language in

secondary schools

In determining the type of audio visual aids to be used for the conveyance of

information in English language, the following factors were outlined by Bakare

(2009)

i. The number of students in a class: There is a concern that multitude of

students in a class will have a negative impact in the student because most of

them will not be able to see or hear what the teacher is teacher. The class

may be noisy and rowdy, it would be more logical and efficient to use

microphone in this kind of situation for the presentation of information.

ii. Nature of the subject and the objective to be attained: If the subject

matter is such that is diversified, it may involve the use of more than one

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 audio visual aid in order to achieve its objective. The topic of the subject

must be considered in order to determine the kind of material to use.

iii. The space of time available: Time is always limited and has its effect upon

the kind of material to be used, if there should be ample time, the teacher is

more likely to use other techniques that encourage maximum participation of

the students. But when there no time, the teacher is limited from the

strategies and would engrave to talking and the use of chalkboard only.

iv. Facilities and materials available: The kind and extent of physical

facilities and the instructional materials available will determine the

effectiveness of the teacher. This is one of the major factors that affect the

use of audio visual aids in teaching English language in secondary schools.

v. Interest and the ability of the teacher: Most teachers have personal

reference and more security conscious in using some of the selected

materials. Nevertheless, the teachershould use the method that which is

suitable for her. This does not mean that she should not be sensitive to other

development that supplement or improve upon the instructional materials

she frequently uses.

Balogun (2009) explained school environment as the physical and material

resources, otherwise known as infrastructural facilities available to teaching and

learning processes. Fakomogbon (2015) also observed that one of the causes of

30
failure in Nigerian secondary school is inadequate school resources. He further

explained that it cannot be over-emphasized that the provision of adequate

performance in schools. Most of our schools lack necessary infrastructural

facilities required for effective teaching and learning of English language.

Theoretical Framework

The theoretical framework of this research hinges on dual code theory of learning

as described by cognitive psychologist.

Dual-codingTheory is developed by Allan Paivio in 1960s; dual-coding theory is

a theory of cognition according to which humans process and represent verbal and

non-verbal information in separate, related systems. For example, the brain uses a

different kind of representation for the word "tree" than it does for the image of a

tree. Something verbal can trigger a thought of something nonverbal and vice

versa. For example, the image of a circle can bring to mind the word "circle," and

"circle" can prompt one to visualize a circle. Paivio argued that all cognition

involves associations between verbal and non-verbal systems. Some psychologists

believe dual-coding theory explains phenomena such as intelligence and memory.

Critics argue that the brain processes information using only one kind of

representation.

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Dual code theory of learning denotes different approaches which bring the real

world to the language classroom through audio visuals.

Probably, the Direct Approach was the first one to give importance to the use of

audio visual aids in the language classroom. This teaching method, which became

popular at the 20s 30s of the last century, enhanced the use of the target language.

Teachers used direct reference to objects or concepts in order to avoid the mother

tongue. The use of tape recordings and picture slides gained special importance in

the 1950s 1960s with the rise of the Audio-lingual method in the USA. Based on

Skinner´s behaviorist theory, it claimed to provide students´ with best models to

imitate native speakers.

The Oral-Situational Approach, dominating in Britain in the middle of the last

century, insisted on learning language situation. Concrete objects, pictures, charts

and flashcards were widely used in the classroom to promote real life contexts.

The teacher made use of several visual aids: colored wooden rods, set of wall

charts containing useful vocabulary, color coded phonetic charts, tapes or discs,

film drawings and pictures, worksheets and transparencies.

Another method, the Total Physical Response, involved a lot of physical

manipulation and action in order to imitate the way 1L is acquired. Teacher’s

words followed by actions served as visual aid, as well as large pictures.

32
The Natural Approach developed by Krashen was based on his Monitor theory.

Students were not expected to produce output immediately; they should go through

a period of understanding first. Magazine pictures and other visual and kinesthetic

aids were used as an elicitation device in the listening comprehension and early

production stages.

Video tapes were considered the most appropriate visual aid when the teachers

were not native, as the Comprehension-based Approach claimed. This method was

also based on the idea the 2L learning was similar to 1L acquisition, so students

received a lot of audiovisual input in the first stages of the learning.

These approaches have pointed the importance of bringing the real world into the

classroom to make the learning more meaningful for the students.

Empirical Studies

In this notion, the researcher compared the past related researches conducted by

the experts in the field, and the present research.

Barlo (2014) carried out a research study entitled: “The availability and utilization

of audio visual aids in teaching English language in selected secondary schools in

Lagos State” the target population was two hundred and fifty (250) secondary

schools out of which, twenty five (25) secondary schools were selected as the

sample using systematic sampling. The instrument used in collecting the data was

33
questionnaire. Five (5) null hypotheses were stated which were tested using the

learners of English language. He finds out that the instructional material (audio

visual) has negative relationship in the teaching and learning of English language

in the selected secondary schools in Lagos State.

Oshadumi, (2013) also carried out a research study entitled: “impact of audio

visual aids on students, and the Academic Achievement in English language at

secondary schools in Okene LGA, Kogi State”. The population was Seventeen (17)

secondary schools out of which Ten (10) were selected as the sample by sample

randomized. The instrument for data collection was questionnaire. Four (4) null

hypotheses were stated which were tested using correlative coefficient test

statistics at 1.00 level of significant. All the four hypotheses were rejected. The

result showed that about 65% of the respondents made use of audio visual aids

effectively which had positive impact on the students, but also bring about an

enhance respect for the teachers knowledge of the subject. Audio visual aids are

also described as concrete or both to the sense organ during teaching (Aginna-Obu,

2010)

In the present study, emphasizes are laid on the use and importance of audio

visual aids in any learning environment. For any learning to take place, the teacher

must make of instructional material that would enable her to teach effectively.

34
Most of the English language teachers seem to agree that the use of audio visual

aids can enhance language teaching. As they help teachers to bring the real world

into the classroom, they make learning more meaningful and more exciting

(Brinton, 2000). According to Bamford (2003), it must be taken in to account that

visual literacy is the key to obtain information, construct knowledge and build

successful educational outcomes. He asserts that this is due to the increase of the

number of images in the world (as cited in Harif and Hashim, 2009). It is important

to point that students bring to the classroom their own background, that nowadays

is associated with images provided by mass media, videogames etc. Santas (2009)

reflects on how teachers ask students to think without any of this help, what seems

to require convincing them to give up what they have experienced in their lives.

Summary of the Literature Review

In the review, the types of audio visual aids were identified, and this includes:

printed and recourse materials, graphic materials, display and projected materials.

The approaches of audio visual aids were explained. Also the importance and uses

of audio visual aids were stated. This is because; they are of prime importance to

both the student and teacher, as it enhances the teaching and learning of English

language.

35
In order to make these presentations effective, teachers must be careful with the

visual material and strategies they include in them. Several things must be taken

into account, such as the way in which pictures, graphics and visual organizers

affect the learners, what is the best way to use them and what are their benefits.

Carney and Levin (2002) reported that pictures improved the reading-to-learn

process, but they also pointed out that these pictures must be well-selected or well-

constructed ones. The beneficial effects of the visuals and the reasons why pictures

facilitate comprehension and learning are explained by Levin and Mayer.

It is important to point that in order to improve memory for lesson content, visuals

should be aligned with goals of the instruction. Clark and Lyons (2004) assert that

this improvement is the result of dual-encoding. These authors agree with Carney

and Levin’s idea of the principle of conciseness that visuals provide in comparison

with the texts: ‘If the visuals used depict relationships they can help building

cause-and-effect mental models which support deeper learning’

CHAPTER THREE
36
 RESEARCH METHOD

This chapter described the procedure that was adopted in the process of the study

under the following sub-headings:

Research design; Area of the study; Population of the study; Sample and sampling

techniques; Instrument for data collection; Validation of the instrument; Reliability

of the instrument; Method of data collection; Method of data analysis

Research Design

This study is a descriptive survey that seeks to unveil the impact of audio visual
aids in the teaching and learning of English language in senior secondary schools.

Area of the study

The study was conducted in Owerri North Local Government of Imo State.

Population of the study.

The population of the study comprises twenty seven (27) secondary schools in

Owerri North Local Government Area of Imo State; out of which ten (10)

secondary schools were selected for this study. Which made up of Three hundred

six two (362) teachers and four thousand seven hundred and fifty three (4,753)

teachers, making the total number of five thousand , one hundred and fifteen

population. This information is obtained from the Post Primary School

Educational Board PPSMB

37
Sample and Sampling Techniques

The sample constitutes of hundred (100) secondary school students and fifty (50)

teachers drawn from ten schools from the population. The researchers selected five

teachers and ten students from each school. Therefore, the total sample is one

hundred and fifty (150) respondents. This number of respondents was drawn by

using a simple random sampling technique.

Instrument for Data Collection

The instrument used for the collection of data was structured questionnaire. The

questionnaire was designed based on the purpose of the study, using the likert four

point rating scale, the fscale include:

Strongly Agree (SA) rated as four (4) points

Agree (A) rated as three (3) points

Disagree (D) rated as two (2) points

Strongly Disagree (SD) rated as one (1) points

The questionnaire was used to obtain information from teachers and students
who were directly concerned.

Validation of the Instrument

38
The instrument was validated by the researcher’s supervisor and other research

experts of the department of management and evaluation. The items were criticized

and corrections were done in accordance to the stipulations of the supervisor and

the experts.

Reliability of the Instrument

To ensure the reliability of the instrument, a re-test method was applied using an

equivalent group of teachers and students of SS1 and SS11 in Owerri North Local

Government Area. After an interval of two weeks, the instrument was re-

administered to the same group. Two sets of scores obtained were correlated using

the Pearson product moment correlation co-efficient. The degree of reliability of

the test obtained was r = 0.86, this shows that the test is highly correlative.

Method of Data Collection

The researchers visited the schools and administered the questionnaire face to face

to the respondents. At the end, the researchers collected filled questionnaire which

indicates the responses of the respondents.

Method of Data Analysis

The data collected were analyzed by weighing each of the response option by using
the likert rating style of 4, 3, 2, and 1 for SA, A, SD, D, Respectively.

Decision rule

39
Total responses weighing 4+3+2+1 = 10

Total responses options = (SA,A,D,SD) = 4

Mean responses (x) = 10/4 = 2.50.

The total responses in each option were multiplied by weighing number after

which the mean (x) of the respondents was collected. Any result whose mean (x) is

2.50 and above shows agreement and the extent of the agreement, while any result

below or whose mean is below 2.50 shows disagreement and the extent of

disagreement.

CHAPTER FOUR

40
 PRESENTATION OF RESULTS

This chapter is devoted to the analysis and interpretation of data collected in the
process of this study.
Research Question 1

How available are audio visual aids for teaching and learning of English language
in senior secondary school in Owerei North Local Government Area, Imo State?

N = (150)

S/ Items SA A SD D Mean Decision

N x
1 Non availability of audio visual aids in 65 40 25 20 3.0 Agreed
school affects teaching and learning of
English negatively
2 The availability of audio visual aids 76 40 14 20 3.1 Agreed
makes learning interesting and
understandable
3 Students can learn effectively with the 58 50 12 30 2.8 Agreed
use of audio visual aids
4 Audio visual aids are made available in 30 47 63 10 2.6 Agreed
my school
Total 11.50
Grand mean 11.50/
4
= 2.9

On the above table, the result show that the respondents agreed on item 1-4 which

are above the cut-off points (2.5), therefore availability of audio visual aids

41
enhance the teaching and learning of English language, that students can learn

effectively with the use of audio visual aids.

Research Question 2

What is the pattern and frequency of use of audio visual aids in the teaching and
learning of English language?

N = (150)

S/ Items SA A SD D Mean x Decision

N
1 The use of audio visual aids enhances 74 46 8 12 3.1 Agreed
the students acquisition and retention
of factual information
2 Audio visual aids are used adequately 14 28 60 48 2.1 Disagreed
and frequently in my school
3 Students taught with audio visual aids 52 20 38 40 2.6 Agreed
performs better in any examination
than those taught without audio visual
aids
4 Students taught with audio visual aids 55 47 23 25 2.9 Agreed
will have vivid understanding of
English language
Total 10.70

Grand mean 10.70/4

= 2.7

From the result of the above table, shows that item 1, 3 and 4, agreed that, students

taught with audio visual aids will understand the concept of English language

vividly that those taught without audio visual aids. However, item 2 which is

42
below the cut-off point (2.5), shows that audio visual aids are not adequately and

frequently use in their school.

Research question 3

How competent is the teacher in the use of audio visual aids in teaching English?

N = (150)

S/ Item SA A SD D Mean x Decision

N
1 The incompetence of the teacher to 67 41 23 19 3.0 Agreed
improvise audio visual aids is
responsible for poor performance
of the learners
2 English language has been made 13 17 69 51 1.9 Disagreed
optional because teachers lack the
requisite skills to select and use
audio visual aids
3 Improvement of class room 74 46 10 20 3.2 Agreed
instructions largely depend on the
competencies of the teacher to use
audio visual
4 Teachers managing with poor 55 47 23 25 2.9 Agreed
quality materials might not achieve
the desired aim
Total 11.00
Grand mean 11.00/4
= 2.8
Based on this table, the respondents on item 1,3 and 4, which are above the cut-off
point (2.5) agreed that, the improvement of the class instructions largely depend on
the competence of the teacher to use audio visual aids, especially in teaching
English language. On the other hand, item 2 which is below the cut-off point (2.5)
shows that, English language has not been made optional because of the teacher’s
incompetence in selecting and using audio visual aids.
43
Research Question 4

Factors that limit the use of audio visual aids in teaching and learning of English
language in senior secondary school in Owerri North Local Government Area, Imo
State

N = (150)

S/ Items SA S SD D Mean x Dcision

N
1 Electricity is one of the factors that 60 53 17 20 3.0 Agreed
limit the use of audio visual aids in
teaching English language
2 Limitation of audio visual aids 55 58 12 25 3.0 Agreed
negatively affects the teaching and
learning of English language
3 Financial instability of the school is 78 45 12 15 3.2 Agreed
another factor that limit the
availability of audio visual aids
4 Teacher`s incompetence is one of 63 48 17 22 3. 0 Agreed
the factors that limit the use of
audio visual aids
Total 12.20
Grand mean 12.20/4
= 3.1

The result of the above table shows that, the respondents all agreed that, electricity,

financial instability of the school and teacher’s incompetence are factors that limit

the use of audio visual aids in teaching and learning of English language.

44
 CHAPTER FIVE

DISCUSSION, CONCLUSION, IMPLICATION OF THE STUDY AND

RECOMMENDATIONS

This chapter shows the result of the study, based on the data interpretations made

in chapter four which are examined and inference drawn from there.

45
Discussion of the findings

The result obtained from research question one, shows that the respondents

agreed on item 1-4 which are above the cut-off points (2.5), that availability of

audio visual aids can enhance the teaching and learning of English language that

students can learn effectively with the use of audio visual aids. These finding are in

line with the assertion of (Onyeozu, 2009), that audio visual aids are resource

materials which facilitate teaching and learning.

Research question two shows that, the respondents in item 1, 3 and 4, agreed that,

students taught with audio visual aids will understand the concept of English

language vividly than those taught without audio visual aids. However, item 2

which is below the cut-off point (2.5) shows that audio visual aids are not

adequately and frequently use in their school. The first findings are in agreement

with Ikot (2012) who discovered that there was significant difference between the

performances of the students taught audio visual aids than those taught with

conventional materials.

Research question three points out that, the respondents in item 1,3 and 4, which

are above the cut-off point (2.5) agreed that, the improvement of the class

instructions largely depend on the competence of the teacher to use audio visual

aids, especially in teaching English language. On the other hand, item 2 which is

46
below the cut-off point (2.5) shows that, English language has not been made

optional because of the teacher’s incompetence in selecting and using audio visual

aids.

Research question five reveals the factors that limit the use of audio visual aids in

the teaching and learning of English language, the respondents all agreed that,

electricity, financial instability of the school and teacher’s incompetence are

factors that limit the use of audio visual aids in teaching and learning of English

language.

Conclusions

It is observed that, to enhance the teaching and learning of English language, audio

visual aids must be made available in schools because they stimulate teaching

learning processes. Effective use of audio visual aids by the teacher can improve

academic performance of the student in English language. However, it observed

that there are factors that limit the use of audio visual aids in the teaching and

learning of English language in Owerri North Local Government Area of Imo

State.

Implication

The result of this study has obvious implication to the teaching and learning on

English language in secondary schools, therefore it is recognized that there is need

47
to make audio visual aids available and effectively utility, so as to enhance the

teaching and learning of English language. However, insufficient fund and

noninvolvement of government in the provision and maintenance of instructional

materials can destabilize the teaching and learning processes.

On the other hand, lack of supervision of the teacher by the educational board

contribute to the teacher`s negligence in the use of audio visual aids that are readily

available in the school, incompetence also limit the teacher to use of audio visual

aids.

Recommendations of the study

On the basis of the results obtained from the research and the literature reviewed,

the following recommendations were made after examining the application of

audio visual aids in the teaching and learning of English language

1. A seminar workshop on the use of diverse instructional materials should be

organized to acquaint teachers on how to use them to teach especially

English language because of its value in educational system.

2. A committee should be set up to monitor the teacher on the usage of

instructional materials like audio visual aids in the teaching of English

language

48
 3. Educational managers should ensure that English teachers have educational

qualification in English as a way of acquainting them with the principles

and administration of instructional materials in secondary schools

4. School administration should ensure that instructional materials are made

available for teachers and they are adequately equipped with the technical

knowhow on how to use them to teach effectively and efficiently.

Limitations of the study

The researcher encountered some challenges on the process of carrying out this

study. They include:

1. The researcher encountered financial problems as regards to the production

of the questionnaire and typing of work.

2. Some of the respondents were reluctant in completing the questionnaire.

3. Some of the respondents decline when the research was going them the

questionnaire.

4. There were also limitations in the study such as lack of time, due to

Management; the researcher had to cut down the scope of the study.

Suggestions for further studies

In view of the information to the study, the researcher suggests that further studies

should be carried out on the comparative iteration of audio visual aids for

49
effectively teaching and learning of English language in senior secondary schools

in Owerri North Local Government Area of Imo State. Also the same study should

be repeated in other to determine whether the same result will be obtained.

Strategies to test teacher’s ability in using instructional material like audio visual

aids in the teaching of English language.

Summary

This study has revealed the application of audio visual aids in the teaching and

learning of English language in secondary schools, it adopted a descriptive survey

with a sample size of One hundred and fifty (150) respondents from the Ten (10)

selected senior secondary schools in Owerri North Local Government Area of Imo

State. The study examined four (4) research questions using mean and standard

deviation.

Findings reveal that audio visual aids are resource materials that enhance the

teaching and learning of English language, which should be made available in

schools. The improvements of class room instructions largely depend on the

effective use of audio visual aids by the teacher. However, irregular power supply,

limited time and teacher’s incompetence are factors that limit the use of audio

visual aids.

50
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Barry, A.M., (2011) Faster than the speed of thought: Vision, perceptual learning,
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53
 APPENDIX I
Department of Arts and Social,
Science Education,
Faculty of Education
Godfrey Okoye University,
Thinkers corner,
Enugu state
30th June, 2018
Dear Respondents,

I am a final year student of the above named institution and department

conducting a research on Application of Audio Visual Aids in the teaching of
English language in Owerri North Local Government of Imo State.

54
 I will appreciate your kind co-operation in responding to these questions.
The research is purely an academic exercise, and any information given by you
will be treated confidentially and only be for the purpose of this study.
Thanks for your co-operation.

Yours faithful

Anyanwu, Mary Kosi

Research questions on, application of audio visual aids in the teaching of

English language in senior secondary school Owerri North Local Government
Area, Imo state.

BIO DATA/DEMOGRAPHIC INFORMATION

Sex: Male ( ) Female ( )

Age 13 – 15 ( ) 16 – 18 ( ) 19 and above ( )
Class SS1 ( ) SS2 ( ) SSS ( ) None ( )
Are you a computer literate? Yes ( ) No

Please indicate the extent to which you are satisfied with the following items by
ticking in any of the boxes represented as strongly agree

55
SA Strongly agree

A Agreed

SD Strongly disagree

D Disagreed

SECTION A

How available are audio visual aids for teaching and learning of English language
in senior secondary school in Owerei North Local Government Area, Imo State?

S/N Items SA A SD D

1 Non availability of audio visual aids in school affects

teaching and learning of English negatively
2 The availability of audio visual aids makes learning
interesting and understandable
3 Students can learn effectively with the use of audio visual
aids
4 Audio visual aids are made available in my school
SECTION B
56
What is the pattern and frequency of use of audio visual aids in the teaching and
learning of English language?

S/ Items S A SD D
N A
1 The use of audio visual aids enhances the students
acquisition and retention of factual information
2 Audio visual aids are used adequately and frequently in my
school
3 Students taught with audio visual aids performs better in any
examination than those taught without audio visual aids
4 Students taught with audio visual aids will have vivid
understanding of English language

SECTIONC

How competent is the teacher in the use of audio visual aids in teaching English

S/N Item SA A S D
D
1 The incompetence of the teacher to improvise audio
visual aids is responsible for poor performance of
the learners
2 English language has been made optional because
teachers lack the requisite skills to select and use
audio visual aids
3 Improvement of class room instructions largely
depend on the competencies of the teacher to use
audio visual
4 Teachers managing with poor quality materials
might not achieve the desired aim

57
SECTION D

Factors that limit the use of audio visual aids in teaching and learning of English
language in senior secondary school in Owerri North Local Government Area, Imo
State

S/N Items SA S S D
D
1 Electricity is one of the factors that limit the use of audio
visual aids in teaching English language
2 Limitation of audio visual aids negatively affects the
teaching and learning of English language
3 Financial instability of the school is another factor that
limit the availability of audio visual aids
4 Teacher`s incompetence is one of the factors that limit
the use of audio visual aids

58