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Essay on audio visual aids

In illustration, the audio-visual aids can be used in new language acquisition, in a class of adult learners, an audio-visual aid such as a video-tape which shows people having a short dialogue maybe be used for effective learning. This will assist the adult learners to learn best by hearing how words are pronounced in a language being used, and see which hand gestures accompany the said words.

The adult learner will find it easy to grasp how language is used and be able to use the same gestures when using that language. Further, the learners will find it easy to remember depending on their learning style such as hearing and seeing. The new knowledge can be made concrete by directing them to practice what they watched and heard in the short video. Furthermore, the value of audio-visual aids when mingled with teaching techniques is that they can strengthen the adult educators verbal presentations and at the same time assisting the students to capture the intended concepts.

This occurs by ensuring that the visual aids are effective in that, what is being said is in line with what is on the aid and it is relevant to the subject matter. This requires one to determine which graphics and sounds are accurate with the intended message. Eventually, they assist the students to understand the ideas by aligning the words being said and what the audio-visual aid is projecting, leading them to make sense out of what is being presented.

Moreover, Eze argues that humans learn easily and in the shortest period of time by audio- visual processes as compared to verbal explanations solely. For example, using a projector can help in achieving what has been stated. The images and sounds must be in line with what the instructor is stipulating. Another factor that allows the audial-visual aids to be significant in the learning environment is that they can be used to motivate the adult learners.

When the learning situation is effective enough, it will cause the learners to react naturally to the provided materials Martin, Adults are pragmatic in nature, in that they always want to learn things that can be applied immediately.

Audio Visual Aids Intro, Definition, Advantages & Characteristics | SLN

What makes this effective and motivating to the adult learners is that the audio-visual aids helps the student gain knowledge by showing them how the learned concepts are applied in the labor market or real life situation. The adult learners will be motivated to learn more because it shows the relevance of what is being taught. In illustration, when conducting a non-formal education programme, a video with audio depicting what has been taught can be very helpful.

People working may be shown, while they are communicating in harmony to yield productivity. By showing how the learned concepts are being applied, it would motivate the adult learners in the sense that it will show the relevance of the lessons being presented. This will provoke them to even attend more lessons that have been prepared for the whole programme. When this is effectively applied by the adult educator, it brings about what Martin ibid argued that learning takes place effectively when the teacher sets out to provide learning situation in which the learner will react naturally to the provided materials.

Further, Ngozi, Samuel and Ameh stated that the audio-visual aids are important because they may assist memory or retention of what has been taught.

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During the learning process, discussions, a lot of statements are made and examples are given to help the learners understand which would create a platform for the learners to miss the main point. Hence, they can be used to pin-point the main idea during the discussion.


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An example of visual aid that would assist in this perspective is the black or white board. They can be used to write only the main concepts under discussion. Hence the audio-visual aids assist the learners who might have been lost in the discussion to keep track of what is being talked about.

Another value of using audio-visual aids is that they help the adult learners to follow through the logic of the lesson. The logic of the lesson is the pattern of how the knowledge is organized and how it accumulates for effective comprehension. Due to audio-visual aid, the learners can see how the information is accumulating or how on the facilitator moves from the known to the unknown.

Additionally, through the audio-visual aids, the audience is able to see the plan of the lesson and how one moves from one section of the lesson to the other. In illustration, the power-point is an example of a visual aid which can be used to give the outline or structure of the whole lesson to aid the listeners. This helps the adult learners to acquire new knowledge and skills. Likewise, the audial visual aids have value in the learning activities of adult learners for the reason that they can reinforce the concepts that an adult educator has been aiming to communicate Mcnaught, This also includes the adult learners who have special needs, these require information indifferent formats such as pictures, videos, drawings among others for them to process and understand the concepts.

For example, they can be told to read the books while an audio aid is playing in the background which is explaining what they are reading in the book, further a video can be added after t reinforce the information. Moreover, the audio-visual aids are valuable in the learning process for they can serve time. Some things are hard to explain and require much words for them to be understood fully. For example, the experiment that was carried out by B. F Skinner to explain reinforcement by using the skinner box, the rat and some crumbs of food is hard to teach by relying only on words.

This study will authenticate or refute VAK. Determine the interaction effect of method and gender on achievement of students in Biology. Determine the interaction effect of method and gender on interest of students in Biology.


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What are the mean achievement scores of students taught Biology using Audio-visual materials and those taught with conventional method? What are the mean interest scores of students taught Biology using Audio-visual materials and those taught with conventional method? There is no significant difference between the mean achievement scores of students taught Biology with audio-visual materials and those taught with conventional method.

There is no significant difference between the mean interest scores of students taught Biology with audio-visual materials and those taught with the conventional method. There is no significant difference between the mean achievement scores of male and female students in Biology. There is no significant difference between the mean interest scores of male and female students in Biology. There is no significant interaction effect of method and gender on students' achievements in Biology. There is no significant interaction effect of method and gender on students' interest in Biology.

Quasi-experiment of the non-equivalent control group design was used. Two schools were assigned randomly to experimental and control groups. An intact class was randomly selected from each of the two schools. The sample size was students who were pretested before the commencement of the study after permission had been obtained from the school authority. The study lasted for six 6 weeks.

Week 1 was used for training regular teachers of the experimental schools on the conduct of the study using u-tube downloaded video on human reproductive system while the regular teacher in the control group schools was given lesson notes that guided their teaching. The regular teachers in both the experimental and control group administered the two instruments to the students as pre-test. Weeks 2, 3, 4 and 5 were used for the instructions.

The table below is the lesson plan showing the contents of the lessons taught; activities carried out by both the teacher and students in the Audio-visual group during the teaching and learning processes that utilized eleven 11 periods of forty five 45 minutes each. The students were given time to observe, highlight and discuss the contents of the slides. Students on the instructional steps raised questions in their groups.

Attempts were also made by peer interactions within groups in resolving bottlenecks while the teacher performed the role of learning facilitator within group and between groups. The regular teacher in the control group taught using the conventional method and was guided strictly by the lesson plan of the researcher and charts with the diagrams. After the instruction, to both the experimental and control groups, in the sixth 6 week, BAT and BIS were re-administered to both the experimental group and control group as post-test. Later the scripts were collected, marked by the regular teachers and handed over to the researcher for analysis.

The results are presented in tables according to research questions and null hypotheses that guided the study. The pretest mean scores of 8. The Standard Deviation score in the posttest for Experimental group was 3. Student taught using Audio-visual materials achieved better than their counterparts taught biology using conventional method. Since the probability value of 0. Therefore, there is a significant difference between the mean achievement scores of students taught biology with Audio-visual materials and those taught with conventional method.

Student taught using Audio-visual materials were superior in interest development than their counterparts taught biology using conventional method.

The importance of audio visual technology in education

Therefore, there is a significant difference between the mean interest scores of students taught biology with Audio-visual materials and those taught using conventional method. Data also reveal that the pretest mean scores of both male and female students did not vary 8. Males therefore, had slightly higher post-test mean achievement score when compared to their female counterparts in biology. Females had a mean gain of 2.

Females had an SD of 3. However, the corresponding hypothesis reveals if the difference is substantial. Therefore, there is no significant difference between the mean achievement scores of male and female students in biology. Male therefore, had slightly higher post-test mean interest score when compared to their female counterparts in Biology. Males had higher mean gain 5. It is also worthy of note that the pretest mean scores of both gender did not vary substantially This implies that before the commencement of treatment their baseline were the same.

There is therefore no significant difference between the mean interest rating of male and female students in biology. This can also be seen in the graph below. Plot 1 shows that the interaction effect of method and gender on students' achievement in biology is not significant. This is because in the graph, there is no intersection between the graph lines of female 1 and male 2 students.

The two graph lines move towards the control group showing that a slight interaction was observed in the control group while there is no interaction at all in the experimental group. There is no significant interaction of method and gender on students' interest in biology.

Thus there is no significant interaction effect of method and gender on students' interest in biology. Analysis of covariance on interaction effect of method and gender on students' achievement in biology. Plot 2 shows that the interaction effect of method and gender on students' interest in biology is not significant. This is because in the graph, there is no intersection at all between the graph lines of female 1 and male 2 students both in the control and experimental group. Analysis of Covariance of interaction effects of method and gender on students' interest in biology.

With respect to research questions one, students' taught using Audio-visual materials achieved better than their counterparts taught biology using conventional method. The corresponding hypothesis indicates a significant difference between the mean achievement scores of students taught biology with Audio-visual materials and those taught with conventional method. This finding supports the finding of China and Dada who found that students taught using video-instructional package achieved better in Biology than their counterpart taught using the conventional method.

Use of Audio - visual aids in Training

Audio-visual group students was superior in achievement test scores because students were given time to bring upon the learning process their senses -seeing, hearing and touching. Students in the instructional processes raised questions in their groups. Attempts were also made by peer interactions within groups and between groups in resolving bottlenecks while the teacher's role was guidance oriented.

The teacher asked probing questions that elicited explanations and answers of students questions as the slides of the video were displayed. These helped in driving home salient points and removed abstractions. For research question two, students' taught using Audio-visual materials were superior in interest development than their counterparts taught biology using conventional method.

The corresponding hypothesis indicates that there is a significant difference between the mean interest scores of students taught biology with Audio-visual materials and those taught using conventional method in favor of those taught using Audio-visual aids. This goes on in affirming that the quality of teaching is central in development of students' interest.

This finding supports VAK learning theory by Fleming and visual , that information should be presented using three styles namely: visual learner, auditory learner and kinaesthetic learner.

Audiovisual Education During War

Fleming's submission that the more a students is able to learn through a combination of all these three modalities, the more embedded the learning will be was very glaring in this study. The finding also agrees with Onah who found that students taught set in mathematics using multimedia had a higher interest than their counterpart taught with the conventional method. For research question three, although males had slightly higher post-test mean achievement score than females, the corresponding hypothesis shows that there is no significant difference between the mean achievement scores of male and female students in biology.

For interaction effect of method and gender on students' achievement in biology, the finding indicates that there was no significant interaction effect of method and gender on students' achievement in biology. For research question four, there was no significant difference between the mean interest rating scores of males and females in biology.

These findings on influence of gender and interaction effects of gender and methods of instruction on the dependent variables of this study reaffirm Author submission that meaningful instructional approaches is a solution to gender differences in Science. In conclusion, since Audio-visual technological contents has been integrated and tried out in teaching and learning process and enhanced achievement and interest were recorded, teachers should endeavor to use audio visual material during teaching and learning of Biology.

Government on the other hand should also make these audio visual materials gadgets readily available for teachers to use as well as students.


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Learning and use of new technologies will provide a leeway of our country Nigeria joining and catching up with the developed nations that Science and Technology has become their dominant culture. Finally, curriculum planners should encourage and integrate the use of audio visual materials in the curriculum for teaching and learning of Biology since it involves students actively participating in the lesson and manipulating the learning equipment.

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Stay tuned! More lessons will be added soon. Complete knowledge about audio visual aids and its importance. Vivek Singh. Comments Notes U. Unacademy user. Leave a comment