University of Nebraska - Lincoln

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Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln

5-12-2022

EFFICACY OF AUDIO-VISUAL AIDED INSTRUCTION FOR

IMPROVING STUDENTS’ INTEREST AND ACHIEVEMENT IN STEM
SUBJECTS: IMPLICATIONS FOR LIBRARY PRACTICE
William Onu
University of Nigeria - Nsukka, william.onu@unn.edu.ng

Anthony Uchechukwu Uzoigwe

University of Nigeria Nsukka

Fakolade Benjamin Ayodele

Air-Force Institute of Technology, Kaduna

Oluwatoyin Comfort Oluwatosin

Air-Force Institute of Technology, Kaduna

Deborah Dele
Air-Force Institute of Technology, Kaduna

Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac

Part of the Curriculum and Instruction Commons, Educational Methods Commons, Scholarly
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Development Commons

Onu, William; Uzoigwe, Anthony Uchechukwu; Ayodele, Fakolade Benjamin; Oluwatosin, Oluwatoyin
Comfort; and Dele, Deborah, "EFFICACY OF AUDIO-VISUAL AIDED INSTRUCTION FOR IMPROVING
STUDENTS’ INTEREST AND ACHIEVEMENT IN STEM SUBJECTS: IMPLICATIONS FOR LIBRARY
PRACTICE" (2022). Library Philosophy and Practice (e-journal). 7147.
https://digitalcommons.unl.edu/libphilprac/7147
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EFFICACY OF AUDIO-VISUAL AIDED INSTRUCTION FOR IMPROVING STUDENTS’

INTEREST AND ACHIEVEMENT IN STEM SUBJECTS: IMPLICATIONS FOR
LIBRARY PRACTICE

Onu William Okoroaja

Department of Science Education, University of Nigeria, Nsukka
william.onu@unn.edu.ng

Uzoigwe, Anthony Uchechukwu*

ICT Unit, University of Nigeria Nsukka

Fakolade, Benjamin Ayodele, (PhD).

Air-Force Institute of Technology, Kaduna.

Oluwatoyin, Comfort Oluwatosin

Air-Force Institute of Technology, Kaduna.

Dele, Deborah
Air-Force Institute of Technology, Kaduna.

Keywords: Audio-visual aids, Interest, Achievement, STEM, Gender, Library practice.

Abstract

Considering that science and technology is key to comprehending and providing solution to problems
plaguing humanity, STEM education is vital to a great future. With this being so, students are
encouraged to develop skills and competencies needed to become educators, innovators, researchers,
and leaders in different STEM domains, who can solve the most pressing problems facing humanity,
now and in the future. However, there seem to be shortage of interest from students to pursue STEM
careers. In a bid contribute to raising the level of interest in STEM subjects, this study, conducted in
Nsukka education zone of Enugu state, sought to explore the efficacy of audio-visual aided instruction
for improving students’ interest and achievement in STEM subjects, as well as its implications for
library practice. Guided by four (4) research questions and four (4) hypotheses, the study adopted
quasi experimental design and involved 135 Biology students. Duly validated and trial-tested BATRS
and BIS were used to collect data. Results revealed that students taught with audio-visual aided
instruction posted better interest scores and achieved better than their counterparts taught with
conventional method. Implications of the findings for library practice was discussed, and the study
recommended that AVA be utilized in teaching STEM subjects, the infrastructures needed to make
that possible be put in place and librarians organise STEM resources such that audio and visual
materials will be in same location, to allow students access them at the same time, and with ease.

*Corresponding author
 2

Introduction
Over the years, societies have evolved. In line with this evolution is the parallel evolution of
methods of doing things, which has grown in equal sophistication to meet up with the increased
demands of the now evolved society. Thanks to the industrial revolution which brought science and
led to the technological development evident in the 21st century, methods of doing things have
become and is becoming increasingly technologically-oriented. This (technology) among other
indices has been used to categorize nations of the world into such groups as “developed,” and “under-
developed.” Countries categorized as under-developed, one of which is Nigeria, is striving to become
developed. This push towards attaining a recognized developmental status is done via science and
technology-driven education. Science and technology thus are the “factory” that produces scientists,
technologists, technicians, craftsmen and skilled artisans, who are required to improve the economy
of any nation. Scientific and technological skills acquisition is therefore necessary for any nation to
cope with the present challenges. (Ayao, 2007; Nbina, 2011).
Ali (2013) defined technology as the successful application of scientific ideas, principles, laws
and theories, for the purpose of developing techniques for and or providing goods and services. It is
through technology that appliances such as computers, televisions, refrigerators, fan, vehicles,
airplanes and the likes are invented. Ali went furthers to state that science benefits technology while
technology enhances the understanding of science. The contributions of science and technology to
overall development of all nations cannot be emphasized. This is the reason science holds an
important position in the curriculum of Nigerian educational system. It is in the bid to further
underline the importance of science and technology to modern development that Science,
Technology, Engineering and Mathematics (STEM) education was introduced in 2001 by the
scientific administrators at the U.S. National Science Foundation (NSF) with three major goals; to
expand the number of students who ultimately pursue advanced degrees/careers in STEM fields and
broaden participation of women and minorities in those fields, expand STEM-capable workforce, and
increase STEM literacy for all students, including those who don’t pursue stem-related careers or
additional studies in STEM disciplines (Hallinen, n.d.; National Academy of Sciences, 2011).
As a natural science, Biology is a STEM subject. Of all the STEM subjects offered by students
in Nigerian secondary schools, Biology is considered the broadest, cutting across almost all science
fields, and as such was made a compulsory subject for art, science and commercial students, until
much recently. This makes Biology the ideal science subject to test the innovative application of
audio-visual aided instruction for improving students’ interest and achievement in STEM subjects.
The Biology curriculum has six major contents which are: Concept of living; Basic ecological
concepts; Plant and animal nutrition; Variations and variability; Evolution and Genetics, broken down
into 64 units. These contents are arranged spirally such that the concepts to be taught are repeated
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yearly, throughout the three-year duration of the subject, to cover all units in the curriculum. All
repeated concepts are presented with greater depth and complexity, which increases as the subjects
progresses over the three-year period (Ifeobu, 2014). The biology curriculum places emphasis on
such teaching methods as field studies and guided discovery, as well as the acquisition of laboratory
techniques/skills. However, as new technology-based methods evolve, researchers have advocated
the use of more student-centered teaching strategies and instructional resources to enhance
comprehension of Biology concepts. One such teaching resource is audio visual aids, which will be
referred to as AVAs in this paper.
AVAs have been defined by various researchers as those instructional devices which are used
in the classroom to encourage learning and make it easier and interesting (Rather, 2004); any device
which by sight and sound increases the individual’s experience beyond that acquired through reading
(Singh, 2005); to instructional Aids that may be used to convey meaning without complete
dependence upon verbal symbols or language (Anzaku, 2011). for the purpose of this study, audio
visual aids will be regarded as both a teaching method and an instructional material. As a teaching
method, audio visual aids are materials that can present a complete lesson with or without the presence
of the teacher. This method implies that instructions are designed by the teacher and presented to the
students who will independently learn from the materials. As an instructional material, the audio-
visual aids are materials which the students can hear from, see, and learn by the combination of their
ears and eyes. The study will also use filmstrip; video-taped instruction (VTI) and the use of overhead
projector as working examples of audio-visual aids.
The importance of audio visual aids in the teaching and learning of Biology include; enabling
students to be more attentive, motivated and interested in the lesson, as well as provide freedom for
the students to discuss, comment and express their opinion during the lesson; improves teachers’
performance by saving time and energy; increase retention rate of students (Prasad, 2005); enhances
the academic achievement of students (Akram, Sufiana & Malik, 2012). This significance of audio-
visual aids when applied in the teaching and learning of Biology has the potential to improve students’
interest in the subject and by extension their academic achievement. Biology is by default supposed
to be an interesting subject but considering how bulky it is and the methods adopted by teachers to
deliver the lesson, it becomes boring to students. As a result, students’ interest, which according
Jumoh (2010) is a student’s personal preferences with regards to learning, wanes, and with it their
achievement in the subject. Considering ability of audio-visual aided instruction to keep students
attentive and thus stimulate their interest in a lesson as highlighted by Prasad (2005), its application
in the teaching and learning of STEM subjects (especially Biology), could positively affect students’
interest and improve their achievement. This will bode well for STEM and informs the researchers’
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quest to investigate the innovative use of audio-visual aided instruction on Biology students’ interest
and academic achievement.

Purpose of the Study

The study generally was designed to ascertain the effect of AVAs on the interest and achievement of
Biology students. Specifically however, the study investigated the:
i. effects of AVAs and the conventional approach on student’s interest.
ii. influence of gender on interest of students when exposed to AVAs.
iii. effects of AVAs and the conventional approach on student’s achievement.
iv. influence of gender on achievement of students when exposed to Audio Visual Aids.

Research Questions
The following research questions guided the study:
1. What is the effect of AVAs and the conventional approach on students’ interest?
2. What is the effect of gender on interest of students when exposed to AVAs?
3. What is the effect of AVAs and the conventional approach on students’ achievement?
4. What is the effect of gender on achievement of students when exposed to AVAs?

Research Hypotheses
The following hypotheses were formulated and tested at 0.05 level of significance.
Ho1: There is no significant difference between the mean interest scores of students taught with audio-
visual aided instruction and those taught through the conventional approach.
Ho2: There is no significant difference between the mean interest scores of male and female students
taught with audio-visual aids.
Ho3: There is no significant difference between the mean achievement scores of students taught with
Audio-Visual aided instruction and those taught through the conventional approach.
Ho4: There is no significant difference between the mean achievement scores of males and females
taught with audio-visual aids.

Research Method

The study, conducted in Nsukka Education zone,

A1 X A2
adopted quasi-experimental research design, specifically the
A1 -X A2
non-equivalent control group type. This does not allow for
A1 = Pretest A2= Post-test
randomization and as such, treatment and control groups were X = Treatment -X= No Treatment
--- = Non-equivalence of the groups
randomly assigned to intact classes. The population of the
study comprised of all 7, 130 Biology students, in 31 public schools in Nsukka education zone.
 5

A three-step multi-stage sampling procedure was adopted to select 135 Biology students who
took part in the study. First, purposive sampling technique was used to select four co-educational
schools from the education zone with similar attributes (presence of properly-equipped Biology
laboratory, and having at least two Biology teachers with minimum qualification of NCE). Then,
random sampling was used to select one intact class from each school. Finally, treatment was
randomly assigned to each intact class – one class being the experimental class and the other the
control class.
Data was collected using an adapted Biology Interest Scale (BIS) and a Biology Achievement Test
on Respiratory System (BATRS), both of which were duly validated, and trialed to have a K-R20
reliability index of .84.

Experimental Procedure
This study involved two groups of subjects – the Experimental group (taught wit AVA) and
the control group (taught with conventional method). The researchers sent letters of request to two
sampled secondary schools selected for the study – Model secondary school and Isienu community
secondary school. The permission enabled the researchers to discuss with the Biology teacher(s) and
the school authorities on the process of the research. The researchers then trained the Biology teachers
in the school using the validated lesson plan on the process of teaching with AVA. A total of six (6)
weeks was used for the study. During the first week, the research assistants, under the supervision of
the researcher, taught the students definition, phases and conditions necessary for respiration; types
and characteristics of respiratory systems were taught in the second week; week three covered
mechanism of respiration in lower and higher animals; week four covered respiratory organs in
animals; week five covered mechanism of respiration in man; and week six covered respiration in
plants.

Both the AVA group and the conventional groups were taught the content of respiratory
system for the six weeks. Prior to the experiment, the test instruments – BATRS and BIS was
administered as pre-test to all the students in the sampled schools. After this, both the AVA and the
conventional method groups were taught the respiratory system for a period of six weeks using
projector and instructional videos. At the end of the lessons, the post test was administered to the
students. The researchers marked and recorded the scores. The interest test was administered to the
students. The teachers helped in distributing the instrument and answer sheets to the students. They
also supervised the students and collected the answer sheets at the end of the test. Data collected from
the study were analysed using mean, standard deviation and analysis of covariance (ANCOVA).
 6

RESULTS

Research Question I: What is the effect of AVAs and the conventional approach on students’
interest?
̅) and Standard Deviation (SD) of Students’ Interest in Biology
Table I: Mean (X
Group Pre-test Post-test
n Mean SD Mean SD Mean Gain
Experimental 69 2.87 .59 3.38 .36 .76
Control 66 2.78 .70 3.09 .40 .09

The data on students’ interest in Table I above revealed that students taught biology using audio-
visual instruction had post-test mean interest score of 3.38 while the mean interest score of students
taught with conventional method of teaching was 3.09. Students taught biology using AVAs therefore
had higher interest score than their counterparts taught biology with the conventional method of
teaching.

Research question II: What is the influence of gender on interest of students taught with AVAs?
Table II: Mean (𝑋̅) and Standard Deviation (SD) of gender and Biology Students’ Interest
Group Pre-test Post-test
n Mean SD Mean SD Mean Gain
Male 32 2.61 .31 3.50 .30 .88
Female 37 3.10 .69 3.27 .38 .65
Table II shows a mean interest score of 3.50 for male students and 3.27 for female students. Male
students thus had higher mean interest score than their female counterparts in biology.

Research Question III: What is the effect of AVAs and the conventional approach on student’s
achievement?
Table III: Mean (𝑋̅) and Standard Deviation (SD) of Students’ Achievement in Biology
Group Pre-test Post-test
n Mean SD Mean SD Mean Gain
Experimental 69 11.69 2.30 26.01 2.70 13.74
Control 66 11.34 2.48 17.46 4.02 6.10

The data on students’ achievement in table III reveal that students taught biology using AVAs had
post-test mean achievement score of 26.01 while the mean achievement score of students taught with
conventional method was 17.46. Students taught biology using audio-visual aided instruction thus
performed better than their counterparts taught biology using conventional method.

Research Question IV: What is the influence of gender on mean achievement of students when
exposed to AVAs?
Group Pre-test Post-test
n Mean SD Mean SD Mean Gain
Male 32 12.03 2.02 26.15 2.20 13.24
Female 37 11.40 2.51 25.89 3.09 14.24
Data on table IV revealed a post-test mean achievement score of 26.15 for male students, while the
female students had a post-test mean achievement score of 25.89. Male students therefore, had
 7

slightly higher post-test mean achievement score when compared to their female counterparts in
biology when exposed to Audio Visual Aids.

Research Hypothesis I: There is no significant difference between the mean interest scores of
students taught with audio-visual aided instruction and those taught through the conventional
approach. Data for testing this hypothesis is represented in table V below.
Table V: Analysis of covariance of students’ Mean Interest Scores in Biology
Source Type III Sum of Df Mean Square F Sig.
Squares
Corrected Model 3.851a 4 .963 6.586 .000
Intercept 69.597 1 69.597 476.054 .000
Pre-interest .066 1 .066 .449 .504
Group 3.040 1 3.040 20.791 .000
Gender .384 1 .384 2.623 .108
Group * Gender .336 1 .336 2.300 .132
Error 19.005 130 .146
Total 1442.351 135
Corrected Total 22.857 134
a. R Squared = .297 (Adjusted R Squared = .267)

Data on table V shows that the probability associated with the calculated value of F (20.791) for the
effect of AVAs on interest of students in Biology is 0.000. Since the probability value of 0.000 is less
than 0.05 level of significance, the null hypothesis was rejected. Thus, there is a significant difference
between the mean interests scores of students taught with audio-visual aided instruction and those
taught through the conventional approach.

Hypothesis II: There is no significant difference between the mean interest scores of male and female
students taught with AVAs.
Table VI: Analysis of Covariance of Student’s Mean interest in Biology
Source Type III Sum of Df Mean Square F Sig.
Squares
Corrected Model 1.020a 2 .510 4.123 .021
Intercept 31.464 1 31.464 254.300 .000
Pre-interest .118 1 .118 .958 .331
Gender .528 1 .528 4.270 .043
Error 8.166 66 .124
Total 800.082 69
Corrected Total 9.186 68
a. R Squared = .111 (Adjusted R Squared = .084)

Data on table VI shows that the probability associated with the calculated value of F (4.270) for the
effect of AVAs on interest of students in Biology is 0.043. Since the probability value of 0.043 is less
than 0.05 level of significance, the null hypothesis was rejected. Thus, there is significant difference
between the mean interests scores of students taught with Audio-Visual aided instruction.
Hypothesis III: There is no significant difference between the mean achievement scores of students
taught with Audio-Visual aided instruction and those taught through the conventional approach. Data
for testing this hypothesis is represented in table VII.
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Table VII: Analysis of Covariance of Students’ Mean Achievement Scores in Biology

Source Type III Sum of Df Mean Square F Sig.
Squares
Corrected Model 2612.800a 4 653.200 60.671 .000
Intercept 1795.031 1 1795.031 166.727 .000
Pretest 77.542 1 77.542 7.202 .008
Group 2263.266 1 2263.266 210.218 .000
Gender 39.310 1 39.310 3.651 .058
Group * Gender 34.780 1 34.780 3.230 .075
Error 1399.615 130 10.766
Total 68388.000 135
Corrected Total 4012.415 134
a. R Squared = .600 (Adjusted R Squared = .583)

Table VII shows that the probability associated with the calculated value of F (210.218) for the effect
of AVAs on the achievement of students in Biology is 0.000. Since the probability value of 0.000 is
less than 0.05 level of significance, the null hypothesis was rejected. Thus, there is a significant
difference between the mean achievements scores of students taught with Audio-Visual aided
instruction and those taught through the conventional approach.
Hypothesis IV: There is no significant difference between the mean achievement scores of male and
female taught with audio-visual aids.
Data on table VII above shows that the probability associated with the calculated value of F (3.651)
for the influence of gender on achievement of students when exposed to Audio Visual Aids is 0.58.
Since the probability value of 0.58 is above 0.05 level of significance, the null hypothesis was
accepted. Thus, there is no significant difference between the mean achievement scores of males and
females taught with audio-visual aids.

Discussion of Results
The result from this study show that students taught using AVA achieved significantly better
than the students taught using conventional approach. The significant difference could be as a result
of the ability of the AVA to provide both audio and visual presentation of instructions unlike the
conventional method which basically involves the teacher being the single source of information, as
well as the fact that people easily forget what they hear, remember what they see, and retain better
what they see and hear. It could also be due to the fact that AVA has the potential of making students
learn more because it creates a fun-filled, interactive and entertaining classroom, which easily
stimulates and sustains students’ interest, and then facilitates learning.
This result of this study supports the views of Ashaver and Igyuve (2013), Akram, Sufiana
and Malik (2012), Gul, Kiyani, Chuadhry and Liagut (2012), Agbo (2014), Chinna and Dada (2013)
and Osokoya (2007), who indicated that students achieved significantly better when taught with AVA
than when taught with the conventional method. Gul, et. al (2014) reported in their studies that the
mean achievement score of students taught with AVA is greater than those taught with the
 9

conventional method of teaching, the study therefore recommend that teachers should use AVA
constantly in other to improve student’s achievement in sciences.
On interest, the study revealed that the use of AVA in teaching and learning significantly
enhances the level of interest of the student. This means that the type of instructional delivery
approach used in teaching students the respiratory system resulted in significant increase in their
interest. The use of AVA has certain advantages such as; it provides freedom to the students to
discuss, comment, and express their opinion which they cannot while a conventional lesson is in
progress. AVA also makes the students to be attentive, motivated and interested as compared to that
classroom session that is in function without the use of AVA. The result of this study is in tandem
with the views of Akram, Sufiana and Malik (2012) that are of the view that the use of AVA in
teaching Biology was very effective as it increases the level of interest and keeps students motivated
for learning.
The findings of this study indicate that male students taught using AVA achieved slightly
higher scores than female students at all level. This could be due to the fact that some female students
believe that science is too difficult and not important for their future. Also, the males are already
inclined to science subjects and see it as a necessity, therefore paid attention to lessons. O’Dea (2018)
submitted that girls routinely out-perform boys at school but that these gender differences were far
larger in non-STEM subjects like English. However, in STEM subjects, achievement of male and
female students is similar. This explains this disparity in achievement of male and female students in
the STEM subject, Biology.
This result supports the views of previous researchers like Abdu-Raheem (2012), Igbo, Onu
and Obiyo (2015), Ayodele (2009) and Atovigba, (2012). The findings from these researchers
indicate that gender has a significant effect on achievement. Igbo, Onu and Obiyo (2015) in their
study to investigate the influence of gender stereotype as a predictor of secondary school student’s
self-concept and academic achievement, reported that male students performed better than their
female counterparts whereas Ayodele (2009) reported in his study that female students achieved
better than their male counterparts. Nevertheless, the finding of these studies (as with the current one),
disagree with Oludipe (2012), Ifeakor (2005) and Mudasiru (2005) who found no significant
difference in academic achievement and interest of male and female students.

Implication of Findings for STEM

Considering the clamour for more students to enrol in STEM subjects and go on to pursue
Science, Technology, Engineering and Mathematics-related courses, and the empirical data which
proves that teaching method adopted by teachers contributes to students developing a “complex”
perspective towards science subjects, it is important that/imperative for teachers to adopt teaching
 10

methods which keeps students interested in STEM subjects. Interest builds into sustained interest and
this contributes positively to achievement. Findings from this study indicate that audio-visual themed
instructional procedures contribute positively to students’ interest and achievement in Biology (a
STEM subject) and as such, AVA should be explored as a strategy/innovative method for improving
students’ interest and achievement in STEM subjects generally.

Implications for Library Practice

Findings of this study has enormous implications for practices in our libraries primarily because
teachers and students need reading materials to study. These reading materials are accessible in
libraries. The study was anchored on Fleming’s VAK theory, and has demonstrated that students who
were exposed to audio-visual resources during the teaching and learning process, learned better than
those who were not. This presents some insight for libraries and librarians. STEM is an important
area of study in contemporary society, as nations around the world devout resources to building their
science base. In that same line, school libraries are furnished with books, chart, and other resources
for science teaching and learning.

The study therefore underscores the need for libraries to not only have visual materials/resources like
printed books, pictures, charts and the like, but also stock up audio resources like audiobooks,
especially audio versions of the books in the libraries, audio and video lessons around topical STEM
issues (like climate change, photosynthesis and the likes), among others. These audio resources will
ensure that students and teachers have access to two modes of learning resources readily available in
the library, and choose whichever suits their learning needs at a given time. The process of
cataloguing these resources should also be done in a manner which makes it easier for users of a given
textual material to locate the audio version with relative ease.

Also, the provision of audio and video resources in the libraries informs the need to maintain serene
and calm atmosphere within the libraries. It is a convention for librarians to display ‘silence’ signs
within her walls, but observation has shown that library users occasionally disturb others with noise.
This disturbance is likely to increase when libraries make audio materials accessible to her users.
Users of audio library resources must therefore be encouraged to utilize headsets/headphones, so as
not to disturb the serenity of the library. This can also be achieved when all libraries digitalized their
resources and make audio-visual versions of their resources available for download on the electronic
library space. This will reduce the number of users who physical the library, and by extension ensure
that tranquillity is maintained within her walls. Where possible, these accessories should be provided
by the libraries. There is need therefore for libraries to jettison the conventional practices of letting
 11

their users rely primarily on textual materials because as demonstrated by this study, learning is more
effective when the content is presented in different modes.

Recommendations

Based on the findings of this study, the researchers recommend that;

i. Since the use of AVA in teaching has been found to enhance achievement and interest in
Biology, Biology teachers (and STEM subject teachers alike) should utilize AVA in the
teaching, especially for topics that are somewhat “abstract.”
ii. AVAs cannot fully be implemented where necessary infrastructures are not put in place. As
such, school administrators at all levels should procure enough computers for all secondary
schools.
iii. The audio-visual lesson employed in this research was basically on downloaded videos.
Professional organizations like the Nigerian Association for Educational Media and
Technology (NAEMT), Science Teachers Association of Nigeria (STAN) and all other
stakeholders in Education who are concerned with improving instruction, should undertake
the production of appropriate instructional videos for use in schools.
iv. Government should encourage and sponsor in-service educational opportunities for interested
teachers to learn the basic skills of producing instructional videos and other instructional
materials.
v. In order to promote interest in STEM, teachers should be innovative in teaching STEM
subjects, employing hands-on and participatory instructional methods (like AVA), in
teaching.
vi. Libraries should make available audio and audio-visual versions of the text resources they
have catalogued so users of the libraries will have access to different modes of assimilating
information from books.
vii. Extra measures should be taken to ensure that the library space is quiet while in use. Audio
and audio-visual materials can be made downloadable at the library website, so users can
access them without having to come to the libraries.
 12

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