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CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Computer studies are the study of ways of representing objects and processes. It involves

defining and analysing problems, designing solutions and developing, testing and maintaining

programmes. Computer studies are sometimes define as a subject of study devoted to using a

computer. Computer studies which are the science that deals with the theory and method of

processing information in digits, has become a rapidly growing discipline as the technological

age advances. Computer studies could also be understood as the blending of principles, theories

and applications of technologies that underlies the access of information. Olaitan (2009) stated

that computer studies is a programme of study designed to give the students a thoroughly but

general grounding in the ways computer are used. Computer studies equip the students with

knowledge, skills and competencies that would enable them to operate computer efficiently.

However, according to NECO Chief Examiner’s report, there are deficiencies in

computer studies in both theory and practical work in junior NECO examination by computer

studies students in Akwa Ibom State public Junior Secondary Schools (NECO, 2018). The

deficiencies in both theory and practical examination in computer studies are not a healthy

situation. Apart from the report by NECO Chief Examiner, students’ academic performances in

public schools in computer studies in internal examination have remain moderately poor in most

of the Ikono LGA. These poor performances in examination by computer studies students in

examination has raised concern for improvement in the teaching methods adopted by teachers.

Instructional methods used by teachers in the teaching of computer studies include

collaborative instructional method. Collaborative is a method of instruction that basically

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involves grouping students to work together towards a common academic goal. The method is

based on the theory that knowledge is a social construct; educational experiences that involve

interaction and social exchange; education that are contextually relevant, engaging and are

student-centered, lead to deeper learning. According to Tochonites (2000), collaborative

instructional method takes place whenever students interact in pairs or in groups to share

knowledge and experiences. In collaborative learning situation in the school workshop, the

teacher organises students into groups to work and to learn together during practical work

periods (Nduononwi, 2016).

The application of collaborative instructional method in the teaching of computer studies

has not brought a good result. The result of this instructional method is that students of computer

studies performances in both internal and external examinations are below average expectations.

Graduates of commuter studies cannot retain the skills they acquired and apply it to solve

problems in their chosen field. Collaborative instructional method have been employ in the

training of students to acquire skills in computer studies for a long time now without recorded

success in the area of acquisition of practical skills, work habits, attitudes and the right values

required of computer studies graduates in the world labour market. In spite of the application of

collaborative instructional method in the teaching of computer studies, weaknesses in students’

skills acquisition still abound. This is indicative of the students’ poor performances in both

internal and external examinations such as promotion examinations as well as junior NECO

examinations (Ndeh, 2012).

It is, however, necessary to look for an alternative instructional method that could

increase and improve students’ performance in computer studies in both internal and public

examinations in Junior Secondary Schools and that will also address the deficiencies in practical
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skills and work habits in computer studies. One of the instructional methods which may be

appropriate for teaching of science-based skills is audio visual materials. Computer studies

require adequate teaching aids in the teaching of the subject at any level of education. Audio

visual involves “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 & Meyer, 2011). Riesman (2010) described audio visual as a ray of “computer-driven

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

auditory networks of information. Therefore, audio-visual materials are teaching aids that use

both sense of sight and sound which could be in form of models or video. They exist to support

the goals of teaching and learning in schools, thereby making teaching and learning more real.

Audio-visual Materials (AVMs) are those things that can be understood through

observing the visual aspect of the material or things. AVMs can contribute immensely to

teaching and learning by arousing the interest of learners by providing valuable information

thereby expanding their experiences. There are about three types of audio/visual materials. These

include auditory materials, visual materials and audio-visual materials. These are further

explained below.

i. Auditory Materials (AMs) - relates to hearing - recordings, radio, sound, telephone etc.

ii. Visual Materials (VMs) – those things we see and can be understood by observing the

visual aspect of it. Examples are projected materials (slide, film-trips, and film),

illustrated books, chart, picture, maps, globes, atlas, poster, models, drawings, cartoons

etc.
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iii. Audio-Visual Materials (AVMs) – this are combination of auditory and visual materials;

include television, film, motion picture, video tapes, printed materials with recording

sound, demonstration etc. (Natoli, 2011).

The importance of audio-visual materials in the teaching and learning processes cannot

be over emphasized. Some of the roles of audio-visual materials include:

basing learning in sense experience, extending experience, encouraging participation, stimulating

interest, individualizes instructions, serves as a source of information, making learning

permanent. Ngozi, Samuel, & Isaac, (2012), opined that audio-visual materials are very

important and useful in education because, the learner gains understanding in terms of multiple

impressions recorded through the eye, ear, touch and other sense organs. This means that audio-

visual materials are the avenue through which understanding occur, that it does not occur in

isolation but rather, through a balance pattern from any preceptor mechanism that are stimulated

by external occurrences. Swank, (2011), stress the effectiveness of visual materials in leaning,

estimated that about 40% of our concepts are based upon visual experience, 25% upon auditory,

17% on tactile, 15% upon miscellaneous organic sensation and 3% upon taste or smell. With the

above assertion, it becomes clearer why audio-visual materials are important in the teaching and

learning processes of computer studies. This is because they bring the different senses

contributions together to get 100% clarity.

Gopal, (2010) opined that audio-visual materials help the teacher to overcome physical

difficulties of presenting subject matter. This imply that with audio- visual materials, the barrier

of communication and distance is broken. “Once the phenomenon is visualized, the picture and

knowledge becomes very clear and permanent”. Natoli (2011), added that “audio-visual

materials are rich opportunities for students to develop communication skill while actively
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engaged in solving meaningful problems”. In other words, students certainly like it more and

learn better if they are engaged in important and appealing activities. For example, involving

students in bulletin board display will enhance their choice of colour and aid their understanding

of the concept when they join the teacher in dramatization of an event or a process.

According to Katherine (2009) “learning takes place effectively when the teacher sets out

to provide learning situation in which a child will learn because of his natural reactions of the

provided materials”. During the process of learning, the teacher has to provide the learning

situation to satisfy the natural reaction of the learner and this is through the use of instructional

aids. When the attention of the learner is caught and his/her interest is also won and he/she is

ready to learn. Fawcett Hills (1994), contributing on the role of audio-visual materials in

stimulating interest of students stated that a friendly, accepting group climate is important in any

learning situations, especially those materials that require students to reveal their ignorance and

confront their fellow students. When there is a climate of acceptance for learning, then learning

is stimulated.

Lestage (2009) stressed that audio-visual materials provide a means of individualizing

instruction. This he said is possible through programmed learning and tapes which enable the

learner to learn at his pace and also to work on his/her own. Audio-visual resources can play a

major role of making learning permanent, Gopal (2010), stressed that “audio- visual methods

facilitate the acquisition, the retention and the recall of lessons learned, because, they seem to

evoke the maximum response of the whole organism to the situations in which learning is done

and perceptual materials readily associate themselves with the unique experiential background of

each individual. Natoli (2011), opined that audio-visual materials are important in the teaching

and learning processes because “Having seen something, most people remember, for whatever
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that thing was, it conjures up an image at a mere mention and can be talked about freely. Dike

(2011), also explained that students forget because of lack of interest an opportunities to use the

knowledge they have gained later on. Audio-visual materials can therefore contribute to the

clarity of information presented by allowing students to visualize what is learned. Therefore, it is

extremely important to investigate the effects of the use of audio-visual materials on students’

academic performance in computer studies in junior secondary schools.

1.2 Statement of the Problem

The act of teaching computer studies in secondary school is fundamentally concerned

with passing technical ideas, skills and attitude from the teacher to the learners. However, over

the years, students’ performance in Computer Studies in Junior Secondary Schools in both

external and internal examination especially, in public schools has been too poor. The situation

of students’ poor performance in computer studies in both internal and external examinations has

attracted the attention of parents, government, educational planners, administrators, employers of

labour and researchers who are now calling for improvement in the teaching/learning of

computer studies as well as better performance by computer studies students in both internal and

external examinations. The instructional methods used by teachers in the teaching of computer

studies include demonstration, instructional methods. The application of demonstration method

in the teaching of computer studies has not yielded good results. The consequence of this

instructional method is that computer studies students’ performance in both internal and external

examinations are below expectation. This prompted the researcher to carry out this research to

find out the possible cause of students’ poor performance in computer studies. The questions to

raise at this point are: what is responsible for computer students’ mass failure in examinations? Is

there any problem with demonstration instructional method adopted in the teaching of computer
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studies? Can the use of Audio-visual materials influence students’ performance in computer

studies? Does creating Audio-Visual classroom lead to greater performance by students in

computer studies? There are no ready answers to the foregoing questions. The problem of this

study, therefore, was to find out if audio-visual materials would significantly enhance students’

academic performance in Computer Studies in Junior Secondary Schools.

1.3 Purpose of the Study

The main purpose of this study was to determine the differences in students’ academic

performance in computer studies when taught using Audio-visual materials and collaborative

method of teaching in junior secondary schools. Specifically, the study sought to:

1. determine the difference in students’ academic performance in central processing unit

when taught using tape recorder and collaborative method of teaching in junior secondary

schools.

2. determine the difference in students’ academic performance in input unit when taught

using slide projector and collaborative teaching method in secondary schools.

3. determine the difference in students’ academic performance in output unit when taught

using video tapes and collaborative method of teaching in junior secondary schools.

4. determine the difference in students’ performance in storage unit when taught using

motion pictures and collaborative method of teaching in junior secondary school.

1.4 Research Questions

This study was designed to provide answers to the following research questions.

1. What is the difference in students’ academic performance in Central Processing Unit

when taught Using Tape Recording and collaborative method of teaching in Junior

Secondary Schools?
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2. What is the difference in students’ academic performance in Input Unit when taught

using Slide Projector and Collaborative Method of teaching in Junior Secondary Schools?

3. What is the difference in students’ academic performance in Output Unit when taught

using Video Tapes and Collaborative Method of teaching in Junior Secondary Schools?

4. What is the difference in students’ academic performance in Storage Unit when taught

using Motion Pictures and Collaborative Method of teaching in Junior Secondary

Schools?

1.5 Hypothesis of the Study

The following null hypotheses were formulated for the study and were tested at 0.05 level of

significance

1. There is no significant difference in students’ performance in Central Processing Unit when

taught Using Tape Recorder and Collaborative Method of teaching in Junior Secondary

Schools.

2. There is no significant difference in students’ performance in Input Unit when taught using

Slide Projector and Collaborative Method of teaching in Junior Secondary Schools.

3. There is no significant difference in students’ performance in Output Unit when taught using

video tapes and Collaborative Method of teaching in Junior Secondary Schools.

4. There is no significant difference in students’ performance in Storage Unit when taught

using motion pictures and Collaborative Method of teaching in Junior Secondary Schools.

1.6 Significance of the Study

The study would be of tremendous benefit to students, teachers, parents, curriculum

planners, and future researchers in educational sector. To the students, the findings would help

them be able to learn effectively and to retain what they learnt. To the teachers, the findings
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would help in simplifying repetitive task; time will be saved in conveying meaning of the

concept to the learners. Displaying of any visible material, would ease the stress of talking or

discussing on one topic. Parents would also benefit from the findings when the quality of

education of their children improved through the use of audio-visual materials. The findings of

the study would be beneficial to curriculum planners by providing relevant information that

would help them to re-design computer study curriculum for Junior Secondary Schools.

1.7 Delimitation of the Study

The study was delimited to Audio-Visual Materials and Academic Performance of Junior

Secondary Schools Students in Computer Studies. The study was also delimited to the following

Audio-Visual components such as Tape Recording, Slide Projector, Video Tapes and Motion

Pictures. The study was further delimited to all Junior Secondary Schools in Ikono L.G.A in

Akwa Ibom State.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

The literature related to this study was reviewed under the following sub-headings:

theoretical framework, conceptual framework, related empirical studies and summary of review

of related literature.

2.1 Theoretical Framework

This sub-section focuses on the theoretical issues guiding the study. The discourse is

based on the following theories.

2.1.1 Cone of Experience Theory Edgar Dale (1967)

Cone of experience theory by Edger Dale (1967) discusses various modalities and

channels of imparting information. Dale theorized that learners retain more information by what

they “do” as opposed to what is “heard”, “read” or “observed”. The theory put forward that there

can be numbers of model that can be used by the teacher to reach the learner depending on the

learners need. That theory put forward that the only true education is self-education where the

learners are allowed to discover knowledge for themselves with the teacher as a guide. The

theory believed that audio-visual materials could help students learn from others’ first-hand

experience, or vicarious experience. The theory concluded that audio-visual materials could

provide a concrete basis for learning concepts, heighten students’ motivation, encourage active

participation, give needed reinforcement, widen student experiences and improve the

effectiveness of other materials.

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The theory recommended that researchers should look at the effects of combinations of

media in the environment where they will be used rather than the testing of a single, isolated

medium in the laboratory. By conducting research in real classrooms, the varied combinations of

possible factors such as attributes of audio-visual materials, how to use and administer them,

learners’ characteristics, and learning environments could be examined because learning occurs

through dynamic interaction among the learner, the context, and the media. For purposes of this

study, cone experience theory is most related to this study on the ground that the sensory organs

must be awakening in other for retention and understanding to take place. The theory provides

teaching and learning models that allows teachers to understand how to increase the retention

rate of learners by involving the learner through the utilization of audio and visual aids. This

means that while the learner participate and get involved in the learning process by expression,

they awaken the sensory organs. Hence, achieving student’s performance in computer studies in

this technology prone society requires a proper selection and utilization of audio-visual materials

to facilitate effective and meaningful learning otherwise knowledge cannot be effectively

transferred.

2.1.2 Cognitive Theory of Multimedia Learning By Richard Mayer (2009)

Another theory adopted for the present study is cognitive theory of multimedia learning

by Richard Mayer (2009). This theory provides guidance on how to create effective multimedia

presentations for effective learning to take place. According to this theory (2009), the dual-

channel assumption dictates that “humans possess separate channels for processing visual and

auditory information”. The first is the visual–pictorial channel, which processes images seen

through the eyes (including words displayed on screen). The other channel is the auditory–verbal

channel, which processes spoken words. The theory suggests that humans can only process a
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finite amount of information in a channel at a time, and they make sense of incoming

information by actively creating mental representations. The theory discusses the role of three

memory stores: sensory memory (which receives stimuli and stores it for a very short time),

working memory (where we actively process information to create mental constructs (or

‘schema’), and long-term memory (storage of information over an extended period).

According to the theory, the brain does not interpret a multimedia presentation of words,

pictures, and auditory information in a mutually exclusive fashion; rather, these elements are

selected and organized dynamically to produce logical mental constructs. Furthermore, the

theory underscores the importance of learning when new information is integrated with prior

knowledge. The theory fundamentally argues against a “knowledge transmission” approach to

learning in favor of a student-centered “knowledge construction” model. According to the

theory, students, he argues, are not “empty vessels” waiting to be filled up with information but

must instead work to synthesize words and pictures into meaningful information that is stored in

long-term memory.

In relation to this study, the cognitive theory of multimedia learning has a definite

implication on the value and use of audio-visual materials for effective teaching of computer

studies. The theory stipulates that human mind is a dual-channel, limited-capacity, active-

processing system. Hence, teachers should construct multimedia messages to manage all three

types of cognitive load accordingly through effective utilization of audio-visual aids such as tape

recorder, slide projector, video recorder and motion pictures in the teaching/learning process

2.2 Conceptual Framework

The concept of audio-visual materials has variously been defined by many computer

scholars, teachers, and professional bodies. Audio is a sound within the acoustic range available
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to humans. Visual is defined as pictures, photographs or piece of films used to give a particular

effect or to explain something. According to Merriam dictionary (2018), Audio-visual is

designed to aid in learning or teaching by making use of both sense of hearing and sight or

relating to both hearing and sight. audio-visual is a process that involves

both sound and visual components, such as slide tape presentations, films, television

programmes, church services and live theatre productions. Abimade (cited in Etim 2006) defined

audio-visual materials as a broad range of resources that can be used to facilitate effective and

efficient communication in teaching and learning process. Audio-visual materials were also

defined by Abemade (2011) as devices with instructional concepts and functions that can be used

in teaching. The author added that audio-visual materials are channels through which message,

information, idea, and knowledge are conveyed or disseminated.

Uduak (2008) defined audio-visual materials as communication materials that carry

information between the instructor and the learner with instructional intent of facilitating

learning. It is a process which embraces and assists teachers in transferring facts, skills, attitudes

and knowledge to the learners within the instructional system. Abia (2004) regards audio-visual

materials as teaching and learning materials resources, educational media and apparatus. Aleburu

(2007) opined that audio-visual materials are information that carry technologies which are used

as instructional purposes with the hope of delivering educational information very quickly and

vary widely. Audio-visual aids are those instructional devices which are used in the classroom to

encourage learning and make it easier and interesting (Anzaku, 2011). Also, audio-visual aids are

effective tool that provides the learners with realistic experience, which capture their attention

and help in the understanding of the historical phenomena (Adunola, 2013).

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According to Gopal (2010), audio visual is the combination of various digital media such

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

convey 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 (Agudosi, 2014). Audio Visual aid is helpful tool in the

classroom. Mannan (2015) pointed out that audio-visual aids 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. Research on effectiveness of the audio visuals used in the learning environment shows that

it can improve teaching (Agnew, Kellerman & Meyer 2011). Visuals help to arose the learners’

interest, curiosity and motivation (Adunola, 2013). The findings of Roth & Tobin, (2015) agrees

with these benefits and adds that it promote creativity, serving as mental scaffolding and

fostering aesthetic appreciation.

Academic performance of students have been defined and explained by several authors.

The centrality of this concept is derived from the goal of instruction which is to bring about

desire changes in knowledge, skills and attitude of students. Performance is how well an

individual is able to demonstrate desired abilities. Dike, (2011) asserted that academic

performance is a cardinal concept in education. According to Patchen and Smithenry, (2014),

academic performance reflects the learning of a student and on how well the student meet the

standard set by the educational governing body. Neo and Neo (2013) academic performance as

the core concern about educational programme and adding that student performance is the most

compelling evidence about teacher standard in the educational system. Academic performance of

a student is of paramount importance in every academic institution. Hence, any teaching/learning

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should supplement or complement the teacher’s efforts in ensuring effective learning by students

through effective utilization of audio-visual resources.

2.2.1 Tape Recorder and Students Academic Performance

As a supplement to classroom content, tape recording is a flexible and accessible for

student practice. Sounds, such as the noise of certain machinery, or the background hum of daily

life, have an associative as well as a pure meaning, which can be used to evoke images or ideas

relevant to the main substance of what is being taught (Anzaku, 2011). There are, in other words,

instances where tape recorder is essential for efficient of mediating certain kinds of

information. Tape recorder however, has been found to be particularly ‘potent’ when combined

with text, because it enables students to use both eyes and ears. Audio has been found to be

especially useful for explaining materials presented through text, such as steps in data

processing, typing, editing, formatting, and printing. This technique was developed by Mannan,

(2015) by using video to combine audio explanation with visual presentation of computer

operations guiding steps.

Tape recorders can be used on its own, to presents spoken language for analysis or

practice; music, either as a performance or for analysis; students with a condensed argument that

may:

a. reinforce points made elsewhere in the course of study;

b. introduce new points not made elsewhere in the course;

c. provide an alternative viewpoint to the perspectives in the rest of the course;

d. analyse materials elsewhere in the course;

e. summarize or condense the main ideas or major points covered in the course;
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f. provide new evidence in support of or against the arguments covered elsewhere in the course;

g. discussion between two or more people to provide various views on a topic

h. the instructor’s personal spin on a topic related to the course (Wright, and Haines, 2014).

Due to the ability of the learner to start and stop recorded audio, tape recorders has been

found to be particularly useful for enabling students through repetition practice to master certain

computing skills/techniques (e.g. typing and formatting of document); getting students to analyse

primary audio sources; changing student attitudes by presenting material in a novel perspective;

by presenting material in a dramatized form, enabling students to identify with someone with a

different perspective (Gopal, 2010). Tape recorder is effective tools for developing flawless

communication and interaction between student and content as well as student and teacher. The

clues not only help to save the time of teacher but also help in developing and arousing curiosity,

creativity and motivation in learners. Tape recorder emphasizes is on the comprehension of

knowledge and concept as well as developing sound foundations for higher and further studies

(Mayer, 2009).

2.2.2 Slide Projector and Students Academic Performance

Slide Projectors are tools for using multimedia in the classroom. They are use to display

lessons format large enough for all students in the classroom to watch. They can help solve

certain language barrier problem as they provide accurate visual image and make

teaching/learning process easier for students and instructors (Fakeye, 2010). The use of slide

projector in computer studies classroom instruction can boost students’ success in the classroom.

These aids reinforce what a teacher says and ensures the main points are understood (Anglin,

Vaez & Cunningham, 2014). ICT facilities such as the projectors aids signal students to the

important information and allow them to experience something that is abstract in life (Chorley,
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2014). They engage students’ visual sense in the learning process and allow for different

teaching styles. With slide projectors, the concepts or ideas the teacher present are no longer

simply words but words with images. The ultimate goal of slide projector is to make a

presentation better than a traditional lecture style of presentation which the teacher fills the time

and space with spoken word. Within this overriding role, the projector as a visual aid play the

role of enhancing the package, supporting the learning, unifying differences, encouraging

participation and clarifying the information (Balderstone, 2016).

Slide projector can help illicit and clarify what is being taught in the class. In addition, it

can help the teacher maintain students’ attention. Images process activities faster in the brain

than words do (Burrow, 2015). However, projectors according to Katherine (2019) can be used

to gain students’ attention, for instance the use of picture on the screen, questions on the screen,

as well as video displayed on the screen can attract students serve to get their attention. Also it

enables recall of prerequisites where students recall what they had learned in the previous class,

so that new material can be built upon it. A teacher too can present objectives to the learners,

present new content, support learning through examples and visual elaboration.

2.2.3 Video Recorder and Students Academic Performance

.Video recorder is defined by Murdock and Desberg, (2015) as ‘presenting words and

pictures that are intended to foster learning’. The development of technology has an increased

interest in the use of video recorder as an instructional tool integral to curriculum to teach

computer studies in schools (Inyang, 2017; Ivers, 2013) Interest, and enjoyment are emotions

that can be experienced when computer studies students watch educational videos. Motivational

scholars posit that interest is about fascination, being curious, getting involved and becoming

engrossed. In computer studies classrooms video recorder are often used as a pedagogical tool
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for affective reasons. Ideas used in blended learning courses can increase student engagement

and enhance learning experiences (Burrow, 2015). Conversely, recorded videos can be used in

non-optimal ways for non-educational reasons to fill time, or to keep students quiet, for

rewarding good behaviour, or to give students a break from learning (Anglin, et,. at 2017).

To conclude, the use of video recorder in the teaching of computer studies provides

opportunities to engage students in thinking and learning about computer ideas that might not

otherwise be accessible to them through practical work and other pedagogical approaches

(demonstration). Additionally, the computer studies Curriculum (Ministry of Education, 2017)

requires development of key competencies of thinking, participating and contributing. However,

some computing ideas cannot be replicated in a school laboratory or classroom demonstration

learning experiences, so using video recorder along with practical work to deliver the curriculum

can enable access to computer ideas that may not be illustrated through other pedagogical

approaches.

2.2.4 Motion Pictures and Students Academic Performance

Motion pictures incorporate graphics, animation, and color (imagery). The graphical

nature of the motion pictures arouses students’ imagery systems, which become more activated

when information is presented in non-verbal forms. Motion pictures arouse the imagery system

of learners and could contribute to comprehension, and improve short and long-term memory. In

motion pictures, topics are presented in a hierarchical fashion with graphics, color, and

animation, students could “use a mental image of that outline to study, to retrieve information on

a test, to organize their answer for an essay question, and to perform other educational tasks

(Clark and Paivio, 1991).” Reynolds and Lestage, (2009) find that presenting materials on a
 19

computer with motion pictures increased attention and learning, and learning increased as

attention increased. Shavinina, (2011) also notes that presentation of learning materials in

graphical form is beneficial for students.

Adesoji and Raimi (2014) state that motion pictures help structure the content and

processing of a lesson or lecture. Aiding note-taking (and thus facilitating study) is another

purported advantage of using pictures in motion (Gbodi and Laleye 2016). Parks (1999), reports

that students liked the lecture outline and graphs on the screen, and that the motion pictures had a

positive influence on students. Lestage, (2019) argues that motion pictures enhances instruction

and motivates students to learn and perform excellently in their test and exams score.

2.2.5 Collaborative Method of Teaching

Collaborative method of teaching is a process in which two or more people learn or

attempt to learn something together. It is an educational approach to teaching and learning that

involves group of students working together to solve a problem, complete a task, or create a

product (Dellenbourg, 1999). Collaborative method of instruction is based on the idea that

learning is naturally social act in which the participant talk among themselves. It is through the

talk that learning occurs (Nduononwi, 2016). Collaborative instructional method takes place

whenever students interact in pairs or in groups to share knowledge and experiences (Tochonites,

2000).

Smith and MacGregor (1992), listed sets of theories of collaborative method of

instruction to include:

(a) Learning is an active process whereby students assimilate the information and relate this new

knowledge to a framework of prior knowledge.

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(b) Learning requires challenges that open the door for the learner to actively engage peers, and

to process and synthesize information rather than simply memorize and regurgitate it.

(c) Learners benefit when exposed to diverse viewpoint from people with varied backgrounds.

(d) Learning flourishes in a social environment where conversation between learners takes place

(during this intellectual gymnastics, the learner creates a framework and meaning to the

discourse).

In the collaborative instructional method environment, the learners are challenged both

socially and emotionally as they listen to different perspectives, and are required to articulate and

defend their ideas. In so doing, the learners begin to create their own unique conceptual

frameworks and not rely solely on an experts’ or texts’ framework. Thus, in a collaborative

instructional method setting, learner have the opportunity to converse with peers, present and

defend ideas, exchange diverse beliefs, question other conceptual frameworks, and are actively

engaged.

Designing collaborative learning tasks is a discipline in itself. As many practitioners have

pointed out, the benefits of collaborative learning do not happen automatically just because you

put some students together to work in a group. The exact structure, script, length and objectives

of the activity may vary, but there seems to be a consensus among experts that the five core

elements expressed by Johnson, Johnson, & Smith (2013)., are the main success criteria, the

critical elements that will ensure that cooperation actually happens. These five elements are

positive interdependence, individual accountability, promotive interaction, social skills, and

group processing.

Positive Interdependence: occurs when all members of the collaborative team are conscious of

the fact that they share the same goals that their individual learning depends on the help from
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other members, that working together is both individually and collectively beneficial and that

both individual and collective success depends on the participation of all members of the team. If

positive interdependence exists, students will learn to constantly encourage each other and

facilitate each other’s work (Smith and MacGregor, 1992).

Individual Accountability: needs to be built into the design to ensure that each of the students is

conscious of the fact that, even though the team is working towards a common goal, the

individual effort of each member of the team will be observed and evaluated. If the design of the

activity makes proper provision for the existence of this element, the participants will not need to

fear the occurrence of the “social loafer” phenomenon mentioned (Smith and MacGregor, 1992).

Promotive Interaction: depends on how the script for the collaborative activity has been

designed. There are a number of learning processes that may be called collaborative but which

will lack this element because, even though the final collective success does depend on all

participants bringing in their efforts, the process does not involve negotiations and interaction but

is more or less the addition of different elements. (Smith and MacGregor, 1992).

Social Skills: social skills, or team-working skills, include effective communication,

interpersonal and group skills. They are evidenced in the way each member of the group assumes

or acknowledges leadership in a process, in the dynamic processes involved in decision-making,

in the level of trust built within the group, in the level of efficiency of the group’s internal

communication and in the level of success in conflict management. Johnson, Johnson and

Holubec formulated an interesting distinction about the types of soft skills needed in

collaborative learning. Forming skills are needed to organize the group and establish minimum

norms for appropriate behaviour. Functioning skills are those goal oriented skills needed to
 22

manage the group’s activities so as to achieve a result. Formulating skills are needed to build

deeper levels of understanding of the content being studied, to summarize reflection, and

enhance the retention of the assigned material. Fermenting skills enable students to deal with

cognitive conflict, compare information, negotiate, communicate the reasoning behind own

conclusions, and ultimately facilitate the progress from information gathering to knowledge

construction (Smith and MacGregor, 1992).

Group Processing: refers to the need to encourage group participants to repeatedly evaluate the

group’s performance, to discuss what needs to be done differently in order to maximize the

results. Even though this type of meta-level discussions may be perceived as a waste of time by

some of the participants, it is important to communicate to the students that formative

assessment, ie assessment of the process while there is still time to reverse processes and change

structures, is an important element of their ultimate success (Smith and MacGregor, 1992).

2.3 Related Empirical Studies

The review of related empirical studies on audio-visual materials and academic

performance of students in computer studies was reviewed to determine the existing gap in the

study. Barlo (2014) carried out a research study on the availability and utilization of audio-

visual materials in teaching computer studies in selected secondary schools in Lagos state. The

target population was two hundred and fifty (250) secondary schools students out of which,

twenty five (25) secondary schools were selected as the sample using systematic sampling

technique. The instrument used in collecting the data was questionnaire. Five (5) research

questions and five (5) null hypotheses were stated to guide the study and were tested using the

learners of computer studies. The findings showed that instructional materials (audio-visual)
 23

have positive effect in the teaching and learning of computer studies in the selected secondary

schools in Lagos State.

Enemuo, Anyaduba and Ezeaka (2019) carried out a study on the impact of the

application of audio-visual aids in improving teaching and learning of Computer Science. The

purpose of the study was to identify the impact of the application of audio recorder and motion

pictures in improving teaching and learning of computer science in Senior Secondary Schools in

Awka North Local Government Area of Anambra State. The study adopted a descriptive survey

design. Out of 1500 Secondary Schools in Akwa North Local Government Area. Seventy (70)

Students from Senior Secondary School (SS1) students were selected using random sampling

technique to serve as the sample. Structured questionnaire was the instrument used for data

collection. Mean and percentage were employed for data analysis. The major findings are that,

Audio visual materials such as tape recorders and slide projectors are not usually available for

teaching and learning of computer science in senior secondary schools. Using audio visual

materials in teaching and learning of computer science has positive effects on students’ academic

performance. Audio visual aids such as audio recorder and motion pictures have a lot of benefits

in improving qualitative computer education in senior secondary schools. The study therefore

recommends that government and other educational bodies should provide audio visual materials

to secondary schools in Nigeria. School authorities should always check whether teachers make

use of audio visual aids in teaching. The reviewed study is related to the present study because it

highlights the important application of audio and visual materials in the teaching/leaning

process.

Adakole, (2015), carried out a study on the effect of the usage of audio and visual aids in

teaching chemistry on the academic achievement of senior secondary school students in Otukpo
 24

metropolis of Benue State. The main purpose of the study was to investigated the effect of the

usage of audio (tape recorders and microphone) and visual aids (video tape and slide projector)

on the academic achievement in chemistry of Senior Secondary School (SSS I) students at

Otukpo metropolis of Benue State. The Study adopted a Quasi-Experimental (Pretest, Posttest)

non randomised control group research design. The population for the study comprised of SSS I

students from 12 randomly selected secondary schools with a total of 480 students and the

purposive sampling technique was used to arrive at the sample for the study. Data was collected

using a Chemistry Achievement Test (CAT) and analysed using t-test statistics. Findings from

the study revealed that students taught concepts in chemistry with the aid of Audio materials

(tape recorders and microphone) and Visual Aids (video tape and slide projector) achieved better

than those taught same concepts without the use of audio and visual aids. It was also realized that

audio and visual aids impacted on teaching and learning as it promoted better understanding of

concepts taught and augured well for personality development. Based on the findings of the

study, it was concluded that provision of audio–visual aids for teaching in schools should be

accorded top priority by stakeholders in the education sector. It was also recommended that

curriculum planners should encourage the use of audio-visual materials in teaching/learning in

schools by ensuring the inclusion of their usage in the chemistry curricular at all levels. The

reviewed study is related to the present study as it underscore the important of effective

utilization of audio and visual aids in the teaching/learning process.

2.5 Summary of Literature Review

Related empirical literature reviewed indicated that Audio-visual materials affect the

academic performance in computer studies. It also supports students’ performance in computer

studies. However, Audio-visual materials highlighted as having significant relationship with

 25

students’ academic performance in art and science subjects such as chemistry, computer science

and computer studies in states outside Akwa Ibom as seen in the literature reviewed. However,

no known study has been identified on effect of Audio-visual materials on students’ academic

performance in computer studies in junior senior schools in Ikono L.G.A in Akwa Ibom State.

This study is therefore, intended to fill the gap by determining the effects of Audio-visual

materials on academic performance in computer studies in Junior Secondary School in Ikono

L.G.A in Akwa Ibom State.

 26

CHAPTER THREE

RESEARCH METHOD

The method for conducting this research is described in this chapter under the following

sub-headings: Area of the study; Research design; 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 and decision rule.

3.1 Area of the study

The study was conducted in Ikono Local Government Area of Akwa Ibom State. Ikono

was created in 1976 by government of Murtala Muhammad/Olasegun Obasanyo Military

government. Ediene, Itak and present Ikono were amalgamated to form the present Ikono

L.G.A. Ikono is one of the 31st Local Government Area in Akwa Ibom State, located in the

South South of Nigeria. It is bounded on the North by Ini local Government Area , South by

Abak and Uyo Local Government Areas, East by Itu L.G.A and West by Ikot Ekpene Local

Government Area. It has a landmass of 407.16 square kilometres. It is one of the largest L.G.A in

Akwa Ibom State. Ikono is known as the cradle of Ibibio people. Its’ headquarters is in Ibiaku

Ntukokpo. Ikono has five clans: Ikpe, Iwern, Itu Mbon Uso and Nkan.

3.2 Research Design

The study adopted quasi experimental design (pre-test-post-test group design). This

implies that intact classes were used for the study. This design was adopted because it was not

possible to randomly sample the subjects and assign them to groups without raising the students’

curiosity and or disrupting the academic programmes of the schools used for exercise.
 27

3.3 Population of the study.

The population of the study comprises of all one thousand and thirty-two (1032) junior

secondary schools students in all the twelve (12) secondary schools in Ikono L.G.A. The

population of the JSS2 students was obtained according to information obtained from the Post

Primary School Education Board (PPSMB 2019/2020).

3.4 Sample and Sampling Techniques

Simple random sampling technique was used to select two out twelve (12) public junior

secondary schools. Intact classes from these two public junior secondary schools were used for

the study. The first of these two schools had a population of 48 JSS2 students (which constitute

the experimental group) while the second school, with a population of 52 JSS2 students (formed

the control group) respectively. The sample size for the study, therefore, was 100 JSS2 students

of computer studies in the two selected junior schools under investigation.

3.5 Instrument for Data Collection

A 40 multi choice test items tagged Computer Studies Achievement Test (CSAT),

developed by the researcher was used to obtained data for the study. The instrument was used as

pre-test post-test measures.

3.6 Validation of the Instrument

The instrument CSAT was subjected to face and content validation by three lecturers in

the department of Industrial Technology Education for scrutiny, corrections and approval of its

validity and suitability for the study comments by these three lecturers were incorporated into the

final copy of the instrument before it was administered to the respondents.

 28

3.7 Reliability of the Instrument

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

equivalent group of students of JSS2 that was not part of the sample in Ikono North Local

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

same group. The sets of scores obtained were correlated using the Pearson product moment

correlation co-efficient (PPMC). The degree of reliability of the test obtained was r = 0.88, which

research professional maintained was highly reliable for the study.

3.8 Method of Data Collection

The researcher obtained permission from the principles of the participating schools

before proceeding to conduct the study. The instrument was first administered before treatment

(pre-test) to 100 JSS2 students from the Two Junior Secondary Schools. The students received

the teaching through the subject teachers who received instructions prior to the experiment. The

administration of the instrument to the students after treatment produced the post-test.

3.9 Method of Data Analysis

Mean statistic was used to answer research questions while Analysis of Covariance was

used to test the null hypotheses raised in the study.

3.10 Decision Rule

In answering the research questions, the group with the highest mean gain was considered

as performing better than the other group. When t-calculated was greater than the f-critical, the

null hypotheses were rejected. However, when f-calculated is less than or equal to f-critical, the

null hypotheses was accepted.

 29

CHAPTER FOUR

PRESENTATION OF DATA, ANALYSIS AND DISCUSSION OF FINDINGS

The results of data analysis collected for the study are presented in this chapter. The

findings that emerged from the analysis of the data are also presented. The presentation was done

based on the trend of the four research questions and the four null hypotheses raised to guide the

study. The data was analysed using mean scores to answer research questions while analysis of

covariance (ANCOVA) was used to test the hypotheses at .05 level of significant. The findings

of the study are presented below.

4. 1 Answering of the Research Questions

The results according to the four research questions are presented below.

4.1.1 Research Question One

What is the difference in students’ academic performance in Central Processing Unit

when taught using tape recording and collaborative method of teaching in junior secondary

schools?

Table 1: Mean analysis of tape recording and collaborative instructional methods on

students’ academic performance in Central Processing Unit

Instructional N Pre-Test Post- Test Mean Mean

Methods Gain Difference
Tape Recorder 49 25 87 62
33
Collaborative 51 27 56 29

In Table 1, data presented show that students taught central processing unit with tape recorder,

the mean increases from 25 in pre-test to 87 in post-test with mean gain of 62. On the other hand,

students taught central processing unit with collaborative method of instruction, the mean

increases from 27 in pre-test to 56 in post-test with a mean gain of 29. The difference in mean
 30

gain of students taught central processing unit with tape recorder exceeds the mean gain of

students taught with collaborative instructional method by 33. On the basis of the higher mean

gain, therefore, it is concluded that tape recorder enhances students’ academic performance in

Central Processing Unit more than collaborative instructional method do.

4.1.2 Research Question Two

. What is the difference in students’ academic performance in Input Unit when taught

using slide projector and collaborative method of teaching in junior secondary schools?

Table 2: Mean analysis of slide projector and collaborative instructional methods on

students’ academic performance in Input Unit
Instructional N Pre-Test Post- Test Mean Mean
Methods Gain Difference
Slide Projector 49 32 96 64
35
Collaborative 51 34 63 29

Data presented in Table 2, indicate that students Taught Input unit with slide projector, the mean

increases from 32 in pre-test to 96 in post-test with mean gain of 64. On the other hand, students

taught Input Unit with collaborative method of instruction, the mean increases from 34 in pre-

test to 63 in post-test with a mean gain of 29. The difference in mean gain of students

taught Input Unit with slide projector exceeds the mean gain of students taught with

collaborative instructional method by 35. On the basis of the higher mean gain, therefore, it is

concluded that slide projector enhances students’ academic performance in maintenance of Input

Unit more than collaborative instructional method do.

4.1.3 Research Question Three

What is the difference in students’ academic performance in Output Unit when taught

using video tapes and performance method of teaching in junior secondary schools?
 31

Table 3: Mean analysis of video tape and collaborative instructional methods on students’
academic performance in Output Unit
Instructional N Pre-Test Post- Test Mean Mean
Methods Gain Difference
Video Tape 49 28 87 59
32
Collaborative 51 31 58 27

Data presented in Table 3, indicate that students taught Output Unit with video tape, the mean

increases from 28 in pre-test to 87 in post-test with mean gain of 59. On the other hand, students

taught Output Unit with collaborative method of instruction, the mean increases from 31 in pre-

test to 58 in post-test with a mean gain of 27. The difference in mean gain of students

taught output unit with video tape exceeds the mean gain of students taught with collaborative

instructional method by 32. On the basis of the higher mean gain, therefore, it is concluded that

video tape enhances students’ academic performance in Output Unit more than collaborative

instructional method do.

4.1.4 Research Question Four

What is the difference in students’ academic performance in Storage Unit when taught

using motion pictures and collaborative method of teaching in junior secondary schools?

Table 4: Mean analysis of motion picture and collaborative instructional methods on

students’ academic performance in Storage Unit
Instructional N Pre-Test Post- Test Mean Mean
Methods Gain Difference
Motion Picture 48 29 94 65
31
Collaborative 52 34 62 28

Data presented in Table 4, indicate that students taught Storage Unit with motion picture, the

mean increases from 29 in pre-test to 94 in post-test with mean gain of 65. On the other hand,

students taught Storage Unit with collaborative method of instruction, the mean increases from

34 in pre-test to 62 in post-test with a mean gain of 28. The difference in mean gain of students
 32

taught storage unit with motion picture exceeds the mean gain of students taught with

collaborative instructional method by 31. On the basis of the higher mean gain, therefore, it is

concluded that motion picture enhances students’ academic achievement in Storage Unit more

than collaborative instructional method do.

4.2 Null Hypotheses

The following null hypotheses are formulated to guide the study and were tested at .05
level of significance.

4.2.1 Null Hypothesis

There is no significant difference in students’ performance in Central Processing Unit

when taught with tape recorder and collaborative instructional methods.

Table 5: Test of significant for difference between CPU and collaborative

instructional methods on students’ academic performance
Sources of Variance Sums of Square Df Mean Square F-cal F-crit Decision at P< .O5
Between Groups 1087.9 1 640.92 23.03 3.76 Reject Ho1
Within Groups 98.17 99 87.08
Total 1186.07 100

Data presented in Table 5 shows that computed F-ratio (23.03) is greater than critical F-ratio

(3.76) at .05 significance level and under the degree of Df of 1 and 99. The null hypothesis is,

therefore, rejected; this means there is a significant difference in students’ academic performance

in Central Processing Unit when taught with tape recorder and collaborative methods of

instruction.

4.2.2 Null Hypothesis Two

There is no significant difference in students’ performance in Input Unit when taught

with slide projector and collaborative instructional methods.

 33

Table 6: Test of significant for difference between Input and collaborative instructional
methods on students’ academic performance

Sources of Variance Sums of Square Df Mean Square F-cal F-crit Decision at P< .o5
Between Groups 1287.5 1 665.85 19.43 3.76 Reject Ho1
Within Groups 108.13 99 88.12
Total 1269.37 100

Data presented in Table 6 shows that computed F-ratio (19.43) is greater than critical F-ratio

(3.76) at .05 significance level and under the degree of Df of 1 and 99. The null hypothesis is,

therefore, rejected; this means there is a significant difference in students’ academic performance

in Input Unit when taught with slide projector and collaborative methods of instruction.

4.2.3 Null Hypothesis Three

There is no significant difference in students’ performance in Output Unit when taught
with video tape and collaborative instructional methods.
Table 7: Test of significant for difference between output and collaborative instructional
methods on students’ academic performance

Sources of Variance Sums of Square Df Mean Square F-cal F-crit Decision at P< .o5
Between Groups 1309.8 1 671.92 14.03 3.76 Reject Ho1
Within Groups 97.23 99 87.08
Total 1406.23 100

Data presented in Table 7 shows that computed F-ratio (14.03) is greater than critical F-ratio

(3.76) at .05 significance level and under the degree of Df of 1 and 99. The null hypothesis is,

therefore, rejected; this means there is a significant different in students’ performance in Output

Unit when taught with video tape and collaborative methods of instruction.

4.2.4 Null Hypothesis Four

There is no significant difference in students’ performance in Storage Unit when with

motion picture and collaborative instructional methods.
 34

Table 6: Test of significant for difference between motion picture and collaborative
instructional methods on students’ academic performance

Sources of Variance Sums of Square Df Mean Square F-cal F-crit Decision at P< .o5
Between Groups 1087.9 1 640.92 9.48 3.76 Reject Ho1
Within Groups 98.17 99 87.08
Total 1186.07 100

Data presented in Table 5 shows that computed F-ratio (9.48) is greater than critical F-ratio

(3.76) at .05 alpha level and under the degree of Df of 1 and 99. The null hypothesis is, therefore,

rejected; this means there is a significant difference in students’ performance in Storage Unit

when taught with motion picture and collaborative methods of instruction.

4.3 Findings of the Study

The results of the study revealed that:

1. Students taught Central Processing Unit with tape recorder performed better than students

taught with collaborative method of teaching;

2. students taught Input Unit with slide projector exceeds the mean gain of students taught

with collaborative method of teaching;

3. Students taught Output Unit with video tape exceeds the mean gain of students taught

with collaborative method of teaching; and

4. Students taught Storage Unit with motion picture exceeds the mean gain of students

taught with collaborative method of teaching;

5. There is a significant difference in students’ academic performance in Central Processing

unit when taught with tape recorder and collaborative method of teaching;

6. There is a significant difference in students’ academic performance in Input Unit when

taught with slide projector and collaborative method of teaching.

 35

7. There is a significant difference in students’ academic performance in Output Unit when

taught with video tape and collaborative method of teaching.

8. There is a significant difference in students’ academic performance in Storage Unit when

taught with motion and collaborative method of teaching.

 36

CHAPTER FIVE
SUMMARY, CONCLOSION AND RECOMMENDATION

In this chapter, re-statement of the problem, description of the procedures used, findings

of the study, educational implication of the findings, conclusions, recommendations and

suggestions for further studies are presented.

5.1 Re-Statement of the Problem

Over the years, students’ performance in computer studies in junior secondary schools in

both external and internal examination especially, in public secondary schools has been too poor.

The situation of students’ poor performance in computer studies in both internal and external

examinations has attracted the attention of stakeholders in education including parents,

government, educational planners, administrators, employers of labour and researchers who are

now calling for improvement in the teaching/learning of computer studies as well as better

performance by computer studies students in both internal and external examinations. The

instructional methods used by teachers in the teaching of computer studies include collaborative

instructional methods. The application of collaborative method in the teaching of computer

studies has not yielded good results. The consequences of this instructional method are that

computer studies students’ performance in both internal and external examinations are below

expectation. This prompted the researcher to carry out this research to find out the possible cause

of students’ poor performance in computer studies. The questions to raise at this point are: what

is responsible for computer students’ mass failure in examinations? Is there any problem with

collaborative instructional method adopted in the teaching of computer studies? Can the use of

Audio-visual materials influence students’ performance in computer studies? Does creating

Audio-Visual classroom lead to greater performance by students in computer studies? There are
 37

no ready answers to the foregoing questions. It was on the basis of these problems that this study

was under taken to determine the difference in students’ performance when taught with Audio-

visual materials and collaborative teaching methods on students’ academic performance in

computer studies in public junior secondary schools in Ikono LGA in Akwa Ibom State.

Specifically, the study seeks to achieve the following under listed objectives:

1. Determine the difference in students’ academic performance in Central Processing Unit

when taught using Tape Recorder and collaborative method of teaching in Junior

Secondary Schools.

2. Determine the difference in students’ academic performance in input unit when taught

using slide projector and collaborative method of teaching in Junior Secondary Schools.

3. Determine the difference in students’ academic performance in output unit when taught

using video tapes and collaborative method of teaching in junior secondary schools.

4. Determine the difference in students’ performance in storage unit when taught using

motion pictures and collaborative methods of teaching in junior secondary school.

5.2 Description of the Procedure

The study adopted a quasi-experimental (pre-test, post-test control) group design. The

population of the study comprised of 1032 junior secondary schools two (JSS2) students offering

Computer Studies as a subject in the 12 secondary schools in Ikono Local Government Area of

Akwa Ibom State. Random sampling technique was used to select two out twelve (12) public

secondary schools for the study. Intact classes from these two public junior secondary schools

were used for the study. The first of these two schools had a population of 48 JSS2 students

(which constitute the experimental group) while the second school, with a population of 52 JSS2

students (formed the control group) respectively. The sample size for the study, therefore, was
 38

100 JSS2 students of computer studies from the two selected junior secondary schools under

investigation.

A researcher-made 40 multi choice test items tagged Computer Studies Achievement

Test (CSAT), was developed and used to obtained data for the study. The instrument was used as

pre-test and post-test measures. The instrument CSAT was subjected to face and content

validation by three lecturers in the Department of Industrial Technology Education for scrutiny,

corrections and approval of its validity and suitability for the study. Comments and corrections

by these three lecturers were incorporated into the final copy of the instrument before it was

administered to the respondents. To ascertain the reliability of the instrument, a test re-test

method was applied using an equivalent group of students of JSS2 that was not part of the

sample in Ikono North Local Government Area. After an interval of two weeks, the instrument

was re-administered to the same group. The sets of scores obtained were correlated using the

Pearson product moment correlation co-efficient (PPMC). The degree of reliability of the test

obtained was r = 0.86, which research professional maintained was highly reliable for the

study. The researcher obtained permission from the principles of the participating schools before

proceeding to conduct the study. The instrument was first administered before treatment as pre-

test to 100 JSS2 students from the Two Junior Secondary Schools. The students received the

treatment (teaching) through the subject teachers who received instructions prior to the

experiment. The administration of the instrument to the students after treatment produced the

post-test scores that was converted into data for analysis. The research questions were answered

using mean score while Analysis of Covariance was used to test the null hypotheses formulated

for the study at .05 significant level. When answering research questions, the group with the

highest mean gain was considered as performing better than the other group, which has lower
 39

mean gain. When F-calculated was greater than F-critical, the null hypotheses were rejected and

when F-calculated was less than or equal to critical F- Value, the null hypotheses was accepted.

5.3 Major findings

1. Students taught Central Processing Unit with tape recorder performed better than students

taught with collaborative method of teaching;

2. Students taught Input Unit with slide projector exceeds the mean gain of students taught with

collaborative method of teaching;

3. Students taught Output Unit with video tape exceeds the mean gain of students taught with

collaborative method of teaching; and

4. Students taught Storage Unit with motion picture exceeds the mean gain of students taught

with collaborative method of teaching;

5. There is a significant difference in students’ academic performance in Central Processing

unit when taught with tape recorder and collaborative method of teaching;

6. There is a significant difference in students’ academic performance in Input Unit when

taught with slide projector and collaborative method of teaching.

7. There is a significant difference in students’ academic performance in Output Unit when

taught with video tape and collaborative method of teaching.

8. There is a significant difference in students’ academic performance in Storage Unit when

taught with motion and collaborative method of teaching.

5.4 Conclusion

The main purpose of this study was to determine the differences in students’ academic

performance in computer studies when taught using Audio-visual materials and demonstration

method of teaching in Junior Secondary Schools in Ikono LGA of Akwa Ibom State. Based on
 40

the findings of the study, the researcher concluded that there was a significant difference in the

performance of Computer Studies students in Junior Secondary Schools.

5.5 Educational Implication of the Findings

Findings of the study show that there was a significant difference in the performance of

computer studies students in the four variables of the study when taught with audio visual

materials and collaborative methods of teaching. The findings of the study provide useful

information on the effects of the two teaching methods. The findings suggest audio visual

materials as a very useful method of teaching that significantly improved students’ performance

in the four variables of the study. On the other hand, these findings have exposed the

ineffectiveness of collaborative method of instruction in the teaching of the four variables of the

study.

It is the believe of the researcher that students poor performance in internal as well as

external examination in computer studies is observed to have been caused by the inefficiency of

collaborative method of teaching in enhancing the acquisition saleable skills in theory as well as

practical aspect of computer studies. It is the opinion of the researcher that collaborative method

of teaching seems not to have sufficiently equipped computer studies students and graduates with

the required skills that can help them to proceed to senior secondary schools or to be self-

employed or be employable in the industrial sector or the world labour market at that level of

education. The educational implication of these findings is that computer studies students can:

a. acquire the required skills that would make them perform better in both internal and

external examinations if computer studies teachers adopt audio visual materials in their

teaching;
 41

b. pass junior entrance examination and gain admission into senior secondary schools if

audio visual materials is employed in the process of teaching computer studies;

c. be self-employed and or be gainfully employed at that level of education if teachers adopt

audio visual materials in the teaching of computer subjects; and

d. if audio visual materials is use to replace collaborative instructional method in the

teaching of computer studies skills;

e. if teachers are trained and re-trained on the use of audio visual materials in the act of

teaching of theory as well as practical skills of computer subjects; and

f. if audio visual materials is incorporated into the computer studies curriculum.

5.6 Recommendations

Based on the research findings and the conclusions drown, the following

recommendations were made.

1. Computer studies teachers should adopt audio visual materials in their teaching to

enhance effective instructional delivery that would ensure the acquisition of saleable

skills in computer studies;

2. Conferences, workshops and seminars should be should be organise for computers

teachers including other subjects, on the use of audio visual materials in teaching;

3. Computer studies teachers should be trained and re-trained to acquire the teaching skills

in audio visual materials for effective training of computer studies students in order for

them to gain admission into senior secondary schools and for them to gain employment in

the industrial sector or in the world of work;

 42

4. Curriculum professionals should redesigned and restructure the computer studies

curriculum to include audio visual materials in order to promote acquisition of saleable

skills.

5.7 Suggestions for Further Study

Based on the research findings and the conclusions drawn, the following topics are

suggested for further studies.

1. Audio visual materials and collaborative instructional methods on students’ academic

achievement in Building technology in public technical colleges in Akwa Ibom State.

2. Audio visual materials and collaborative instructional methods on students’ academic

achievement in woodwork technology in public technical colleges in Akwa Ibom

State.

3. Audio visual materials and collaborative instructional methods on students’ academic

achievement in motor vehicle technology in public technical colleges in Akwa Ibom

State.

4. Audio visual materials and collaborative instructional methods on students’ academic

achievement in electrics technology in public technical colleges in Akwa Ibom State.

 43

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 49

APPENDIX A

LETTER OF INTRODUCTION

Department of Industrial Technology Education

Faculty of Education
University of Uyo
Akwa Ibom State.

Dear Sir/Madam,

PERMISSION TO ADMINISTER INSTRUMENT

I am a final year student in the Industrial Technology Education, Faculty of Education,

University of Uyo, Akwa Ibom State. I’m currently conducting a research on the topic AUDIO-

VISUAL MATERIALS AND ACADEMIC PERFORMANCE OF SECONDARY

SCHOOL STUDENTS in Ikono L.G.A, Akwa Ibom State

I wish to ask for your permission to use the JSII students of your school for data

collection. The study will be conducted at respondents’ time convenient; information given will

be treated in strict confidence and anonymity.

Thank you in anticipation for your co-operation.

Okure, Enobong

Researcher
 50

GROUP A (EXPERIMENTAL GROUP)

LESSON NOTE FOR WEEK ENDING ON 11/06/2021

Subject : Computer Studies

Topic : Computer System

Class : JSS2

Sex of students : Mixed

Average age : 12

Duration : 40minutes

Date : 07/06/2021

Specific objective: at the end of the lesson the students should be able to:

(1) Explain what computer is

(2) Mention two major components of the computer
(3) Define hardware component
(4) List five categories of hardware component.

Entry behavior: the students have been seeing television and other electronic devices that look
like a computer system.

Instructional method: project based.

Instructional materials: audio-visual materials and chalkboard.

PRESENTATION

CONTENT TEACHER’S STUDENT’S INSTRUCTION

DEVELOPMENT ACTIVITY ACTIVITY AL MATERIALS
Introduction The teacher Students make their
introduces the lesson response base on their
by asking the students knowledge.
questions. How many
of you have seen
television and how
does the television
looks like?
Step 1 The teacher defines The students discuss Computer/slide
Definition of computer computer system and on the definition of projector
system presents a picture of computer given in a
it. group of 5
 51

Watch the Computer/

Slide projector
carefully.
Step 2 The teacher mentions
Components of the the two components The students discuss Video Tape
computer system of computer through on the components in
the use of video tape. a group of 5

Watch the video tape

carefully and take
note of those
components.
Step 3 The teacher defines The students discuss Tape Recorder
Definition of hardware component on the definition of
hardware of the computer and hardware components
Components distinguish it from of the computer in a
software component group of 5
using tape Recorder.
Listen to the tape
Recorder carefully
and take down notes.
Step 4 The teacher displays The students discuss Motion Pictures
Categories of hardware the categories of on the question in a
components hardware components group of 5
and deliberates deeply
on keyboard to the Watch the motion
students using motion pictures carefully
pictures.
Take down notes as
demanded by the
teacher.
Evaluation

The teacher evaluates the students through questioning like:

1. What is computer?
2. Mention two (2) components of a computer.
3. What are the five (5) categories of hardware components of a computer?

Conclusion

The lesson was raised with emphasis on the four (4) variables of the lesson which are
slide/projector, tape recorder, video recorder and motion pictures.
 52

GROUP B (CONTROL GROUP)

LESSON NOTE FOR WEEK ENDING ON 11/06/2021

Subject : Computer Studies

Topic : Computer System

Class : JSS2

Sex of students : Mixed

Average age : 12

Duration : 40minutes

Date : 07/06/2021

Specific objective: at the end of the lesson the students should be able to:

(1) Explain what computer is

(2) Mention two major components of the computer
(3) Define hardware component
(4) List five categories of hardware component.

Entry behavior: the students have been seeing television and other electronic devices that look
like a computer system.

Instructional method: collaborative learning

Instructional materials: chalkboard

PRESENTATION

Step 1

Meaning of computer system

Computer system is an electronic automatic machine used to record, store, process and
recall data or information. It can also be defined as an electronic machine that accepts data as
input, processes the data and gives out information.
 53

Step 2

Components of the computer system

Actually, a computer is a collection of hardware and software components that help you
accomplish many different tasks. Hardware consists of the computer itself, and any equipment
connected to it. Software is the set of instructions that the computer follows in performing a task.

Hardware components

The hardware of computer is the physical equipment which make up the computer. It is
the part of the computer we see with our eyes, touch, and can describe. Hardware is the
electronic part of the computer. It falls into five categories. They are:

(1) The input devices or units

(2) The central processing unit (CPU)
(3) The secondary storage unit
(4) The output devices or units
(5) The communication devices or unit

Step 3

(1) Input Unit

Input unit accepts data, (raw materials) that the computer uses, communicated from
outside. It is the actual means by which information is converted into electronic pulses, which
are then fed into the computer memory. There are many input devices, the most widely used ones
are keyboard, card reader, punched paper tape reader, magnetic tape drive, magnetic disk drive,
optical character recognition (OCR) optical mark reader (OMR), mouse, scanners etc.

KEYBOARD

A keyboard is a device for the encoding of data by depression, which causes the generation of
the selected code. There are different keys on the keyboard which can be grouped into five
categories;
 54

(a) Typewriter keys

(b) Function keys
(c) Cursor control keys
(d) Numeric keys
(e) Special keys

There are two types of keyboards. We have enhanced and standard keyboards. The difference
between them is that enhanced keyboard has 12 function keys, while there are 10 function keys
on standard keyboard. The following are the sections in a keyboard

Typewriter keys

These keys consist of the usual English alphabets both upper and lower cases (A – Z, a -z), degits
0-9 (as number keys) and some special characters like $,&,;,: (, etc

Function keys

These keys are lettered F1 to F12 in most keyboards and up to F20 in some cases. They appear
on the uppermost part of the keyboard.

Cursor keys

These keys move the cursor within the monitor display (screen). They consist of four movement
keys and other keys. They include:

1. Right arrow (2) left arrow (3) up arrow (4) down arrow

Numeric keys: these keys work like the keys on a calculator. Numlock is pressed to activate the
numeric keys.

Computer keys: these are other keys that are found on the keyboard. They include, print screen,
ESC for escape, home, page-up, page down, pause, end etc.

(2) Central Processing Unit (CPU)

Central processing unit is otherwise called CPU. The CPU is that part of the computer
that executes programs and controls the entire operation of all other components of the
 55

computer. CPU monitors all other devices hooked onto It. It sends and receives signals to and
from the input and output units.

The central processing unit is the physical part of the computer, a group of circuits which
perform basic functions of computer. It is made up of

I. Memory unit
II. The control unit
III. The Arithmetic and logic unit

(3) Secondary Storage

(Auxiliary storage or backup storage)

Secondary storage holds data and programs in a more permanent storage. That is, the data
and programs remain even after the electrical power is turned off. This device is located outside
of the CPU, and is typically built into the system unit cabinet. The most important types of
secondary storage media are as follows: diskettes (also called floppy disks), fixed disk (also
called hard disk), optical disks, CD-ROM disk.

(4) Output Unit:

An output device is a piece of equipment that translates the processed information from
the CPU into a human readable form. This unit transmits information from the CPU and converts
the electronic pulses to an appropriate output form.

Output devices fall into two main categories:

a. Those that produce output that is readily handled and understood by human being
(printers and visual display unit).
b. Auxiliary storage devices, which hold data intended for future processing by machine
e.g. magnetic tapes, disks, drums.
 56

(5) Communication Devices

These devices send and receive data and programs from one computer or secondary
storage device to another. Modems are communications hardware that are used to translate or
convert a computer digital signals into analog form, and vice versa.

EVALUATION: The teacher asks the students the following questions:

1. What is computer?
2. Mention two components of the computer system.
3. Differentiate between hardware and software.
4. List four categories of hardware components of the computer.

SUMMARY/CONCLUSION: the teacher summaries the lesson by emphasizing on the

important points.

Prepared by Okure .E .J.

Reference

Umoh & Inyang (2006). Basic of Modern computing. University of Uyo handbook on computer
and information Technology 14(1), 113
 57

AUDIO-VISUAL MATERIAL ACHIEVEMENT TEST (AVMAT)

Group Taught: Group A Group B

Instruction: Answer all the questions by choosing the correct options lettered A-E

1. A computer consists of the following except_____________ (a) Motherboard (b) hard

disk drive (c) central processing unit (d) main memory (e) father board
2. The CPU is also known as____________ (a) The brain (b) the processor (c) the central
processing unit (d) the heart (e) all of the above.
3. The box that contains the central electronic component of the computer is the________
(a) Peripheral (b) system unit (c)motherboard (d) RAM (e) ROM
4. The hardware of a computer is the ________equipment which make up the computer.
(a) Right (b) CPU (c) physical (d)logical (e) invisible
5. The part of the computer which we can touch and describe is called_________
(a) Software (b) raw materials (c) the brain (d) hardware (e) users
6. Computer uses ___________unit to communicate from outside. (a) Input (b) output
(c) control (d) communication (e) memory
7. These are examples of input devices except _____________ (a) Keyboard (b) ROM (c)
mouse (d) card reader (e) scanners
8. ___________are hardware categories except. (a) Communication devices (b) output
devices (c) secondary storage (d) input devices (e) information unit.
9. ___________is the part of the computer that controls the entire operation of the
computer. (a) Output unit (b) CPU (c) main memory (d) input unit (e) none of the above.
10. The CPU receives data from _______ and ________units.
(a) Input/output (b) mouse/keyboard (c) input/file (d) calculator/remote (e) RAM/ROM
11. Arithmetic and logic unit is in ________part of the computer. (a) CPU (b) output
(c) input (d) memory (e) all of the above.
12. Another name for secondary storage device is _________
(a) Control unit (b) system unit (c) process unit (d) auxiliary storage (e) hideout storage
13. A computer is an/a __________machine. (a) Calculator (b) mechanical (c) chemical (d)
formatting (e) electronic.
14. The most important types of secondary storage media includes the following except
 58

(a) Floppy disk (b) diskettes (c) fixed disk (d) optical disk (e) primary disc.
15. Secondary storage holds data and programs in a more ________storage
(a) Permanent (b) comfortable (c) conducive (d) temporary (e) big.
16. The data and programs in secondary storage ________after power is turned off
(a) Processes (b) remain (c) format (d) edit (e) escape
17. __________device translates the processed information from the CPU into human
readable form. (a) Scanner (b) computer (c) output (d) mouse (e) input.
18. One of these is an example of output devise___________ (a) Joystick (b) control unit (c)
disk (d) printer (e) remote
19. Auxiliary storage devices hold data intended for future processing by ______________
(a) Humans (b) machine (c) principal (d) students (e) cars
20. ____________devices send and receive data and programs from one computer to another.
(a) Storage (b) input (c) output (d) CPU (e) communication
21. It is possible to communicate directly with computer using_______________
(a) Pen (b) keyboard (c) cable (d) electric power (e) chair.
22. Keys on the keyboard can be grouped into the following except __________ (a)
Typewriter keys (b) function keys (c) character keys (d) numeric keys (e) special keys.
23. Those keys that lettered F1 to F12 are called_____________ (a) Function keys (b) special
(c) formal keys (d) factual keys (e) home keys.
24. On standard keyboard, there are __________function keys. (a) 11 (b) 12 (c) 10 (d) 14 (e)
20
25. There are ______types of keyboard. (a) 5 (b) 2 (c) 10 (d) 4 (e) 3.
26. _________ moves the cursor to the right one character position. (a) Up arrow (b) enter
arrow (c) left arrow (d) right arrow (e) down arrow
27. Down arrow moves the cursor down one__________ at a time. (a) Line (b) paragraph (c)
page (d) title (e) word
28. Up arrow moves the__________ up one line at a time. (a) Word (b) cursor (c) text (d)
page (e) picture
29. Other keys that can still be found on the keyboard are called___________?
(a) Memory keys (b) optical keys (c) computer keys (d) space bar (e) cursor keys
30. The numeric key pad is made up of __________keys. (a) 20 (b) 10 (c) 30 (d) 15 (e) 17.
 59

31. ________ is pressed to activate the numeric key. (a) numlock (b) capslock (c) Enter (d)
ESC (e) F4
32. __________ is used to shift alphabetic characters from lower to uppercase and numbers
to symbols. (a) alternate keys (b) insert keys (c) shift key (d) backspace key (e) right
arrow .
33. _________moves cursor one position to the left and erases character that was in that
position. (a) space bar (b) delete key (c) backspace (d) left arrow (e) insert key
34. A keyboard usually have________ shape. (a) rectangular (b) square (c)circular (d)
triangular (e) parallel.
35. A keyboard is an example of__________ unit device. (a) control unit (b) output unit (c)
input unit (d) logic unit (e) computer
36. ___________ help to convert signals and code into the computer. (a) mouse (b) users (c)
notebook (d) memory (e) keyboard.
37. Delete key is used to delete one character ________. (a) upward (b) backward (c)
forward (d)downward (e) none of the above.
38. ____________key uses other keys to function (a) numeric key (b) alt (alternate key) (c)
capslock (d) ESC (e) insert key.
39. The arrow called (a) forward (b) left (c) up arrow (d) control arrow.
40. The cursor keys consist of how many arrows. (a) 10 (b) 5 (c) 2 (d) 4 (e) 8.
 60

ANSWERS TO ACHIEVEMENT TEST QUESTIONS

21. B
1. E
22. C
2. E
23. A
3. B
24. B
4. C

5. D
25. B

6. D 26. D

7. B 27. A

8. E 28. B

9. B 29. C

10. A 30. B

11. A 31. A

12. D 32. C
13. E 33. C
14. E 34. A
15. A
35. C
16. B
36. E
17. C
37. B
18. D
38. B
19. B
39. A
20. E
1. D