Academic Performance: The Role Of Audio Visual And Teachers’ Belief

autor: ocean708 | 2021-12-31, 12:53 |

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Some teachers find it quite complex to use audio-visual material to complement the traditional lecture of time with respect to instruction, student achievement and attitude toward learning research has not only proven the efficacy of technology related materials but has also found the result overwhelmingly positive. Teaching and learning with audiovisual resources play an important role in the teaching learning process. Students often benefit from the visual/sound appeal of audio-visual material because it tends to focus their on the topic when teachers present material in various manners such as providing students with both a summary statement and a chart on a given topic, the visual material enhances the written materials.
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Audio-visual resources wisely selected and intelligently used, arouse and develop intense and beneficial interest and so motivate students to learn; and properly motivated learning means improved attitudes, permanency of impression and rich experience and ultimately more wholesome living.
Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.
Academic performance is the measurement of student achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests.
Academic achievement is important for the successful development of young people in society. Students who do well in school are better able to make the transition into adulthood and to achieve occupational and economic success.
Teachers’ beliefs and teaching practices should be related in a meaningful way, as is the case for other teaching tasks, such as student assessment, in which conceptions of assessment and assessment practices are significantly associated. Teachers’ main argument for using such practices is their efficiency: They offer a readily and easy-touse applicable solution to react to misbehavior. Furthermore, this gives the teacher a feeling of keeping students under control. At the opposite end of the spectrum, practices such as complimenting and private verbal encouragement are believed to be not very useful as teachers say that such practice cannot work with the teachers’ own students.
Teachers generally see student motivation as a stable trait that can be influenced mainly by factors external to the school such as parents. Teachers believe that their own influence is limited, except in trying to create interesting activities. These beliefs discourage teachers from trying motivational strategies. However, research shows that teachers are aware of the importance of student motivation and its implications for student engagement, and recognize that it can lead to classroom management issues. These beliefs could take multiple forms and differ depending on students’ characteristics such as their achievement levels. However, these beliefs fall into two broad categories: beliefs in using intrinsic forms of motivation (such as taking into account students’ individual interests, asking for personal projects, or finding challenging tasks to engage students in learning) and beliefs in using extrinsic forms such as rewards, punishments, threats, or grades. In terms of classroom management, the more teachers believe in the utility of fostering intrinsic motivation, the more they support students’ autonomy
In teaching and learning of the English language, the use of audio-visual materials proves to be better instructional aid and it yields good result. There is a shift from teacher-dominated method to child-centered method. The teacher becomes a controller and a manipulator of an intellectual and instructional environment. Audio-visual materials stimulate children to speak and write in a relatively short time. Children learn more as they interact with persons, objects, materials, ideals and ideal environment. Audio-visual aids are specifically made instructional aide which are powerfully meant for education as well as giving information and entertainment. The role of audio-visual aids as:
i. Manipulative Equipment: They are elements and tools of training ii. Facilitative System: Any teacher who uses this system has the purpose to help learners cultivate and fulfill expectation of their own.
iii. Operational Value System: In this concept, teaching has to be done in line with the existing culture of a people for over and conformity. Again, there is the overlap of meaning and activities of teaching as indoctrinating, conditioning, instructing and training, which are native to the learners. Therefore, audio-visual materials carry them as real life experiences and pass on to the learners as direct experiences.
iv. Education Process: It is a model of teaching. It contains programmes that are full of intellectual activities. The material contains; discussions, commentaries, tutorials, games, simulations and other such activities selected and guided by the teacher in line with the set educational objectives or goals.
v. Entertaining Device: It is specially designed to carry along entertainment in form of music, dances and other lively activities to ward off boredom and conditions the students to absorb more knowledge.
Teaching materials have always played a very vital role in the history of Nigeria education. There are different types of teaching materials some of them are listed below:
Audio Materials
They are teaching and learning materials which can be heard. These include records and record players, tape recorders and radio etc.
Visual Materials
These are teaching and learning devices that could be seen. They include non-projected, pictorial mobile, three dimensional projected materials and pictures.
Audio Visual Materials
These are capable of being seen and heard. They include 16mm sound firm, 8mm sound firm, television and video tapes etc.
Information usually are or two film, audio i.e. what you can hear, e.g. spoken words, radio talk etc. visual are what you can see e.g. film slides, posters, charts etc in ramification audio visual materials stimulates interest and gives concreteness to abstract concept.
Audio materials have great impact on teaching and learning process. They promote a mood of mutual understanding and sympathy in our classroom. They bring about significant changes in student behavours; they show the relationship of subject matter and interest of pupils with a consequently heightening of motivation of learning.
Video Tape
Video tapes, allow the students teachers to see and hear his or herself as others see and hear him or her, when teaching. Organization or lack of it is much more obvious when the action is played back. The value of formal lecture in the presentation of instruction can already be seeing. Lack of clear lesson objectives becomes obvious; speech mannerisms which can act as distraction to learners also become obvious.
Films are also commonly used to arouse and sustain the interest of students in learning activities.
Though funding, equipment, lack of time, and knowledge are known obstacles to successful technology integration, a critical component in meeting teachers, critical component in meeting teachers, technology needs is responding to teacher's beliefs toward technologies. Teachers basically had to contend with two factors (with technology adoption); (a) the psychological effect of change and (b) learning to use microcomputer technology". Understanding teachers' beliefs towards technology play an essentials role in successful technology adoption. Teachers who participated in a two-year technology integration program improved their technology self-efficacy and their interest in learning more about how technology could impact the curriculum. In addition, they also noted, "teachers who interpret their interactions with computers as indicative of high grow in self-confidence, regardless of their experience". Research also reveals that before teachers use technology for instruction, they must be personally convinced of its benefits and must see the utility of using a particular technology. Before technology is used in the classrooms, teachers focus attention upon their students. They want to know what impact it will have on students' learning outcomes. Teachers use technology because it motivates students and offers a different mode of presentation. Instead of using computers for drill and practice, more confident teachers use technology as an instructional tool to enhance students' learning. Successful technology adoption in teachers' classrooms is dependent upon school administrators providing an individualized, differentiated process of training and implementation. Teachers' technology beliefs are influenced by their philosophy. Resistance to adopting new technologies stem from teachers' existing teaching beliefs. For technology adoption to be successful teachers must be willing to change their role in the classroom. When technology is used as a tool, the teacher becomes a facilitator and students take a proactive role in learning. There is a consistent relationship between teachers' perspectives about the instructional uses of computers and the types of software they used with their students". Often, this change of teaching philosophy and methods focuses on learners-centered teaching and constructivist teaching practices.
This article has shown that when appropriate media (i.e audio-visuals) are integrated into the curriculum to complement the traditional method, higher learning outcomes in terms of achievement scores would probably result. Secondary students taught with the audio-visual materials achieved better than student taught with the traditional method. Performance was significantly improved by the use of audio-visual materials approach in teaching. The mean achievement of both male and female students was significantly improved by the use of audio-visual materials.
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