This study was designed and conducted as an investigation into the effective use of teaching aids on teaching of Oral English in selected secondary schools in Ikere local government.
The research work focuses on four (4) randomly selected secondary schools in Ikere local government. One hundred and sixty students were sampled using simple randomization technique and questionnaire was the main instruments used for data collection, simple percentage analysis was used to analyse the data collected.
Oral English is an important subject under English language in secondary schools. Student’s performance in Oral English examination is as a result of the way in which the subject is being taught.
The effects of teaching aids on the teaching and leaning of Oral English cannot be discarded with a wave of hand, some of us are not equipped with enough teaching aids. Textbooks and chalkboard are the only teaching aids that are available in most of the secondary schools.
This project dealt with how teaching aids can be used effectively, how the teachers and schools can provide teaching aids, and how the various problems discovered during the cause of carrying out the research study can be overcome leading to effective teaching of Oral English in our secondary schools.
TABLE OF CONTENTS
Table of contents
Statement of the problem
Purpose of the research
Significant of research
Scope of research
Definitions of terms
Review of related literature
Population of the study
Sample of the study
Instrument for data collection
Validation of the instrument
Reliability of the instrument
Administration of the instrument
Data analysis techniques
Presentation and analysis of data
Summary, Conclusion and Recommendation
BACKGROUND OF THE STUDY
Language study is the study of the process of communication through verbal and non¬ verbal symbols. Traditionally, it has been concerned with the oral and written aspects of language and literature as well as non-verbal signals. Such aspects are easily learned and understood in a mother tongue.
Although English is not the Nigeria child’s mother tongue, it is currently the official language of the nation, hence it has to be learnt as a second language. The aim of teaching English Language in Nigeria, therefore is to enable citizens to communicate orally and literally in English speaking.
The importance of the English Language in the Nigeria educational system therefore can not be over emphasized. To ensure that it is well mastered by every child, it is the language of instruction from the fourth year of primary schooling through secondary and university level. The term teaching aids involve oral and visual supports. They involve all that is perceptible to the senses which at any point in time the instructor selects in a teaching situation, ranging from the piece of chalk up to the laboratory or workshops, all shades of modern audiovisual technology involving radio broadcasts, film and television, the video and magnetic recordings have been phenomenon in recent times. Additionally, it would not be an overstatement to stress that the classroom itself, the school premises, and the society at large in which the child is begotten and is nurtured up to adulthood could all be regarded as unstructured or unorganized amalgam of teaching aids. The major participants in the realms of teaching aids are the teacher and the pupils.
STATEMENT OF THE PROBLEM
It has been observed that despite the large time allocated to the teaching of Oral English in our secondary schools, the students are still performing woefully and one begins to wonder why this is so and there is non-availability of teaching aids in our schools and even where is any, there may not electricity to operate them and qualified personnel to operate them. In additional, where there are tape recorder, the school principal often confiscate into their personal use.
1. Are there any instructional materials for Oral English in your school?
2. Is there any contribution from school authorities, Government, Parents and Parent’s Teacher’s Association as regard the provision of teaching aids?
3. Is there any way the use of teaching aids can develop your knowledge and skills in Oral English?
4. Is there any problem a teacher may face in improvising teaching aids?
5. Are there any ways of overcoming the problem teachers may face in improvising teaching aids?
PURPOSE OF THE REARCH
Purpose of this research is to:
1. define teaching aids
2. identify different types of teaching aids for the teaching of oral English.
3. find out the effects of teaching aids as it affects the students performance in oral English.
4. make possible suggestion for further research.
5. through this research work, users will make use of suggested ways in selecting and constructing teaching aids in order to achieve educational objectives.
SIGNIFICANCE OF THE RESEARCH
To a large extent, a good teacher cannot do without using teaching aids in the teaching and learning process. It is therefore paramount that at the end of the research work, the classroom teacher would be able to know more about the importance and effectiveness of usage of instructional material, and, the policy planner would also find it is as blue print for formulating methodology policy.
SCOPE OF THE RESEARCH
This research study covers the effective use of teaching and learning of oral English in selected secondary schools in Ikere Local Government Area of Ekiti State.
The inevitable circumstances like time facts, wideness of the local Government Area and financial constraints, the research work is limited to four schools.
DEFINITION OF TERMS
It is not easy to find a generally acceptable definition of instructional materials because of its numerous definitions and name given to it by different authorities such as instructional aids, material teaching aids, audio visual aids, or resource materials to mention just few. Each teacher looks at instructional materials in the context of Oral English from their various disciplinary perspectives. The term instructional materials is relative term, place and situation. It also vary in many ways, types and the way they are engaged in relative frequency, regularity and versatility. But to enhance comprehension, objectivity and effectiveness of this research, some important term that are unavoidable are explicitly defined below:
(a) Audio Aids: They are interchangeably referred to as auditory or aural aids, but regardless of it nomenclature, they all mean the same thing. Audio aids are some of the instructions materials which enable the pupils to use of their sense of hearing in the teaching and learning process.
(b) Audio visual Aids: These are some compact in nature and it appeals to the two senses.
(c) Curriculum: A deliberate systematic planned experience offered to learners under the guidance of the school to effect positive changes in behaviours.
(c) Value: A standard or idea, which most people have about the worth of good qualities of society culture.
(e) Teaching: Teaching is a term synonymous with training but there is distinction between these two activities when viewed from the stand print of task achievement analysis. However, teaching is a process that has a specific interest of preparing the pupils to perform certain task properly.
(f) Learning: This can be said to any change of behaviour which is as a result of experience and which can cause people to face later situation.
(g) Projected media: These are the media that require electricity before their projection can take place e.g. slides, films
(h) Non -projected media: Electricity is not required before their projections take place e.g. radio, picture, model chart and cartoon.
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