AVAILABILITY AND UTILIZATION OF AUDIO –VISUAL AIDS AMONG NURSE EDUCATORS IN SCHOOLS OF NURSING IN ANAMBRA STATE

AVAILABILITY AND UTILIZATION OF AUDIO –VISUAL AIDS AMONG NURSE EDUCATORS IN SCHOOLS OF NURSING IN ANAMBRA STATE

CHAPTER ONE

INTRODUCTION

Background to the study

The teacher’s task is by no means easy as it involves someone who has some ideas, knowledge, information or experiences trying to share what he or she has with someone else who does not have a similar experience. It is a communication task which requires the teacher to use every available means to convince the learners to buy his/her ideas or accept the message. It is not enough for the teacher to give information, he or she must support what he or she says with educational media which appeal to the learners’ sensory experience so that learning may be effective.

Audio visual aids, otherwise referred to as educational media, could be defined as the wide variety of equipments and materials used for teaching and learning by teachers and students (Okechukwu, 2010). They are instructional materials by which the teacher, through the utilization of more than one sensory channel is able to clarify, establish and correlate concepts, interpretation and appreciations. They make dynamic learning experience more concrete and realistic. The use of audio visual aids improves students’ critical and analytical thinking.

In the past, a teacher effectiveness depends on his knowledge of the subject matter, knowledge of how to organize and present content meaningfully and an understanding of those being taught, but today, much emphasis is placed upon   the use of audio visual aids.  Audio visual aids make learning more permanent in the minds of the learners because people remember about 90% of what they see and do.  Gana (2000) opined that the successful utilization of any audio visual aid depends on the wisdom and the resourcefulness of the teacher.  The teacher should make adequate use of available audio visual materials on his everyday teaching. This will arouse the interest of the students and enable them see things in their natural setting.

When education was introduced in Nigeria in the past, chalkboards, charts, pictures and some concrete objects were only used as audio visual materials, but with the recent developments in the education system, materials like model, television, computer and radio-tape recorderare now being used in the schools. Audio visual aids are very crucial to the proper implementation of any curriculum used in the education process (Eze, Ani,& Eya, 2007). Learners are supposed to see, hear, feel, touch and practice whatever they are learning, and for every academic delivery to be effective, cognizance should be taken of the present day education and technology and their efficient gadgets and techniques resulting in improved way of learning.  The teacher as a chamber of knowledge has to improve his mode of lesson delivery to be in line with the current trend.  He cannot remain static in a world that is constantly changing educationally and technologically, he should familiarize himself with the innovation that abound in his profession so as to cope with up-coming challenges. This is because one way of ensuring that the learner is being carried along in the process of learning is by the provision and utilization of audio visual aids in teaching. When teaching is appropriately done with appropriate  audio visual aids, it has a direct impact on students’ achievements since their interests in learning are stimulated (Abbatte and Mcmahon 2002).

Education is a life long activity, therefore, a learner must be supplied with the necessary skills to enable him or her perform effectively in his or her environment and the world at large.  The learner can only have this information through the good use of audio visual aids in conjunction with the presented learning materials. Education experts and experienced teachers agree that the use of audio visual aids helps the students whose teachers constantly and gainfully employ those materials because they tend to perform better academically than those whose teachers rarely employ audio visual aids in their teaching.

According to Nwosu (2005), nurse tutors that have audio visual aids in their schools lack knowledge on how to use them while teaching so as to achieve a desirable change in behaviour of learners.  For instance, some teachers in some Schools of Nursing in Nigeria today lack knowledge on how to operate computer which can be used to make teaching and learning both interesting and effective.In enumerating the factors that could be responsible for varying intra-and inter-school/academic achievement, Ukeje (2009) listed four important factors including the acute scarcity of audio visual aids which he said constrained educational systems from responding more fully to new demands. He claimed that, in order to do their part in meeting the crisis in education, educational systems will need audio visual aids that money can buy, they will need a fuller share of the nation’s manpower, not merely to carry on the present work of education, but to raise its quality, efficiency and productivity. They will need buildings, equipments and more audio visual aids.

According to Adjai (2005), there is pleasure in teaching job when audio visual aids are used and intended results are realized.  They make what would have been an abstract idea concrete and brightens what would have been dull lesson. When audio visual materials are used, the lessons are always interesting and highly enjoyed by the students.  This carries success with it and creates a lasting impression in the students. Since the use of audio visual materials in teaching and learning in our Schools of Nursing would go along way in improving the academic performance of students,  this study was designed to investigate the  availability and utilization of audio visual aids among the nurse educators in Schools of Nursing in Anambra State, Nigeria.

Statement of the problem

The ability of the audiovisual aids to provide effective teaching and learning is being continually undermined and called into question.The use of audio visual aids for effective teaching and learning suffer in the hands of uninterested teachers and educational policy makers, who fail to recognize the importance of the use of audio visual aids in Schools of Nursing (Ofoefuna, 2006).

Inspite of the fact that audiovisual aids are the supportive input for any academic institution for teaching, learning and research, it is observed that various institutions’ managements are not providing adequate audio visual aids for their institutions (Flyner, 2002).Also, in some places where these teaching aids are available; the teachers do not put them into maximum use. The reason for this attitude may be because teachers engage themselves in so many other activities, with desire and haste of some teachers to cover the syllabus or scheme of work, instead of making their teaching more meaningful and imparting (Egbuna, 2010).

Furthermore, most schools lack funds and as a result, they find it difficult to purchase the audio visual aids.Generally, failure to use audio visual aids in teaching and learning results in lack of interests among the students. This affects the academic performance of the students.  In the light of this, this study investigated the availability and utilization of audio visual aids among nurse educators in  Schools of Nursing, in Anambra State.

Purpose of the study

The purpose of the study is to investigate the availability and utilization of audio visual aids among teachers in Schools of Nursing in Anambra State, Nigeria.

Objectives of the study

The specific objectives for this study were: To:

Determine the availability of audio visual aids to the teachers.

Determine the teacher ‘s level of utilization of audio visual aids

Identify the challenges teachers encounter in using audio visual aids

Identify the strategies to overcome the challenges encountered by teachers in using audio visual aids

Hypotheses.

There is no significant difference in the utilization of audio visual aids between male and female teachers.

There is no significant difference between teachers’ experience and their utilization of audio visual aids.

There is no significant difference between teachers’ ranks and their utilization of audio visual aids

The challenges encountered by the teachers have no significant influence on their utilization of audio visual aids.

Significance of the study

It is expected that findings from this project work could immensely offer valuable insights to the researchers in education, who are likely to use this research work as a reference material, to enable them develop the field of teaching-learning process.

The findings of the study will help to properly establish and place audio visual aid in its rightful position within the set up of the Schools of Nursing under research.

It will also help to identify availability or non-availability, use or non - use and inadequacies of audio visual aids in the areas to be covered by this study with a view of alerting the authorities on its implications.

Moreover, the data from the findings when presented to the regulatory body of Nursing and Midwifery Council of Nigeria will enable them see the need for mandating all training schools to utilize audio visual aids in teaching and learning process. This will improve academic performance of students.

The study would enable the governments to provide adequate facilities, equipments and well equipped libraries to schools. This will go a long way to facilitate teaching and learning in Schools of Nursing.

To the educational administrators, this study will serve as a guide to design appropriate in-service training programmes to update teachers’ skills in knowledge and use of audio visual aids.

Finally, the findings from the study will provide opportunities for teachers to develop proactive approach towards the use of audio visual aids. It will also enable the School of Nursing teachers to always use audio visual aids to give concrete representation of abstract ideas and then motivate the students to make their own audio visual aids that will lead them through the lesson.

Scope of the study

The study was delimited to male and female nurse educators in Schools of Nursing in Anambra State. It was delimited to determining whether teachers use audio-visual aids in teaching and learning, whether audio-visual aids are available in Schools of Nursing in Anambra State and the challenges teachers encounter in using audio-visual aids.

Operational definition of terms

Availability of audio visual aids refers to the audio visual materials which the school authority is able to locate and afford.

Teachers’ use of audio visual aids refers to the teachers’ easy manipulation of the audio visual aids in a teaching situation.

Audio visual aids are those facilities, equipments and materials like computer, power point, television, model, specimen, white board, etc which are utilized by a teacher to illustrate, emphasize and explain a lesson with the intention of  making the lesson clearer to the learner.

 School of Nursing  is a type of educational institution or part thereof, providing education and training to become a fully qualified nurse.

Nurse educator is a nurse who designs, implements, evaluates and revises   academic and continuing education programmes for nurses.

.

Click Here To Get The Complete Project »

How To Write Chapter Three Of Your Research Project (Research Methodology)

  • Methodology In Research Paper


    Chapter three of the research project or the research methodology is another significant part of the research project writing. In developing the chapter three of the research project, you state the purpose of research, research method you wish to adopt, the instruments to be used, where you will collect your data, types of data collection, and how you collected it.

    This chapter explains the different methods to be used in the research project. Here you mention the procedures and strategies you will employ in the study such as research design, study design in research, research area (area of the study), the population of the study, etc. You also tell the reader your research design methods, why you chose a particular method, method of analysis, how you planned to analyze your data.

    Your methodology should be written in a simple language such that other researchers can follow the method and arrive at the same conclusion or findings.

    You can choose a survey design when you want to survey a particular location or behavior by administering instruments such as structured questionnaires, interviews, or experimental; if you intend manipulating some variables.

    The purpose of chapter three (research methodology) is to give an experienced investigator enough information to replicate the study. Some supervisors do not understand this and require students to write what is in effect, a textbook.

    A research design is used to structure the research and to show how all of the major parts of the research project, including the sample, measures, and methods of assignment, work together to address the central research questions in the study. The chapter three should begin with a paragraph reiterating the purpose of research. It is very important that before choosing design methods try and ask yourself the following questions: Will I generate enough information that will help me to solve the research problem by adopting this method?

    Method vs Methodology

    I think the most appropriate in methods versus methodology is to think in terms of their inter-connectedness and relationship between both. You should not beging thinking so much about research methods without thinking of developing a research methodology.

    Metodologia or methodology is the consideration of your research objectives and the most effective method and approach to meet those objectives. That is to say that methodology in research paper is the first step in planning a research project work.

    Design Methodology: Methodological Approach

    Example of methodology in research paper, you are attempting to identify the influence of personality on a road accident, you may wish to look at different personality types, you may also look at accident records from the FRSC, you may also wish to look at the personality of drivers that are accident victims, once you adopt this method, you are already doing a survey, and that becomes your metodologia or methodology.

    Your methodology should aim to provide you with the information to allow you to come to some conclusions about the personalities that are susceptible to a road accident or those personality types that are likely to have a road accident.

    The following subjects may or may not be in the order required by a particular institution of higher education, but all of the subjects constitute a defensible in metodologia or methodology chapter.

    Click here to complete this article - How To Write Chapter Three Of Your Research Project (Research Methodology)

TESTIMONIES FROM OUR CLIENTS


Please feel free to carefully review some written and captured responses from our satisfied clients.

  • "I love what you guys are doing, your material guided me well through my research. Thank you for helping me achieve academic success."

    Sampson, University of Nigeria, Nsukka.
  • "researchwap.com is God-sent! I got good grades in my seminar and project with the help of your service, thank you soooooo much."

    Cynthia, Akwa Ibom State University .
  • "Sorry, it was in my spam folder all along, I should have looked it up properly first. Please keep up the good work, your team is quite commited. Am grateful...I will certainly refer my friends too."

    Elizabeth, Obafemi Awolowo University
  • "Am happy the defense went well, thanks to your articles. I may not be able to express how grateful I am for all your assistance, but on my honour, I owe you guys a good number of referrals. Thank you once again."

    Ali Olanrewaju, Lagos State University.
  • "My Dear Researchwap, initially I never believed one can actually do honest business transactions with Nigerians online until i stumbled into your website. You have broken a new legacy of record as far as am concerned. Keep up the good work!"

    Willie Ekereobong, University of Port Harcourt.
  • "WOW, SO IT'S TRUE??!! I can't believe I got this quality work for just 3k...I thought it was scam ooo. I wouldn't mind if it goes for over 5k, its worth it. Thank you!"

    Theressa, Igbinedion University.
  • "I did not see my project topic on your website so I decided to call your customer care number, the attention I got was epic! I got help from the beginning to the end of my project in just 3 days, they even taught me how to defend my project and I got a 'B' at the end. Thank you so much researchwap.com, infact, I owe my graduating well today to you guys...."

    Joseph, Abia state Polytechnic.
  • "My friend told me about ResearchWap website, I doubted her until I saw her receive her full project in less than 15 miniutes, I tried mine too and got it same, right now, am telling everyone in my school about researchwap.com, no one has to suffer any more writing their project. Thank you for making life easy for me and my fellow students... Keep up the good work"

    Christiana, Landmark University .
  • "I wish I knew you guys when I wrote my first degree project, it took so much time and effort then. Now, with just a click of a button, I got my complete project in less than 15 minutes. You guys are too amazing!."

    Musa, Federal University of Technology Minna
  • "I was scared at first when I saw your website but I decided to risk my last 3k and surprisingly I got my complete project in my email box instantly. This is so nice!!!."

    Ali Obafemi, Ibrahim Badamasi Babangida University, Niger State.
  • To contribute to our success story, send us a feedback or please kindly call 2348037664978.
    Then your comment and contact will be published here also with your consent.

    Thank you for choosing researchwap.com.