CHAPTER ONE

INTRODUCTION

1.1 Background Of The Study

Education is defined as the aggregate of all the process and means by which a person
develops abilities attitude and other forms of positive behaviors and value in the society in
which he or she lives (Ikporukpo, 2011). Developing country like Nigeria requires
education to promote development of its people and facilitate country economics
transformation federal republic of Nigeria (FRN, 2013). In Nigeria policy in education
(NPE, 2013) it is stipulated that a good education system in any country must be effective
in both quality and quantity federal republic of Nigeria (FRN, 2013). Nonetheless, current
education system in Nigeria is characterized by low student achievement and performance
as seen in poor national examination result one year after another (Omari, 2013 and David,

2014).

Science has played a part in the development and fulfilment of the needs of many countries.
For instance, major advances in science and technology have helped nation to promote
efficiency. Self-reliance and the overall well-being of humanity through inventions /
innovations in telecommunication transportation, health, agriculture etc. (Oyediji, 2010).

Science affects every aspect of our lives: what we eat and what we wear, wha we saw as
work, what we do as play, what we think and what we feel, even how we are born and how
we die. Few moments in our lives are untouched by the product and process of science.

As a field of science, biology helps the ways its many species (including humans)
functions, evolve and interact. Advance in medicine, agriculture, biotechnology and many
other areas of biology have brought improvement in the quantity of life. Fields such as
genetics and evolution give insight into the past and can help shape the future and research
in ecology and conservation inform how we can protect this planets precious biodiversity.
Also, as human biology focus on how we got here, how we function and the role we play

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in the natural world (David, 2014). This help us to better understand human health because
we can learn how to stay health and how disease and injuries can be treated.

In Nigeria, the national policy on education (NPE, 2015) clearly spells out the objectives
of science teaching from pre-primary to tertiary level. Specifically, at the secondary level
it entails equipping students to live effectively in our modern age of science and
technology.

The global change in science curriculum arising from knowledge explosion and new wave
in science and technological development demands for qualitative science teaching.
According to Oludipe and Lasis (2015) the change calls for the provision and utilization
of resources which tend to enhance the effective teaching and learning of science.
Resources materials are all the material objects and aids that can be used in helping children
to learn. Achimagu (2015) classified resource materials into classroom / laboratories
equipment / chemicals and textual / audio visual materials. For the purpose of this work,
resources for science teaching are classified into material and human resources human
resources refers to science teachers and laboratory attendants. While material resources
play an integral role in teaching and learning of science as they serve to stimulate thinking,
make learning enjoyable, interesting, exciting and concrete.

Jekayinfa (2011) suggests a catalogue of useful visual aids that are good for teaching
biology i.e. picture, post cards, diagrams, maps, filmstrips and models. Gbamanja (2013)
opined that the used of materials in teaching could make learning more practical’s,
applicable and meaningful.

Jekayinfa (2011) said that selection of material which are related to the basic content of a
course or a lesson, help in depth understanding of such a lesson by the students in that they
make the lesson attractive to them, thereby arresting their attention and thus, motivating
them to learn. He suggested a catalogue of aids which could be used to teach biology. He
advocate the use of pictures which will help children in grounding their thought and
feelings, he said that pictures used as alternatives to real objects where it is impossible to

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show students the real objects where it is impossible to show students the real objects and
they do serve effectively in tan imagined activities.

The use of visual aids in teaching is a modern techniques in teaching and learning process.
Visual learning materials can be quite effective in enriching the classroom experience for
students difficult to portray inside the classroom. (Katsioloudis, 2007). There is an
extensive evidence in the literature to support the claim that the use of digital visual
materials either static images or video in the instruction levels and can also significantly
improve their achievement in retention and comprehension task across all grades of
schooling (ranging from middle school all the way up to university education) and in
almost all curriculum although science education seems to have received the greatest
amount of research attention (Katsioloudis, 2007),.

There is a general consensus among both researchers and practitioners that visual materials
are effective in the classroom only when used as a supplement and not as a substitute to
basic teaching tools like textbook blackboards and the teachers voice (KAtsioloudis, 2007).
However the issues of how to use visual materials to play this supplemental role so as to
maximize their preligical impact is still a subject of debate and research (Su, 2009). The
issues is particularly pertinent for school in developing regions where such aids are just
beginning to find their way into the classroom while the standards of teaching in the
schools remains below par.

Visual aids are tools that help to make an issues or lesson clearer or easier to understand
and known (picture, models, maps, real object etc.) Cartier (2011). The reason for
accepting Biology as a displace to be taught by the use of visual aids are not farfetched.

Science generally seems especially suitable for visual (Cartier, 2011) because;

- It increate the amount of knowledge transferred to learners at a specific time.

- It reduces the work of labor of teachers in their transferring of knowledge of learners
- Students can learn in their own with it

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 - It gives schools an opportunity to do some desirable things which otherwise are not
possible or feasible which can be handle more easily and effectively.

The National Policy on Education (NPE) recognizes the role of visual materials in
enhancing students learning and performance. Since independence there has
unprecedented effort to establish and consolidate the use of visual material at schools and
other learning institutions. In 20004, for example, Nyerere Issued education for self-
reliance (ESR) paper on educational policy which among other thigs, insisted that
education should be practical, based on real life and provide opportunities for students to
comprehend concepts from their prior knowledge and experience (Mtitu, 2014). Through
education for self-reliance (ESR) policy implementation, student were to learn by
observing and practicing various productive activities (Ahmad et al., 2014)

The revision of secondary school curriculum by ministry of from content to competence

based curriculum in 2005 further highlighted the use of real life demonstrations and visual
materials in order to develop learners competence teaching in different subjects and
facilitate teaching of real life skills (Kiita and Tilya, 2010).

Yola town Capital of Adamawa state and eastern Nigeria. The town is served by the port
of jimeta 15.5miles (9km) on the river Benue river, about 500miles (800km) with the
Niger. Yola has road connections with Numan, Jalingo, Ganye, Fufore and Jimeta.

Like other public secondary school in Nigeria, poor student academic performance
is noted in Yola north Post Primary School Management Board (PPSMB, 2019). The
situation is alarming and poses a serious threat to the achievement of highly aspired
national industrials economy. If allowed to continue, it will discourage government
initiatives to promote quality basic education. It will also hamper the success of
development vision I Yola North Local Government which intends for Yola North to be
an educated and learning society by 2025. Hence, this research finds it necessary to
investigate the root cause of poor students’ academic performance of biology student in
Yola North senior secondary schools by focusing on the contribution of visual aids.

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1.2 Statement of the Problem

The study is to investigate the correlation between the use of visual aids and the rate at
which the students improve in their achievement, the study public secondary schools in
Yola North Adamawa State.

However, the problem that promoted this research was the poor performance of student in
Biology in public secondary schools in Yola North local government area of Adamawa
state.

1.3 Purpose of the Study.

The main purpose of this study is to find out the effect of the use of visual aids on the
academic achievement of students in Biology in SS2 specially the study intendeds to:

Find out the effect of the use of:

i. Model in teaching on the academic achievement of student in biology

ii. Picture in teaching on the academic achievement of student in biology
iii. Diagram in teaching on the academic achievement of student in biology

1.4 Significance of the Study

This work will be of immense benefit to teachers and government. It will furnish them with
number of educational visual aids available in school and the extent to which they are
properly utilized so that the biology teachers will be efficient, effective and dedicated to
work by imparting meaningful and positive learning into the students.

1.5 Research Hypothesis

From the stated objective the following hypothesis are to be tested:

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H0I. There is no significant difference in the academic achievement of student that are
taught biology with the use of model and those that are not taught with the use of
model.

H0II: There is no significant difference in the academic achievement of students that are
taught biology with the use of picture and those that are taught without the use
of picture.

H0III: There is no significant difference in the academic achievement of student that are
taught biology with the used of diagram and these that are not taught with the use
of diagram.

1.6 Limitation of the Study

The study is limited to the effect of visual aids on the academic achievement of senior
secondary school student in Biology, senior secondary schools in Yola north local
government area of Adamawa state were used as sample for the purpose for the purpose of
this study due to time frame and financial constraint of the researcher.

1.7 Definition of Terms.

It is important that one describe and defines the terms specifically used in this project in
order to ensured total clarity of all terms.

Visual Aids: it refers to a device through which the learning process may be encourage or
carried out through the sense of sight and touch. Visual aids include: Map, Picture, wall
charts and photographs.

Academic Achievement: it is the display of evidence of knowledge scholastic achievement

of skills develop as shown by the scores in an examination

Pre-Test: Test treated of the topic it is usually given before the teaching process to know
the background knowledge of the learner concerned.

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Post-Test: This is administered after the treatment of the topic. It is usually given at the
end of the learning and was designed to know the achievement gain of knowledge in the
treated topic.

Senior Secondary School: the last three years spent under the second tiers programme of
secondary school education of the 6 – 3 – 3 – 4 system.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter provides an overview of literature related to the effect of visual aids in relation
to students’ academic achievement. It is organized to cover the general overview of visual
aids, categories of visual aid, importance of visual aid and essence and development of
visual aids in teaching as well as literature review on visual aids focusing on the various
definition of teaching effectiveness. It also presents the visual aid and learning
achievement in Nigeria and the summary of the chapter.

2.2 General Overview of Visual Aids

The term visual aid has been defined by many scholars. Budinski (2015) views visual aids
as any materials or demonstrations presented during an oral presentation to support or
enhance verbal message. According to this view, well prepared visual aids are useful in
complementing unclear and incomplete information communicated orally by the teacher.
Dash and Dash (2017) conceptualize visual aids as devices that enable learning by
appealing to the sense of vision or eyes of the learner. This line of thinking is supported by
Bove´e (2013) who perceive visual aids as important tools for reinforcing teachers’ ideas,
building credibility, and conveying information more effectively while leaving less room
for learners to misinterpret the information presented by the teacher.

On the other hand, lmogie and Agun (2018) see visual aids as any materials which
are employed during teaching in order to facilitate learning by stimulating visual senses.
From this view, visual aids are more useful in enabling learning as they provide additional
stimuli apart from oral information given by teachers. This implies that visual aids enable
learners to obtain concrete realization of objects and phenomena. More recently, Hamilton
(2014) has defined visual aids as anything presented to an audience in a form that listeners
can see to supplement the information they hear. For the purpose of this study, visual aids

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refer to any instructional devices that appeal to the sense of sight used by teachers to
facilitate meaningful learning. They include real objects (realia), models, specimens and

pictures.

2.2.1 Categories of Visual Aids

Visual aids may be identified into two sub-categories: projected and non-projected (Pike,
2013; Rather, 2014; Mangal and Mangal, 2019). Let us start with projected visual aids.

2.2.1.1 Projected Visual Aids

Hussain et al. (2019) define projected visual aids as pictures shown upon a screen by use
of a certain type of machine such as a filmstrip projector, slide projector, overhead
projector or TV/VCR. On the same matter, Okaw (2015) asserts that projected visual
materials are those instructional materials which require projection for viewing.
Accordingly, Dash and Dash (2017) perceive that projected aids as those visual aids where
a bright light is passed through a transparent picture by means of lens and enlarged picture
is shown or projected on the screen or the white wall.
Projected visual aids include silent motion picture and filmstrips, computer graphics,
epidiascope, magic lanterns, macro projections, and projection with the opaque and
overhead projectors (Wilson and Brent, 2005). In relation to projected visual aids,
Abdullahi (2018) surmise that a lighted screen has advantage of attracting student’s
attention and teachers should therefore select and project visuals for the sole purpose of
sustaining the attention of their students. He further adds that projected visual aids may be
used as substitutes for the real things, in particular, those that are either too far away, too
dangerous or too big to be brought in to class room or too small to be seen by the human
eye or inaccessible because of their cost or importance.

According to Aboyade (2011), projected visual aids are expensive, sophisticated

and require light or power source such as electricity to be operated. They also significantly
reduce influence of the teacher in the learning process as they are not flexible enough to
allow extensive modification to reflect the lesson taught. Likewise, McArdle (2015)

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explains that projected visual aids are useful for large groups of people because everyone
in the audience can see them properly.

On this matter, Barnes (2013) suggests that an advantage of projected visual aids
over non visual aids is that they can be used to project any kind of materials that is written,
drawn, or printed. He also adds that this type of projection can be used in a fairly well lit
room, which facilitates easy note taking and teacher interaction with learners. In support
of this, Boor (2013) explains that when projected media materials are used in teaching,
they improve interaction between teacher and learners and give instructions a more
scientific base through providing a framework for systematic instructional planning. After
learning about projected visual aids, let us dwell on non-projected visual aids.

2.2.1.2 Non-Projected Visual Aids

These are visual aids that do not require any form of projection before they can be used.
Visual aids in this group do not require projector, projector screen and electricity
(Anyanwu, 2013). Non-projected visual aids can be print or non-print materials (Sisiliya,
2013). Print materials are the journals, textbooks, newspapers, magazines, periodicals, and
others while Non-print materials include chalkboard, felt board, bulletin board,
photographs, posters, pictures, maps, graphs, wall charts, flip charts, globes, realia, models,
specimens, and textbook illustrations.

According to Jurich (2011), the use of non-projected visual aids such as pictures in
teaching provides individual students with a tool to connect new words to a known
meaning. This facilitates understanding and memorization. In addition to that, Iwu et al.
(2011) maintain that non-projected visual materials such as specimens are particularly
useful in enabling effective teaching of science concepts as it makes the science teachers
work easier. According to Akram et al. (2012) models present simplified form of abstract
and complex concepts so that learners can easily understand.
Interestingly, Dash and Dash (2017) observe that non-projected visual aids are
simple to use as they can be shown, hung on the wall, touched and handled by every child.

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They are usually easily available and can be procured from local environment or produced
by teachers in the staffroom. Moreover, Hilmi and Sim (2017) assert that, these aids can
be of great variety of size, shape or color, with local interest or appeal. They can also be
adapted to the needs of a variety of subjects. After going through the general overview of
visual aids, let us see the essence and development of visual aids in teaching.

2.3 The Importance of visual aid in the Teaching and Learning process

The secondary school could not have expended so much time and money in instructional
material unless they were expected to be of benefits to the teaching and learning. Thus,
apart from the belief that visual aid would provide the immediate solutions to the visual
problems caused by increasing student’s enrolment and teacher shortages, there are other
universal benefits of the field which could also be applicable to teaching and learning.
Among the numerous importance, the following are those that relates to the visual aid used
in teaching and learning as listed by Roblyer (2014).

Visual aid make education more productive by exercising its ability to speed up the
rate of learning thereby helping the teacher to make better use of his time taking over some
of the teacher’s routine job of information transmission. It also makes instruction more
powerful by stimulating reality, bringing distant and remote events to students,
compressing and expending time, magnifying or reducing the size of objects and many
more. It makes learning more immediate by helping to bridge the gap between the world
outside and the world inside the classroom. It provides a more scientific base, visual aid
avails its framework necessary for designing conditions of learning that are closely based
on what is known. By individualizing education, visual aid if properly applied can open
diversified way through which individual learning needs are not rather than administrative
convenience. It helps in focusing attention and motivating learners when appropriate
educational media are used to introduce, develop or conclude a lesson.
All visual aid have the attributes of helping the learner to acquire, retain and use
abstract symbols, visual aid make ideas concrete. All through the ages, the fact has been

11
proved again and again that visual aid help to learn better (Onasanya & Adegbija 2017).
The use of visual aid while teaching will go a long way in equipping the students for the
life after school. This is because the students while learning with visual media such as
slides, computers and films, decodes information in more concrete terms assist them to
learn more effectively. This perspective later developed into visual communication, the
branch of educational theory and practice primarily concerned with the design and use of
messages which control the learning process (Seels & Richey, 2014).

In the normal school and classroom setting, most of the information and instructions
that are disseminated to the students are abstract but if visual aid that are available within
the school environment are used, the students will be able to acquire skills which enhance
their understanding of the contents being taught.

2.4 Teaching Effectiveness of Secondary School Teachers

Academic achievement of students in Nigeria particularly the students from the

study area, on the average has witnessed a steady decline in recent times. Ozordi (2010),
reflecting on the state of education in the country lamented that the present-day secondary
school students on the average, can no longer do what primary school pupils used to do in
those days academic wise. Poor performance of students may partly be attributed to
ineffectiveness of teachers among other factors; hence the necessity to investigate the
teaching effectiveness of biology teachers.

The term effective teaching and the instruments for its measurement has generated
a lot of controversy all over the world and hence there has been no consensus on the
definition of teaching effectiveness because there is little or no agreement on what good
teaching should be. Effective teaching is synonymous with teaching (teacher) effectiveness
and has been defined in three basic ways (Evans, 2006). These includes: Teacher’s
personalities, teacher-student interactions and teacher’s impact on students’ behavior. The
process and product aspects of teaching are well represented in these definitions. The
process aspects of teaching bear direct relationship to teacher’s personalities and teacher

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pupil interactions (Evans, 2006). Similarly, the product aspect bears direct relationship to
teachers’ impact on pupil’s behavior.

Regarding teacher’s personality, Afe (2013) defined teaching effectiveness as the type of
teaching characterized by the exhibition of intellectual, social and emotional stability, love
for children and positive disposition towards the teaching profession and ability to inspire
good qualities in students. It was also defined by Evans (2006) as a manifestation of
knowledge of content, skills in lesson presentation and creating desirable atmosphere for
learning. It has been suggested that teacher’s good teaching personalities should be able to
translate to impartation of quality knowledge to students. Along teacher pupil interaction
line, the researcher defined teaching effectiveness as a kind of classroom transaction that
occurs between teacher and students resulting to increase in students’ knowledge. This
refers to communication skills, use of reinforcement (praises, rewards, motivation) and
others during teaching process.

This has been criticized on its definition based on teachers’ personalities. Evans
(2006) defined teaching effectiveness as a degree to which specific instructional objectives
are achieved by the students under the guidance of a given teacher or teachers. This
definition is based on the understanding that the desired products of teaching effort include
measured achievement gains, growth in intellectual skills, aptitude and improvement in
attitude towards learning. Definition of teaching effectiveness based on the effect of
teaching on students’ performance also has its share of criticism. This downstream
definition of teaching effectiveness has been criticized because some researchers believe
that teachers’ inputs are not the only factors that impact students’ performance (Simon &
Boyer, 2010). Simon and Boyer (2010) categorized the factors that are capable of affecting
students’ achievement as:
1. Teacher-variables in terms of teacher’s qualification, teaching experience and
motivation/dedication.

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 2. Student-variables in terms of motivation, entry behavior/previous knowledge,
genetic composition.
3. Environment/Family-variables in terms of socio-cultural backgrounds of
students, level and the type of education of parents/guardians/siblings.
4. School-variables in terms of quality and quantity of teaching staff,
remunerations of teachers, working conditions of teachers, facilities such as
visual media, well equipped libraries and laboratories.

According to Postleth waite (2007), the following are possible factors affecting
students’ achievement; subject knowledge, planning, teaching, managing students and
maintaining discipline, assessment, advising and supporting other teachers. Contributing
on possible factors that affects students’ achievement, for many years, educators and
researchers has debated over which variables influence students’ achievements. A growing
body of evidence suggests that schools can make a good difference in terms of students’
achievement and a substantial portion of that difference is attributable to the teachers.
Specifically, differential teacher effectiveness is a strong determinant of differences in
student learning, far outweighing the effects of differences in class size and class
heterogeneity (Darling Hammond, 2010). Students who are assigned to one ineffective
teacher after another have significantly low achievement and learning (that is gains in
achievement) than those who are assigned to a sequence of several highly effective teachers
(Sanders & Rivers, 1996). Thus the impact of teacher effectiveness (or ineffectiveness)
seems to be additive and cumulative.
Onyekuru and Ibegbunam (2013), effective teachers are those who achieve the goals
which they set for themselves or which were set for them by others. For example, ministry
of education, legislators and other government officials, school administrators, and so on.
The possession of knowledge and skills is what makes a teacher competent, but the use of
knowledge and skills in a classroom setting is test of “teacher performance”. The researcher
stressed that the degree to which a teacher is effective also depends, to a large extent on
the characteristics of the students being taught by the teacher. For teachers who are

14
effective, there is a degree of consistency in their effectiveness vis-à-vis classroom
conditions, time and goals. Teachers who are consistently effective are those who are able
to adapt their knowledge and skills to the demands inherent in various situations so as to
best achieve their goals. Doing whatever is necessary in order to achieve the goals, rather
than doing certain things in a rigid way or showing preference to some methods or
techniques over others is a hallmark of an effective teacher.

In other words of Roth kopf (2016) a student has a veto power over the success of
instruction”. Effective teachers must create conditions that reduce the likelihood that the
students will use their veto power and increase the probability that the students will put
forth the time and effort needed to learn maximally what their teachers intend them to learn.
An effective teacher must be creative and make his lesson as interesting as possible if he
is to succeed in reducing the burning urge for students to use their veto power.

Also generating controversy is the question of who is in a better position to assess

the effectiveness of a teacher, the teacher himself (or other teachers) or the students he
teaches or independent assessors if the teachers’ personalities are to be yardsticks for
assessing teachers? The major problem with a teacher assessing himself is the possibility
of committing error of self-presentation or self-assessment bias (Onyekuru & Ibegbunam,
2013). Students themselves are in a position to assess the effectiveness of a teacher as at
least they know the teachers they understand or “the teachers that explain things well”
(Stephens & Evans, 2013).
Wragg (2014) cautioned against the involvement of students in the assessment of
the teacher effectiveness as their assessment may be tainted by factors not related to
pedagogy.

Less motivated students may base their assessment of the teacher on his looks,
intonation and ability to create fun or tell stories which may or may not bear any relation
to the lesson taught. Independent assessors, be they researchers, school managers,
personnel from the ministry of education, must have by virtue of their training sufficient
experience to recognize the sterling qualities of effective teachers. Whoever is saddled with

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the responsibility of assessing effectiveness of teachers must have acceptable and
welldefined standards of assessment and must be very objective. A study conducted by
Martin, Mullis, Gregory, Hoyle, and Shen (2010) showed that where experienced teachers
were not promoted out of the classroom into management positions, level of experience
had a significant influence on the teaching effectiveness of the teachers.

2.5 Availability of Facility for Effective Teaching of Biology

Biology is a subject that introduces students at the secondary schools in Nigeria to the
basic rudiment of science. At inception of the 6. 3. 3. 4. System of education but currently
in the 9.3.4. System of education, it is called Biology. The national Policy on Education
(FRN, 2013) defined Biology as the aspect of education that deals with the fundamentals
of science and technology and its components which include: scientific, experiment,
hypotheses, research, and so on. Biology imparts practical training of various scientific
skills; the students are trained to solve daily life problems by using these skills. It gives the
capability to think and helps in developing the psychomotor skills of an individual and it
gives experience which can help in assessing students’ potential in choosing their future
career. Biology is based on the understanding that in a world increasingly driven by
science, it would be a disaster for any person or a society which does not inculcate biology
skills as a means of problem solving. The responsibility of every nation and every school
is to provide opportunities for all to acquire scientific and technological literacy. According
to Federal Ministry of Education (FME, 2007) Objectives of teaching Biology subject in
Nigerian schools include:

i. To provide the youth with sound knowledge of the basic principles and techniques
of biology.
ii. To produce knowledgeable, highly motivated, professional and effective teachers
of biology who will be able to develop in students an appreciation and understanding
of biological processes and principles.

16
 iii. To develop confidence in biology teachers and enhance the ability to adapt to the
changing situation in science and the technological oriented society. iv. To view
biology as a processes of inquiry into the living world. v. To analyze the activities of
living things in their environment. vi. To demonstrate practical skills in handling
scientific apparatus.
vii. To demonstrate excellence and professional competence in teaching secondary
school biology.
viii. To inculcate positive scientific attitude and value in the society and promote
positive disposition towards biology, science and the scientific enterprise.
ix. To apply concepts and methods acquired in new areas of study and in everyday
situation (minimum standard for NCE teachers, 2008).

Looking critically at the objectives stated above, it would be impossible to teach this
subject without a standard workshop, equipment and necessary tools to carryout scientific
activities in the schools. This is because the theory is minimal and largely consists of simple
explanations or descriptions of how certain results are to be obtained with apparatus and
equipment. However, for Nigeria students to be creative and sound in science at the
secondary school level, standard practical is fundamental. Reason being that a Lab practical
is a place where manual work of experiments, research, and practical’s would be carried
out. According to Adejumo (2008) one of the factors affecting students’ performance in
biology was non-availability of standard practical, Apparatus and equipment for teaching
various concepts in biology. Absence of apparatus may hinder biology teachers to teach
effectively and students not being sound in practical activities which is one of the major
objectives of including the subject into the curriculum in Nigeria.
In Nigeria, the commonest method in the secondary school is to have practical that will
cater for all these purposes (Fakomogbon, Omiola, Ibrahim & Morakinyo, 2012).
Mohammed (2010) asserted that standard practical should have at least a space of the size
of a classroom, there must be at least two work benches for students to practice, there must

17
be adequate scientific apparatus available tools should be in ratio 1:2 students and
electronic machine should be made available in the practical.

2.6 The Essence and Development of Visual Aids in Teaching

Visual methods of teaching are by far the oldest means of instruction in the World and, for
many purposes are still the most effective (Curzon and Tummons, 2013). Early men learnt
by direct experience before they could talk or write. Prior to development of written
languages, the use of visual signs was common among primitive societies. An argument
can be placed that the use of visual aids began as early as people thought there was a need
to present their thoughts in the form of graphics or images. In his writing, Barbour (2011)
quotes Plato as one of the earliest scholars who used concrete items such as “the cave” in
explaining his most abstract ideas.

According to Recto (2015), before reaching the period of puberty, primitive

children, were able to learn by doing and by observing daily social practices. Boys were
taught how to hunt, fish and dig while girls learned to do home chores by watching their
mothers. In many cases real objects were preferred for teaching children. For example,
arrows, bows and spears were common tools that the boys were taught how to use. Since
the purpose of education was to teach practical skills, children leaned visually by
participating and imitating adult activities (Kerubo, 2016). In the same vein, adults
preferred to impart knowledge to young learners through real objects and visual
demonstrations
During initiation, particularly in local African societies, the boys and girls
underwent sustained period of instruction which was made possible with extensive use of
sculptural figures and artworks, most of which were made of wood and metal. Many
concepts were explained visually and the children learned by practicing and observing their
trainers. Although visual representation of ideas varied from one society to another, they
all served as a media to facilitate comprehension (Kerubo, 2016).

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In addition, early men used visual signs like arranging stones in a certain way to convey
message and drawing sand in the seashore. Maps drawn on the surface also served as a
visual tool for providing instructions. On the other hand, Borowski et al. (2018) points to
the use of fire and smoke signals as a form of long distance visual communication between
people. In general, expressing things visually has been a common practice among
generations of people for a long period of time.
Developments in the field of science and technology particularly in the 21st century
have contributed greatly to increase in availability of visual materials (Sisiliya, 2013). For
instance, invention of computers has simplified the design and making of visual media
(Costley, 2014). New projection instruments and materials that appear every year have
revolutionized ways of displaying visual content. Digital video technology provides
teachers with ability to produce their own videos or search for those which match in the
best way with the students’ needs and interests (Shrosbree 2008). The widespread use of
mobile devices in accessing internet services further makes it possible for teachers across
the world to share visual content for their learners.

2.7 Visual Aids and Learners achievement in Nigeria

In Nigeria some studies have been carried out in relation to the use of visual aids in
schools and students achievement. Oladejo et al, (2011) investigated the effect of using
improvised instructional materials on academic achievement of secondary school physics
students in Oyo state. In an experimental study which involved treating some students to
improvised instructional materials, it was found out that students exposed to instructional
materials with some elements of audio-visual aids achieved better than students taught with
standard instructional materials. It was discovered that using improvised instructional
materials such as visual aids assists the teacher economically and also allows students’
interaction which make students achieve better in their lessons.

Also, Ode (2014) carried out a study on the impact of audio-visual resources on
teaching and learning in private secondary schools in Makurdi metropolis. It was found out

19
that all the selected private schools in Makurdi were using various types of audiovisual
materials ranging from filmstrips, picture, diagram, transparencies, tape recordings,
flashcards, projected opaque materials, photographs, discs, arts and study prints, charts,
atlases, maps, posters and billboards and realia for teaching and learning. The findings
from the study suggested that the use of visual resources significantly affected teaching
and learning as they promoted better understanding and expanded students’ learning
experience.

On the same issue, Nwankwo (2014) carried out a study on the use of visual aids in
the teaching of English in secondary schools in Anambra state. It was found out that
teachers required visual material to facilitate teaching of English and improve job
effectiveness in general. It was observed that there was a relationship between the English
teachers' use of visual aids in the classroom and their teaching experience as well as
previous training in the use of visual materials.

Data from the study revealed that many teachers had no experience at all on the use of
visual materials which made it impossible to achieve expected educational results. The
selected secondary schools were found to be adequately equipped with textbooks and
chalkboards which were used very well. However, software materials such as charts,
model, slides and transparencies were not found in the schools and few visual aids that
existed were not used effectively. Lack of adequate funds, electricity supply and high costs
of equipment on the supply of instructional materials were among the problems that
hindered availability of audio-visual aids in Anambra schools. All these problems affected
students’ learning and academic achievement in general.
2.8 Summary of Literature review

Literature has been reviewed within academics areas that are relevant to this study. The
review provides an overview and categories of visual aid teaching in secondary school
which has helped in giving this study a focus. The review stresses the importance of
instructional media in teaching and learning and the importance of teacher having the right

20
attitude and creating a desirable atmosphere for learning. (Evans, 2006). There has been
appropriate review of relevant studies on the essence and development of visual aid in
teaching.

Wagner & kozma, 2013 agreed that if visual aid is properly integrated in biology, it has
the potential to enhance the teaching and learning process. It was revealed that when the
right visual aid is selected and used skillfully at the right time, in the right place and in the
right manner, they can help widen the channels of communication between the teacher and
learner (Curzon, 2011). However, (Kochlar, 2002) believes that teaching should be
effective to make learning possible.

The review presents various definition of teaching effectiveness as presented by authors

like Afe (2013), Evans (2206). For instance, Afe (2013) defined teaching effectiveness as
the type of teaching characterized or featured by the exhibition of intellectual, social and
emotional stability, love for children and positive disposition towards the teaching
profession.

This statement is synonymous to that of Evans (2006) because he attempted to look at

effective teaching as the manifestation of knowledge content and ability of a teacher to
create a desirable atmosphere for learning. It also presented the visual aid and learning
achievement in Nigeria. The next chapter provides research methodology for this study.

21
 CHAPTER THREE

RESEARCH METHOLOGY
3.1 Introduction

This chapter presents research methodology specifically it presents:

3.2 Research Design

3.3 Population of the Study

3.4 Sample and sample Techniques

3.5 Research Instrument

3.6 Method of Data Collection

3.7 Method of Data Analysis

3.2 Research Design

The research design of this study is quasi-experimental. The quasi-experimental design

aims to identify the cause and effect relationship between two variables; the independent
and dependent variables. The above design was used to compare the performance of
student taught with visual aids and those without visual aids

3.3 Population of the study.

According to Kombo and Tromp (2006) population is the group of individuala objects or
items from which samples are taken for measurement. Cohen et al., (2007) defined
population as a group of individual who have one or more characteristics in common which
are of interest to the researcher. Econ (2018) adds that population are the people that
researcher has in mind from whom he/she can obtain information.
The population of the study is, all biology students in public secondary schools in yola
north local government area of Adamawa state. There are 21 public secondary school in

22
Yola north local government area of Adamawa state (Post Primary School population 2020
school management).

3.4 Sample and Sample Technique

The sample of the study are two senior secondary schools selected at random by simple
random sampling. In simple random sample every member of the population has an equal
chance of being selected.

Tools like random number generators or other techniques are used to conduct this type of
sampling.

The two school are:

i. Capital Government Day Secondary School Yola.

ii. Damilu Government Day Secondary School Yola.

In each school, one class was taught with visual aid (experiment) while another class was
taught without visual aids (control) to find out the effects of visual aids on the academic
achievement of SSII. Student in biology public senior secondary schools in Yola north
Secondary schools.

3.5 Research Instrument

The instrument that was used for this research was the researchers developed questions.
Three topics were taught to the students and those topics are:

i. The structure of human skeleton

ii. Pollination
iii. The cell
Then tests were conducted to the students of the selected schools which lasted for 30
minutes. The questions for the tests are 7 for each topic and there are all optional i.e. a-d
and there are all to be answered.

23
3.6 Method of Data Collection

The method of data collection used for the research was, a test given to the research in
which 7 question were asked with option. the instruction was to answered all the questions
in 30 minutes. And two (2) permanent teachers assisted in conducting and marking the test
after, it was mark and given grade where 75% of the students passed and those were taught
(i.e. experiment) passed most.

3.7 Method of Data Analysis

The Method of Data analysis was the T-test. A T-test is a statistical test that is used to
compare the means of two groups it is often used in hypothesis testing to determine whether
a process or treatment actually has an effect on the population of interest or whether two
groups are different from one another.

The formula for T-Test is:

The formular for the two sample T-test (a.k.a the student t-test) is shown below.

T= 𝑥̅ − 𝑥̅

In this formuar, t is the value, x1 and x2 are the means of the two group beings compared,
S2 is the pooled standard error of the two group and n1 and n2 are the number of
observations in each of the group.

A larger value shows that the difference between group means is greater than the pooled
standard error, indicating a more significant different between the group.

24
 CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.0 Introduction
This chapter contains the data analysis and discussion of findings.
HYPOTHESIS 1
H01: There is no significant different in the academic achievement of students that are

taught biology with the use of model and those that are taught without the use of model.

4.2 Interpretation of the research Objective

Table 4.1
GROUP N X S.D Df t-cal t-crit Decision

Experimental 25 10.9 1.83 68 0.70 0.6192

Rejected
Control 25 9.78 2.28 0.38156

0.03

Decision rule.

The decision rule, “rejected if t-critical rejected if p<a, SAS will provide the p-value, the
probity that T is more extreme than observed t.

From the table 4.1 above the mean score of student taught with visual aids was 10.9 with
a standard deviation of 1.83 while the means score of students taught using conventional
method was 9.78 with the standard deviation of 2.28 since the t-cal value 0.70 is greater
than the t-critical of 0.6192 when considered at 0.03 level of significance and with the
greed of freedom (df) 68 the null hypothesis is therefore rejected.

This implies that there is significance deference in the academic achievement of students
that are with conventional method.

25
HYPOTHESIS II
H0II There are no significant differences in the academic achievement of students that are
taught biology with the use of picture and those that are taught without the use of picture.

Table 4.2:
GROUP N X S.D Df t-cal t-crit Decision

Experimental 25 10.79 1.07

Control 25 9.89 1.90 68 1.60 0.6618 Rejected

Pt 0.3

From the table 2 above, the mean score of 10.79 with the standard deviation of 2.07 while
mean score of students taught without visual aids, that is using the conventional methods
was 9.89 with a standard deviation of 1.90, since t-cal value 1.60 is greater than t-critical
of 0.618 when considered at 0.03 level of significant and with the degree of freedom (df)
68. The null hypothesis is therefore rejected. This means that there is significant difference
in the academic achievement of students expose to the use of visual aids than those taught
without the use of visual aids

HYPOTHESIS III

H0III: There is no significant difference in the academic achievement of students that are
taught biology with the use of diagram and those that are taught without the use of diagram.

Table 4.3:
GROUP N X S.D Df t-cal t-crit Decision

Experimental 25 10.38 2.38

Control 25 9.25 2.25 68 1.40 0.5907 Rejected

26
P t 0.3
From the table 4.3 above, the means score of students taught with the use of diagram was
10.38 with the standard deviation of 2.3 while the standard deviation of 2.3 while the means
score of student taught without the use of diagram was 9.25 with a standard deviation of
2.25, since the cal-value 1.40 is greater than t-critical of 0.5907, the null hypothesis is
therefore rejected. This shows that there is significant difference in the academic
achievement of students taught with the use of diagram and those using the conventional
method of teaching.

4.4. Summary of Major Findings

1. The study indicated that there was a significantly higher performance among
students taught without visual aids compared to those taught using visual aid.
2. The study revealed that There is no significant differences in the academic
achievement of students that are taught biology with the use of picture and those
that are taught without the use of picture.
3. The study showed that there is significant difference in the academic achievement
of students expose to the use of visual aids and those taught without the use of visual
aids

4.5 Discussion of Major Findings

The study revealed that use of visual aid had no significant positive effect on the
performance of the students, the study also found that male students taught with visual aid
performed slightly higher than those taught without visual aid but the difference was not
significant and that female students taught with visual aid did not perform better than those
taught without visual aid. This goes against the findings of others such as: Samreen et al
(2012) who observed that the use of visual aids brought positive and constructive change
in the learning achievements of students, Amosa et al (2014) who said “students expose to
animation + narration outperformed those exposed to the conventional learning of abstract
concepts by helping students to concretize ideas and also stimulate their imagination.

27
However, the findings concurred with those of Grobe and Struges cited in Saibu (2002),
who found that those students taught through the conventional teaching method achieved
a mean posttest score slightly higher than those taught by the tutorial (narration) method.
This result may be as a result of the following reasons;

That teachers when using visual aids overlook the aspect of explanation, rather consider
visual aids as self-explanatory but explanation at every level of learning is a must, suppose
a diagram of the heart is shown to the students and if it is wrongly labeled, instead of
passing concrete concept it will lead to misinformation, Prasad (2005).

The students were taught using the following audiovisual aids: chart, a heart model and
video presentation of the topic. Therefore, it could be that displaying too many audiovisual
aids simultaneously in a single class can be very confusing for the students and even for
the teacher as well. Concepts can overlap leading to misunderstanding and poor retention
Sampath, Panneerselvam and Santham (2018).

Critics have also believed that visual aids carry high rate of attractiveness that
results in a child being diverted from desired path of learning and lost in recreation and
fantasy Mangal S. (2018).
Lastly, the human being is curious by nature so are students too. Students are always
enthusiastic and eager to see, touch and hear new things. When a teacher chooses to
supplement the lecture with visual aids, managing the class happens to be a very difficult
task and controlling the student’s excitement is a must, if not the teacher’s efforts go in
vain Prasad (2005).

28
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter is presented under the following sub-headings
5.1 Summary
5.2 Conclusion
5.3 Recommendations
5.4 Limitations of the study
5.1 Summary
The research work compared the effect of visual aid on performance in biology among SS2
students in Yola north local Government area of Adamawa state Nigeria. The research had
three specific objectives, three null hypotheses. The research adopted a quasi-experimental
design. A biology performance test was used for data collection which was a 20 –item
multiple choice type questions that were developed by the researcher. The test was marked
using a drawn marking scheme. Mean score and standard deviation were used to answer
the research questions. The statistical package for social sciences (SPSS) version 19 was
used for the statistical analysis. The null hypotheses were tested at 0.03 levels of
significance.
The study revealed that: -
1. The mean score and standard deviation of students taught with the conventional
teaching method was significantly higher than that of those taught with visual aid.
2. The performance of male students taught with visual aid was slightly higher than
those taught without visual aid but the difference was not significant.
3. The performance of female students taught without visual aid was significantly
higher than those taught with visual aid.

5.2 Conclusion
Based on the outcome of the research work, the researcher concluded that even
though use of visual aids plays a vital and positive role in students learning achievement,
there are factors that could interfere with its effectiveness and thereby rendering it

29
ineffective having no effect on the students’ performance, these factors as have been
discussed involve both students and teachers alike.
5.3 Recommendations
Based on the outcome of the research, the following recommendations were made.
1. Appropriate use of visual aids is a skill; therefore, teachers should be trained in use
of traditional as well as new technology based visual aids through pre-service as
well as in-service teachers’ professional development programmes.
2. Teachers should be encouraged to use visual aids from the very early stages of
learning in order to enhance the interest and motivation of students and keep them
attentive in class.
3. Curriculum planners and policy makers should introduce early use of visual aids in
the curriculum so as to familiarize the students with the technology so as to prevent
over excitements when they are exposed to it for the first time at a later stage thereby
causing distractions to the students.
4. State and Federal governments should equip all schools with necessary visual aid
for teaching and learning.

5.4 Limitations of the study

The researcher encountered the following challenges in the course of the study:
1. It was not easy to get a full class attendance for the lessons as some students were
not regular to school, this made the researcher to have to delay or sometimes cancel
the lessons until the right number of students were present in class.
2. Class control was very difficult as students were not used to seeing video
presentation of lessons, thereby making the researcher extend the time for lessons.
3. The large number of students in the classes also made the lessons and class control
difficult.

30
5.5 Suggestions for Further Studies

The study suggests that visual instructional materials did not effectively improve
performance of SS2 Biology Students in Yola north local government area of
Adamawa State. However, there are areas that warrant further studies.
1. Effect of visual instructional materials on retention ability of SS2 biology students
in Yola south, Adamawa State.
2. Effect of visual instructional materials on the attitudes of students towards learning
biology in secondary schools in Yola north LGA, Adamawa State.

31
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 APPENDIX I
Biology Department
Federal college of education, Yola In
Affiliated to University of Maiduguri
12th December, 2023.

Dear, Respondents,
AN INTRODUCTORY LETTER.
I am an undergraduate degree student of the above institution and I am carrying
out a project on the topic “The effects of Visual aids on the academic achievement of SS2
students in Biology in Public Secondary school in Yola North Local Government”. your
school is one of the selected school.
Therefore, I solicit four help to carry out the work.

Your Faithfully,

Zainab Ibrahim.

37
 STUDENT QUESTIONNAIRE

Instruction: Answer all questions

c. Scapula
1. All are function of the skeleton except d. Lumba vertebrae.
a. Movement 7. ____________ is the structural and
b. Support functional unit of a living organism.
c. Playing a. Cell
d. Protect b. Unit
2. How many bones are present in an c. Flower
adult skeleton system? d. Chromosomes
a. 20 bones 8. _______________ consist of only
b. 25 bones one cell
c. 306 bones a. Plant
d. 506 bones b. Animals
3. The skeletons system is divided c. Unicellular
into……………………………. d. Organism.
a. 3 9. All are multicellular except.
b. 5 a. Volvox
c. 2 b. Spirogyra
d. 4 c. Amoeba
4. The axials skeletons consist of d. Hydra
___________ 10. ___________ is part of a cell.
a. Skull bone a. Cytoplasm
b. Pelvic girdle b. Colony
c. Shoulder c. Musle
d. Leg bone d. Mouth
5. ____________ is part of the human 11. Group of organism is called
skeleton _________?
a. Hand a. System
b. Tibia b. Tissue
c. Muscle c. Cell
d. Head d. Organ
6. ____________ is the flexible column 12. The living cell exist in
extending the length of the torso. _____________ forms.
a. Vertebral column a. 2
b. Nose cavity b. 5

38
 c. 1 c. Hibiscus
d. 4 d. Tomato
13. The cell was first discovered by 17. All are agents of pollination except
____________ a. Homogamy
a. Newton Garlick b. Unisexuality
b. Robert Hook c. Polygamy
c. Mr. Degereji d. Liberty
d. Garlileo Garlili 18. The importance of pollination is
14. We have ________types of ______________
pollination a. To transfer flower
a. 10 b. For communication
b. 5 c. For beautification
c. 3 d. For decoration
d. 2 19. The stigma is the ____________ part
15. The transfer of mature pollen grains of the flower
from the another to the stigma of the a. Male
same plant is knowns as _________ b. Female
a. Pollination c. Pollen
b. Fertilization d. Grain
c. Self-pollination 20. Pollination occurs in
d. Cross pollination ________________
16. Example of cross pollinated plant is a. Animals
________________ b. Plants
a. Pea c. Mammals
b. Cotton d. Reptiles.

39