THE EFFECTIVE USE OF TEACHING AIDS ON THE TEACHING OF ORAL ENGLISH IN SELECTED SECONDARY SCHOOLS

ABSTRACT
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
Title page
Certification
Dedication
Acknowledgements
Abstract
Table of
contents
CHAPTER
ONE
 INTRODUCTION
Statement
of the problem
Research
Questions
Purpose of
the research
Significant
of research
Scope of
research
Definitions
of terms
CHAPTER
TWO
Review of related literature
CHAPTER
THREE
 Methodology
Research design
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
Procedure    
 CHAPTER FOUR
Presentation and analysis of data
CHAPTER
FIVE
Summary, Conclusion
and Recommendation
 Summary
Conclusion
Recommendation
References
Appendices
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CHAPTER ONE
INTRODUCTION
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.
RESEARCH
QUESTIONS
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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