Impact of Audio-Visual Aids on the Teaching and Learning of Computer Studies in Selected Primary Schools in Bauchi Metropolis, Nigeria
Keywords:
Audio-Visual Aids, Computer Studies, Primary Education, Academic Achievement, Technology Integration, Bauchi Metropolis, Audio-Visual Aids, Computer Studies, Primary Education, Academic Achievement, Technology Integration, Bauchi MetropolisAbstract
This study examined the impact of audio-visual aids on the teaching and learning of Computer Studies in two selected primary schools in Bauchi Metropolis, Nigeria. A mixed-methods approach involving a quasi-experimental pre-test/post-test non-equivalent control group design and a descriptive survey was adopted. The study involved 120 Primary Five pupils and 285 teachers. Data were analysed using descriptive statistics, Analysis of Covariance (ANCOVA), Pearson Product Moment Correlation, and thematic analysis. Findings revealed low availability and utilisation of audio-visual resources, but pupils taught with audio-visual aids achieved significantly higher academic performance (F(1,117)=62.33, p<.001, partial η²=.346) and developed more positive attitudes toward Computer Studies (F(1,117)=54.12, p<.001, partial η²=.316). Significant positive relationships were found between availability and utilisation of resources (r=.72, p<.001) and between teacher training and utilisation (r=.58, p<.001). Major constraints included inadequate funding, lack of functional equipment, irregular electricity supply, and insufficient teacher training. The study concludes that effective integration of audio-visual instructional materials can substantially improve pupils’ understanding, engagement, and attitudes toward Computer Studies, highlighting the need for greater investment in ICT facilities and teacher capacity development in primary education.
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References
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