PRE-SERVICE TEACHERS’ PERCEPTION OF THE USE OF INSTRUCTIONAL MEDIA IN TEACHING MATHEMATICS CLASSES IN SECONDARY SCHOOL
ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
PRE-SERVICE
TEACHERS’ PERCEPTION OF THE USE OF INSTRUCTIONAL MEDIA IN TEACHING MATHEMATICS
CLASSES IN SECONDARY SCHOOL
ABSTRACT
This
research work investigated the perception of pre-service teachers of the use of
instructional media in teaching mathematics in Secondary Schools. Mathematics,
being an abstract subject, needs to become real and interesting to students
with the help of trained teachers who can use these media effectively in order
to reduce mass failure in the subject.
In
collecting and analyzing the data of the study, a well structured questionnaire
were distributed among three hundred pre-service teachers in University of
Lagos (UNILAG) Akoka and Lagos State University (LASU) Ojo
From the
analysis, it is revealed that the use of instructional media in teaching
secondary school mathematics classes has significant effect on the academic
performance of the students.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
The use of
mathematics in the society cannot be over emphasized. Akinsode (2000) pointed
that from the past, mathematics has maintained an enviable position in our
everyday activities. It has been the backbone of several human endeavor notably
science and technology. Little wonder that here in Nigeria it has remain the
core subject from kindergarten to
graduate school.However,mathematics education today appears to be in crises
situation as it can be seen in the poor performances of students in private and
public schools examinations and the general fall in standard. Just as students
have difficulties in learning mathematics due to factors such as laziness,
boring, the teacher equally have differences in achieving effective teaching in
our school system due to the use of poor method of teaching and teaching aids.
Mathematics
is defined by some non specialists as the abstract science which investigates
deductively the conclusions implicit in the elementary conceptions of spatial
and numerical relations, and which includes as its main divisions geometry,
arithmetic, and algebra. (Oxford English dictionary, 1933).It is also defined
as the study of the measurement, properties, and relationships of quantities
and sets, using numbers and symbols. (American dictionary 2000).Mathematics is
the science of structure, order, and relation that has evolved from elemental
practices of counting, measuring, and describing the shapes of object
(encyclopedia Britannica)
Some
specialist also defined mathematics as the science of quantity. In Aristotle's
classification of the sciences, discrete quantities were studied by arithmetic,
continuous quantities by geometry. Auguste Comte's definition tried to explain
the role of mathematics in coordinating phenomena in all other field. He also
defines mathematics as the science of indirect” measurement.The
"indirectness" in Comte's definition refers to determining quantities
that cannot be measured directly, such as the distance to planets or the size
of atoms, by means of their relations to quantities that can be measured
directly.(1955)
Mathematics
as we are all aware is the fundamental tools used to explain other scientific
and technical concepts. Mathematics has been the only language that the
developed countries like U.S.A, U.K, Germany, Japan, used to advance their
technology. They have also used their technology to conquer the land, sea and
the space, thereby making life worthy of living for their people. The special
theory of relativity by Albert Einstem in 1905 helped us to build our
understanding of space and time. The Newton’s law was launching satellites.
Mathematics and mechanics also play a great role to enable the pilot,
navigator, flight engineer, understand their work easier (Aderogha, k. 1990).
Faleye
(2002), opined that Russia, United states of America, Great Britain, Germany,
France, china, Japan and a host of other developed nations will forever nurture
the wanders that mathematics has brought to them and will still bring.
According to
ivowi (2003), for national development to occur, there need to be available a
crop of human resource with sufficient knowledge and skills to interact with
ideas and materials In order to produce required results. The problem of such
interaction must be solutions to identified problems and which contribute
significantly to the improvement of the society. Mathematics education among
others is so important in the development of individuals and the society.
According to
Akesode (2000), it is obviously for good reason that the Nigerian education
policy insists on a foundation of mathematics. The concept of literacy goes
hand in gloves with numeracy-ability to use numbers. A person, who lacks
numeracy skill, will be useless to himself and the country. A numeracy skill no
doubt is the language in different aspects of our life and the nation.
For
instance, the health care delivery system, both the doctor and the patient will
be in problem without mathematics. To document a patient’s ailment,
mathematical instrument is needed. To say that the temperature of the patient
is high or the blood pressure is low, the doctor has to have precise
measurement I degree Celsius for temperature and millimeters of mercury for
blood pressure. From diagnosis of diabetes through paternity testing using DNA
to test HIV status, the language is mathematics. From a minor surgery of
suturing an ulcer to major to major brain surgery or organ transplant,
mathematics has a place especially with regard to precision of measurement.
In the
defense sector, the manufacturer of military hardware and equipment is heavily
dependent on mathematical concepts and skills. Without sound geometric
calculations and computations involving projectile notion, a missile aimed at
point A will end up in point B. ask the pilot of a modern day jet fighter or
bomber and he will tell you that without mathematics, he will be unable to
communicate with his plane.
The list is
unlimited for planning purposes, population of an area is needed for this, and
you need mathematics. In the popular program “kick polio out of Africa” the
number of children immunized against this polio is to be calculated and the
number of those not inoculated then derived, this is no other but mathematics.
Since
mathematics plays a key role in the nation’s development, the need to have
competent teachers, right method of teaching and above all, relevant
instructional media to build future professionals who would champion the
development of our nation from various fronts cannot be overemphasized.
The way
teachers view the role of media in classroom teaching will to a large extent
determine the level and degree of its usage. Teachers form an impression which
is favorable or otherwise, depending on specific traits teachers attribute to
media. Teacher perception of media is predicted upon what they feel media can
do in teaching-learning process. However, evidence abounds that what teachers
said were their reasons for not using media were not true (Zepp,
2005:Scrimshaw, 2004; SugarCrawley & Fine, 2004; Cohen, 1996;
Hubbord,1999).
Educational
technologists often employ the term instructional media to represent all of
the devices that teachers and learners
use to support learning. However, for many educators the terms educational
technology, instructional media, andinstructional technology are used
interchangeably.There are a lot of definitions of media. Gagne (1970) defines
that media are various components in learners’ environment which support the
learner’s learn.Briggs (1970) defines media are physical means which are used
to send messages to the students and stimulate them to learn. A little bit
differences from the opinions of the two experts, The National Education
Association defines that media are the forms of communication either printed or
audiovisual. Scanlan states that instructional media encompasses all the
materials and physical means an instructor and teacher might use to implement
instruction and facilitate learners' achievement of instructional objectives.
This may include traditional materials such as chalkboards, handouts, charts,
slides, overheads, real objects, flash card and videotape or film, as well as
newer materials and methods such as computers, DVDs, CD-ROMs, the Internet, and
interactive video conferencing.
According to
Richard (1992), in general term, instructional media means television, radio
and newspapers considered as a whole and as ways of entertaining of spreading
news or information to a large number of people. Teaching materials which
involves the use of different kinds of media such as visual and printed media
are sometimes known as multimedia or mixed media. There are various kinds of
media, but visual aids are the appropriate media for learners, particularly
young learners. Whatever the definitions
of media are, there is a guideline which can be stated about media. Media is
anything used to send message(s) from the sender(s) to the receiver(s), so it
can be aroused the learners’ thought, feeling, and interest to gear the
students’ learn. (Sadiman et al, 2002).
Sometimes,
instructional media and teaching aids are used interchangeably. Both,
instructional media and teaching aids, have functions to make learners easily
to understand the teaching. However, some experts still differentiate between
instructional media and teaching aids. When we talk about a board, either
whiteboard or blackboard, which is being used by a teacher to inform learners
about what he/she, is teaching, at the same time we also talk about
instructional media and teaching aids. The board is teaching aids and what is
on the board is instructional media. Here, we can say that teaching aids are
the objects and the content of the objects is the instructional media.
A good media
is like a window. It should not be called attention to itself; itshould just
have been let in the light. In general, teacher should use the instructional
media in his or her best judgment. It can be facilitated learning or increasing
the understanding of materials. Of course, communicating to facilitate learning
can be a challenging process, and it is often required creative efforts to
achieve a variety of implicit instructional goals (University of
Saskatchewan,). Among the implicit goals that media can be helped by teachers
to achieve are as follows: attracting attention, developing interest, adjusting
the learning climate and promoting acceptance (of an idea).
Media is
very useful in learning the mathematics. Teachers’ instructors and learners are
helped by using media to achieve the learning goals. So, teachers should apply the
instructional media in teaching - learning activities because:
1.
Instructional media can be reached everything out of the class. There are so
many things around the learners that cannot be reached by them, such as:
bacteria, virus, etc. To know and see those tiny things, we must use a
microscope as a media. We use a picture to present things which cannot be
brought into the classroom such as: markets, stations, harbors.
2.
Instructional media created the possible direct interaction between the learners
and their environment.
3. Media
produced some observation. The learners’ observation can be directed into the
important things based on the teachers’ aims.
4. Media can
be kept the basic, concrete and real concepts of the teaching.
5. The
learners’ motivation are aroused by using media in learning.
6. Media
integrated the experience from the concrete things to the abstract ones.
It is stated
by De Porter and Hernacki (2000) in Quantum Learning that audio visual can be
created optimally, physically, and mentally through learning environment.
According to
Sukartiwi (1996), there are some advantages of using media in teaching-learning
process which include , increase the learners’ motivation, avoid the learners
bored, to make the learners easy to understand the instructional material, and to make the teaching learning process
more systematic.
In the
Sydney Micro Skill, it is stated that instructional media are arisen the
learners’ interest, stormed the learners’ brain to think concretely, found high
understanding in learning efficiently and permanently
There are so
many instructional media are used in teaching starting from the simplest or
cheapest ones to the most complex ones, without the need of the electricity, up
to the most expensive ones which needed the electricity. Vernon (1996) states
that there are six kinds of media;
Drawing or
teacher mode drawings: This media can be constructed and supported the topic
which is being taught. The teacher can prepare it at home and apply it easily
in the class to achieve the goals of the teaching and learning process.
Still
pictures: This media can be shown into the real objects or the events of
outside the class. A still picture is a record or a copy of a real object or
event which may be longer or smaller than the real object or events, for
examples: photograph, bulletin board material, brochure, etc.
Audio
recording
Recording is
a mode of magnetic, on disc, or on motion picture soundtracks. This is the
reproduction of actual event of sound effects. Sound is presented in the
sequence in which they actually happen unless the recording is edited. Audio
recording may be used individually or displayed directly to the audience.
Motion
picture and TV
A motion
picture or video tape recording is a moving image on color or black and white
produced from live action or from graphic presentation. Objects or events may
be in normal motion and edited for abbreviating or high lighting. It can be
silent or having sound. All types of audio-video electronic system can be
appeared on a cathode ray tube or TV monitor.
Real object,
simulation and models
This category
includes people, events, objects and demonstration. Real objects as contrasted
with other media are not substituted by the artificial objects or events. They
are, in fact, life, often in its natural setting. There are countless real
objects in the immediate community. As long as they are readily and
economically available, use them. Simulation is the replication of real
situation which has been designed to be as near actual events or process as
possible. A model is a replica or reality. It is often in scale and may be in
miniature, exact side or an enlargement.
There is no
doubt that mathematics has become one of the passports to entering into any
phase of educational system and job acquisition but the rate at which students
fail this subject cannot be written off . Enormous benefits can be derived from
the use of instructional media at all educational levels. Charts, models, real
objects, textbooks and other illustrations can help to bridge the gap between
teaching and learning.
Conventional
instructional resources are not generally available in many senior secondary
schools in Nigeria. Even where such resources are available, some teachers lack
the requisite skills and creativity to use them effectively in their teaching.
Some teachers also lack innovation in finding suitable local substitutes to
help their students to understand their lessons.
The study
reveals the use of instructional media such as real objects, models in addition
to the use of the chalkboard, and textbooks will help stimulate the students’
interest and aid their understanding in mathematics.
1.2 STATEMENT OF PROBLEM
Lack of
pictorial support for class discussions lead to the teaching of abstract
lessons, misunderstanding of concepts and skills, and ineffective learning
which negatively affects learners performance and thereby, cause mass failure
in most of internal and external examination on secondary school mathematics.
It is in this view that this research was carried out to investigate preservice
teachers’ perception of the use of instructional media in teaching secondary
school mathematics classes.
1.3 PURPOSE
OF STUDY
This study
intends to find out the following:
1) The types of instructional media available
for teaching mathematics in secondary schools.
2) How the identified instructional media are
used by teachers and students in the schools.
3) The perception of male and female preservice
teachers’ of the use of instructional media in teaching secondary school
mathematics classes
1.4 SIGNIFICANCE OF STUDY
The
importance of mathematics in the life of students cannot be over emphasized.
Therefore, this study is significant in the sense that it will be sensitized to
know the state of teaching and learning in the secondary schools and its
problem that instructional media usage can help solve. The nation will also
know the alternative instructional media that would help raise the quality of
teaching and learning in the school. It also made attempt to evaluate the
extent at which instructional media would increase the rate of students’
interest, assimilation and good performance in mathematics.
1.5 RESEARCH
QUESTION
The research
questions include:
1. Is there
any effect of the use of instructional media on the academic performance of
students in mathematics?
2. To what extent do male and female
preservice teachers differ in their perception of the use of media in teaching
mathematics?
1.6 RESEARCH
HYPOTHESIS
1. There is no significant difference in the
use of instructional media and academic
performance of students in mathematics
2. There is no significant difference in the
male and female preservice teachers’ perception on the use of instructional
media in teaching mathematics.
1.7 SCOPE OF
STUDY
This study
is carried out on the preservice mathematics teachers at the faculty of
education of University of Lagos, Akoka and Lagos State University, Ojo.
1.8
DEFINITION OF TERMS
Some terms
in the topic are defined below:
Mathematics
This is
define as an abstract science which investigate deductively the conclusions
implicit in he elementary conceptions of spatial and numerical relations. It is
also define by the Webster’s dictionary as the systematic treatment of
magnitude relationship between figures and forms, and relation between
quantities expressed symbolically.
Instructional
media
.Instructional
media are tools in the hands of the teachers which are used for effective
teaching. They are also seen as the physical means via which instructions is presented
learners in an effective way. These are numerous in teaching and learning
environment such as print, non-print, audio, audio-visual electronics, and
non-electronics media
Teaching
It is an academic process by which students
are motivated to learn in ways that make a sustained, substantial and positive
influence on how they think, act and feel. It is also an act drawing out the
hidden talent in someone and ensuring he knows what he knew not.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment