ABSTRACT
This study was to determine the influence of visual aids in maintaining attention span of primary pupils in Basic Science in Uyo Local Government Area. The research design that was used was the survey type. To accomplish this purpose, three research questions and hypotheses were used to guide the study. A questionnaire called visual aids attention span questionnaire (VAASQ) was constructed by the researcher for use in data collection. It was validated by the supervisor. The questionnaire was administered to two hundred (200) primary school teachers from twenty (20) primary schools in Uyo Local Government Area. The data was analyzed using chi-square test analysis. The result of the analysis revealed that visual aids benefit those who find it difficult to learn by mere listening alone as it direct their attention toward instruction; the use of visual aids increased the amount of learning due to paying attention; the use of visual aids reduced difficulty level of complex materials thereby maintaining attention. Based on the findings, it was recommended that a variety of visual aids should be used to arouse interest to gain and maintain attention in pupils during basic science instruction; visual aids should be used by teachers to benefit those who find it difficult to learn by merely listening alone; visual aids should be used to reduce the difficulty level of complex materials; visual aids should be used to generate curiosity in pupils during science instruction etc.
CHAPTER ONE
INTRODUCTION
- Background to the Study
Pupils in Basic Science classes are curious about everything from kites in the air to mosquito larvae in the pond water. They want to know what, and why of the things around them. But as curious as they may be, they have very short attention span as they are easily distracted by events around them. Arousing and maintaining attention in pupils during classroom instruction is one of the most difficult tasks that face the teacher of young children.
It has been noted that one of the best methods of maintaining attention span and to increase span of the needed attention is to use graphic illustration in the form of visual aids in presenting materials to pupils. In the light of this, the ability to interpret and create visual message consisting of symbols other than words, has gained immense popularity in the last decade. This is seen in the dominance of electronic media such as television and films and the increased popularity of photographic communication along with the wide-spread use of symbols in environmental prints. Visual literacy is gained through visualization with the use of appreciate various media and art forms and its increasing power in advertising.
There are many types of media and each one contains its message. How the message is understood depends on how it has been able to be interpreted. Visual aids by their nature are less complicated and contain graphic message that can draw the attention of pupils. Giving the instruction to pupils depend on how attentive they become and the teacher’s duty is to ensure that they pay adequate attention to classroom instruction. Since the medium contains the message, it therefore means that there should be skills involved in sending messages. In a classroom setting, our aim should be to have the pupils receive our message in a way that we intended it to be received. This call for a sound knowledge of the channels we choose to transmit our messages. With pupils, the acceptable channel is the visual aids which involve one or more of the senses.
1.2 Statement of the Problem
The success of Basic Science instruction depends in large measure upon the methods and materials used in the instruction. It is the duty of the skillful teacher to select both the methods and the materials on the basic of the objectives to be achieved and the abilities, needs, and interest of the pupils. Young children gain a better understanding of basic science concepts through the use of concrete materials in the form of visual aids.
Creative innovative ways of teaching are recommended to be used when working with children. The use of visual aids gives the teacher opportunities to run his techniques and to add variety of approaches which is one way of keeping interest and attention high among pupils.
Faced with the planning, reviewing and preparation associated with the effective use of aids, most teachers have a tendency to ignore their use. However, there is little doubt that the effective use of visual aids can considerably enrich the learning experience and permit the use of variety of classroom approaches. Pupils are easily bored by traditional learning exercise. As such, the researcher is interested in investigating the use of visual aids to maintain attention span of primary pupils in basic science.
1.3 Purpose of the Study
The main purpose of the study is to determine the influence of visual aids on attention span of primary pupils in Basic Science. Specific purposes of the study include:
1. To determine if the use of visual aids increase attention span of pupils who find it difficult to learn by merely listening alone.
2. To determine if the use of visual aids can increase the amount of learning of basic science.
3. To determine if visualization will reduce the difficulty level of basic science concepts.
1.4 Research Questions
For the purpose of guiding the study, the following research questions were raised.
1. To what extent does the use of visual aids increase attention span of pupils who find it difficult to learn by mere listening alone?
2. To what extent does the use of visual aids increase the amount of learning of basic science?
3. To what extent does visualization reduce the difficulty level of basic science concepts?
1.5 Significance of the Study
The effects of visual aids in maintaining attention span of pupils in basic science has not been given adequate attention in every classroom. The findings of the study in this area will be significant in the following ways:
1. It will enable teachers to understand why pupils pay attention in one situation and not in another.
2. It will enable the educators to assess the importance and the role of media in classroom instruction.
3. It will provide pupils with understanding of visual symbols which are necessary for their verbal understanding.
4. Visualization through visual aids will benefit those pupils who find it difficult to learn by merely listening.
1.6 Delimitation of the Study
The study is delimited to visual aids and attention span of primary pupils in basic science. The extent to which visual aids can be used to gain and maintain attention in pupils is the focus of the study.
1.7 Limitation of the Study
The study is limited to the following factors:
1. Standard instrument was difficult to come by in the area.
2. Financial constraints was a serious limitation to the study.
3. That the study was to cover only selected schools in Uyo Local Government Area was a limitation.
1.8 Operational Definition of Terms
The researcher deemed it necessary to define the following terms for ease of understanding:
1. Visual Aids:- These refer to illustrations that visualize the meanings of basic science operations and concepts in the form of pictures, photographs, drawings, beautiful design and patterns to extend meanings.
2. Attention Span:- This refers to the duration of time a child will give to active learning during instruction.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Visual Aids and Learning
Guthrie (2003) made the statement that “what is being notice becomes a signal for what is being done” He was referring to attention – a variety of responses that orient the sense receptors towards certain stimuli, as in looking or listening. In primary school and in teaching, attention is very important. When we want pupils to look or to listen, we do something to gain to maintain their attention. In teaching, we don’t do or just use anything to gain the attention of students. For a teacher to gain and maintain attention with primary school pupils, Seifer (2002). Suggests that appropriate visual aids should be used.
Teaching in primary school emphasizes observational learning. According to Biehle (2004) observational learning assumes that pupils can and will focus their attention and that from time to time this attention will be maintained by the use of visual aids. Before pupils can deal with the experiences their teachers give them, they must pay attention to them and furthermore pay attention to those aspects of them that are important. Winfred (2001) shows that primary school pupils are bombarded with far more stimuli than they can process. This fact presents a management problem for teachers. Although, pupils can listen to their teacher or read a page in their books, they can also notice various non-educational matters instead. They can watch the files on the ceiling, study the good looks of another pupil, or listen to noises out in the street. Kaplan (2004) instructed that ways must be found, therefore, to get and hold pupil’s attention to the tasks that relate to their education. One way is to vary the visual aids used during instruction (Keele, 2000). Some studies suggest that pupils attend and learn better or their instructors vary the instructional aids (Roseshine, 2002).
There are many factors that attract pupil’s attention. Generally, pupils are more likely to attend to a stimulus if it stands outs because of such qualities as size, colour, intensity, noelt or unexpectedness. Depending on the type of visual use, Johnson, (2005) maintains that pupils may or may not pay attention to a stimulus. Maintaining the attention span of pupils is more difficult than getting their attention. Pupils are easily distracted by things or events around them, one of the most frequently used statements by teachers in the classroom during instruction is: “pay attention”. Attention span of pupils is maintained longer when a variety of visual aids are used in the teaching process (Cofer, 2002). Visual aids draw of captured attention of pupils because of the size, intensity, colour, motion, position, contrast and novelty.
Bennett (1976) links pupils’ classroom attention with curiosity. In his view, curiosity is what maintains pupils’ interest in learning. When pupils are intrinsically motivated, they undertake certain activities just for the sake of doing them. Deese (2003) shows in a study that motivation is base essentially upon the particular values heed the individual. Curious pupils are often very motivated and their motivation is more effective if the relationship between a learning activity and a specifically defined goal is clearly perceived.
2.2 Visual Aids and Attention Span
Pupils are naturally curious. What arouses their curiosity, what catches their attention and interest influence how they learn sciences. Primary school science is the science given to pupils in primary schools aged normally six to eleven with emphasis on the content and possesses of investigating, classifying, describing and recording. The importance of the use of visual aids in teaching primary school science cannot be over-emphasized. Visual aids in science according to (Bergan 1987) help pupils to develop scientific concepts. There adventurous to young children. Brook (2004) is the relationship between parts and whole. N. driver observes that visual aids help to focus and maintain the interest of pupils what they are doing. The importance of visualization in maintaining attention can be seen in the many use of the word ‘visual’ such as in ‘visual literacy’, (Barrow 2003). In this usage, it properly refers to being able to read and write words of which it would it would be impossible without attention.
Dearden (2004) refers to visuals literary as the ability to interpret and create visual message consisting of symbols other than words. The implication of this, Delamont (2005) states, is to appreciate various visual media and art forms which capture attention. But Good (2003) fears the danger of schools committing the generic fallacy in presuming to teach general skills of visual representation and interpretation, as opposed to recognizing the need to develop such abilities in specific contexts.
One of the interest things about visual aids is the variety of ways in which they are use beside their main aim of capturing attention in pupils during instruction, visual aids, Rudman (2004) confirms, promote thinking, explicit and transferable generalization, and self discovery.
As a result, in the selection of visual aids for instruction, Dale (2000) advices teachers to select the following:
1. Those that permit detailed study at learner’s own pace.
2. Those that can be used for display of individual of group work
3. Those that can be easily revised and up-dated.
4. Those that can be adaptable to large group.
In support to the above; Ekpo (1988) sees visual aids as any creditable medium meant for use within an instructional design. Hay Cock (1975) sees visual aids as arts. According to her, there are broad categories of creative activities which pupils can engage in. with the use of common materials as cut out magazines, pictures, cartoons, plastic containers, pieces of clothes seeds, paper sack, strains, yam and string, cotton, clay sheets etc.
Hacock (1975) classifies instructional material under four main groups, they are:
1. Visual materials
2. Audio materials
3. Manipulative materials or media
4. Real objects
In her view, visual aids include:
1. All visual boards – chalkboard
2. Flat pictures and graphics
3. Projected materials
4. Audio-visual materials
Cohen and Garner (2001) observe that pupils learn better through multi-sensory experiences. In their views, visual aids make learning more effective and permanent. Allen (2001) says that pupils prefer illustration that are: coloured, action packed, story, that relate to previous experience and can be associated with places, objects, persons, events or animals about which they have read or with which they are familiar and are larger than the pictures they see.
CHAPTER THREE
RESEARCH METHODOLOGY
The chapter presents the procedure adopted in the research. This include the design of the research, area of the study, population, sample and sampling procedure, instrumentation, administration of instrument, and the method of data analysis.
3.1 Area of the Study
Uyo Local Government Area was chosen as the area for this study. On the North, it is bounded by Abak Local Government Area. On the South, it is bounded by Abia State. On the East, it is bounded by Oruk Anam Local Government Area. On the West, it is bounded by Etim Ekpo Local Government Area.
3.2 Research Design
The design adopted for the study was the survey method. This method makes use of research questionnaire and interview for data collection.
3.3 Population of the study
The population of the study consisted of all teachers from twenty primary schools in the area that were randomly selected. The population estimate was three hundred and thirty-five (335) teachers.
3.4 Sample and Sampling Technique
Twenty (20)primary schools in the study areawere randomly selected for use in the study. Ten (10) teachers from each of the school, five (5) males and five (5) females were randomly selected with the use of simple random sampling technique of the ballot type. This gave a sample size of two hundred (200) primary school teachers.
3.5 Research Instrument
Visual Aids Attention Span Questionnaire (VAASQ) was developed under close supervision of the supervisor. This was used for data collection for the study. The questionnaire was made up of two sections. Section A was for personal information, while section B was the main questionnaire of fifteen question items.
3.6 Validation of the Instrument
The questionnaire was examined for validity by the supervisor. Corrections and observation were implemented before it was administered.
3.7 Administration of the Instrument
Having taken permission from the Head Master/Head Mistress of the selected schools to allow their teachers to take part in the study, the researcher personally visited the schools and administered the questionnaires to the respondents. After one week, the researcher went around the schools to collection the completed questionnaires.
3.8 Method of Data Analysis
The chi-square (x2) test of significance was used to analyze the data used to analyze the data collected.
CHAPTER FOUR
DATA ANALYSIS, RESULT AND DISCUSSION OF FINDINGS
4.1 Presentation of Data Analysis
This section of the study deals with the presentation and analysis of the data and the discussion of findings. The analysis is based on the responses to items contained in the questionnaire. The items in the questionnaire were based on the hypotheses. The views of the respondents were analyzed with the use of chi-square (x2) test analysis to reflect the variable as expressed in the hypothesis.
Hypotheses One: The use of visual aids will not benefit those who find it difficult to learn by merely listening.
Table 1: Chi-square (x2) test analysis showing the observed and expected frequencies of responses for hypothesis one.
| RESPONSE CATEGORIES | OBSERVED RESPONSES (FO) | EXPECTED RESPONSES (FE) |
| Strongly agree | 72.40 (36%) | 50 |
| Agree | 53.20 (26%) | 50 |
| Disagree | 49.20 (13%) | 50 |
| Strongly disagree | 25.20 (13%) | 50 |
| Total | 200 (100%) | 200 |
df = 3, (x2 cal.) = 55.32, (x2 tab.) = 7.82
The above data was used to analyze the results of the investigation of the effects of visual aids in maintaining attention span of pupils who find it difficult to learn by listening alone in basic science instruction. The frequencies of the responses by the respondents were obtained from the ratings that were given to the responses in the questionnaire concerning hypothesis one. With the use of chi-square test (x2), the analysis showed the chi-square calculated (x2 cal.) to be 55.32, while the chi-square tabulated (x2 tab.) or the critical chi-square was 7.82 at 0.05 level of significance with degree of freedom of 3. Since the chi-square calculated of 55.32 is greater than the chi-square tabulated of 7.82, the null hypothesis was rejected for the alternative non-directional hypotheses which state that “the use of visual aids will benefit those who find in difficult to learn by merely listening”.
Hypothesis Two: The use of visual aids will not increase the amount of learning of basic science.
Table 2: Chi-square (x2) test analysis showing the observed and expected frequencies of responses for hypothesis two.
| RESPONSE CATEGORIES | OBSERVED RESPONSES (FO) | EXPECTED RESPONSES (FE) |
| Strongly agree | 73.94 (38%) | 50 |
| Agree | 45.65 (23%) | 50 |
| Disagree | 44.71 (13%) | 50 |
| Strongly disagree | 32.71 (16%) | 50 |
| Total | 200 (100%) | 200 |
df = 3, (x2 cal.) = 55.16, (x2 tab.) = 7.82
The above data was used to analyze the results of the responses by the respondents obtained from the ratings given to the responses in the questionnaire for hypothesis two.
Using chi-square to determine statistically the acceptance or rejection of the null hypothesis, the calculated chi-square is 58.16 while the tabulated chi-square is 7.82 at 0.05 level of significance with 2 degree of freedom. The calculated chi-square is greater than the tabulated chi-square. Therefore, the null hypothesis as stated is rejected for the alternative non-directional hypothesis that the use of visual aids will increase the amount of learning of basic science.
Hypothesis Three: The use of visualization will not reduce the difficulty level of basic science concepts.
Table 3: Chi-square (x2) test analysis showing the observed and expected frequencies of responses for hypothesis three.
| RESPONSE CATEGORIES | OBSERVED RESPONSES (FO) | EXPECTED RESPONSES (FE) |
| Strongly agree | 99.20 (49%) | 50 |
| Agree | 35.20 (18%) | 50 |
| Disagree | 34.20 (18%) | 50 |
| Strongly disagree | 30.40 (15%) | 50 |
| Total | 200 (100%) | 200 |
df = 3, (x2 cal.) = 65.48, (x2 tab.) = 7.82
The above data was used to analyze the results of the investigation of the influence of visualization in reducing the difficulty level of basic science concepts. The frequencies of the responses by the respondents were obtained from the ratings that were given to the responses in the questionnaire concerning hypothesis three.
The use of chi-square test (x2) showed the calculated valued to be 65.48, while the critical chi-square (chi-square tabulated) was 7.82 at 0.05 level of significance with 3 degree of freedom. As the calculated chi-square of 65.48 is greater than the tabulated chi-square of 7.82, the null hypothesis was rejected. In its place the alternative hypothesis which stated that the use of visualization will reduce the difficulty level of basic science concepts was accepted.
4.2 Discussion of Findings
From the responses based on the questionnaire items, it is obvious that visual aids:
1. Benefit pupils who find it difficult to learn by listening.
2. Increase motivation to learn.
3. Better meet the need of more learners than verbal material alone, and
4. Reduce the difficulty level of complex materials. The above is supported by high chi-square statistical values of 55.32 55.16 and 65.48 for the three hypotheses respectively for the agree categories of the questionnaire.
CHAPTER FIVE
SUMMARY, RECOMMENDATION AND CONCLUSION
This study was conducted to determine the effects of visual aids in selected primary schools in Uyo Local Government Area of Akwa Ibom State. From the findings, it was observed that most of the respondents agreed that:
1. The use of visual aids will benefit those who find it difficult to learn by merely listening as it will direct their attention toward instruction.
2. The use of visual aids will increase the amount of learning because attention.
3. The use of visual aids will reduce the difficulty level of complex materials thereby maintaining attention.
To effect the study, the researcher used structured questionnaire to obtain the data from the respondents used in the study. Questionnaire were designed and circulated to the respondents to collect the necessary data for the study. The data was analyzed accordingly with the appropriate statistics.
5.1 Recommendations
Based on the findings of the study, the following recommendations are made:
1. A variety of visual aids should be used to arouse interest, to gain and maintain attention in primary pupils during science instruction.
2. Visual aids should be used by teachers to benefit those who find it difficult to learn by merely listening.
3. Visual aids should be used to increase the amount of learning by pupils.
4. Visual aids should be used to reduce the difficulty level of complex materials and concepts.
5. Visual aids should be used to generate curiosity in pupils during science instruction.
6. Visual aids should be used to develop scientific concepts in primary school pupils.
7. Visual aids should be used to help primary school pupils see the relationship between parts and the whole.
8. Teachers should be trained on the use of visual aids to gain and maintain attention in pupils during instruction.
5.2 Conclusion
Given the importance of attention in the teaching and learning art, it worth any effort to gain it from pupils and also to maintain attention span in them is evidence that exist about the use of visual aids to gain and to maintain attention span in pupils. Teaching in primary school emphasizes observational learning along with their attention and that from time to time this attention will be maintained by the use of visual aids. Visual aids should be used in science to arouse interest and gain attention. They should also be used to develop scientific concepts. Attention span of pupils of in primary school is maintained longer when a variety of visual aids are used in the teaching process. Visual aids draw attention of primary school pupils because of their size, intensity, colour, motion, position, contrast and novelty. As a result, they should be used to help the pupils to see the relationship between parts and whole.
REFERENCES
Allen, d. and Ryan, W. (2001) “Using Instructional Aids on Teaching”. London: Addisen Wesley
Barrow, Robin (2003) “The Basics of Instructional Aids” London: Allhouse Press.
Bergan, V. P. (1987) “The use of Visual Aids in Teaching Science” School Scinece reviews Vol. 5, pp 7-11
Bennett, L. T. (1976_ “Teaching Styles and Pupil Progress” Cambridge, Mass, Harvard University Press.
Biehler, R. F. (2004) :Psychology Applied to Teaching” London: Houghton Miffin.
Brook, A. and Briggs, H. (2004) “Aspects of Primary Science” London: University of Leeds.
Cofer, P. S. (2002) “Visual Aids and attention Span”. The Instructor. Vol. 4 pp. 20-35.
Dale, Edgar, (2000) “Audio Visual Method in Teaching New York: Holt Rinehart and Winston.
Dearden, R. F. (2004) “The Philosophy of Primary Education. London: Rentledge and Kegan Paul.
Delamond, S. (2005) “Interaction in the Classroom” Methuen.
Deese, J. (2003) “The Psychology of Learning” New York: McGraw-Hill.
Driver. R. (2002) “The Pupil of Scientist” London: Open University press.
Good, T. L. (2003) “Looking in Classroom” New York: Harper and Row.
Guthrie, E. R. (2003) “The Psychology of Learning” New York: Harper and Row
Haycock, R. C. (2004) “Using Visual and Audio Materials” Instructional Media Vol. 10, pp. 17-32.
APPENDIX
VISUAL AIDS AND ATTENTION SPAN QUESTIONNAIRE
This is design to determine the effects of visual aids in maintaining attention span of pupils in basic science in selected primary schools in Uyo Local Government Area. Please kindly respond to the items accordingly. All information will be treated anonymously.
Section A: Personal Data
1. Occupation:……………………………………………………………………
2. Years Experiences:…………………………………………………………..
3. Name of establishment:……………………………………………………
4. Qualifications:………………………………………………………………….
5. Sex: Male ( ) Female ( )
6. Age:……………………………………………………………………………….
Section B: Main Questionnaire
Read each statement carefully and indicate and indicate in the column the following responses alternatives: Strongly Agree (SA), Agree (A), Disagree (D), Strongly Disagree (SD).
| S/N | STATEMENT | SA | A | D | SD |
| 1. | Visual aids help to maintain the attention of pupils during teaching | 4 | 3 | 2 | 1 |
| 2. | Pupils learn better with the use of Visual aids. | 4 | 3 | 2 | 1 |
| 3. | Pupils prefer illustration in teaching because it maintains their attention during teaching. | 4 | 3 | 2 | 1 |
| 4. | Visual aids maintain attention because they provide freshness are variety. | 4 | 3 | 2 | 1 |
| 5. | Pupils prefer illustration that are colourful. | 4 | 3 | 2 | 1 |
| 6. | Visual aids maintain attention in pupils because it appeals to pupils of varied abilities. | 4 | 3 | 2 | 1 |
| 7. | Visual aids encourage active certification by pupils. | 4 | 3 | 2 | 1 |
| 8. | Visual aids maintain attention in pupils by widening the range of their experiences. | 4 | 3 | 2 | 1 |
| 9. | Visual aids assures order and continuity of thought | 4 | 3 | 2 | 1 |
| 10 | Visual aids improve the effectiveness of other materials. | 4 | 3 | 2 | 1 |
| 11 | Visual aids maintain attention in pupils by showing something for large to bring into class. | 4 | 3 | 2 | 1 |
| 12 | Visual aids maintain attention in pupils because they show relationship of parts. | 4 | 3 | 2 | 1 |
| 13 | Visual aids maintain attention in pupils because they make understanding of science concepts to be easy | 4 | 3 | 2 | 1 |
| 14 | Visual aids heighten motivation for learning. | 4 | 3 | 2 | 1 |
| 15 | Visual aids should be used by all teachers in all instruction. | 4 | 3 | 2 | 1 |
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