CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Learning is the systematic development of information and skills via interaction between teachers and students. It occurs through the interplay of instructor, student, approach, and materials. These items contain portions known as teaching resources (Akerele, Aguele & Anyanwu, 2012). It has been demonstrated that teachers have a significant impact on the academic accomplishment of their students. If the teacher is ineffective, the students under his or her tutelage will make inadequate academic progress. This is irrelevant of the academic attainment potential similarities or differences between the students. Some of the shortcomings highlighted thus far include ineffective teaching methods, a lack of competent instructors, inadequate infrastructure and laboratory equipment, teacher-centered training, and the absence of instructional materials and their use (Yaki, 2011, Olorukoba, 2007).

Traditional (or conventional) teaching methods are teacher-centered and involve the use of lectures and discussions, while the problem-solving element is presented and/or discussed with the instructor; the syllabus, the teaching materials, and the student evaluations are determined by the tutor and communicated to the students through a series of lectures (Cottel & Millis, 1993). The conventional method of teaching, which is as old as formal education itself, involves the transmission of knowledge from the instructor to the learner. The inability of students to remember what they have learned is a consequence of a teacher's ineffective method of instruction or approach to teaching. Frequently, this issue is produced by excessively theoretical instructor discourse while students are passive listeners. Facts and concepts are memorized and regurgitated by students. Using electronic media;(video recordings, audio recordings, multimedia presentations, slide presentations, CD-ROM and online content) process and other interactive media software facilities in which a student interacts with and is guided by visual equipment for the purpose of achieving certain instructional goals, these issues can be addressed (Onasanya, 2002).

The use of media may convert classroom learning into a sequence of rich, memorable experiences, hence reducing boredom and forgetfulness in the classroom. In educational institutions, the use of microcomputers in the teaching and learning process has grown prevalent in recent years (Onasanya, 2002). According to Abimbade (2000), the use of computers (1) increases the amount of time students devote to learning, (2) accelerates the availability of data and information, (3) provides immediate feedback, (4) assists teachers with fewer qualifications, and (5) increases teachers' efficiency and effectiveness. Adeniyi (2002) found that students who were taught civics with visual aids performed better intellectually than those who were not.

1. 1. This material content is developed to serve as a GUIDE for students to conduct academic research work
2. 2. As a source for additional understanding of the subject.
3. 3. As a source for ideas for your own research work (if properly referenced).
4. 4. For PROPER paraphrasing (see your university definition of plagiarism and acceptable paraphrase)
5. 5. Direct citing (if referenced properly)
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