WELCOME TO KENTERPRO:
COMPARATIVE STUDY OF AUDIO MATERIALS AND VISUAL MATERIALS IN THE TEACHING AND LEARNING OF PROSE IN PANKSHIN LOCAL GOVERNMENT AREA OF PLATEAU STATE

 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Prose fiction is a genre of literature that includes novels, short stories, and novellas. It is a powerful tool for developing students’ literacy skills, critical thinking skills, and creativity. Traditionally, teachers have used printed texts as the primary resource for teaching and learning prose fiction. However, advances in technology have made it possible to use audio and visual materials as instructional media in the classroom.

The teaching and learning of prose fiction is a fundamental aspect of literature education, It involves the use of literary works such as novels, short stories, and plays to develop students’ comprehension, analysis, and interpretation skills. Through the study of prose fiction, students are exposed to diverse literary themes, characters, and settings, which enable them to develop their critical thinking skills, creativity, and imagination. Traditionally, teachers have used printed texts as the primary resource for teaching and learning prose fiction. However, with the advances in technology, there has been a shift towards the use of audio and visual materials as supplementary resources in the classroom. Audio materials such as audiobooks and podcasts allow students to listen to literary works being read aloud. Visual materials such as films, documentaries, and graphic ‘novels can provide students with a different perspective on literary works, and enhance their visual and spatial intelligence.

1.2 Statement of the Problem

The teaching and learning of prose fiction is an essential aspect of the education system, as it helps to develop students’ analytical and critical thinking skills. In recent times, the use of audio and visual materials as teaching aids has gained popularity, as they are believed to enhance the learning process. However, there is a need to investigate the effectiveness of audio and visual materials in the teaching and learning of prose fiction, particularly in the Pankshin Local Government Area (LGA).

The problem is that while some studies suggest that audio materials are more effective in the teaching and learning of prose fiction, others argue that visual materials are more effective. Furthermore, there is limited research on the comparative study of audio and visual materials in the teaching and learning of prose fiction in the Pankshin LGA. This lack of research makes it difficult to determine which teaching aid is more effective for students in this particular region.

Additionally, there is a need to investigate the impact of students’ learning styles on the effectiveness of audio and visual materials in the teaching and learning of prose fiction. Some students may be auditory learners and may benefit more from audio materials, while others may be visual learners and may benefit more from visual materials. Therefore, it is necessary to determine if there is a correlation between students’ learning styles and the effectiveness of audio and visual materials in the teaching and learning of prose fiction.

The lack of a comprehensive comparative study on the effectiveness of audio and visual materials in the teaching and learning of prose fiction in the Pankshin LGA limits the ability of educators to make informed decisions about which teaching aid to use. This research is critical, as it will provide insight into the most effective teaching aid for the teaching and learning of prose fiction in this local government area, which will enhance students’ learning experiences and improve their academic performance.

1.3 Purpose of the Study

The main purpose of this study is to make a Comparative study of audio materials and visual materials in the teaching and learning of prose fiction in Pankshin Local Government Area.

Other specific objectives of the study are:

1. To find out the differences in the performance of students who were exposed to audio materials and those who were exposed to audio-visual materials in discussing prose themes.
2. To find out the differences in the performance of students who were exposed to audio materials and those who were exposed to audio-visual materials in analyzing prose characterization.
3. To find out the differences in the performance of students who were exposed to audio materials and those who were exposed to audio-visual materials in giving prose plot summary.
4. To find out the differences in the performance of students who were exposed to audio materials and those who were exposed to audio-visual materials in explaining prose setting.

1.4 Research Questions

1. what are the differences in the performance of students who were exposed to audio materials and those who were exposed to audio-visual materials in discussing prose themes?
2. what are the differences in the performance of students who were exposed to audio materials and those who were exposed to audio-visual materials in analyzing prose characterization.
3. what are the differences in the performance of students who were exposed to audio materials and those who were exposed to audio-visual materials in giving prose plot summary?
4. what find out the differences in the performance of students who were exposed to audio materials and those who were exposed to audio-visual materials in explaining prose setting?

1.5 Significance of the Study

The significance of the study on the topic of comparative study of audio materials and visual materials in the teaching and learning of prose fiction in Pankshin LGA is as follows:

The study could help to improve the teaching and learning outcomes in Pankshin LGA by identifying the most effective medium for teaching and learning prose fiction. This could lead to increased student engagement and retention, and ultimately better academic performance. The findings of this study could inform the development of new pedagogical methods that incorporate audio and visual materials in the teaching of prose fiction. This could lead to more dynamic and interactive classroom experiences for students and teachers.

The study could help identify gaps in the current teaching practices of prose fiction in Pankshin LGA. This could inform the development. of new instructional materials and strategies that address these gaps and improve teaching and learning outcomes.

The study could inform educational policy in Pankshin LGA by providing evidence-based recommendations for the use of audio and visual materials in the teaching of prose fiction. This could lead to changes in the curriculum, teaching methods, and resource allocation that promote more effective teaching and learning practices.

The study could contribute to the literature on the use of audio and visual materials in education. This could provide valuable insights for educators and researchers in other contexts and disciplines who are interested in incorporating these materials into their teaching and research.

1.6 Scope of the Study

This study aims to compare the effectiveness of audio materials and visual materials in the teaching and learning of prose fiction in Pankshin Local Government Area (LGA). The study will involve students and teachers from selected secondary schools in Pankshin LGA. The participants will be selected based on their willingness to participate in the study and their availability during the study period. The study will use audio and visual materials in the teaching and learning of prose fiction. The audio materials will include audio recordings of prose fiction stories, while the visual materials will include video recordings of prose fiction stories. The materials will be selected based on their relevance to the study and their availability. The study will employ a comparative approach to teaching prose fiction using audio and visual materials. The participants will be divided into two groups: one group will be taught using audio materials, while the other group will be taught using visual materials. The teaching methodology will be designed to ensure that both groups receive the same amount of instruction and that the instruction is delivered in a similar manner. The study will use both qualitative and quantitative data collection methods. The qualitative data will be collected through interviews and focus group discussions with the participants, while the quantitative data will be collected through preand post-tests administered to both groups. The study will be limited to selected secondary schools in Pankshin LGA, which may limit the generalizability of the findings. Additionally, the study will be limited to teaching and learning of prose fiction only, and may not be applicable to other genres or subject areas. |

1.7 Operational Definitions of Terms

Audio materials: In the context of this study, audio materials refer to any form of teaching or learning material that is solely audio-based, such ‘as audio recordings of prose fiction, audio lectures, audio discussions, audio books, or any other audio resource that is used in the teaching or learning of prose fiction in Pankshin LGA.

Visual materials: In the context of this study, visual materials refer to any form of teaching or leaning material that is solely visual-based, such as text, pictures, diagrams, charts, graphs, animations, or any other visual resource that is used in the teaching or learning of prose fiction in Pankshin LGA.

Prose fiction: For the purpose of this study, prose fiction refers to any fictional narrative written in prose (i.e., non-poetic) form, including novels, short-stories, novellas, and other similar works of fiction.

Teaching: In the context of this study, teaching refers to the act of imparting knowledge, skills, or information about prose fiction to learners, including the use of instructional materials, delivery methods, and assessment strategies.

Learning: In the context of this study, learning refers to the acquisition of knowledge, skills, or information about prose fiction by learners, including their engagement with instructional