CHAPTER ONE
INTRODUCTION
Background of the Study:
Audio-visual is now permeating the educational system as a tool for effective teaching and learning. With audio-visual, the communication of information can be done in a more effective manner and it can be an effective instructional medium for delivering information. Audio-visual access to knowledge is one of the possibilities of information and communication technology that has tremendous impact on learning. The instructional media have emerged in a variety of resources, and equipment, which can be used to supplement or complement the teachers’ efforts in ensuring effective learning by students. It is recognized that conventional media technologies can no longer meet the needs of our teaching and learning processes; as a result they are being replaced by audio-visual technology. This technology provides a learning environment that is self-paced, learner-controlled and individualized. Audio-visual is defined as the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audience. In other words, audio-visual means “an individual or a small group using a computer to interact with information that is represented in several media, by repeatedly selecting what to see and hear next” (Agnew, 1996). The power of audio-visual lies in the fact that it is multisensory, stimulating the many senses of the audience. It is also interactive, enabling the end users of the application to control the content and flow of information. This has introduced important changes in the educational system and impact the way teachers communicate information to the learners (Agnew, 1996). Ogunbote and Adesoye, (2010) expressed that audio visual technology adds new dimension to learning experiences because concepts were easier to present and comprehend when the words are complemented with images and animations. Stating further that it has been established that learners retain more when a variety of senses are engaged in impacting knowledge; and the intensity of the experience aids retention and recall by engaging social, emotional and intellectual senses. The evolution of audio-visual aids has made it very possible for learners to become more involved in learning activity. With audio-visual technologies, learners can create audio-visual applications as part of learning project requirements. This would make the learners active participant in the learning process, instead of just being passive learners of the educational content. Audio-visual involves processing, storage, generation, manipulation and retention of audio visual system, and the resources could include text files, pictures, video, audio, databases, archives, library catalogs, course notes, relevant links to various websites and easy access to search engines available on the Internet. A study by Ubogu, (2007) supports the view that audio-visual resources facilitate access to all human knowledge, anytime, and anywhere in a friendly, multi-modal, efficient and effective way, by overcoming barriers of distance, language and culture, and by using multiple Internet-connect devices. It is important to say that the use of audio-visual technology has great significance in colleges, universities and research institutions in the Western countries. In these countries, the technology is being seen as a key player to development in all ramifications and essential component of education. However, Babajide & Bolaji, (2011) identified different types of audio visual communication, some of which include computer science hardware, computer science software, public address systems, slides, overhead projectors, opaque projectors, videos, cassettes, audio tapes, cassette recorders, flip, time sequence, stream charts, Diorama still motion pictures among others. Audio-visual in Education has been extremely effective in teaching individuals a wide range of subjects. Audio-visual is changing the way we communicate with each other. The way people send and receive messages is more effectively done and better comprehended. While a lecture can be extremely informative, a lecture that integrates pictures or video images can help an individual learn and retain information much more effectively. Using interactive CD-ROMs can be extremely effective in teaching students a wide variety of disciplines, most notably languages and music. A multisensory experience can be created for the audience, which in turn, elicits positive attitudes towards its application. Audio-visual has also been shown to elicit the highest rate of information retention and result in shorter learning time.
Statement of the Problem:
There is an urgent need to improve the quality of education to bridge the gap between developed and developing nations, and audio-visual instruction is considered as a necessary tool for this purpose. However, the presence of audio-visual alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of audio-visual instruction in education. Without the involvement of teachers, most students may not take advantage of all the available potential benefits of audio-visual on their own. Teachers need to actively participate in the use of audio-visual facilities. Teachers have to be trained in the use of audio-visual and in its integration in the classroom activities to enhance thinking and creativity among students. Teachers must also learn to facilitate and encourage students by making them responsible for learning. Many of the current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills. The question here is, to what extent does the teachers use audio – visual materials in learning Agricultural science in Junior Secondary Schools in Enugu East Local Government Area? Finding an answer to this question is the major concern of this study.
Purpose of the Study:
The purpose of this research is to elicit from the Agricultural science teachers the extent of use of audio – visual aids in teaching and learning Agricultural science in Junior Secondary Schools in Enugu East Local Government Area. Specifically, the researchers intend to
(I)                        Determine the degree of the use of audio – visual aids in teaching the Agricultural science .
(II)                      Find out the level of the use of audio – visual aids to improve the students’ performances in Agricultural science .

(III)                    Examine whether the male and female differences affect the extent of use of the audio – visual aids in teaching and learning in Junior Secondary Schools in Enugu East Local Government Area
(IV)                   Ascertain whether the difference in the education of the teachers affect the extent of the use of the audio – visual aids in the teaching and learning of the Agricultural science in Junior Secondary Schools in Enugu East Local Government Area? In effect, there is no clear cut stand as there are generally varied opinions. This therefore, emphasizes the need for the study to be carried out
.Significance of the Study: It is hoped that this study will inspire teachers and inspectors of the State and Federal Ministries of Education to improve their competence and performance by adopting instructional audio – visual materials to suit their proper use in the classroom. This will improve the teaching and learning of Agricultural science in particular and other subjects in general. This study also will help educational planners to lay more emphasis on teachers’ use of the audio – visual instructional materials when drawing up an Agricultural science curriculum. 
The Federal Ministry of Education and State Education Commission, when recommending text books for Agricultural science , should ensure that text books should contain CD ROMS, films and tape recorded work of the same text books and that teachers should be made to have and use audio – visual materials such materials should be available for the teachers’ use in the classrooms. Finally, this study shows that each of the students has absolute control of his potentials and as such is capable of developing his potentials and attain high academic excellence commensurate with those potentials through the use of audio – visual ads.
Scope of Study:
This study was carried out in all the secondary schools in Enugu East Local Government Area. The study investigated the extent of usage of the audio – visual materials in Junior Secondary Schools. Some percentage of teachers and students was used.
Research Questions:
The following research questions addressed and guide the study
(I)                        To what extent do teachers make use of audio – visual material in teaching and learning agricultural science in Junior Secondary Schools in Enugu east Local Government Area of Enugu State?