Effectiveness of audio-visual aids in the teaching of listening comprehension in Government Day Secondary School, Gwagwalada, Nigeria.

Abstract

This study examined the effectiveness of audio-visual aids in the teaching of listening comprehension in Government Day Secondary Schools, Gwagwalada, Abuja. The quasi-experimental design was adopted. Three research objectives, questions, and hypotheses were raised to guide the study. The population comprised all the 630 SS2 students in Government Day Secondary School, Gwagwalada, Abuja, Nigeria. One hundred (100) students were sampled for the study. The Students’ Listening Comprehension Test (SLICOT) was used as the instrument, and the instrument was pilot-tested with a reliability index value of 0.75. The chi-square was used to test the hypotheses. The research revealed that there is significant difference between the performance of students taught with audio-visual aids and those taught without the aids in the three levels of listening comprehension: literal, inferential, and critical. The study concluded that audio-visual aids help in the teaching and performance of students in listening comprehension. The study, therefore, recommended that audio-visual aids such as radio, cassette, flash card, speaker, television, projector, and other audio-visual materials should be made adequate and accessible for the effective teaching and learning of listening comprehension in secondary schools during the teaching and learning period.