Learning for transformation: Incorporating multimedia instructional-aids in teaching/learning music in Nigerian schools

Ebele V Ojukwu

Abstract


This study stems from the fact that students easily get bored during classroom activities due to their low attention span usually connected with the traditional chalk-and-talk teaching system. Particularly, it investigates the effect of using multimedia instructional-aids in the teaching and learning music in Nigerian schools. The study involves two classes in a secondary school in Awka, Anambra State, Nigeria. One of the classes is the experimental group and the other, the control group. Forty (40) students make up each of the groups. The principles of the cognitive theory of multimedia learning, which postulates that learners learn better when words, materials and other activities are involved than in a situation in which mere words apply, have been applied. The result of the study is that there is a very impressive performance of the experimental group compared to the performance of the control group. Based on this, the study concludes that because multimedia instructional-aids arrest attention and sustain the attention towards achieving innovative teaching and transformative learning, they should be created, produced and be encouraged for use in teaching and learning of music in Nigerian schools.


Full Text:

PDF

References


Ashley, S. (2010). Implementing educational science television in the third grade classroom. An Unpublished M.S. Ed. Thesis. Submitted to School of Education and Counseling Psychology, Dominican University, California.

Clark, M. C. (1993). Transformation Learning. An Update on Adult Learning Theory. In S. B Merriam (Eds.). (pp. 47-56). San Francisco: Jossey-Bass.

Gardner, H. (2006). Multiple intelligences: New horizons. New York: Basic Books.

Gardner, D. G., Cummings, L. L., Dunham, R. B., & Pierce, J. L. (1998). Single-item versus Multiple-item measurement scales: An empirical comparison Educational Psychology Measurement, 58, 898-915.

Ikibe. S. (2002). Music education through active musical experiences. In E. Idolor (Ed.). Music in Africa Facts and Illusions. (pp. 99-104). Ibadan: Stirling-Horden.

Illeris, K. (2004). The three dimensions of learning. Malabar-Fla: Krieger Pub Co.

Jerram, P. & Gosney, M. (1995). Multimedia power tools. New York: Verbum.

Le Doux, J. (1998). The emotional brain: mysterious underpinnings of emotional life. New York: Simon & Shuster.

Lockard, J. & Abrahms, P. D. (2001). Computers for twenty-first century educators. New York: Longman.

Marshall, J. M. (2004). Learning with technology: Evidence that technology can, and does support learning. Educational Forum, 68, 140-153.

Mayer, R. E. & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90. 312-320.

Mayer, R. E. (2007). Multimedia learning. New York: Cambridge University Press.

National Teachers’ Institute, Kaduna-Nigeria, (2011). Manual for the retraining of junior secondary school teachers. Kaduna: NTI Press.

Palmer, E. L. & Young, B. M. (2003). The faces of televisual media. New Jersey: Lawrence Erlbaum Associates.

Ojukwu, E. V. (2013). Towards achieving a performance oriented music education in Nigerian secondary school. Journal of the Association of Nigerian Musicologists (JAMIN). 7, 332-341.

Oxford Learners’ Advanced Dictionary of Current English. (2006). 6th ed. New York: Oxford University Press.

Simons, R. J., Van Der Linden, J. & Duffy, T. (2000). New learning. London: Kluwer Academics.

Ugoo-Okonkwo, I. A. (2004). Teachers’ perception on the functionality of introduced cultural and creative arts curriculum of the Nigerian universal basic education. Journal of Elementary Education, 24, (2). 33 – 50.

Vygotsky, L. (1978). Mind in society. Cambridge, MA; Harvard University Press.

Williams, B. K., Sawyer, S. C. & Hutchinson, S. E. (1995). Using information technology. Chicago: Irwin.


Refbacks

  • There are currently no refbacks.