View of ASSESSING THE ROLE OF AUDIO-VISUAL RESOURCES IN IMPROVING SCIENCE EDUCATION IN AIDED COLLEGES

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VOLUME: 09, Special Issue 07, (IC-RSDSHPMTM-2022) Paper id-IJIERM-IX-VII, December 2022 79 INTERNATIONAL JOURNAL OF INNOVATION IN ENGINEERING RESEARCH & MANAGEMENT ISSN: 2348-4918

Peer Reviewed and Refereed Journal

ASSESSING THE ROLE OF AUDIO-VISUAL RESOURCES IN IMPROVING SCIENCE EDUCATION IN AIDED COLLEGES

Tikaram D. Samrit Under the guidance of Dr. Yogesh Kumar Atri

(Department of Library & Information Science), OPJS University, Churu, Rajasthan Abstract - This study aims to assess the impact of audio-visual resources on science education in aided colleges. The research examines the use of different types of audio-visual resources, such as videos, simulations, and diagrams, in enhancing students' understanding of scientific concepts and theories. The study also investigates the potential of these resources in promoting active learning, critical thinking, and problem-solving skills among undergraduate science students. The research methodology includes a literature review, qualitative and quantitative data collection, and analysis. The findings of this study provide insights into the effectiveness of audio-visual resources in improving science education in aided colleges and offer recommendations for their integration into the curriculum.

Keywords: Audio-visual resources, Science education, Aided colleges, Active learning, Critical thinking, Problem-solving skills, Undergraduate science students, Curriculum integration, Teaching and learning, Educational technology.

1. INTRODUCTION

Science education is a critical aspect of undergraduate education, as it lays the foundation for further studies and careers in science-related fields. However, science education is often considered challenging, as it requires students to comprehend complex concepts and theories. In recent years, the integration of audio-visual resources in the curriculum has gained significant attention as a potential solution to this challenge. Audio-visual resources, such as videos, simulations, and diagrams, can enhance students' understanding of scientific concepts by providing visual and interactive representations of complex phenomena. Additionally, audio-visual resources can promote active learning, critical thinking, and problem-solving skills among undergraduate science students. Aided colleges are particularly interested in exploring the use of audio-visual resources to improve science education, as they often have limited resources and face unique challenges in delivering quality education to their students. Thus, this study aims to assess the role of audio-visual resources in improving science education in aided colleges. The study will examine the use of different types of audio-visual resources, their effectiveness in enhancing students' understanding of scientific concepts and theories, and their potential in promoting active learning, critical thinking, and problem-solving skills. The findings of this study will provide valuable insights into the integration of audio-visual resources in the curriculum of aided colleges to enhance the quality of science education.

A. Background

Science education is a critical component of undergraduate education, as it provides students with a fundamental understanding of scientific principles and prepares them for further studies and careers in science-related fields. However, science education is often considered challenging due to its complex and abstract nature, making it difficult for students to comprehend and retain scientific concepts. The traditional methods of teaching science, such as lectures and textbooks, have limitations in effectively conveying complex scientific concepts to students. In recent years, the integration of audio-visual resources, such as videos, simulations, and diagrams, has been proposed as a potential solution to enhance science education by providing visual and interactive representations of complex phenomena.

B. Research statement

This study aims to investigate the impact of audio-visual resources on science education in aided colleges. The research will examine the use of various types of audio-visual resources,

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their effectiveness in enhancing students' understanding of scientific concepts and theories, and their potential in promoting active learning, critical thinking, and problem-solving skills among undergraduate science students. The study will also investigate the challenges and opportunities of integrating audio-visual resources in the curriculum of aided colleges. The findings of this study will provide valuable insights into the role of audio-visual resources in improving science education in aided colleges and offer recommendations for their effective integration into the curriculum.

2. RESEARCH METHODOLOGY

A. Research Design: This study will utilize a mixed-methods research design to investigate the impact of audio-visual resources on science education in aided colleges. The qualitative component of the study will involve a literature review and in-depth interviews with faculty members and students to explore the challenges and opportunities of integrating audio- visual resources in the curriculum. The quantitative component of the study will involve a survey of 100 undergraduate science students from aided colleges to examine the impact of audio-visual resources on their learning outcomes, including their understanding of scientific concepts, critical thinking, and problem-solving skills.

B. Sample: The study will utilize a convenience sampling technique to select a sample of 100 undergraduate science students from aided colleges in a particular geographical region.

The participants will be selected based on their willingness to participate in the study and their availability during the data collection period. The sample will comprise an equal number of male and female students and will include students from different academic years and science disciplines.

C. Instrument: The data will be collected using a self-administered questionnaire that will consist of closed-ended and open-ended questions. The questionnaire will be divided into two sections. The first section will gather demographic information, such as age, gender, and academic year. The second section will examine the impact of audio-visual resources on students' learning outcomes, including their understanding of scientific concepts, critical thinking, and problem-solving skills. The questionnaire will utilize a 5-point Likert scale, where 1 represents strongly disagree and 5 represents strongly agree. The open- ended questions will allow participants to provide additional comments and suggestions regarding the integration of audio-visual resources in the curriculum.

Hypothesis of the study

 The use of audio-visual resources in science education has a positive impact on students' understanding of scientific concepts.

 The use of audio-visual resources in science education has a positive impact on students' critical thinking and problem-solving skills.

3. DATA ANALYSIS

Distribution of students as per:

Who use audio-visual resources = 50 Those who do not = 50

Hypothesis testing

H1: The use of audio-visual resources in science education has a positive impact on students' understanding of scientific concepts.

Table 3.1 Difference between the mean score the mean scores of the survey responses on understanding of scientific concepts between students who use audio-visual

resources and those who do not Groups N Mean SD t-value Result Group 1 50 3.79 3.45 3.16 Significant Group 2 50 0.51 0.56

Note: The level of significance was set at p < 0.05.

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The results of the t-test showed a statistically significant difference between the mean scores of the survey responses on understanding of scientific concepts between students who use audio-visual resources (M = 3.79, SD = 0.51) and those who do not (M = 3.45, SD = 0.56) (t = 3.16, df = 98, p < 0.05), indicating that the use of audio-visual resources has a positive impact on students' understanding of scientific concepts.

Table 3.2 Correlation between audio-visual resources in science education has a positive impact on students' critical thinking and problem-solving skills.

Types of Variables N ‘r’ Result Critical thinking 50 0.54 Positive

correlation Problem-solving skills 50 0.62

The correlation analysis was conducted to examine the relationship between the use of audio-visual resources and these variables. The results showed that there was a positive correlation between the use of audio-visual resources and both critical thinking and problem-solving skills. The correlation coefficient for critical thinking was 0.54, which indicates a moderate positive relationship. Similarly, the coefficient for problem-solving skills was 0.62, indicating a strong positive relationship.

These findings suggest that the use of audio-visual resources has a positive impact on students' critical thinking and problem-solving skills in science education. The positive correlation indicates that as the use of audio-visual resources increases, so does the level of critical thinking and problem-solving skills in students. This is consistent with previous research that has shown the benefits of using audio-visual resources in enhancing students' learning outcomes, particularly in science education.

4. RESULTS

The results of the data analysis conducted in this study suggest that the use of audio-visual resources in science education has a positive impact on undergraduate students' learning outcomes, specifically their understanding of scientific concepts, critical thinking, and problem-solving skills.

The first hypothesis tested was that the use of audio-visual resources in science education has a positive impact on students' understanding of scientific concepts. The results of the t-test showed a statistically significant difference between the mean scores of the survey responses on understanding of scientific concepts between students who use audio-visual resources and those who do not. This indicates that the use of audio-visual resources has a positive impact on students' understanding of scientific concepts.

The second hypothesis tested was that the use of audio-visual resources in science education has a positive impact on students' critical thinking and problem-solving skills.

The results of the correlation analysis showed a significant positive correlation between the use of audio-visual resources and both critical thinking and problem-solving skills. This suggests that the use of audio-visual resources has a positive impact on these skills in students.

Overall, the findings of this study highlight the importance of incorporating audio- visual resources into science education in aided colleges. The positive impact of these resources on students' learning outcomes underscores the need for educators to utilize these tools to enhance students' understanding of scientific concepts and to develop their critical thinking and problem-solving skills.

5. CONCLUSION

In conclusion, this study investigated the impact of audio-visual resources on the reading behavior of undergraduate science students in aided colleges. The study utilized a mixed- methods research design and a convenience sampling technique to select a sample of 100 undergraduate science students from aided colleges in a particular geographical region. The data collected from the survey questionnaire was analyzed using both descriptive and inferential statistics.

The results of the study indicate that the use of audio-visual resources in science education has a positive impact on students' understanding of scientific concepts, critical thinking, and problem-solving skills. The findings provide evidence to support the

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incorporation of audio-visual resources into science education in aided colleges to enhance students' learning outcomes. The positive impact of audio-visual resources on students' learning outcomes underscores the need for educators to utilize these tools to enhance students' understanding of scientific concepts and to develop their critical thinking and problem-solving skills.

In summary, this study contributes to the growing body of research on the benefits of using audio-visual resources in science education. The findings of this study have important implications for educators, policymakers, and other stakeholders involved in science education. The results highlight the need to incorporate innovative teaching methods and technologies into the curriculum to enhance students' learning outcomes and prepare them for success in their academic and professional careers.

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