Influence of Audio-Visual Materials on Junior Secondary School Students' Performance in History in Ilorin East, Kwara State

ABSTRACT
This study explores the influence of audio-visual materials on junior secondary school students' academic performance in History in Ilorin East, Kwara State. In an era where educational technologies are becoming increasingly prominent, the integration of audio-visual aids—such as videos, documentaries, interactive presentations, and multimedia simulations—has gained traction as a strategy to enhance learning. History, often seen as abstract and heavily reliant on rote memorization, benefits greatly from multisensory tools that can bring historical events to life and stimulate student interest. The study was motivated by the need to understand how such tools contribute to students’ learning outcomes, particularly in a Nigerian educational context where technological integration is still evolving.
A quantitative research design was adopted for this study. Data were collected through a validated structured questionnaire distributed among 100 junior secondary school students selected through stratified random sampling. The analysis was conducted using descriptive statistics for demographic data and inferential statistics, including t-tests and ANOVA, to test the stated hypotheses. Key variables examined included the extent of audio-visual material usage, its influence on academic performance, and the moderating effects of gender and class level. The study specifically investigated how audiovisual aids impact comprehension, retention, engagement, and overall performance in History.
Findings revealed that the usage of audio-visual materials in History classes was moderate but impactful. Videos and interactive presentations were the most frequently used, while other resources like documentaries and online tools were less utilized due to infrastructural and accessibility challenges. Students strongly agreed that audiovisual tools enhanced their understanding of historical concepts, increased their motivation to learn, and encouraged classroom participation. Statistical analyses showed no significant differences in performance outcomes based on gender or class level, indicating that audiovisual materials benefit all student groups equally.
The study concludes that audio-visual materials have the potential to significantly improve the teaching and learning of History in junior secondary schools. It recommends increased government investment in educational technologies, teacher training programs, and curriculum updates to better incorporate multimedia tools. These findings offer valuable insights for educators, school administrators, and policymakers aiming to modernize History education and make it more engaging and effective for 21st-century learners in Nigeria.