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It defines audio-visual aids, outlines their instructional importance, and evaluates their impact through a descriptive survey research design using questionnaires. Fifty respondents were randomly sampled, and data were analyzed with frequency tables and percentages. Findings indicate a substantial positive effect on teaching-learning processes, student attendance, curiosity, time saving, note-taking efficiency, and communication skills.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/impact-of-audio-visual-materials-in-the-dissemination-of-knowledge-for-facilitators-in-some-selected-literacy-centres-in-oshodiisolo-local-government-area/590775/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/impact-of-audio-visual-materials-in-the-dissemination-of-knowledge-for-facilitators-in-some-selected-literacy-centres-in-oshodiisolo-local-government-area/590775.png","ImageObject",300,407,{"name":42,"@type":43},"Stanford","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the study focused on in literacy centres in Oshodi/Isolo?","Question",{"text":62,"@type":63},"The study focuses on the impact of audio-visual materials in disseminating knowledge and supporting facilitators’ teaching in selected literacy centres within Oshodi/Isolo Local Government Area.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the paper define audio-visual materials?",{"text":67,"@type":63},"Audio-visual materials are described as instructional resources that do not rely only on reading, conveying meaning through hearing, sight, or a combination of senses, including examples such as recordings, films, exhibits, and process-based experiences.",{"name":69,"@type":60,"acceptedAnswer":70},"What research method and data analysis are used?",{"text":71,"@type":63},"The research uses a descriptive survey approach with questionnaires to cover research questions and hypotheses. 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The power of technology has captured the minds of the generation and this influence could be seen in the field of education too. The technology for teaching students in this competitive scenario is the use of Audio-Visual aids. Audio relates to “hearing”, visual is “seeing” and aids are the tools that are used for this purpose. Apart from the use of text-books when the teacher uses audiovisual aids, the topic becomes more clear, effective and easy to understand and thus it lasts forever in the mind of students. Audio-aids can be in the form of recordings, music/sound, songs etc and visual aids can be in the form of power point presentations, video clippings, movie etc or can be the combination of both. This research paper intends to investigate the development of students with the use of audio visual aids with complete virtual learning and their impact. It also compares the use of traditional method with the modern teaching methodology. For this, the impact of audio visual materials in the dissemination of knowledge in some selected literacy centres was studied. The research adopts descriptive research survey with focus on students attending various literacy centres in Oshodi/Isolo Local Government Area and the instrument used for the study was a questionnaire developed to cover the research questions and hypotheses. Fifty respondents were randomly selected from various literacy centres in Oshodi/Isolo Local Government Area of Lagos State for data collection. Data were analyzed using frequency tables and percentages. It can be concluded that as was suggested in the paper that there is a great impact of audio-visual aids in the teaching-learning process in various literacy centres in the state. It also motivates students to attend lectures as they are very curious to see or hear what the facilitator is going to show them in the upcoming class,\u003Cbr>saves time of copying notes and increasing more communication skills. Keywords: Audio-visual, facilitators, knowledge, dissemination. |\n| --- |\n| E-mail: [saula5050@yahoo.com. Tel:](saula5050@yahoo.com. Tel:) +2348028389464. |\n\nINTRODUCTION  \nTeaching and learning activities are interesting when audio-visual materials are used effectively and efficiently in a classroom-teaching situation. It is necessary for facilitators in literacy centres in Nigeria to use audiovisual materials as instructional tools in order to make their teaching more interesting, that is to arouse the learning interest and sustain attention for effective learning. Although among the challenges facing some of the literacy centres in Nigeria is that audio-visual  \nmaterials are not available and even where they are available, facilitators do not use them effectively. The reason for this attitude may be facilitators have engaged themselves in so many other relevant and irrelevant activities.  \nThe term audio-visual materials are defined by Dike (1993) as those materials which do not depend solely upon reading to convey meaning. They may present information through the sense of hearing as in audio  \nAfr Educ Res J 20  \nresources, sight, as in visual resources or through a combination of senses. Indeed, the variety of such resources is a striking characteristic.  \nAccording to Anzaku (2011) , “the term audio-visual materials are commonly used to refer to those instructional materials that m","cbCaii387AeIpxfX","https://ap.wps.com/l/cbCaii387AeIpxfX","pdf",56567,"English","# Abstract\n# Introduction\n## Importance of audio-visual materials","[{\"question\":\"What is the study focused on in literacy centres in Oshodi/Isolo?\",\"answer\":\"The study focuses on the impact of audio-visual materials in disseminating knowledge and supporting facilitators’ teaching in selected literacy centres within Oshodi/Isolo Local Government Area.\"},{\"question\":\"How does the paper define audio-visual materials?\",\"answer\":\"Audio-visual materials are described as instructional resources that do not rely only on reading, conveying meaning through hearing, sight, or a combination of senses, including examples such as recordings, films, exhibits, and process-based experiences.\"},{\"question\":\"What research method and data analysis are used?\",\"answer\":\"The research uses a descriptive survey approach with questionnaires to cover research questions and hypotheses. Data from 50 randomly selected respondents are analyzed using frequency tables and percentages.\"}]","Impact of audio-visual materials in the dissemination of knowledge for facilitators in some selected literacy centres in Oshodi/Isolo Local Government Area | PDF",1792070381,15]