Effectiveness of Audio-Visual Aids in Teaching Basic Science in Rural Primary Schools in Kebbi State, North West Nigeria

This study examines the effectiveness of audio-visual aids in teaching basic science to pupils in rural primary schools in Kebbi State, North West Nigeria. Rural learners in the North West zone frequently lack access to enriched learning environments, and research consistently links the use of audio-visual materials to improved conceptual understanding in science education. The study employs an experimental design with pre-test and post-test measures administered to 160 Primary Five pupils from eight rural schools in Birnin Kebbi Local Government Area. The experimental group received science lessons supplemented with video clips, projected images, and audio recordings, while the control group was taught using only the textbook and chalkboard. A researcher-designed Basic Science Achievement Test with an established reliability index of 0.81 served as the instrument. Analysis of covariance was used to control for pre-test differences. Findings indicate that pupils taught using audio-visual aids significantly outperformed their counterparts on the post-test. Gender did not significantly moderate the effect. The study recommends investment in battery-powered projectors and solar energy systems for rural schools to sustain audio-visual instructional practices in areas with unreliable electricity. Educational authorities in Kebbi State are urged to incorporate audio-visual resource provisions in school funding formulas. Keywords: audio-visual aids, basic science, rural schools, Kebbi State, primary education