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APPRAISING
INSTRUCTIONAL MATERIALS AS BEING USED IN SECONDARY SCHOOLS
ABSTRACT
The study
attempted to investigate the appraising instructional materials as being used
in secondary schools in Abuja Municipal Area Council of Federal Capital
Territory. The study equally reviewed some important and extensive literatures
under sub-headings. The descriptive research survey design was applied in the
assessment of respondents’ opinions towards the subject matter. In this study,
four null hypotheses were formulated and tested with the application of the
independent t-test and the Pearson Product Moment Correltional Coefficient
Statistical tools at 0.05 significance level. Also, the simple percentage
frequency counts was used to analyse the questionnaire response of the selected
respondents together with the research questions. A total of 120 (one hundred
and twenty) respondents, 60 (sixty) male and 60 (sixty) female teachers were
selected for this study. At the end of the data analyses, the following results
were obtained thus: that there is a significant effect of the use of
instructional materials on teachers’ performance, that effective use of
instructional materials will significantly affect students’ academic
performance in the school, there is a significant relationship between the use
of instructional materials and learning behaviour of students in the school,
and that there is no significant gender difference in the use of instructional
materials among teachers in secondary schools. Based on the conclusions, it was
recommended that: there should be allocation of more time to the practical
aspects of educational technology in secondary schools, Government should
subsidise the cost of students’ practical work on Education Technology, and
graduates from other disciplines coming into teaching profession as a last
resort due to high rate of unemployment; should be discouraged. This is because
they are not well equipped for the tasks which they are to perform.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
For thousand
years, man had been seeking for ways in which he would increase the
effectiveness of his communication. Twenty-three centuries ago, Aristotle
identified those important elements in the process of communication. According
to him, communication consists of a communicator, the message and the receiver
of the message. He further suggested that the oral communicator must not only
try to make the assignment of his speech (message) demonstrative and worthy of
belief, he must also make his own character look and put his hearers who were
to decide into the rigid frame of mind. Lesswell (1998), talked about
ingredient of communication in the form of this simple question; “who”? says
“what”?, with what purpose? To whom? In what situation? By what means? With
what effect?
The age of
books and chalkboard dragged on over the centuries in electronics (hardware)
and communication bringing longevity to this age and its technology in the
classroom.
Meanwhile,
the radio cassette and tape recorder have been developed to enable millions of
masses learn anywhere and anytime. The “visual” first came into prominence in
educational scene during the first two decades of the 20th century and such
visuals includes all materials generally used in classroom instructions.
As from
1947, ideas developed in favour of combining the library with visual
development. It is on this ground that the term “instructional materials”
evolved.
The
introduction of technology into education has thrown light into technological
innovation e.g. (hardware) machine and (Software) materials or transparencies,
which are used as instructional materials in the classroom teaching.
Davies
(1990) maintained that all media to varying degrees helps perception,
understanding, transfer of training, provide reinforcement, and extension. Some
media are essential to the attainment of goals and objectives, such media must
be obtained and used if the objectives are to be achieved.
Media like
maps and pictures are described as criterion media and are also used to learn
and achieve skill of mastery in any kind of subject in the classroom in
teaching / learning situation. According to Hoben (1991), there is little from
evidence in the research literature. A single medium of instruction will
suffice ever if only because it will become unbearably monotonous, but variety
among instructional media can make the teaching in the classroom more
effective.
Modern
researchers have tried its ability of using varied media to see successful
attainment of their goals and objectives. For instance, a study of programmed –
instruction journalism course at Marshall University, USA showed that students
prefer tape recoding while others preferred materials. Audio-visual materials
can provide a rich variety of sensory experience to amplify and reinforces the
concepts that have been presented in textbooks. For certain types of learning,
some students may grasp the flow and structure of ideas more easily through
films or television programmes than through textbooks assignments and lectures (Anyanwu,
2000)..
In a
collection of varied and integrated learning activities, each method of
teaching makes particular contribution in cooperation with several other media
of instruction.
Modern
research therefore are no longer, studying the effects of isolated educational
materials, they are considering integrated system that involve many variables
of instructional media on the teaching-learning situation. Schram (1996),
proposed that each medium should be considered as part of teaching / learning
system. Thus, for example, certain ways of combining these media such as
television with tutorial media may be immensely more effective than one alone.
In evaluating the combination of instructional materials effectively, they
should be tried out in the environment where they will be properly utilized.
View from
the angle of the contributions, ways of definitions, history and perception of
the instructional media on teaching in Junior Secondary School could broaden or
widen the horizons of the users on its impact in the teaching in classes
(Adeleke, 2001).
According to
Aina (1982), instructional materials are those materials or resources used in
any teaching exercise to promote greater understanding of the learning
experiences. They are used to “provide the richest possible learning
environment which help learners and the teachers to achieve specific
objectives”. They also assist the teacher to communicate more effectively and
the learner to learn more meaningfully and permanently.
Instructional
materials form a vital aspect of teaching and learning in secondary schools,
hence its importance in school curriculum. Nwagbara (2002) notes that
instructional materials enhance retention and permanence in learning. According
to her, enormous benefits accrue from teaching and learning with the aid of
culturally relevant and adequate instructional materials, especially, for the
primary and secondary school levels of education.
Instructional materials which are educational
inputs are of vital importance to the teaching of any subject in the school
curriculum. Wales (1995) was of the
opinion that the use of instructional materials would make discovered facts
glued firmly to the memory of students.
Savoury (1998) also added that, a well planned and imaginative use of
visual aids in lessons should do much to banish aparthy, supplement inadequacy
of books as well as arouse students interest by giving them something practical
to see and do, and at the same time helping to train them to think things out
themselves.
Like other
teaching subjects in the school curriculum, the teaching and learning of any
subject in school cannot be effectively achieved without the aid of
instructional materials. According to Savoury (1998), for long, instructional
materials have not really been used in schools. Most teachings are done
verbally without really making use of the few available materials. It is proper
for teachers to make use of instructional materials needed in every situation
for their teaching. Savoury (1998) suggested a catalogue of useful visual aids
that are good for teaching such as pictures, post cards, diagrams, maps,
filmstrips and models.
It is
interesting to note that a large percentage of trained teachers and those
undergoing professional training course can teach with some of the
instructional materials. They do so consciously because they know that the use
of instructional materials have positive effect on learning outcomes as their
cognate experience during teaching practice supervision reveals (Adeyanju, 2003).
Adeyanju also reveals that in an on-going action research by investigators in
Winneba District, a survey sample of teachers with several years of teaching
experience of between (3) and twenty five (25) years, claim that learning aid
improves methodology. They also claim that learning aids reduce their talk and
chalk method.
1.2 Statement of the Problem
Instructional
materials inspite of their numerous advantages are now witnessing serious
neglect by both the teachers and educational administrators.
This is
however not limited to the government alone, but also private educational
administrators, where such materials are provided, they are grossly,
inadequate, obsolete or totally out of use.
Even the
functional ones are not put into proper use by the teachers in the classroom.
It has been observed that there is only display of such materials by various
schools by the officials of the Ministry of Education.
The effect
of this neglect mismanagement, poor maintenance and inadequate supply of these
instructional materials has created the following problems:
1) Students tend to learn slowly in
class.
2) What is learnt is not easily
recalled.
3) Poor academic performance of
students in internal and external examinations.
4) Inability of student to practicalize
what is learnt especially things having to do with technical or vocational
skills.
The
identified problems gave rise to the examination on appraising instructional
materials as being used in secondary schools in Abuja Municipal Area Council of
Federal Capital Territory.
1.3 Purpose of the Study
The
objective of this study include to:
(1) examine whether instructional
materials are fully used in the secondary schools.
(2) identify the various types of
instructional materials used in school.
(3) verify the effective use of
instructional materials in conceptional analysis as applied to teaching.
(4) determine the extent to which the
utilization of instructional materials has made or marred in secondary schools.
(5) find out the views of teachers
regarding the use of instructional materials.
(6) examine factors affecting the use of
instructional materials in school.
1.4 Research Questions
The
following research questions were raised in this study:
(1) How can instructional materials in the
secondary schools be examined?
(2) To what extent can the various types of
instructional materials used in school be identified?
(3) How can the effective use of
instructional materials in conceptional analysis as applied to teaching be
verified?
(4) To what extent can we determine the
extent to which the utilization of instructional materials has made or marred
in secondary schools?
(5) To what extent can the views of
teachers regarding the use of instructional materials be found out?
(6) What are the factors affecting the use
of instructional materials in school?
1.5 Research Hypothesis
The
following research hypotheses were formulated in this study:
(1) There will be no significant effect of
the use of instructional materials on teachers’ performance in the classroom.
(2) The effective use of instructional
materials will not significantly affect the academic performance of students in
the school.
(3) There will be no relationship between
the use of instructional materials and learning behaviour of students.
(4) There will be no significant gender
difference in the use of instructional materials among teachers.
1.6 The
Significance of the Study
This study
is specially designed to educate the operational administrator both public and
private on the need to ensure adequate supply and utilization of instructional
material in the teaching / learning process.
Teachers on
their own part will have a better understanding of the roles played by
instructional materials and therefore have a change of attitude towards the
non-use of instructional materials.
Student-teachers
having gone through this research work will realize the need for continuous use
of instructional materials when they actually become classroom teachers, when
they have left the schools.
The society
will also benefit from the findings of this study, as it will help them to have
an insight into the use of teaching aids in teaching and learning processes in
the school.
1.7 Scope of the Study
The study
covered the appraisal of the use of instructional materials in secondary
schools in Abuja municipality in the Federal Capital Territory.
1.8 Limitation of the Study
In this
study, factors such as finance, time and sourcing of materials would be to a
large extent, a constraint to the completion of the study.
1.9 Definition of Terms
1) Curriculum: A course of study
offered in schools.
2) Audio Mats: These are instructional
resources that send out sound signal.
3) Visual Mats: These are the resources
that send out light signals in form of symbols and light signs which can be
received only through the sense of sight.
4) Instructional Materials: Anything
that assists teachers to teach well in the classroom. Also, those things that
help students to learn well in the classrooms.
5) Environment: Surrounding, that is
everything and everyone with whom the individual comes in contact.
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