THE EXTENT OF USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEACHING - LEARNING OF ENGLISH LANGUAGE AND INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOL
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THE EXTENT
OF USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEACHING - LEARNING OF ENGLISH
LANGUAGE AND INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOL
ABSTRACT
This research work was conducted to
ascertain the extent of use of instructional materials for teaching and
learning of integrated science and English Language in junior secondary schools
in Enugu urban, Enugu state. Five research questions guided the study. A survey
design was adopted for the study. A sample of 50 teachers both integrated
science and English language and 210 students were drawn from the 14 secondary
schools in the Enugu urban public schools. A structured questionnaire was used
to collect data and the data collected were analyzed using frequency count,
percentage and means. The findings of the study showed that most of the needed
instructional materials were not available, the available instructional
materials were grossly inadequate, and the only instructional materials
utilized by teachers are textbooks, charts / specimen and chalkboard. The
factors that constrained the provision of instructional materials in the
schools were insufficient fund in the schools and lack of requisite knowledge
and skills for improvisation by teachers.
The government should improve the
utilization of instructional materials by employing more integrated science and
English language teachers and prompt payment of teacher’s salaries and
allowances.
CHAPTER ONE
INTRODUCTION
1.0 BACKGROUND OF STUDY
Instructional materials are materials
or tools used to enhance or enlighten the effective teaching and learning
process among students in schools. Teaching and learning are concerned with the
training of students, but learning is a complete process.
It can however be defined as a change
in disposition, a relatively permanent change in behaviour overtime and this is
brought about by experience, learning can occur as a result of newly acquired
skills, knowledge, perceptions, facts, principles, new information at hand etc
Adeyangu (1997). Learning can be reinforced with learning aids of different
variety because they stimulate, motivate as well as arrest learner’s attention
for a while during the instructional process.
Learning aids are instructional
materials and devices through which teaching and learning are done in schools
as in Enugu urban secondary schools (junior). Examples of learning aids
(instructional materials) includes visual aids, audio – visual aids, real
objects and many others like laboratory apparatus which are test – tube,
Boiling tube, conical flask, spring and chemical balance, separating funnel,
filter paper, burettes, retort stand, pipette, beakers etc for effective
stability of teaching and learning of integrated science. Again materials for
effective teaching and learning of English language are use of textbooks,
specimen or chart and chalkboard for demonstration. The same holds in English
language, students can take a tape recorder as an instructional material in
language laboratory in part of oral English. Alkinson (1995) pointed out that
the language laboratory is based upon on an extension of the tape recorder, and
the simplest may be just a signal tape recorder with slight modification, so
that students have control over one or two tracks for recording to their own
speech, this arrangement of instruction allows the students to listen and
respond and replay and repeat when necessary and the students will learn
effectively by building their own vocabulary.
Visual aids are designed materials
that may be locally made or commercially produced. They come in form of wall –
charts illustrated pictures, pictures, pictorial materials and other two
dimensional objects. There are also audio – visual aids. These are teaching
machines like radio, television and all sorts of projection with sound
attribute, Inyang (1997). Audio visual aids in teaching and learning of
integrated science and English Language embrace all possible media presenting
information effectively through the topics teaching in the subjects
According to Chinese proverb which
says “what I hear I forget, what I see I remember, what I do I know”, audio –
visual aid can be projected and non – projected aids. Therefore teaching aids
are meant to improve and supplement, also implement and give a sophisticated
analysis based on the topics taught whether English language or integrated
science in junior classes. In the English language, the use of textbooks are
much indispensable to teach in schools, most of the teachers for junior
secondary schools in this Enugu urban always task their student to purchase
oral English textbooks, so that whenever the lesson is taking place they can
pronounce with the teacher by their textbook. Therefore, students who
pronouncing a word with the teacher can easily build him/her in speaking good
English and master oral English.
In integrated science, students will
have the knowledge of how water can be separated from kerosene by the method
called separation techniques, they will know how the light rays disperse and
also know the functions of organs, tissues and cells in the human body by the
use of laboratory apparatus, specimen, charts and textbooks. Integrated science
is a combination of the main science subject which includes chemistry, physics
and biology. Therefore, teaching of integrated science give the junior students
the knowledge of chemistry, physics and biology which they could understand and
forge ahead in senior classes.
It is interesting to note that large
percentage of junior students in Enugu urban that undergo teaching and learning
with some learning aids achieve more performance in English language and
integrated science. They do so consciously because it is known that the students
who make the use of instructional materials have impacted more positive effect
on learning outcomes as their cognition experience during teaching and learning
which improves and revealed by use of instructional materials.
Yusuf (1999) asserted that
instructional materials are these materials and devices used to supplement the
written or spoken words in the process of transmitting knowledge, attitudes,
ideas and skills to the learners. He listed these materials as including
chalkboards, charts, graphs, diagrams, exhibits, flannel boards, flat pictures
photographs, prints, maps, models, motions pictures, objects, specimens and
textbooks. Others include equipments, excursion or field trips and
demonstrations, the necessity of instructional materials in the teaching –
learning process for the attainment of the goals of instruction is not
disputable. Ikwuakam (1997) observed that these materials bring the learner
face to face with reality. They concretize ideas, concepts, facts, principles
and generalizations. They are dependable for capturing the learner’s
imaginations. Azikiwe in Offorma (1994) asserted that these materials
facilitate learning and to save the teaching – learning process from being
merely the talk approach. They are needed for the achievement of curriculum
objectives.
The adequate provision of
instructional materials for teaching is important but it is useless filling up
rooms with materials which may end up getting spoilt without being put into use
for a day. It therefore means that the effective utilization of instructional
materials is necessary for the achievement of the objective of instruction. The
utilization of instructional materials according to olaitan (1999), involves
the teacher manipulating these materials to facilitate the teaching learning
process.
The extent of use of instructional
materials in teaching and learning of integrated science and English language
stimulates on the operational definition of perception as it is reflected and
focused on variable and contextual factors as having effects on how perception
takes places. The individual perceives as a result of variables surrounding the
interpretation, this is why a teacher supposed to organize his or her method of
teaching around the aim and objective he/she intends the student to achieve, in
order to attain the objective. Instructional materials are perceived as very
important in the teaching – learning of English language and integrated
science.
1.1 STATEMENT OF PROBLEM
This research
is an exploratory study that seeks to examine the effectiveness of teaching and
learning by the use of instructional materials in junior secondary schools in
Enugu urban which will give change in behavior, comprehensible in learning and
make them to be vibrant in knowledge.
Education is
the bedrock and key to any national development. It helps in producing the
needed manpower for both economic and technological development. It also
teaches skills to the youths thereby preparing them for a useful living. The
acquisition for practice skills and basic knowledge by student for activities
in integrated science and English language require the good manipulation of
skill oriented instructional materials. The integrated science and English
language curricula are expected to achieve certain objectives, which the
realization may be difficult without an adequate provision and effective
utilization of certain materials in the teaching – learning process.
The power
attitude of students toward integrated science and English language, high cost
of some instructional materials and poor performances of students in English
and integrated science in (JSSCE) are some of the fundamental issue which
educational policy makers need to resolve. Salami (1992), stated that adequate
provision of facilities and equipment and their proper utilization have always
been positively correlated to good performances have been blamed on in
adequacies and ineffective utilization.
The teaching
of integrated science should be dynamic, practical oriented and activity based.
This would only be possible when the necessary instructional materials are
adequately provided in the secondary schools. This would make the teaching and
learning of both integrated science and English to be effective, motivating and
capture students’ interest. The benefit from the use of instructional materials
are only realized when the available materials/facilitates are utilized by
teachers in teaching-learning process. Udosen (1993) said that most teachers
have formed the habit of adopting the verbalistic and theoretical method as a
way of teaching subjects in secondary schools; this could be as result of
unavailability of instructional materials in the schools. Mkpa (1990), reported
that even when instructional materials are available in schools, most teachers
still do not use them in teaching. The non-utilization of instructional
materials in the teaching learning process by teachers, according to Eshiet
(1996), result to rote learning with all kinds of misconceptions, poor
motivation, dampening of aspirations, killing of morals and poor skill
development.
1.2 PURPOSE / OBJECTIVE OF THE STUDY
The major
purpose of this study is to determine the adequacy and the utilization of
instructional materials in the teaching / learning of integrated science and
English language in Enugu urban junior secondary schools.
Other purposes of the study are:-
1. Identify the instructional materials
available for teaching integrated science and English language.
2. Assess the adequacy of the available
instructional materials in the schools.
3. Find out the extent to which teachers
utilize the available materials in teaching integrated science and English
language in the schools.
4. Identify the factors constraining the
provision of instructional materials in the schools.
5. Determine measures for maximizing the
utilization of instructional materials in teaching of integrated science and
English language in junior secondary in Enugu urban.
1.3 SIGNIFICANCE OF THE STUDY
The findings of this study would
provide the ministry of education with some useful information which would make
them appreciate the need to work out effective means of providing the essential
instructional facilities for junior secondary schools in Enugu urban and as
well as Enugu state at large. The ministry would do this by establishing
instructional resources centre where there materials could be easily made
available.
Government would also see the need to
organize seminars and conference for serving teachers on the improvisation and
utilization of instructional materials for teaching the subjects in the
schools. The finding of this research would provide integrated science and
English teachers with some useful information which would help them see the
need for effective utilization of instructional materials in the teaching –
learning process.
Students would also benefit from the
findings of the study as use of instructional materials by teachers in the
teaching of integrated science and English language would arouse their interest
in the subject and help them acquire skills in integrated science and English.
Officials of education services and
curriculum planners in the areas of integrated science and English language
would benefit from the findings of the study. They would be provided with some
information on the need for making instructional materials available for use by
integrated science and English language teachers, (Basic Outline of the
National Policy on Pre – Primary and Primary Education 2004).
1.4 SCOPE OF STUDY
These covered the extent of use of
instructional materials in teaching and learning of English language and
integrated science in Enugu urban of Enugu state. It identified the various
instructional materials available, assessed their adequacy and extent of
utilization by teachers in the urban schools, determined factors constraining
provision and measures for improving utilization of instructional materials for
teaching and learning integrated science and English language.
RESEARCH
QUESTIONS
1. What instructional materials are available
for teaching English and integrated science?
2. How adequate are the available
instructional materials for the teaching – learning of English and integrated
science.
3. To what extent do teacher utilize the
available instructional materials for teaching – learning of English and
integrated science.
4. What factors constrain the provision of
instructional materials in the schools?
5. What measures could be employed to improve
the utilization of instructional materials in the schools.
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