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.
TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6
Significance of the Study
1.7 Scope and Limitations of the Study
CHAPTER
TWO
LITERATURE
REVIEW
2.1
The Concept and Nature of Teaching.
2.2
Teaching and Related Concepts
2.3
The Concept and Nature of Learning.
2.4 Factors
that Affect Learning
2.5 The
Concept and Nature of Teaching Materials
2.6 Types of
Teaching Materials.
2.7 The
Importance of Teaching Resources in Teaching and Learning Processes.
2.8 The
Effect of Disuse of Teaching Materials on Students Academic Performance in
English Language.
2.9 The
Function of Teaching Resources.
2.10 Teacher-Factor
and Students Academic Performance in English Language.
2.11 The
Effect of Teaching Methods on Students Academic Performance in English language.
2.12 Teachers
Qualification and Students Academic Performance in English Language.
2.12 Teachers
Qualification and Students Academic Performance in English Language.
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Technique
3.4 Research Instrument
3.5 Reliability of the Instrument
3.6 Validity of the Instrument
3.7 Procedure for Data Collection
3.8
Data Analysis
CHAPTER FOUR
DATA ANALYSES AND INTERPRETATION
OF RESULTS
4.1 Introduction
4.2 Description of Data According to Sex,
Age, Marital Status, Religion, Qualification and Years of Experience.
4.3 Analyses of Participants Responses to the Research Questions.
4.4 Testing Hypotheses
4.5 Summary of Findings
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusions
5.4 Recommendations
References
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
For thousand years, man had been
seeking ways in which he could increase the effectiveness of his teaching.
Twenty-three centuries ago, Aristotle identified those important elements in
the process of teaching. According to him, teaching consists of a communicator,
the message and the receiver of the message. He further suggested that the oral
teacher must not only try to make the assignment of his speech (message)
demonstrative and worthy of belief. Lesswell (2008), talked about ingredients
of teaching in the form of this simple question; who says what?, for 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 and
communication, thus bringing longevity to this age and its technology in the
classroom.
Teacher effectiveness according
to 0nyeoma (2004), is the efficiency and skill a classroom teacher possesses in
the teaching and learning processes. It is in any case, the expertise a teacher
has in the delivery of the lesson in any subject-matter. Without instructional
materials, teachers in English language may not effectively carry out an
efficient presentation of the subject in the classroom. Therefore, Akande
(1998), asserts that teaching aids are very essential in the delivery of any
subject in the classroom. Akande defines instructional materials as things that
assist the teacher perform well in the classroom, thereby helping students to
learn effectively. Teachers creditable performances in the classrooms through
the use of instructional materials, make students to record higher academic
achievement in the schools. Therefore, it is the opinion of Adesomoju (2002),
that both teachers effectiveness and proper use of instructional materials, add
to the effective academic achievement of students in English language as a
compulsory subject in schools. Teacher-effectiveness means the totality of the
teachers knowledge of what to teach, the skilful handling of classroom
presentation through good and effective methods of delivery, using relevant
teaching and learning aids to drive home the points of teaching (Adimorah,
1998). Teacher effectiveness by a teacher comes through experience, years of
training in educational institutions and skill in classroom presentation.
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 include 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 resources or materials evolved (Nwankwo, 2000). The
introduction of technology into education has thrown light into technological
innovation e.g. (hardware) machine and (Software) materials or transparencies,
are used as instructional materials in the English language classroom teaching.
Davies (1990)
maintained that all media to a varying degrees, help perception, understanding,
transfer of training, provide reinforcement, and extension. Some media as
instructional materials, are essential to the attainment of goals and
objectives in subjects offered in the classrooms, especially English language.
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 English language and any other kind of
subject in the classroom teaching / learning situation. According to Hoben
(1991), there is little from evidence in the research literature and that 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 of English language more effective in the classroom.
According to Aina (2002),
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 in Nigeria.
One of the goals of teacher
education as enunciated in the National Policy on Education (NPE, 2004), is the
production of highly motivated, conscientious and effective teachers for all
levels of educational system in Nigeria. Such teachers are expected to be
professionally and academically qualified to perform their duties effectively.
In order to standardize the quality of education, Mujis and Reynolds (2005),
identify the teacher as a major factor in students learning outcomes using
appropriate instructional material, specically in English language. Fracer
(1992) and Olorojaye (1997), identify students availability, school resources
(instructional materials) and classroom environment as crucial factors to
effective learning. Resource availability, allocation and utilization have been
perceived as indicators of effectiveness in the school situation, which in any
case, have resulted in students high academic achievement in schools. Resources
in the school situation include human as well as physical and material
resources. The primary function of the teacher according to Omoniyi (2000), is
to facilitate learning in English language among students. One of the ways of
bringing about effective learning in English language is to make the experience
real. This involves using real life examples that are related to the learners’
experiences. The other alternative involves the use of representations. The use
of representations involves the use of instructional materials and devices
which help the teacher to make realistic approach to the teacher’s job in the
classrooms.
Teaching materials according to
Omoniyi (2000), will include making available materials to the students, making
procedures for any investigation simple and clear and clarifying procedures and
giving encouragements to students in the classroom. Bajah (1998), notes that
the quality of any teaching is judged by the effect which it has on learners
and the society. Okebukola (2009), posits that what is on ground in the
education sector as at December 31, 2008 shows that not only are numbers of
school enrolment low, but the quality of learning outcomes in all subjects
across board, including English language is poor. The curriculum, which is one
of the resources for effective learning in English language, is not appropriate
for the needs of a modern society which seeks to create a competitive and
efficient economy.
Okebukola (2005), posits that
Nigeria was one of the nations which spent a high proportion of her resources
on the academic pursuit of her students at all levels and that Nigeria was the
second best at the secondary and tertiary levels of education in terms of
resources commitment. Yet, Adeyegbe (2007), said that despite the enormity of
funds pushed into education, the results are not in tandem with the financial
commitment. Ayo (2004) observes that students performance in the Senior
Secondary School Certificate Examinations (SSCE) in five subjects English
Language, Mathematics, Physics, Chemistry, and Biology in 1998 and 2002 is very
poor. This was attributed to the non-effective utilization of instructional
materials in teaching and learning of those subjects especially English
language.
Modern researchers such as
(Ethel, et al 2007), have tried their 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 in 1990,
showed that students prefer tape recording while others preferred conventional
materials. Audio-visual materials can provide a rich variety of sensory
experiences in language studies and are useful for amplifying and reinforcing
the concepts that have been presented in textbooks. For certain types of
learning especially in English language, 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 in English language, each method of teaching
makes particular contribution in cooperation with several other media of
instructions. Modern researchers such as Alozie et al (2008), 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 in English language. Schram (2006), proposed that
each medium of instruction should be considered as part of teaching/learning
system in English language. Thus, 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 or teaching resources
effectiveness, they should be tried out in the environment where they will be
properly utilized. Views from the angle of the contributions, ways of
definitions, history and perception of the instructional media on teaching in
Junior Secondary Schools could broaden or widen the horizons of the users on
its impact in the teaching and learning processes in the English language
classrooms (Adeleke, 2001).
Teaching resources which are
educational inputs are of vital importance to the teaching of any subject in
the school curriculum which includes English language. Wales (2005) was
of the opinion that the use of instructional materials would make discovered
facts glued firmly to the memory of students. Savoury (2008) 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 student’s
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
resources.
According to Savoury (2008), for long,
instructional resources had not really been used in schools. Most teachings
were done verbally without really making use of the few available materials. It
is proper for teachers to make use of instructional resources 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 courses in
English language, can teach with some of the teaching resources. They do so
consciously because they know that the use of teaching resources have positive
effect on learning outcomes of students as their cognate experience during
teaching practice supervision reveals (Adeyanju, 2003). Adeyanju also revealed
that in an on-going action research by investigators in Winneba District Ghana,
a survey sample of teachers with several years of teaching experience of
between (3) and twenty five (25) years, claimed that learning aid improved
methodology. They also claimed that learning aids reduced their talk and chalk
method. In view of the observations above, this study attempted to identify the
influence of teaching effectiveness and instructional materials on academic
achievement of students in senior secondary schools in Mainland Local
Government Area of Lagos State, Nigeria.
1.2 Statement of the Problem
The non-effective teaching by
many teachers as a result of lack of training and experiences, coupled with the
seemingly non-availability, inadequate-allocation and lack of utilization of
teaching materials or instructional aids, have been perceived as indicators of
poor performance of students in English language in secondary schools. Obilade
(1998), observed that the two major obstacles that hinder efforts at successful
resource management in education, are those of waste and underutilization or
underemployment of teaching materials in classroom presentation. It is found by
(Onyejiuwa, 2000), that ineffective teaching and non-application of teaching
materials by teachers in English language, are major problems or cause of low
academic achievement of students in English language studies. Many English
language teachers carry out ineffective teaching and do not use the necessary
materials to teach in the classrooms, and some of them who use the teaching
aids, are perceived to be inexperienced in the application of the materials.
This has caused ineffectiveness in the teaching and learning of the subject,
and the resultant effect is that, many of their students have performed
dismally in their examinations and tests in the subject.
1.3 Purpose of the Study
The purpose of this study is to
examine the influence of teacher-effectiveness and instructional materials on
academic performance of students in senior secondary schools in Mainland Local
Government Area of Lagos State, Nigeria.
The specific objectives include
the followings:
1. To determine whether
teacher-effectiveness in English language affects students performance in
secondary schools in Lagos State.
2. To examine the effect of the use of
teaching materials on students performance in English language in secondary
schools in Lagos State.
3. To investigate whether students
academic achievements depend on the teaching methods used by teachers in
English language in secondary schools in Lagos State.
1.4 Research Questions
The following research questions
were drawn for the study:
1. Do teacher-effectiveness in English
language affect student’s performance in Lagos State secondary schools?
2. Will there be any relationship between
the use of teaching materials and students performance in English language in
Lagos State secondary schools?
3. Will there be any relationship between
the teaching methods and students academic performance in English language in
Lagos State secondary schools?
1.5 Research Hypotheses
The following hypotheses were
tested for this study:
1. There will be no significant effect of
teacher-effectiveness on students academic performance in English language in
Lagos State secondary schools.
2. There will be no significant
relationship between the use of teaching materials and students academic performance
in English language in Lagos State secondary schools.
3. There will be no significant
relationship between teaching methods and students academic performance in
English language in Lagos State secondary schools.
1.6 Significance of the Study
This study examined teaching
resources and teaching effectiveness in Mainland Local Government area of Lagos
State. Therefore, if this study was successfully carried out, it was expected
to benefit the following individuals and groups:
Researchers: This study was expected to add to
the bank of knowledge in the academic field in that, other researchers are
expected to benefit and can replicate the study using other local government
areas and states in Nigeria since environmental factors in Lagos State differ
from those of other states. Other environmental factors that occur in the rural
areas may influence the outcomes of such studies. Generally, this study was
expected to add or contribute to knowledge in the area of educational
administration.
Government: Governments at the three tiers
(Federal, State and Local) are expected to benefit from this study in that it
will show whether government was performing well in the area of providing
resources in the schools. Also, a well educated citizen will not give the government
problems and this will lead to socio-economic and political development.
Students: The students are the primary
beneficiaries of this study because the study was expected to expose what
impeded learning and suggested solution(s). This would make learning easier for
the students.
Teachers: Teachers find it difficult when
resources to use are unavailable or inadequate. If the suggestions from the
outcomes of this study were carried out and government is able to implement the
suggestions by providing adequate and quality resources in the public schools,
the work of the teachers in imparting knowledge to the students would be made
easy.
1.7 Scope and Limitations of the
Study
This study was limited to
secondary schools in Mainland Local Government area of Lagos State. This study
attempted to identify the various types of resources and the extent to which
they could influence teaching effectiveness and academic performance of
students in schools.
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