ABSTRACT
The study investigated the Availability and Utilization of Mathematics Instructional Materials in Senior Secondary Schools of Akwa Ibom State. A total of twenty two (22) schools were sampled using random sampling from the three Senatorial Districts of the State, which consist of fifteen (15) public and seven (7) private schools. Random sampling technique was used to select Forty Mathematics teachers and two hundred and sixty students from the sampled schools. Six research questions and six hypotheses were formulated to guide the study. t-test statistic was used to test the hypothesis. The research instruments were Mathematics Instructional Resources Checklist (MIRCL) and Mathematics Instructional Materials Rating Scale (MIMRS) whose reliability coefficients were 0.78 and 0.75 respectively. The result of the research schools that there is a deficiency in the availability and utilization of mathematic instructional materials; there is a significant relationship between availability and utilization of Mathematics Instructional materials in the teaching of mathematics in the study area. The recommendation from the result of the study is that Mathematics teachers should endeavour to utilize the available instructional materials for effective teaching of Mathematics in Secondary Schools. Also Government should provide enough instructional materials for mathematics education in Secondary Schools.
TABLE OF CONTENTS
Title page i
Cover Page ii
Declaration iii
Certification
iv
Dedication v
Acknowledgement vi
Table of Contents vii
List of Tables
Abstract
CHAPTER 1: INTRODUCTION
1.1
Background to the study 1
1.2
Statement of the study 4
1.3
Purpose of the study 5
1.4
Research questions 6
1.5
Hypotheses 6
1.6
Significance of the study 7
1.7
Scope of the study 9
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1
Conceptual framework 10
2.1.1 Concept of mathematics 10
2.1.2
Availability and adequacy of
instructional materials 12
2.
1.3 Utilization of resources in teaching
13
2.1.4
Teachers and learners in mathematics
teaching process 14
2.1.5
The role of learners in the teaching
and learning process 17
2.1.6 Criteria for the selection of instructional
materials in teaching
and
learning of mathematics 19
2.1.7
Educational instructional materials in
teaching and learning mathematics 20
2.1.8
Mathematics globe 20
2.1.9
Projected instructional materials 20
2.1.10
Television in teaching and learning
mathematics 22
2.1.11
Computer assisted program 23
2.1.12
Radio recorder and record player 24
2.1.13
Instructional print materials 25
2.1.14
Non-projected instructional materials 26
2.1.15
Relationship between the availability of
instructional
resources
and effective usage by teachers 27
2.1.16 Significance of instructional materials in teaching
and learning mathematics 27
2.1.17 Constraints in instructional resources’
utilization in teaching
and
learning mathematics 28
2.2
Theoretical framework 30
2.2.1
Theory of laws of effect and exercise 30
2.2.2
Instructional material theory 31
2.2.3
How the two theories (theory of law of
effect and exercise, and instructional
material
theory) are related with the current study 32
2.3
Empirical studies 33
2.4
Summary of the review of related
literature 37
CHAPTER 3: METHODOLOGY
3.1
Research design 38
3.2
Area of the study 38
3.3
Population of the study 39
3.4
Sample and sampling techniques 39
3.5
Instruments for data collection 40
3.6
Validation of instruments 41
3.7
Reliability of the instruments 41
3.8
Method of data collection 42
3.9
Method of data analysis 42
CHAPTER 4: RESULTS AND DISCUSSIONS
4.1
Results 43
4.2 Major findings of study 58
4.3
Discussion of findings of the study 59
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5
1 Summary 62
5.2
Conclusion 63
5.3
Recommendations 63
5.4
Educational implication of the study 64
5.5 Limitation of the study 65
5.6
Suggestions for further studies 65
References
Appendices
LIST OF TABLES
4.1 Mean
and Standard Deviation scores of teachers and student’s
rating
on Availability of Mathematics instructional materials 43
4.2
t-test Analysis on the difference between the mean ratings of teachers and
students on the availability of mathematics instructional materials 45
4.3 Mean
and Standard Deviation scores of teachers and student’s
ratings
on Utilization of Mathematics instructional materials 46
4.4
t-test Analysis on the difference between the mean ratings of teachers and
students on the Utilization of mathematics instructional materials 48
4.5 Mean
and Standard Deviation scores of private and public school student’s rating
on Availability of Mathematics instructional materials 48
4.6
t-test Analysis on the difference between the mean ratings of private and
public schools
on the extent of availability of mathematics instructional materials 50
4.7 Mean
and Standard Deviation scores of Urban and Rural school student’s Rating
on Availability of Mathematics instructional materials 51
4.8
t-test Analysis on the difference
between the Mean ratings of Urban and Rural schools
on the extent of availability of mathematics instructional materials 53
4.9 Mean and Standard Deviation scores of
Private and Public school student’s ratings
on the extent of Utilization of Mathematics instructional materials 53
4.10 t-test Analysis on the difference between
the Mean ratings of Private and Public schools
on the extent of Utilization of mathematics instructional material 55
4.11 Mean and
Standard Deviation scores of Urban and Rural school student’s rating on Utilization of Mathematics instructional
materials 56
4.12 t-test Analysis on the difference between
the Mean ratings of Urban and Rural schools
on the extent of Utilization of mathematics instructional materials 57
CHAPTER
1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Effective teaching and learning of
Mathematics depends on the availability and utilization of suitable
instructional materials. Aboula (2013) emphasized that instructional materials
are intrinsic part of the teaching and learning process and that achievement of
the aims and objectives of education is primarily on the proper utilization of
instructional materials.
Availability of instructional materials is
having those resources which promote the effectiveness of instruction readily
obtainable and accessible for use. It is the quality of being available for
use. It is a characteristic of a resource that is committable, operable or usable
upon demand.
Utilization on the other hand is the
action of making practical and effective use of something. It is the act of
using instructional materials in an effective way that will enhance the
teaching and learning process. Utilization of instructional materials in teaching
brings about fruitful learning since it stimulates students’ sense as well as motivating
them.
National Teachers Institute (2002) defined
instructional materials as those materials which promote the effectiveness of
instruction. Also, Umar (2004) stated that instructional materials facilitate
the teaching of the subject matter with increasing effectiveness at all levels
of learning. In the same vein, Olubor (2008) defined instructional materials as
the materials that teachers and students use to influence the effectiveness of
aching and learning process. Mathematics instructional materials are therefore
those materials which help to facilitate the teaching of mathematics with increasing
effectiveness at all levels of learning.
Mathematics Instructional materials are
those materials which exist in items such as durable solids, instruments,
technological materials such as computer, radio, projector, print materials
such as text books, teachers guide etc. , which helps in the teaching and learning
process.
However, Ike (2009) noted that it is the
creative use of instructional materials that will increase the probability to
learn and improve their performance of skills that are to be developed. Okeke
(2009) grouped instructional materials into reading materials.
An educational institution whether formal
or non-formal performs a significant function of providing learning experiences
that lead students or pupils from the darkness of ignorance to the light of
knowledge. According to Adeyemi (2000), mathematics is an old discipline from
the basis of human knowledge about science of structure, order, and relation
that has evolved from elemental practices of counting, measuring, and
describing the shapes of objects. Mathematics is a subject that focuses on
disciplinary change and paradigm shift which makes use of instructional
materials important in teaching and learning. The need for the use of
instructional materials in mathematics stems from the fact that it is an
abstract subject that needs to be centralized for students to appreciate as a
school subject. Mathematics as one of the core subjects in secondary schools
will be better facilitated when suitable and relevant instructional materials
are employed in its teaching and learning. This is necessary in view of the
perception of the National Policy on Education FME (2013) which grouped
Mathematics as a core subject at the junior and senior secondary level. In
order to enhance and facilitate the learning of Mathematics in schools, the
instructional materials must take into consideration the need for strategies that
will assist the learners to appreciate the subject.
It is within this context that Guga (2011)
observed that the school system in Nigeria is patterned along the core
curriculum with the hope that learners will be exposed to relevant knowledge,
skill and attitude necessary for survival in a larger community. To attain this
noble objective of teaching, the teacher needs to put in place ways with which the
learner will benefit from instructional materials for illustration.
Since mathematics is a core subject in
secondary school education and a prerequisite for gaining admission to
university for further studies, the need to adopt a more pragmatic approach in
its teaching is highly needed. Theories and principles of teaching generally require
that, for an effective and efficient teaching process, teachers need to go an
extra mile to make teaching-learning process more interesting. Psychologists
and educators have also agreed on the need of extra means to enhance teaching. Consequently,
there is no alternative to the use of instructional materials in the process of
teaching. In fact, the objective prescribed for the teaching of Mathematics in
secondary schools made it compulsory for the use of instructional materials.
For example, the syllabuses for Mathematics at the senior secondary schools
prescribe some objectives to be attained at the end of instruction. These
include need for selective teaching, the appreciation of mathematics as a core
subject, and the facilitation of international solidarity (Onyejimezi, 2006).
Consequently, for the teaching of
Mathematics to be effective and efficient, it is mandatory for teachers to make
use of varieties of instructional materials. It was within this context that
Adekuole (2011) observed that there was no adequate instructional material in
teaching and learning process in Ogun State. Also, the findings of Liman (2009)
showed that in post primary school in Bida, 70% respondents exposed that
mathematics teachers did not have instructional materials to utilize in the
teaching and learning of mathematics. Thus, mass failure as reported in some
research works could be minimized if teachers utilized the available
instructional materials and. also try to improvise when such materials are not
available.
The present researcher believes that if
teachers are adequately trained and groomed to handle various instructional
materials during the pre-service training, the objectives of Mathematics
outlined by West Africa Examinations Council (WAEC) and National Examinations
Council (NECO) could be attained. On the
other hand, if adequate attention is not given to the availability and
utilization of instructional materials in teaching mathematics, most abstract
concepts will not be highly appreciated by the students thereby leading to
memorization and relegation of facts, which will not promote effectiveness and
efficiency of the learners. Thus, the objectives of effective knowledge, skills,
and attitude among students will not be attained. Therefore, this study seeks
to investigate the Availability and Utilization of Mathematical instructional
materials in secondary schools in Akwa Ibom State.
1.2 STATEMENT OF THE PROBLEM
The performance of students in mathematics
in SSCE over the past few years in mathematics has not been impressive. This is
shown in the WAEC results of the years 2014, 2015 and 2016 for Mathematics
which has shown considerable rate of failures. The results show that in the
respective years, 2014, 2015 and 2016 the percentages of candidate that had
credit and above were 50.47, 48.66 and 41.66. It is still worrisome the level
of failure considering the importance of Mathematics to the development of the
country. The country is in economic recession and needs mathematicians that can
stand up to the task of calculating certain economic indices that will help
salvage the current economic situation of Nigeria. It is noteworthy also that
if Nigeria is to attain the millennium development goals by 2020 of being one
of the developed economy in the world, the study of Mathematics must be taken
seriously by student and teachers in our secondary schools as mathematics is
needed in all facets of life. Consequently, the teaching of Mathematics as a
subject should be directed to its methods using adequate instructional
materials to support the teaching process (Ogunleye, 2002). It is from this
premise that the researcher concludes that there is the need to investigate the
availability and utilization of mathematics instructional materials for
teaching Mathematics in senior secondary schools in Akwa Ibom State.
1.3
PURPOSE OF THE STUDY
The purpose of this study is to find out
the availability and utilization of Mathematics Instructional Materials in
senior secondary schools in Akwa Ibom State.
Specifically, the study sought to:
1.
Determine
the extent of availability of Mathematics instructional materials in senior Secondary
Schools in Akwa Ibom State.
2.
Find
out the extent of utilization of available Mathematics Instructional materials
in Senior Secondary Schools in Akwa Ibom State.
3.
Find
the extent of availability of Mathematics instructional materials in Private
and Public schools in Akwa Ibom State.
4.
Determine
the extent of availability of Mathematics instructional materials in Urban and
Rural schools in Akwa Iboni State.
5.
Find
the extent of utilization of available Mathematics instructional materials in
Private and Public schools in Akwa Ibom State.
6.
Determine
the extent of utilization of available Mathematics instructional materials in
Urban and Rural schools in Akwa Ibom State.
1.4
RESEARCH QUESTIONS
The following six research questions
guided the study:
1.
What
is the extent of availability of mathematics instructional materials in Senior Secondary
schools in Akwa Ibom State?
2.
To
what extent do teachers utilize Mathematics Instructional materials in Senior Secondary
schools in Akwa Ibom State?
3.
What
is the extent of availability of Mathematics instructional materials in Private
and Public Schools in Akwa Ibom State?
4.
What
is the extent of availability of Mathematics instructional materials in Urban
and Rural schools in Akwa Ibom State?
5.
What
is the extent of utilization of Mathematics instructional materials in Private
and Public schools in Akwa Ibom State?
6.
What
is the extent of utilization of mathematics instructional materials in Urban
and Rural schools in Akwa Ibom State?
1.5 HYPOTHESES
The following hypotheses are formulated
and tested to guide the study and was tested 0.05 level of significance:
H01. There is no significant
difference between the mean ratings of teachers and students on the extent of
availability of mathematics instructional materials in senior secondary schools
in Akwa Ibom State.
H02 There is no significant
different between the mean ratings of teachers and students on the extent of
utilization of Mathematics Instructional materials in senior secondary schools
in Akwa Ibom State.
H03 There is no significant
difference between the mean ratings of Private and Public schools on the extent
of availability of mathematics instructional materials in Akwa Ibom State.
H04 There is no significant
difference between the mean ratings of Urban and Rural schools on the extent of
availability of mathematics instructional materials in Akwa Ibom State.
H05 There is no significant
difference between the mean ratings of Private and Public schools in the extent
of utilization of mathematics instructional materials in Akwa Ibom State.
H06 There is no significant
difference between the mean ratings of Urban and Rural schools in the extent of
utilization of mathematics instructional materials in Akwa Ibom State.
1.6
SIGNIFICANCE OF THE STUDY
The findings of this research work will be
beneficial to the students, mathematics teachers, school administrators,
curriculum planners and inspectorate division of the Ministry of Education.
The result of the study will go a long way
in improving the teaching of mathematics in Akwa Ibom State and in Nigerian
Secondary Schools in general. It is also hoped that the research will facilitate
a change of attitude of school administrators in providing apparatus and materials
relevant for mathematics lessons.
It will also be of great importance to
educational resource centers and educational technology centers to live up to
their expectations by providing the necessary instructional materials for the
teaching of Mathematics.
It is hoped that this study will provide
an insight to both curriculum planners to modify where necessary the present
system of teaching mathematics. These will also enhance maximum utilization of
these resources by the teachers and their students.
In addition, the outcome of the research
will develop both scientific process and attitudes in the students. It will
also help the curriculum planners to lay more emphasizes on the needs for
availability of mathematical instructional materials as a major tools in
learning mathematics in order to enhance teaching and learning process in this
country.
The result of the study will be beneficial
to the curriculum planners and administrators of schools to organize seminars
and workshops for the teachers in order to expose or widen their knowledge on how
to utilize and manipulate the available mathematical instructional materials
instead of allowing insects and cobwebs to be in charge. The result of the
study will also encourage students to learn mathematics through exhibition and
competition among different levels.
The inspectorate division of Ministry of
Education will benefit from the outcome of the study. It will encourage them to
be up and doing in checking how the mathematics instructional materials are
utilized by the teachers and their students so as to advise the government on
the need to provide more instructional resources to cater for the large class
syndrome in the Secondary Schools. This will also discourage teaching and
learning by regurgitation of facts and encourage experimentation and
exploration which are activity based and in line with one of the objectives of
the National Policy on Education.
1.7 SCOPE OF THE STUDY
The
study is delimited to selected senior secondary schools in Ikot Ekpene Senatorial
Zone of Akwa Ibom State. It is also delimited to students and teachers of
Mathematics at Senior Secondary Schools. Due to the limited time for the study
and the financial involvement, it will not be possible to involve the entire
population of secondary schools in Akwa Ibom State, rather the study was
carried out among selected 2017/2018 SS2 students of public and private, urban
and rural secondary schools for the purpose of uniformity of sample.
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