CHAPTER
ONE
INTRODUCTION
1.1
Background of the Study
For
thousand years, man had been seeking ways by which he could 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. 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 (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.
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 not
limited to the government alone, but also private educational administrators
such as those who teach business studies, 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
secondary schools by the officials of the Ministry of Education in Lagos State.
The
effect of this neglect, mismanagement, poor maintenance and inadequate supply
of these instructional materials has created the following problems to the
teaching and learning processes:
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 Mainland Local Government Area
of Lagos State, Nigeria.
1.3
Objectives
The
objectives of this study were:
1. To find out whether there is any
relationship between teaching materials and teaching effectiveness among business studies teachers
in public secondary schools in Lagos State.
2. To examine the relationship between
adequacy/inadequacy of teaching materials and teaching effectiveness in public
schools in Lagos State.
3. To
assess the relationship between teaching methods and students’ performance in
Lagos State secondary schools.
4. To
find out whether the is any gender difference in the academic performance of students
due to the use of teaching materials in the public schools in Lagos State.
5. To investigate whether students’ academic
achievements depend on the teaching materials available in the public schools
in Lagos State.
1.4 Research Questions
Answers were sought to the
following research questions:
1. Is there any relationship between
teaching materials and teaching effectiveness among teachers in Lagos State
public schools?
2. Will there be any relationship between
the availability of teaching resources
and students’ performance in Lagos State public schools ?
3. Will there be any relationship between
the use of teaching materials and students’ academic performance in Lagos State
public schools?
4. Will there be any gender difference in
the academic perfprmance of students due to the use of teaching materials in
Lagos State public schools?
5. Will
there be any relationship between the teaching meth and students’ academic
performance in Lagos State public schools?
1.5 Research Hypotheses
The following hypotheses were
tested for this study:
1. There will be no significant relationship
between teaching materials and teaching effectiveness among teachers in Lagos
State public schools.
2. There will be no relationship between the
availability of instructional resources and academic performance of students in
public secondary schools in Lagos State.
3. There
will be no significant relationship between teaching methods and students’
academic performance in Lagos State public schools.
4. There
will be no significant gender in the academic performance of students due to
the use of teaching materials in Lagos State public schools.
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 Educational District V in Mainland Local Government Area of Lagos
State, Nigeria.
1.8 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.