AVAILABILITY AND UTILIZATION OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE EDUCATIONAL DELIVERY OF BASIC SCIENCE IN JUNIOR SECONDARY SCHOOL IN OBIO/AKPOR LGA OF RIVERS STATE
ABSTRACT: The study examined the availability and utilization of instructional materials for effective educational delivery of Basic Science in junior secondary schools in Obio/Akpor L.G.A of Rivers State. Five (5) research questions were posed for the study while descriptive survey was adopted. A stratified random sampling technique was used to select a sample size of 162 from 5 schools for the study. The instrument employed for data collection was a questionnaire titled ‘Availability and Utilization of Instructional Materials for Effective Educational Delivery of Basic Science Questionnaire (AUIMEEDBSQ)’, comprising 25 items, structured after the modified 4-point Likert scale model. The reliability index of 0.80 was established with the Pearson product-moment correlation coefficient (test-retest). The Mean (x) and rank order statistics were employed to answer the research questions. The results revealed that the availability and utilization of instructional materials for effective educational delivery of Basic Science is very pertinent for effective teaching and learning in junior secondary schools in Obio/Akpor L.G.A. From the findings, it was recommended that the Ministry of Education should provide adequate instructional materials/facilities for teaching and learning in Junior Secondary Schools and teachers should motivate students’ interest in the use of instructional materials/facilities by giving them classwork and assignments that require the services of computer and its accessories, among others.
CHAPTER ONE
Background of the Study
Instructional materials are basically defined as materials which assist teachers to make their lessons explicit and understandable to the learners. They are also used to transmit information and ideas to learners. Instructional materials include both visuals and audiovisuals such as pictures, flashcards, posters, charts, tape recorders, radio, video, television, computers among others. These materials serve as a supplement to the normal processes of instruction. The use of instructional materials is very paramount hence we live in a world of science and technology, an era of computer age where students have unlimited access to knowledge. The field of education has been affected by the current development in the field of technology. It has been noticed that instructional materials are not adequately available in most schools and are under-utilized in schools where they are available. This has led to the introduction of automation into education and has also helped the learner to adjust to the rapid changes in his or her environment as created by technology. Quality of instructional material is enhanced if the material is designed to take into account learners individual learning styles (Diamond & Horn, 2012).
Instructional material is a ray of “computer-driven interactive communication system”, which create, store, transmit and retrieve, textual, graphic and auditory network of information. Instructional materials simply mean numerous or multiple medium. The term medium implies the existence of a channel through which messages or information pass through. Instructional materials, therefore, refer to multiple channels through which we can send, receive, present, store or perceive messages or information.
Instructional materials elements have paramount effects on students’ achievement in Basic Science because it helps to arouse their interest. With the help of instructional materials, students can present different phenomena and processes vividly, simulate complex content, and present different levels of abstraction in Basic Science
This helps in meaningful and authentic learning. Instructional materials are useful especially when students have low motivation prior knowledge as it stimulates them into readiness to learn effectively.
Instructional materials technology adds a new dimension to learning experiences because concepts were easier to present and comprehend when the words are complemented with images and animation. Learners retain more when a variety of senses are engaged in imparting knowledge, and intensity of the experience aids retention and recall by engraining the social, emotional and intellectual senses.
Instructional materials are characterized by the presence of text, pictures, sound, animation, and video; some or all of which are organized into a coherent program which is geared towards making learning faster and better. Data communication is possible through multiple channels and if the information is presented through more than one channel, it will improve learning. Instructional materials are multi-sensory that stimulate multiple senses of the audience at a time. Its interactive nature enables teachers to control the content and flow of information. Instructional materials increase students’ interest level, enhances their understanding, and increases their memorizing ability. There are different learning styles for different students and instructional materials provide a variety of learning styles at the same time to cater to the requirement of different students and address individual differences. Instructional materials motivate learners to take an active role in the teaching and learning process. Instructional materials also refer to those materials that are used to create a long-lasting effect to improve students learning outcomes (Chingos, 2012). Instructional materials is an umbrella term used for sound, text, images, video, animation and interactive content that can be created and accessed from portable electronic devices such as a computer, mp3 players and cell phones. By using instructional materials in the classroom, instructors can invoke the visual style of learning when presenting the information.
As technology advances, it is used to benefit students of all ages in the learning process. The technology used in the Basic Science classroom helps students absorb the material, for example since some people are visual learners, projection screens linked to computers can allow students to see their notes instead of simply listening to a teacher deliver a lecture. The software can be used to supplement the class curriculum. Technology has also become part of many curriculums, even outside of computer and technology classes. Students use computer to create presentation and use the internet to research topics for papers and essays. As technology advances, students have better access to educational opportunities like the use of computer and software packages to aid learning.
Instructional materials enable us to provide a way by which learners can experience their subject in a vicarious manner. The key to providing this experience is having simultaneous graphic, video, and audio rather than in a sequential manner. The pedagogical strength of instructional materials is that it uses the natural information processing abilities that we already possess as humans. Our eyes and ears in conjunction with our brain form a formidable system for transforming meaningless sense data into information. Instructional materials require good quality computer system where sound, images, animation, and video especially constitute a large amount of data.
With the advent of the internet and the multiple formats that can be communicated over the World Wide Web, we now have several new and existing ways to present information. The web allows the incorporation of animation moving pictures and sound into lessons, which extends our abilities to present materials that encourage student’s interaction with the subject matter. Instructional materials technology offers students not only rich sources of authentic learning materials but also an attractive and friendly interface, vivid picture and pleasant 19 sounds which to a large extent overcomes the lack of authentic learning environment and arouses students’ interest in learning Basic Science.
Statement of the Problem
Unavailability and under-utilization of instructional materials in secondary schools may have posed a threat to students’ academic performance as its effect may be observable in Basic Science Examination results among the secondary school students in recent years. In light of the above, one can accredit the problem of students’ poor performance to be as a result of insufficient or lack of instructional materials. In schools, it was always teacher talk and chalkboard methods of instruction. And in a way, this shows a lack of appropriate and adequate application of educational technology that brings about maximum and noticeable effectiveness in the teaching and learning process.
In Obio/Akpor Local Government Area, the use of instructional materials in classroom teaching might have been limited due to multiple reasons. Could this be due to the high cost of instructional materials, computers, and other related infrastructure, and lack of computer-literate teachers and technical staff? Teachers’ attitude towards its use might also be a problem. Meaningful learning environment recommended by cognitivism and constructivism can best be created with the help of instructional materials. It is against this background that the study is intended to investigate the availability and utilization of instructional materials for effective educational delivery of Basic Science in Junior Secondary Schools.
Aim and Objectives of the Study
The main aim of this study is to examine the availability and utilization of instructional materials for effective educational delivery of Basic Science in Junior Secondary Schools in the Obio/Akpor Local Government Area of Rivers State. The following objectives were examined:
- To ascertain the availability of instructional materials in teaching and learning of Basic Science.
- To find out the impact of instructional materials available in teaching and learning of Basic Science.
- To determine the attitude of Basic Science teachers towards the use of available instructional materials in teaching and learning of Basic Science.
- To ascertain the types of instructional materials that are utilized for the teaching of Basic Science.
- To ascertain the challenges towards the utilization of instructional materials in teaching and learning of Basic Science.
Research Questions
The study sought to answer the following questions:
- To what extent are instructional materials available in teaching and learning of Basic Science?
- What is the impact of instructional materials available in teaching and learning of Basic Science?
- What is the attitude of Basic Science teachers towards the use of available instructional materials in teaching and learning of Basic Science?
- What are the types of instructional material that are utilized for the teaching of Basic Science?
- What are the challenges towards the utilization of instructional materials in teaching and learning of Basic Science?
Significance of the Study
The study will be of immense benefit to the teachers/students, school authorities, parents and the government.
The study will be useful to teachers/students because the recommendation and funding will be made which will be used to implement policies on instructional materials usage which will better a lot of the teachers/students.
The findings of this study will give Basic Science teachers an insight into how students could be taught to enhance meaningful and effective teaching and learning of Basic Science. The study will also offer useful guidance and suggestions to Basic Science teachers on the need to be enthusiastic in the use of instructional materials facilities in order to evoke students’ interest and participation in classroom interactions. It will also help curriculum planners in preparing the science curriculum to make it more practical for a better approach both for the Basic Science teachers and students. The outcome of this research will help the government to realize the importance of providing more teaching aids, laboratory science equipment, workshops and seminars for serving Basic Science teachers to enhance their teaching techniques. It would provide a process or framework which should assist in making decisions on how to adopt and use instructional materials technology in schools. The planners and policymakers are expected to use the findings of this study as a base for revisiting the current educational technology policy in order to overcome the challenges hindering the smooth adoption and use of instructional material technology in schools.
The study will inform the government through the Ministry of Education about the status of instructional materials facilities in schools. This will help them to formulate policies and programs to guide instructional materials used in schools. The study will also serve as resource materials for those who may wish to embark on similar research work.
Delimitations of the Study
This study has been restricted to Obio/Akpor Local Government Area of Rivers State. In content, the following areas were covered: The availability and utilization of instructional material for effective educational delivery of Basic Science, the availability of instructional materials tools in teaching and learning of Basic Science, the attitude of Basic Science teachers towards the use of instructional material tools in teaching and learning of Basic Science and factors affecting the use of instructional materials tools in teaching and learning of Basic Science.
TABLE OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgments iv
Abstract v
Table of contents vi
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 5
1.3 Aim and Objectives of Study 6
1.4 Research Questions 6
1.5 Significance of Study 7
1.6 Delimitations of Study 8
CHAPTER TWO: LITERATURE REVIEW
2.1 Conceptual Review 9
2.1.1 The Concept of Instructional Material 10
2.1.1 Types of Instructional Material 14
2.1.2 Characteristics of Instructional Material 19
2.1.3 Importance and Use Uses of Instructional Material 21
2.1.4 The Impact of Instructional Material in Teaching
and Learning Of Basic Science 22
2.1.5 Attitude of Teachers towards the Use of Instructional
Material in Teaching of Basic Science 25
2.1.6 Challenges towards the Use of Instructional
Materials Facilities in Teaching and Learning of Basic Science 27
2.2 Theoretical Framework 28
2.3 Review of Related Empirical Studies 30
2.9 Summary of Literature Review 36
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design 38
3.2 Population of Study 38
3.3 Sample and Sampling Technique 38
3.4 Instrument for Data Collection 39
3.5 Validity of the Instrument 39
3.6 Reliability of the Instrument 39
3.7 Method of Data Collection 40
3.8 Method of Data Analysis 40
CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 Answers to Research Questions 41
4.2 Summary of Findings 47
4.3 Discussion of Findings 48
CHAPTER FIVE: DISCUSSION, CONCLUSION, AND RECOMMENDATIONS
5.1 Summary 53
5.2 Conclusion 54
5.3 Recommendations 54
5.4 Contribution to Knowledge 55
5.4 Limitations of Study 55
5.5 Suggestions for Further Study 56
References 57
Appendix 60
LIST OF TABLES
4.1 Analysis of the mean scores of the extent instructional material are available in teaching and learning of Basic Science.
4.2 Analysis of the mean scores of the impact of instructional material available in teaching and learning of Basic Science.
4.3 Analysis of the mean scores of the attitude of Basic Science teachers towards the use of available instructional material in teaching and learning of Basic Science.
4.4 Analysis of the mean scores of the types of instructional material that are utilized for the teaching of Basic Science.
4.5 Analysis of the mean scores of the challenges towards the utilization of instructional material in teaching and learning of Basic Science.
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AVAILABILITY AND UTILIZATION OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE EDUCATIONAL DELIVERY OF BASIC SCIENCE IN JUNIOR SECONDARY SCHOOL IN OBIO/AKPOR LGA OF RIVERS STATE”