ABSTRACT
This study was motivated by the observation of the
researcher that instructional materials were not being utilized by secondary
school teachers in Idemili L.G.A. while teaching their students. The researcher
was convinced that instructional materials can stimulate the sensory experience
of the learners in teaching of mathematics. Worried by the facts that
non-utilization of instructional resources could result to teachers resorting
to frontal teaching thereby compelling their students to memorize and
regurgitate facts and principals which is utter negation of the educational
planners idea. The researcher decided to investigate the availability and was
of instructional materials in the secondary schools in Idemili Local Government
Area. To execute the project, seven hypotheses were formulated. Data were
collected through a questionnaire administered in a random sample of 27
principals and 110 teachers. Data wee analyzed through the use of means,
percentage, t-test and chi-square statistics. The result of the study revealed
that:
- There is an
object lack of instructional resources of secondary schools.
- Teachers do not
often competently utilize the available instructional materials in their
classroom lessons
- There are no
resources personnel and resource centre in Idemili L.G.A.
Based on the findings, the educational implication
were printed out and a number of recommendation was proposed by the researcher
which they believe that if implemented would go long way.
TABLE OF
CONTENTS
Title page
—————————————————–i
Approval page
————————————————ii
Dedication——————————————-
———-iii
Acknowledgement ——————————————–iv
Abstract ——————————————————-v
Table of contents
———————————————-vii
Chapter one
- Introduction ———————————————-1
1.1 Background
of the study ———————————1
1.2 Statement
of the problem ——————————-7
1.3 Purpose of
the study ———————————— 8
1.4 Significance
of the study———————- ———- 9
1.5 Scope of
the study —————————————-10
1.6 Research
questions ————————————— 10
1.7 Research
hypothesis ————————————– 11
Chapter two
- Introduction ———————————————–
12
2.1 Meaning of
instructional materials ———————- 13
2.2 Brief history
of instructional materials —————— 14
2.3 Type and
nature of instructional materials ————– 15
2.4 Source of
instructional materials—————— ——- 17
2.5 The need
for providing instructional
materials
for teachers————————————- 18
2.6 Rationale
for improvisation of instructional
materials
—————————————————- 22
2.7 Utilization
of instructional resources ———————– 23
2.8 The
reaction of educational planner
towards the
improvisation of instructional material —-24
2.9 The
available instructional materials for the
teaching of mathematics in Anambra state
secondary
schools—————————————–25
2.10 The
importance of instructional materials—————– 26
2.11 The implication of teaching without
instructional
materials—————————————————-
27
- problems
militating against the use
of instructional materials in teaching
mathematics——- 28
Chapter
three
Research methodology———————————————29
- Introduction
————————————————-29
3.1 Research
design ———————————————29
3.2 Area of
study———————————————— 29
3.3 Population
of the study ————————————-29
3.4 Sampling
techniques and sampling———————— 30
3.5 Instrumentation
——————————————– 30
3.5.1 Validation
of instrument ———————————– 31
3.5.2 Reliability
of the instrument ——————————- 31
3.6 Procedure
of data collection ——————————- 31
3.7 Scoring procedure
of the instrument ——————— 32
3.8 Method of
data analysis ———————————- 33
Chapter
four
Data analysis and results ————————————–
34
- Introduction———————————————–
34
4.1 Hypothesis
one ——————————————- 34
4.2 Hypotheses
two ——————————————35
4.3 Hypothesis
three——————————————39
4.4 Hypotheses
four ——————————————41
4.5 Hypotheses
five ——————————————42
4.6 Hypotheses
six ——————————————-43
4.7 Hypotheses seven——————————————-44
4.8 Summary of
data from free opinion on reason for
lack of
instructional materials in the secondary schools-46
4.9 Data from
opinion on the reasons for non utilization
of
instructional resources for teaching mathematics
in the classrooms ————————————————–47
4.10 Summary of
major findings——————————— 48
Chapter five
Interpretation and discussion of findings ————————50
- Introduction
————————————————-50
5.1 Discussion
of findings —————————————50
5.2 Educational
implication of the findings ——————- 60
5.3 Recommendations
—————————————– 61
5.5 Limitation
of the study ————————————–63
5.6
Conclusion ————————————————— 64
References
—————————————————66
Appendix
(a) questionnaire for the study ——————68
Appendix (b) mathematical problems solving (tables)— 74
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY / PROBLEM
Teaching
as the name implies could be seen as the process of giving knowledge or skill
in a particular subject, Longman dictionary of contemporary English
(1984:1137). To enhance effective communication and transfer of knowledge, the
process of teaching needs the provision of certain tools or materials –
otherwise referred to as aids to teaching. Instructional resources are teaching
and learning resources. According to Adeweyi (1991). Instructional resources
can be categorized broadly into human and material resources. There are so many
kinds of instructional materials; some are visual for instance pictures,
graphs, diagrams, posters, chalkboard, models to mention but a few.
Apart from the visual materials, Maduabum (1984:64) indicates audio-acid as another kind of instructional material. The visual materials have to do with helping the children to learn through the medium of sight, while the audio materials enable teaching and learning to take place through the medium of sound. Examples of these include radio, tape recorder, gramma-phone and wireless. They provide training and listening and consist largely of the spoken word. The third category of instructional materials consists of the audio-visual materials, some of which include television sets, video sets and firm. The application of educational technology, otherwise instructional resources at all levels of education sector of the economy. The aim of this is to improve instruction at all levels to enable the child learn with interest and ease. Also the insidious of instructional resources increases teaching and learning effectiveness, making learning become more real, concrete and immediate. Gariba (1973) asserted that the effectiveness utilization of various communication media in education provide guidelines for solving the current problems of mass enrolments, shortage of teachers and rapid growth in new knowledge. Akude and Ofoena (1990) on their own side argued that the use of instructional resources help teachers to simplify their teaching so as to make the exercise more meaningful, concrete, natural aid permanent. A combination of human and material resources improve and extend knowledge to a greater, number of learners. It further creates impressions that are so vivid and powerful that the learner hardly forgets the experience into which he was exposed. Odili (1989) posits that instructional materials, as useful devices for teaching and learning help the teacher to teach without much talking and the learner to learn by observation. The usefulness of instructional resources to facilitate teaching and learning has been declinated by studies by many scholars. Duke (1987). Onyejemezi (1988). Mkpa (1988). Akude et al (1990). Adowayin (1991) yet there is a conspicuous lack of the materials are well as use of instructional materials in teaching in our schools. As rightly observed by Onyejemezi (1988), our schools and colleges in Nigeria lack educational technology materials. This is evidence by the absence of those resources in the classrooms could with the fact that the dominant method of teaching has been frontal teaching oral expositions, she observes that teachers talk alone average 90% of all lessons. But research in education Akudo et al (1990), shows that knowledge is absorbed through the five senses assessed in the following proportion. Sight 75% hearing 13%, touch 6% smell 3%, taste 3%, for a normal human being. This implies that the Nigerian primary and secondary school child is subjected to hearing 90% of his lessons, absorbed 13% and losses the remaining 77% of learning due to non-absorption by the senses of hearing.
THE STATISTICAL APPRAISAL ON THE UTILIZATION AND AVAILABILITY OF INSTRUCTIONAL MATERIALS FOR TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS (A CASE STUDY OF IDEMILI L.G.A. OF ANAMBRA STATE)
