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AN APPRAISAL
OF INSTRUCTIONAL MATERIALS USED IN TEACHING AND LEARNING OF BUSINESS STUDIES
ABSTRACT
The study
attempted to investigate the appraising instructional materials as being used
in secondary schools in Mainland Local Government Area of Lagos State, Nigeria.
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 100 (one hundred) respondents,
50 (fifty) male and 50 (fifty) female teachers were selected for this study. At
the end of the data analyses, the following results were obtained: there is a
significant relationship between teaching materials and teaching effectiveness
among teachers in Lagos State public schools, there is a relationship between
the availability of instructional resources and academic performance of
students in public secondary schools in Lagos State, there is a significant
relationship between teaching methods and students’ academic performance in
Lagos State public schools and there is a significant gender in the academic
performance of students due to the use of teaching materials in Lagos State
public schools. Based on the conclusions reached at the end of this study, the
following recommendations are made by the researcher: 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.
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.
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