Effective Use of Instructional Materials in Teaching Technical Education in Bayelsa State
Chapter One
PURPOSE OF THE STUDY
The purpose of this study is to determine the effective use of instructional materials in teaching technical education in Bayelsa state.
Specifically, the study tends to:
- Identify the types of instructional materials being used for teaching technical education.
- Evaluate the importance of using instructional materials in teaching technical education
- Examine the factors affecting the use of instructional materials in the teaching of technical education.
- Determine the characteristics of instructional materials that can be use to teach technical education.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
CONCEPTUAL FRAMEWORK
The concept of instructional materials referred to as instructional aides have gone beyond simple aids, instructional technology and media to communication and educational technology. According to Olawale (2013) instructional materials include materials used to facilitate learning for better results. In the same vein, Uzuegbu, Mbadiwe and Anulobi (2013) refer to instructional materials as any device used to assist the instructor in the preparation of a lesson, teaching of the lesson and facilitate students’ learning of the subject matter. They include those subjects that are commercially acquired or improvised by the teacher to make conceptual abstraction more concrete and practical to the learner (Iwu, Ijioma, Onoja and Nzewuihe, 2011). These are relevant materials utilized by the teacher during instructional proceeds for the purpose of making the contents of the instructions more practical and less vague. Instructional materials are also described as concrete or physical object which provide sound, visual or both to the sense organs during teaching (Agina-Obu, 2005). Thus, instructional materials could be regarded as the information dissemination devices used in the classroom for easy transfer of learning. They provide first-hand experience where possible or of vicarious one where only that is feasible. The instructional materials as the name suggests, are materials of visual audio and audio visual category that helps to make concepts abstracts and ideas concrete in the teaching/learning process (Fafunwa,2010).They are also materials which the teacher uses in supplementing his teaching (Adeniyi, 2011). Instructional materials include materials used to facilitate learning for better results. Likewise, it is the use of the chalkboard, charts, models, overhead projectors, films, television and computers in teaching process (Federal Republic of Nigeria, 2004 revised). Hence, it is not just the use of tools of technology alone but a systematic, integrated organization of machines, hardware, software and other facilities to the solution of problems in education. In order to ensure an effective teaching learning process, it is important for the teacher to be thoroughly acquainted with the teaching resources and services available to him. The components of instructional materials available to teachers and students are in large numbers and also very according to the functions of each of them. Pictures (motion and still) graphics, maps, radio-recording and play back and the equipment used to get some of these utilized can be regarded as the components of Audio-visual Aids, or Instructional Aids. Examples, of instructional materials are charts, maps, diagrams, comics, models, globes, slides, film trips, television, radio, cassettes, video, recorders, cinemas, public address system, laboratories and museums, flash cards, flannel boards, card boards, calendars, computers, etc. More so, instructional materials are devices and schemes which aid instruction. Everything which the teacher uses in instruction is called instructional materials or teaching aids. These materials can be real or substitutes but have a common goal. They hasten in the transfer of knowledge, skill and values from the teacher to the learners in the teaching-learning process. Instructional materials help bring students face to face with the world which education intends to introduce to them.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine effective use of instructional materials in teaching technical education. Selected secondary schools in Bayelsa state form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain effective use of instructional materials in teaching technical education in Bayelsa state. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing effective use of instructional materials in teaching technical education in Bayelsa state.
Summary
This study was on effective use of instructional materials in teaching technical education in Bayelsa state. Four objectives were raised which included: Identify the types of instructional materials being used for teaching technical education, evaluate the importance of using instructional materials in teaching technical education, determine the characteristics of instructional materials that can be use to teach technical education and examine the factors affecting the use of instructional materials in the teaching of technical education. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Bayelsa state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The importance and usefulness of instructional materials in teaching and particularly the teaching of these special needs learners cannot be over-emphasised. Specifically, the main purpose of using instructional materials in teaching and learning is to concretize students’ learning and achieve set goals of education. Classroom experiences reveal better students concentration and achievements when they are taught with instructional materials. Therefore, effective teachers according to Koko (2015) are masters in the effective use of instructional materials to bring about desired behavioural changes of the learners. Generally, students understand what is taught with different aids than when taught in abstract form. It has been found that what students see make greater impact than what they hear. So teachers must avoid telling the students but rather show them and help them to explore their world and as a result find out important facts. Students tend to understand facts when the teacher’s presentations enable them see and hear what is taught. Teachers must accept that instructional materials are basic tools to help them enhance students learning and is not meant to take over the teacher’s roles in the classroom. On no account should a teacher introduce a topic through the use of any instructional materials and leave the learners alone without adequate supervision. Supervision and guidance is key to effective use of instructional materials in classroom teaching.
Recommendation
- The teachers should encourage active student’s participation in class work by adopting instructional materials interactions.
- Workshops, seminars, conferences or orientation courses on chemistry should be designed to acquaint the teachers with the latest development in the field.
- Well-equipped computer laboratories should be established in all the schools.
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