Effects of Instructional Materials Enhance the Teaching/Learning Process by Exhibiting Information Necessary to Acquire Knowledge and Skills
Chapter One
Objective of the study
The objectives of the study are;
- To ascertain whether lack of school supplies affect Teaching Learning Process
- To ascertain whether there is effect between lack of school supplies and the process of teaching and learning
- To find out the level of the mode of manifestation of lack of school supplies
CHAPTER TWO
LITERATURE REVIEW
RELEVANT THEORIES
Gagne’s work has been particularly influential in training and the design of instructional materials. In fact, the idea that instruction can be systematically designed can be attributed to Gagne and a handful of others. Gagne’s instructional theory has three major elements. First, it is based on a taxonomy, or classification, of learning outcomes. Second, it proposes particular internal and external conditions necessary for achieving these learning outcomes. And third, it offers nine events of instruction, which serve as a template for developing and delivering a unit of instruction.
According to Gagne’s theory, the way to determine the prerequisites for a given learning objective is to conduct a learning hierarchy. A learning hierarchy (sometimes called a task analysis) is constructed by working backwards from the final learning objective.
Gagne and others thought it was important for teachers and instructional designers to think carefully about the nature of the skill or task they wanted to teach, then to make sure that the learner had the necessary prerequisites to acquire that skill. Gagne also stressed that practice and assessment should match the target skill. An instructional material is one of the important components of teaching. Through the use of these materials teaching learning process will become productive. It also, develops the skill and abilities of each individual.
A central notion in Gagne’s theory is that different kinds of learning outcomes have different internal and external conditions that support them. The external conditions are things that the teacher or instructional designer arranges during instruction. The internal conditions are skills and capabilities that the learner has already mastered (such as those that would be revealed by a learning hierarchy).
So Gagne’s, says that the teacher must prepare the entire thing that he/she need before and during the instruction. The learner’s already have the skills and a capability, what the teacher does is to enhance and develop all of these skills and capabilities of his/her students have.
Gagne’s nine proposed “events of instruction” are a sequence of steps to guide the teacher or instructional designer. According to the theory, using this sequence should help to insure that the learner masters the desired objective. The framework has been adapted for use in a variety of classroom settings, including college teaching. However, you can probably see that adapting the “events” to many classroom settings is problematic. Most teachers do not use the kind of language contained in this framework (e.g., terms such as “presenting the stimulus”, or “eliciting performance”). In fact, the whole idea of framing a course as a series of skills that can be practiced and performed by students is an unfamiliar concept to many teachers.
Merrill (1997) states that a “. . . content analysis focuses on components, not integrated wholes. ..” in describing the limitations of what Merrill terms First Generation Instructional Design (ID1).The components that result from a content analysis are individual items, such as facts, concepts, principles and procedures. Instruction derived from this form of content analysis may allow students to pass tests, but is not effective in helping students integrate information into meaningful wholes. These integrated wholes are essential for understanding complex and dynamic phenomena and for using knowledge in complex problem solving situations. That is, a well-developed cognitive structure (schema) is necessary for new information to be learned meaningfully and for accurate recall later. Merrill suggests that this cognitive structure consist of mental models, but that no ID1 content analysis procedure takes this notion of mental models (cognitive structure) into account. Most of these task and content analysis procedures were developed before interactive media that were widely available and resulted in passive, rather than interactive, instruction. It follows that these task and content analysis procedures are not well suited to highly interactive instructional situations, such as computer based simulations (Breuer &Kummer, 1990).
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 effects of instructional materials enhance the teaching/learning process by exhibiting information necessary to acquire knowledge and skill. Selected secondary schools , Lagos state forms 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 effects of instructional materials enhance the teaching/learning process by exhibiting information necessary to acquire knowledge and skill. 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 the challenges of effect of instructional materials enhance the teaching/learning process by exhibiting information necessary to acquire knowledge and skill.
Summary
This study was on effect of instructional materials enhance the teaching/learning process by exhibiting information necessary to acquire knowledge and skill. Three objectives were ascertained: To ascertain whether lack of school supplies affect Teaching Learning Process, to ascertain whether there is effect between lack of school supplies and the process of teaching and learning and to find out the level of the mode of manifestation of lack of school supplies. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Lagos state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
It is clearly evident that emerging private primary teacher training colleges lacked adequate facilities and learning resources. The status of instructional materials, equipment and facilities are inadequate, obsolete, dilapidated and unsuitable for preparing competent teachers. This state of affairs raises concern about the quality of teachers from emerging private primary teacher training colleges serving in the school system. The proliferations of training institutions in such conditions are a manifestation of the ineffectiveness or near to total collapse of the systems of monitoring and regulation of teacher training institutions. Although the situation might improve, inadequate instructional materials and resources in teaching and learning prevent these institutions from contributing to the production of up-to date and specialized knowledge for their trainees.
The results indicated that students taught practical agriculture using instructional charts, pictures and filmstrips performed significantly better than students taught without instructional materials. In the process of teaching/learning, instructional materials that were used facilitated students understanding by supplementing, clarifying, revitalizing and emphasizing the teacher’s verbal efforts. This finding suggests that teachers should encourage the acquisition of knowledge, ideas, skills and attitudes in each learning activity.
Recommendation
Teacher quality has long been and will continue to be an important issue to parents, educators and policymakers and to that extent therefore, there will be need for a legislation framework to be enacted to act as a watch dog over the teacher preparation programmes across the nation. In the light of the findings and conclusions of this research it’s recommended that, the Principals and the management of emerging private primary teacher training colleges should provide adequate instructional materials and learning facilities to their institutions of learning for effective teaching and learning. More so the Ministry of Education should enhance and enforce regular inspection of private primary teacher training colleges to ensure conformity to standard guidelines.
Consequent upon the conclusion of this study based on the findings, the following are recommended:
- Science, vocational and technology teachers should be resourceful in the selection and utilization of instructional materials that are useful in the concepts that they teach in each lesson.
- The teachers should be made to update their knowledge and skills in improvisation of instructional materials through seminars, workshops and conferences organized by governments and professional bodies.
- Teachers should develop positive attitudes towards the selection and use of instructional materials for teaching/ learning.
References
- Gagne’s theory. Design of Instructional Materials Ambrose, David W. (1991/December). The Effects of Hypermedia on Learning: A Literature Review. Educational Technology, 31(12), 51-55.
- McCowin, Tammé E. (no year). A Quest for Instructional Design Competencies, Methods, and Tools to Support Effective Performance Assessment. Available online at: http://www.iparesearch.org/bl og/articles/ipaArticle2007AE CT_mccowin.pdf.
- Mergel, Brenda (1998). Instructional Design & Learning Theory. Website: http://www.usask.ca/educatio n/coursework/802papers/mer gel/brenda.htm.
- Gagné and Briggs (1979) incorporated cognitive theory into their instructional theory for conceptualizing instructional design. The Component Display Theory developed by M. David Merrill.
- Morton, Jaosn. “Teachers lament lack of money for needed school supplies.” Tuscaloosa News. Tuscaloosa News, 2007. Web. 28 Jun 2012. <http://www.tuscaloosanews.com/article/20070808/NEWS/708080343>.
- Yellen, L.. What teachers are saying about the lack of school supplies. N.p., 2008. Web. 25 Jun 2012. <http://gettingtoolstocityschools.org/home/what_teachers_are_saying>.
