Influence of Instructional Materials on Teaching of Basic Sciences in Pre-Schools
Chapter One
OBJECTIVES OF THE STUDY
The major objective of this study is to determine the influence of instructional materials on teaching basic science in pre schools, in makurdi, Benue state. The specific objectives are to:
- Identify the types of instructional materials being used for teaching in order to achieve students’ academic performance in basic science;
- Determine the characteristics of instructional materials that can be used to influence students academic performance in basic science;
- Evaluate the importance of using instructional materials to achieve students academic performance in basic science.
- Examine the factors affecting the use of instructional materials to influence the academic performance of students in basic science.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
The development of Basic Science and Technology as a subject area occurred in Nigeria in the late 1960s, and its teaching and learning have since been entrenched in schools. A child they say is the father of a man. The education which the child receives today will shape his understanding and vision of life and this in turn will enable him to play a significant role in the making of himself and in the development of his fatherland. The child learns to perform and improve on the quality of the activities and lifestyle of his forebears, thus, pushing forward the frontiers of the cultural disposition of the people. Formal Education is put in place to give some necessary and acceptable blending of the old and new societal order, and so positively advance the society. The child is the initial beneficiary of this kind of education and whatever he learns enables him to play defined role in the society. In all nations of the world (Nigeria inclusive), Science and Mathematics are given first class attention due to numerous benefits derived from them. For instance, the knowledge of drugs, diseases (their transmission, control and cure), reproduction, child birth, environmental pollution, food production, number and numeracy , telecommunication, chemicals among many others are acquired trough the study of Science and Mathematics (that is, technology) has led to the manufacture of many products and services computers, electronic gadgets air planes, ships, weapons, automobiles, printing press, electrical appliances, mobile phones to mention a few, are all derived from practical application of Science and Technology. In 1968, a Committee was formed under a cooperative agreement between the then Comparative Education Study and Adaptation Centre (CESAC) now merged into the Nigerian Education Research Development Council (NERDC) and the Science Teachers Association of Nigeria (STAN). The Committee produced the first Basic Science and Technology Cumculum (STAN, 1990). The STAN document was far more comprehensive and integrated. It also used the nomenclature for the title of the subject in line with happenings in the developed countries of the world. According to the STAN document earlier referred to a number of questions informed the need for the Basic Science and Technology Curriculum. Why do we teach science? Is the science we teach appropriate and relevant to the scientific and Educational needs of our children and or our society? There is no doubt that relevance and functionality have become the major consideration for teaching and learning basic science and technology. The consequence of these considerations made the association to design a science that would relate the child to the environment and develop in the child inquisitiveness and skill that relate to the discovery of science concepts and their applications. Every year, primary schools produce graduate who cannot meet up with current science trends in junior secondary school class, especially in the rural setting. This has serious social implications. The root causes of the problems need to be identified so that a solution could be sought for it. Serious efforts have been made by the Government to improve students in our primary schools in that state. Such efforts include the declaration of free and Compulsory Education to Senior Secondary Level by the present administration. It must not be assumed that all is well with the study of Basic Science and Technology in Primary Schools. There is the need to critically examine the input put to the programme. This study is therefore aimed at investigating the factors that affect Teaching and Learning of Basic Science and Technology in preschools.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter deals with the method used in collecting data required in carrying out this research work it explains the procedures that were followed and the instrument used in collecting data.
SOURCES OF DATA COLLECTION
Data were collected from two main sources namely
-Primary source and
secondary source
primary source: These are materials of statistical investigation, which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment, the researcher has adopted the questionnaire method for this study.
Secondary data: These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
POPULATION OF THE STUDY
Population of a study is a group of persons or aggregate items, things the researcher in interested in getting information for the study influence of instructional materials on teaching of basic science in preschools in Makurdi Benue state. 200 staff of selected preschools in Makurdi was selected randomly as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to investigate the influence of instructional materials on teaching of basic science in preschools in Makurdi, Benue state.
In the preceding chapters, 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 availability of instructional materials in teaching of basic sciences in preschools
Summary
The serving Basic science teachers in the three Education zones in Benue state have been found to demonstrate low level of performance in classroom management and students participation, evaluation and summary while exhibiting an average level of performance in topic and curriculum, preparation and introduction, methods and teaching aids. This result indicates that these teachers need improvement in their levels of performance in these skills.
Conclusion
Evidence from the research findings of the study show that instructional materials are not available in many preschools in Makurdi Benue state; the non-availability of instructional materials implies their non-utilization. Basic science teachers do not utilize instructional materials in teaching. Teachers do not produce simple and inexpensive instructional materials. The non-availability of materials, electricity, lack of funds and no encouragement by the government are major constraints to teachers’ use of instructional materials in the teaching and learning of basic science and technology in the preschools
Recommendations
Haven completed the study, the researcher recommends that Primary school administrators should encourage classroom teachers to produce and use instructional materials in teaching. Teaches should not wait for the government to do everything, they should go extra mile in the provision of instructional materials for the pupils Primary schools can liaise with universities, college of education or fine art unit of tertiary institutions to get materials produced by students after their examinations. The federal and state Governments should ensure the implementation of section 10 of the national policy on education (1981) on educational services. Educational resources centres and audio- visual Aids centres and the various agencies charged with the production of instructional materials should be established to ensure their availability in schools. Government should organize short courses workshops, seminars on materials improvisation, production and utilization, for teachers of different subjects. To ensure effective utilization of instructional material in schools, the ministry of education should direct every school to set up instructional materials Acquisition/production, utilization and maintenance unit
Reference
- Adegbija, M. V. & Fakomogbon, M. A. (2012). Instructional media in teaching and learning: A Nigerian perspective. Global Media
- Adullahi, A. (1982). Science Teaching in Nigeria. Illorin: Auto Press Ltd.
- Aila,H. P. (2005).Factors influencing the use of visual aids in preschools in Asego Division Homabay district.(Unpublished Med Thesis).Kenyatta University, Nairobi.
- Arhin, S. F: &Asimah, G. (2006).Methods of teaching schools for diploma in basic education by distance. Teacher education division. Ghana Education Service: Accra.
- Dale,E.(1996).Audio visual methods of teaching. Newyork: Dryden press.
- Dewey, J. (1990). The school and society and the child and the curriculum. (Expanded), Chicago.
- ECDE Guideline, (2008), Handbook for Early Childhood Development
- Education Syllabus, K. I. E. Eshiet, I. T. (1996).Improvisation in Science Teaching; Philosophy and Practice.Abak: Belpot (Nig.) Company.
