Instructional Materials and Teaching of English Language in Primary Schools in Makurdi Local Government
Chapter One
PURPOSE OF THE STUDY/OBJECTIVES
The objectives of this study are:
- To find out what instructional materials are used by English teachers in primary Schools in Makurdi local government
- To ascertain the effect on instructional material in teaching of english language in primary school
- To assess the constraints to using instructional materials in primary schools of Makurdi local government
- To Suggest ways to improve the effective use of instructional materials
CHAPTER TWO
REVIEW OF RELATED LITERATURE
THE USEFULNESS OF INSTRUCTIONAL MATERIAL IN LANGUAGE TEACHING
Although teachers use different instructional materials to motivate learning by using textbooks, charts, models, graphics, real objects as well as improvised materials (Awotua-Efebo, 2001). The success of achieving what they are met to achieve in an instructional situation depend on the suitability of the instructional materials, adequacy and effective utilization of the materials (Olaitan & Agusiobo, 1994). The effectiveness of instructional materials in promoting students‟ academic performance in teaching and learning is indisputable. It provides the much needed sensory experiences needed by the learners for an effective and meaningful behavioural change. Instructional materials are meant to improve the quality of education for effective academic performance of students in schools. The performance of the students on the intended learning outcomes provides the validation loop on the success of the interaction and instruction. Omabe (2006) asserts that instructional materials are central in the teaching and learning of English language because they are used to compliment efficiency of a teacher, and effectiveness in lesson delivery. Esu, Enukoha and Umoren (2004) affirmed that instructional materials facilitate learning of abstract concepts by helping to concretize ideas and stimulate learners‟ imagination. Moreover, instructional materials help to increase active participation in the learning process while saving teacher’s energy, reducing the teacher centeredness in teaching. In the same vein, Mathew (2012) states that the use of instructional materials make teaching effective as it enables learners to participate actively in classroom instruction. All these views suggest that the use of instructional materials can improved students‟ performance. Olumorin, Yusuf, Ajidagba and Jekayinfa (2010) also observe that instructional materials help teachers to teach conveniently and the learners to learn easily without stress. They assert that instructional materials have direct contact with all the sense organs of the students. Kochhar (2012) supports this view by saying that, instructional materials are very significant learning and teaching tools. He adds that there is need for teachers to find necessary and relevant instructional materials to complement classroom interaction and textbooks in order to broaden and arouse students‟ interests in the subject.
THE IMPORTANCE OF INSTRUCTIONAL MATERIALS IN TEACHING LANGUAGE
The importance of instructional materials in teaching and learning cannot be underestimated. A lot has been written to show the indispensable role of materials in curricular implementation. Instructional materials make learning more interesting, practical, realistic and appealing. They also enable both the teachers and students to participate actively and effectively in lesson sessions. They give room for acquisition of skills and knowledge and development of self- confidence and self- actualization. Ibeneme (2000) observed that teaching aids are important for practical and demonstration in the class situation by students and teachers. Ikerionwu (2000) saw instructional materials as devices that assist the teacher to present a lesson to the learners in a logical manner. In his own perspective, Fadeiye (2005) saw instructional materials as visual and audio-visual aids, concrete or non-concrete, used by teachers to improve the quality of teaching and learning activities. Agina-Obu (2005) submitted that instructional materials of all kinds appeal to the sense organs during teaching and learning. Isola (2010) also described instructional materials as objects or devices that assist the teachers to present their lessons logically and sequentially to the learners. Oluwagbohunmi and Abdu-Raheem (2014)
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought Instructional materials and teaching of English language in primary schools in makurdi local government.
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)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 source:
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 is interested in getting information Instructional materials and teaching of English language in primary schools in makurdi local government. 200 staff of selected secondary schools in makurdi local government was selected randomly by the researcher 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 ascertain Instructional materials and teaching of English language in primary schools in makurdi local government.
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 Instructional materials and teaching of English language in primary schools
Summary
This study was on Instructional materials and teaching of English language in primary schools in makurdi local government. Five objectives were raised which included: To find out what instructional materials are used by English teachers in primary Schools in Makurdi local government, to ascertain the effect on instructional material in teaching of english language in primary school, to assess the constraints to using instructional materials in primary schools of Makurdi local government and to Suggest ways to improve the effective use of instructional materials. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected primary schools in makurdi local government. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up headmasters, headmistresses, English teachers and teachers was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Teachers of English Language in primary schools should come to understand their unique role in the use of instructional resources such that the outcome of manipulation of such materials in educating high achieving students will improve the students’ academic standards. Teachers should be aware that when instructional resources are adequately used in teaching the students, the role such materials play include interest booster, knowledge transmitter, memory stimuliser, time saver and eye opener. On the other hand, students, especially the high-achieving learners, should know that without their active involvement while instructional resources are being used by their teachers, learning may not be real and permanent. Therefore, students are encouraged to pay rapt attention in the class whenever instructional resources are used for them in order to maximize their performance in English Language. In conclusion, it should be borne in mind that when instructional resources are adequately and appropriately used by the teachers and the students also pay attention in the class and outside the class (in a case of field trips) linguistic development is bound to be enhanced.
Recommendation
In view of the findings of this study, the following recommendations would be made for the teachers, students, parents and school administrators/government. Firstly, since teachers are the ones who use instructional resources to teach the students, whether such materials will have positive effect on the academic performance of the students depend on the proficiency with which the teachers handle the resources. It is therefore recommended that the teachers use the instructional resources with appropriate teaching methods that will bring about active involvement of the students. It is also recommended that the students relate well with the instructional materials and pay rapt attention while they are being used by their teachers to impart knowledge. The resultant effect of this is that they will learn quickly and use their imagination correctly thereby making learning to become real and permanent. Parents are also enjoined to contribute their own quota by ensuring that provisions are made for these instructional resources. They must also encourage their children to imbibe reading culture and form good studying habits both at home and in the school. Parents must also see to it that there should be no communication gap between the home and school. Finally, the school administrators and the government must always have consultations with the experts or professionals in the design of appropriate instructional resources. In-service training programmes, workshops, seminars and conferences on the selection and use of instructional resources should be organized from time to time to enrich and update the knowledge of the English Language teachers in our schools.
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