Availability And Use Of Instructional Material In Teaching Of Basic Science In Secondary School
(A Case study of Igbo Etiti Local Government Area Of Enugu State)
In the realm of secondary school education, the availability and utilization of instructional materials play a crucial role in enhancing the teaching and learning experience, particularly in the domain of basic science. Access to a diverse array of teaching aids, ranging from textbooks and laboratory equipment to multimedia resources and interactive simulations, enriches the educational landscape by providing educators with versatile tools to convey complex scientific concepts effectively. Integrating such instructional materials into the curriculum not only fosters student engagement and comprehension but also cultivates practical skills and critical thinking abilities essential for scientific inquiry. Moreover, the strategic implementation of these resources caters to diverse learning styles, facilitating inclusive learning environments where students can explore, experiment, and collaborate. By harnessing the potential of instructional materials, educators can elevate the quality of basic science education, nurturing a generation of scientifically literate individuals poised to thrive in an increasingly technology-driven world.
This study evaluated the availability and use instructional material in teaching and learning of basic science in secondary school in Igbo Etiti local government area. The population for study was made up of 12,254. Of secondary student in Igbo Etiti; the researcher designed a questionnaire to carry her research work. The findings of research work shows that there is a significant relationship between the availability and the use of instructional material based on these findings, recommendation was proffered. Keywords, the availability and use of instructional material in teaching and learning of basic science in secondary school in Igbo Etiti local government area of Enugu state.
Title page
Approval page
Dedication
Acknowledgement
Table of content
Abstract
CHAPTER ONE
Introduction
Background of the Study
Statement of Problems
Purpose of the Study
Significant of the study
Research Question
Scope of the Study
CHAPTER TWO
Review of Related Literature
Meaning of instructional materials
Impact of instructional materials use by the teacher
The impact of instructional materials use on classroom teaching and learning
Summary of Literature Review
CHAPTER THREE
Design of the Study
Area of the Study
Population of the Study
Sample and sampling Techniques
Instrument for data Collection
Validation of instrument
Administration
Method of data Collection
Decision rule
CHAPTER FOUR
Data Presentation and Analysis
CHAPTER FIVE
Conclusion
Recommendations
References
Appendix A
INTRODUCTION
BACKGROUND OF THE STUDY
According to Aguokogbuo (2000) says that educational experiences involving the learner actively participating in concrete examples are retained longer than abstract experiences.
Instructional material elements of reality by providing concrete examples to learning many authors have written on the use of instructional materials both in teaching of basic science and other related subjects in order to enhance teaching for desired social and behavioral change. These authors include Greenwood (2001) Nwanna Nzewunwa (2003) and Adekeye (2008) more specifically; it was emphasized in the works of these authors that the use of instructional materials is a sine qua non in affecting behavior of learning’s of every field, especially basic science.
It was equally shown by some of the authors that these materials are important catalysis of social re-engineering and changes; according to the researcher, it is found that basic science teaching and learning cannot be well accomplished without the use of instructional materials.
Advanced in technology have brought instructional materials especially the projected and electronic materials to the forefront as the most radical tools of globalization and social development which have affected the classroom teaching-learning situation positively. The availability of instructional material in teaching and learning of the student, have made both teaching and learning become very pleasant to basic science teachers. A study by Owolabi (2004) revealed that the performance of Nigerian students in ordinary level basic science was generally poor. This was attributed by the author to many factors of teaching strategy, teaching strategy itself was considered as an important factor. Jegede et. al (1992) reported factors responsible for students’ academic performance in learning of basic science. The factors can be said to be poor laboratory facilities, inability of the basic science teachers to put across ideas clearly to the students and inadequate number of learning facilities in school in Igbo Etiti local government area of Enugu state. Basic science cannot be fully taught without the availability of instructional material; the teaching of basic science without learning materials will certainly result to poor performance in the course.
Statement of Problems
The relevance of education in any society cannot be understood. It is regarded as the single potent factor that leads to the improvement of the individual as well as the society. The need to provide basic formal educational instructional material in teaching of basic science in secondary school in Igbo Etiti L.G.A of Enugu. The lack of availability and the credibility of instructional material in teaching of basic science in terms of effectiveness and appropriateness of instructional material have remained a major problems and issues of interest in Igbo Etiti local government area.
Purpose of the Study
The purpose of this study was to assess the availability and the credibility of the use of instructional material in teaching of basic science in secondary school in Igbo Etiti local government area of Enugu state.
1. Assess instructional technology tools available to teachers at secondary school in Igbo Etiti local government area of Enugu state.
2. Determine instructional material used by teachers.
3. Determine instructional material used by student in learning.
4. Identify ways teachers used technology material for teaching of basic science in secondary schools in Igbo Etiti L.G.A.
Significance of the study
The research will be of significance to the entire secondary school in Igbo Etiti L.G.A. of Enugu, especially to the student in there learning field of study.
It will help the educational’s in providing, utilizing and improving the use of instructional material in teaching of the student in schools. In the other hand, it will direct and encourage secondary schools on the use of instructional material in teaching and learning of basic science.
The benefit of effective use of instructional material as a tool for teaching and learning of the student cannot be over emphasized, poor academic achievement of the student will be minimized.
The study would also benefit the future researchers who would be interested in carrying out a further research work in the same field.
Finally, this study has also been a source of inspiration and the researcher found it very helpful to her academic advancement it has exposed her to so many things.
Scope of the Study
The researcher confines the study to the five secondary school in Igbo Etiti local government area of Enugu state. Specifically designed for secondary school students who are engaged in basic science. This means that the application of the research findings is generalized with in secondary schools in Igbo Etiti local government area.
Research Question
In order to achieve the desired objectives the following research questions were posited to guide the study.
1. To what extent are instructional technology tools available to teachers at secondary school in Igbo Etiti local government area?
2. To what extent is instructional material used by teachers.
3. To what extent is instructional material used by student in learning.
4. What are the ways teachers used technology material for teaching of basic science in secondary schools in Igbo Etiti L.G.A.
Availability And Use Of Instructional Material In Teaching Of Basic Science In Secondary School:
The availability and use of instructional materials are crucial factors in effective teaching and learning, especially in subjects like basic science in secondary schools. Instructional materials enhance classroom experiences by making concepts more tangible, engaging, and accessible to students. Here’s an overview of their importance, types, and best practices for their utilization:
Importance of Instructional Materials:
- Enhanced Learning: Visual aids, hands-on activities, and multimedia resources can help students grasp complex concepts more easily.
- Increased Engagement: Well-designed instructional materials can capture students’ attention and maintain their interest in the subject matter.
- Diverse Learning Styles: Different students have different learning styles; materials can cater to visual, auditory, kinesthetic, and other learning preferences.
- Concept Clarity: Instructional materials can provide real-world examples, making abstract concepts more concrete and understandable.
- Retention: Interactive materials can aid memory retention by creating memorable learning experiences.
Types of Instructional Materials:
- Textbooks: Traditional printed books are common resources, providing structured content and explanations.
- Visual Aids: Charts, diagrams, graphs, and posters can illustrate concepts, making them easier to comprehend.
- Models and Manipulatives: Physical models help students understand three-dimensional structures and systems.
- Audio and Video Resources: Educational videos, podcasts, and recorded lectures can convey information effectively.
- Interactive Software: Computer programs and simulations allow students to experiment and learn in a virtual environment.
- Online Resources: Websites, e-learning platforms, and digital libraries offer a wealth of supplementary materials.
Best Practices for Using Instructional Materials:
- Relevance: Choose materials that align with the curriculum and learning objectives.
- Variety: Utilize a mix of materials to cater to different learning styles and maintain student interest.
- Preparation: Familiarize yourself with the materials beforehand to facilitate smooth integration into lessons.
- Interactivity: Encourage students to interact with the materials through discussions, group activities, and hands-on experiments.
- Application: Relate the materials to real-world situations to help students understand practical applications of the concepts.
- Adaptation: Modify materials if necessary to suit the specific needs of your students or to address any cultural considerations.
- Assessment: Use instructional materials as part of formative and summative assessments to gauge students’ understanding.
- Feedback: Encourage students to provide feedback on the effectiveness of the materials in aiding their learning.
Challenges and Solutions:
- Availability: Lack of resources can be addressed by creating homemade materials, collaborating with colleagues, or seeking external funding.
- Technological Constraints: In cases of limited technology access, consider low-tech options such as printed materials, models, and hands-on activities.
- Maintenance: Regularly update and maintain materials to ensure accuracy and relevance.
- Teacher Training: Provide professional development to teachers on how to effectively integrate instructional materials into their teaching strategies.
In conclusion, instructional materials play a crucial role in enhancing the teaching and learning of basic science in secondary schools. By selecting appropriate materials, planning engaging activities, and fostering interactive learning experiences, educators can create an environment that promotes understanding, curiosity, and critical thinking among students.