The Effective Use Of Instructional Resources In Improving The Teaching And Learning Situation In Nigerian Schools

The Effective Use Of Instructional Resources In Improving The Teaching And Learning Situation In Nigerian Schools

Chapiter 1

Introduction

1.1 The Study’s Background

Coombs (2000) identified two components of education. These two elements were categorized by him as inputs and outputs. He claims that inputs are made up of both human and material resources, while outputs are the intended purposes and results of the educational process. Both the inputs and the outputs make up a dynamic, organic whole, and it is necessary to look at how one element affects the other in order to evaluate the educational system and determine how to make it work better. Print and non-print things that are intended to convey knowledge to pupils during the educational process are referred to as instructional materials. Kits, textbooks, magazines, newspapers, photos, recordings, slides, transparencies, videos, video discs, workbooks, and electronic media, such as music, movies, radio, software, CD-ROMs, and internet services, are all examples of instructional materials. In the teaching-learning process, instructional material is crucial. It improves the students’ memory capacity. The instructor must employ instructional material to make the teaching-learning process exciting in this day and age because education has extended widely and only oral instruction can now be considered a successful pedagogy (Nicholls, 2000; Raw, 2003). Utilizing instructional materials can improve learning outcomes. The foundational behaviors of behavior that support learning theory are listed by Cronbac (2009). Situations are made up of all the items, people, and symbols present in learning contexts. A person’s response to one scenario can help them respond to similar situations in the future. It is necessary to establish an environment where learners can feel happy. The abilities and common responses that a person brings to a situation are all included under the topic of personal characteristics.

By generating curiosity, the use of instructional content can capture each person’s attention. objective: The learner’s objective is what he hopes to achieve. Since goals direct efforts, a teacher’s main motivational challenge is to set up a situation with instructional content that will allow the student to see the goals he wants to achieve. Person interprets circumstance in order to take appropriate action. It will be simple for a teacher and student to foresee what can be expected to happen if various activities are conducted if pertinent aids are made available. Action: A person decides on the course of action that he anticipates would provide him the most satisfaction. A person’s decision to take the proper action can be aided by the usage of educational materials. Consequence: The term “consequence” refers to an action’s results. If instructional material is used, the outcome would be rewarding and the results would support the job done by the person, giving him complete satisfaction. In most developed nations, the teaching-learning process is facilitated by the effective and active use of instructional materials. However, both Nigeria and the majority of emerging nations are experiencing a bad condition. First off, schools are only given a limited amount of instructional materials of lesser quality. In this way, there is very little educational material available. Second, they lack the necessary training to use teaching methods. Thirdly, teachers lack enthusiasm for utilizing the teaching resources. The Nigerian government spends a lot of money on education, yet the standard of instruction is very poor. This unfortunate situation is caused by a number of variables. One of them is the decreased availability and inadequate use of educational resources. The real data must be thoroughly analyzed with regard to this issue.

Any subject taught in the classroom needs instructional resources, or educational inputs, to be successful. Wales (2005) believed that the utilization of instructional tools would help students retain the facts they had learned. A well-thought-out and creative use of visual aids in lessons should help to combat apathy, make up for the shortcomings of books, and pique students’ interest by giving them something concrete to see and do while simultaneously fostering independent thought in them, according to Savoury (2008). Savoury (2008) proposed a list of helpful visual resources, such as photographs, postcards, diagrams, maps, filmstrips, and models, that are beneficial for teaching history.

According to him, choosing materials that are pertinent to the core ideas of a course or lesson aids students in comprehending it thoroughly since they make the topic interesting to them, grabbing their attention and inspiring them to learn. He recommended using images to help children anchor their thoughts and emotions. When it is impossible to show children real items, he claimed that pictures are utilized as a substitute. He also claimed that pictures work well in imagined tasks.

In terms of teacher quality, having enough and suitable human resources is also crucial for the teaching of all disciplines covered by the school curriculum. Education cannot attain its objectives without teachers acting as implementers. The Nigerian National Policy of Education (2004) states that in order to build a just and equal society, schools must be adequately and universally equipped to provide sound and efficient instruction. Schools should also have access to adequate libraries, qualified teachers, and suitable textbooks. According to Coombs (2000), a lack of these will prevent the educational system from fully meeting new expectations. Better learning materials are required to improve education’s efficacy, productivity, and quality. In order to assist educational efforts, Knezewich (2005) also emphasized the significance of having an acceptable personnel strategy and sufficient physical facilities. However, the goal of this study was to evaluate how effectively instructional resources were used to enhance teaching and learning in large schools in the Sagamu local government region of Ogun state.

1.2 Statement of the problem

It is well acknowledged that the teaching materials used have a direct impact on students’ performance. These educational resources are essential components of learning. According to Barnett (2002), teachers should go over the curriculum’s material and help pupils get ready for standardized assessments. In every teaching and learning setting, the success of the students is crucial. Unfortunately, as regularly noted by education specialists over the past ten years, student performance in secondary schools in Nigeria has not been very encouraging. Poor performance appears to be taking on a dimension that could have an impact on the nation’s entire economic condition (Onasanya, 2002). However, teachers have disregarded the use of instructional resources, which in some ways has weakened students’ drive for learning. All of these result in the pupils performing poorly. Year after year, many students perform poorly on their exams, and the problem is becoming worse. Their door is therefore opened to a miserable life moving forward. This subpar performance may have been caused by uncreative teachers who did not want to make the best use of the teaching resources. This issue might also be brought about by unqualified teachers. In this situation, further investigation is required to determine the precise nature of the issue.

1.3 Objective Of The Study

This study’s goal is to better understand how instructional materials might be used to enhance teaching and learning in a few chosen schools in Ogun state’s Sagamu local government region.

specific goals for the research

The research will be used for:

to determine what educational resources are available at the secondary school level.

To determine the volume of secondary school students who use instructional materials.

To ascertain how the use of visual aids affects pupils’ performance in Ogun State’s Sagamu local government area.

To determine whether the Sagamu local government region in Ogun State’s learning environment also affects pupils’ academic achievement.

To pinpoint some guiding ideas for the best possible secondary school learning outcomes.

1.4 Questions For Research

The following queries will have answers thanks to this study:

(i) To what extent do textbooks used in classroom instruction in Sagamu local government area of Ogun State affect students’ academic performance?

(ii) How much does the Sagamu local government area of Ogun State’s employment of visual aids affect pupils’ performance?

What effect does a supportive environment have on students’ academic performance?

(iv) What remedial steps can be taken to address the issues this study identified?

1.5 Hypothesis Of The Research

The following hypotheses were proposed in null form for this study’s purposes in order to identify the variables and achieve the study’s objectives:

H01 – There is no appreciable difference between pupils’ academic performance in schools with sufficient material resources and those in schools with insufficient material resources.

H02 – There is no conclusive link between a teacher’s effective methodology and the academic achievement of their students.

H03 – The ability of students to learn is not significantly correlated with a suitable learning environment.

H04 – Students in schools with an adequate quantity of qualified teachers and students in schools with an insufficient supply of qualified teachers perform similarly.

1.6 THE IMPORTANCE OF THE STUDY

Numerous studies have been conducted in an effort to improve the teaching and learning environment in Nigerian secondary schools as a result of the expressed concern of eminent academics in the field of education. Despite all of these factors, effort must be made to employ instructional materials in teaching, and this study’s foundation is this. The goal of this study is to significantly improve teaching and learning in Nigerian secondary schools using instructional materials in order to produce better and more long-lasting results in the near future.

1.7 Analysis Of The Study

The secondary schools in Ogun State’s Sagamu local government area that are included in this study’s scope are:

Remo Divisional High School in Sagamu (i)

Makun High School in Sagamu (ii)

Ofin High School, Sagamu (iii)

Sagamu Methodist High School (iv)

1.8 Limitations of the study:

This study is susceptible to the restrictions and difficulties that come with any research project that uses a questionnaire, including; some respondents’ noncompliance and insufficient information about the problem under investigation. Finally, there are a number of obstacles that severely restrict the scope of this investigation, including financial and time limits.

1.9 Terminal Definitions

Print and non-print things that are intended to convey knowledge to pupils during the educational process are referred to as instructional materials. Kits, textbooks, magazines, newspapers, photographs, recordings, slides, transparencies, videos, video discs, workbooks, and electronic media, including but not limited to music, movies, radio, software, CD-ROMs, and internet services, are all examples of instructional materials.

Giving someone information or a skill in a subject is known as teaching.

Learning is a generally long-lasting change in behavior brought on by prior experiences. It could also be referred to as the process of learning something new. ‘Inclination’ is another name for it.

Teacher: A student receives knowledge from this person in order to acquire skills.

Affect: These are the mitigating elements that hampered an activity’s efficient and appropriate operation.

Schools are establishments used to instruct or educate children or learners. It may also be referred to as a setting where the learner receives formal education.

Development that satisfies current demands without jeopardizing those of future generations is referred to as sustainable development.