THE USE OF TEACHING MATERIALS IN LEARNING AND STUDYING IN PRIMARY SCHOOLS

THE USE OF TEACHING MATERIALS IN LEARNING AND STUDYING IN PRIMARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Instructive materials are necessary for efficient teaching and learning. According to Obasi, the effective use of high-quality, pertinent instructional resources in the classroom can show their value in teaching and learning (2008). All of the resources that teachers can use to make their lessons more engaging and memorable are included in the teaching materials.

Farombi (1998) defined teaching resources as things like written works, visual aids, software, and hardware for educational technology. Additionally, he thinks that the availability, sufficiency, and applicability of teaching materials in classrooms can have an impact on effective teaching, helping students learn and perform better. A high-quality education depends on Farombi’s (1998) understanding of the crucial role that instructional resources play in ensuring students’ academic success. High output and efficiency are essential in

the exchange between teachers and students. Start, according to academics, with having access to appropriate educational materials of the highest caliber that should be prepared well in advance of class participation.

According to Coombs (2000), education consists of two parts. He categorized these two substances. These two elements were categorized by him as inputs and outputs. Human and material resources are classified as inputs, whereas the goals and results of the educational process are classified as outputs. In order to enhance the effectiveness of the educational system, it is necessary to investigate and evaluate how one component affects the other because inputs and outputs together make up a dynamic, organic whole (Ibe-Bassey, 2012). Print and non-print items used in the educational process to provide information to students are referred to as instructional materials.

Kits, books, publications, newspapers, recordings, slides, films, magazines, and

Examples of instructional materials include videos, discs, workbooks, and electronic media, such as music, movies, radio, software, CD ROMs, and online services. In the teaching-learning process, instructional materials are essential. It improves memory in students. Due to the growth of education, effective pedagogy cannot be based solely on oral instruction, so the teacher must make use of instructional materials to improve the teaching-learning process (Nicholls, 2000; Raw, 2003). The use of educational resources can help students learn more effectively.

According to Cronbac (2009), the situation, which consists of all the things, people, and symbols in the learner’s environment, is what forms the basis for teaching theory settings. Situational learning teaches a person how to respond to similar situations in the future.

situations. It’s important to establish a setting that supports learning. This broad term includes all skills and innate reactions that a person brings to a circumstance.

According to Chonjo (1994), the use of instructional materials can grab each student’s attention. What the learner hopes to achieve is referred to as their objective. Since efforts are directed by goals, the teacher’s main motivational challenge is to create a learning environment with instructional materials that allows students to understand the goals they are working toward. Interpretation: In order to act, a person interprets a situation. A teacher and a student will be able to predict what will happen if different actions are taken if the right tools are made available. the employ

of instructive information can help someone make the right decision. Actions have rewards and consequences that follow them. If an instructive is used, the outcome will satisfy the prediction, and the person will feel completely satisfied with his work because the results will justify his efforts (Babayomi 1999). The teaching-learning process is aided in the majority of developed nations by the active and effective use of instructional materials.

Teaching resources are a strategic component in the planning and delivery of education by teachers, according to Oni (1992). This is due to the fact that without the use of instructional materials, the instructor would not be able to further develop a concept. This makes it easier for students to learn, which raises their academic performance.

Balogun (1982), in his essay on the value of education

Science education programs cannot be taught effectively without the availability of teaching equipment, according to materials in teaching and learning. This is because educational materials help students cultivate their capacity for problem-solving and their scientific outlook. The same idea is expanded upon by Ajayi & Ogunyemi (1990), who claim that when instructional materials are provided to meet the various requirements of the teaching process, students will have access to the reference materials suggested by the teacher and will be able to learn at their own pace. Students will perform significantly better as a result.

SITUATION OF THE PROBLEM

It is widely acknowledged that the quality of the teaching materials used directly affects student achievement, according to Akande (2012). These A vital part of the educational process are educational resources. According to Barnett, teachers should cover curriculum material and help students get ready for standardized tests (2002). In any teaching and learning situation, student achievement is essential. Unfortunately, student performance in Nigeria’s elementary schools has been appalling, as education experts have pointed out time and time again over the past ten years. This issue of poor performance seems to be gaining ground and has the potential to impact the entire economic climate of the nation. The lack of use of instructional resources by teachers has lowered students’ interest in studying, though. All of this has an impact on how well students perform (Obasi 2008). Numerous students consistently perform poorly on exams, and the issue is getting worse. This then opens the way.

for an impoverished future. Teachers who lack creativity and are unwilling to properly use instructional materials may be to blame for this subpar performance (Adeogum, 2001). Unqualified teachers may also be a part of the issue. Research is required in this case to ascertain the precise nature of the issue.

1.3 GOALS OF THE STUDY

Examining how teaching materials are used in primary school instruction and learning is the study’s main goal. Other goals of this research include, but are not limited to, the following:

i. To determine how much teaching material is used in primary schools.

ii. To find out what kinds of educational resources are used in primary schools.

iii. To determine how much instructional material is offered in elementary schools.

iv.

to investigate the kinds of educational resources used in primary schools.

1.4 QUESTIONS FOR RESEARCH

In accordance with the goals of these studies, the following research questions will be addressed:

i. How much are primary schools utilizing teaching materials?

ii. What kinds of instructional materials are used in primary schools?

iii. How much teaching material is offered in elementary schools?

iv. What kinds of instructional materials are used in primary schools?

1.5 RELATIONSHIP TO OTHER STUDIES

Numerous studies have been carried out to enhance teaching and learning because eminent educational academics have expressed concern about the state of teaching and learning in Nigerian primary schools. However, steps must be taken to increase the use of educational resources in

the research’s primary data source is the classroom.

To achieve better and more long-lasting results in the near future and to advance government goals and objectives in primary schools, this study’s significance lies in its promotion of a significant improvement in teaching and learning in Nigerian primary schools through the use of instructional resources.

Finally, because it will serve as a resource for future research and study, this study will be helpful to academics and students.

1.6 THE STUDY’S SCOPE

The use of instructional materials in teaching and learning in primary schools will be the main topic of this study. This research will specifically look at how much teaching materials are used in primary schools,

determining the types of teaching materials used in primary schools, evaluating the types of teaching materials used in primary schools, and determining the extent to which teaching materials are available in elementary schools.

Participants in the survey for this study will be chosen primary schools in Delta State.

Limitations to the study: 1.7

If some of the researcher’s challenges weren’t addressed, the study wouldn’t be complete. The various problems that restrict the conclusions of this research project are therefore discussed in the sections that follow.

i. The responses from students and teachers served as the main foundation for this study. The researcher was unable to conduct a thorough and comprehensive investigation into the subject because of the short amount of time allotted for this study.

ii. Add another comma.

in this study took place in the local government area that served as a case study. of extended vacation for teachers and students.

iii. Lastly, the researcher received no feedback from any of the questionnaires that were given to teachers, students, or counselors. And doing so would only inspire the researcher to work closely with family and friends.

1.8 TERM DEFINITION

Materials used in teaching: Items created to aid in learning and knowledge acquisition.

A person who is taught by another is referred to as a pupil, particularly a student or child in relation to a teacher.