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INFLUENCE OF
INSTRUCTIONAL MATERIALS ON STUDENTS’ PERFORMANCE IN ENGLISH LANGUAGE
CHAPTER ONE
1.0
INTRODUCTION
1.1
Background to Study
The English
Language was introduced into many countries through colonization among other
factors. As early as the beginning of the 19th century, English language had
become the language of trade, contact and missionary endeavour. Countries such
as Nigeria and Ghana use it as a means of communication nationally and
internationally. Within these geographical region, the English language acts as
medium of instruction from the primary school up to tertiary level. English
language is spoken around the globe and it has a wider dispersion than any
other language.
A teacher is
a very significant factor in the school environment as well as the materials he
uses to drive home his/her point. These materials used by the teacher tend to
have a significant implication which cannot be dismissed with a wave of hand if
academic excellence is to be achieved in our education institution. In order to
achieve these educational goals, the use of instructional materials cannot be
over-emphasised.
Instructional
materials are materials which assist teachers to make lesson explicit to the
learners. They also transmit information, ideas and notes to learners Ijaduola
(1997), Aina (1982) asserts that instructional materials are those materials or
resources used in any teaching exercise to promote greater understanding of the
learning experience. They are used to provide the richest possible learning
environment which helps the teacher and learners to achieve specific
objectives. They also assist the teachers to communicate more effectively and
the learners learn more meaningfully and permanently. The same is amplified by
Ogunsanya (1984) who describes teaching materials as anything that helps the
teacher to promote teaching and learning activities.
Sharing the
above view, Kay (1981) defines them as things which are intended to help the
teacher to teach more effectively or better still which enables the pupils to
learn more easily. In the opinion of Ajelabi (2000) and Akinlaye (1997) many
educational technologist see instructional materials as devices and resources
used in learning situation to supplement to written or spoken words in the
transmission of knowledge, attitude, ideas or concept and values. Akinlaye
(1997) further states that thy have been defined as things or objects brought into
play to emphasize, clarify, strengthen, vitalise the teachers instruction.
Ajelabi (2000) subtly puts instructional materials as teaching-learning
materials that constitute an integral component of classroom instructional
process which are utilized in delivering educational information to the
learner. He further states that it makes lesson real, concrete and effective.
Learners are motivated to learn at their own pace, rate and convenience.
Since
English language came to Nigeria, it has assumed many roles especially in
educational circle. The English language is divided into many parts in the
school like orals, lexis and structure, comprehension, essays. It is an
important subject that must be compulsorily be credited before gaining
admission into tertiary institution. The importance of this subject makes it
necessary that teaching materials should be used for effective learning.
Macaulay J. I. (1989) asserts that visual aids make lesson come alive and help
students to learn better. He further states that an ample provision of visual
and general teaching materials is an evidence of teachers’ preparedness for the
lesson. Ehizojie (1989) summarises the importance of instructional materials
further “One of the ways of relaxing in the classroom atmosphere, motivating
the students and teaching English creatively and interactively in through the
use of audio-visual and other teaching aids. This is because well selected/well
planned and produced audio-visual:
– arouse the
learners interest
– kindle
imagination
– stimulate
active participation and involvement in a lesson
– help
memory and recall
– relate
learning to real life
– can stay
in view as long as the teacher wishes
National
policy on Education (1998 revised) states that instructional materials should
be concept centred, activity based and work related.
Instructional
materials include both visuals and audiovisuals such as pictures, flashcards,
posters, charts, tape recorder, radio, video, television, computers among
others.
These
materials serve as supplement to the normal processes of instruction.
1.2
Statement of Problems
The act of
teaching is fundamentally concerned with passing ideas, skills and attitude
from the teacher to the learner.
In Nigeria,
for example experience has shown that spoken words alone in the communication
of ideas are grossly ineffective and inefficient in producing desired learning
outcomes.
Every year,
when the results of public examination are released, there has always been mass
failure in English language. There are parts of English language that pose
problem of comprehension to students especially poetry and grammar. These
cannot be taught effectively without instructional materials.
Mutebi and
Matora (1994) indeed affirmed that we learn and remember 10% of what we hear,
40% of what we discuss with others and as high as 80% of what we experience
directly or practice. This contention is underscored by the often quoted age
old Chinese deduction
What I hear,
I forget
What I see,
I remember
What I do, I
know
1.3 Purpose
of Study
The purpose
of this study is to identify the problems responsible for students’ poor
performance in English language. The purpose includes:
i. To
examine the influence of the sue of instructional materials on the teaching of
English language in secondary schools
ii. To
ascertain the extent to which secondary school student’s learning of English
language can be influenced by the use of instructional materials
iii. To
determine whether there will be any difference in the performance of secondary
schools students in English language due to the use of instructional materials.
1.4 Research
Questions
In order to
achieve the objectives of this study, the following research questions were
generated to guide the investigation:
i. Will the
use of instructional materials influence the teaching of English language in
secondary schools?
ii. To what
extent can secondary school students learning of English language be influenced
by the use of instructional materials?
iii. Will
there be any difference in the performance of secondary school student in
English language due to the sue of instructional materials?
1.5 Research
Hypotheses
The
following null hypotheses were formulated and tested during the study.
i. The use
of instructional materials will not have significant influence on the teaching
of English language in secondary schools.
ii. The use
of instructional material will not have significant positive influence on
secondary school students’ learning of English language.
iii. There
will be no significant difference in the performance of students in English
language due to the use of instructional materials.
1.6
Significance of Study
The use of
audio-visual in the classroom is at present strong emphasized. The use of instructional
materials will give the learner opportunity to touch, smell or taste objects in
the course of teaching and learning encounter. It is necessary therefore to see
that knowledge passed unto the students at different level of educational
instruction are well planned and meaningful. Hence the researcher intends to
point out the relevance of this study to the following: students, teacher,
curriculum planners, educational system and society at large.
To the
students, if there is effective use of instructional materials, the students
should be able to learn effectively and also retain what they have learnt.
Nwadinigwe
(2000) asserts that “learning is a process by means of knowledge, skills,
habits, facts, ideas and principles are acquired, retained and utilized. The
only means of achieving this is through the use of instructional materials.
The study
will be of benefit to the teachers because there will be increase in
productivity if effective teaching and learning takes place.
Ekwueme and
Igwe (2001) say, “It is only the teachers who will guarantee effective and
adequate usage of instructional material and thereby facilitate success.
Consequently a teacher of English language who makes use of appropriate
instructional materials to supplement his teaching will help enhance quick and
creative thinking, sharpen students’ imagination and this helps the learners to
be spontaneous and enthusiastic. Oremeji (2002) asserts that any teacher who
takes advantage of these resources and learns to use them correctly will find
that they make almost an incalculable contribution to instruction. He further
says that these resources can be used not only at the level of the school
system but also fitted into any teaching situation just as naturally on printed
material. He says that they are of high value in importing information,
clarifying difficult and abstract concepts, stimulating thought, sharpening
observation, creating interest and satisfying individual difference.
Aina (1982)
and Ogunsanya (1984) support Orameji’s (2002) assertion by saying that the use
of instructional material for teaching enriches the classroom work and
contributes directly and indirectly to effective teaching and learning.
Richmond
(1970) puts the importance more succinctly noting that they make learning more
meaningful, focussing on pupils’ interest and attention, simulate learning,
encourage expression and help visualization and provision of a sensory contact
with realities.
The
educational system and society at large will also benefit from the study
because when the teachers solidify their teaching with instructional materials
and the learners learn effectively, the knowledge acquired will reflect in the
society positively. Students speak and communicate better at home and in their
place of work. The standard of education will also improve. The mass failure in
English language will also be minimized.
1.7 Scope of
the Study
The study
investigated the influence of instructional materials on students’ performance
in English language. Due to the vast and universal nature of this study, the
researcher concentrated on Bariga and Yaba Local Government Area of Lagos
State. The study involved students in Junior Secondary School II (JSSII) from
four randomly selected schools. The schools are:
*CMS Grammar
School, Bariga
*Our Lady of
apostles Secondary School, Yaba
*Stockbridge
Secondary School, bariga
*Federal
science and Technology Colege, Yaba
1.8
Limitations of Study
The major
factor that constituted a limitation to this study was the insincerity of the
respondents in supplying appropriate information required of them in relation
to their personal data, socio-economic and educational background. Besides,
insufficient fund to take the researcher to vast areas like Lekki and Ikorodu
areas limited the wider coverage of the study. Time constraint also posed a
limitation to the study.
Finally,
incessant power failure circumspect the researcher’s ability to get adequate
necessary information from the internet, which in turn cushioned the volume of
the literature reviewed during the study.
Definition
of Terms
Effect: This
is the way in which an event, action or person changes someone or something.
Instructional
Material: What the teacher uses to make the lesson more interesting and
understandable.
Performance:
This has to do with the ability to do something or carrying out an activity.
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