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THE USE OF
INSTRUCTIONAL MATERIALS IN TEACHING READING IN PRIMARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Reading is a
complex cognitive process of decoding symbols for the intention of deriving
meaning (reading comprehension) and /or constructing meaning. It is the mastery
of basic cognitive processes to the point where they are automatic so that
attention is freed for the analysis of meaning. Reading is a means of language
acquisition, of communication, and of sharing information and ideas. Like all
language skills, it is complex interaction between the text and the reader
which is shaped by the reader’s prior knowledge, experiences, attitude, and
language community which is culturally and socially situated. The reading
process requires continues practice, development and refinement (Wikipedia,
2006).
Among
several conceptualizations of interest the most common are to consider interest
as a state and/or as a disposition. It has also been demonstrated that interest
has both cognitive and affective (emotional) components. Researchers also
distinguish between individual and situational interest, with the former
targeting personal interest and the latter focusing on creating appropriate
environmental settings (Jenkins, 2004). Individual habit has been viewed as a
relatively long-lasting predisposition to reengage with particular objects and
events. Increased knowledge, value, and positive effect have been connected
with individual habit. Pupils bring to their academic experience a network of
individual interests, some similar to and some incompatible with classroom
learning. Social categories such as gender and rare also function as individual
interest factors that may affect classroom engagement (Douglas, 2006).
The
availability of educational resources is very important because of its role in
the achievement of educational objectives and goals. The extent to which an
organization like educational institution attains her objectives is directly
proportional to the educational resources available and their utilization.
Educational resources can be categorized into human, material, physical and
financial resources. Human resources in education are the pupils, teaching
staff, non-teaching staff, bursar, librarian, laboratory attendants, clerks,
messengers, mail runners, gatekeepers, gardeners and cooks as well as educational
planners and administrators. Material resources include textbooks, charts,
maps, audiovisual and electronic instructional materials such as radio, tape
recorder, television and video tape recorder. Other category of material
resources consist of paper supplies and writing materials such as biro, eraser,
exercise books, crayon, chalk, drawing books, notebooks, pencil, ruler, slate,
workbooks and so on. Physical resources include classrooms, lecture theatres,
auditoriums, typing pools, administrative block, libraries, laboratories,
workshops, gymnasia, assembly halls, special rooms like sickbay, staff
quarters, pupils’ hostels, kitchen, cafeteria, lavatory and toilet. Financial
resources are the monetary inputs available for and expended on the education
system. Theses include money allocated to education by the government grants,
PTA levy, and donations from philanthropist and internally generated funds.
Individuals
have perceived and acknowledge the purpose and function of resource in
effective teaching and learning of reading. Hallack (2002) emphasized that the
availability, relevance and adequacy of educational resource items contributed
to academic achievement and that unattractive school buildings, crowded
classrooms, non-availability of playing ground and surroundings that have no
aesthetic beauty can contribute to poor academic performance.
According to
James (2006), up to the early 1980s, the prevalent view in educational research
was that proficient readers process and recall text according to its
hierarchical structure. Thus it was believed that readers could recall best the
more important ideas at the higher levels of text structures. The ability to
read well is absolutely critical to success in life. According to Tracy (2008),
reading is the only form of entertainment that is also an essential life skill.
Reading is a skill that must be nurtured from a child’s earliest years. Once
children know how to read, they still need support to reach their full
potential as readers. Most children with learning have problems with reading
and related language skills. The decline in reading among children is an
offshoot of technological advancements that have brought about overall changes
in family, social, and economic conditions.
1.2 STATEMENT OF THE PROBLEM
Over the
years, there has been a general decline in the reading skills of pupils as well
as academic achievement of pupils. Educators and librarians alike blamed
“progressive education” and the technological evolution for taking away people’s
attention from reading to other digital media. Pupils in Nigeria prefer to
spend their leisure time watching football matches and other programmes on
television to investing in reading a novel or a book. In a study carried out on
the reading habits of primary school pupils by James (2009) in Kaduna State
showed that more than half of the pupils reading fewer than four books a year.
Okebukola (2004) affirms that, through reading, humans have the tools to
transmit knowledge to each succeeding generation; it allows one to listen to
the wisdom and people of the ages. He asserts that every child must become
fully competent in reading to succeed in school and discharged responsibilities
as a citizen of a democratic society. Reading is the foundation of much
enjoyment in life and is closely related to vocational efficiency. Pupils and
employees in every field must read to keep abreast of what is happening in
their fields. They must rely on written or digital words to convey information
and data.
Instructional
media are vital for the achievement of educational objectives. Generally, they
provide varieties of learning experiences, make learning fun, interesting and
motivating. For pupils in primary schools, instructional media are particularly
useful in the provision of concrete referents which the learners are not
capable of generating on their own. In spite of the importance of media in
instruction, there are many problems militating against their use in public
primary schools. These include, unavailability and inaccessibility of media,
non-existence of Education Resources’ Centers (ERC), incompetence of teachers,
large classes, lack of facilities, centralized funding and media acquisition
arrangements. Based on the above statement, the researcher seeks to find out
the utilization of instructional materials are used in the teaching of reading
to primary schools pupils in Kanam Local Government Area of Plateau State.
1.3 PURPOSE OF THE STUDY
The main
purpose of this research study is to investigate into the utilization of
instructional materials in teaching of reading to primary schools pupils in
Kanam Local Government Area of Plateau State. The specific objectives of the
study include:
1. To find out the extent to which
adequate instructional materials for teaching reading is available in primary
schools in Kanam Local Government Areas of Plateau State.
2. To find out the effect of
utilization of instructional materials on academic performance of pupils in reading
in Kanam Local Government Area of Plateau State
3. To find out the problems that
militates against effective utilization of instructional materials in teaching
reading in primary schools in Kanam Local Government Area of Plateau State.
4. To find out ways of improving
the standard of teaching and learning
reading in primary schools in Kanam Local Government Area of Plateau State.
1.4 RESEARCH QUESTIONS
In order to
facilitate the findings of this research study, the following research
questions are formulated.
1. To what extent are instructional
materials for teaching reading available in primary schools in Kanam Local
Government Area?
2. To what extent are instructional
materials appropriately used in teaching reading to primary schools in Kanam
Local Government Area?
3. To what extent does the use of
instructional materials affect pupils reading ability in primary schools Kanam
Local Government Area?
1.5 RESEARCH HYPOTHESES
The
following hypotheses will be tested at 0.05 level of significance.
1. There is no significant
relationship between the use of instructional materials and pupils’ reading
ability in primary schools Kanam Local Government Area
2. There is no significant
relationship between pupils reading skills and their academic performance in
school.
1.6 SIGNIFICANCE OF THE STUDY
This
research study when completed will be of great benefit to pupils, teachers,
researchers, scholars and the general public.
a. Pupils: The study will reveal the
extent to which instructional materials are available in schools and its
effects on the academic achievement of pupils in reading. It will also suggest
ways though which the standard of teaching and learning can be improved in
schools to the benefit of pupils.
b. Teachers: The findings of this study
will enlighten teachers on how they can appropriately utilize instructional
materials to make the teaching and learning of reading effective and easier to
the benefit of the teachers. Furthermore, the study will reveal the problems
that militate against effective utilization of instructional materials for
teaching and learning reading and will also suggest ways through which the
problems can be tackled.
c. Researchers and Scholars: The findings
of this study will serve as reference point to future researchers in this field
and also vital source of information to scholars in this area.
d. General public: The study when
completed will serve as source of enlightenment and information to any member
of the public interested in knowing more about the use of instructional
materials in teaching reading to pupils.
1.7 SCOPE AND DELIMITATION OF THE
STUDY
This
research study investigates into the utilization of instructional materials in
teaching of reading in primary schools. The study will be carried out in
primary schools in Kanam Local Government Area of Plateau State.
The study
sample will comprised of five primary schools in Kanam local Government Area.
They are:
1. Central Primary School Dengi
2. Primary School Pidum
3. Primary School Runji
4. Primary School Mulas
5. Science Primary School Jarmai
1.8 OPERATIONAL DEFINITION OF TERMS
The
following terms are defined in the context in which they are used in this
research
1. READING: is a complex cognitive
process of decoding symbols for the intention of deriving meaning and
constructing meaning. It is the mastery of basic cognitive processes to the
point where they are automatic so that attention is freed for the analysis of
meaning.
2. Instructional materials: These are
teaching and learning aids used to enhanced effectiveness and understanding in
the process of teaching and learning.
3. Utilization: This is the act of
putting into use resources of aids in order to facilitate the effectiveness and
progression of an activity
4. READING HABIT: This refers to how
frequent students engage in reading and their general attitude towards reading.
5. READING ABILITIES: This is the
acquisition of reading skills to read effectively and decode meaning out of it.
6. Militating: This refers to factors
that stand as obstacle or hinders the progress of an activity or event
7. Education: This is process of
impacting knowledge, skills and value in an individual in order to make him/her
literate and useful to the society.
8. Academic Achievement: This is level of
knowledge, skills, norms and value an individual has acquired in process of
training in an educational setting.
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