INSTRUCTIONAL MATERIALS UTILIZATION ON JSS 3 STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS IN IBESIKPO AZUTAN LOCAL GOVERNMENT
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INSTRUCTIONAL
MATERIALS UTILIZATION ON JSS 3 STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS IN
IBESIKPO AZUTAN LOCAL GOVERNMENT
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
The search
for efficient and effective delivery of instructions to Students has always
been major concern of Science Educators. This is so as a result of repeated
mass failure recorded in Mathematics and other Science subjects in Basic
Education Certificate Examination (BECE) and West African Senior Secondary
School Certificate Examination (WASSCE). Poor academic performance in
Mathematics could be attributed to many factors among which teacher’s strategy
itself was considered as an important factor. Among other factors that could be
responsible for this failure, are the instrumental materials which definitely
must have a significant role to play in teaching and learning processes.
The
importance of instrumental materials in teaching and learning is too obvious to
be overemphasized. A lot has been written to show the indispensable role of
instrumental materials in curricular implementation. According to Onyejemezi
(2007), Ogunranti (2008) and Afolajic (2009), these authors point out that
instructional materials increase the rate of learning, save the teacher time
and effort increase learners interest and facilitate retraction of what is
learned. To further show the importance of instructional materials, Iegede,
Okata, Eniayelu (2011), reported factors responsible for poor performance in
Science, Technology and Mathematics which include poor laboratory facilities,
inappropriate teaching methods and inadequate number of learning facilities in
schools as against consistent increase in number of students.
In condition
of insufficient supply of instructional materials by the government, improvised
materials can also serve similar role of simplifying explanations given by
teachers. Improvisations of instructional materials need the effort of
Mathematics teachers for its realization. Bassey (2012) and Omosewo (2013)
stated that many Nigerians Science teachers were aware of possibility of
improvisation. They also noted that few teachers practice while majority
depends on imported equipment and claim that improvisation is time consuming
and often depleting.
Whether
instructional materials are classified as improvised or imported, the most
important effect of these materials is to assist in achieving the stated
behavioural objectives when evaluated at the end of a lesson or programme.
These findings refer generally to teaching Science subjects in Nigerian
Schools. One is not sure what the situation is with Mathematics teachers in
AkwaIbom State. Hence, this Study on teacher’s use of instructional materials
on Junior Secondary School III students’ Academic Performance in Mathematics in
IbesikpoAsutan Local Government Area worth investigating.
1.2 STATEMENT OF THE PROBLEM
With regard
to different views held on importance of instructional materials by different
authors and the observed progressive decline in Secondary School Students’
academic performance in Mathematics in Basic Education Certificate Examination
(BECE) and West African Senior School Certificate Examination (WASSCE), there
is need to further investigate the roles of instructional materials utilization
on the academic performance of junior Secondary School III Students in
Mathematics in IbesikpoAsutan Local Government Area of AkwaIbom State.
1.3 PURPOSE OF THE STUDY
The Study
investigated instructional materials utilization on junior Secondary III
Student’s performance in Mathematics in IbesikpoAsutanLocal Government Area of
AkwaIbom State. The Study is defined to achieve the following objectives.
1. To examine the difference in the
performance of Students taught Mathematics using instructional materials and
those taught without instructional materials.
2. To
determine the differences in pre-test and post-test scores of Students taught
with instructional materials
3. To
examine the difference between the post-test scores of male and female Students
taught with instructional materials.
1.4 Significance of the Study
The use of
various instructional materials to examine the achievement of Educational
objectives in Mathematics need not be overemphasized. The findings of this
Study will be useful to many people. Teachers will get to understand better,
the level of Students performance in mathematics through the use of
instructional materials. Educational authorities may use the findings of this
Study to stress to teachers during seminars and workshops the steps of
instructional materials to emphasize in the course of teaching Mathematics in
the junior Secondary School Classes. Textbooks writers on instructional
materials can make the outcome of this Study a reference point in their books
while discussing matters relating to methodology and Students performance.
Finally, the Students will benefits because the finding of this Study will
encourage Mathematics teachers to use the instructional materials in the Study,
when those instructional materials are used; the Students are likely to perform
more better in mathematics.
1.5 Research Questions
The
following research questions were formulated to guide the Study.
1. Is there
any significant difference between Students taught with instructional
materials?
2. Is there
any significant difference between pre-test scores and post-test scores of
Students taught with instructional materials?
3. Is there
any significant difference between the post-test scores of the male and female
Students taught with instructional materials?
1.6 Research
Hypotheses
The
following hypotheses were formulated to guide the research Study.
1. There is
no significant difference between the performance of Jss3 Students taught
Mathematics with instructional materials and those without instructional
materials
2. There is
no significant difference between pre-test scores and post-test scores of Jss3
Students taught with instructional materials
3. There is
no significant difference between post-test scores of male and female Students
of Jss3 taught with instructional materials.
1.7 Basic
Assumption
For the
purpose of this Study, the following assumption was made.
Teachers
hardly use different instructional materials in the course of teaching
Mathematics to junior Secondary School III Students.
1.8
Delimitation of the Study
The Study is
delimited to the assessment of the contributions of instructional materials
utilization on the academic performance of Jss3 Students in IbesikpoAsutan
Local Government Area of AkwaIbom State. Although many instructional materials
may contribute to Students performance in Mathematics, for the purpose of this
Study, only computer, Mathematical games, Models and realia’s were selected for
investigation. Specifically, the scope of the Study covers only sample of
Students in junior Secondary III from four Schools in IbesikpoAsutan Local
Government Area. The Study was conducted in the 2014/2015 School year.
1.9
Limitations of the Study
The study
was demanding at different facts and the lean financial resources available
would not sustain wider courage. The administrative polities to unvalidated
data gathering instruments, time, sampling technique and the unwillingness of
the schools visited to release the students constituted some of the major
constrain to the study.
1.10
Definition of Operational Terms
Certain
terms used in the Study required operational definitions; such terms are
defined as shown below:
Instructional
Materials: These are tools locally made or imported that could make tremendous
enhancement of lesson impact if intelligently used. Four of such selected for
the Study include; Mathematical game, Computer, Models and Realia.
Students’
performance in Mathematics: this is a measure of Students’ achievement and
learning, such as students scores on pre-test and post-test.
Computer:
This is an electronic machine that stores certain Mathematical software’s that
are used to do calculations during a Mathematics lesson to provide enjoyment
and recreation and at the same time stimulate Mathematical thinking.
Mathematical
Models: These are three dimensional man-made objects which are representatives
of real objects. They offer concrete information’s to the learners and some
could be manipulated dismantled, enlarged and reduced. They are useful for
instructions and learning.
Realias:
these are also three-dimensional objects, they are similar to the models but
differ in the sense that they are real objects that can be destroyed in the process
of dismantling. They are three dimensional in that they have length, breadth
and depth or height. Examples are Cuboids, Cubes etc.
Pre-test:
This is a test given to Students before the administration of instructional
program or segment.
Post-test:
This is a test given to students after completion of an instructional program,
or segment and often used in conjunction with a pre-test to measure the
achievement and the effectiveness of the program.
Independent
Samples: These are samples which are randomly formed.
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