Inadequate Material In Teaching And Learning Of Basic Science In Lea Primary School Jikwoyi Amac FCT
Inadequate Material In Teaching And Learning Of Basic Science In Lea Primary School Jikwoyi Amac FCT
Abstract
Basic science is a core subject offered in the schools in the education system. And its aims cannot be achieved without the use of instructional materials, owing to the challenge of using instructional materials, which need to be tackled for the achievement of the aims. Therefore, this research work is designed to assess the challenges of utilizing instructional materials in the teaching of Basic science in LEA primary school Jikwoyi AMAC FCT. Findings obtained from the analysis of the data collected; show that the problems of using instructional materials are the shortage of materials, laziness amongst the teachers, lack of fund for the purchase of instructional materials, and time. It was also observed that the performance of the student has a lot to do with the use of instructional materials during classes. Recommendations were based on the findings. And if this is well implemented, it will go a long way in solving the said problems of using instructional materials in the teaching of Basic science for the growth and achievement of the objectives of the subject and the development of the country at large.
Table of Content
- Title Page
- Certification
- Dedication
- Acknowledgement
- Table of Content
- List of Tables
- Abstract
Chapter One:
Introduction
- 1.1 Background of the Study
- 1.2 Statement of the Problem
- 1.3 Objective of the Study
- 1.4 Research Questions
- 1.5 Significance of the Study
- 1.6 Scope of the Study
- 1.7 Limitation of the Study
- 1.8 Definition of Terms
- 1.9 Organisations of the Study
Chapter Two:
Review of Literature
- 2.1 Conceptual Framework
- 2.2 Theoretical Framework
- 2.3 Empirical Review
Chapter Three:
Research Methodology
- 3.1 Research Design
- 3.2 Population of the Study
- 3.3 Sample Size Determination
- 3.4 Sample Size Selection Technique and Procedure
- 3.5 Research Instrument and Administration
- 3.6 Method of Data Collection
- 3.7 Method of Data Analysis
- 3.8 Validity of the Study
- 3.9 Reliability of the Study
- 3.10 Ethical Consideration
Chapter Four:
Data Presentation and Analysis
- 4.1 Data Presentation
- 4.2 Analysis of Data
- 4.3 Answering Research Questions
- 4.4 Interpretation of Result
Chapter Five:
Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
- References
- APPENDIX
- QUESTIONNAIRE
Chapter One
Introduction
1.1 Background to the Study
Teaching at any level requires that the students be exposed to some form of stimulation such as the use of instructional materials like; Education radio, charts, chalkboards, maps, film strips and realia materials. Adekunle (2008) noted that teaching resources in Basic science means anything that can assist the teacher in promoting teaching and learning. When the students are given the chance to learn through more sense than one, they can learn faster. The use of instructional materials provides the teacher with interesting and compelling platforms for conveying information since they motivate learners to learn more. Furthermore, the teacher is assisted in overcoming physical difficulties that will have hindered his effective presentation of a given topic. Larson (2001) quoted Lane who noted that the use of electronically mediated instruction to duplicate the traditional face- to-face classroom has resulted in a shift from teacher –to student- centered classes. In this situation the responsibility for learning is shifted to the students. The teacher facilitates the learning by acting as a coach, resource guide and companion in learning. The use of an instructional material does not only encourage teachers and students to work collaboratively but also results in more cooperative learning activities among the students.
Ikerionwu (2000) referred to instructional materials as objects or devices which help the teacher to make learning meaningful to the learners. Similarly, Ezegbe (1994) classified them into two as visual materials, made up of reading and non-reading materials and audio-visual materials comprising electrically operated and non-electrically operated materials. Basic science is a subject that depends in the use of a number of resources. Osakwe and Itedjere (1993) summarized these resources as textual like books, audio-visual and human resources. They stated that these resources are either used individually or collectively in any meaningful Basic science teaching and learning situation.
The purpose of instructional materials is to promote efficiency of education by improving the quality of teaching and learning. Incorporating these tools and materials present support and reinforces teaching. According to Aduwa-Ogiegbaen and Imogie (2005) these materials and resources including audio tape recorders, video tape recorders, slide projectors, opaque projectors, over head projectors, still pictures, programmed instruction, film strips, maps, charts, graphs, offer a variety of learning experiences individually or in combination to meet different teaching and learning experiences. Other investigators including Jimoh (2009), Yeager (2000), Nwanyanwu (1999), Bozimo (2002) and Ogbondah (2008) have similarly emphasized the importance of instructional materials and resources in the effective delivery of Basic science lessons in secondary schools.
Bolick, Berson, Coutts and Heinecke (2003) observed that while some educators are fascinated by the potential of instructional materials in enhancing teaching and learning, other teachers lagged behind in using instructional materials to teach. However, achieving these estimable goals of conscientious utilization of instructional materials and resources in Basic science teaching and learning has been very challenging in developing countries such as Nigeria. As noted by Garuba (2003), the Nigerian teacher operates from a deficient environment where teaching and learning are seriously impoverished particularly in the rural set- up. And even in the urban areas only few schools are connected to the national grid while virtually all the rural schools do not enjoy basic facilities like pipe borne water and electricity.
A resourceful instruction needs to give all students the opportunity to group the content taught at a time. The production of well –informed citizen who will be useful to their respective local communities and nations is the ultimate goal of Basic science. For instance, Barr, Barth, Shermis (1977) considered Basic science to be the integration of experience and knowledge concerning human relations for the purpose of citizenship education. Savage and Armstrong (2004) also stated that citizenship is a key element and a major justification for Basic science education, so it is expected that a good citizenship education programme will produce young people who will leave school with a disposition to become actively involved in public affairs and contribute fundamentally to social progress.
Instructional materials serve as a channel between the teacher and the students in delivering instructions. They may also serve as the motivation on the teaching-learning process. It is use to get the attention of the students and eliminate boredom. Instructional materials are highly important for teaching; especially for inexperienced teachers. Teachers rely on instructional materials in every aspect of teaching. They need material for background information on the subject they are teaching. Young teachers usually have not built upon their expertise whenever they enter into the field. Teachers often use instructional materials for lesson planning. These materials are also needed by the teachers to assess the knowledge of their students. Teachers often assess students by assigning tasks, creating projects, and administering exams. Instructional materials are essential for all of these activities.
According to Oni (1992), instructional resources are teachers’ strategic factor in organizing and providing education. This is so because they help to elaborate a concept that the teacher could not, without an instructional material. This allows 2 students to learn more comfortably therefore influencing positively their academic performance. Writing on the role of instructional materials in teaching and learning, Balogun (1982) commented that science education programmes cannot be taught effectively without the existence of equipment for teaching.
This is because instructional materials help those who learn to develop problem-solving skills and scientific attitudes. Elaborating further on the same point, Ajayi and Ogunyemi (1990) emphasize that when instructional materials are provided to meet relative needs of teaching process, students will have access to the reference materials mentioned by the teacher, and also each student will be able to learn at his or her own pace. The overall result is that students will perform much better.
In his own perspective, Fadeiye (2005) saw instructional materials as visual and audio-visual aids, concrete or non-concrete, used by teachers to improve the quality of teaching and learning activities in Social Studies. Agina-Obu (2005) submitted that instructional materials of all kinds appeal to the sense organs during teaching and learning. Isola (2010) also described instructional materials as objects or devices that assist the teachers to present their lessons logically and sequentially to the learners. Oluwagbohunmi and Abdu-Raheem (2014) acknowledged that instructional materials are such used by teachers to aid explanations and make learning of subject matter understandable to students during teaching learning process. In the same vein, Obanya (2004) asserted that several studies carried out in some areas in Nigeria indicated that the results of Senior School Certificate Examinations was completely bad in nearly all subjects offered by the students. He stressed further that only about 10% of candidates ‘meaningfully passed’ the examination.Abdu-Raheem (2011) asserted that non availability and inadequacy of instructional materials are major causes of ineffectiveness of the school system and poor performance of students in schools. Ahmed (2003) confirmed that in most secondary schools in Nigeria, teaching and learning take place under a most un-conducive environment without access to essential materials. Eniayewu (2005) posited that it is very important to use instructional aids for instructional delivery to make students acquire more knowledge and to promote academic standard. In addition, Ajayi and Ayodele (2001) stressed the importance of availability of instructional materials to achieving effectiveness in educational delivery and supervision in the school system. Ogbondah (2008) alerted on the gross inadequacy and underutilization of instructional materials necessary to compensate for the inadequacies of sense organs and to reinforce the capacity of dominant organs.He noted that school teachers should try their possible best in the provision of locally made materials in substitution for the standard ones to promote their lessons.Enaigbe (2009) noted that basic materials such as textbooks, chalkboard and essential equipment like computer, projector, television and video are not readily available in many schools.
Servey (1981) revealed that teachers do not use instructional materials that cater for different learning abilities of learners. Servey followed and observed a single school for a period of a year to find out if they used productive instructional materials for teaching Basic science. The findings show that instructional materials used by teacher did not meet learners’ needs in terms of their level of skills. No two individuals learn exactly the same way; the most appropriate means to learning appears to be highly individualistic and is directly related to the type of learning desired. Moreover, Jarolimek (1977) found out that teachers, more especially at the elementary level continue to struggle with the problem of providing adequately for the diverse interests, talents, and abilities known to exist between and among members of the class groups.
Unfortunately, despite the role of instructional materials in the teaching of Basic science, the high rate of poor performance of students in Basic science examination, in both their internal and external examinations is quite alarming. For instance, it is on record that out of five thousand students that took Basic science examination, in Abuja Municipal Area (AMAC), only one thousand seven hundred and sixty students were able to make credits in their 2011 Junior Secondary Certificate Examination (FCTEB, 2011). Also in 2012, seven thousand students enrolled for Basic science examination, and only two thousand five hundred and sixty seven students were able to make credit and above in the Examination (FCTEB, 2012).
The above recorded failure can be attributed to the lack of instructional materials used in the teaching of Basic science in the junior secondary schools in the area. Instructional materials are very important in the teaching of Basic science; this is because with the use, of instructional materials, the students will be motivated in the studying of Basic science. These instructional materials could be of different forms which include; audio tape recorders, videotape recorders, slide projectors, opaque projectors, maps, film strips, charts, graphs, programmed instruction and many more. All these materials aid teaching and learning.
“In every school, whether at the primary, secondary or tertiary levels of education there are instructional materials that make it possible for schools to attain there desired goals, and when this instructional materials are not used as expected during lessons, due to the problems encountered during the use of instructional materials, the objectives will not be achieved” (Odo, 2001:187).
These instructional materials are always limited and scarce, for the teaching of Basic science, and this necessitates problems for the achievement of the set objectives of the subject, which cannot be achieved if the problems continues to linger, without been solved. Therefore, these problems of using instructional materials, such as the lack of fund, inadequate time for the use of instructional materials, lack of knowledge on the side of the teacher on how to operate the available instructional materials, should be tackled to the core, in order to inculcate in the students, the expected knowledge, about Basic science. (Odo, 2001).
The researcher is therefore conducting this research work as to finding the causes of the problems of using instructional materials, and the problems of using instructional materials, so as to enhance the students’ understanding during lessons.
Good teachers have aims for teaching, they lead and guide their students and do not do the work for them. A teacher from Maitlamo who had a pronounced teaching philosophy said: “Basic science is not easy to teach as people think.
I use child – centered methods and lots of instructional materials to help students understand the content better. This helps them retain information learnt and be able to recall during tests and examinations”. (Zevin, 2007:23).
1.2 Statement of the Problem
The major goal of using instructional materials in the teaching of Basic science in junior secondary schools is to educate students to be able to confront problematic situations in the subject with confidence. In other words, Basic science is supposed to teach students to become functional problem – solving students.
In order to make Basic science teaching and learning meaningful and interesting, teachers need to employ a variety of instructional materials and teaching methods which Adeyemi (2000) states that they are indispensable for the study of Basic science. He believes that the most appropriate learning takes place when the learner is in control and dominating session in the teaching –learning process.
The variety of instructional materials and methods used in the teaching of Basic science are not fully utilized and appropriately used, and these makes the teaching of Basic science difficult and hard for the students to understand. When the available instructional materials are not properly utilized and well managed, they pose a lot of problem to the teaching of Basic science. “The problems of using instructional materials, such as the lack of fund, inadequate time for the use of instructional materials, lack of knowledge on the side of the teacher on how to operate the available instructional materials, should be tackled to the core, in order to inculcate in the students, the expected knowledge, about Basic science”. (Odo, 2001:188).
In view of the above, it is important to study the Inadequate Material In Teaching And Learning Of Basic Science In Lea Primary School Jikwoyi Amac Fct.
1.3 Objective of the Study
The following research questions were formulated to guide this study:
- To determine the influences of inadequate instructional materials and facilities on teachers effective teaching of Basic science?
- To evaluate the influences of inadequate instructional materials and facilities on students’ effective learning of Basic science?.
1.4 Research Questions
The following research questions were formulated to guide this study:
- What are the influences of inadequate instructional materials and facilities on teachers effective teaching of Basic science?
- What are the influences of inadequate instructional materials and facilities on students’ effective learning of Basic science?.?
1.5 Significance of the Study
The result of this research project will reveal to the teachers, students, and the government about the problems of using instructional materials. It will as well be of great significance owing to its quality and contribution.
The result of this research will also guide Basic science teachers to effectively and efficiently use instructional materials and to know the causes of the problems of using these materials.
When these problems are tackled, it will help to stimulate the students’ mind and make them spirited, hence showing positive interest towards teaching and learning, if the materials are efficiently used.
Similarly, the result shall contribute as a source of material to researchers, educational administrators, and stakeholders and curriculum planners to update their knowledge of the causes and problems of using instructional materials.
The result of the study will also enlighten the teachers about the different challenges encountered during the use of instructional materials in the process of teaching and learning of Basic science.
The result of the study will also serve as a guide to other researchers who would wish to carry out research on a related aspect of the topic.
1.6 Scope of the Study
There are many primary schools in Abuja Municipal Area. The scope of the study is limited to LEA Primary School Jikwoyi Amac Fct which were randomly selected. The scope of the study is on the problems of using instructional materials in the teaching of Basic science in primary schools in Abuja Municipal Area. The schools of study had to be selected for a proper and a good research work.
1.7 Limitation of the Study
Much is expected of this research work as the research hers intend, but they were faced with the following constraints:
The research period is limited and funds at their disposal was limited . Some materials needs in carrying out the study were not found on time. Some respondents showed negative attitudes towards the questionnaires.
1.8 Definition of Terms
Instruction Materials:
These are materials objects that aid teaching and learning more meaningful teachers use them to explain, illustrate and simplify concepts and ideas.
Learning Gadgets:
These are materials designed provided genuinely for the purpose of instructional usage overhead projectors, charts, textbooks, slides e.t.c
Financial Accounting:
It is the recording of day-to-day business transactions in a systematic manner.
Learning:
Learning is relatively permanent change in behaviour as a result of exposure to conditions in the environment. It is also defined as acquiring knowledge or skills gained through study or by being taught (Oxford Advanced Learner’s Dictionary).
Researcher:
A person carrying out an investigation in order to discover facts or get additional information (Oxford Advanced Learner’s Dictionary).
Research Question:
Some hypothetical question raised by the researcher to help him carrying out the research.
Respondent:
A person who answers questions, especially is survey or questionnaire (Oxford Advanced Learning Dictionary).
1.9 Organizations of the Study
The chapter one consist of the introductory part of the study which includes the study background, the statement of the research problem, the study objective and scope of the study.
The second chapter is a critical review of other literatures relevant to the study and its objectives including the theoretical framework for the study. While the third chapter is methods of data collection, sampling and data analysis used in conducting the study. The fourth chapter centres around the research findings including an analysis of how it relates to previous findings. The fifth chapter consists of the summary of findings, conclusion and recommendations base on the study objectives.
Chapter Five
Summary, Conclusion and Recommendations
5.1 Summary of the Study
The purpose of the study is to find out the inadequate material in teaching and learning of basic science in LEA primary school Jikwoyi AMAC FCT. For purpose of study was formulated to guide the study, which includes the following; to find out the different materials in use in the teaching of Basic science in LEA primary school Jikwoyi AMAC FCT, to ascertain the most widely utilized instructional materials by classroom teachers in the teaching of Basic science in junior secondary schools, to find out the different problems of using instructional materials in the teaching of Basic science in junior secondary schools, to examine the remedies to the problems of using instructional materials in the teaching of Basic science in junior secondary schools in Abuja Municipal Area. The four (4) research questions that were rooted in the purpose of the study were formulated to guide the study.
A survey research design was employed for the study. The population of the study comprises of one hundred (100) secondary school students and teachers from Abuja Municipal Area. Data was collected using questionnaire. The collected data was analyzed using descriptive statistics, percentage among others.
The result of this study revealed that:
- There are different instructional materials used in the teaching of Basic science in junior secondary schools, such as Education radio, chalkboards, film strips, charts, computers, overhead projectors, maps and realia materials.
- The mostly widely utilized instructional materials by classroom teachers in the teaching of Basic science are; chalkboards, maps, charts, film strips and realia materials.
- The different problems of using instructional materials are; time, lack of fund, shortage materials, laziness amongst the teachers and lack of appropriate materials.
- The remedies to the problems of using instructional materials are; organization of seminars on how to use instructional materials, the provision of funds by the school authorities and government, the improvisation of the available local materials for teaching by the teacher.
When these needed instructional materials are provided and the problems of using instructional materials solved, the aims of Basic science curriculum will be achieved and the performance of the students will be improved.
5.2 Conclusion
From the analysis outlined in this research work, it has been revealed that in schools under the study, there is lack of instructional materials used in the teaching of Basic science, like charts, maps, radio, etc. and teaching will be abstract without the use of instructional materials. And therefore, the administrators should make available the necessary materials for learning.
Similarly, it was observed that the causes of the problems of using instructional materials are very many. Therefore, seminars, and workshops should be conducted to educate the teachers on the causes of the problems of using instructional materials during teaching.
The importance of instructional materials, during teaching, should not be looked down upon nor neglected. Therefore the problems encountered during the use of the materials, should be tackled and taught to the teachers, for effective use of the materials.
5.3 Recommendations
Based on the findings made so far, the researcher wishes to make the following recommendations for the problems of using instructional materials and solutions to the problems.
The problems of using of instructional materials are as follows;
- Lack of funds for the provision of instructional materials, laziness amongst the teachers, lack of appropriate materials, time, shortage of materials.
The solutions to the problems includes;
- The provision of instructional materials for the teaching of Basic science by the school authorities and the Government.
- The educating of teachers on the use of the various instructional materials, through seminars and workshops.
- The enlightening of the teachers on the causes of the problems of using instructional materials, by the concerned bodies.
- Educating the teachers on the various problems encountered during the use of instructional materials.
- The enlightening of the teachers, the society and the students on the various importance of instructional materials.
- Teaching of the teachers on how to improvise the local available instructional materials, by the authorities.
Employment of specialists and not novices for the teaching of Basic science in junior secondary schools.
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