Role Of Instructional Materials In The Teaching Of English Language In Senior Secondary Schools In Egor Local Government Area

Project and Seminar Material for English Education

Role Of Instructional Materials In The Teaching Of English Language In Senior Secondary Schools In Egor Local Government Area


Abstract


This study is on the role of instructional materials in the teaching of English language in senior secondary schools. The total population for the study is 200 staff of selected secondary schools in Egor local government of Edo state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up principals, vice principals administration, senior staff and junior staff was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies


Chapter One


Introduction

1.1 Background to the Study

Man learns through his senses. Some learn better by one or the other of the senses. To some, seeing is believing and to others, the senses of hearing, touch, smell and taste dominate in the acquisition of knowledge. For the intended learning to take place, the teacher must communicate effectively to the learner. The best way of helping pupils to learn is to bring them face to face with the world which education intends to introduce to them.

This is done by using real things in real life situations. Where real life situations are not possible, the alternative is for the teacher to use representations of real life situations. These are materials, devices and techniques that help the teacher to make realistic approach to his job. Whether real or substitute, these representations have a common goal. They help the teacher to convey the intended message effectively and meaningfully to the learner so that the learner receives, understands, retains and applies the experiences gained to reach overall educational goal (Onwuka, 1981).

In Nigeria and other countries of the world, qualified and trained teachers have always been exposed to instructional technology, which emphasizes the importance of the use of instructional materials in the teaching/learning process. More often than not, these certified professionals are found guilty of ignoring, probably as a result of inadequacy of use or an erroneous belief that their use is not as significant as it is stressed, they avoid utilization of instructional materials in their teaching/learning process with their students. This situation is further compounded by the fact that every year, more sophisticated instructional materials are being introduced for classroom teaching or learning. As a matter of fact, some of these instructional materials are very complex to use or manipulate e.g. computer.

Instructional materials play vital roles in the teaching of English Language in secondary schools. Bassey (1984) conclusively elucidated the fact that instructional materials play a central role in the process of lesson planning. When teachers plan, usually their first concern is with the instructional materials and resources they have available and accessible. But according to him, teachers do not have adequate knowledge about the selection of these instructional materials. Kalaiye (1985) cited that learners need as much English language instruments for chalkboard demonstration. He concluded that the present state of affairs where English language is mainly a chalkboard and chalk affair does not make for proper understanding of the subject.

Studies have associated low utilization of materials with lack of adequate knowledge of instructional materials in addition to other factors. The ability of a teacher to select these materials, depends on a great extent on the training and ingenuity of the teacher concerned (Udo, 1988).


1.2 Statement of the Problem

It has been observed that the teaching and learning of English in our schools (especially in our senior secondary schools) is done without the use of instructional materials. Today, teachers are found giving abstract explanation on what necessarily should have been made easier with the employment of instructional materials.

Students, on their part, do not bother to use their textbooks during classroom instruction. Many of them still do not use them after school as an additional learning resource.

The question then is, do we have most of these materials in our secondary schools for actual classroom work? It is not clear how teachers of English select and use these materials. If such materials are available in their schools; for example, over head projector, slides and film strips, the micro-projector, tape recorder and radio. Thus, the problem of this study was an investigation into the role of instructional materials in the teaching of English language.


1.3 Objective of the Study

The objectives of the study are;

  1. To ascertain the role of instructional materials in the teaching and learning of English
  2. To ascertain which instructional material can be best used by teachers and students in the teaching and learning of English
  3. To Provide solutions to some of the problems accompanying the non-use of instructional media by teachers and students

1.4 Research Hypotheses

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

  1. H0: there is no role of instructional materials in the teaching and learning of English.
    H1: there is role of instructional materials in the teaching and learning of English.
  2. H02: there are no solutions to some of the problems accompanying the non-use of instructional media by teachers and students
    H2: there are solutions to some of the problems accompanying the non-use of instructional media by teachers and students

1.5 Significance of the Study

Instructional materials stimulates and sustains interest in the learner provide adequate interactions between the teacher and the learner and encourage the learner to acquire more experience and skill in the lesson.

Findings of this research work will help teachers in seeing the need to use instructional materials in complementation to their teaching methodology. They will also come to see the appropriate instructional media that are essential to the effective teaching and learning of the English language.

The government will find this work very useful when it comes to the procurement of requisite instructional media for English lessons. The government will also cultivate the culture of strict emphasis on regular and effective use of instructional materials in our schools having perused the significance of instructional materials in this work.

Learners of the English language will be compelled intrinsically to utilize their textbooks and other teaching resources of theirs within and outside school.

Moreso, other researchers will find the work useful in terms of recommendation purposes.


1.6 SCOPE AND LIMITATION OF THE STUDY
The scope of the study covers role of instructional materials in the teaching of English language in senior secondary schools. The researcher encounters some constrain which limited the scope of the study;
a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
c) Organizational privacy: Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities.


1.7 Operational Definition of Terms

Instructional Materials:

These refer to a collection of print and non-print materials and equipment selected, arranged and located to serve the needs of the students and teachers and to further the purpose of the school.

Teaching:

Specific statements of behaviour by a student after a period of learning proving they have learned. Learning strategies/ teaching methods. Activities chosen by the teacher to help students learn. Lecture. Subject introduced and delivered by the teacher in a specific time which transmits information.

English Language:

English is a West Germanic language that was first spoken in early medieval England and is now the third most widespread native language in the world, after Standard Chinese and Spanish, as well as the most widely spoken Germanic language


1.8 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows

  1. Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  2. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  3. Chapter three deals on the research design and methodology adopted in the study.
  4. Chapter four concentrate on the data collection and analysis and presentation of finding.
  5. Chapter five gives summary, conclusion, and recommendations made of the study

Chapter Five


Summary, Conclusion and Recommendation

5.1 Introduction

It is important to ascertain that the objective of this study was to ascertain role of instructional materials in the teaching of English language in senior secondary schools.

In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of instructional materials in the teaching of English language in senior secondary schools


5.2 Summary

This study was on the role of instructional materials in the teaching of English language in senior secondary schools. Three objectives were raised which included: To ascertain the role of instructional materials in the teaching and learning of English, to ascertain which instructional material can be best used by teachers and students in the teaching and learning of English, to Provide solutions to some of the problems accompanying the non-use of instructional media by teachers and students.In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff ofselected secondary schools in Egor local government of Edo state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up principals,vice principals administration, senior staff and junior staff was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies


5.3 Conclusion

Teachers of English Language in secondary schools should come to understand their unique role in the use of instructional resources such that the outcome of manipulation of such materials in educating high achieving students will improve the students’ academic standards. Teachers should be aware that when instructional resources are adequately used in teaching the students, the role such materials play include interest booster, knowledge transmitter, memory stimuliser, time saver and eye opener. On the other hand, students, especially the high-achieving learners, should know that without their active involvement while instructional resources are being used by their teachers, learning may not be real and permanent. Therefore, students are encouraged to pay rapt attention in the class whenever instructional resources are used for them in order to maximize their performance in English Language. In conclusion, it should be borne in mind that when instructional resources are adequately and appropriately used by the teachers and the students also pay attention in the class and outside the class (in a case of field trips) linguistic development is bound to be enhanced.


5.4 Recommendation

In view of the findings of this study, the following recommendations would be made for the teachers, students, parents and school administrators/government. Firstly, since teachers are the ones who use instructional resources to teach the students, whether such materials will have positive effect on the academic performance of the students depend on the proficiency with which the teachers handle the resources. It is therefore recommended that the teachers use the instructional resources with appropriate teaching methods that will bring about active involvement of the students. It is also recommended that the students relate well with the instructional materials and pay rapt attention while they are being used by their teachers to impart knowledge. The resultant effect of this is that they will learn quickly and use their imagination correctly thereby making learning to become real and permanent. Parents are also enjoined to contribute their own quota by ensuring that provisions are made for these instructional resources. They must also encourage their children to imbibe reading culture and form good studying habits both at home and in the school. Parents must also see to it that there should be no communication gap between the home and school. Finally, the school administrators and the government must always have consultations with the experts or professionals in the design of appropriate instructional resources. In-service training programmes, workshops, seminars and conferences on the selection and use of instructional resources should be organized from time to time to enrich and update the knowledge of the English Language teachers in our schools.


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