TABLE OF CONTENTS
Title page i
Approval page ii
Table of contents vi
Statement of Problem 4
Purpose of study 4
Research Question 5
Significance of the study 5
Scope of the study 6
Delimitation of the study 7
Review of related literature 8
The summary of Review of Literature 19
Research Methodology 20
Area of Study 20
Population of the study 21
Sample and sampling techniques 22
Instrument for data collection 22
Method of data collection 23
Validity of the instruments 23
Method of data analysis 23
Result and discussion 25
Summary on findings 33
Implication of the study 35
Limitation of the study 36
Suggestion for further study 37
Background of the study
Many authors have written on the use of instructional materials both in teaching English language and other subjects. These authors include Nwanna –Nzewenwa (2003). These, and others like, Aguokogbuo (2000), more specifically, it was underlined in the works of these authors that, the use of instructional materials is effective in changing behaviour of pupils and students of every field and especially English language. It was equally shown by some of the authors those materials are important catalysts of social re-engineering and change, instructional materials have been described as the most important weapon of English language’s instruction both in schools and anywhere social knowledge is impacted.
According to Olagunju (2004), it has been discovered that teachers see the use of instructional materials in teaching, either in the visual, audio or the audio-visual, as a waste of time. In addition, some teachers would first display the instructional materials as a way of introducing the topic. The effect of these method is that students tend to get confused with the use of instructional materials, because it is not introduced at the right time. The other method often adopted by English language teachers is to explain the topic with instructional materials at the time of the lesson various materials to make his task easier. In addition, Kolade Oje and Babalola (2002) opined that these teaching aid help to develop communication ability by reducing ambiguity. More so, they observed that about 94% of what is seen is remembered when senses are been involved.
Adeoluwa (2008) opined that the application of instructional materials are supplementary strategies in teaching English language in Junior secondary schools. The use of instructional materials increase the interest and motivation level of learners. Learning is based upon the kind of super-ordinate, representational and combinatorial process that occur during the reception of the information.
Wales (2001) stated that the use of instructional materials would make discovered fact glued firmly to the memory of student, he also added that, a well plan and imaginative use of visual aids in lessons would do much to banish apathy, supplement inadequacies of books as well arouse students’ interest by giving them something practical to see and do, and at the same time helping them to think things out themselves. Instructional materials, though it is not an end in itself, but they constitute very strong means of achieving difficult end.
The students are now left with the responsibility of liking the lesson which has been delivered to them earlier with what the teacher is now showing them. Themajor problem encounter here is that of the time constraint which often prevents the use of instructional materials. If this method is adopted before the end of the normal lesson the time allocated for the lesson might have run out if not well planned by the teacher to accommodate the use of instructional materials at the end of the lessons.
However, the absence of instructional materials makes teaching not only time consuming, but also energy sapping. Nevertheless, the instructional materials have come to assume not only an enviable position but has been increasingly recognized as an integral part of teaching.
Instructional materials are materials that are used to aid in the transfer of information from one person to another, these instructional materials could include:
Power point presentations
Materials for project development
The list can go on and on, some call them instructional materials, while others may call them learning or teaching aids. instructional materials are also chalkboard, visual aid. Electrical TT for information pictures and computer.
Instructional materials are also referred to as the materials media resources that help to make teaching more meaningful and understandable. There is no gain saying in the fact that a good teacher will perform better in a situation where he has instructional aids or material.
Statement of the problem
Teaching and learning process do take place in all schools and Colleges, but it seems little have been accomplished on the area of knowledge acquisition among learners. Thus the researcher wants to find out the extends of involvement of instructional materials and its contribution towards enhancing learning.
Purpose of the study
The purpose of the study is specifically to: identify the roles of instructional materials in bringing about effective learning and teaching of the English language. Highlight the extent of the availability of adequate materials in schools. Find out whether the available instructional materials used by the teachers.
This study will answer the following question
- To what extent is the provision of teaching material important to effectiveness of the teaching of English?
- What is the state of the available instruction materials?
- Are the state of available instructional materials effectively used by the teachers to enhance learning?
Significant of the Study
This study will benefit various aspects of the society in the following ways:
- Will enable the teachers to realize the importance of instructional materials in teaching English language and will also alleviate some of their anticipated problems in learning the subject.
- Will encourage the teacher to improve in their application of knowledge, going into more practice in the English language through the availability of instructional materials for teaching
- Will enable the students to gain more skills and understanding about the lesson being taught
- Will gear up the curriculum developers and inventor to improve on the English language curriculum
- Will prompt the Federal government of Nigeria to motivate the English language teachers by giving them special seminar and workshop
- Will provide insight to the contribution of instructional materials to the attainment of the national policy on educational objectives.
Scope of the study
The research is limited to the identification of various categories of instructional materials relevant to the effective teaching and learning of English language in secondary schools. It will also limit to the effective utilization of instructional materials in English language. In addition, the research is further limited to some selected secondary schools in Ado-Ekiti.
Delimitation of the study
This research is the effective utilization of instructional material in the teaching of English language in Ado Ekiti Local Government of Ekiti State.
The result of these findings is not limited to Ado-Ekiti local government only, it is also applicable to all secondary schools n Ekiti-state and to Nigeria as a whole
Instructional material is not only useful in the teaching of English language, but is also in the teaching of other subjects like; literature, government, biology, economics, and so on.This Project is is available for the below list of Nigerian State capitals.
Abia Umuahia, Adamawa Yola, Akwa Ibom Uyo, Anambra Awka, Bauchi Bauchi, Bayelsa Yenagoa, Benue Makurdi, Borno Maiduguri, Cross River Calabar, Delta Asaba, Ebonyi Abakaliki, Edo Benin. Ekiti Ado Ekiti, Enugu Enugu, Gombe Gombe, Imo Owerri, Jigawa Dutse, Kaduna Kaduna, Kano Kano, Katsina Katsina, Kebbi Birnin Kebbi, Kogi Lokoja, Kwara Ilorin, Lagos Ikeja, Nasarawa Lafia, Niger Minna, Ogun Abeokuta, Ondo Akure, Osun Oshogbo, Oyo Ibadan, Plateau Jos, Rivers Port Harcourt, Sokoto Sokoto, Taraba Jalingo, Yobe Damaturu, Zamfara Gusau, FCT Abuja.
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