CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Science is the bedrock of technological development. Nasarawaleye (2002) defined science as a dynamic human activity concerned with understanding the working of our world today. Countries all over the world are striving to improve their technological know-how and this can only be achieved through a solid foundation in science and technology studies. Having a solid foundation in sciences entails making students have keen interest in science (by extension Integrated Science) right from their Junior Secondary School level of education. Many research findings have shown that Secondary School Students exhibit dwindling interest in science subject (Esiobu, 2005).
Afuwape et. al. (2004) cited by Oludipe (2001) reported that researches on the reasons for the lack of interest in science among students included: lack of qualified teachers, lack of practical works, insufficient allotment of time for Integrated Science on the school time-table and poor method of teaching, non/poor use of instructional materials etc. These he maintained were among the major factors militating the successful implementation of the core curriculum in Integrated Science. For a start, there was therefore, the need to investigate the effects of the use of instructional materials on students‟ performance in Integrated Science.
Instructional materials are print and non-print items that are rested to impact information to students in the educational process.Instructional materials include items such as: kits, textbooks, magazines, newspapers,pictures, recording videos etc.Instructional materials play a very important role in the teaching and learning process. Itenhances the memory level of the students. At this time that education has spread wide and entirely, oral teaching cannot be the key to successful pedagogy; therefore the teacher has to use instructional materials to make teaching and learning process interesting (NIC hulls, 2003; Raw 2006).
According to Abdullahhi (2010), instructional materials are tools locally made or imported that help to facilitate the teaching/learning process. Obanga (2005) view them as materials things which are use to composed ported that could make tremendous enhancement of intellectual use impact the instructional materials. The use of instructional materials can enhance the learning achievement. Cronbach (2009)states the important elements of behaviour that provides the base for learning theory situation which consists of all the objects, persons and symbols in the learning environment.
Experience in situation prepares a person to respond to similar situation in future. Use of instructional materials can appeal to the individual attention by creating interest goal that will help the learner achieve direct effort. Teacher’s problem of motivation is essentially one of arranging situation with instructional materials in which the learner will see goals he want to attain. Brownet. al. (2005) summarized the role of teaching aids as follows:
· It promotes meaningful communication and effective learning.
· They ensure better retention, thus making learning more permanent.
· They help to overcome the limited classroom by making the inaccessible accessible.
· They provide a common experience upon which late learning can be developed. Theystimulate and motivate students to learn.
· They encourage participation especially if students are allowed to manipulate materials used.
Osuala (2010) in his own contribution said it does not only help to motivate and develop interest on the part of the student, but also help to bring about an enhance respect for teachers knowledge of the subject. Instructional materials are also described as concrete or both to the sense organs during teaching (Aginna-Obu 2000).
The nature of the learning and the wide range of student’s abilities in the average classroom
necessitate a high degree of teachers and experience in the method of presenting the subject matter. This has been truncated with the unavailability of instructional materials in schools. However, a common goal a teacher carries wherever he is, is to make lesson presentation vitally fresh, stimulating and testing for their students. This will help the teacher to individualize the learning method as well as the content and also working according to the student’s need. This goal can be reached most effectively through the use of instructional materials. Thus, this work was designed specifically to unveil the effects of use of instructional materials on students educational performance in Integrated Science.
1.2 Purpose of the Study
Specifically, this study sought to find out the effects of the use of instructional materials on the educational performance of Junior Secondary School Students in some selected area in Karu Local Government, Nasarawa State.
1.3 Statement of the Problem
This study tried to determine the extent to which the use of instructional materials influences educational performance of students in Integrated Science. In spite of the importance of instructional materials to academic performance of students, itis observed that most students complain of being taught principles that seem to be abstract in nature. It is on the strength of the above, that the researcher deems it necessary to research so as tohighlight the role that instructional materials play in teaching and learning process and also studythe problems that are associated with effective application of instructional materials in teaching and learning of Integrated Science in Junior secondary schools in Karu Local Government, Nasarawa State.
1.4 Significance of the study
This study:
i. Determined, for the first time, the extent to which the use of instructional materials effects students‟ performance in Integrated Science.
ii. The suggestions that emanated from the result of its findings would help both teachers and students in the processes of teaching and learning Integrated Science.
iii. Also, the suggestions emanating from the result of its findings, if adequately implemented would help government in policy planning, science curriculum development and implementation.
1.5 Research Question
In order to achieve the desired objectives the following research work is posited to guide the study.
1. To what extent are instructional materials tools available to teachers at junior secondary school?
2. To what extent is instructional materials used by teachers.
3. To what extent is instructional materials used by student in learning?
4. What are the ways teachers use instructional material for teaching of Integrated Science in junior secondary schools?
1.6 Operational definition of terms
The following terms were used in this study to mean:
i. Instructional Materials: All materials including instruments and resources that aid the teacher in realizing his/her objectives in the teaching-learning process. These include textbooks, charts, improvised workbook etc.
ii. Educational: providing knowledge, instructive or informative.
iii. Students’ Performance – This is educational achievements of students in tests and/or examinations.
iv. Teaching: This is the activity of educating or instructing activities that impart knowledge or skill
v. Science: This is knowledge or a system of knowledge covering general truths or the operation of general laws especially as obtained and tested through scientific method.
vi. Integrated Science: is the study of biology, anatomy, chemistry, solar system, ecology, genetic and physics.