ABSTRACT
The
topic of the study is Effect of instructional material on the academic
achievement of physics student in senior secondary school student in Udi Local
Government Area of Enugu State. The purpose of the study was to determine the
effect of instructional material on the academic achievement of physics
student. The work was a pre-test, post-test of control and experimental group.
The research design is quasi-experimental design. The researcher formulated two
research question and two hypotheses that guided the study. The researcher used
Physics achievement test as an instrument of data collection the population of
the study is 525 and the sample size is 80 in four selected school government
secondary schools in Udi Local Government Area of Enugu State. The data
collected was analyzed using mean, standard deviation for the research
questions and ANCOVA for the hypothesis analysis. The validity is face and
content validity. The reliability is tested to be 1.0 using Karl Pearson
Correlation The study revealed that the academic achievement of physics student
depends on the use of instructional material and teacher’s attitude to arose
the interest of the physics student. Result also showed that there is
significant different between male and female student taught with instructional
material because physics is seen as hard course. The following recommendations
were made, government should organize workshop and seminar for teachers on the
use of instructional material to arouse the interest of the student and
educational planners should implement it in the school curriculum among others.
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Materials are
classified according to many different criteria including their physical and
chemical characteristics as well as their intended applications whether it is
thermal, optical, electrical, magnetic, or combined materials can be anything
consisting of pure or impure substance, a singular composite or a complex mix,
living or non-living matter, whether natural or man-made, either concrete or
abstract ideas. .
Ibeneme (2000) defined teaching aids as those materials used for practical and
demonstration in the class situation by students and teachers.
Instructional materials are
essential and significant tools needed for teaching and learning of school
subjects to promote teachers’ efficiency and improve students’ performance.
They make learning more interesting, practical, realistic and appealing. They
also enable both the teachers and students to participate actively and
effectively in lesson sessions. They give room for acquisition of skills and
knowledge and development of self- confidence and self- actualization. They are print and non-print items that impact information
to students in the educational process. Instructional materials include items
such as: kits, textbooks, magazines, newspapers, pictures, recording videos
etc. 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. Instructional
materials play a very important role in the teaching and learning process. It
enhances 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) .The
Board is also responsible for the content of all instructional materials used
in a classroom, whether adopted and purchased from the state-adopted
instructional materials list, adopted and purchased through the District
instructional materials program or otherwise purchased or made available in the
classroom.
Orji (2000) asserts that teaching
aid is “the guidance of learning activities” that “a teacher uses to motivate
and arouse student’s desire to learn” From the fore-going statement, it can be
agreed that for effective learning to take place, a student need to be properly
guided by the teacher by way of employing various method and means through
which his teaching could be meaningful.
Instructional materials and
resources shall be provided in a variety of formats that are appropriate, timely,
and essential to the attainment of specified educational objectives and are
free of bias, stereotypes, distortions, and prejudices. These items may be
provided in a variety of forms, bound, unbound, kit, or package form and may
consist of hard backed or soft backed textbooks, electronic content,
consumables, learning laboratories, manipulative, electronic media, and
computer courseware or software. Instructional materials, including textbooks,
educational media (library media print, nonpoint, and electronic resources),
computer software, digital content, videotapes used by teachers to aid
explanations and make learning of subject matter understandable to students
during teaching learning process. The Board must either (1) adopt instructional
materials selected from the state-approved materials according to the state
adoption cycles, (2) adopt instructional materials pursuant to a Board
instructional materials review program prescribed by this policy, or (3) a
combination of both.
Isola (2010) also described
instructional materials as objects or devices that assist the teachers to
present their lessons logically and sequentially to the learners. 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.
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. Brown etal (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. ·They stimulate and motivate students
to learn.
International Letters of Social and
Humanistic Sciences
Online:
·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, 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. The need to emphasis on the use and importance
of instructional materials in any
learning and teaching environment cannot be underestimated. For any learning to
take place, the teacher has to make use of these materials that would enable
him to teach effectively.
Equipment and other instructional
materials to the some extent determine the method the teacher uses in teaching
physics. The method adopted could be demonstration, experimental, discussion,
inquiry-based method, explanation etc. It is generally agreed by both teachers
and school administrators that apart from the most boards and textbooks which
are often available for the teacher to use, there are other materials that aid
or are capable of complementing the teacher’s effort in teaching/learning
process. Those materials are commonly called “instructional materials. One of
the reasons why students in our secondary schools sometime find it difficult to
comprehend immediately what is being taught by the teacher is the non
availability of instructional materials that can easily convey the message of
the lesson to the learners. 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 under utilization 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.
Abdu-Raheem (2014) encouraged teachers to improvise teaching
aids because they are in great measure enhance learners’ full participation in
the lesson, gives room for inquiry, problem-solving, discussion and
clarification of issues and ideas among students and the teacher.
He suggested the needs for teachers
to find necessary materials for instruction to supplement what textbooks provide
in order to broaden concepts and arouse students ‘interests in the subject,
attested that effective teaching and learning requires a teacher to teach the
students with instructional materials and use practical activities to make
learning more vivid, logical, realistic and pragmatic. Esu, Enukoha and Umoren
(2004) agreed that instructional materials are indispensable to the effective
teaching and learning activities.
Enaigbe (2009) noted that basic
materials such as textbooks, most board and essential equipment like computer,
projector, television and video are not readily available in many schools. In a
town study, Olumorin, Yusuf, Ajidagba and Jekayinfa (2010) observed that
instructional materials help teachers to teach conveniently and the learners to
learn easily without any problem
STATEMENT OF THE PROBLEM
One
of the most problems facing Nigeria education today is poor performance in
science education. The rate of student poor academic achievement in physics is
really disturbing, internal and external examination. The poor academic
achievement of students in physics has attributed to many factors which are
lack of instructional material and skills needed for effective teaching and
inability to provide or improvise material relative to the topic depending on
the school type. Unqualified teachers and teacher’s attitude towards effective
teaching and learning, lack of student interest in physics as subject. It is observed that most students
complain of being taught principles that seem to be abstract in nature because
materials such as textbooks, most board and essential equipment like computer,
projector, television and video are not readily available in many schools. In
Indian axioms that says, what I hear, I may forget but what see, hear and touch
I will never forget. This is because physics teachers adopt
the verbalistic and theoretical method as a way of teaching and learning of
physics thereby making students to loose interest. In Nigeria, for example experience
has shown that spoken words alone in the communication of ideas are grossly
ineffective and inefficient in producing desired learning outcomes. One of the
major problems facing education sector in Nigeria is the low level of the
performance of secondary school students in both local and standardized
examinations. It has become a great concern for researchers, educators and all
education stake-holders over the years. It was observed that students usually
fail in examinations owing to improper teaching methods and lack of essential
teaching aids for instructional delivery. (Afolabi, 2009). This study therefore
deemed it necessary to look specifically into the contributions of
instructional materials to academic achievement of secondary school students in
physics. The reason for this could be ascribed to the fact that there are
topics in Physics that pose serious problem of comprehension to students. These
topics cannot be taught effectively without the use of relevant instructional
materials to make the learning practical. However, the questions here are: does
the use of instructional materials really influence student’s academic
performance? Is teaching effectiveness enhanced by the use of instructional
materials? Could students learning be advanced by the use of
instructional materials? Finding answers to these questions and more summarizes
the entire problem of this study
SIGNIFICANCE OF THE STUDY
The study has
both theoretical and practical significances. In the theoretical aspect, it is
the use of Jean Piaget on the cognitive development and behavioral learning
theory which center on the child development knowledge, intelligence and high
level of thinking that allows the child to acquire problem solving skills by
inventing or constructing reality out of experience and thus mix their
observation with their ideas about how the world works. It also provides individual with a certain
behavioural management plan or change based on observation in the classroom. On
the practical aspect, the findings of the study will benefit the followings,
the students, schools, physics teachers, textbook writers, curriculum planners
and government. Constructivist teaching is based on the belief that learning
occurs as learners are actively involved in a process of meaningful and
knowledge construction as opposed to passively receiving information. Through
interaction with the physical situations, or concrete objects, a child’s
physical experience accumulates and he is able to conceptualize, think
creatively and logically. The child therefore develops skills to abstract
problems. According to this theory, learners are the makers of knowledge and
meaning Constructivists believe
that "learners construct their own reality or at least interpret it based
upon their perceptions of experiences, so an individual's knowledge is a
function of one's prior experiences, mental structures, and beliefs that are
used to interpret objects and events." "What someone knows is
grounded in perception of the physical and social experiences which are
Students: the
study will change student attitude to learn physics since the use of
instructional during teaching and learning made the lesson very interesting by
having direct contact with the material by touching, smelling or tasting of the
object thereby enhancing their performance
in the subject in question. This is because according to Nwadinigwe (2000),
learning is a process through which knowledge, skills, habits, facts, ideas and
principles are acquired, retained and utilized; and the only means of achieving
this is through the use of instructional materials.
School: it help
the school have a well equipped laboratory and a good environment on production
of improvised and standardize resource material suitable for teaching and
learning without waiting for government tom provide it for them. It also helps
know the number of student in the classroom and proper monitoring of teachers
or student teacher on the use of instructional material.
Textbook
writers: inclusion of instructional material needed to teacher the particular
topic base on specific objectives.
Physic
teachers: The effective use of
standardize or improvised material to make the teaching effective and
productive base on observation and evaluation. This is in line with assertion
of Ekwueme and Igwe (2001) who noted that it is only teachers who will
guarantee effective and adequate usage of instructional materials and thereby
facilitate success. He further says that instructional materials are of high
value in importing information, clarifying difficult and abstract concepts,
stimulating thought, sharpening observation, creating interest and satisfying
individual difference.
Government:production
and provision of resource instructional material to school base on the subject
offered. Organizing seminar and workshop
on the utilization of instructional material especially in the area of science
and technology. And parent teacher their children on how to embrace technology.
Curriculum
planner: when developing syllabus and scheme of work, space for the provision
of instruction material should be made with related topics and days of
supervision of teachers with instructional material.
SCOPE
OF THE STUDY
This study is focused on investigating the effect of instructional material in
academic performance of physics student in secondary school in Udi Local
Government Area of Enugu State. It was
carried in senior secondary school two (SSII) class public schools in Udi Local
Government due to they have covered some topics in SS1 and are heading to exam
class. but was restricted to five government sec limited to Udi Local
Government Area of Enugu state. Which are
1. Community Scecondary Amozalla Girls
2. Community secondary school Amoku
Affa
3. Community Secondary School Ogoh-Affa
4. Community Secondary school Akpakume
Nze
The topics
are
1. Electromagnetic induction
2. Waves
3. Electricity
PURPOSE
OF THE STUDY
The main aim of
the study is to critically analyze the impact of instructional materials in
teaching and learning of physics in secondary schools in Enugu with particular
reference to Udi as a case study. The study tends to find out the following:
1. The
mean achievement scores of physics students taught with instructional materials
and those taught without instructional materials.
2. Determine
if such effect depends on gender (sex) of students.
Research
Questions
In the field of
physics, it has been observed that the use of instructional materials play a
major role to the teaching and learning of physics. Based on the above
observation, the researcher generated the following questions to guide the
study:
1. What
is the mean achievement scores of physics students taught with instructional
materials and those taught without instructional materials?
2. What
are the mean achievement scores of male and female students taught with
instructional materials?
RESEARCH HYPOTHESES
The following hypotheses were generated for the study:
1. The achievement mean scores of
students will not be significantly different in the experimental and control
groups.
2. The achievement mean scores of
students in Physics will be significantly different based on gender.
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