CHAPTER ONE              Introduction.

This chapter looks at the background to the problem,Statement of the problem, Purpose of the study, research objectives andquestions, significance of the study, Delimitations and limitations of the study, assumptions of the study, theoretical and Conceptualframework andoperational of terms of this study have been defined.

             Background to the Study

It is generally agreed that learners learn best by observing and analysing life experiences. One of the educational reformers John Commenius who believed in universal education, was certain that the old restrictions of time and place and narrowly conceived curriculum concepts should be broken down into content, teaching and learning resources and activities,Whittich (1967).

Commenius further statedthat breaking down concepts would be best done by giving students opportunities to voice their own interests, enthusiasms, and curiosities by seeking answers. This meant observing for themselves the activities of people,  visiting places and manipulating things. Clearly instructional materials add element of reality by providing such concrete examples.

Instructional materials include print and non-print items that are designed to impart information to students in the educational process (Bradley, Sankar and Raju 2005). Among these items are textbooks charts community resources and many more.

The use of instructional materials in secondary schools has been widely researched and findings indicate that the benefits of using them are immense. The integration of instructional materials in classroom practice is believed to booster the quality of instruction by fostering student cantered pedagogies (Abdo and Semela 2010). Furthermore according to Mateer et al (2012), the use of relevant instructional media in the classroom is invaluable since it engages students, aids their retention of knowledge, motivates interest in the subject matter and helps to illustrate many concepts taught.

Ciffone (1998) defines community resources as people, places or things that can be found in all sectors of the community and can provide teachers with teaching materials (borrowed or donated), project ideas, guest speakers, field trips, and community service projects.

Community resources are part of instructional media which can be used in teaching. When well used community resources can enliven a class, encourage student participation and help students grasp difficult concepts. The outdoors can be effective avenue for learners to develop an understanding for basic concepts. These basic concepts extend far beyond the acquisition of simple facts by including relationship building, values formation, and increasing sensitivity and awareness of the environment surrounding the individual, (Ewert, 2006).

Dale (1969), states that full and well-rounded learning should be moved beyond our school walls and into the community. This is a laboratory which can help to bridge  the gap between what we know and what we do in education. Utilizing the  community and its resources expand the notion of the classroom to include the entire world of the student, (Sebolt 1972).

Olsen (1954) observed that a school cannot be realistic if it is confined to the four walls of the classroom, library or laboratory. If young people are to develop understanding, concerns and skills essential in the real improvement of human living, they must have every opportunity to learn through extensive first hand, problem solving experience. Books and visual materials are all important, but alone are not sufficient. That is why the community opens doors for experience between the school and the community. This can be achieved through the use of resource persons, field trips, community surveys, work experiences and service projects, and visits to factories, firms,social agencies and museums.

1. 1. This material content is developed to serve as a GUIDE for students to conduct academic research work
2. 2. As a source for additional understanding of the subject.
3. 3. As a source for ideas for your own research work (if properly referenced).
4. 4. For PROPER paraphrasing (see your university definition of plagiarism and acceptable paraphrase)
5. 5. Direct citing (if referenced properly)
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