CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of the Study

Education has been accorded a high rating in Nigeria. The demand for education is popular because of the desire of members of the society to give their children a better chance in life. The demand for education has become explosive and one which no government can afford to ignore. In order to attain an appreciable level of national education, scientific and technological growth, the way science is taught at basic education level worth its consideration. Science is learning and doing. To do science requires the use of relevant and appropriate materials. The concept of the use of instructional material has become increasingly popular in the course of scientific experiment. It provides a forum for practicing the theoretical knowledge gained in the classroom and for demonstration of the psychomotor skills for the teachers and learners. Many students view science as abstract and irrelevant to their life due to lack of laboratory work (Kolawole & Oginni, 2011). It is believed that learners can achieve more if given opportunity to use instructional material, Improvised and standardized on what they have been taught in classroom. The increase in the percentage of what is learnt and remembered is greatly influenced by the use of instructional materials to task the various sense organs of the learners (Stitch, 2010). Instructional material is one of the primary tools in the hands of the teacher for effective teaching in the classroom. Its importance is demonstrated when the students hear and see what they are being taught by the teacher in the classroom. Ekpo (2011) advised that the modern day teachers should not attempt teaching without a careful selection and use of instructional materials either Improvised or standardized. Olaitan and Aguisiobo (2010) considered instructional materials as any device, piece of equipment, graphics representation and illustration design that can be used to help learners learn meaningfully.

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