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PROJECT TOPIC: THE ROLE OF INSTRUCTIONAL MATERIALS IN THE TEACHING AND LEARNING OF ENGLISH LANGUAGE: A CASE STUDY OF KARU LGA OF NASSARAWA STATE

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CHAPTER ONE

INTRODUCTION

  • Background to the problem

Instructional materials have been observed as a powerful strategy to bring about effective teaching and learning. The importance of quality and adequate instructional materials in teaching and learning can occur through their effective utilization during classroom teaching. Instructional materials here include all the tools that the teachers can use to make the learning more interesting and memorable. According to Farombi, (1998), instructional materials include books, audio-visual, software and hardware of educational technology. He further opines that the availability, adequacy and relevance of instructional materials in classrooms can influence quality teaching, which can have positive effect on students’ learning and academic performance. The insight from Farombi on linking instructional resources to students’ academic performance serve critical in the provision of quality education. The title of this thesis, role of instructional materials in academic performance in community secondary schools in rombo district originates from such ideas. Efficiency and high productivity in teaching and learning transaction. In my views, start from the access to quality and adequate instructional materials, and these should be prepared well before the class interaction.

According to Oni (1992), instructional resources are teachers’ strategic factor in organizing and providing education. This is so because they help to elaborate a concept that the teacher could not, without an instructional material. This allows 2 students to learn more comfortably therefore influencing positively their academic performance. Writing on the role of instructional materials in teaching and learning, Balogun (1982) commented that science education programmes cannot be taught effectively without the existence of equipment for teaching. This is because instructional materials help those who learn to develop problem-solving skills and scientific attitudes. Elaborating further on the same point, Ajayi and Ogunyemi (1990) emphasize that when instructional materials are provided to meet relative needs of teaching process, students will have access to the reference materials mentioned by the teacher, and also each student will be able to learn at his or her own pace.

The overall result is that students will perform much better. Before the coming of missionaries in Nigeria, traditional societies in Nigeria had their own means of providing education to the new generation, which was growing up. There was no for education however the young ones were taught through storytelling, and also through tribal traditions. Under this system of education, the youth grew to become brave and skilled men and women; men became hunters, soldiers and craft workers, while women became good mothers and food gatherers and craft workers. The beginning of formal education is traced to 1876 when the missionaries came to establish their mission stations. The first mission station was the Free Church of Scotland at Cape Maclear, and this group opened the Livingstonia Mission (Pachai, 1973). In the mid 1920s, government appeared on the education scene with more 3 assistance and policy formulation. The department of education established in 1926 worked hand-in-hand with the missions, and more schools were introduced. Community secondary school program in Nigeria started in 1970s when the government decided to take over all private secondary schools for the aim of ensuring that all the children had an equal chance of getting education. Further development of community secondary schools in Nigeria took place in 1980s and 1990s; during this era some major changes took place in the history of community secondary education in Nigeria. The first major change was the re-introduction of community secondary schools as a response to the unforeseen increase requirement for secondary education. This demand came into being following the implementation of Universal Primary Education (UPE) (URT, 1995). The implementation of UPE created unparalleled social demand for secondary education. The increase in the enrolment in primary schools resulted in the expansion of Secondary education through a strategy of constructing community secondary schools in each ward in Nigeria.


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