Chapter two

Review of related literature

This chapter is concerned with the review of related literature on the modern

instructional facilities, materials and equipment in teaching business education in

colleges of education in Edo state. This view is in accordance with the purpose of

study and is organized under the following sub-heading;

 Concept of business education

 Important of instructional facilities and materials or equipment

 Types of modern facilities and materials

 Selection and the use of instructional facilities and equiptment.

 Utilization of instructional materials and facilities

 Teachers perception of instructional materials or equipment

 Review of empirical literature

Concept of business education

Business is a word that has been viewed differently at different times. It has meant

any establishment involved in the manufacturing of goods marketing or rendering

services. While at the time, it means a transaction involving buying and selling of

goods and services. In other words, it means the sum total of human activities
involving his production of goods and services for the purpose of satisfying human

want. Rudelius (1976) viewed business as any publicity or privately owned

organization devoted to securing profits or other benefits desired by it owners or

managerd.

Generally, however, business can be viewed as a means of satisfying human

wants.business is vital organ of the society that is responsible for providing the

society with goods and services. Business is an organization that provides goods

and services in other to earn profits ( business Ricky w. Griffin and Roland j.ebert).

Profit is the primary inducement into business, hence behind any business is profit

and behind any business is profit and behind its continuity is profit motive.

Resource in teaching/learning of business education could be in form of human

and materials useful in teaching of business education resource materials are also

referred to teaching aids and instructional materials the success or otherwise, of

instructional achieving in terms for learning competence very much depends on the

teacher approach, hence pin sent, cited by ekpeyong (1990) has this to say about it.

It is possible to teach classic in such a way as to make a soul less, mechanical grid ,

it is possible to each handicraft so as to make it a vehicle for library education the

different lies in how the subject is taught this assertion raises critical question how

can we improve instruction in business education? The improvement of instruction

in business education requires a reasonable level of resourcefulness, which should

manifest in the way the teacher uses teaching (materials and facilities) resource,

and in the way he translate his human resource to a successful management at the

instructional materials events.

Komolafe (2002) in topical issues in research and education defined Instructional

materials as anything other than the teacher himself used during the teaching

process for effective teaching and learning.

Adeosun (1998) defined Instructional materials as the instrument device through

which Information is conveyed so that it could have an effect on the receiver.

Therefore, Instructional materials are device methods or experience used for

teaching purpose; they are broad and all inclusive terms are for instructional

process. According to egonwa (1986) instructional equipment in a broad sense

encompasses the total package of devices, materials and activities which make for

effective teaching in a similar view, Hanson (1975) view Instructional materials as

anything use to meet an educational need. This may be building, staff equipment

ideas and materials. He concluded that the entire world is resource with this

assertion, the field is now wide open for the resourceful teachers to explore his

surrounding meaningful well to enable him perform his numerous task for teaching

his student and to realize the goals he had set for himself via instructional

objectives.
According to oviaka ( 1979) believe that teaching aids, and provide personalize

Instruction that acquires minimum teacher participantion and maximum student

involvement in the learning process . He therefore explain that human being is an

indispensable factor when discussing the adequate use of resource materials,

however, for any effective learning to take place stimulation of some kind is

necessary and this can only be provided by the use of instructional materials of

various presentation when use judiciouslu are capable of meeting for better

quality teacher's delivery of his lesson in the class room ( Schramm 1977).

Human reside are the resource other than for use in the selections and use of

instructional materials the teacher needs knowledge, the needs of instructional

process the series of task involved in this instructional process have been discussed

by a number of w( obanya, 1985,gagze2975)

Instructional facilities are resources used to improve students’ knowledge, ability

and skills to motivate their assimilation of information and contribute to their

overall development and upbringing. Instructional facilities are tools used by

teachers, facilitator, or tutors to help them improve reading and other skills,

illustration or reinforce a skill, fact or idea and equally relieve anxiety, fear and

boredom (Kennedy, 20013). He further opines that school facilities are attractive
school building, safety play ground for recreation, leisure and play, adequate

sanitation facilities like toilet and adequate water, where in student\people are able

to practice such basic hygiene habit such as the washing

Of hands with safe water, classroom that are well organized such that sitting

arrangement are comfortable and uncongested classrooms, rules and procedures

that are clear and followed.

School facilities as it consist of the school ground and equipment that are provided

help to the stimulation of teaching and learning process.

IMPORTANT OF INSTRUCTIONAL FACILITIES AND MATERIALS OR

EQUIPMENT

Instructional materials:

1. The essence of producing instructional materials, is to facilitate the teaching

learning process. The essence is not to use such instructional materials as objects

of decoration in our classroom or as objects to be presented during award wining

national exhibitions on improved instructional materials. If the essence of

producing instructional materials is to use such materials to facilitate teaching

learning, it therefore seems logical that the best approach to adopt in any

production exercise is to predict out production on research findings on how

individuals learn. Besides, there are for instance, many factors that affect attention

of human beings. There are also ideas about how we perceive objects. Hence, for a

classroom teacher, who wants .to produce instructional materials, his production

has to be on sound principles.

2. While presenting various learning theories, one has to be sure that a classroom

teacher is guided by expert ideas during his production and utilization of

instructional materials.

3. They supply a concrete basis for connectional thinking and reduce meaningless

work responses for pupils as it makes learning more permanent.

4. Instructional materials have a high degree of interest for the learner; for they

offer a reality of experience, which stimulates self-activity on the part of pupils.

5. Instructional materials develop a continuity of thought, this is especially true of

motion pictures, as they provide experiences not, easily obtained through other

materials and contribute to the efficiency, department and variety of learning.

Therefore, the use of instructional materials in teaching/learning process exposes

the learner to primary experiences and this enriches learning.

Allen (1950) defined instructional materials as derived body of conformation

larger self supporting, rather than supplementary in teaching and learning process

in the same vain. Kemp (1973) and Wales (1980) have pointed out that resources
utilization increase rate of learning and the same line free the teachers to use more

time or gainful activities; resources utilization by bridging the two words inside

and outside the class room.

The important of instructional materials such as the overhead projectors have the

potential of enriching and intensify student learning improving perception,

assimilative power and retention of learned materials. It can also enhance transfer

of learning (1980).

The important of instructional materials for teaching Walls 1972) sated that

teaching when selecting chosen and appropriately used t enables a good teacher

each more in time it can increase the impact and it range, it can enable him to

comprehend hat which is not possible to understand comprehensively through

spoken word or written words alone.

The learner though the use of instructional materials by the teacher becomes an

active participant in the teaching and the learning process he therefore becomes the

hub on which everything in the business education curriculum revolves. The

reading interest of the students are stimulated by the availability of good resource

materials which in term inculcate good reading habits of interesting.

The Importance of Instructional Facilities

Instructional facilities are defined as classroom, seminal room, instructional

laboratories, computers laboratories and other spaces used principally for the

purpose of delivering formal instruction to our colleges of education.

A growing body of research has found that school facilities can have a profound

impact on both teacher and student outcomes. With respect to teachers, school

facilities affect teacher recruitment, retention, commitment, and effort. With

respect to students, school facilities affect health, behavior, engagement, learning,

and growth in achievement. Thus, researchers generally conclude that without

adequate facilities and resources, it is extremely difficult to serve large numbers of

children with complex needs.

According to the US General Accounting Office (GAO) almost three-fourths of

existing US schools in 1996 was constructed before 1970. Of these schools, about

one-third of schools had need of extensive repair or replacement and almost two-

thirds had at least one inadequate building feature such as substandard plumbing,

roofing, or electrical systems. Moreover, 58-percent had at least one unsatisfactory

environmental condition such as inadequate ventilation, acoustics, or physical

security.

Besides general maintenance and construction issues, researchers have found

most schools lack 21st century facilities in the form of infrastructure, laboratories,
and instructional space. More than half do not have sufficiently flexible

instructional space for effective teaching to take place.

Thus, facility quality is an important predictor of teacher retention and student

learning. The physical and emotional health of students and teachers depend on the

quality of the physical location, which makes establishing safe, healthy buildings

essential.

Improving the quality of school facilities is an expensive undertaking. However,

when the positive impacts of facility improvement on teachers and students are

translated into dollar figures, the rewards of such investments far outstrip the cost

of the investments. There are five primary facets of school facilities:

acoustics/noise, air quality, lighting, temperature, and space. These are addressed

below.

Noise

Noise levels greatly affect teacher and student performance. In fact, excessive

noise causes dis-satisfaction and stress in both teachers and students. Research has

found that schools that have classrooms with less external noise are positively

associated with greater student engagement and achievement compared to schools

with classrooms that have noisier environments. Thus, building schools that buffer

external noise from classrooms can improve student outcomes.

Air Quality

Indoor air quality is also a concern because poor air quality is a major contributor

to absenteeism for students with asthma. Research also indicates that many schools

suffer from “sick building syndrome” which affects the absenteeism and

performance of all students. Moreover, bacteria, viruses, and allergens that

contribute to childhood disease are commonly found in schools with poor

ventilation systems.

Indoor pollutants are also emitted from office equipment, flooring materials,

paints, adhesives, cleaning products, pesticides, and insects. All of these

environmental hazards can negatively affect children, particularly in schools with

poor ventilation systems.

Lighting

Before the advent of cheap electricity, schools often relied on natural lighting. As

electric power costs declined, the amount of artificial light used in schools

increased. Research has shown that artificial lighting has negative impacts on those

in schools while natural lighting has positive impacts. In fact, research has shown

that not only does classroom lighting boost the morale of teachers and students,

appropriate amounts of natural lighting also reduces off-task behavior and

improves test scores. One study found that students with the most exposure to
natural daylight progressed 20% faster in in math and 26% faster in reading than

students who were taught in environments with the least amount of natural light.

PROPER TEMPERATURE: One consistent research finding across individuals of

all ages is that the temperature in which a person works affects engagement levels

and overall productivity—including student achievement. Anyone that has worked

in a classroom or office that is too hot or too cold knows how difficult it can be

when trying to work when the temperature is uncomfortable. According to the best

analyses, the ideal temperature range for effective learning in reading and

mathematics is between 68º and 74º.

To maintain such a temperature in every classroom within a school, teachers

typically need to be able to control the temperature in their own classroom. At the

very least, teachers should be able to control the temperature of small blocks of

classrooms that receive the same amount of sunlight and have similar exposures to

outside temperatures

CLASSROOM SIZE AND SPACE: overcrowded classrooms and schools have

consistently been linked to increased levels of aggression in students. Overcrowded

classrooms are also associated with decreased levels of student engagement and,

therefore, decreased levels of learning.

Alternatively, classrooms with ample space are more conducive to providing

appropriate learning environments for students and associated with increased

student engagement and learning. Classroom space is particularly relevant with the

current emphasis on 21st century learning such as ensuring students can work in

teams, problem solve, and communicate effectively. Classrooms with adequate

space to reconfigure seating arrangements facilitate the use of different teaching

methods that are aligned to 21st century skills. Creating private study areas as well

as smaller learning centers reduces visual and auditory interruptions, and is

positively related to student development and achievement.

IMROVE ENGAGEMENT

When instructional equipment is1integrated into lessons, students are expected to

be more interested in the subject they are s1tuding. Ins1tuctional equipment

provide different opportunities to make learning more fun and enjoyable in terms

of teaching some things in new ways for instance, using mavis bacon to teacher

office technology management in typing which will help them to increase their

accuracy of typing.
IMPROVE KNOWLEDGE RETENTION

Student who are engaged and interested in things they are studying, and are

expected to have better knowledge retention. As mentioned before, instructional

eq1uiptment make the student be active participate in the classroom e.g. the use of

radio in learning how to transcribe shorthand with speed and accuracy.

EMCOURAGE INDIVIDUAL LEARNING

No one learn in the same way because of different learning styles aid different

abilities, it help struggling and disable students to access the internet to get

information on what they could not in the classroom.

STUDENT CAN LEARN USEFUL LIFE SKILL

through instructional equipments. The use of internet can help the student to

maintain proper online etiquette and writing of emails and on how to create

presentation and n how to use computer packages.

TEACHER CAN USE DIFFERENT APPS OR TRUSTED ONLINE PACKAGE

This help to resolve or to enhance the traditional ways of teaching and the use of

teaching equipments to keep student more engaged.

TYPES OF MODERN FACILITIES AND MATERIALS NEEDED IN

BUSINESS EDUCATION

 Seminal room: this includes chairs, tables, projectors, projector screen.

 Typing laboratories : this include Electronic typewriting machine, Swivel

typing chairs, drop desk, typist desk or convertible desk, instructors table,

stapling remover, perforator, stop watch, wall clock, demonstration stand,

English/shorthand dictionaries

 Filing cabinet

 Shorthand laboratory: digital tape recorders/consoles, headphones,

shorthand dictionary, air-conditioning system, lectures demonstration

stand, punching machine and file cabinet.

 MODEL OFFICE: this include executive table and chair, secretary’s table

with drawer and swivel chair, photocopier, file trays-in and out, computer.

Television and waste paper basket.

 CLASSROOM EQUIPTMENT: this includes desk, chair, marker, whiteboard,

public address system etc.

 COMPUTER LABORATORING: A computer lab is a classroom designed

for teaching or studying. The computer lab should be designed with ease of

use, security and reliability in mind. There is no perfect lab, and each school
will need to find the best way to create a lab that fits the needs of its students

and its budget.The goal of a lab is to teach efficiently, and an underpowered

computer can hinder the learning process this includes Keyboard, mouse,

monitors, internet access, USB, UPS, laptop and public Address system,

Microsoft office.

Student stations

The student stations are the computers that the students will use on a regular

basis. The processing power of each computer is dependent on the lab's

purpose. Even the lowest-end computer currently on the market is sufficient

to work on office software or for basic programming lessons. If the lab is to

be used for video or photography production, video game programming or

virtualization lessons, higher-end computers with more processing power

and larger amounts of memory will be required. The operating system of the

client workstation is up to the teacher and/or information technology team

that will maintain the system, but it should be locked down to prevent

students from installing unauthorized software, communicating on the

Internet or doing other prohibited activity.

Management Station
The management station is the computer that the teacher will use. It will

usually be identical to the client station. The management station, however,

will have direct access to the server and the management system of the

switch, be able to monitor the client stations and have a better access to

external resource such as Internet or communication software. The

management station also has better security because it makes a more

interesting target for students wanting to play hacker and because of its

access to external resources.

Server

The server in a computer lab can be used to fulfill several needs. It should

store a copy of each workstation's operating system. The workstations can be

made to connect to that server to reinstall the operating system in its clean

but configured state in case of a virus or simply as maintenance. The server

can also be used to filter the external information the clients can access, for

example, blocking Facebook but leaving the Library of Congress accessible.

The server can also store the profile of each student and back up their work

from session to session.

 Switch

Networking is one of the most important parts of computer labs, and in

many school computer labs, a hub or a switch is one of the ways this can be

accomplished. The switch is the network equipment to which all the

computers are connected. A switch can be configured so the clients cannot

connect to each other, to limit communication to groups created for a

specific project and to grant or refuse access to external resources.

Other equipment

Optional equipment can include printers, scanners, cameras, projectors and

headsets. Each piece of equipment should be carefully considered, as the

investment needed (for the printers, scanners, cameras and projector) or the

high breakage ratio (for the headsets) can adversely affect the budget of the

lab and its ability to run smoothly.

 LIBRARY: Library consist of printed and non printed materials that is up to

date that is needed in teaching business education e.g. textbook, journals and

E-library.
  OTHER MATERIALS AND EQUIPMENTS: visual materials, audio

materials, audio-visual materials, non-projected media, two dimensional

instructional materials and three dimensional materials

SELECTION AND THE USE OF INSTRUCTIONAL FACILITIES AND

EQUIPMENTS.

The teacher should bear in mind a few factors that determine effective use of

resources. Once decision has been made to incorporate audio-visual

materials into the teaching of business education he educator must narrow

the choice to those which will be best appropriate and effective in teaching

the intended objectives. An importance consideration of course, is an

awareness of what equipment is available for use, as this will definitely

influence the materials to be obtained. further consideration is the audience

to whom the presentation would be given is if composed of students, mother,

parent’teenagers etc.

The choice of use of instructional materials and equipment depend on a good

knowledge of resource selection and use. teacher faced with the task of

instructional materials selection should to recast and supplement curzon (1990)

advice to ask himself the following questions.

 I. Do I need any instructional materials to achieve the lesson objectives?

II. What are the specific properties of the materials that will enable me achieve

the lesson objectives?

III. What stage of the lesson will a particular materials and equipment be

appropriate?

IV. what form of responses do i need from my from my students upon using

materials( e.g comprehending and remembering)

V. what will be the likely response of student to the materials or equipment?

VI. how will i access the effectiveness in the materials

Following the growing awareness in recent times of the use of instructional

materials wallen (1979) has advance reason for using instructional materials thus:

I. Using instructional materials provide students with opportunities to become

meaningfully involved in helping each other.

II. Instructional materials reduce teacher student ratio, this implies that the

more instructional materials the teacher uses in the class room the easier it is

to individual instructs.

III. it makes education more productive

IV. it result in increasing learning

Finally the use of instructional materials provides students the opportunities to

express their own ideas, allows the teacher to be flexible and make from role to
role whether it been authoritarian, democratic or lassies-faire as the need arises

(armsxy and dahi, 1973).

UTILIZATION OF INSTRUCTIONAL MATERIALS AND FACILITIES

Available of instructional facilities and materials when used to capacity are said to

have been effectively used, in this vein the utilization of the exiting school

buildings both in space and time should always have direct impact on the student.

Teaching facilities have been found to possess the capacity to improve teaching

and learning in the school classroom (Lefebvre, Deaudellin and Loiselle, 2006).

Teaching facilities have the great potential to support education across curriculum,

busine’ss education curriculum inclusive, and thus provide opportunities for an

Effective communication between teachers and students in ways that have not been

possible before. Many researchers and theorists have asserted that the use of

teaching facilities such as computers can help students to become more

knowledgeable; reduce the amount of direct instruction given to the students and

also give teachersthe opportunity to provide personalized help to students with

special needs (Shamatha, Peressini and Meymaris,2004). Grabe and Grabe (2007)

also expressed the view that teaching facilities are central in developing students’

Skills and competencies, motivation and knowledge. According to Osuala (2009),

technological devices available for teaching business education include media

computer, close circuit TV, word processor, video tape recorder, sound on paper

system, e-commerce, advanced calculators, dial access system, digital library

modern, individual audio application and audio-visual retrieval system. It is

evident as argued by Yelland (2001), that the traditional Educational environment

cannot be said to be suitable for developing students to function or be productive in

the different, complex and dynamic workplace of today’s society. Ezenwafor

(2012), also stated that the earlier the students are taught to move away from the

traditional method of using manual typewriter, cutting stencils, adding with manual

calculators, to embrace new technological devices, the better for them.

Instructional Materials Arouse Interest: It is said that one does not learn so much

except he pays attention and shows and interest in a subject. This cannot be

effectively achieved except something vital that can captivate the expected interest

is presented to the learners as aids.

Finally teaching with instructional materials like the television as well as other

aids according to Ogunimilade, ease the problems the learners find in the lesson

which teachers teach and also help remove any of the disadvantages associated

with the system if teaching was limited from a teacher to learners’ direction only.
TEACHERS PERCEPTION OF INSTRUCTIONAL MATERIALS OR

EQUIPMENT

Teaching is a profession, and all who desire to belong to the profession should be

well grounded in the art of teaching, they need to be conversant with the

philosophy guiding the educational enterprise of all countries in which they intend

to practice, they need to have mastery of the subjects in which they specialized, or

for which they are trained. A teacher is expected to plan his lesson(s) ahead of

class time; it is during the planning stage that he will take care of the type of

behaviors relevant to his teaching task, in view of instructional objectives. Bidwell

(1973) in Uche and Enukoha(2005) defined teaching as a series of interactions

between someone in the role of a teacher and someone in a role of a learner, with

the explicit goal of changing one or more of the learner’s cognitive states (what he

knows or believes or his skills in performing or affective state (his attitudes, values

or motives).Instructional materials are also educational inputs and they are of vital

importance in the successful implementation of any curriculum. Relevant and

appropriate textbooks, visual and audio-visual materials like globes, charts, slides,

maps, tapes etc are of paramount necessities in the teaching-learning process.

Audio visual materials supplement and consolidate what is read in the textbooks

andjournals.Instructionalmaterials are the relevant materials utilized by a teacher

during social studies instructional process to facilitate teaching and learning and

for the purpose of making the contents of the instructions more practical endless

vague. It therefore follows that such resources may be both human and non-human

provided they facilitate the acquisition and evaluation of knowledge, skills, attitude

morals and values (Esu & Inyang-Abia, 2004). Ordinary words or verbalization has

been found to be inadequate for effective teaching. Instructional materials serve as

a channel through which messages, information, ideas and knowledge are

disseminated more easily. The can therefore be manipulated, seen, heard, felt or

talked about. Instructional resources are anything or anybody the teacher turns to

for help in his learning process (Esu & Umoren, 1998). The interactive nature of

some of the materials makes the learner part of the learning process. According to

Esu and Inyang-Abia (2004) different types of instructional materials can be used

in teaching any subject effectively. However, it is not all topics in social studies

that require the same type and quantity of instructional materials. The teaching of

business education is concerned, both textual and non textual materials can be

utilized effectively. Textual materials and non-textual materials refer respectively

to all the print and non-print materials that are used by the teachers and learners for

instructional processes. The print materials are the textbooks, magazines,

periodicals, journals and newspapers, among others while the non-print materials

include: charts, chalkboard, radio, television, pictures, films, videotapes,

audiotapes realia, festivals and games, among others. Together, they assist the

students in acquiring clear concepts of the subject matter of business education.

One of the biggest setbacks in the use of instructional materials is inadequate

supply of instructional materials. The teachers and learners could improvise these

materials especially when commercially-produced ones are not available.

However, the use of instructional materials in the teaching and learning of social

studies is not only the issue, but also the appropriateness of the selected materials

by the teacher to the topic at hand, which sometimes make the lesson lose

effectiveness, thereby rendering the materials useless. According to Dike (1989),

Instructional materials facilitate teaching and learning and when it is not available,

learners cannot do well. This means that the utilization of instructional materials in

teaching and learning process is vital to the educational goals and objectiveness.

REVIEW OF EMPIRICAL LITERATURE

This chapter reviewed focused on the influence of instructional facilities,

equipments and materials. The review considers the concept of business education,

the important, types of instructional facilities, material and equipments in teaching

business education. the review further looked at the selection and the utilization

of instructional materials and equipments, and also how relevant instructional

materials and equipment to both the teacher and student. Instructional facilities and

materials stand out as the heart of educational enterprise.

Instructional materials equipment and facilities constitute alternative channels of

communication, which a teacher can use to convey more vividly instruction

information to learners. They represent a range of materials which can be used to

extend the range vicarious experience of learners in teaching and learning situation

recently in Nigeria, educationist have realized the importance of this instructional

materials for effective classroom teaching.