CHAPTER ONE

INTRODUCTION
1.1 BACKGROUND OF THE STUDY
In teaching, it is highly desirable to know exactly what one aims to achieve as it is
in all great undertaking. Instructional materials according to Wiki (1998), are kind of tools
or equipment that can help the instructor effectively in theory teaching classroom or in
practical assessment. They are also materials that aid in the transference of information
from one to another. Also Ilori (2000) pin-pointed that instructional materials are aids the
teacher to arouse the interest of the learner there by enabling the learner to gain direct
experience. Instructional materials are assumed to have being in place right from the
primary school level but if not properly utilized, enhancement of learning is thwarted. The
neglect of the use of instructional materials by teachers poses negative effect in the
process of teaching and learning of integrated science. Merrrel (1993) (p.37) pointed out
that at present, schools are continually faced with financial problem and this could
increase the likelihood that teachers will make more use of free or cheap teaching
materials to supplement their own ageing resources. It is therefore important that teachers
remain vigilant and exercise sound judgment on approaching what is available to help
them teach and their pupils to learn. 
The teacher must identify the instructional materials needed for his teaching and include
them in lesson planning. These materials are also needed by the teachers to assess the
knowledge of their students. Teachers often assess students by assigning tasks, creating
projects, and administering exams. Instructional materials are essential for all of these
activities.
The various topics in junior secondary schools in integrated science demand the use of
instructional materials by the teacher from the preparation and delivery of their lessons to
student. Instructional materials include all terms of information carriers that can be used to
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 promote and encourage effective teaching and learning activities. They could be in form
of reference books, journals, posters, chart, programmed text, non-print materials, such as
films, tapes, models, picture ,recorders etc. furthermore instructional materials are
anything the teacher turns for help in his goal-seeking activities. The help may be in form
of information, idea, formulae, generalization or experience (Saylor and Alexander
(1966).
Teachers who take time to provide instructional materials and option that take into
consideration or account the different ways students receive and express knowledge are
more likely to see their students’ success. Science classroom should provide a variety of
audio, visual and print input methods depending on students need, allow students the
flexibility to communicate their true learning. According to BSCS, students or teachers
who must closely follow their 5Es instructional model....engage, explore, explain,
elaborate and evaluate...achieve a high rate of success. Taylor, et al (2007) conclude, “that
there is a statistical link between superior student achievements and basic or extensive of
strategies and learning sequences consistent with the 5Es.” Research has shown that where
instructional materials are used learning is highly stimulating and the students appear to
take greater interest in learning.
1.2 STATEMENT OF PROBLEM

The extent of usage of instructional materials should not be excluded in teaching and
learning of integrated science. They supply a concrete basis for conceptual thinking and
hence reduce meaningless word responses of students. It was observed that the result of
student in integrated science at junior secondary school certificate examinations (JSSCE)
is consistently poor. Some of the causes of this poor achievement is related to lack of
understanding of the concepts. Also the populations of students in continuation of science
subjects in senior secondary schools are drastically reduced. One would ask, are there no
knowledgeable teachers who can impact the knowledge of the concepts effectively? For a
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 teacher to be effective in her/his work, she must know the principles of teaching which
also include the use of instructional materials. Teachers have neglected the use of
instructional materials in teaching and learning of integrated science. They engage
themselves with chalk and talk method which lives the student with little or no
understanding. 
This study therefore, tries to determine the importance of using instructional materials in
effective teaching and learning of integrated science in junior secondary schools in Jema’a
Local Government Area of Kaduna State.

1.3 PURPOSE OF THE STUDY

The major purpose of this research work is to find out the importance of using instructional
material in effective teaching and learning of integrated science in junior secondary school
in Jema’a Local Government Area, of Kaduna State. In the light of this, the specific
objectives of the research include:

1. To ascertain the extent to which these instructional material are being utilized in teaching
and learning of integrated science in junior secondary schools in Jema’a local government
area of Kaduna state.
2. To ascertain the factors affecting utilization of instructional materials in teaching and
learning of integrated science
3. To find out the possible solutions or strategies through which the use of instructional
materials in teaching of integrated science can be increased.

1.4 RESEARCH QUESTION

This study seeks to provide answers to the following: - 

1. To what extent are these instructional materials being fully utilized in teaching and
learning of integrated science in junior secondary schools in Jema’a local government area

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 of Kaduna state?
2. Are there factors affecting the use of instructional materials in teaching and learning of
integrated science in junior secondary school in Jema’a local government area of Kaduna
state?
3. Are the possible solution or strategies by which the use of instructional materials can be
fully increased

1.5 SIGNIFICANCE OF THE STUDY

It is intended that findings from this research on the interest of use of instructional
material will be of help to both the student, teachers, school and the government.
1. It exposes the importance of instructional materials which would make students have
more understanding on the lessons.
2. The information from this research will help teacher to carry out their task with ease
unlike the chalk and talk method where the teacher spend the whole time trying to make
the student to understand what is being taught. 
3. The information from this research will enable the school administrators to ascertain the
availability of instructional materials for teaching integrated science and the extent to
which they are being utilized in promoting the new emphases on teaching integrated
science in junior secondary schools in Jema’a local government area of Kaduna State 
4. The information from the research will also help the bodies, whose duty is to lay
educational policies and monitor the progress of the planned educational evolution to
ensure that instructional materials are supplied and bottle necks removed in time to
facilitate the effective implementation of this National policy on education with reference
to teaching and learning of integrated science.

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1.6 SCOPE AND LIMITATION OF THE STUDY

Because of the large size of population of student in junior secondary sector in Kaduna
state, the study is narrowed to the case study of junior secondary sector in Jema’a Local
Government Area of Kaduna State.

However, there were some constraints that tend to interrupt the flow of the study which
include;

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in
sourcing for the relevant materials, literature or information and in the process of data
collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the research
work.

1.7 DEFINITION OF TERMS

Instructional materials; instructional materials are the tools used in educational lessons,
which includes active learning and assessment. Basically, any resource a teacher uses to
help him or her teach his students is an instructional material.

Teaching: A teacher is a person who helps others to acquire knowledge, competences or

values. Informally the role of teacher may be taken on by anyone.

Learning: Learning is the process of acquiring new or modifying existing knowledge,

behaviors, skills, values, or preferences

Integrated science: Integrated Science is a revolutionary programme provided by many

universities of the world. The programme is devoted to providing a wide range of

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knowledge in various fields of science. There are no exclusive rights for this programme,
and every institution can provide its own explanation

Junior secondary school: A middle school is an educational stage which exists in some
countries, providing education between primary school and high school.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1. INTRODUCTION

Science has been and would continue to be of tremendous importance because of

its ability to explain many natural occurrences and the central role it plays in the world’s
current technology development. In our century, it is the soul of the prosperity of nations
and it is an economic and technological development as well as improving the quality of
life of the individuals and the society at large. Science, as a school subject, has over the
years gained prominence in the school curriculum worldwide. In the last five decades, the
world has witnessed science curriculum innovations and several changes in the teaching of
the content in different levels of education.

There is a need for constant evaluation for improvement of educational performance

across countries all over the world. This no doubt has ushered changes globally in
educational reforms that have brought changes in educational standards and an improved
economic emancipation of many nations in the area of science and technology.

Effective teaching of Integrated Science is an activity which will bring about the most
productive and beneficial learning experience for students and promote their development
as learners. Effective teaching of Integrated Science goes beyond just imparting
knowledge but it is a purposeful activity carried out by somebody with a specialized
knowledge in Integrated Science in a skillful way to enhance cognitive, affective and
psychomotor development of a person or group of persons. For the teaching of Integrated

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Science to be effective, the Integrated Science teacher must have an extensive knowledge
of the subject, knowledge of the curriculum, knowledge and understanding of how
children develop and how they learn. This includes knowledge of the context in which
learning occurs (home, community, school factor) and knowledge of assessment
techniques. An Integrated Science teacher should possess some teaching skills and be able
to plan lessons, manage a classroom, engage students in active learning, present
challenging situations to encourage problem solving, collect and monitor information on
achievement, maintain good students record, provide motivation for students and support
cooperative group work. The teaching of Integrated Science requires various teaching
approaches and meaningful learning (Ayodele and Adegbite, 2003). The use of
inappropriate methods could make students dread science education in later life.

2.2 CONCEPT OF INSTRUCTIONAL MATERIALS

The concept, instructional materials referred to instructional aids, has gone beyond simple
aids, instructional technology and media to communication and educational technology.
According to Olawale (2013) instructional materials include materials used to facilitate
learning for better results. In the same vein, Uzuegbu, et al (2013) refer to instructional
materials as any device used to assist the instructor in the preparation of a lesson, teaching
of the lesson and facilitate students’ learning of the subject matter. They include those
subjects that are commercially acquired or improvised by the teacher to make conceptual
abstraction more concrete and practical to the learner (Iwu, Ijioma, Onoja and Nzewuihe,
(2011). These are relevant materials utilized by the teacher during instructional proceeds
for the purpose of making the contents of the instructions more practical and less vague.
Instructional materials are also described as concrete or physical object which provide
sound, visual or both to the sense organs during teaching (Agina-Obu, 2005). Thus,
instructional materials could be regarded as the information dissemination devices used in
the classroom for easy transfer of learning. They provide first-hand experience where
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possible or of vicarious one where only that is feasible. The instructional materials as the
name suggests, are materials of visual, audio and audio visual category that helps to make
concepts abstracts and ideas concrete in the teaching/learning process
(Fafunwa,2010).They are also materials which the teacher uses in supplementing his
teaching (Adeniyi, 2011). Instructional materials include materials used to facilitate
learning for better results. Likewise, it is the use of the chalkboard, charts, models,
overhead projectors, films, television and computers in teaching process (Federal Republic
of Nigeria, 2004 revised). Hence, it is not just the use of tools of technology alone but a
systematic, integrated organization of machines hardwares and softwares and man,
teachers etc to the solution of problems in education. In order to ensure an effective
teaching and learning process, it is important for the teacher to be thoroughly acquainted
with the teaching resources and services available to him. The components of instructional
materials available to teachers and students are in large numbers and also vary according
to the functions of each of them. Pictures (motion and still) graphics, maps, radio-
recording and play back and the equipments used to get some of these utilized can be
regarded as the components of Audio-visual Aids, or Instructional Aids. Examples, of
instructional materials are charts, maps, diagrams, comics, models, globes, slides, film
trips, television, radio, cassettes, video, recorders, cinemas, public address system,
laboratories and museums, flash cards, flannel boards, card boards, calendars, computers,
etc. More so, instructional materials are devices and schemes which aid instruction.
Everything which the teacher uses in instruction are called instructional materials or
teaching aids. Therese materials can be real or substitutes but have a common goal. They
hasten in the transfer of knowledge, skill and values from the teacher to the learners in the
teaching-learning process. The specific and practical nature of Technical Vocational
Education and Training (TVET) education with a large percentage of it being visual since
manipulative skill is involved laid itself to the effective use of instructional materials to
9
 effect complete understanding on the part of students. Instructional materials help bring
students face to face with the world which education intends to introduce to them.
FACTORS INFLUENCING STUDENTS PERFORMANCE IN SCIENCE

2.3.1 QUALITY OF TEACHING

Inadequate teaching has been advanced as one of the problems of science education in
Nigerian secondary schools. Quality science teaching is effective science teaching.
Effective teaching occurs when students learn and achieve many scientific goals and not
just being able to repeat scientific knowledge (Omoifo 2012). During effective learning,
student learn how to learn, students develop conceptual understanding and thinking skills,
thus helping students change their intuitive, everyday ways of explaining the world around
them to incorporate scientific concepts and ways of thinking into their personal
frameworks. Therefore students’ ability to solve problems and perhaps enhanced learning
occurs. According to Okafor, (2007), quality teaching lies at the teacher’s capacity to
transform written knowledge into forms that are pedagogically powerful and yet adaptive
to the students’ abilities and backgrounds. Ayodele (2006) identified the use of
inappropriate non-effective teaching methodology as a major factor hindering students
understanding and achievement in science. The teaching and learning of science do not
require theoretical and lecture approaches. Onose (2009), posited that many in experience
teachers teach science in abstraction, thereby making science lessons boring and the
students finding it difficult to grasp some scientific concepts, skills and principles.
Abdulahi (2007) and Ogbeba (2010). Observed that most teacher’s emphasis theory rather
than practical aspects of science subjects and most of them lack adequate knowledge of
subject matter and the competence to deliver. In addition, they stressed that the teaching of
science has been reduced to a descriptive exercises through the use of lecture method and
very little inquiry. Although, the National Policy on Education (1998), emphasized the

10
 activity based and child centered learning, most science lessons are of the traditional
lecture. There are few classrooms with demonstrations, and when in use it is often teacher
demonstration which makes students passive. There are also few traditional hands- on
(practical) classes. Our science lessons are yet to be structured, guided and students
directed. (Omoifo, 2012).

2.3.2 QUALITY OF TEACHERS

Poor quality of science teachers in terms of adequate knowledge base and pedagogic skills
is another factor identified to influence students’ performance. The teacher’s academic
qualifications and knowledge of subject matter, competencies and skills, and the
commitment of teacher have a great impact on the teaching learning process. A science
teacher is anyone who teaches science. Science teachers in Nigeria are prepared mainly at
colleges of Education and faculties of Education of different universities. Achieving the
goals of science education requires qualified and highly scientifically literate teachers.
Okureme (2003) posited that: An effective science teacher should be a master of his
subject, as well as grounded in methods of teaching and be able to relate the science
concepts to real life experience. Abd–El-phallic and Boulaoude (1997) conceived such
teachers as those who understand the concepts, principles, theories and processes of
science and are aware of the complex relationship between science, technology and
society. Such teachers more importantly must develop an understanding of the Nature of
Science. This is important because the portion of scientific knowledge science teachers
choose to teach and how they carry out the instruction presents a particular view of the
nature of science to their students. (Omoifo, 2012). The teacher knowledge base for
effective science teaching is very important in that they are to help the students completely
understand the content and underlying philosophy of science. This has long been stressed
and culminated in recent emphasis on teacher preparation programmes that will produce

11
 sound and effective scientifically literate teachers. Different studies showed that the most
important resource input in the school that predicts student achievement is Teacher
Quality and effective teacher will have students with good test score (Dahar, Dahar, Dahar
and Faize, 2011). The five indicators of teacher quality according to Dahar et al (2011) are
academic qualification, professional qualification, in-service refresher courses and
trainings, teacher experience and teacher salary.

2.3.3 ACADEMIC QUALIFICATION

Academic qualification is a very important quality of a teacher. Academically qualified

teacher has more authentic knowledge about the relevant subject than the academically
less qualified teacher has Nigerian Science Teachers. Molnar (2002), reported some
studies in which students taught by certified teachers consistently outscored those taught
by uncertified teachers. He posited that a poorly trained teacher will likely produce a poor
doctor, engineer, architect, fellow teacher and the like.

2.3.4 PROFESSIONAL QUALIFICATION

Professional qualification can be termed as the preparation for life long journey into the
teaching profession. The basic skills and abilities of the teaching learning process are
developed in a teacher through professional qualification. Professional qualification can
be categorized into pre-service and in-service professional qualification. The National
Policy on Education (2004) in section 6:70b states that the qualification for entry into the
teaching profession shall be the Nigeria certificate in education (NCE)”. Omayuli and
Omayuli, (2009) posited that most of the science teachers are also not professionally
trained. To the extent that an engineer is recruited to teach Mathematics, Physics and
Chemistry, rather than specialists actually trained to teach the subjects.

2.3.5 TEACHING EXPERIENCE

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 Teaching experience is the time spent by a teacher in the teaching profession. With the
passage of time teachers get command of their subjects and become competent in the art
of teaching through experience. In other words, teaching experience improves the teaching
skills and methodologies adopted.

2.3.6 TEACHER SALARY

Teacher salary is very important as a predictor of student’s achievement because it has a

capacity to uplift the other aspects of teacher quality. If a teacher gets a suitable salary that
covers the basic living costs, he may be able to live comfortably and thus be more
effective as he is motivated to use his abilities, competencies and skills. Poor
remuneration affects the morale of teachers, distracts and hinders their commitment and
effectiveness.

2.3.7 IN-SERVICE REFRESHER COURSES AND TRAINING

Over the years, the interplay of politics and economics on teacher training policies led to
some degree of compromise in admission requirements. Consequently, a large proportion
of what we have today as trained science teachers are professionally incompetent. This
fact prompted Aluede (2003) to say that the general deterioration and collapse of the
educational system have resulted in a guild of teachers who are unqualified and even
uncommitted to leading the learners to expected destination. Odia and Omonfonmwan
(2007) opined that the teacher training institutions have tended to produce teachers that
are inadequate in terms of knowledge of subject matter and pedagogic skills. The quality
of teachers is dependent on the nature of their preparation and training. In-service
education and training is a continuous on-going process for teachers throughout their
professional life. It may be provided at any time between joining the service until
retirement. Okhiku, (2005) summarized in-service training as all the activities, planned

13
 and structured engaged in by professionals (teachers) during their service aimed at helping
the teacher to acquire basic skills for the efficient execution of the functions for which he
was employed. As noted by Ajayi (1998) in Okhiku (2005), teachers are not finished
products even after the completion of a preparation or pre-service programme. Science
teachers are faced with the challenge of meeting with new innovations in science. It was in
recognition of this fact, that it was stated in section 6:70b of the NPE that “Teachers shall
be regularly exposed to innovations in their profession. Also In-service training shall be
developed as an integral part of continuing teacher education and also take care of all
inadequacies.

2.3.8 QUALITY TEACHING LEARNING RESOURCE

Lack of ideal resources for science teaching and learning in Nigerian schools has been a
major issue of concern. It is a well-known fact that the quality of education a student
receives largely depends on the quality of teaching/learning resources provided. Teaching
learning resources are all the things used by the teacher during teaching to aid
understanding and make teaching successful and effective. They include modern
textbooks, equipment’s, consumables like chemicals and reagents, models, charts e.t.c.
and the physical learning environments which include the science classrooms and
laboratories. One of the major objectives of science education is to teach students the
scientific process. Students need some investigative skills such as observing, measuring,
classifying recording experimenting, analyzing inferring, e.t.c. To achieve this, science
classrooms, laboratories and the general learning environment must be adequate and
conducive. Inquiry focused science teaching demands a lot of activities on the part of the
learner that require scientific materials and equipment. Due to the fact that majority of
schools lack the essential resources for imparting the knowledge of science concepts to
students, many students learn little science, learning tends to be by rote and many students

14
 find science not interesting and boring (Ogunmade, 2006). The teacher student
interactions in many science classrooms are not healthy because of lack of adequate
resources. In most of our schools, there are no facilities for the teachers to demonstrate
phenomena, let alone allow the students to have opportunities for finding out things for
themselves (Audu and Oghogho, 2006). The situation in many science classrooms in
Nigeria is nothing to write home about. In many schools there are no laboratories. Some
schools merely have empty rooms labeled laboratories. Students rarely have hands-on,
minds-on experiences. Few days to science practical examinations, most schools acquire
science equipments for teacher demonstration to students. This cannot make for effective
learning and eventually results in poor achievement (Omoifo, 2012). To worsen the
problem of lack of or inadequate resources, the few available ones are not properly
maintained, protected and cared for. Ogunmade (2006) stated that “Majority of students
do not have textbooks and most of the schools do not have libraries and where they have
one, the textbooks in the libraries are outdated.

2.4 CLASSIFICATION OF INSTRUCTIONAL MATERIALS

Visual materials: these are materials which appeal to the sense of seeing only; examples
are pictures, diagrams, flannel boards, chalkboard, building, graphs, charts made by
teacher himself.

Audio-materials: these refer to those materials that appeal to the sense of hearing;
examples are tape recorders, cassette cartridges, radio, discs, language labs, and such like.

Audio-visual materials: these are those materials that appeal to the sense of hearing and
seeing. These produce both sound and visuals. Examples, television, motion pictures with
sound, slide and film strip projectors with sound accompaniment.

15
 Software: these include graphic materials, printed materials, slides, films and strips,
overhead transparencies, cassette tape.

Hard wares: These are the devices used in presenting materials. For example, board,
chalkboards, tape recorders, projectors, and video recorders. While video tape is a material
the video recorder is the equipment.

Projected materials: include those materials, which require projections viewing. There
are two types’ transparent and nontransparent (opaque) projections. Examples of non-
projected materials are books, models, mock-ups graphic materials, bulletins chalkboards,
simulation.

2.5 REVIEW OF EMPIRICAL STUDIES

Trowbridge and Bybee (1996), Ajaja (2007) identified the objectives of teaching science
to include:- Knowledge of science academic discipline; to acquire the skills of scientific
method; having clear explanations for societal issues through increasing interest science
literacy and societal goals; for personal needs and for career awareness. In Nigeria, the
sciences are taught in school subjects as Biology, Chemistry, and Physics. The National
Policy on Education in the National curriculum for secondary schools volume 3 science
stated specific objectives to be achieved by each subject curriculum. Some of the most
distinct characteristics of science are experimentation, observation, and discovery. It
provides the development of skills of students asking questions and making investigations,
making hypothesis, inference of results of experiments to students. (Acikgoz,
Kaygusuz&Oncul, 2004) Laboratory method is often used in science and it is targeted that
students do trial and error activities. Therefore, the laboratory applications are integral part
of science (Orbay, Ozdogan, Oner, Kara, &Gumus, (2003). The success of science
programmes depends largely on the classroom teachers. They constitute the most

16
important agent in the ongoing exercise to revolutionize the teaching and learning of
science. According to (Awotua – Efebo, 1999) science Teachers have the potentials for
enhancing the quality of education by bringing life to the curriculum and inspiring
students to curiosity and self-directed learning some definite demands on the teaching of
science were made by (STAN) Science Teacher Association of Nigeria. This means that
there are some demands made of the teacher if he or she is to teach his or her course
effectively. So also are some demands made of the students if they are to benefit
maximally from the programme. Some of these demands, according to (STAN) Science
Teacher Association of Nigeria, are as follows: Demand of the Teacher are the quality of
the teacher-Skills and successfulness, teacher seeking new information on new teaching
techniques, regular in service training, regular or frequent evaluation of the students, re-
thinking of the teachers approach in the class to assess the class and be able to modify his
teaching method if such an approach is not working adequately and how well equipped are
the laboratories. Demands made of the pupils are wrapped round aims and objective of the
STAN. Some of these demands are:- Student should be able to recall, should be able to
relate their experience to other subjects, should be able to communicate effectively, should
be active involvement in the learning and should be able to apply their knowledge to new
situations. The above listed demands constitute themselves into a number of definite
problems in the classroom. Generally, the education of a nation is evaluated in part by the
quality of its teachers. The quality of teachers itself depends largely on the kind of training
they received both at the academic and professional levels. For these reasons, teachers of
science need good training to enable them meet a better requirement and enough academic
information in a variety of the basic science subject was said by Bajah S.T. (1982). Akpan
(1992) observed that Nigeria problems have been that of implementation. He said that a
visit to primary and secondary school science classrooms by a well informed and
concerned science teacher will show that the nursed hope in curriculum reform are
17
expensive venture in the past decade. So therefore, turning out, in the nearest future,
qualified and dedicated scientist, engineers, medical doctors etc from these schools are in
serious danger. Furthermore, Akueshi (1997) warned that the world is developing
scientifically and technologically in every sphere of human endeavors; we should thrive to
join this technologically train or else we shall be left behind and it will be disastrous and
unpleasant. As a result of poor teaching method, poorly equipped science laboratories over
dependence on print materials, students performed poorly in science subjects in Nigeria.
Despite all the efforts made by government to promote science education in Nigeria
coupled with several research works that has been carried out, the problems of teaching
and learning science are still persisting. The problems are according to Bajah (1982)
between 1959 and 1982: are Lack of laboratory, lack of qualified science teachers, and
institutional objectives in science teaching. According to Adebayo (1999) on educational
policy 1977, he stated that Lack of finance to execute the project, shortage of manpower,
lack of facilities and lack of policy itself (i.e. the planning and implementations) are
factors responsible for poor performance in science subjects in our secondary schools.
Adeyemi (1993) and Adeyegbe (1990) stated that even though a number of science
curriculum reforms were inquiry based and problem – solving in style research finding
have continued to show that teaching and learning in science remain problematic. Ayodele
(1999) stated the problems as in adequacy of textbooks, lack of learner’s interest,
unqualified science and psychological fears of science subjects as factors responsible for
poor performance in science subjects. Textbooks are not adequately available. The ones
that are available are written by foreigners with their language and cultural background,
making it difficult for indigenous teachers try to complement by writing textbooks, most
of their work lack in standard, probably because they are horridly written just to bridge
gabs, without adequate research. Most laboratories are not well equipped, schools rely
more on imported laboratory apparatus and equipment and grants are never enough.
18
Although government took a giant step by establishing science laboratory manufacturing
industries like ‘PRODA’ Enugu, such industries have been long neglected by the same
government that established them. Large class size in science subjects teaching and lack of
incentives for teachers. One teacher to 25 students are the recommended still remains a
dream in schools classes are over populated to the tune of 50 and above. Inadequate
science teachers, approach to science teaching, science is an abstract course and will only
be understood through practice. Some teachers do not put effort in improvisation of
teaching aids and most importantly students’ attitude and aspirations: Some students’
attitude has made up their mind that they are not going to study science, therefore will not
waste time on science subjects.

The teaching of Integrated Science requires various teaching approaches and meaningful
learning (Ayodele and Adegbite, 2003). The use of inappropriate methods could make
students dread science education in later life. In another development, Ololube, Egbezor
and Kpolovie (2008) argued that the falling educational standards can be attributed to the
use of teachers who are unqualified for instructional purposes, including those with
general education (academic) qualifications such as Bachelors of Science (B.Sc.),
Bachelors of Arts (B.A), Master of Science (M.Sc.) and Masters of Arts (M.A) degrees
without teaching qualifications. It must be noted that without a professional teaching
qualification, no meaningful progress can be achieved in the teaching profession. Lawal
(2003) indicated that skilled and effective teaching and learning are expected from
professionally trained teachers. Integrated Science teachers are expected to employ the use
of teaching aids to supplement other methods and manage and control their classes for
effective learning of Integrated Science. The use of inappropriate methods could affect
students’ performance in Integrated Science. Many of the Integrated Science teachers do
not have a clear insight about the appropriate pedagogies to enhance Integrated Science
teaching and learning. Most of the teachers resort to teaching with only one major
19
 teaching method which is the lecture or “chalk and talk” method in our Integrated Science
classroom. Sometimes, classes are too large for teachers to manage for effective teaching
and learning. This has greatly affected Integrated Science teaching ranging from
methodology and techniques of teaching (Okoye, 2004).

2.6 THE USE OF TEACHING MATERIALS

Teaching materials play an important role in promoting English language use. There are
three kinds of teaching materials: text-based, task-based, and realia. These can be
textbooks, games, role plays, simulations, and task-based communication activities
designed to support communicative language teaching. Different kinds of authentic
objects can be used in an integrated science class to support practical activities, from
language-based realia such as signs, magazines, and newspapers to graphic and visual
sources such as maps, pictures, symbols, graphs, and charts (Richards, 2001). The use of
teaching materials has a major impact on the activity of science teaching. Abebe and
Davidson (2012) point out that student are eager to learn vocabulary with the assistance of
visual materials, and that the use of visual materials enhances the students’ ability and
opportunity to use language to express their ideas and feelings. However, Abebe and
Davidson (2012) also found that teachers rarely use visual materials such as cards, charts,
and real objects in teaching, despite the majority of teachers and students admitting that
visual materials help students learn language effectively. Mathew and Alidmat (2013)
agree that teacher’s use of audio-visual aids helps students to understand lessons more and
improves their integrated science skills, such as practical knowledge and conversational
skills, through listening to native speakers. In addition, the use of audio-visual materials
also helps to make classroom activities more interesting and helps the students to
remember the lessons longer. A study conducted by Aduwa-Ogiegbaen and Iyamu (2006)
found that textbooks, workbooks, dictionaries, chalkboards, and posters are dominant in

20
 integrated science classrooms, whereas modern media such as audio and video,
programmed texts, language laboratories, flashcards, computers, magazines, and
newspapers are rarely used. In brief, considerable research relating to English teaching has
been conducted in a number of countries, including Vietnam. However, few of these
studies have been conducted at a particular Vietnamese higher education institution.
Therefore, it was necessary to conduct further research, and this study provides a snapshot
of integrated science training in Vietnamese higher education by focusing on HUTECH
University (HUTECH) as a case study. The results of this study provide evidence that
teachers can use to adjust their teaching activities, and university leaders can develop
appropriate strategies to make English teaching and learning more effective.

2.6.1 THE PROBLEM OF LARGE CLASS AND INADEQUATE TEACHING

RESOURCES

Chen and Goh in their research, the problem which the teachers encounter in teaching
integrated science as a science study context to include external constraints such as large
class sizes and a lack of teaching resources: and teachers’ low self-efficacy with regard to
science proficiency and inadequate practical knowledge. They believe that teachers should
receive training in how to design and implement effective tasks to motivate students’
engagement in integrated science classes and activities.

2.7 AUDIO AND VISUAL MATERIALS AND ACADEMIC PERFORMANCE

There are numerous studies on instructional materials and academic performance. For
instance, Momoh (Isola, 2010), conducted a research on the effects of instructional
resources on students’ performance in West Africa School Certificate Examinations
(WASCE) in Kwara State. He correlated material resources with academic achievements

21
 of students in ten subjects. Data were collected from the subject teachers in relation to the
resources employed in the teaching. The achievements of students in WASCE for the past
five years were related to the resources available for teaching each of the subjects. He
concluded that material resources have a significant effect on student’s achievement in
each of the subjects. In the same manner, Moronfola (1982) carried out a research in Ilorin
Local Government Area of Kwara State. She used questionnaires to collect data on the
material resources available for the teaching of some selected subjects in ten secondary
schools and related these to students’ achievements in each of the selected subjects and to
the amount of resources available for the teaching of the subjects. Finding showed a
significant effect of material resources on the students’ academic performance in these
subjects. In the same vein, Popoola (1990) investigated the effect of instructional
resources on the academic achievements of students in Ogun State. Five secondary
schools in Abeokuta were used for this study. Questionnaires were designed to elicit
responses on instructional materials that were available for the teaching and learning of
each of the three school subjects he examined. He collected WASC examination results
for five years and compared achievements of students in schools with adequate material
resources and achievements of students in schools with inadequate material resources. He
found a significant difference in the achievements of the two sets of students. The schools
with adequate instructional materials performed better than those with inadequate
instructional materials.

2.7.1 FACTORS AFFECTING IMPROVISATION OF AUDIO AND VISUAL

MATERIALS

Balogun (2002) identified two main constraints militating against the successful
improvisation of Science equipment. These are the technical and the human factors
respectively. While the technical factors relate to the question of degree of accuracy and

22
 precision that is possible with the improvised equipment, the human factor relates to the
teachers’ skill in developing the resources while providing the appropriate learning
experience to the learners. Also, Maduabunmi (2003) reported lack of adequate
professional training as a major problem militating against the effective use of local
sources for Science teaching. Oyediran (Isola, 2010) then stressed the need for a definite
well planned training programme of improvisation for teachers. He suggested regular
meaningful workshop on improvisation technique for Science teachers to improve and up-
to-date their competence.

2.7.2 STUDIES ON THE USE OF VIDEO TAPED INSTRUCTION

According to a study conducted by Osokoya (2007) on the effects of VTI on secondary

school students’ achievement in History, in his study, he adopted the quasi-experimental
research design using a videotaped instruction and conventional strategies. A multi-stage
sampling technique was employed to select 92 history students made up of 40 males and
52 females. A validated history achievement test instrument with reliability co-efficient of
0.75 was administered. The result showed that students taught with VTI performed better
(X=25.30) than those taught with the conventional method(X=20.12). The result of the
ANCOVA statistical analysis revealed that gender F(2,91): p>0.05) was not a significant
factor on students’ achievement in history when VTI are used. Chinna and Dada (2013)
investigated the effects of developed Electronic Instructional Medium (video-instructional
package) on students’ achievements in biology. The quasi experimental, pre-test – post-
test control group design was used for the study. The sample comprised of 180 senior
secondary year two students from six (6) schools located in the 3 educational zones of
Niger State. The students were divided into an experimental group (electronic
instructional medium) and a control group (traditional lecture instruction). Structured
Biology Achievement Test (SBAT) with internal consistency reliability co-efficient of

23
0.83 was used to measure the students’ achievement before and after the treatment. The
data obtained from the study were analyzed using the Analysis of Covariance (ANCOVA)
and Scheffe test indicated that the achievement of students’ in biology greatly improved
with the use of electronic instructional medium. The results have implications for
innovative use of instructional media and creating sound strategies for disseminating
science in the classroom. Mudasiru (2005) in his study of the effects of videotape and
slide tape instructions on students’ performance in Junior Secondary School Social
Studies, examined the significant difference in the post test and retention test achievement
scores of students taught using VT, slide tape and the normal classroom instruction. The
sample consisted of 191 Junior Secondary School students drawn from three equivalent
secondary schools within Ilorin metropolis. The social studies achievement test (SSAT)
was administered to students as pre-test, post-test and retention test. The results of
students were analyzed using analysis of covariance (ANCOVA). Turkey’s test was used
for post-hoc confirmation of significant deference. The results indicated that the students
using VT and those taught using slide-tape performed significantly better than their
counterparts taught using the normal classroom instruction. However, there was no
significant difference reported in the posttest and retention test scores of students taught
using VT and those exposed to slide-tape instructions. These findings indicated that social
studies content could be taught and learnt better through the resourceful integration of VT
and slide-tape into social studies instruction. Agommuoh and Nzewi (2003) in their study
of effects of VTI on secondary school student’s achievement in physics made use of a
sample of 398 SSI students selected from 2 co-educational schools. Three research
questions and three hypotheses guided the study. Data generated were analyzed using
analysis of covariance (ANCOVA) at 0.05 level of significance. The results indicated that
the achievement of students in physics greatly improved with the use of VTI. Adedapo,
Salawu and Afolabi (2001) assessed the effects of VT and audio-taped instructions on
24
 cognitive outcomes in mathematics. The sample used for this quasi-experiment study
consisted of 364 senior secondary Two (SSII) students drawn from secondary schools in
Oyo metropolis. Two hypotheses were postulated and tested using analysis of covariance
(ANCOVA), Turkey/Kramer post hoc test and mean. The results of the study showed that
there was significant difference in the students’ cognitive achievement and interest in
mathematics which were mostly enhanced by the VT strategy, followed by audio taped
strategy and minimally by the conventional strategy.

CHAPTER THREE
RESEARCH METHODOLOGY
3.1 DESIGN OF THE STUDY
Survey research design was adopted for this study. According to Akueziulo and
Agu (2003) survey research is used to collect detailed description of existing phenomena
with the intent of employing data to justify current conditions and practices, or to make
more intelligent plans for improving them. Also, according to Nwankwo (2013), survey is
that type of design in which the researcher collects data from a large sample drawn from a
given population and describes certain features of the sample as they are at the time of the
study and which are of interest to the researcher, however, without manipulating any
independent variables of the study. From the above definition, survey has to do with
collecting data from a large group of a population with the aim of describing certain
features, attributes or characteristics of the group and further generalizing the findings to
the entire population.

25
 Thus, the present study is a survey because the researcher will collect data from a large
sample of pupils in ten (10) junior secondary schools in Jema’a Local Government Areas
of Kaduna state.
3.2 AREA OF THE STUDY
The study was carried out in some selected junior secondary schools subjects in Jema’a
Local Government Area of Kaduna State.
Jema’a Local Government is one of the Local Governments in Kaduna State. Evidently,
the increase in the number of schools and pupils in Jema’a Local Government Area of
Kaduna State indicates the people’s value and interest in education. The choice of the area
for the study was informed by this high value placed on education by the people who
indicate that the local government is among the educationally advantaged local
government areas in Kaduna State.
3.3 POPULATION OF THE STUDY
The population of the study consists of 10 junior secondary schools, 15 students were
randomly selected from each of the selected schools in the Local Government. The
researcher writes the names of the all the junior secondary schools in Jema’a Local
Government Are on pieces of papers and pick 10 pieces of paper randomly and recoded
them.
3.4 SAMPLE AND SAMPLING TECHNIQUES
The student population in the ten (10) junior secondary schools in Jema’a Local
Government Area of Kaduna State is about nine thousand (9,000) made up of about five
thousand (5,000) female and four thousand (4,000) male students.
TABLE 3.1: SAMPLE POPULATION

NAME OF SCHOOLS NO. OF STUDENTS

1 Government Secondary School Godogodo 15
2. Nasara Private School Gidan Waya 15
26
 3. Anglican Junior Seminary Gidan Waya 15
4. Sacred heart School Gidan Waya 15
5. Government Secondary School Gidan Waya 15
6. Gifted Int’l school gidan waya 15
7. Government Secondary School Ungwan Fari Kafanchan 15
8. Government Secondary School Bakin Kaninkon 15
9. Nakowa College Kafanchan 15
10. Government Secondary School Nisama 15
TOTAL 150

3.5 RESEARCH INSTRUMENT

The major research instrument used is the questionnaires. This was appropriately
moderated. The principal were administered with the questionnaires to complete, with or
without disclosing their identities. The questionnaire was designed to obtain sufficient and
relevant information from the respondents. The primary data contained information
extracted from the questionnaires in which the respondents were required to give specific
answer to a question by ticking in front of an appropriate answer and administered the
same on staffs of the selected institutions: The questionnaires contained about 16
structured questions which were divided into sections A and B.
3.6 VALIDATION OF THE INSTRUMENT
The questionnaire used as the research instrument was subjected to face its validation.
This research instrument (questionnaire) adopted was adequately checked and validated
by the supervisor his contributions and corrections were included into the final draft of the
research instrument used.
3.7 METHOD OF DATA ANALYSIS
The data collected was not an end in itself but it served as a means to an end. The end
being the use of the required data to understand the various situations it is with a view to
making valuable recommendations and contributions. To this end, the data collected has to
be analysis for any meaningful interpretation to come out with some results. It is for this
27
 reason that the following methods were adopted in the research project for the analysis of
the data collected. For a comprehensive analysis of data collected, emphasis was laid on
the use of absolute numbers frequencies of responses and percentages. Answers to the
research questions were provided through the comparison of the percentage of workers
response to each statement in the questionnaire related to any specified question being
considered.

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

4.1. INTRODUCTION

This chapter deals with the presentation and discussion of data gathered by means
of a survey questionnaire on the importance of using instructional materials in effective
teaching and learning of integrated science in junior secondary schools, a case study of
some selected public and private schools in jema’a Local Government Area of Kaduna
State. Tables will be used to provide a clear description of the gathered data.
4.2 DATA ANALYSIS
The data analysis was conducted using simple percentage (%) statistical techniques to test
the frequency of the personal data of the respondents and the frequencies of their

28
 responses to the research questions this was to ensure simplicity and clarity of the
responses

Table 4.1: Class of Respondent

Gender Frequency Percentages
JSS 1 50 33.3%
JSS 2 50 33.3%
JSS 3 50 33.3%
Total 150 100%

From table 4.1 above, it was revealed that 50(33.3%) out of the sampled population are
students of JSS 1, 50(33.3%) were JSS 2 students and 50(33.3%) were JSS 3 students
respectively.
Table 4.2: Sex of Respondent
Age Bracket Frequency Percentages
Male 64 42.7%
Female 86 67.3%
Total 150 100%

From table 4.2 above, it was revealed that 64(42.7%) out of the sampled population are
male while, 86(67.3%) of the respondents are females.
Research Question 1
instructional material has been fully utilized in teaching and learning of
integrated science in junior secondary in Jema’a local government Area of
Kaduna state
Response Frequency Percent Valid Cumulative
Percent Percent
Agreed 58 38.3 38.3 38.3
Strongly agreed 34 23.3 23.3 61.7
Disagreed 27 17.3 17.3 78.9

29
 Strongly
31 21.1 21.1 100.0
Disagreed
Total 150 100.0 100.0

In the table above, the researcher asked the respondent if instructional material has been
fully utilized in teaching and learning of integrated science in junior secondary in Jema’a
local government Area of Kaduna state, it can be seen that 58 respondents which
represents 38.3% of the respondents agreed to this fact that instructional material has been
fully utilized in teaching and learning of integrated science in junior secondary in Jema’a
local government Area 34 respondents which represents 23.3% of the respondents
strongly agreed to this fact, 27 respondents which represents 17.3% of the respondents
disagreed to this fact, while 31 respondents which represents 21.1% strongly disagreed.

The researcher therefore concludes that instructional material has been fully utilized in
teaching and learning of integrated science in junior secondary in Jema’a local
government Area

Question 2

Are there factors affecting the use of instructional materials in teaching and learning of
integrated science in junior secondary school in Jema’a local government Area of Kaduna
state

there are factors affecting the use of instructional materials in teaching and learning
of integrated science in junior secondary school in Jema’a local government Area of
Kaduna state

Response Frequency Percent Valid Cumulative

Percent Percent

30
 Agreed 58 38.3 38.3 38.3
Strongly
34 23.3 23.3 61.7
agreed
Disagreed 27 17.3 17.3 78.9
Strongly
31 21.1 21.1 100.0
disagreed
Total 150 100.0 100.0
In the table above, the researcher asked the respondent if there are factors affecting the use
of instructional materials in teaching and learning of integrated science in junior
secondary school in Jema’a local government Area of Kaduna state, it can be seen that 58
respondents which represents 38.3% of the respondents agreed to this fact that there are
factors affecting the use of instructional materials in teaching and learning of integrated
science in junior secondary school in Jema’a local government Area of Kaduna state, 34
respondents which represents 23.3% of the respondents strongly agreed to this fact, 27
respondents which represents 17.3% of the respondents disagreed to this fact, while 31
respondents which represents 21.1% strongly disagreed.

The researcher therefore concludes that there are factors affecting the use of instructional
materials in teaching and learning of integrated science in junior secondary school in
Jema’a local government Area of Kaduna state

Question 3

Are the possible solution or strategies by which the use of instructional materials can be
fully increased

There are possible solutions or strategies by which the use of instructional

materials can be fully increased

31
 Response Frequency Percent Valid Cumulative
Percent Percent
Agreed 58 38.3 38.3 38.3
Strongly agreed 34 23.3 23.3 61.7
Disagreed 27 17.3 17.3 78.9
Strongly
31 21.1 21.1 100.0
disagreed
Total 150 100.0 100.0
In the table above, the researcher asked the respondent if there are possible solutions or
strategies by which the use of instructional materials can be fully increased, it can be seen
that 58 respondents which represents 38.3% of the respondents agreed to this fact that
there are possible solutions or strategies by which the use of instructional materials can be
fully increased, 34 respondents which represents 23.3% of the respondents strongly agreed
to this fact, 27 respondents which represents 17.3% of the respondents disagreed to this
fact, while 31 respondents which represent 21.1% strongly disagreed.

The researcher therefore concludes that there are possible solutions or strategies by which
the use of instructional materials can be fully increased.

CHAPTER FIVE

SUMMARY CONCLUSION AND RECOMMENDATION

5.1 INTRODUCTION

It is pertinent to note that this research was aimed at examining the level at which
instructional materials are being used by teachers in teaching science in junior secondary
schools, thus the topic “the importance of using instructional materials in effective
teaching and learning of integrated science in junior secondary schools:

32
 In the preceding chapter, the relevant data collected for this study were presented,
critically analyzed and appropriate interpretation given. In this chapter, certain
recommendations made which in the opinion of the researcher will be of benefits in
addressing the challenges associated with the teaching and learning of integrated science
using instructional materials in Nigeria.

5.2 SUMMARY

The aim of this research is to identify the importance of using instructional materials in
effective teaching and learning of integrated science in junior secondary school, a case
study of some selected public and private schools in Jema’a local government area of
Kaduna state. The findings of this study showed that though there are teachers with B.Ed.,
B.Sc. and M.Sc. teaching these two subjects, but they do not possess enough knowledge
and certification in Computer Science.

This study corroborates with the works by Onyeachi (2008), Ololube, Egbezor and
Kpolovie (2007), Gwany (2006) and Lawal (2003). This may probably be the cause of
poor performance in Integrated Science at the JSS level in the Delta Central Senatorial
District.

The study sought to find out the teaching experiences of teachers teaching Integrated
Science. The result showed that a majority of the teachers are inexperienced. Those with
experience of 0-5 years were 26 in number representing 27.66% which was more than
every other teaching experience possessed by the teachers. This again affirms the study by
Ogunbowale (2003) that teacher’s preparation in terms of qualification, age and teaching
experiences have great influence on teaching effectiveness. Also, the study corroborates
with Easton-Brooks and Davis (2009) who assert that teachers of less than five years

33
 teaching experience cannot be as effective as teachers with more than ten years teaching
experience.

The review of related literatures in the chapter two of this study showed that instructional
materials used for teaching Integrated Science were not adequate. Teachers have enough
texts and guide but other facilities such as measuring cylinder, test tubes and chemicals
were lacking. The study affirms that lack of these materials can lead to poor performance
in the subject by students. This study supports the works of Onyeachi (2008) and
Maduabum (2009) who assert that lack of instructional materials can affect teaching
effectiveness in school subjects.

5.3 CONCLUSION

The attainment of the goals of any subject is largely dependent on the quality of the
teachers.

The researcher concludes that majority of teachers handling these two subjects are not
professionally qualified to teach the subjects hence the low teaching effectiveness in the
subjects. Integrated Science and teachers have not acquired enough teaching experience
that may enable them have enough mastery of the subject and hence the reduction in
teaching effectiveness. The instructional materials meant for teaching Integrated Science
are inadequate and thus affects the teaching effectiveness of the subject.

Therefore there should be quality Integrated Science teacher development. Opportunities

to enrich teachers’ practices and competencies through in-service training, conferences,
seminars and workshops should be provided on a regular basis to help them keep abreast
with recent developments in the field of integrated science and broaden their knowledge
of subject matter. There should be proper staffing of schools in terms of quality and
quantity. Good practices for effective implementation of inquiry based science education
34
 must be identified and properly implemented. There should also be provision of modern
teaching –learning resources in terms of quality and quantity as students need a variety of
science materials to engage in inquiry-centered science learning. Libraries and laboratories
should be provided and well equipped. The school administrators, managers, teachers,
laboratory assistants, and students should develop good maintenance culture. If science is
properly taught from the lower level, this will lay a sound foundation for science at higher
levels.

5.4 RECOMMENDATIONS

1. The Government as a matter of policy must ensure that only professionally qualified
Integrated Science teachers should teach the subject for a better teaching effectiveness.

2. Teachers should encourage their students to improvise local instructional materials in

teaching and learning of Integrated Science. Also, the government must see to the
provision of adequate instructional materials in schools

3. The need for more workshops and seminars organized for Integrated Science teachers
for them to update their knowledge and professional skills.

4. More reference textbooks for teaching Integrated Science should be made available to
update their knowledge both in content and skills.

5. Inspectors of school should visit schools more often to monitor and to ensure more
seriousness on the part of Integrated Science teachers for greater effectiveness in teaching.

35
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RESEARCH QUESTIONNAIRE

BACKGROUND INFORMATION
NAME OF SCHOOL:
…………………………………………………………………………

Class: JSS 1 [ ] JSS 2 [ ] JSS 3 [ ]

Sex of Respondent: Male [ ] Female [ ]

Key Note: Respond with either agreed, strongly agreed, disagreed, or strongly disagreed

41
1. To what extent are these instructional materials being fully utilized in teaching and
learning of integrated science? Agreed Strongly agreed Disagreed
strongly disagree

2. Are there factors affecting the use of instructional materials on teaching and learning
of integrated science? Agreed Strongly agreed Disagreed strongly
disagree

3. Are the possible solution or strategies by which the use of instructional materials can
be fully increased? Agreed Strongly agreed Disagreed strongly
disagree

42