Uganda Christian University

Arua-campus

Effects of Instructional Materials on the

Teaching and Learning of Mathematics in
Primary schools in KOBOKO Municipality.
By
AFIDRA CHARLES ARIKU
J20/ASC/BED/005.
ARESEARCH PROPOSAL SUBMITTED
INPARTIAL FULFILMENT OF THE AWARD OF
BACHLORS DEGREE IN EDUCATION OF
UGANDA CHRISTIAN UNIVERSITY.
 Chapter One: Introduction.
In chapter one of this study, the researcher’s aim is to explore on the background of the
study, statement of the problem, objectives of the study, research questions, significance of
the study, scope of the study, limitations of the study and definitions of the terms.
1.1 Background to the study
Instructional materials have been observed to be powerful strategy to bring about
effective teaching and learning. The importance of quality and adequate instructional
materials in teaching and learning can occur through their effective utilization during
classroom teaching. Instructional materials here include all the tools that the teachers can
use to make the learning more interesting and memorable.

According to Farombi, (1998) instructional materials include; books, audio-visual,

software and hardware of educational technology. He further observed that, availability,
adequacy and relevance of instructional materials in classroom can influence quality
teaching which can have positive effect on students’ learning and academic performance.
The insight from Farombi on linking instructional resources to students’ academic
performance serve critical in the provision of quality education.

The title of this research study, effect of instructional materials in teaching and learning of
mathematics in Government aided schools in KOBOKO Municipality originates from such
ideas. Efficiency and high productivity in teaching and learning transaction according to
the researcher, starts from the access to quality and adequate instructional materials and
these should be prepared well before the classroom interaction.
According to Oni (1992), instructional resources are teacher’s strategic factor in organizing
and providing Education. This is so because they help to elaborate a concept that the
teacher would not without an instructional material. This allow pupils to learn more
comfortably.

The African people had developed their own system of education even long before the
coming of Europeans and Arabs. Although the system varied from one community to the
other, their goals were often strikingly similar (Sifuna and Otiende, 1980): “At
independence in 1964 education was viewed as the means of eradicating poverty,
ignorance, and disease from Uganda” (MOEST. 2015).
Uganda has had several Education Commissions since Independence aimed at improving
quality in Education. A lot of policies; UPE, USE have been formed, aimed at addressing
access, equity, relevance, external and internal efficiencies within education systems.
The use of instructional materials in teaching and learning at the primary school level help
the teachers to explore, experiment, create and interact with the environment
intensively. “Proper use of instructional materials help to provide learners with an
enabling environment to learn Mathematics”, (Meremikwu, 2008). Instructional materials
make teaching and learning more effective. They can be manipulated, seen, heard or
talked about as instruments which facilitate such activity.
Enukoha et al (2004) stated that instructional materials are necessary ingredients in the
development of any curriculum.
Esu (1995) asserted that the aim of instructional materials in the teaching and learning of
Mathematics is to increase the effectiveness of Mathematics as a means of preparing
learners for future responsibilities as adults. “Text books and other learning materials
may influence teachers’ beliefs about Mathematics (Collapy, 2003).

Mathematics is used as a basic entry requirement in any of the prestigious courses such as
Medicine, architecture, and Engineering among other degree programs. Despite the
important roles that mathematics plays in the society, there has been poor performance
in mathematics in Uganda National Examinations (Janet M. 2019).
Several factors have been attributed to poor performance in mathematics among which
are poor methods of teaching (Habour Peters,2001), poor interest in Mathematics
(Badmas, 2002 and Bodo 2004) and lack of appropriate instructional materials in teaching
mathematics at all levels of education (Gambari 2010). Teaching at any levels requires
that learners be exposed to some form of simulation. Ikerionwu, (2000), “Refers to
instructional materials as objects or devises that help the teacher to make learning
meaningful to the learners. Instructional materials which are educational inputs, are of
vital importance to the teaching of any subject in the school curriculum.

Wales (1975), opined that the use of instructional materials would make discovered facts
glued firmly to the memory of students. A teacher who makes use of appropriate
instructional materials to supplement his/ her teaching will help enhance students’
innovative and creative thinking as well as help them become enthusiastic, (Ekwueme and
Igwe 2001).
Ezegbe, (1994), classified instructional materials in two; Visual materials made up of
reading and non- reading materials and Audio visual materials comprising electrically
operated and non-electrically operated materials.
According to Aduwa et al. (2005), these materials and resources include, audio tapes,
recorders, video tapes recorders, slide projectors, still pictures, programmed instructional
film strips, maps, charts, graphs, and many more; offer a variety of learning experiences
individually or in combination to meet different teaching and learning experiences.
Ngaroga, (2007), “Talks of teaching and learning materials as those that are accessed in
the school environment, collected and brought. They can be three dimensional, two
dimensional, real objects, and others are electric.
 The term mathematical instructional resources is defined as any form of specific
mathematical apparatus (structured or unstructured), image, ICT game, paper, or every
day materials which could be utilized to provide a mathematical teaching or learning
(Dorine. Et al, 2007).

1.2 STATEMENT OF THE PROBLEM.

Teaching and learning in Advanced nations such as United Kingdom and United States of
America quite differ from teaching and learning process in most of the Developing
countries (Nations) like Uganda.
Comparatively teaching job in Advanced countries presently is technologically base, the
use of computers in teaching dominate, while in developing countries man power is still in
existence, Uganda for the past two decades had clamoring for the use of advanced
instructional teaching aids in teaching and learning process which has not been fully
attained, this arouses the interest of researchers to find out the impact (effects) of using
instructional materials (teaching aids) on teaching and learning of mathematics, to
compare educational effectiveness for the learners that they are imported systematic
information through the use of teaching aids and as well as investigating the problems
associated with the use of teaching aids in teaching and also find out the impact (effect) it
has on the performance of the primary school pupils in Koboko Municipality.

1.3 OBJECTIVES OF THE STUDY

The main objective of this research work is to critically examine the impact of using
Instructional Materials on the teaching and learning of Mathematics. Consequently the
researcher intends to inform the general public especially the pupils, teachers, parents,
and even the government at various levels, their quarters that must be contributed to the
work of improving and providing important teaching aids in Ugandan schools.
The specific objectives are;
- To discover how exposed the primary school teachers are to the use of instructional
materials (teaching aids).
- To discover the availability of instructional materials / aids in teaching and learning of
Mathematics.
- To find out the influence teaching aids have on the effectiveness of teachers in
teaching and learning of mathematics.

1.4 RESEARCH QUESTIONS.

The following research questions will guide the researcher to achieve the specific
objectives during the course of the study:
- What is the availability of instructional materials in teaching and learning of
mathematics?
 - How exposed are the primary school teachers to the use of teaching aids in teaching and
learning of mathematic?
-How can teaching aids influence the teacher efficiency and effectiveness in teaching and
learning of mathematics?

1.5 SIGNIFICANCE OF THE STUDY.

This research work will expose the pupils, teachers, lecturers, parents, governments at
various levels and the general public to the impact of using instructional materials
(teaching/learning aids) on mathematics teaching as well as the national development on
the suggestion that would be made if well utilized will reduce teachers’ burden in
teaching job, also facilitating teaching and learning activities.

1.6 SCOPE OF THE STUDY

This study shall cover the entire pupils/students of the republic of Uganda but due to
financial and time constrains samples will be taken from the local government areas of
Koboko Municipality.
Four schools may be included to participate in the study. The schools shall be Teremunga
primary school, Abele primary school, Birijaku primary school and Ombach Self-help
primary school.

1.7 DELIMITATION OF THE STUDY.

The major constraints the Research is likely to encounter in this study is limited time and
insufficient fund to visit some important places.

1.8 DEFINITION OF TERMS.

- Impact: To have a very strong effect of something.
- Instructional materials: These are teaching tools that assist the teacher in teaching
and learning process
- Teaching: process of imparting arranged knowledge on students whether old, new or
existing) in a formal sating.
- Learning: is process of acquiring new understanding, knowledge, behaviors, skills,
values, attitudes and preferences.
- Performance: The result of a pupil/student in his/her academic aim/goal.
- Utilize: making the effect of instructional materials on the individual.
- Audios: these are instructional materials (teaching aids) which appeal to sense of
hearing.
- Audio-visual: these are instructional materials that can be used to assist teaching and
learning via the sense of sight and hearing.
1.9 JUSTIFICATION OF THE STUDY.
Learning is more meaningful to the child through the effect of instructional materials.
- Teachers who use instructional materials are more effective in their teaching than
those who do not make effective use of instructional materials.
- Instructional materials are so expensive and difficult to make. Therefore a lot of
teachers teach in abstraction.
- It’s the duty of the Ministry of Education to supply or provide instructional materials
to schools, but teacher’s role is to efficiently utilize them.

Chapter two: Literature Review

This chapter focuses on views of different scholars’ authors and researchers concerning
the effects of instructional materials used in teaching and learning of mathematics in
primary schools. The literature help the researcher in identifying gaps that need to be in
the area of the study. This chapter reviews what has been discovered on the sub-
problems in an attempt to answer the researcher’s questions.

2.1 To ascertain the availability of instructional materials in

teaching and learning of Mathematics.

Adrew. A (2020) points out that, many schools sampled across Uganda are struggling to
conduct lessons under the new curriculum due to lack of instructional materials. Many do
not have learning guides, Assessment frameworks and students’ text books among
others.

The findings above relates with that of Celik, (2018) and notes that, ‘There is limited
literature reporting on the use of physical manipulates when learning the concepts,
surface area and volume of prisms. Therefore this study seeks to explore the effect of
using physical manipulates on learners understanding of surface area and volume of
prisms’.
However, AKSU (2o18) recommends that, “Students need appropriate learning materials
to help them construct knowledge and initiate active thinking. Therefore, text as a
learning material has to support knowledge building and knowledge creation”.

Chriysanthi et al… (2010) investigates that, “The role that auxiliary means (manipulates
such as cubes and representations such as number lines), play for kindergarteners in
working out mathematical tasks. Our assumption was that manipulates such as cubes
would be used by kindergarteners easily and successfully where as the number line would
be used by kindergarteners rarely and usually unsuccessfully.

Many researcher have explored the effects of using instructional materials on

mathematics instruction to improve learner’s academic achievements but many teachers
have ignored the use of learning materials and teach in abstraction which correlates with
Clark-Wilson et al… (2006) who observed that , “Teachers and Mathematics educators do
not strive to develop tools for learning which supports pupils to visualize mathematical
structures and emphasize mathematical relationships.”

Chemwei, B (2015) observed that, “The teachers lacked sufficient instructional materials
for the effective teaching of the topic”. The conclusion drown from the study is that
current preparation of teachers to teach is inadequate with regards to their inability to
design relevant teaching and learning resources and effectively use them in the teaching
and learning process.

The observation above concurs with the results of the survey that was conducted with the
tutors by Clemence. M (2006), reveals that, “There is infrequent use of high order
instructional technologies i.e. overhead projectors, videos, and computers, which was
attributed to lack of training, unavailability of the technologies, and lack of maintenance”.

Similarly, Baylor (2002), noted that the failure to use the local available resources by
some of the tutors was attributed to lack of initiative to use the local environment in their
teaching.
Instructional materials can be in different forms such as textual and non-textual, the
visual, the auditory and audio-visual. Witwoth and Benson (2003), indicate that “There is
a need for research in mathematics classroom that would enhance teaching”.
2.2 To discover how exposed teachers are to the use of instructional
materials in teaching and learning of mathematics.
Kul et al (2018) included 54 studies conducted in mathematics courses at different grade
levels using a variety of materials in their meta-analysis study. However they included
computer software and internet sources to investigate the effects of them on mathematics
achievement.
The study above indicates that, the learning environment and physical interaction should be
designed to promote the emergence of conceptual reasoning. Furthermore, the appropriate
educational materials are suggested in teaching mathematics. Kul et al... (2018) presents a set
of activities designed to promote conceptualization of pair ability concept cantor’s
metaphor…
This implies that students in the lower levels are able to develop a higher mathematical ideas
through a well-designed activity. This fruitful implication corresponds to the previous studies
that the appropriate actions, materials and facilities should be considered harmonizing with
the experience which is the source domain in the cognitive mechanism.
Ahmed. A. Jeavons (2014) reveals that “The inter play among and connections between
objects (structured or un-structured)images, languages and symbols that lead to
mathematical reasoning and stating of mathematical propositions of very wide generality is
well worth closer study”.
The finding above relates with the study of Enki, (2014) and found out that, “The
experimental and control group did not differ significantly when unit cubes, symmetry
mirrors, and acetate papers were included in the teaching-learning process.
Bala . A (2006) observed that “The use of instructional materials in mathematic enhances
students’ academic achievements in mathematics “.
Agwaga (2001) findings concur with the above observations and points out that “Students
who are exposed to paper folding instruction gained higher mean score in remembering some
geometric terms and concepts”.
The researcher believes that students exposed to instructional materials retain the things
they have learnt and in turn improve their achievement in any topic.
Ndihokubwayo, K (2020) states that “Information communication Technology (ICT) is
becoming valuable tools to help improve education, especially during teaching and learning
of science, Technology, Engineering, and Mathematics (STEM) subjects.
Similarly, Ndayambaje (2020) notes that “Teachers were not aware of and used to
simulations and YouTube videos in physics class, however, after the workshop, they
conceived them as convenient electronic instructional tools that can accelerate the active
learning optics”.
Instructional materials according to Emna and Ejayi (2004) “Are those thing which help
teaching and learning process. It helps to promote understanding of the concept and
generalization by making lessons practical and realistic and therefore, recommends that
students should be exposed to the use of teaching aids during learning”.
Ogbu, JE (2015),observed that, teaching and learning mathematics is easier, more interesting,
more enjoyable, and more closely connected to real life applications with the use of
instructional materials like text books, manipulatives, technology tools and (Physical or
Digital ) models.
Similarly, Olayinka. A (2016), concluded that “Students who were taught with instructional
materials perform better than those taught without. Olayinka further notes that,
“Unfortunately teachers consistently fail to expose their learners to the use of instructional
materials hence main ideas in the content taught is not clear. Therefore, recommended the
use of learning aids to convey a meaningful message”.
2.3 To find out the influence teaching aids has on the effectiveness of
teachers in teaching mathematics.
Alshhatri. S.H, et al… (2019), states that “Teaching aids are those accessories, tools, and
items used by the class room teacher to assist the students in understanding the concepts of
the lesson”.
Herceg, et al… (2019), on the hand points out that, “Computer aided visualization provides
meaningful insight in to Geography teaching, which helps to improve comprehension. With
dynamic geometry software, a teacher can easily create interactive mathematical learning
materials”.
Adebule. S et al… (2016),” strongly support the use of instructional materials in content
delivery but on the diverging effects that could arise among students as revealed in the
widening gap between the highest and lowest mean achievement scores”.
Murphy. M (2016), in his study revealed that, “Materials provide higher accuracy in
computational tasks, a deeper understanding of the mathematical topics and creates a less
anxious mathematics environment”.
The researcher agrees with the findings above because a particular instructional material
fosters productive discussions that increase comprehension and critical-analytic thinking.
Iji. C et al… (2014), in the study found that, “students taught with improvised instructional
materials improved on their geometry achievement. Also that both male and female students
in the experimental group improved more on their geometry achievement than those of the
control group”.
Uka. N et al …. (2014), supported the findings of Iji and points out recommendations such as
encouraging mathematics teachers to use improvised instructional materials in their
mathematics classrooms.
Domino (2010), states that “The use of materials make mathematics more understandable
and assists students in their comprehension of abstract mathematical concepts”. Similarly Kul
et al (2018), states that, “materials are very important to construct learners’ Mathematical
concepts and to be able to associate these concepts with their previous knowledge and
experience.”
Amadi et al… (2006), findings show that, “Physical instructional resources in a school have a
direct impact on the learning environment and a key determinant of academic performance”.
Baylor and Ritchie (2002), observes that, “The use of instructional technologies has an impact
on students’ content acquisition and adds to class performance”. However, Beggs (2000), in
his submissions notes that “It is not only the technologies that is important, but also how it is
used; that improves learning and increases pupils’ interest”.
According to Kadzera. (2006), “Instructional materials are those tools that stimulates students
to learn, as well as provide an important improvement in content acquisition”. The
researcher strongly supports the findings above because the use of instructional media aims
to make it easier for students to understand the subject matter by providing a different
learning experiences that are expected to stimulate the interest of students and their
motivation to learn.
Abimbade (2004) in his research found that, “The approach of using improvised materials in
mathematics classroom assists in the proper introduction of mathematical ideas”. However,
Abimbade, (2004) concluded that, “Instructional models enhance visual imagery, stimulates
learning and assist the teacher to properly convey the topic content to the learners”.
 Chapter three: Research Methodology.
In this chapter the researcher describes the methods or a step by step procedures that will be
followed in carrying out the study.

3.1 Research Design

The researcher intends to conduct a mixed method research by combining a cross sectional
survey and qualitative research. The survey shall be conducted among pupils, and
mathematic teachers.
The researcher plans to conduct interviews among the learners while questionnaires are
expected to be filled by the mathematics teachers.
The researcher and research assistants may observe the teachers and learners during the real
mathematics lesson to ascertain the use and availability of instructional materials during the
teaching and learning process.
With the use of the above tools, the researcher would like to capture the perception and
experiences of learners and teachers about lessons with use of instructional and lesson
without the use of instructional materials.

3.2 Area of the Study.

The researcher would like carry out the study in KOBOKO MUNICIPALITY. Koboko
Municipality is located in North West of koboko District in West Nile region. Koboko
Municipality is divided in to three divisions. These divisions are North, West and South. The
researcher may select one Government aided school from each of the divisions to participate
in the study. The schools government aided in North division include; Ombach primary,
Nyarilo primary, Noor and Teremunga primary. The secondary schools include; Nyarilo, and
St. Charles Lwanga-Koboko. While the government aided schools in West Division include;
Birijaku primary and Ogo primary. There is no secondary school yet in West Division. Likewise
the government aided schools in South Division include, Nyangilia primary, Abele primary,
Apa and Gbukutu primary. The secondary schools is Nyangilia.

3.3 Study Population

The subject of the study may be selected according to their roles they are playing in
education. There are ten government aided primary schools in Koboko Municipality. The
researcher intends to select five (5) schools from the government aided primary schools; two
from north division, two from south division and one from west division.
The five randomly selected schools to be included in the study are: Teremunga, and Ombach
primary from north division, Nyangilia and Abele primary from south division and Birijaku
primary from west division. The population that would be used in the study includes the
Mathematics teacher and school pupils.

3.4.1 SAMPLING SIZE.

The sampling size the researcher plans to use in the study are 2 mathematics teachers from
each sampled schools of both upper and lower classes, 10 pupils shall be randomly selected
from each sampled school to participate in the study.
The head teacher and the deputy head teacher in charge of academics shall be involved in the
study.
The total number of respondents the researcher will include in the study is 56.
Below is the table showing the sample size from each category of respondents that will be
used in the study.

Category of respondents Teremunga Nyarilo Abele Birijaku Total

Mathematics Teachers 02 02 02 02 08
School Pupils 10 10 10 10 40
Deputy head Teacher 01 01 01 01 04
Head teacher O1 01 01 01 04
Total 14 14 14 14 56

3.4.2 SAMPLING TECHNIQUE.

The study shall use systematic random sampling and purposive sampling technique.
Mathematics teachers of lower and upper primary will be participating in the study. Pupils of
lower and upper class shall be selected using stratified random sampling technique with
proportionate allocation to size using a list of pupils (sampling frame).
3.5.0 DATA COLLACTION METHODS AND INSTRUMENT.
The instruments/tools the researcher would like to employ to collect data from the
respondents are; Questionnaires, Interview Guides and Observation tool.
3.5.1 QUESTIONNAIRE.
The researcher shall collect data by use of both structured and objective type questions which
will be based on effects of instructional materials on teaching and learning of mathematics.
The questionnaires are to be administered to the teachers of mathematics.
3.5.2 INTERVIEW GUIDE.
The researcher plans to administer interview guides to pupils, this is to find out the
availability and use of instructional materials during teaching and learning of mathematics.
3.5.3 OBSERVATION TOOL.
The observation tool shall be used to provide secondary source of data. The researcher and
the head teacher and also the deputy head teacher in charge of academics in each sampled
schools will supervise the teachers during the practical lessons to ascertain the exposure,
availability and use of instructional materials during teaching and learning of mathematics.
3.6 RELIABILITY OF INSTRUMENTS.
The reliability of research instruments shall be ensured by piloting the questionnaires,
interview guides and observation tools to one selected school. This therefore shall ensure
consistency of research instruments. The language that is to be used during data collection is
English. Kakwa and Lugbara may be used where applicable.
3.7 DATA ANALYSIS.
Both qualitative and quantitative data will be used to analyze data. Structured and
unstructured questions used in the data collection shall be subjected to frequencies and
percentages to help to show the distribution of respondents on variables of the study.
3.8 ETHICAL CONSIDERATIONS
Before moving to the field for data collection, the researcher shall first obtain a letter of
introduction from the academic registrar Uganda Christian University Arua-campus seeking
permission from the Head teachers to obtain data from teachers, pupils, the Deputy Head
teacher in charge of academics and the Head teacher him or herself. The study puts in to
consideration the human subject protection by avoiding as much as possible risks and harm
when collecting data. The researcher deems it ethical to keep certain information confidential
on special request by the respondents. The respondents shall sign a letter of consent and are
free to withdraw when they do not want to be part of the study. The researcher shall provide
feedback to teachers, school administrators and education officers on the findings of the
study.
3.9 LIMITATIONS OF THE STUDY
Due to its cross sectional nature, it might be difficult to establish causal relationship between
the dependent and independent variables. In the qualitative part of the study, as the subjects
were selected randomly, there might be selection bias.
 APPENDICES

APPENDIX 1. REFERENCES:

Abimbade. C (2004). Effective primary school Science Teaching, scope and strategies. Principle
and Practice of Educational Technology. Ministry of Education Federal Republic of Nigeria
page 175-189.
Adebule S and Ayola O. (2016). Impact of instructional Materials on students’ Academic
performance in Mathematics in Secondary schools in Ekiti state, Nigeria. Research journal of
Educational studies and Review, page 1-4.
Andrew A and Wozembo (24. Feb. 2020.) Implementation of new curriculum and its
challenges in lower secondary schools in Uganda. The independent publishers, www.
Independent.co.ug.
Agwagah (2001). Teaching Number bases in junior secondary school mathematics: - The use
of the Base Board. Journal of the mathematical Association of Nigeria. Page 1-71
Ahmed, A. Jeavons, (2004). How can teaching aids improve the quality of Mathematics
Education? Educational studies in Mathematics, page 313-328.
Alshatri, SH et al (2019). Teaching aids effectiveness in learning Mathematics. International
Journal of Educational Research Review, page 448-453.
Amadi. E and Ezeugo, C. R (2019). Physical Resources availability and Academic performance
of students in the Universal Basic Education Scheme, River State, International Journal of
innovative Development and Policy studies. Page 13-23.
Bala, A and Musa, B (2006). Effect of the use of Number Base Game on primary school
Achievement in Number Bases. Journal of the mathematical Association of Nigeria. Page 103-
114.
Chemwei. B (2015). Availability and use of instructional materials in teaching of conflict
resolution in primary schools in Nandi North District, Kenya. International journal of
Education and practice, page 224-234.
Chrysanthi et al… (2010), Kindergarten Mathematics: How kindergartens use Auxiliary means
to solve problems. European Early Childhood Education Research journal, Vol.3, page 299-
307.
Clerck – Wilson and Alison, (2006). International journal for Technology in mathematics
Education. Vol 13, page 97-101.
Herceg et al… (2019). International Journal for Technology in Mathematics Education. Vol. 26.
Page 102.
Ijic et al… (2014). Effect of improvised Instructional materials on students’ achievement in
Geometry at the upper Basic Education level in Makundi metropolis, Benue state, Nigeria.
American Journal of Educational research page 538-542.
Kadzera. C. M (2006). Use of instructional technologies in teacher training collages in Malawi.
Un- published Thesis. Curriculum and instruction. Virginia Polytechnic Institute and State
University.
Kullanimina. R. M (2017). Pre-service Mathematics Teachers about using Instructional
Materials in Mathematics lesson. Journal of Theory and practice in Education, page 10-34.
Ndihokubwayo. K (2020). Usability of Electronic instructional tools in the physics classroom.
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UK, page 1-10.
Nyipahabimana. A (2019). Instructional resources and learner’s performance: A case study of
boarding schools in Muhanga District. International Journal of social science, Humanities and
Education, page 1-6.
Ogbu, J E (2015). Influences of in adequate instructional materials and facilities in teaching
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practice. Page 39-46.
Okobia, E. O (2011). Availability and teachers’ use of Instructional materials and resources in
the implementation of social studies in junior secondary schools in Edo state, Nigeria. Page
90-97.
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academic achievement in social studies in Ekiti state, Nigeria. World Journal of Education.
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APPENDIX 2. LATTER OF INTRODUCTION.

UGANDA CHRISTIAN UNIVERSITY

ARUA- CAMPUS.
P. O. BOX………..,
ARUA.

Dear respondent,
I’m Afidra Charles Ariku a student of the above university carrying out a research study on the
effects of instructional Materials on the teaching and Learning of Mathematics in Koboko
Municipality so that appropriate recommendation and measures can be made to improve the
performance of learners in mathematics subject. Being a responsible stake holder in
Education, I believe you have a wealth of knowledge about this problem.
Please answers the question as honestly as possible. There is no need to disclose your name.
The information shall only be for the purpose of this study and shall be treated with the
highest confidentiality.
Thanks in advance for your positive responses.
Yours,

Afidra Charles Ariku.

(The Researcher).
APPENDIX 3. QUESTIONNAIRE FOR MATHEMATICS TEACHERS.

Class taught ……………………………………………………………………………………………….

Introduction: - Tick in the boxes provided or fill the blank spaces appropriately.
1. What is the level of performance of most pupils in your class in Mathematics subject?
a) Excellent b) Very good c) Good d) Fair e) Poor

2. Do you sometimes use instructional materials during lessons?

Yes: No:
3. If yes, which instructional materials do you commonly use during mathematics
lesson? Mention at least any 4.
1) ……………………………………………………………………………………………………………………
II)……………………………………………………………………………………………………………………..
III)……………………………………………….......................................................................
IV)…………………………………………………………………………………………………………………….
4. How frequently do you utilize instructional materials during mathematics lesson?
Frequently……………………………………………. Not frequently……………………………………..
5. If not frequently, what are the reasons for not using instructional materials
frequently? State at least four reasons.
I)………………………………………………………………………………………………………………………………..
II)……………………………………………………………………………………………………………………………….
III)………………………………………………………………………………………………………………………………
IV)……………………………………………………………………………………………………………………………….
6. Do you provide each learner with instructional material?
Yes…………………………………………………………… no………………………………………………….
7. If no, give the reasons.
I)…………………………………………………………………………………………………………………………………
II)………………………………………………………………………………………………………………………………..
III)……………………………………………………………………………………………………………………………….
IV)………………………………………………………………………………………………………………………………
8. How do you use instructional materials?
I) Very effectively ………………………… II) Effectively………………………………..
III) Not Effectively……………………….
9. Do you normally use instructional materials in all your mathematics lesson?
Yes…………………………………………… No…………………………………………………………..
10. If NO, what are the reasons for not using instructional materials in all your
mathematics lessons? State nay four reasons.
I)………………………………………………………………………………………………………………………………..
II)………………………………………………………………………………………………………………………………..
III)……………………………………………………………………………………………………………………………….
IV)……………………………………………………………………………………………………………………………….
11. According to you, what are the benefits of using instructional materials in all your
mathematics lessons?
I)…………………………………………………………………………………………………………………………………
II)………………………………………………………………………………………………………………………………..
III)………………………………………………………………………………………………………………………………..
IV)………………………………………………………………………………………………………………………………..
12. What are the suggested solutions for the problems mentioned above?
I)…………………………………………………………………………………………………………………………………..
II)………………………………………………………………………………………………………………………………….
III)…………………………………………………………………………………………………………………………………
IV)………………………………………………………………………………………………………………………………..

APPENDIX 4: INTERVIEW GUIDE FOR PUPILS.

Class…………………………………………………………….
Instructions: tick or fill in the blank spaces with appropriate responses.
1. What is the level of your performance in mathematics in the end of the term
examinations?
a) D1-D2 b) C3-C4 c) C5-C6 d) P7- P8 e) F9.
2. Does your teacher sometimes use instructional materials during your mathematics
lessons?
a) Yes b) No
3. If yes, which instructional materials are commonly used for teaching you during
your mathematics lessons?
I)……………………………………………………………………………………………………………………….
II)……………………………………………………………………………………………………………………...
III)……………………………………………………………………………………………………………………..
IV)……………………………………………………………………………………………………………………..
4. How do your mathematics teachers use instructional materials during
mathematics lessons?
 Frequently………………… b) Not frequently……………………………………
5. Does your teachers provide each of you with an instructional materials in the class
during your mathematics lessons?
Yes …………. No…………
6. If no, what are the reasons for not using instructional materials in all the lessons?
I)…………………………………………………………………………………………………………………………
II)………………………………………………………………………………………………………………………..
III)………………………………………………………………………………………………………………………..
IV)………………………………………………………………………………………………………………………..
7. According to you, what are the benefits of using instructional materials during
mathematics lessons?
I)…………………………………………………………………………………………………………………………..
II)…………………………………………………………………………………………………………………………..
III)………………………………………………………………………………………………………………………....
IV)………………………………………………………………………………………………………………………….

APPENDIX 5: OBSERVATION SHEDULLE/ TOOL FOR MATHEMATICS LESSON.

SUBJECT………………………………………………….. CLASS……………………………………..
THEME: …………………………………………………… SUBTHEME: ………………………………..
LESSON DURATION………………………………………. TIME……………………………………….
DATE OF OBSERVATION………………………………………………………………………………….

Performance rating scale.

Rating weak fair good Very good Excellent

Score 1 2 3 4 5

Observation guide.

s/no Areas to be observed What was observed Rating

A Planning and preparation of instructional materials.
1 Schemes of work prepared 1 2 3 4 5
2 Lessons planned 1 2 3 4 5
3 Use of relevant 1 2 3 4 5
instructional materials
4 Evidence of enough 1 2 3 4 5
instructional materials
5 Integrates a variety of 1 2 3 4 5
technology tools and
application in to
 instructional material
design
6 Evidence of variety 1 2 3 4 5
reference books used
7 Linkage between I M’s and 1 2 3 4 5
lesson competences.

B teaching and learning process

s/no Areas to be observed What was observed 1 2 3 4 5

1 Lesson introduction 1 2 3 4 5

2 Content and concept 1 2 3 4 5

development

3 Use of relevant 1 2 3 4 5
instructional materials
related to learners
experience

4 Evidence of enough 1 2 3 4 5
instructional materials to
all the learners

5 Evidence of learners 1 2 3 4 5
involvement in the use of
instructional materials
(individually, and groups.

6 Ability of teachers to 1 2 3 4 5
monitor use of learning
aids

7 Achievement of learning 1 2 3 4 5
competences.

8 Confidence and clarity of 1 2 3 4 5

instruction.

Appendix 6: Research Budget

 s/no Item Description Quantity Rate Amount
01 Printing Costs 350 pages 200/= 70,000/=
02 Photocopying Costs 350 pages 100/= 35,000/=
03 Transport Costs 08 trips 10,000/= 80,000/=
04 Internet Costs 05 GB 5,000/= 25,000/=
05 Air time Costs - - 40,000/=
06 Miscellaneous - - 120,ooo/=
Totals 370,000/=

Appendix 7: Research Work Plan

s/No Activity Time frame Responsible person

01 Identifying the Research Problem August 2022. The researcher.
02 Writing the research proposal August to September The researcher.
03 Approval of the Research proposal September to The Research
October 2022. supervisor.
04 Data collection October to The Researcher.
November 2022.
05 Writing the Research Report November to The Researcher.
December 2022.
06 Submission of the research Report January 2023 The Researcher
booklet for marking and grading The University staff.