EXTENT OF THE USE OF INSTRUCTIONAL MATERIALS IN TEACHING AND

LEARNING OF INTEGRATED SCIENCE AND COMPUTER SCIENCE IN JUNIOR

SECONDARY SCHOOL

ABSTRACT
This study tends to ascertain the extent of use of instructional materials in teaching and
learning of integrated science in jema’a Local Government Area. Three research questions
were used as guide. This study adopted a descriptive survey design, which was carried out in
jema’a Local Government Area. The population of the study was all the junior secondary
school students and teachers in the field of integrated science and computer. The data
collected were analyzed using mean and standard deviation. The interpretation of the data was
based on real limit number of mean score. Based on the data analyzed the following major
findings were made. 1. Adequate instructional materials needed for effective teaching and
learning of integrated science and computer were not available. 2. Only the teacher made
instructional materials were being used. 3. Available instructional materials were not fully
utilized.

4. Insufficient materials and equipment is a major factor affecting utilization of instructional

materials. 5. Another factor affecting utilization of instruction materials is lack of fund for the
purchase of the instructional materials.

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 material are aids the teacher uses 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 extent to which instructional materials are made available also determines the extent to
which they are being utilized in teaching and learning of integrated science. Onwuka (1981)
indicated that instructional materials help the teacher to convey the intended message
effectively and meaningfully to the learners so that the learner receive, understand, retain and
apply the experience gained to reach an educational goal. 
Instructional materials are some of the most important devices which both teachers and
learners can use to enhance the quality of instruction. They are good sources of acquiring
factual information and help to make learning permanent. Man is naturally endowed with five
senses: smell, touch, sight, hearing and taste. Learning or change in behavior is through these
senses. In effect, these senses should come into play for effective learning. In the classroom
the teacher therefore, must sensitize the sense of the learner through the use of instructional
materials. 
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
promote and encourage effective teaching and learning activities. They could be in form of
text book, 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 experiences (Saylor and Alexander (1966).
Tremendous changes have taken place in the development of science and technology.
Therefore the Enugu state ministry of education and the school boards are supposed to
provide junior secondary school pupils with funds for the procurement of instructional
materials likewise, the teacher should use the available materials in his everyday teaching
learning process, bearing in mind that the interest of children will be aroused more when they
see things in their natural setting and the educational goal will be achieved as well.

1.2 STATEMENT OF PROBLEM

The extent of use of instructional materials should not be excluded in teaching and learning of
integrated science and computer. 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 and computer education at junior secondary school certificate
examinations (JSSCE) are 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 teacher to be effective in her 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 and computer.
They engage themselves with chalk and talk method which lives the student with little or no
understanding. 
This study therefore, tries to determine the extent of utilization of instructional materials in
teaching and learning of integrated science and computer in junior secondary schools in
Enugu North Local Government Area Enugu State.

1.3 PURPOSE OF THE STUDY

The major purpose of this research is to find out the extent of utilization of instructional
material in teaching and learning of instructional science and computer in junior secondary
school in Enugu North Local Government Area, Enugu 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 and computer in junior secondary schools in Enugu North
L.G.A Enugu state.
2. To ascertain the factors affecting utilization of instructional materials in teaching and
learning of integrated science and computer 
3. To find out the possible solutions or strategies through which the use of instructional
materials in teaching of integrated science and computer can be increased.

1.4 RESEARCH QUESTION

This study seeks to provide answers to the following 

1. To what extent are these instructional material being fully utilized in teaching and learning
of integrated science and computer in junior secondary in Enugu North L.G.A?
2. Are there factors affecting the use of instructional materials in teaching and learning of
integrated science and computer in junior secondary school in Enugu North L.G.A?
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 computer and the
extent to which they are being utilized in promoting the new emphases on teaching integrated
science and computer in junior secondary schools in Enugu North L.G.A Enugu 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 of
integrated science and computer.

1.6 SCOPE AND LIMITATION OF THE STUDY

Because of the large size of population of student in junior secondary sector in Enugu state,
the study is narrowed to the case study of junior secondary sector in Enugu North Local
Government Area in Enugu 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 teach his students is aninstructional 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 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.

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows. Chapter
one is concern with the introduction, which consist of the (background of the study),
statement of the problem, objectives of the study, research questions, research hypotheses,
significance of the study, scope of the study etc. Chapter two being the review of the related
literature presents the theoretical framework, conceptual framework and other areas
concerning the subject matter. Chapter three is a research methodology covers deals on the
research design and methods adopted in the study. Chapter four concentrate on the data
collection and analysis and presentation of finding. Chapter five gives summary, conclusion,
and recommendations made of the study.
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 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

Instructional materials can be referred to as those materials that appeal to the senses. These
senses are sight, smell, taste, touch and hearing. During instructional process, pupils employ
one or more of these senses while learning. Also some learn better by seeing, touching,
tasting and others by hearing and smelling. These include visual aids, audio - visual aids, and
audio aids (Ene, 2004).

Instructional materials have borne several nomenclatures from the colonial concepts of
apparatus to teaching aids, teaching aid to educational media, educational media to
instructional technology, instructional technology to curriculum materials, curriculum
materials to its modern nomenclature-instructional materials. Each of these conventional
stages depict the scope of its usage and application in the classroom. But according to Eya
(2005), the general acceptable nomenclature by professionals of education is the term
“Instructional materials.” Instruction materials are indispensable in the teaching and learning
process at all levels of educational system. They are referred to as a veritable channel through
which instructions can be impacted in the classroom. Koffar (1999) identified these
instructional materials to include audio-visual material of various types, pictures, or charts,
books, radio, television, type writing machine, computer, chalkboard, and projectors. Okorie
(1986) defined instructional material as that branch of pedagogy which treats the production,
selection and utilization of instructional materials that do not depend solely on printed words
but instructional technologies employing both materials and devices used in learning situation
to supplement the written or spoken word with transmission of knowledge, attitude, and ideas.
Offorma (1994) see instructional material as materials that facilitate teaching and learning
activities and consequently the attainment of lesson objectives. Hence one can rightly say that
instructional materials are those items which the teacher uses in teaching in order to make his
teaching and illustrations real and meaningful. Infact, anything a teacher uses to achieve
instructionalobjectives.

2.3 FACTORS INFLUENCING STUDENTS PERFORMANCE IN SCIENCE AND

COMPUTER 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 teachers 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
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 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 move 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

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 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 objective 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 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.

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. Example 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 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 newinformation 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 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 endeavours; 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. 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 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 students
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
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 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
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 0.83 was used to measure the students’
achievement before and after the treatment. The data obtained from the study were analysed
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
result 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 analysed 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 analysed 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 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 RESEARCH DESIGN

The researcher used descriptive research survey design in building up this project work the
choice of this research design was considered appropriate because of its advantages of
identifying attributes of a large population from a group of individuals. The design was
suitable for the study as the study sought to examine the extent of the use of instructional
materials in teaching and learning integrated science and computer science in junior
secondary school.

3.2 SOURCES OF DATA COLLECTION

Data were collected from two main sources namely:

(i) Primary source and

(ii) Secondary source
Primary source:

These are materials of statistical investigation which were collected by the research for a
particular purpose. They can be obtained through a survey, observation questionnaire or as
experiment; the researcher has adopted the questionnaire method for this study.

Secondary source:

These are data from textbook Journal handset etc. they arise as byproducts of the same other
purposes. Example administration, various other unpublished works and write ups were also
used.

3.3 POPULATION OF THE STUDY

Population of a study is a group of persons or aggregate items, things the researcher is
interested in getting information on the study the extent of the use of instructional materials in
teaching and learning integrated science and computer science in junior secondary school.
200 teachers and studentsof junior secondary schools in Enugu North Local Government Area
in Enugu State were selected randomly by the researcher as the population of the study.

3.4 SAMPLE AND SAMPLING PROCEDURE

Sample is the set people or items which constitute part of a given population sampling. Due to
large size of the target population, the researcher used the Taro Yamani formula to arrive at
the sample population of the study.

n= N

1+N(e)2

n= 200

1+200(0.05)2

= 200

1+200(0.0025)

= 200 200

1+0.5 = 1.5 = 133.

3.5 INSTRUMENT FOR DATA COLLECTION

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 was
divided into sections A and B.

3.1 VALIDATION OF THE RESEARCH 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.

3.2 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 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 were 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.

Frequency in this study refers to the arrangement of responses in order of magnitude or

occurrence while percentage refers to the arrangements of the responses in order of their
proportion.

The simple percentage method is believed to be straight forward easy to interpret and
understand method.

The researcher therefore chooses the simple percentage as the method to use.

The formula for percentage is shown as.

% = f/N x 100/1

where f = frequency of respondents response

N = Total Number of response of the sample

100 = Consistency in the percentage of respondents for each item contained in questions.

CHAPTER FOUR

PRESENTATION ANALYSIS INTERPRETATION OF DATA

4.1 INTRODUCTION
Efforts will be made at this stage to present, analyze and interpret the data collected during
the field survey. This presentation will be based on the responses from the completed
questionnaires. The result of this exercise will be summarized in tabular forms for easy
references and analysis. It will also show answers to questions relating to the research
questions for this research study. The researcher employed simple percentage in the analysis.

DATA ANALYSIS

The data collected from the respondents were analyzed in tabular form with simple
percentage for easy understanding.

A total of 133 (one hundred and thirty three) questionnaires were distributed and 133
questionnaires were returned.

Question 1

Gender distribution of the respondents.

TABLE I

Gender distribution of the respondents

Response Frequenc Percent Valid Cumulative

y Percent Percent
Male 77 57.9 57.9 57.9
Valid Female 56 42.1 42.1 100.0
Total 133 100.0 100.0

From the above table it shows that 57.9% of the respondents were male while 42.1% of the
respondents were female.

Question 2

The positions held by respondents

TABLE II

The positions held by respondents

Response Frequenc Percent Valid Cumulative
y Percent Percent
Non-teaching
37 27.8 27.8 27.8
staffs
Students 50 37.6 37.6 65.4
Integrated
science 23 17.3 17.3 82.7
Valid
teachers
Computer
science 23 17.3 17.3 100.0
teachers
Total 133 100.0 100.0

The above tables shown that 37 respondents which represents 27.8% of the respondents are
non-teaching staffs, 50 respondents which represents 37.6 % are students, 23 respondents
which represents 17. 3% of the respondents are integrated science teachers, while 23
respondents which represents 17.3% of the respondents are computer science teachers.

Question 3

To what extent are these instructional material being fully utilized in teaching and learning of
integrated science and computer in junior secondary in Jaba L.G.A?

instructional material has been fully utilized in teaching and

learning of integrated science and computer in junior secondary in
Enugu North L.G.A
Response Frequenc Percent Valid Cumulative
y Percent Percent
Agreed 51 38.3 38.3 38.3
Strongly agreed 31 23.3 23.3 61.7
Disagreed 23 17.3 17.3 78.9
Valid
Strongly
28 21.1 21.1 100.0
disagreed
Total 133 100.0 100.0

In the table above, the researcher asked the respondent if instructional material has been fully
utilized in teaching and learning of integrated science and computer in junior secondary in
Enugu North L.G.A, it can be seen that 51 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 and computer in junior secondary in Enugu North L.G.A,
31 respondents which represents 23.3% of the respondents strongly agreed to this fact, 23
respondents which represents 17.3% of the respondents disagreed to this fact, while 28
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 and computer in junior secondary in Enugu North
L.G.A.

Question 4

Are there factors affecting the use of instructional materials in teaching and learning of
integrated science and computer in junior secondary school in Enugu North L.G.A?
there are factors affecting the use of instructional materials in
teaching and learning of integrated science and computer in junior
secondary school in Enugu North L.G.A
Response Frequenc Percent Valid Cumulative
y Percent Percent
Agreed 51 38.3 38.3 38.3
Strongly agreed 31 23.3 23.3 61.7
Disagreed 23 17.3 17.3 78.9
Valid
Strongly
28 21.1 21.1 100.0
disagreed
Total 133 100.0 100.0

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 and computer in junior
secondary school in Enugu North L.G.A, it can be seen that 51 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 and computer in junior
secondary school in Enugu North L.G.A, 31 respondents which represents 23.3% of the
respondents strongly agreed to this fact, 23 respondents which represents 17.3% of the
respondents disagreed to this fact, while 28 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 and computer in junior secondary
school in Enugu North L.G.A.

Question 5
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
Response Frequenc Percent Valid Cumulative
y Percent Percent
Agreed 51 38.3 38.3 38.3
Strongly agreed 31 23.3 23.3 61.7
Disagreed 23 17.3 17.3 78.9
Valid
Strongly
28 21.1 21.1 100.0
disagreed
Total 133 100.0 100.0

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
51 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, 31 respondents which represents 23.3% of the respondents strongly agreed to this
fact, 23 respondents which represents 17.3% of the respondents disagreed to this fact, while
28 respondents which represents 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 and computer in junior
secondary schools, thus the topic “extent of the use of instructional materials in teaching and
learning of integrated science and computer science in junior secondary school”.

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 and computer science using
instructional materials in Nigeria.

5.2 SUMMARY
The aim of this research is to identify the extent of the use of instructional materials in
teaching and learning of integrated science and computer science in junior secondary schoolin
some selected schools in Enugu 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 inComputerScience.

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
and Computer 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 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 Computer Science 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 and Computer Science are inadequate and thus affects the teaching effectiveness of
the subject.

Therefore there should be quality Integrated Science and Computer 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 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 and Computer 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 and Computer 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 and Computer
Science teachers for them to update their knowledge and professional skills.

4. More reference textbooks for teaching Integrated Science and Computer 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 and Computer Science teachers for greater
effectiveness in teaching.

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APPENDIX A
QUESTIONNAIRE
(Kaduna State College of Education
G/waya Campus)
 Department of Chemistry Integrated
Science.

Dear Respondent.

We are 300 level student of the above named institution undertaking research on “EXTENT
OF THE USE OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING
OF INTEGRATED SCIENCE. A case study of selected secondary schools, in Jema’a
Local government area of Kaduna State. We therefore solicit for your cooperation in
responding to this questionnaire. Information provided will help in meeting the objectives of
the research work. As such, we guarantee you that information provided will be used for the
purpose of this research work only.

Thanks.

Yours faithfully

Jeol victoria
Philibus margret
Bule patience
James melody.

APPENDIX B
QUESTIONNAIRE

1. Gender distribution of the respondents. _______________________

2. The positions held by respondents
__________________________________________
_____________________________________________________________________
________________
3. To what extent are these instructional materials being fully utilized in teaching and
learning of integrated science Agreed Strongly agreed Disagreed
strongly disagree

4. Are there factors affecting the use of instructional materials on teaching and learning
of integrated science Agreed Strongly agreed Disagreed strongly
disagree
5. Are the possible solution or strategies by which the use of instructional materials can
be fully increased Agreed Strongly agreed Disagreed strongly
disagree