EFFECTS OF INSTRUCTIONAL MATERIALS ON THE TEACHING AND

LEARNING IN NURSERY AND PRIMARY SCHOOL IN YOLA SOUTH LOCAL

GOVERNMENT ADAMAWA STATE

By

VIVIAN NTAM

NOU159786723

A project submitted in Partial Fulfillment of the Requirements for the

Award of the Degree of Bachelor of Arts Education at the Department of
Primary Education, Faculty of Education, National Open University of
Nigeria

JANUARY, 2022

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 DECLARATION PAGE

I, Vivian Ntam declare that the project work entitled Effect of Instructional Material

on Teaching and Learning in Nursery and Primary Schools in Yola South, is a record

of an original work done by me, as a result of my research effort carried out in the

Faculty of Education, the National Open University of Nigeria under the supervision

of Dr. Akinniyi E.O.

____________________

Student’s Signature and Date

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 CERTIFICATION
This is to certify that this study was carried out by Vivian Ntam Nou159786723 in
the department of Primary Education, Faculty of Education, National Open
University of Nigeria, under the supervision.

________________________ ____________________
Supervisor Sign & Date

________________________ _____________________
Center Director Sign & Date

_________________________ ______________________\
HOD Sign & Date

_________________________ _____________________
Dean Sign & Date

_________________________ ______________________
External Examiner Sign & Date

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 DEDICATION
I dedicate this project to God Almighty my creator, my strong pillar, my source of

inspiration, wisdom, knowledge, and understanding. He has been the source of my

strength throughout this program and on His wings only have I soared. I also

dedicate this work to my husband; Dr. Joseph Quarcoo who has encouraged me all

the way and whose encouragement has made sure that I give it all it takes to finish

that which I have started. To my children Esmeralda Naa Adoley and Joseph

Anaximander who have been affected in every way possible by this quest. Thank

you. My love for you all can never be quantified. God bless you.

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 ACKNOWLEDGMENTS
My deepest gratitude goes to God who has provided all that was needed to complete
this project and the program for which it was undertaken. There was never lack or
want. Throughout this entire study, He took care of everything that would have
stopped me in my tracks and strengthened me even through my most difficult times.
I appreciate Mr. Polycarp Nyikun who has been of tremendous help to me all
through this program; thank you, sir. thanks also go to the entire academic staff both
past and present of the Department of Primary Education.
My sincere appreciation also goes to my supervisor Dr. Akinniyi E.O. whose
contribution and constructive criticism have pushed me to expend the kind of efforts
I have exerted to make this work as original as it can be. Thanks to him I have
experienced true research and my knowledge on the subject matter has been
broadened. I will never forget you, sir.
My utmost regard also goes to my mum, Mrs. Rosemary Ntam who
painstakingly laid the foundation for my education giving it all it takes. I am and will
forever be grateful to my loving husband Dr. Joseph Quarcoo who has given
everything possible and even given up important things to make sure I achieve this
feat. I cannot find the words that express my gratitude. I also from the depth of my
heart appreciate my children who even at such tender ages have had to endure so
much stress and discomfort just for me. This page can’t tell it all. I appreciate my
siblings Linda, Joy, Best, and Daniel; I see you joor! Na we all get this degree. I
appreciate all my friends and well-wishers especially Jennifer Pitambo Nathan,
Ijeoma Onyia, Esther Christopher, and Aminat Adamu, who one way or the other
have been there and have continually prayed for my success. God bless you.
Finally, I thank my Pastor and Spiritual Head, Pastor Salem Maigeri, and his
wife Pastor (Mrs.) Anna Salem Maigeri for their prayers, words of motivation, and
words of comfort that come in just in time. God bless you all. You all won’t lose
your reward in Jesus' name. Amen.

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 Abstract
The purpose of this research work is to examine the extent to which the Nursery and
primary schools in Yola south utilize quality and adequate instructional materials in
classrooms and how this has promoted the teaching and learning of pupils. This
research was based on three objectives including to explore the views of teachers on
the extent to which instructional facilities affect pupil performance, to examine the
challenges that teachers in Nursery and Primary School face in accessing
instructional materials, and to assess the strategies that teachers use to minimize the
challenges of attaining and using quality instructional materials. The study adopted
a cross-sectional survey design. The study population involved 120respondents that
is 24 respondents from five selected Nursery and primary schools in Yola south. The
following were findings of the study: first, instructional materials are the key to
teachers' and pupils’ performance. Secondly, most Yola south Nursery and Primary
Schools suffer a shortage of essential teaching and learning materials. Thirdly, the
study revealed that teachers used different strategies to minimize the challenges of
attaining and using quality instructional materials like borrowing books and
improvising. The study recommends that the government should budget sufficient
funds for improving the availability of instructional materials in all Nursery and
primary schools in Yola south. For further research, this study proposes that aspects
of how teachers and pupils use instructional materials for effective teaching and
learning processes need to be examined.

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TABLE OF CONTENT PAGE
TITLE PAGE I

DECLARATION II

CERTIFICATION III

DEDICATION IV

ACKNOWLEDGEMENTS V

ABSTRACT VI

CHAPTER ONE
1.1 BACKGROUND OF THE STUDY 1

1.2 STATEMENT OF THE PROBLEM 3

1.3 OBJECTIVES OF STUDY 4

1.4 RESEARCH QUESTIONS 4

1.5 SIGNIFICANCE OF THE STUDY 5

1.6 SCOPE OF THE STUDY 6

1.7 DEFINITION OF TERMS 6

CHAPTER TWO: LITERATURE REVIEW

2.1 CONCEPTUAL FRAMEWORKS 8

2.2 THEORETICAL FRAMEWORK 14

2.3 EMPIRICAL LITERATURE 17

2.4 SUMMARY OF LITERATURE REVIEW 24

CHAPTER THREE: METHODOLOGY

3.0 INTRODUCTIONS 24

3.1 RESEARCH DESIGN 24

3.2 POPULATION OF THE STUDY 24

3.3 SAMPLE AND SAMPLING TECHNIQUE 25

3.4 INSTRUMENTS FOR DATA COLLECTION 25

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3.5. VALIDITY OF INSTRUMENT 25

3.6. RELIABILITY OF INSTRUMENT 26

3.7 METHOD FOR COLLECTING DATA 26

3.8 METHOD OF DATA ANALYSIS 26

CHAPTER FOUR: PRESENTATION OF DATA AND DISCUSSION OF FINDINGS

4.0 INTRODUCTION 27

4.1. PRESENTATION OF DATA 27

1.2 DISCUSSION OF FINDINGS 33

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION

5.0 INTRODUCTION 35

5.1 SUMMARY 35

5.2 CONCLUSION 36

5.3 RECOMMENDATIONS 37

5.3 SUGGESTIONS FOR FURTHER RESEARCH 38

REFERENCES 39

APPENDIX 43

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 CHAPTER ONE

INTRODUCTION

1.2 Background of the Study

Instructional material is an indisputable instrument aiding teaching and learning

activities as well as promoting students’ academic performance in an educational setting.

The fact that teachers need materials to teach and drive home their points in their various

classrooms in school irrespective of levels is undeniable. Thus, aspects of teaching and

learning such as practical lessons, classroom interaction, and successful transfer of

knowledge from the teacher to the learners required dedicatedly instructional materials.

Abdu-Raheem (2011) expressed instructional materials to imply materials that assist

teachers to make their lessons clear to learners. These materials are also used to transmit

information, ideas, and notes to students irrespective of their ages. Instructional materials

include both visuals and audiovisuals such as pictures, flashcards, posters, charts, tape

recorder, radio, video, television, computers among others. These materials serve as a

supplement to the normal processes of instruction.

Primary education formed the foundation of the child’s formal education, which

impact various child’s development (Kimalu, Bedi and Nafula, 2012). Therefore, the quality

of teaching at the primary stage will not only influence the child’s rate of learning but will

to a very large extent define the quality and direction of the child’s academic achievements

and career development in later life. All the aforementioned contribution of primary

education underscores the need to make teaching and learning very interesting, stimulating,

and meaningful to the child right from primary school. One of the ways of achieving this is

through the proper utilization or assessment of instructional materials.

Abdelraheem and Al-Rabani (2015) opinion that instructional materials include

equipment, devices, objects, and formation materials, which the teacher uses to facilitate
9
teaching and learning activities in his/her classroom. In other words, instructional materials

are the specific things used by the teacher in the classroom to make the pupils learn easily

and quickly. The learning process is an expensive activity on the part of the pupils which

needed to be made attractive and acceptable through the use of instructional materials

suitable to buttress the topic presented by the teacher.

Instructional materials are indeed important to the teaching and learning activities,

only that most teachers often neglect them during their lessons. Meanwhile, evidence from

earlier studies such as Abdu-Raheem (2014); and Rahimi and Nabilou (2011) have shown

that whenever instructional materials are used effectively, they help in simplifying what is

being taught, motivating the learners, and making the lesson meaningful. The idea of

making teaching and learning meaningful, functional, and purposeful is to enable the pupils

to see what they are learning clearly and also afford them the opportunity of making use of

instructional materials.

Learning could be made more effective if individual learners are allowed to actively

participate in the learning process, such as the learner's involvement in the selection of what

to learn, how to learn, and when to learn as well as define mode of feedback from learning

activities. Meaningful learning is said to be possible through the active involvement of a

learner in the learning situation (Abdu-Raheem & Oluwagbohunmi, 2015). Meaningful

learning or active learning may imply what the learner sees or does that he/she is likely to

repeat or recall in the absence of the teacher in the later day. In a class where instructional

materials are used, the learner becomes an active participant throughout teaching and

learning activities. However, whenever learning activities are poorly conducted there are

chances of poor academic achievement among learners. Robert-Okah and Uzoeshi (2016)

expressed that poor conduction of teaching and learning activities may include poor lesson

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planning, poor lesson delivery, ineffective use of set induction skills, inconsistent use of

instructional materials, poor classroom management, poor teaching method and evaluation

among others. Thus, poor academic performance has recently become an issue of greater

concern.

Thus, the blames for poor academic achievement could be placed on many factors

among which the teacher’s strategy itself was considered as an important factor (Afolabi &

Adeleke, 2014). This implies that the mastery of concepts might not be fully achieved

without the use of instructional materials. Teaching without instructional materials may

certainly result in poor academic achievement. Usman (2016) explained that a

professionally qualified teacher no matter how well trained would be unable to put his ideas

into practice if the school setting lacks the equipment and materials necessary for him or her

to translate his competence into reality.

Protheroe (2012) opined that the art of teaching is resource-intensive, which

nowadays has included the use of various educative electronic gadgets. However, in this

period of economic recession, it may be very difficult to find some of these gadgets to be

used for teaching in Nursery and primary schools. A situation that is further compounded by

the galloping inflation in the country and many at times, some of the imported sophisticated

materials and equipment are found expensive and irrelevant; hence the need to produce

materials locally.

1.2 Statement of the Problem

The art of teaching is fundamentally concerned with passing ideas, skills, and

attitudes from the teacher to the learner. In Nigeria, the evidence from earlier studies

(Usman, 2016; Ozoreh, 2012; Adeogun, 2010) has demonstrated the fact that spoken

words alone to communicate ideas to the learners by the teacher is grossly ineffective and

11
inefficient in producing desired learning outcomes. Thus, it becomes necessary to integrate

other learning facilities such as instructional materials to enhance learners’ achievement.

One of the sad experiences in our education system is the fact that mass failure of

learners in various examinations is becoming unbearable. This poor trend has become an

annual event, whenever results of the public examination are released there has always been

a mass failure. Various empirical efforts have identified different factors, while some

studies ascribed the causes of mass failure in examination at public school to the fact that

most teachings occurred without instructional materials. In some instances, the instructional

materials are not adequately used or not even appropriate for teaching the subject. It has

been wholesomely agreed that subject cannot be effectively taught without the use of

relevant instructional materials to concretize the learning rather than abstracts or theoretical.

On the foregoing, Faromb (1998) have emphasized the effect of instructional

materials utilization on teaching and learning. According to them, we learn and remember

10% of what we hear 40% of what we discuss with others, and as high as 80% of what we

experience directly or practically. However, the questions here are: does the use of

instructional materials influence students’ academic performance? Is teaching effectiveness

enhanced by the use of instructional materials? Could students’ learning be advanced by the

use of instructional materials? Finding answers to these questions and more summarizes the

entire problem of this study.

1.3 Objectives of Study

The main objective of this study was to examine the effect of instructional materials on

teaching and learning in nursery and primary schools in Yola South local government,

Adamawa State.

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Specifically, the study was guided by the following research objectives:

1. To determine the views of teachers and pupils on the extent to which instructional

materials affect pupil performance.

2. To ascertain the stage of the lesson teachers introduce instructional materials

3. To assess the constraints in using instructional materials in Nursery and primary

schools in Yola South local government

4. To suggest ways to improve the effective use of instructional materials

1.4 Research Questions

1. What are the views of teachers and pupils on the extent to which instructional

materials affect pupils’ performance?

2. When do teachers make use of the instructional materials during the teaching and

learning process?

3. What are the constraints in using instructional materials in Nursery and Primary

schools?

4. What are the suggestions needed to improve the use of instructional materials?

1.5 Significance of the Study

This study is highly significant to the pupils, teachers, head teachers, educational

planners, and the society at large.

To the pupils, the effective use of instructional materials would enable them to

effectively learn and retain what they have learned and thereby advancing their

performance. Thus, the study would help enhance teachers’ teaching effectiveness and

productivity.

Consequently, a teacher who makes use of appropriate instructional materials to

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supplement his/her teaching will help enhance students’ innovative and creative thinking as

well as help them become plausibly spontaneous and enthusiastic.

The head teachers through the finding of this study will release the importance of

instructional materials in teaching and learning activities, such that the head teacher will be

the one instating on its provision as well as encouraging its utilization.

The study is also significant to the educational planners to guide them to be aware of

the need to make provision for instructional materials in schools not only on paper but to

ensure that schools received the instructional materials and put them to use for teaching and

learning activities.

Society at large will benefit immensely from this study because the use of

instructional materials will make teachers solidify their teaching process through which the

learners will be able to learn effectively. Thus, the knowledge acquired will reflect in

society positively.

Above all, this study will be of immense significance to students and researchers in

the field of education. The researchers will find this study as resources materials that can

serve as a stepping stone for further study

1.6 Scope of the Study

This study was restricted to Nursery and Primary School in Yola South local

government of Adamawa State. This was done to effectively look into aspects that concern

the use of instructional materials in the teaching and learning process in nursery and

primary schools. Furthermore, the researcher intended to assess the effect of instructional

materials on the performance of nursery and primary school pupils in Yola south local

government area of Adamawa state.

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1.7 Definition of Terms

1. Assessment: A process of gathering information and organizing the information

obtained into interpretative forms.

2. Instructional Materials: This implies those items used by teachers to aid teaching

exercises and promote a greater understanding of the learning experience.

3. Teaching: Instructing an individual and practicing the need to learn a job or skill.

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 CHAPTER TWO
LITERATURE REVIEW

Introduction

This chapter provides an overview of previous research on the Effects of Instructional

Materials on Teaching and Learning in Primary Schools. It introduces the framework for the

case study that comprises the focus of the research described in this thesis. The purpose of

this research work is to examine the extent to which the Nursery and primary schools in

Yola south utilize quality and adequate instructional materials in classrooms and how this

has promoted the teaching and learning of pupils. This research was based on three

objectives including to explore the views of teachers on the extent to which instructional

facilities affect pupil performance, to examine the challenges that teachers in Nursery and

Primary School face in accessing instructional materials, and to assess the strategies that

teachers use to minimize the challenges of attaining and using quality instructional

materials. The study adopted a cross-sectional survey design. The study population involved

120respondents that is 24 respondents from five selected Nursery and primary schools in

Yola south. The following were findings of the study: first, instructional materials are the

key to teachers' and pupils’ performance. Secondly, most Yola south Nursery and Primary

Schools suffer a shortage of essential teaching and learning materials. Thirdly, the study

revealed that teachers used different strategies to minimize the challenges of attaining and

using quality instructional materials like borrowing books and improvising.

2.1 Conceptual Frameworks

2.2 Theoretical Framework

2.3 Empirical Literature

2.4 Summary of Literature Review

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2.1.1 Concept of Teaching

The term teaching uses phrases like to make, to know, to make aware of by

information, experience, or the like. Moronfola (2018) conceptualizes the term teaching to

various activities undertaken by a more experienced and more knowledgeable person to

enable the other to learn. Momoh (2018) affirms that teaching involves the transmitting of

all that is good and worthwhile in any society which includes: knowledge, skills, attitudes,

and values needed by the individual to be productive and thus useful to self and society.

Protheroe (2012) views teaching as a unique and professional activity. Agheta (2012)

defines teaching as activities that are designed and performed to produce a change in

learners’ behavior.

Nwana (2012) expressed teaching as a process of guiding the learner through

planned activities so that the learner may acquire the riches and appropriate learning

possible from his/her experience. Based on the definitions examined so far on teaching, it

becomes obvious that teaching entails offering knowledge to a given set of people

(learners). Constructivism such as Agheta (2012) and Protheroe (2012) argued that

knowledge is not given rather it is constructed by the learner through an active,

collaborative process resulting from teaching. They argued further that there is a need to

redefine teaching in line with the fact that teaching cannot truly give knowledge but

organize learners or guide them to acquire knowledge at their will.

Teaching is an art and the quality of teaching depends on the love, dedication, and

devotion of the teacher towards the subject of knowledge. The most single critical element

in the education process is the teacher who plans, organizes, designs directs, motivates, and

inspires others to learn using standard teaching techniques to impart knowledge

(Akinmusire, 2012). Teaching is a purpose profession engaged in human resource

development for individual and economic growth (Ozorehe, 2012). It is done systematically
17
by professionals who have acquired some skills and knowledge either by training or

experience or both. To make a desirable impact, teaching must aim at the total development

of the individual, that is, to enhance intellectual capabilities, developmental and cognitive

intellectuality, foster psycho-social skills, and draw out the neuro-physical aptitude of the

learners (Akinmusire, 2012). All education institutions emphasize that teaching is important

and it gives high priority to developing effective teaching and solving teaching challenges.

Effective teaching may include a high level of creativity in analyzing, synthesizing, and

presenting knowledge in new and effective ways. It should instill in the learners the ability

to be analytical, intellectually curious, culturally aware, employable, and capable of

leadership (Nnamani & Oyibe, 2016).

According to Cornelius-White (2017), effective teaching implies the use of clearly

formulated objectives by the teacher, illustrated instruction that will enable students to

acquire desired knowledge content, apply the knowledge to the classroom and other related

problems, think and take an independent decision and the use of effective evaluation

technique by the teacher. Akomolefe (2010) identified the characteristics of effective

teaching to include: attention on students achievement, quality teaching responsive to

students learning processes, effective and efficient learning opportunities, pedagogical

practices that create cohesive learning communities, effective links between school and

cultural context of the school, multiple tasks to support learning cycles, aligned curriculum

goal effectively, pedagogy scaffolds feedback on students’ task engagement among others.

The objectives of effective teaching as stated by Jacob and Lefgren (2018) would include

assisting learners to: conceptualize ideas, process thoughts, and develop their potentials;

contributing to thinking and creativity in the subject; nurturing and sustaining students’

interest; suiting the circumstance of teaching and learning; and suit the individual teacher

ability and interest.

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 Teaching effectiveness is important because it helps students’ learning, and even

becoming more important now that the quality of teaching has been an emphasis in every

level of education including tertiary education (Jacob & Lefgren, 2018; Ozorehe, 2012).

Effective teaching does not occur by chance. Effective teachers have become good at what

they do because they evaluate their practice. Jacob and Lefgren (2018) suggested that

educational evaluation is a professional responsibility for academic staff, arising from a

commitment to understanding the effects of teaching on students and to enhance student

learning. There are numerous ways of evaluating teaching or monitoring its effectiveness.

Adeola and Oviawe (2009) identified twelve potential sources of evidence of

teaching effectiveness. These include student ratings such as student evaluations of

teaching; peer reviews; self-reviews; videos of practice; interviews with the student; alumni,

employer, and administrator ratings; teaching awards and scholarship; learning outcome

measures; and maintenance of teaching portfolios. They provided a diverse range of

measures of teaching effectiveness. Institutions, departments, and schools encourage a

broad range of sources to evidence good teaching practice. The source that is used depends

on why teaching effectiveness is being measured. There are various factors identified across

the literature as indicators of teaching effectiveness among them are lesson plans, teachers’

lesson delivery, teaching skills, use of teaching aids, and classroom management among

others.

2.1.2 Concept of Instructional Materials

Instructional materials, also known as teaching/learning materials (TLM), are any

collection of materials including animate and inanimate objects and human and non-human

resources that a teacher may use in teaching and learning situations to help achieve desired

learning objectives (Agina-Obu, 2015). Instructional materials may aid a student in

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concretizing a learning experience to make learning more exciting, interesting, and

interactive. They are tools used in instructional activities, which include active learning and

assessment (Mbelle & Katabaro, 2016). The term encompasses all the materials and

physical means an instructor might use to implement instruction and facilitate students’

achievement of instructional objectives.

According to Froese (2018), instructional materials are materials or tools locally

made or imported that could make tremendous enhancement of lesson impact if intelligently

used. Okeke (2010) referred to them as objects or devices, which help the teacher to make a

lesson much clearer to the learner. Instructional materials are also described as concrete or

physical objects which provide sound, visual, or both to the sense organs during teaching

(Agina-obu, 2015).

Instructional materials are in various classes, such as audio or aural, visual or

audiovisual. Thus, audio instructional materials refer to those devices that make use of the

sense of hearing only, like radio, audio tape recording, and television. Visual instructional

materials, on the other hand, are those devices that appeal to the sense of sight only such as

the chalkboard, chart, slide, and filmstrip (Agina-obu, 2015). An audio-visual instructional

material, however, is a combination of devices that appeal to the sense of both hearings and

seeing such as television, motion picture, and the computer. Among the instructional

materials the classroom teacher uses, the visuals outnumbered the combination of the audio

and audio-visual. Instructional materials are “any systematic description of techniques and

exercises to be used in the classroom teaching” (Mbelle & Katabaro, 2016). This definition

is in line with what the study tries to find out on how the teacher uses the materials and how

the students respond to it since the material itself consists of systematic exercises and

techniques to use the exercises. Therefore, the study tries to reveal the use of materials with

appropriate exercises and techniques as perceived by the teachers and the students.

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 Instructional materials exist in different forms of materials comprising textbooks,

instructional aids (novels, plays, computer software, etc.), and supplementary materials

(maps, magazines, study guides, realis, workbooks, etc.). (Mbelle & Katabaro, 2016).

These forms of materials are important for the present study as to know to a certain extent

the use of different kinds of materials in the classroom and how the students make

responses to it. Fuller and Clark (2019) the use of different materials here is as perceived

by the teachers and the students.

The use of instructional materials can be seen from its relation to other elements.

In practice, instructional materials have interacted with other aspects of teaching, and how

it interacts with curriculum, methodology, teacher, and students give foundation to the

role of the materials (Mbelle & Katabaro, 2016). The role of the instructional materials is

important in language teaching as it provides t h e basis for the content of lessons,

the balance of skills taught, and the kinds of language practice students take part in

(Randy, 2019).

The use of instructional materials can be analyzed from the material preparation

process to the material implementation process (Egbu, 2012). These two steps from

material planning to implementation are the everyday task of the teacher to use the

materials. Respectively, Randy (2019) refers the first to “task-as-plan” and the second to

“task-in-action”. These two processes, therefore, will be used for the framework of the

study. Another study is also conducted by Yan (2017) investigating English teachers'

materials adaptation. Yan’s study found that all trainees made changes to the textbook to

varying degrees and their adaptations were generally satisfying. The adaptation practice

is also found in the study conducted by Zacharias (2013) as to suit the learners’ needs,

and parts of the textbooks that are considered superfluous might be alleviated or

eradicated through supplementing, modifying, and adapting problematic aspects of the

21
course book (Egbu, 2012). The instructional material evaluation also found that the

particular instructional material being evaluated stood up reasonably well to a systematic

in-depth analysis and that the positive attributes far out-weighed the negative

characteristics (Egbu, 2012)

Zacharias (2013) surveyed 13 English teachers in five universities in Central Java.

The survey found that most of the respondents favored English-speaking published

materials over locally-published materials. Based on her observation, even though the

respondents used English-speaking materials, in practice the study found many instances

in which the teachers needed to modify the materials to suit their learners. McPherson

(2015) emphasizes the importance of the teacher’s approach to published course books

which can ensure that such material does provide a valuable and meaningful framework

for a study program. The study reveals the approach the teacher conducts should follow

certain strategies - ensuring personal relevance; being flexible about identifying local

relevance; allowing for heterogeneity; providing achievable memorable tasks. The study

also shows strategies for extending the work done on a course book unit – ensuring

coherence; inserting personal writing; revisiting an aspect of language form; encouraging

personal evaluative responses to the material; extending the speaking skills component of

the unit.

Randy (2019) carried out multisite research on how teachers use textbooks and

other print materials concluded several findings. First, teachers in t h e US may

“overuse” instructional material than in developing countries, in the sense that many

used them almost as exclusively as the curriculum and sources of all instructional

materials. On the other hand, teachers in several developing countries do not use materials

during large portions of the lessons. Also, the study established that different teachers use

instructional material differently. The study concluded that teachers' practices vary
22
significantly, and interestingly experienced teachers use instructional material more often

than do their novice colleagues.

In an investigation on how teachers use textbooks, Studolsky (2015) found

that even when the choice and sequence of topics to be taught was determined by the

textbook, teachers still had to make significant decisions concerning time allocation,

expected standards of performance, and modifying instruction to suit different student

abilities within the same class. Studolsky also found that six teachers she observed varied

considerably in their use of textbooks, and differed most in their use of classroom

practices and teaching techniques and their use of activities from the teacher’s edition.

A recent study conducted in analyzing the materials and their relevance to

students’ needs Meisuri (2019) found that the materials provided in the teaching and

learning process are locally designed materials written by the lecturers. Second, the

materials focused on the grammar for learning and completed with the availability of

language skills, the mixture of a general and specific vocabulary, and topic or theme.

Third, the selection of the materials was adopted and adapted from authentic and created

materials. The last, regarding the relevance of the material to the students, the study found

that the materials were not fully relevant to the students’ needs, especially in terms of the

objective and language skills provided.

Recently study on the level at which students require instructional materials

conducted by Johansson (2020) revealed that their requests for teaching material varied.

The majority however preferred either alternative material or a combination with

course books. In addition, they also declared that they are encouraged to influence the

choice of material. From the same study, Johansson (2020) also showed that course

books should not be the only teaching material used in the classroom; they believed that

the use of course books alone would be boring and not very stimulating for the students.

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2.1.3 Instructional Materials and Academic Achievement

There have been several empirical studies focused on the uses of instructional

materials for teaching and learning activities and their impact on the academic achievement

of learners. For instance, Momoh (2018), conducted research on the effects of instructional

resources on students’ performance in West Africa School Certificate Examinations

(WASCE) in Kwara State. The study correlated level of material resources used with the

rate of academic achievements of students across different subjects taught. The study

collected data from the sampled subject teachers using a questionnaire designed with

relative items to the resources the teachers employed while teaching.

The study found that the rate and appropriateness of the resources used directly

impact the students’ performance in WASCE. The study concluded that material resources

have a significant effect on students’ academic achievement for each of the subjects. The

study recommended improvement on the level of instructional materials used in schools. In

the same manner, Moronfola (2018) carried out research in the Ilorin Local Government

Area of Kwara State. The study was based on a survey research design. The study used

questionnaires to collect data on the material resources available for the teaching of some

selected subjects across 10 randomly selected secondary schools. The study used Pearson

Product Moment Coloration (PPMC) to relate students’ academic achievements in each of

the selected subjects and to the number of resources available for the teaching of the

subjects. The finding showed a significant effect of material resources on the students’

academic performance in these subjects.

2.2 Theoretical Framework

Instructional material theories assume that there is a direct link between the

24
materials that the teachers use and the pupils’ learning outcomes. These outcomes include

higher abilities to learn, quality strategies to learn and perform classroom activities, and a

positive attitude towards learning. Further, these theories assume that instructional materials

can develop into pupils the highest order of intellectual skills as they illustrate clearly, step

by step how to follow the rules/principles and elaborate on the concepts, all of which have a

positive impact on solving new problems by analyzing the situation and formulating a plan

(Gagné, 2005). According to Gagne et al, instructional material can be used to develop

higher learning abilities to the learners through self-teaching or guided learning. This

implies that the instructional materials mainly comprise “eliciting performance” and

“providing feedback on performance correctness,” in addition to “providing learning

guidance” for guided discovery learning. Many of these ideas have capacity-building

undertones with themes of pupils’ acquisition of critical thinking and problem-solving

skills. However, the theory does not relate to whether or not pupils can think critically in

what aspects or how they can solve a particular problem by themselves. However, I have

the opinion that the purpose of instructional materials or technology in education is to

stretch pupils’ imagination and to encourage them to solve problems in their lives.

Similar ideas are held by Lev Vygotsky, a Russian psychologist who held a view

that tools and signs, which are in a form of instructional materials, can develop in pupils’

higher level of thinking, which is important in problem-solving activities. However, since

they are considered to be domain-specific, the ways instructional materials can start

cognitive development is yet to be studied concerning classroom teaching. Thus, this study

stretches these views. Sociocultural Theory of Teaching, Learning, and Development

Sociocultural theory of teaching, learning, and development is the second theory that

framed this study. Largely inspired by the seminal works of Lev Vygotsky, this theory

assumes that human minds do not develop by some predetermined cognitive structures that

25
unfold as one matures. Rather, this theory posits that human minds develop as a result of

constant interactions with the social material world.

According to Vygotsky, the human mind develops through interaction with

materials in the learning process where people learn from each other and use their

experiences to successfully make sense of the materials they interact with. These

experiences are crystallized in 'cultural tools', and the learners have to master such tools to

develop specific knowledge and skills in solving specific problems and, in the process,

become competent in a specific profession. In the classroom, these tools can be a picture, a

model, or a pattern of solving a problem. Most often, however, such tools are combinations

of elements of different orders, and human language is the multi-level tool par excellence,

combining culturally evolved arrangements of meanings, sounds, melody, rules of

communication, and so forth.

Learning by using such tools is not something that simply helps the mind to develop.

Rather, this kind of learning leads to new, more elaborated forms of mental functioning. For

example, when children master such a complex cultural tool as human language, this results

not only in their ability to talk but leads to completely new levels of thinking, self-

regulation, and mentality in general. It is the specific organization of this tool (e.g., the

semantic, pragmatic, and syntactic structures of language) that calls into being and in effect

shapes and forms new facets of the child's mind. Importantly, cultural tools are not merely

static 'things' but embodiments of certain ways of acting in human communities.

In other words, they represent the functions and meanings of things, as discovered in

cultural practices: they are "objects-that-can-be used- for-certain-purposes" in human

societies. As such, they can be appropriated by a child only through acting upon and with

them, that is, only in the course of actively reconstructing their meaning and function. And

such reconstruction of cultural tools is initially possible only in the process of cooperating

26
and interacting with other people who already possess the knowledge (i.e. the meaning) of a

given cultural tool. This short account is presented here to illustrate the fact that the

sociocultural approach, unlike that of instructional materials by Gagne discussed above, not

only allows for a synthesis of teaching, learning, and cognitive development; it actively

calls for it.

This theory implies that instructional materials lead to cognitive development

because they mediate learners’ thinking through the tools, and such mediation constitutes

the very cornerstone of mental development.

2.3 Empirical Literature

Alabere (2017) carried out an empirical study to examine the importance of teaching

aids in teaching at the primary school level in Ogun State, Nigeria. The study was based on

a survey research design and randomly sampled 153 pupils from twenty public schools. The

data were collected through the 2015 adapted questionnaire and checklist. Data were

analyzed using descriptive statistics (mean and standard deviation) and inferential statistics

of t-test were used for data analysis. The study found that the performance of the primary

school pupils not taught with the use of teaching materials was very poor. It was also

revealed by the study that there was no significant difference in the performance of students

based on gender and school type. The study recommended the appropriate use of teaching

aids to enhance better performance of primary school pupils in Ogun State. Alabere’s study

has made case for the need for effective use of teaching aids for the teaching at nursery and

primary education levels and has established that both genders of students could benefit

from appropriate usage of teaching aids.

Usman (2016) carried out an empirical study to assess the availability and use of

teaching aids by primary school teachers in Kwara State, Nigeria. The study was conducted
27
with four research objectives. The study adopted a survey research design. The sample for

the study was arrived at using a proportionate sampling technique, hence the total of thirty-

two (32) teachers and three hundred and thirty-six (336) pupils responded to the

questionnaire. The analysis of the data collected was done using both descriptive and

inferential statistics. The non-parametric statistic of Chi-square (X 2) was used to test

hypotheses at 0.05 alpha level. The study found that there was a significant difference in the

opinions of teachers and primary VI pupils on the availability of teaching aids in senior

secondary schools in Kwara state; and that there was a significant difference in the opinions

of the respondents on the availability of teaching aids and pupils’ academic performance at

primary schools in Kwara state. The study recommended that adequate teaching aids for the

teaching at the primary schools level in Kwara state should be provided. Usman’s study in

respect to the present study has made cases for the need for instructional material and

teachers’ ability to make use of teaching aids for effective teaching and sound academic

achievement.

A study by Chonjo (2014) on the physical facilities and teaching-learning materials

in Primary schools in Tanzania supports the above views. Chonjo interviewed teachers and

pupils on the effect of instructional materials on effective learning. From is his study he

learned that performance could be attributed to adequate teaching and learning materials

and equipment that are in a school. He recommended that to provide quality education the

availability of sufficient quality facilities is very important. Chonjo’s study was one of its

kind in Tanzania which directly linked the effect of physical facilities with pupils’ teaching

and learning in primary schools. However, Chonjo focused only on physical facilities,

leaving out instructional materials. To me, physical facilities such as buildings including

classrooms, chairs, and desks are not enough to provide quality teaching and learning.

Instructional materials are also necessary.

28
 Ahmadi (2018) examined the effect of using technology as teaching aids on the

performance of primary school pupils in Pakistan. The study was based on a survey

research design. The study sampled 110 teachers across Pakistan. The study used a

structured questionnaire for data collection and used descriptive tools for data analysis. The

study found that the majority of teachers were not using technology for teaching. However,

the majority of teachers believed that using technology could better affect the performance

of pupils. The study concluded that the teachers in Pakistan were aware of the need for

technology only that they are yet to be integrating the technology into their teaching

activities. The study recommended the prompt deployment of technology into various

classes as well as training of teachers on how to use technology for teaching English.

Ahmadi’s study has shown that the latest educational instructional materials such as

computers and other technologies are suitable for teaching at the primary education level.

A study by Adelodun and Asiru (2015) examined the role played by the use of

teaching aids in enhancing the performance of primary schools pupils in Ibadan, Oyo State,

Nigeria. The study was based on a descriptive survey design. The study used a random

sampling technique to select 50 SS II students from five schools in Ibadan North Local

Government Area of Oyo State. Data were collected using a structured questionnaire. Data

collected were analyzed using Pearson Product Moment Correlation. The study showed that

instructional resources play a significant role in enhancing academic performance. It was

also revealed that there was a significant relationship between the use of audio, visual, and

audiovisual materials and the performance of pupils. The study concluded that the teacher's

effectiveness in using teaching aids predicts the students’ academic performance. The study

recommended that the teachers should be encouraged to always make use of instructional

resources like audio, visual, and audio-visual materials while imparting knowledge.

29
2.4 Summary of Literature Review

The conceptual review of literature in this study focused on instructional materials

and the academic performance of Nursery pupils. The review showed that instructional

materials play a vital role in teaching and learning, it also influences teaching. Instructional

matters have a positive impact on the life of a learner. Academic performance is highly

achieved when they are put to use. Theoretical framework dealt with Lev Vygotsky, a

Russian psychologist who held a view that tools and signs, which are in a form of

instructional materials, can develop in pupils’ higher level of thinking, which is important in

problem-solving activities. However, since they are considered to be domain-specific, the

ways instructional materials can start cognitive development is yet to be studied concerning

classroom teaching. Thus, this study stretches these views. Sociocultural Theory of

Teaching, Learning, and Development Sociocultural theory of teaching, learning, and

development is the second theory that framed this study. Largely inspired by the seminal

works of Lev Vygotsky, this theory assumes that human minds do not develop by some

predetermined cognitive structures that unfold as one matures. Rather, this theory posits that

human minds develop as a result of constant interactions with the social material world. The

review showed that there is a link between instructional materials and the academic

performance of pupils/ students

In addition, the literature review also showed that instructional materials are a global

phenomenon prevalent in all human activities in terms of teaching and learning. It is

however worth stating that of all the studies available to the researcher none seemed to

focus on the effects of instructional materials on the teaching and learning in nursery and

primary school in Yola South local government Adamawa state. It is therefore the need to

fill this gap that this study was carried out.

30
 CHAPTER THREE

METHODOLOGY

3.1 Research Design

The survey type of research design was adopted for this study, sourcing data

primarily from questionnaires administered to some teachers in some selected Nursery and

primary schools in the area under study. The survey research design is suitable for this study

as it will provide a wider range of judgments and assessments in attaining the

purpose/objectives of the study.

3.2 Population of the Study

Data necessary for carrying out the study is sort primarily from a population of 145

respondents (teachers) from some selected Nursery and Primary Schools in Yola South

Local Government Area of Adamawa State. The 145 teachers were drawn from 5 (five)

Nursery and Primary Schools in the area under study. The selected Nursery and primary

schools are as follows;

1. Wura-Hausa primary school, Yola

2. Wuro-jabbe primary school, Yola

3. Sanda primary school, Yola

4. Mbamba Primary school Yola

5. TC demonstration primary school, Yola

3.3 Sample and Sampling Technique

A purposive sampling technique was adopted for the study, where all 145 teachers

31
were selected. This technique was used due to the small size of the population. Therefore,

all 145 teachers in the targeted schools served as a sample size for this study.

3.4 Instruments for Data Collection

The main instrument for data collection was the questionnaire. A well-designed and

simple questionnaire were distributed to teachers in these selected Nursery and Primary

Schools to accurately assess the effect of instructional materials on the learning and

teaching of Nursery and primary school Pupils’ in Yola south. The questionnaire was

structured in Two Sections. Section A focused on demographic information of the

respondents like age, gender, qualification, and years of teaching experience, while Section

B was designed to seek the opinion and perception of respondents in line with the purpose

and objectives of this study.

3.5 Validity of Instrument

To validate the research instrument, the researcher presented a drafted copy of the

questionnaire to a lecturer at Federal College of Education, Yola in the Department of

Education. This was done to ascertain the appropriateness of the questionnaire before it was

administered to the respondents

3.6 Reliability of Instrument

To establish the reliability of the instrument the researcher conducted a pilot study

into the Yola metropolis and administered the questionnaire to 20 respondents in that local

government because of similarity in the characteristics of both Areas.

3.7 Method for Collecting Data

The primary source of data for the study was obtained from the responses of the

respondents to the administered questionnaires, the respondents were encouraged to fill as

objectively as possible, other secondary sources of data include publications such as

32
textbooks, journals, magazines, and the internet. Some teachers’ lesson plans were also

consulted for data and clarity of teaching methods.

3.8 Method of Data Analysis

Data were verified, compiled, coded, and summarized before analysis. Descriptive

statistics including percentages, frequencies, and figures were used to analyze data. All

analyses were run on Statistical Package for Social Science (SPSS) version 25.

33
 CHAPTER FOUR

PRESENTATION OF DATA AND DISCUSSION OF FINDINGS

4.1. Presentation of Data

Table 4.1: Returning Rate for Instrument

Number of distributed Questionnaire Returned Questionnaire Not Returned

Questionnaire
Frequency Percentage Frequency Percentage
(%) (%)

145 131 90% 14 10%

Source: Field Survey, 2021

Table 4.1 shows the number of questionnaires administered to the respondents (sampled

teaching staff) during the field survey and the returning rate. Thus, out of 145

questionnaires administered only 131 were returned while 14 questionnaires were not

returned. This gave a 90% returning rate which the researcher considered appropriate for the

study.

Table 4.2 Gender of Respondents (Teaching Staff)

Gender Frequency Percentage Cumulative percent

Male 90 68.7 68.7

Female 41 31.3 100.00

Total 131 100.00

Source: Field Survey, 2021

34
Table 4.2 showed the results on the gender distribution of respondents (sampled teaching

staff) across nursery and primary schools in Yola North LGA, Adamawa State. The results

showed that 90 teaching staff representing 68.7% were male while the remaining 41

teaching staff representing 31.3% were female.

Table 4.3: Class Taught by Respondents

Class Frequency Percentage

Nursery I – II 47 35.9%

Primary I – III 54 41.2%

Primary IV-VI 30 22.9%

Total 131 100%

Source: Field Survey, 2021

Table 4.3 showed the results on the distribution of respondents based on the class taught.

The result reveals that 47 respondents representing 35.9% teach Nursery 1 – Nursery 2.

Respondents who taught between primary 1 – primary 3 were 54 in number representing

41.2% while respondents who taught between primary 4 to primary 6 were 30 with 22.9%

respectively.

Table 4.4: Availability of Instructional Materials in Teaching and Learning

Item Available Partially available Not available

Models 32 24.43% 27 20.61% 72 54.96%

Posters 62 47.33% 32 24.43% 37 28.24%

Maps 52 39.69% 21 16.03% 58 44.27%

Pictures/Diagrams 76 58.02% 19 14.50% 36 27.48%

Charts 94 71.76% 31 23.66% 6 4.58%

Source: Field Survey, 2021

Table 4.4 reveals the results on the availability of instructional materials in the selected
35
primary schools under study. Thus, the table showed that 72 representing 54.96% of

sampled teachers testified to the fact that models were not available in the schools.

However, 62 representing 47.33% of sampled teachers across studied nursery and primary

schools indicated that posters were available in their schools. More so, 58 teachers

representing 44.27% expressed that maps were not available in their schools. Though, 76

teachers representing 58.02% indicated that their schools have enough pictures and

diagrams. Similarly, the schools have enough charts as testified to by 94 of the total

sampled teachers representing 71.76%. This result showed that the nursery and primary

schools in Yola south LGA needed adequate provision of instructional materials for

teaching and learning activities.

Table 4.5: Types of Instructional Materials and Level of Importance

Instructional Material Very Important Not
Important Important

Use of E-learning 34 25.9% 53 40.5% 44 33.6%

Use of Posters, Charts, 105 80.2% 26 19.8% 0 0.00%

Pictures and Diagrams.

Use of Instructional 36 27.5% 53 40.5% 42 32.0%

Manuals

Source: Field Survey, 2021

The result in table 4.5 reveals the types and importance of instructional materials in the

studied nursery and primary school in Yola South LGA, Adamawa State. The result shows

that in the study area 25.9% of the respondents affirmed that E-learning instructional

materials were very important, 80.2% of respondents agreed that the use of posters, charts,

and diagrams in teaching was very important for pupils learning and 32.0% of the

respondents noted that the use of Instructional manuals for teaching is not important. It was

36
interesting to note that, the majority of the respondents agreed that posters, charts, diagrams

were important. This clearly shows that the use of instructional materials in teaching and

learning in primary schools will have massive effects or positively influence the learning

outcome of pupils.

Table 4.6: Nature of Instructional Materials Used School

Nature of Instructional materials Used Frequency Percentage (%)

Commercial Based 34 25.9

Locally Made 97 74.1

Total 131 100

Source: Field Survey, 2021

The result in table 4.6 shows the nature of instructional materials in Nursery and primary

schools in Yola South LGA as indicated by the respondents (sampled teaching staff). The

result shows that 97 respondents 74.1% agreed that most of the instructional materials used

are locally made while 34 sampled teachers representing 25.9% expressed that they using

commercial-based instructional materials.

Not at all Always

36.60% 29.00%

Occasionally
34.40%

Figure 4.1: Utilization of Instructional Materials

Source: Field Survey, 2021

The results in figure 4.1 show the utilization of instructional materials from various sampled

37
teachers during the field study. The results showed that 29.0%, show that they always used

instructional materials during teaching. Also, 34.4% of teachers indicated the occasional use

of instructional materials. Likewise, the results showed further that 36.6% of respondents

indicated not using instructional materials at all during lesson delivery, with this, indicates

that pupils hardly understand the teacher’s concept when teaching and learning take place.

90.0%

80.0% 76.3%

70.0%

60.0%
Respondents (%)

50.0%

40.0%

30.0%
23.7%
20.0%

10.0%

0.0%
To pass examinations To Improve Knowledge and skills

Figure 4.2: Purpose of Using Instructional Materials in Teaching and Learning

Activity

Source: Field Survey, 2021

Figure 4.2 reveal the purpose of using instructional materials in teaching and learning

activity in the classroom. The result showed that 23.7% expressed that the instructional

materials were used to help pupils to pass the examination, while the majority of sampled

teachers, 76.3% pointed out that the use of instructional materials was to help in improving

knowledge and skills in teaching and learning.

38
 50.0%

45.0% 43.12%

40.0%

35.0%
30.80%
30.0%
Respondents (%)

25.0%
19.78%
20.0%

15.0%

10.0%
6.30%
5.0%

0.0%
Lack of Instruc- Tight Schedule for Overcrowded Lots of Planning
tional Materials the Teachers Classroom Required

Figure 4.3: Constraint in Using Instructional Materials

The results in figure 4.3 reveal the perspective of sampled teaching staff on the constraints

facing usage of instructional materials for teaching and learning in nursery and primary

schools in Yola South LGA of Adamawa State. the result showed that 43.12% of sampled

teaching staff expressed that lack of instructional material is among the problems facing its

utilization. Also, 30.8% of teachers indicated the tight schedule for the teachers in schools,

while 6.3% pointed at the overcrowded nature of most classrooms and the remaining

19.78% expressed the need to plan for many activities ahead of using instructional

materials.

39
Table 4.7: Strategies by Teachers to Address Lack of Instructional Materials at

Schools

Strategies Used by Teachers Frequency Percent

Borrowing Instructional Materials From Nearby

34 26.0%
Schools

Buying Own Instructional Materials

22 16.8%
Improvisation
58 44.3%
Continuing Taking the Lesson without Materials
17 13.0%
Total 131 100.0%

Source: Field Survey, 2021

The results in table 4.7 reveal the strategies mostly adopted by teachers to manage cases of

lack of instructional materials in their respective schools. The result showed that 26.0% of

respondents indicated that they are borrowing instructional materials to minimize challenges

in teaching and learning, 16.8% of sampled teachers indicated using their money to buy

instructional materials, while 44.3% indicated improvising for lacking instructional

materials and the remaining 13.0% indicated continuing taking of their lessons without

instructional materials. This has clearly shown that sampled teachers were aware of the need

for instructional materials in teaching and learning in Nursery and primary school. Though,

some teachers do still not understand its importance.

4.2 Discussion of Findings

The findings from this study showed that the most sampled teaching staff were fully

aware of the importance of instructional materials for teaching and learning in Nursery and

Primary Schools. The sampled teaching staff indicated that without instructional materials

teaching and learning may not be effective. This concurs with the earlier finding by

Adelodun and Asiru (2015) and Momoh (2018) their studies indecently established that in

40
most cases teachers were fully aware of the relevance of instructional materials to teaching

and learning. Also, Adeogun (2010) maintained that the idea and awareness about

instructional materials have been part of the training received by most teachers while in

teachers' training institutes. This shows that teachers are much more likely to be aware of

the need for instructional materials in teaching and learning activities. Momoh (2018)

established that awareness is the first step toward utilization, though other factors could

impact utilization such as appropriateness of instructional materials, the numbers, and age

of pupils, teachers' competency, and classroom situations.

The findings from this study showed that despite the high level of awareness about

the importance of instructional materials among teachers, the utilization is still low. The

results showed that most teachers are still not using the instructional materials always for

their lessons. The low level of utilization could be a result of the low level of availability of

instructional materials in the schools as found in this study. This study showed that most

schools are still lacking some instructional materials necessary for teaching and learning

activities, especially at the nursery and primary levels. This agrees with the submission

made by Fuller and Clark (2019) that instructional materials utilization could be impacted

by various factors such as the availability or competency of teachers to make use of

materials. Alabere (2017) established that some teachers with poor organization do simply

avoid the usage of instructional materials. This further buttressed that teachers’ competency

could play a major role in their infrequent uses of instructional materials in schools as found

in this study.

Findings from this study show that among the constraints facing utilization of

instructional materials in nursery and primary schools in the study area include lack of

necessary materials such as e-learning material, models, and maps. This agrees with the

findings by Zacharias (2013) and Haki-Elimu (2017) their study found that lack of

41
necessary instructional materials directly affects the overall teachers' level of utilization of

the materials. A similar finding was made by Gogo (2016) which showed that schools,

where materials are not sufficient for teachers, are left with no other option than avoid using

materials in totality. Also, the findings indicated a tight schedule for teachers while at

school as a reason for fewer uses of instructional materials, this may not be unconnected

with the fact that in most schools teachers are shortage thereby making each teacher to be

overworked or overloaded with activities, which could affect their performance at schools.

Randy (2019) found that in most schools where teachers are made to work as computer

operators, assistants to head teachers, and pupils supporters, their primary activities

suffered. This also pointed at the fact that some teachers indicated the need for lots of

planning of using instructional materials successfully during the lesson. It remains the fact

that once teachers are not planning to use their instructional materials ahead of their lessons,

their overall utilization will drop. Abdu-Raheem (2011) maintained that only teachers that

put it in plan and had the practices of how to utilize instructional materials ahead of time do

find it easier while in the classroom, while others may end up disrupting their lesson

delivery with inappropriate use of instructional materials.

Instructional materials do permit children to learn more explicitly, and to

comprehend the subject taught more clearly, thus the need for the teachers to be aware of

how it can be effectively brought into use. The percentage of teaching aids/instructional

materials awareness and knowledge of its effects on a lesson shown by the sampled

respondents reflects the background and training of the teachers. Being government-owned

schools; some teachers sampled in this study indicated how difficult it is to access the

needed instructional material for use. And how expensive some instructional materials are

which make them hard to get for use, however teachers sometimes improvise to achieve the

goal of using instructional materials.

42
 The findings from this study showed that most teachers simply adopt improvisation as

means of addressing the lack of instructional materials, while some others borrowed from

nearby schools and only a few afford to buy for personal use. In all, this evidence shows

teachers are making efforts on their own to ensure that instructional materials are being

brought into their classrooms. However, the act of borrowing could not always solve the

problem of shortage of instructional materials at schools while personally, procurement of

instructional materials may limit teachers to some only less expensive materials. This

finding concurs with that by Fisher (2014) and Aina (2013) their studies found that teachers

are making efforts to improvise or acquire instructional materials. However, some materials

such as e-learning and electronic gadgets that cannot be easily improvised are lacking in

their classrooms. In this case, teachers need supports from authorities to appropriately

supply needed materials as required by subjects.

43
 CHAPTER FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATION

5.1 Summary

Instructional materials are very essential for an effective teaching and learning

process. They help the children to understand and retain what they have learned in the

subject, and have a good command of the concept; the children become more involved in

the class which helps in improving the teaching-learning experience. Besides, teaching

becomes a lot easier for the teacher.

The criteria for using instructional materials include using good instructional

materials which suits the topic, and the individuals’ difference in the pupils are also put

under-considered.

The result of this study observed that most instructional materials and resources are

not available in the schools for teaching and learning. The most available instructional

materials are charts, pictures, diagrams, etc. These were predominantly used in the

classrooms. Teachers lament the challenges they face in sourcing or making instructional

materials that are easy to make. Even though the ones they manage to make for themselves

do not always have the required effectiveness for the lesson goals and objectives. The

provisions of these materials are completely neglected in the teaching process by the

concerned authorities. Audio-visual materials like television, computers, overhead

transparencies, video recorders are mostly not just there at all.

This is observed in the sampled schools irrespective of the fact that audio-visual materials

are very useful in teaching listening and teaching orally skills area of language teaching.

5.2 Conclusion

The research work is gained towards knowing the effects of instructional materials

in the teaching and learning in primary school. Using instructional materials has made life

44
in the teaching profession interesting having seen the role they play, although some

researchers believed that the place of instructional materials in the teaching and learning

process should be restricted to a particular media of the related facts that aids easy

remembering by learners should be employed.

This research work reveals that both audio visual technology media as stated in the research

work has great importance to Nursery, primary post-primary, and tertiary institutions of

learning.

Educational goal attainment depends a lot on the quality of teaching, teaching

methods, and instructional material. The findings of this study revealed that there is a lack

of instructional materials and resources necessary for the effective implementation of all

areas of the teaching curriculum in Nursery and primary schools in Yola South LGA of

Adamawa State. Most teachers do not use the necessary instructional materials to teach. The

lack of necessary instructional materials and resources reduces the pupils to mere passive

participants in the learning process. Consequently, there is the erosion of enthusiasm in the

teaching/learning process by both teachers and pupils.

5.3 Recommendations

The following recommendations are made based on the above findings.

1. There is a need for all stakeholders including the Federal, State, and Local Governments

and the Private sector to contribute financially and materially in the provision of

instructional materials and resources for the teaching and learning in our Nursery and

primary school.

2. Teachers should coordinate their efforts in the sector of teaching with instructional

materials.

3. Conferences, seminars, and workshops should be organized to exchange ideas and

documents concerning instructional materials.

45
4. Teachers should be further encouraged to improvise and make instructional materials for

themselves where possible if it’s not readily available.

5. School heads and officials of the Ministry of Education should ensure regular supervision

to enhance the effective use of the available instructional materials and resources in the

teaching.

6. Teachers should mutually help each other to acquire all the materials necessary to carry

out teaching with instructional materials.

7. Lean resources and financial constraints prevent us from equipping all schools with the

most needed instructional materials for the teaching and learning of the English Language,

it is thus necessary to produce specialized personal aids, there by improvising more for the

use that will maximize the little teaching aids at our disposal.

8. The federal ministry of education in conjunction with the state ministry of education

should create a committee to be entrusted with centralizing and disbursement of research

undertaken on instructional materials media for teaching by various scholars/researchers.

9. The Federal Government and states Government should as a matter of urgency employ

the recommendations by various researchers in the field of mathematics to ensure the

sustained promotion and better understanding of mathematics students. The center should

also assess the most effective methods and instructional materials needed to be developed.

5.3 Suggestions for Further Research

1. This researcher is of the view that any similar research work could be conducted in

other parts of the state as well as in other institutions of higher learning in the country.

2. There is a need to use other instruments apart from the ones used in this research in the

same atmosphere to determine the consistency of the conclusions arrived at in this

research.

3. There should be a study on the performance of students when instructional materials

46
 are used effectively in English language teaching.

4. There should be a study on the effects of not using instructional materials when

teaching the English Language in junior secondary schools.

47
REFERENCES

Abdelraheem, A. Y. & Al-Rabani, A. H. (2015). Utilization and benefits of instructional

media in teaching. Malaysian Online Journal of Instruction Technology, 2(1), 1-4.

Abdu-Raheem, B. O. (2011). Availability, adequacy, and utilization of instructional

materials in Ekiti State primary schools. Journal of Current Discourse and
Research, 3, 242-255.

Abdu-Raheem, B. O. (2014). Improvisation of instructional materials for teaching and

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 Direct, 18(7), 04 – 28.

APPENDIX

LETTER OF INTRODUCTION

National Open University of Nigeria

Yola study center

Dear Respondent

I am a student of the National Open University of Nigeria Yola study center

Presently undertaking a research survey on the “Effects Of Instructional Materials on The

Teaching and Learning in Nursery and primary schools inYola south LGA Adamawa

State”. The information you provide below is strictly for this research work and will be

treated with the utmost confidentiality.

Thank you.

Yours faithfully

Vivian Ntam

NOU159786723

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 QUESTIONNAIRE

SECTION A: Personal Information

Tick the appropriate box

Sex of the respondent

1. Male [ ] 2. Female [ ]

Age of the respondent

1. 18-30 years [ ] 2. Between 30- 45 years [ ] above 45 years [ ]

Level of teacher professional

1. Diploma Holder [ ] 2. Degree Holder [ ], 3. Master holder [ ]

Teaching Experiences

1. Below 10 years [ ] 2. 10 – 20 years [ ], 3. Above 20 years [ ]

CLASS teacher for i. NUR [ ] ii. PRIM [ ]

SECTION B: Research Questions

Importance of instructional resources in pupils’ learning

How important are the following instructional resources in pupils’ learning in your school?

Instructional Very Important Not Never

Resource important important important

Textbooks

Worksheets

Computer software for

reading instruction (e.g.,

CD, DVD)

Reading material

on the Internet (Web pages)

52
 Instructions or manuals about

how things work

Charts, diagrams, graphs,

Posters

Assessment of Instructional Materials

What type of instructional materials do you often use?

1. Commercial-based 2. Locally made

What Challenges do you get in accessing?

Commercial based material 1.......................................................................................

2.........................................................................................

Locally made material 1........................................................................................

2.........................................................................................

Strategies to minimize the challenges of attaining quality instructional materials

Reasons Instructional Materials Help in Teaching and Learning

1. In what way do you think instructional materials can aid teaching and learning?

i. To pass examination [ ] ii. To Improve Knowledge and skills [ ]

2. How often do you use instructional materials during teaching and learning

i. Always [ ] ii. Occasionally [ ] iii. Not at all [ ]

3. Are there available instructional materials in teaching and learning in Your school?

i. Available [ ] ii. Partially available iii. Not available

53