CHAPTER ONE

INTRODUCTION

Instructional materials according to Emma and Ajayi (2009) are those things which
help teaching learning process. It helps to promote understanding of the concept
and generalization by making lesson practical and realistic. Any teacher who has
the interest of the pupil at heart is bound to think of the ways and means he will
employ to make his teaching and learning process more effective and more
interesting to the pupil.

1.1 Background of the Study

The influence of instructional materials in promoting teaching and learning in

educational development is indisputable. The teaching and learning basic science
and technology in Nigerian junior secondary school need to be properly handle.
For any nation to develop it required quality education that can contributes to the
nation's economic development, hence the need to be taught thoroughly if it is to
meet the educational and economic ends.

Moreover are, teaching and learning basic science and technology in our junior
secondary school cannot be aught effectively without the use of appropriate
instructional learning materials (Ajayi,2009).The curriculum content of the junior
secondary school levels consists of many practical aspects that cannot be taught in
vacuum. Therefore, learning by doing was emphasized in the curriculum so that
the students should be able to understand the subjects and prepared for their
internal and external examinations as well as takes up the job after leaving school
in their community. A series of activities are suggested in the curriculum to ensure
the development of psychomotor skills in various subject by the students.
1
It is widely recognized that qualified and competent teachers are essential
components of school programmers that results in improved outcome for learners
at all levels of education (Barnet, 2010). Teacher training in particular requires the
use of appropriate skills and attitude by teachers so as to produce learners with
adequate skills to teach young children. For this to happen, the curriculum in place
for both public and private institutions that train teachers should enable the trainers
to incorporate the necessary content and pedagogical skills to help them bring out
the expected outcome among the learners. An important aspect in teacher training
is in relation to the use of instructional materials by the teachers to reinforce
learning. Such instructional materials include three dimensional objects, for
example regalia, specimens, models, television boxes and mobiles, audio-visual,
projectors, graphic designs, template maps, chalk boards, digital instructional
materials among others (Barnet, 2010). The concept of instructional materials also
refered to as teaching aid, which has gone beyond simple aids, instructional
technology and educational technology. According to Olawale (2013) instructional
materials include materials used to facilitate learning for better results. In the same
vein, Uzuegbu, Mbadiwe and Anulobi (2013) referred to instructional materials as
any device used to assist the teacher and learner in the preparation of lesson and to
teaching the lesson in order to facilitate students learning of the subject matter.
They include objects that are commercially acquired or improvised by the teachers
to make conceptual ideas, knowledge more concrete and practical to the learners
(Iwu, Ijioma, Onoja and Nzewuihe, 2011). Instructional materials can also be
described as concrete or physical objects which provide sound, visual or both to
the sense organs during teaching and learning (Umar, 2011). Thus, instructional
materials could be regarded as the information dissemination devices used in the
classroom for any transfer of learning. Availability, according to Ibrahim (2017)
2
refers to condition of being obtainable or accessible at a particular point in time. It
expresses how a material can easily be gotten and used for a particular purpose and
time. it also states how operational or usable resources are upon demand to
perform its designed or required functions. In this study, availability means the
condition with which teachers have accesses and make use of functional
instructional materials for effective teaching of students in junior secondary
schools.

According to Cary (2008) academic performance refers to performance on a task

with measures including comprehension, quality and accuracy of answer of test,
quality and accuracy of problem-solving, frequency and quantity of desired
outcomes, time or rate to solution, and transfer of tasks. Dimbisso (2009) on his
part define academic performance to mean the manner in which students deals with
their studies and cope with or accomplish different assignments given to them by
their instructors within a period of time.

The teacher alone cannot provide all the needed condition for an effective teaching
and learning process towards in basic science and technology at junior secondary
schools, other supporting materials should be provided. According to Umar,
(2011),students learn better when most of the senses are appealed to the instruction
and prepare audience by means of making sure that the materials to be used will
attract attention, arouse, motivate and provide the rationale that could be used in
the beginning, middle or end. The effectiveness of utilizing appropriate
instructional materials in teaching and learning is not void of quality instructor. In
order to give quality education to the younger generation, there is need for
employment of more competent, experienced and qualified teachers.

3
The need to identify the suitable instructional materials, which pupil can be made
to comprehend the extent of the subject easily and intelligently, is the focus of this
study. An in-depth look at the junior secondary school programmers revealed that
there is the need for improving all phases of the programmer (IMAA, 2014). For
example, there is need for the introduction and use of instructional materials for
use in both within and outside the Classroom environment. The broad aim of any
good training materials are to induce ad support the learning process that leads to
improve on the job performance through affecting changes in the knowledge,
attitudes, skills, and practices of the learners.

With the above reasons, it is worth investigating the effect of instructional

materials on students at junior secondary schools in Bursari local government area
of Yobe state.

1.2 Statement of the Problem

Over the years persistent poor performance of students in junior secondary schools
in both internal and external examination is on the increase year in year out
particularly in the practical aspect of many science subjects. Many of the school
authorities have very lukewarm attitudes over the provision of needed teaching
materials required for the effective teaching and learning in junior secondary
schools. This nonchalant attitude tends to retard genuine efforts of some basic
science and technology teachers in the junior secondary schools. In spite of the
emphasis being placed on junior secondary school education there is usually not
enough time provided in the time table form meaningful practical work (Adeyemi,
2011),junior secondary school teachers are always interested to finish the syllabus
before the external examinations.

4
The researcher during his teaching practice exercises observed that most basic
science and technology teachers in junior secondary schools did not fully make use
of instructional materials in teaching their students. This negligence of the
effective use of the instructional facilities and materials in teaching and learning
basic science and technology is common to both the trained and untrained teachers
affected the successful of students basic science and technology subject in junior
secondary schools. Embark on this research study therefore, stemmed from the fact
that there

is problem of poor performance in basic science and technology at junior

secondary school students in the Bursari local government area of Yobe State.

1.3 Purpose of the Study

The purpose of this study will be to examine the Effect of Instructional Materials
in Teaching basic science and technology on students Academic Performance at
Junior secondary schools in Bursari Local Government Area of Yobe state.
Specifically, the study sought to:

i. Ascertain the levels of availability of instructional materials in teaching

basic science and technology at junior secondary schools in Bursari local
government

ii. Determine the effects of instructional materials in academic performance

at junior secondary schools in Bursari local government Area.

iii. Find out the problems militating against use of instructional materials in
teaching basic science and technology at junior secondary schools in
Bursari local government area.

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 iv. To determine a long tasting solution to the problems militating against
use of instructional materials in teaching basic science and technology at
junior secondary schools in Bursari local government area.

1.4 Research Questions

The following research questions were formulated to guide the study:

i. What are the levels of availability of instructional materials in junior

secondary schools in Bursari local government?

ii. What are the effects of instructional materials in teaching basic science
and technology on students’ academic performance at junior secondary
schools in Bursari local government area?

iii. What are the qualification of basic science and technology teachers in
Bursari local government

iv. How many basic science and technology teachers does junior secondary
school Bursari local government

1.5 Significance of the Study

This research work will be significance and useful in the teaching and learning
basic science and technology in junior secondary schools.

i. Findings from this study help to assess the effectiveness of the stated
objectives of junior secondary school curriculum.

ii. Subsequently, the findings from the study will help basic science and
technology teachers in choosing an appropriate instructional material(s)
6
 capable of releasing students tension towards the subject thus improving
students’ academic performance in junior secondary schools.

iii. It will motivate junior secondary schools teachers to develop interest

towards utilizing of suitable teaching and learning materials that will be
possible means towards reducing high rate percentage of failure in our
junior secondary schools.

iv. This study will help to clarify among the teachers the need for continuous
and regular improvisation of suitable instructional materials for teaching
and learning in junior secondary schools.

v. The results of this study will be great significance to the curriculum

planners, the curriculum developers will find the work useful in
reviewing the junior secondary schools curriculum by seriously laying
emphasis on utilization of instructional materials so as to meet up with
emerging needs of the society.

vi. This study will be of immense benefit to researchers in the field of

education by lording a basic for further studies on the usage of
instructional materials and teacher’s quality In order learning aspects of
several subjects.

vii. The study will also equip our educational administrators in the Ministry
of Education.

1.6 Scope of the Study

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The scope of the study will be restricted on the Effect of instructional materials in
Teaching basic science and technology on students Academic Performance at
Junior secondary schools in Bursari local government area of Yobe State. This
research work is delimited to only public junior secondary schools in Bursari local
government area of Yobe State.

1.7 Operational Definition of Terms

Teachers: refers to a person trained in a field and has the ability to effect skills
and knowledge in the students.

Teaching: simple means to effect knowledge to or instruct (someone) as to how to

do something or cause (someone) to learn or understand something by example or
experience.

instructional Materials: are resources or teaching materials which a teacher

utilizes in the course of presenting a lesson in order to make the content of the
lesson understandable to the learners.

Basic science and technology: refer to the fundamental understanding and

knowledge of natural phenomena, principles, and processes, as well as the practical
application of scientific knowledge to develop technological solutions.

Primary School: is also known as junior school, grade school, or elementary

school. It is for children who are 4-11 years old. This school comes after preschool,
and beforejunior secondary school. Education occurs in a single phase that designs
fundamental skills such as writing, learning, and reading.

8
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter deals with the reviewed of related literature

2.2 Academic performance

Cary, Roseth, David and Roger (2008) defined academic performance as:
"Performance on task with measures including comprehension, quality and
accuracy of answers of tests, quality and accuracy of problem solving, frequency
and quality of desired outcome, time or rate to solution, time on task, level
reasoning and Critical thinking, creativity, recall and Pretention and transfer of
tasks. Academic performance refers to a successful accomplishment or
performance in a particular subject area and is indicated by grades, marks and
scores of descriptive commentaries. "Academic performance also refers to
howstudents deal with their studies and how they cope with or accomplish
different tasks given to them by their teachers fixed time or academic year
(Dimbisso, 2009).

Ferla, Martin and Yonghong (2009) "use the notion of academic self-concept
referring to individuals' knowledge and perceptions about themselves in academic
achievements, and convictions that they can successfully perform a given academic

9
tasks at designed levels. They further stated that academic self-concept represents
more past-oriented, aggregated and relatively stable judgment about one's self-
perceived ability in a particular academic domain; while academic self-efficiency
represents a context specific and relatively future oriented judgment about one's
confidence for successfully performing an upcoming subject-specific academic
task". Good (1973) as cited in Dimbisson (2009) stated that achievement
encompasses actual accomplishment of thestudents of potential ability, Kobaland
and Musek (2009) stated that: there are two broad groups of definitions of
academic achievement. The first one could be considered more objective, because
it refers to numerical scores of a pupil's knowledge, which measure the degree of a
pupil's adaptation to school work and to the educational system. The second group
is a more subjective one, as its determination of academic success is reliant upon
thestudents attitudes towards his academic achievement and himself, as well as by
the attitude of significant others towards his/her success and him/herself.

The concepts of low academic performance vary in its definition. Diaz (2003)
"considers low academic performance or academic failure as the situation in which
the subject does not attain the expected achievement according to his or her
abilities, resulting in an altered personality which affects all other aspects of life".
Similarly, Tapia (2002) notes that while the current educational system perceives
that thestudents fails if he or she does not pass, more appropriate for determining
academic failure is whether the pupil performs below his or her potential. "Aremu
(2000) define poor academic performance as performance that is adjudged by the
examinee/testes and some others significant as falling below an expected standard.
The interpretation of this expected or desired standard is better appreciated from
the perpetual cognitive ability of the evaluator of the performance". The evaluator
or assessor can therefore give different interpretation depending on some factors.
10
Described poor academic performance as any Bakare (1994) as cited in Asikhia
(2010) performance that falls below a desired standard. The criteria of excellence
can be from 40 to 100 depending on the subjective yardstick of the evaluator or
assessor. Therefore, pupil's academic performance in the respective of this study 1s
the situation whereby thestudents obtained more than 50% of the score in junior
secondary schoolsin Bursari local government area of Yobe state.

2.3 Instructional Materials

Various schools of taught have explained teaching materials/instructional materials

in different ways or forms. According to Obemeata (1999) instructional materials
are "those things that promote the effectiveness of instruction during teaching and
learning process. The use of teaching materials according to him makes teaching
real and concrete and is one of the significant developments in the field of teaching
in this present century. Ikerionwu (2000) defines instructional materials as objects
or devices, which help the teacher make a lesson more understandable to the
learner. Ibeneme (2000) defined teaching aids as those materials used for practical
and demonstration in the class situation bystudents and teachers.

lkerionwu (2000) saw instructional materials as objects or devices that assist the
teacher to present a lesson to the learners in a logical manner.

Ayuackgbuo (2000) defines instructional materials as those materials or resources

employed by the teacher to make teaching and learning process effective and
productive. Instructional materials represent all the alternative channels of
communication which we can use to compress and represent information in a more
vivid form (lya, 2005). Fadeiya (2005) saw instructional materials as visual and
audio visual aids, concrete or non-concrete, used by teachers to improve the quality

11
of teaching and learning activities inbasic science and technology . Agina-Obu
(2005) submitted that instructional materials of all kinds appeal to the sense organs
during teaching and learning. An instructional material is anything that can serve
as an object of interest that a teacher uses for the purpose of passing instructions in
the classroom to achieve set educational objectives (National Teachers Institute,
2006). Isola (2010) also described instructional materials as objects or devices that
assist the teachers to present their lessons logically and sequentially to the learners.

instructional materials are those objects that are commercially acquired or

improvised by the teacher to make con capital abstraction more concrete and
practical to the learner (lwu, jioma, Onaja and Nzewuihe, 2011). They are relevant
materials utilized by the teacher during instructional proceeds for the purpose of
making the contents of the instructions more practical and less vague. Doublegist
(2013), define instructional materials as those materials that can be used to
facilitate effective teaching and learning through the use of all five senses, include
sight, learning, hearing, tough, smell and taste while presenting his/her lesson and
are very important in teaching pre-primary school because the facilitate the direct
association between sound and their symbols and also words and the objects they
represent. His further view on the use of instructional materials asserts that "it
helps the teachers to achieve the teaching objective as well as makes teaching easy
for the learners to understand the lesson practically and vividly". This means that
instructional materials enhance effectives teaching and learning, instructional
materials when properly used help to make ideas and concept clear. They can raise
learning from verbalization to true understanding and also make learning more
vivid. According to Olawale (2013) instructional materials include materials used
to facilitate learning for better results. n the same vein, Uzuegbu, mbadiwe and
Anulobi (2013) refer to instructional materials as any device used to assist the
12
teacher in the preparation of a lesson, teaching of the lesson and facilitatestudents"
learning of the subject matter. Oluwagbohunmi and Abdu-Raheem (2014)
acknowledged that instructional materials are also used by teacher to aid
explanations and make learning of subject, matter understandable tostudents during
teaching and learning.

2.4 Types of instructional materials

There are 'different instructional materials available to be used in teaching science

subject effectively, but all topics require the same type and quality of material.
Hence, these instructional materials are classified in different ways. The criteria for
classifying materials include the degree of expertise/technical skills needed for
production, nature of the materials, physiological parameter or sensory modality,
the place the material is produced and miscellaneous characteristics. Based on the
foregoing, instructional materials are generally classified into three forms. "Audio
or aural instructional materials, visual instructional materials and audio-visual
materials (Oladejo, etal,2011; Odianwu and Azubike, cited in Olawale,2013)".

Also, most education equally agree that printed materials are the fourth major
category "Audio or aural instructional of instructional materials (Adeleke, cited in
Iwu etal, 2011). "Audio or aural instructional materials are those devices that make
use of sense of learning only, such as radio tape recording and television; while
visual instructional materials refer to the devices that appeal to the sense of sight
only, such as the chalk board, chart, slide and filmstrip". On the other hand, audio-

audio-visual materials are combination of devices which appeal to both the sense
hearing and seafaring and seeing, like television, motion picture and journals as
13
well as programmed learning materials and materials thatstudents read and
memorize for understanding of science principles.

Another common classification of instructional materials is into projected or

electronic materials; non projected materials and manipulative materials (Iwu,
Ijioma, Onoja and mate Nrewuhe, 2011; (gbondah, 2008). Projected and electronic
materials are forms of instructional materials that contain bits of information that
are projected on screen. They are basically devices that make use of electricity to
produce clear images on the screen and give illusion to reality in teaching-learning
process of science subject".

Types of projected and electronic aids commonly used in electronics instruction

include radio, slide projectors, overhead projectors, tape recorders/recording,
episcope video cassette/video disc machine and computer instructional system.

Non-projected materials refers to instructional materials containing bits of

information that do not required any form of projection before they can be utilized.
They include textual (printed) and textual materials such as charts, chalkboards,
films, audio and video tapes. Others are models, specimens or real object.

Manipulative materials are instructional materials which the learner handles

skillfully and expertly to bring about the desired behavioral changes. They express
the channel through which the required learning takes place hence cutting across
all aspects of skills development and mastering learning. They include real objects
or instructors in form of machines operations being demonstrated, learnt and
observed through instructional process.

Instructional resources of any form which are educational inputs are of vital
importance to ne teaching of any subject in school curriculum.
14
2.5 Availability of Instructional Materials for Teaching basic science and
technology injunior secondary schools

To adequate instructional materials are in hand, to which teachers and learners

have access how

According to Uzuegb, Mbadiwe and Anulobi (2013), the term "availability" relates
to leers to the condition of being obtainable or access1Dle at a particular point in
time. It expresses how materials can easily be gotten and used for a particular
purpose and time. It is also states hoe operational or usable resources are upon
demand to perform its designed or required functions. In this study, availability
means the condition with which teachers have access and make use of functional
instructional materials for effective teaching in junior secondary schoolsin Bursari
local government area of Yobe State. It refers to the quality quantity, functionality
and disposability of such instructional materials to teachers at every point in time
for effective utilization. As a concept, it is an umbrella term that denotes the
serviceability, resilience, reliability and maintainability of component instrument.
It is vital to note that the development of education in any society irrespective of its
level depends largely on availability and adequacy of educational materials. These
materials are in form of facilities and instructional materials needed to foster skill
development and allow for standards and quality in products. In their view,
availability or adequate of teaching and learning materials implies that they are
easily, readily, publicly and generally found and enough in quantity and quality for
use. They further maintained that availability of appropriate infrastructural
facilities will enhancestudents learning by allowing them to be involved in
demonstrations and practices which will build and concretize their skills.

15
Aina (2000) identified dearth of teachers and instructional materials and other
teaching materials are of paramount important in teaching and learning. it is only
when these needed instructional materials are provided and adequately maintained,
that products will become proficient in the world, though the acquired skills,
without necessary being retained when employed. Aina further argued that
teaching and learning will become theoretical and ineffective where the needed
instructional materials are not provided or available.

According to Umunadi (technical education is offered must be 2007), studies,

laboratories, resources center and the conducive learning environment where
vocational and available and adequately equipped to reflect the actual working
environment. He further monition and that the institution’s laboratories should
have the same instructional materials, tools and materials in terms of types, designs
and specification with the office whore thestudents will work after training
hestudents on the other hand, have the responsibility of meaning die response
pattern is. He welt on of Say that three responses pattern can only be implemented
when instructional materials area available and properly managed in the teaching
and learning process.

Obasi (2005) maintained that a pupil's will become more focused in his academic
pursuit without much distraction, if the environment is conducive and the facilities
are available and utilized for studies. The provision of instructional materials is
supported to cut across the four organs: sigh, hearing, tough, and feeling.
Unfortunately, instructional materials facilities are always provided at a very low
level thus, affecting the standard of teaching and learning. According to Obasi is in
doing; and for the purpose of this study; the aim is to deal with instructional
materials for the purpose of effective teaching and learning. Thus, any institution

16
training office technology and management studies should have adequate and
functional instructional materials for effective service delivery. Instructional
materials such as e-learning facilities when made available, strengthens classroom
delivery. The availability of instructional materials such as e-learning facilities
saves cost, time and lessons delivered conveniently to learns.

Emesini (2009) mentioned that e-learning with its web-based facilities provides the
learners with exciting opportunities to search for more educational information.
This therefore makes them to develop inquiry mind, creativity and good study
habits. Oyedele (2012) stated that availability of different instructional materials
offer teachers andstudents the opportunity to enrich and improve their teaching and
learning abilities. He further explained that the provision and/or availability of
teaching and learning facilities in office technology and management in tertiary
institutions in Nigeria are of great importance if the lecturers andstudents’
performance is to be enhanced.

2.6 Effects of the use of Instructional Materials in Teaching

Philosophers, educationalist and psychologist held instructional materials in high

esteem. The effective uses of instructional materials have been reliable, useful and
beneficial to the teachers and learners. In fact the instructional materials may be
used to extend the capability of sense of sight, hearing, smelling, testing and
toughing. According to (Owolabi,2003) "proper use of instructional materials
stimulates and assists the learners far beyond the teachers". This implies that
capacity capability of a single of teacher and learners can be maximized through
capability invention and motivation.

17
Instructional materials create a lasting picture in the memory ofstudents and
ferriage memorization of laws and theories. Concrete experiment helps learners to
see now the instructions concept work in reality, particularly the kinesthetic
learners will benefits from performing the experiment themselves. Owolabi (2003)
suggested thatstudents should he given opportunity to discover and invent things.
Hence thejunior secondary school teachers should allow thestudents to acquire
skills that will make them learn on their own. It must be noted that juniorjunior
secondary schoolstudents achieved more when they are allowed to manipulate
apparatus rather than mere listen or observe teachers idea.

Bale (2004) is of the opinion that teaching can be greatly improved by the use of
instructional materials because these can make learning memorable.
However,junior secondary school teachers need some technical skills and
competent on the effective use of instructional materials. For these instructional
materials to be effective utilized, it demand the use of finance as well as supply of
these instructional materials in both quantity and quality. He went further by
discussing emergency situation such as when materials are damaged and teaching
strategies as parts of those factors that may make a teacher to resort to improving
in teaching. Any juniorjunior secondary school teacher, who is conversant with
certain instructional materials like models and chart bought from supplying
companies, would be amazed at the quality of some of these materials which are
sometimes too detailed for the level of pupil's teachers in teaching injunior
secondary schools, sometime other play down on the parts that Would have
intereststudents. Examples of these are seen with the models of the globe, the chart
of the physical world and the chart of physical fixtures. Teachers made model and
charts these displayed only these features that need to be known by thestudents are
better ouostatute. Otifoiu (1998) listed materials that could be used locally for
18
making such model the charts as including round calabash, plastic and paper
meshes could be made out of paper as well as cardboard or learning in adult as
well as children. According (Bale, 2004) "usually communication kind when
instructional materials are used intelligently; they promote the most effective
resolution means that the juniorjunior secondary school teacher classroom". It
means that, the most abstract concept can be presented vividly, concrete, easily can
bring the work into the classroom It means grasped need by every pupil in the
class. Instructional materials are beneficial throughout the inching learning
process. Ugun (2007) points out that they can be used to arrest and sustain teaching
attention, help thejunior secondary school teacher in presentation of fact and
information, effect concept and principle, guide thinking and induce transfer of
learning that is through the technological invention modification. Learning will
form cultural technological attitude and interest above all, the children do joyfully
through various learning task or activities such task according to Alien (2009)
includes learning factual information, concept and principles procedure in
performing skills perceptual motor act and desirable attitude opinion and
motivation. Opala (2000) stated that teaching and learning when instructional
materials are effectively used become more interesting, challenging, effective and
rewarding. This indicated that it stimulates the pupil's interest in the lesson and
help the chemistry teachers to use the specified time. john and Evyfawkos (2002)
generally observed that, hearing, seeing and listening are primary means of human
learning and teaching materials are best and stimulants in the direction of learning.
"He claimed that what we see and tough have highly influence on now we behave,
because what learners look and listen are major factors in effective learning"
furthermore the inter play of looking and hearing influence how well people learn.
These educational media serve useful purpose in teaching learning process. When
19
properly used they can help make the message of the teacher more vivid,
interesting and intelligible. They ciso make the participation of the learners in
teaching learning activities more fully involved, meaningful and useful.

Several people have written on the importance of instructional materials to

teaching.

goulu and Wever (2011) posited that instructional materials are important because
they are Ed for the transferring of information from one individual to another, help
the teacher in ending his learners horizon of experience, stimulate learner's interest
and help both extern teacher and the presentation of subjectstudents to overcome
physical limitations during that, among others. Also, most educators generally and
equally agree that the creative used of Variety of will cease the probability
thatstudents would learn more, retain belter and bring about the sickles they are
expected to perform (Adewoyin, cited in Olawale, 2013)

Effective instruction in juniorjunior secondary school subject cannot be fully

accomplished without these of instructional materials Their use promotes closer
and effective combination between the teacher and the learners Specifically, the
use of instructional materials is relevant to the electronics teachers in the following
areas

i. Provides the juniorjunior secondary school teachers with interesting and

competing Platform for conveying information since they motivate learners
to learn more and more.

ii. Their use of helps the juniorjunior secondary school teacher to overcome
physical deciliters that could have hindered his effective presentation of a
given topic.
20
iii. They are send to explain points, create reality and supply events, encourage
active participation

iv. Their use saves the teacher time.

v. They provide meaningful and useful sources of information to juniorjunior

secondary school teachers.

On the other hand, adequate and appropriate utilization of materials by

juniorjunior secondary school teacher enablestudents to:

i. Develop positive altitude and healthy sell-concept because successes in

carrying out the activities makejunior secondary schoolstudents believe they
can do it

ii. Enjoy and appreciate their subjects of study

iii. Develop understanding and judgment

iv. Develop functional knowledge and manipulate skill

v. Visualize or experience something

2.7 Problems Associated with the use of Instructional Materials in Teaching

and Learning basic science and technology atjunior secondary schools.

The rapid growth of electronic technology offers a formidable challenge to

thejunior secondary school teacher, who may be almost paralyzed by the mass of
details. However, the use of practical instructional materials can simplify the
learning process to a great extent. In order to ensure an effective teaching learning
process, it is important for the teacher to be thoroughly acquainted with the
teaching resources and services available to him. Instructional materials for basic
21
science and technology subjects at junior secondary schoolsare not adequately
available; more so, how to make the best instructional use of those available with
the modern innovation are grossly lacking and faced with a lot of problems in its
use by teachers (Aneale, 2004; Bello and Shuaibu, 2013; Medugu, 2009; Umunadi,
2009; Taale and Mustapha, 2014). Some of the revealing problems as highlighted
by these researchers include:

i. Poor teacher's professional knowledge and technical know-how to teach

practical skills content area in juniorjunior secondary school.

ii. Low teacher competence in the area of effective instructional resource

utilization.

iii. Failure to appreciate the importance of using instructional materials in

promoting and understanding of different concepts of various subjects.

iv. Insufficient awareness of types of instructional materials for use in

teaching different subjects.

v. Insufficient time allocation to accommodate effective instructional

materials utilization in juniorjunior secondary school instruction.

vi. Lack of finance to acquire or improvise needed

vii. environmental factors such as little or non-availability of equipped

library,

viii. Laboratories, workshops, water supply, electricity and personnel also

affects effective utilization of instructional materials.

22
 ix. Poor maintenance culture of existing instructional materials especially
projected and manipulative types. junior

x. Lack of opportunities for in-service training/refresher course for

servingjunior secondary school teachers to updated their knowledge
periodically in the light of new research finding and resource
development.

2.8 Roles of Juniorjunior secondary school Teachers on Utilization of

instructional Materials

The revised of National Policy on Education (NPE, 2008), states that no education
system can rise above the quality of its teachers. Thus the attitude of teachers Watt
ds providing adequate instructional media for teaching in juniorjunior secondary
school cannon be over-emphasized.

In the world of today, media has become almost as necessary as food and doting tis
true that media is playing an outstanding role in strengthening the learner
capability, E is the duty of ajunior secondary school teacher to inform, educate and
entertain thestudents, to help them to understand current situation around the
world. The media has a strong special and culture effect upon teaching and
learning situation.

Teaching does not lead itself to an accepted definition. Teaching juniorjunior

secondary school revolves around certain concepts as a process, system, method or
act as experience ability advice or development that involve interaction between
person and object in order to influence and effect behavior pattern of those it is
directed.

23
Nwanko (2000) noted that, the teacher is the center of teaching and learning The
channels through which the junior primarysch0ol teacher uses to influences and
affects the learner's behavior in teaching. He further asserted that education is
considered as the cheapest and simple, honest means of social mobility in any
society. The extent to which we are able to achieved our ambitions and aspirations
through education and training rely much on the quality and exposure given.
Ayiobe (196/) as cited in Nwankwo (2000) put it thus:

CHAPTER THREE

RESEARCIH METHODOLOGY

3.1 Introduction

This chapter consists of research design, Area of the study, population of the study,
sample and sampling techniques, research instrument, validation of research
instrument, method of data collection and method of data analysis.

3.2 Research Design

The design of this study is survey research design which is aimed at surveying on
the Effect of Instructional Materials on pupil's Academic performance at Junior
secondary schoolsin Bursari local government area of Yobe State. Adefola (2009)
defined survey research design as the survey of structure and category of the study
24
which enable the researcher to obtain the required answer to research questions as
well as put all variables under control. A survey opinion research design is used for
studies of both large and small population by selecting and studying samples
chosen from the population to discover the relative incidence, distribution of
sociological and physiological variables (Osuala, 2001).

3.3 Area of the Study

The area of this study is Bursari local government area of Yobe State, Nigeria. Its
headquarter in the town of Bursari at 11° 51 50' N 11° 04' 11E. it has an area of
980 km2 and a population of 87,823 at the 2006 census. The posted code of the
area is 631(Post Offices, 2009). The main occupation of the people of the area is
farming and trading. The local government borders Bursari local government to
the North, Bauch to the South, Fune local government to the West and Fika local
government area to the East. The people mainly speak Bolewa, Ngizim, Ngamo,
Manga, Fulfulde, Kare-kare and Kanuri. There four number of junior secondary
schoolsin Bursari local government area.

i. Government day juniorjunior secondary school Tikau

ii. Government day juniorjunior secondary school Cilariye

iii. Government day juniorjunior secondary school Cukuriwa

iv. Government day juniorjunior secondary school Kukuri

3.4 Population of the Study

The postjunior secondary school from the four (4) Universal basic Education
school in Bursari local the population for the study made up of all 52 teachers and

25
265 JSSIIIstudents and instudents’ Academic Performance at Junior secondary
schoolsin Bursari local government area of Yobe state.

S/N Names of schools Number of teachers Number

ofstudents

1 G. D.J.S.S Tikau 13 80

2 G. D.J.S.S Cilariye 13 70

3 G. D.J.S.S Cukuriwa 13 65

4 G. D.J.S.S Kukuri 13 50

Total 52 265

Source: LDEA Bursari (2023)

3.5 Sample and Sampling Techniques

The sample of study comprises of forty (40) juniorjunior secondary school and one
hundred (100)students which will be randomly selected from junior secondary
schoolsin Bursari local government area of Yobe state

Table: sample size of teachers and JSS. IIIstudents in Bursari local government
area.

S/N Names of schools Number of teachers

1 G. D.J.S.S Dawasa 10 20

2 G. D.J.S.S Sabon Gari Bursari 10 20

3 G. D.J.S.S Degube

26
4 G. D.J.S.S Dazigau

Total

Source: Field survey (2022)

3.6 Research Instrument

Structured questionnaire will be the major instrument to collect data for this study.
The researchers will design the questionnaire titled “Effect of instructional
materials onstudents” Academic performance at junior secondary schoolsin
Bursari local government area of Yobe state. The questionnaire based on each state
research question for the respondents to response to like’s scale type with four
responses as strongly Agree (SA), Agree (A), Disagree (D), or Strongly Disagree
(SD).

3.7 Validation of Research Instrument

The instrument used for collecting data for this study will be validated by an expert
from the Department of basic science and technology Language, School of
Education, Directorate of Degree Programme, Umar Suleiman College of
Education, in affiliation with University of Maiduguri. Bursari, Yobe State will be
given the instrument for validation in order to obtain a bias free instrument

3.8 Method of Data Collection

The researcher will administer the questionnaire by distributing them to all the
randomly selected teachers andstudents and after responding to the questionnaires
the researcher will retrieve the completed questionnaire on-the-spot.

27
3.9 Method of Data Analysis

Mean and standard deviation will be used in analyzing data for his study. In
analyzing the responses obtained from questionnaire, the four (4) points rating
scale will be used with assigned of values of 4,3,2, and 1 respectively.

Strongly Agree (SA) =4 points

Agree (A) =3 Points

Disagree (D) = 2 points

Strongly Disagree (SD) =1 points

Then, the mean score of the scores from responses will be computed with the
following formula:

X= XFX
N
Where:

X = mean

F=Frequency

X = Nominal value of option

N = Number of sample under study

∑= Summation sign

Decision rule of 2.5 will be used to determine the mean which will obtain thus: -

28
4+3+2+1 = 10 2.50
4 4

This means that any score equal to or greater than (2) 2.50 will be considered as
agree responses and by score less than (≤) 2.50 will be considered as disagreed
responses.

CHAPTER FOUR

DATA PRESENTATION AND ANAYSIS

4.1 Introduction

This chapter deals with data analysis and presentation of result and how the data
collected are analyzed and presented based on each research question. The mean
response of the respondents from 2.50 and above is considered as agreed and any
response below 2.50 considered as disagreed.

4.2 Presentation of the Result

29
This chapter consist of presentation of the result of data collected from differences
table in the junior secondary schoolsin Bursari local government area Yobe state,
from the field survey of the respondent.

4.2.1 Research Question

What are the levels of availability of instructional materials at junior secondary

schoolsin Bursari local government area?

Table 1: Mean and Standard deviation of the levels of availability of instructional

materials in junior secondary schoolsin Bursari local government area.

S/N items S A D SD X REMARKS

A

1 The use of instructional materials in 38 30 30 2 3.04 Agreed

teaching and learning processes help
to improve the overall performance
ofstudents injunior secondary school.

2 The use of instructional materials 63 27 7 3 3.50 Agreed

helps both junior secondary
schoolsteachers andstudents to share
ideas and views with people in other
parts of the world.

3 Use of instructional materials in 50 25 20 5 3.20 Agreed

teaching and learning helped to
capture and sustain the curiosity and
interest ofjunior secondary school
learners towards lesson presentation.

4 Use of instructional materials 18 62 18 2 2.96 Agreed

motivates teachers andstudents toward
30
 effective teaching and learning.

5 Teaching and learning in junior 35 48 10 7 3.11 Agreed

secondary schoolswith the use of
instructional materials is not time
consuming on part of teachers
andstudents.

6 Use of instructional media such as ICT

gadget helpsjunior secondary school
teachers andstudents to improve on
their learning skills.

Source: Field survey (2022)

From the table where is the take 2 above the finding of the study revealed that, the
use of instructional materials in teaching and learning process help to improve the
overall performance ofstudents. Use of instructional materials helps both the
teachers and pupil’s share ideas and view with people in other parts of the world.
use of instructional materials in teaching and learning helps to capture and sustain
the curiosity and interest of junior secondary schoolslearners during lesson
presentation. Use of instructional materials motivates teachers andstudents toward
effective teaching. Teaching and learning injunior secondary school with the use of
instructional media is not time consuming parts of the teachers and pupil and that
the use of instructional materials such as ICT gadget help basic education teachers
andstudents to improve on the learning skills are some of the effects of
instructional materials onstudents’ academic performance at junior secondary
schoolsin Bursari local government area.

31
 4.2.3 RESEARCH QUESTION: 3

What are the problems militating against use of instructional materials in

juniorjunior secondary school in local government area?

Table 3: mean and standard deviation on the problems militating against use of
instructional materials in basic science and technology at junior secondary
schoolsin Bursari local government area.

S/N Items S A D SD X REMARKS

A

1 Non-availability of modern 45 3 1 1 3.8 Agreed

instructional materials 4

2 Non-functionality of available 20 17 3 10 2.9 Agreed

materials 4

3 Lack of technical skills on the part of 40 6 2 2 3.5 Agreed

thejunior secondary school 6

4 Inadequate instructional material in 12 18 15 5 2.7 Agreed

junior secondary schools 4

5 Poor maintenance of instructional 30 10 17 3 3.1 Agreed

materials injunior secondary school 1

6 Erratic power supply for effective use 48 1 1 0 3.9 Agreed

of instructional materials. 4

7 Lack of funds for procurement and 35 5 9 1 3.4 Agreed

maintenance of available instructional 8

32
 materials.

Source: fields survey (2021)

From table 3 above, the findings of the study revealed that all of the respondents
agreed with the statement that non-availability of modern instructional materials,
non-functionality of available materials, poor maintenance of instructional
materials injunior secondary schools, erratic power supply and lack of the
problems militating against use of instructional material in juniorjunior secondary
school I Bursari local government area.

4.2.4 Research Question:4

What are the possible solutions to the problems militating against the use of
instructional materials in teaching basic science and technology at juniorjunior
secondary school in Bursari local government area?

Table 4: Means and standard deviation on the possible solution to the problems
militating against the use of instructional materials in teaching basic science and
technology at junior secondary schoolsin Bursari local government area.

S/N items S A D SD X REMARKS

A

1 Provision of alternative and constant 31 58 8 3 3.17 Agreed

sources of power supply.

2 Provision of adequate instructional 36 35 19 10 2.97 Agreed

material for teaching and learning
injunior secondary school.

33
3 Provision of adequate funds to 20 60 10 10 2.90 Agreed
procurement and maintenance of
instructional materials.

4 Provision of constant training and 60 30 7 3 3.47 Agreed

retraining forjunior secondary school
teachers on the effective use of
modern instrument materials.

5 Adaptation of good maintenance 43 23 30 4 3.05 Agreed

culture of available instrument
materials.

6 Primary school Teachers ability to 80 10 8 2 3.68 Agreed

improvise instructional material in the
absence of original or factory made for
effective teaching and learning.

Source: field survey (2023)

From the table 4 above, the findings of the survey study revealed that all of the
respondents agreed with the statement that provision of alternative and constant
source of power supply, provision of adequate instrument materials for teaching
and learning injunior secondary school, provision of adequate fund to procurement
and maintenance of instructional materials, provision of constant training and
retraining forjunior secondary school teachers on the effective use of modern
instructional material, adaptation of good maintenance culture of available
instructional materials,junior secondary school teachers ability to improvise
instructional materials in the absence of original or factory made for teaching and

34
learning are some of possible solution to the problems militating against the use
of instructional materials in juniorjunior secondary school in Bursari local
government area.

4.3 Discussion of findings

The findings of the study revealed that a part from visual aids like diagrams,
charts, pictures and photographs, audio aids like radio tape recorder cassette and
locally made improvised instructional media were available for effective teaching
and learning at basic education sector while other instructional materials. like
audio-visual aids like overhead projectors, opaque projector, television set,
computer set, video tape films, video tape recorder and internet facilities were not
available for teaching and learning in juniorjunior secondary school in Bursari
local government area. The findings of the study also revealed that, the use of
instructional materials in teaching and learning processes help to improve the
overall performance ofstudents. Use of instructional materials helps both the
teachers andstudents to share ideas and views with people in other parts of the
world, use of instructional materials in teaching and learning help to capture and
sustain the curiosity and interest ofjunior secondary school learners during lesson
presentation, use of instructional materials motivatesjunior secondary school
teachers andstudents toward effective teaching and learning. Teaching and learning
at junior secondary schoolswith the use of instructional media is not time
consuming on part of the teachers andstudents and that the use of instructional
materials such as 1CT gadget helps basic education teachers andstudents to
improve on their learning skills are some of the effects of instructional materials on
pupil's academic performance at junior secondary schoolsin Bursari local
government area.

35
The findings of the study further revealed that, non-availability of modern
instructional materials, non-functionality of available materials, lack of technical
skill on the part of the junior secondary schoolsteachers, inadequate instructional
materials, poor maintenance of instructional materials injunior secondary schools,
Erratic power supply, and lack of funds for procurement and maintenance of
available instructional materials are some of the problems Militating against use of
instructional materials in junior secondary schoolsin Bursari local government
area.

The findings of the study revealed that, provision of alternative and constant
sources of power supply, provision of adequate instructional materials for teaching
and learning injunior secondary school, provision of adequate funds to
procurement and maintenance of instructional materials, provision of constant
training and retraining forjunior secondary school teachers on the effective use of
Modern i instructional materials, adaptation of good maintenance culture of
available instructional materials,junior secondary school teachers ability to
improvised instructional materials in place of origin or factory made for teaching
and learning are some possible solutions to the problems militating against use of
instructional materials in junior secondary schoolsin Bursari local government
area.

CHAPTER FIVE

SUMMARY CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction
36
In this chapter the researcher comes to the end of these findings about the activities
of instructional material in teaching basic science and technology onstudents’
academic performance at juniorjunior secondary school in Bursari local
government area, the summary of the whole chapter in this project is made which
concludes the whole project, at the end recommendations are given. This study
explores the effect of instructional materials in teaching basic science and
technology onstudents’ academic performance junior secondary schoolsin Bursari
local government, Yobe state, Nigeria. The study was conducted in order to:
determine the effect of instructional material on basic science and
technologystudents’ performance injunior secondary schools, study the effect of
instructional material in teaching basic science and technology onstudents’
academic performance juniorjunior secondary school in Bursari local government
area of Yobe state.

5.2 Summary

The study aimed at determining the Effect of instructional materials onstudents’

academic performance at junior secondary schoolsin Bursari local government
area background of the study, statement of the problem, purpose of the study,
research questions, significance of the study, scope of the study and operational
definition of terms. Chapter two deals with the review of related about the topic
under study. chapter three deals with research methodology which comprises of
research design, area of the study, population of the study, sample and sampling
techniques, research validation of research instructional, method of data collection
and method of data analysis. Chapter four deals with data analysis and presentation
of results, the data collected was analyzed and presented in a tabular form based on

37
each stated research question. Finally, chapter five deals with summary, conclusion
and recommendations.

5.3 Conclusion

From the result of the findings of study, it would be concluded that effective and
efficient teaching and learning can hardly be under taken in this ICT driven age
with availability and utilization of adequate and modern instructional media
injunior secondary schools. The findings of this study have a number of
implications for the government and junior secondary schoolsteachers in Bursari
local government area. The government knows the vital role instructional materials
and indeed modern instructional t media play in the teaching and learning
processes. It is thus; the obligation of government to provide junior secondary
schoolswith these instructional materials for effective teaching and learning in
junior competencies needed in the world of work tostudents. Teachers of junior
secondary schoolsprimary school education level to enable teachers effect the
necessary skills and Education have a responsibility to utilize the available modern
instructional materials in their for teaching to encouragestudents to move beyond
memorization to higher levels of schools to schools for teaching to know that
require clarification, expansion, generalization and interference. Similarly,
juniorjunior secondary school teachers should try and improvise some of these
instructional materials were necessary, so as to helpstudents to develop
independents thinking, analyze given problems and make effective decisions.

5.4 Recommendations

38
On the basis of the findings and conclusions, the following recommendations have
been made:

1. The government should endeavor to provide enough modern instructional

materials to schools. When government does this, conducive learning environment
would have been provided both teachers andstudents and teaching and learning
would be effective.

2. The ministry of education should organize in-service training for alljunior

secondary school teachers on how to use modern instructional materials and
equipment. Also, a programmer just like that of sandwich should be mounted for
these teachers so to retrain them in the use of modern instructional media.

3. Government should organize workshop and encourage basic science and

technology teachers to attend. Also schools should be encouraged to organize
programmers such as appeal fund, dialogue with PTA on how to make available
these modern instructional media.

4. Juniorjunior secondary school teachers should be motivated and given all the
necessary encouragement that will enable them put in their best in the teaching
task. This is because; where teachers are motivated often they will be most
committed and productive.

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46
 APPENDIX: I

Department of basic science and technology

Education

Umar Suleiman College of Education,

Affiliated to University of Maiduguri,

P.M.B 02,

Gashu’a, Yobe State

22nd November 2022

Dear Respondents

I am a final yearstudents of the above named institution conducting a research

work on the topic "EFFECT OF INSTRUCTIONAL MATERIALS IN
TEACHING basic science and technology ONstudents ACADEMIC
PERFORMANCE AT JUNIOR SECONDARY SCHOOLSIN BURSARI LOCAL
GOVERNMENT AREA OF YOBE STATE" in partial fulfillment of the
requirement for the award of B.A (Ed.),basic science and technology Education.

Kindly tick the options of your choice from this statement given below. All the
information collected for this study would be treated confidentially for this
research work only

Thank you for anticipated cooperation.

Yours faithfully,

47
 APPENDIX II

Instruction:

Please kindly tick (v) the correct answer from the below options

Strongly agreed (SA), Agreed (A), Disagree (D) and strongly disagree (SD)

Research Question

What are the levels of availability of instructional material at junior secondary

schoolsin Bursari local government area?

S/N Items S A D SD X REMARKS

A

1 Visual aids like diagrams, chart, 60 20 18 2 3.38 Available

pictures, and photographs are
available in your school for teaching
and learning.

2 Audio aids like radio tape recorder, 45 15 28 12 2.93

radio cassettes e.t.c are available in
your school for teaching and learning.

3 Audio-visual aids such as overhead 10 5 70 15 2.10 Not

projectors, opaque projectors, Available
television set, computer set, video tape
films, video tape recorder e.t.c are
available in your school for teaching
and learning.

48
4 Locally improved instructional 36 35 19 10 2.97 Available
materials are available in your school
from community for teaching and
learning.

5 Internet service and facilities are 20 60 10 10 2.90 Available

available in your school for the
purpose of teaching and learning.

What are the effects of instructional materials onstudents’ academic performance

at juniorjunior secondary school in Bursari local government area?

S/N items S A D SD X REMARKS

A

1 The use instructional material in 38 30 30 2 3.04 Agreed

teaching and learning processes helps
to improve the overall performance
ofstudents injunior secondary school.

2 The use of instructional materials 63 27 7 3 3.50 Agreed

helps bothjunior secondary school
teachers and pupil to share ideas and
views with people in other parts of the

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 world

3 Use of instructional materials in 50 25 20 5 3.20 Agreed

teaching and learning helped to
capture and sustain the curiosity and
interest ofjunior secondary school
learners towards lesson presentation.

4 Use of instructional materials 18 62 18 2 2.96 Agreed

motivates teachers andstudents
towards effective teaching and
learning.

5 Teaching and learning injunior 35 48 10 7 3.11 Agreed

secondary school with the use of
instructional materials is not time
consuming on part of teachers
andstudents.

6 Use of instruction media such as ICT 50 17 30 3 3.13 Agreed

gadget helpsjunior secondary school
teachers and pupil to improve on their
learning skills.

Research question: 3

What are the problems militating against the use of instructional material in junior
primaryschools local government area.

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S/N items S A D SD X REMARKS
A

1 Non-availability of modern 45 3 1 1 3.84 Agreed

instructional material

2 Non-functionality of available 20 17 3 10 2.94 Agreed

materials

3 Lack of technical skills on the part of 40 6 2 2 3.56 Agreed

thejunior secondary school teacher.

4 Inadequate instructional material 12 18 15 5 2.74 Agreed

injunior secondary schools.

5 Poor maintenance of instructional 30 10 17 3 3.11 Agreed

materials injunior secondary schools.

6 Erratic power supply for effective use 48 1 1 0 3.94 Agreed

of instructional materials.

7 Lack of funds for procurement and 35 5 9 1 3.48 Agreed

maintenance of available instructional
materials.

Research question: 4

What are the possible solutions to the problems militating against use of
instructional materials in juniorjunior secondary school in Bursari local
government area.

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S/N items S A D SD X REMARKS
A

1 Provision of alternative and constant 31 58 8 3 3.17 Agreed

sources of power supply.

2 Provision of adequate instructional 36 35 19 10 2.97 Agreed

materials for teaching and learning
injunior secondary school.

3 Provision of adequate funds to 20 60 10 10 2.90 Agreed

procurement and maintenance of
instructional materials.

4 Provision of constant training and 60 30 7 3 3.47 Agreed

retraining forjunior secondary school
teachers on the effective use of
modern instructional materials.

5 Adaptation of good maintenance 43 23 30 4 3.05 Agreed

culture of available instrument
materials.

6 Primary school teachers ability to 80 10 8 2 3.68 Agreed

improvise instrument materials in the
absence of original or factory made for
effective teaching and learning

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