THE EFFECT OF INSTRUCTIONAL MATERIALS IN ENHANCING KNOWLEDGE AND SKILLS IN PRIMARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Our public school has several challenges, one of which is a lack of instructional supplies. As a result of these issues, instructors are investing their own money on materials that will ensure the classroom's efficiency (Onasanya, 2002). Lack of classroom resources has a significant influence on the teaching and learning process. According to Barnett (2002), this kind of teaching will not result in a fruitful and conducive learning environment. Classrooms are deficient in fundamental supplies required by teachers. Numerous classrooms lack sufficient literature, art supplies, and technology to deliver the same education as schools with more resources. Lack of books results into pupils being unable to take books home for homework. Inadequate educational supplies perpetuates a bad loop. Without materials, work cannot be completed, and without employment, there is no motivation to invest in education at all (Ekong 2012).

"Everything conveys information. When a school lacks materials, it sends the message that pupils are unimportant individuals performing unimportant work. Our pupils already have reservations about their own significance and the purpose of education. Without a pencil, youngsters learn to pretend they are unconcerned about being prepared, yet this is plainly a cause of stress. When you've misplaced your final pencil, it's difficult not to feel defeated. On the other hand, lending a pencil is a social positive. Over the years, Numerous materials have been purchased for students by teachers. Receiving these items from a teacher makes pupils feel special. It is a physical and concrete manifestation of compassion and concern" (Ben 2014). Lynn Yellen stated this. This signifies that these issues have drawn the attention of our government. We must be a resourceful educator in order to discover alternative solutions. In this scenario, we are the ones who give the items that are not readily available to sustain the classroom's learning environment.

Instructors at elementary schools spend more of their own money on materials and resources than teachers in middle and high schools. This is because kids engage in more hands-on activities including construction paper, paint, and glue, among other materials. Teachers are already among the lowest compensated employees, but they spend the greatest money from their own pockets. This is genuine commitment. They recognize the necessity for these students (Ekong 2012). Teachers are devoting time and resources away from themselves and their families in order to pay for your pupils. They offer the things your children require, and parents are not expected to take up the slack. When the economy is in recession, as it is today, school systems become increasingly deficient. Teachers today are purchasing resources for their kids in order to ensure that they receive the finest education possible.

1.2 STATEMENT OF THE PROBLEM

It is widely known around the world that instructional materials have a direct effect on pupils performance. These instructional resources are critical components of the learning process. According to Barnett (2002), instructors should cover curricular content and prepare students for standardized assessments. The accomplishment of students in every teaching and learning scenario is critical. Unfortunately, child performance in elementary schools in Nigeria has not been promising, as experts in education have regularly underlined over the last decade. This issue of poor performance appears to be taking on a proportion that threatens to destabilize the country's whole economy (Onasanya, 2002). Nonetheless, teachers have disregarded the use of instructional resources, which has diluted kids' drive for learning. All of this contributes to the learners' performance. Numerous kids continue to do poorly on their examinations year after year, and the issue is worse. This, in turn, opens the door to a life of poverty. This substandard performance may be a result of non-innovative teachers who are unable or unwilling to employ educational resources effectively (Onasanya, 2002). Unqualified instructors may also contribute to this issue. In this scenario, it is necessary to do research to ascertain the precise nature of the problem.

1.3 OBJECTIVES OF THE STUDY

The broad objective of this study is to assess the effect of instructional materials in enhancing knowledge and skills in primary schools. Specifically but not limited to, other objectives of this study are;

i.          To identify the level of availability of instructional materials in primary schools.

ii.        To identify the extent of use of instructional materials primary schools.

iii.      To determine whether the use of instructional materials affects students academic performance.

iv.      To determine some of the challenges of primary school teachers in respect to instructional materials.

1.4 RESEARCH QUESTIONS

The following questions which are in line with the objectives of this study will be answered:

i.          To what level are instructional materials available in primary schools?

ii.        Towhat extent are instructional materials used in primary schools?

iii.      Does he use of instructional materials affects pupils academic performance?

iv.      What are some of the challenges of primary school teachers in respect to instructional materials?

1.5 SIGNIFICANCE OF THE STUDY

Eminent scholars in education have express concern about the status of teaching and learning in Nigerian primary schools and lots of studies has been carried out towards improving the teaching and learning condition. Despite all these, efforts need to be place on the use of instructional materials in teaching, and this form a basis for this study.

Nevertheless, the importance of this study is to enhance massive improvement in teaching and learning in Nigerian primary schools with the aid of instructional material so as to achieve better and sustainable outcome in the nearest future towards enhancement of government aims and objectives in primary schools.

Finally, this study will be beneficial to scholars and researchers as it will serve as an existing material for further studies and future references.

1.6 SCOPE OF THE STUDY

This study will be focused on assessing the effect of instructional materials in enhancing knowledge and skills in primary schools. Specifically, it will be focused on

identifying the level of availability of instructional materials in primary schools, identifying the extent of use of instructional materials primary schools, determining whether the use of instructional materials affects students academic performance and determining some of the challenges of primary school teachers in respect to instructional materials.

Selected teachers and pupils of primary schools in Aba, Abia State will serve as enrolled participants for the survey of this study.

1.7 LIMITATIONS OF THE STUDY

As with any human endeavor, the researcher experienced small impediments while performing the study. Due to the scarcity of literature on the subject as a result of the discourse's nature, the researcher incurred additional financial expenses and spent additional time sourcing for relevant materials, literature, or information, as well as during the data collection process, which is why the researcher chose a small sample size. Additionally, the researcher conducted this inquiry in conjunction with other scholarly pursuits. Additionally, because only a small number of respondents were chosen to complete the research instrument, the results cannot be applied to other secondary schools outside the state. Regardless of the limits faced throughout the investigation, all aspects were reduced to ensure the best outcomes and the most productive research.

1.8 DEFINITION OF TERMS

Instructional Materials: This can be refered to as print and non-print items that are designed to impart information to pupils in the educational process. Instructional materials include items such as kits, textbooks, magazines, newspaper, pictures, recording, slides, transparencies, video, video discs, work books and electronic media including but not limited to music, movies, radio software, CD-ROMS, and on-line services.

Schools: These are the institutions for educating children/learner or giving instruction. It can also be described as a place where formal education is being given to the learner.

Pupils: A person who is taught by another, especially a schoolchild or student in relation to a teacher.