Professional Documents
Culture Documents
Certification
Certification
I certify that this project was carried out by Abolarin,Ganiyu Olarewaju of the
Department of Teachers Education, Faculty of Education,University of Ibadan,
Nigeria
…………………… ………………………
Date Supervisor
Rev. (DR) B.O Ogunleye
1
DEDICATION
This project is dedication to Almighty Allah in the highest, who has granted me
the knowledge, wisdom and understanding in making this course a real success. I
also dedicate it to my lowing and caring parents.
2
ACKNOWLEDEMENT
Special thanks to Almighty Allah for his mercy and protection upon me
throughout the duration of the course.
My profound gratitude goes to my project supervisor, Rev.{Dr}
Ogunleye,B.O.an energetic and committed man who despite his tight schedule had
worked tirelessly, supervising this work and offering useful suggestions and
comments and ensuring that the project is of high standard.
I acknowledge the positive assistance of other lecturers who helped in various
ways to make this work a success.
I appreciate especially the contribution of the Head of department of Teachers
Education an intellectual woman Dr{Mrs}Olagunju ,A.M.I also appreciate the
contribution of Dr Ajitoni,S.O.Mr Salam, Dr.Salami,S.O., Mr. Alabi J.O for their moral
support and their advice.
I also appreciate the contribution of Mr.L .O. Ogunlade {H.O.D}Mathematics
Kwara state college of Education, Oro, Mr. S.O. Olaitan, Principal Alla Grammar
School for their contribution toward. The success of my course.
I also wish to express my reserved gratitude to my colleagues in selected
Secondary School in Kwara State for their co-operation in giving adequate responses
on the questionnaires
3
TABLE OF CONTENT
CERTIFICATION................................................................................................................................................1
DEDICATION......................................................................................................................................................2
ACKNOWLEDEMENT.......................................................................................................................................3
TABLE OF CONTENT........................................................................................................................................4
ABSTRACT..........................................................................................................................................................5
CHAPTER ONE...................................................................................................................................................6
INTORDUCTION................................................................................................................................................6
1.1 BACKGROUND TO THE PROBLEM.....................................................................................................6
1.2 STATEMENT OF PROBLEM..............................................................................................................11
1.3 RESEARCH QUESTIONS......................................................................................................................12
1.4 NULL HYPOTHESES.............................................................................................................................12
1.5 SCOPE OF THE STUDY.........................................................................................................................12
1.6). SIGNIFICANCE OF THE STUDY.......................................................................................................12
1.7). DEFINITION OF TERMS.....................................................................................................................13
CHAPTER TWO................................................................................................................................................16
REVIEW OF LITERATURE.............................................................................................................................16
2.1 MEANNING OF INTRUCTIONAL MATERIALS..............................................................................16
2.2. TYPES AND USES OF INSTRUCTIONAL MATERIALS ................................................................17
2.3 STUDIES ON TEACHING AND LEARNING MATHEMATICS........................................................24
2.4 Attitude of secondary school students toward instructional materials. ...................................................27
AVAILABILITY OF INTRUCTIONAL MATERIALS AND THEIR EFFECTS .....................................28
ON THE LEARNING OF MATHEMATICS........................................................................................28
2.6 APPRAISAL OF LITERATURE REVIEW:...........................................................................................31
CHAPTER THREE............................................................................................................................................32
METHODOLOGY.............................................................................................................................................32
3.1 RESEARCH DESIGN .............................................................................................................................32
3.2 POPULATION........................................................................................................................................32
3.3 SAMPLE AND SAMPLING TECHNIQUES:........................................................................................32
3.4 RESEARCH INSTRUMENTATION......................................................................................................33
3.5 VALIDATION AND RELIABILITY OF THE INSTRUMENT: .........................................................33
3.6 PROCEDURE FOR DATA COLLECTION:..........................................................................................33
3.7 DATA ANALYSIS:.................................................................................................................................33
CHAPTER FOUR...............................................................................................................................................34
RESULTS...........................................................................................................................................................34
4.1 Socio – Demographic Data.......................................................................................................................34
4.2 Presentation of Results Based on Research Questions ............................................................................35
CHAPTER FIVE................................................................................................................................................41
Discussion, recommendation and conclusion.....................................................................................................41
5.1 Discussions:....................................................................................................................................41
5.2 RECOMMENDATIONS....................................................................................................................43
5.3 CONCLUSION ................................................................................................................................44
REFERENCES...................................................................................................................................................45
4
ABSTRACT
5
CHAPTER ONE
INTORDUCTION
7
should be your change. All these are part of the various ways we can appreciate
Mathematics in our day to day life.
Mathematics is very important subject we need to study in schools and colleges
as it embraces many sciences of size and numbers. As important as the subject,
there is poor performance of students in mathematics at the secondary school
examination. There is need to search for reasons or cause of students failure in the
subject which include :–non availability of instructional materials, Inadequate use of
instructional resources, inadequate qualify teachers, poor teaching and the expensive
nature of some of these instructional materials and many others. As a result of the
above, there is need for investigation into the availability and utilization of instructional
resources for teaching and learning mathematics in senior secondary school.
Instructional materials: are information carrier designed specifically
to fulfill the objectives of educational communication as in the teaching and
presentation of learning and this serve as aids to instruction. They are materials that
are used to aid in the transference of information from one person to another ‘’in
assisting’’ students learning , as defined in administrative regulations promulgated by
the Kentucky Board of Education. The need for instructional aid or resources at
secondary school level is supported by the Federal Republic of Nigeria. It was
recommend that each state and local government authority should establish teachers’
resources center. Where teachers will meet for discussion, investigation, study
workshop and conference. These centers shall also be used for the development and
testing of teaching materials.
The important part of this research includes self – supporting materials, which
are used by the teachers to present a complete body of instruction. These
instructional materials are normally used by teachers during teaching to ensure
effective teaching – learning, situation and also to enhance students academic
performance, it also enhance encourages or fosters retentions while availability and
8
maintenance of this materials and major concern in curriculum implementation
(Ibrahim 1993).
Selection of appropriate instructional materials become very crucial and
important during classroom instructions or teaching. The main aim or goal of
designing and developing of instructional materials for teaching is to ensure that
teacher supplement their teaching in the classroom. In other words, such
supplements are to enhance effective teaching and not just for novelty. Instructional
materials are not meant to replace teaching by teachers, but it is to help teacher in
better explanation and illustration of what they are teaching, and also to standardized
students performance.
A teacher uses this education medium i.e. instructional material to physically
extend his/her message and more especially communicate well to the learner through
it effective usage. Instructional materials are very useful in teaching every subject in
the schools curriculum and would help in developing and stimulating student’s
interest for effective learning and also have a way of enhancing their academic
performance.
Some materials for teaching mathematics are: Compasses, Ruler, Pencil,
Plane sheet, Mathematical set, Data charts, Demographic Data, Frequency Table
chart, Model of right angle, Cube, Cuboids, Trapeziums, Rectangles, Squares, Circle,
Parallelogram, Trigonometric Table, Graph board, Chards of tables of value, Charts
of solved simultaneous equation, Using elimination and substitution method, Coin,
Dice, Pack of Cards, Probability boards, Protractor, Clinometers, Graph Paper, Table
value chart, inequalities symbol charts, Set square, Display Board, Textbook e.t.c.
9
They give a foundation for achievement testing
They promote independent study by the students.
They may be used as devices with which the student builds accuracy,
They develop critical thinking because they could see what is been display.
They provide experiences not otherwise available. E . T .C.
ROLES OF INTRUCTIONAL MATERIALS:
Teachers- presentation of information was accurate;
There was a climate of respect for students ideas, questions, and
contribution.
Students were intellectually engaged with important ideas relevant to the
focus of the lesson.
Intellectual rigor, constructive criticism, and the challenging of ideas were
valued;
The degree of closure or resolution of conceptual understanding was
appropriate for the development levels need of the students and the purpose
of the lesion.
The teacher’s questioning strategies were likely to enhance the development
of students conceptual knowledge (e.g. emphasized higher order questions,
appropriately used “wait time,” identified prior [mis]conceptions).
Professional development program to prepare teacher to guide students
Assessment methods that are consistent with the goals of the lesion .e.t.c.
10
BENEFIT OF INTRUCTIONAL MATERIALS
They concretized learning of concept and save pupils from headaches
arising from learning abstract things.
They make learning enjoyable and practical.
Learners become active participants in the teaching/Learning processes.
Teaching resources aid memory.
On the part of a teacher, teaching resources help to save is voice, time, and
lots of energy.
Phillip J. (1986) when materials are integrated in to the traditional learning
process, that equal amount learning which are preferred by student when compare
with traditional instruction. This assumption, that instructional material can increase
interest comprehension and retention is based on the hypothesis that, the more
abstract the content of a message the more difficult it to comprehend it. Thus the
theoretical rationale for use of instructional materials lies in their ability to aid reality to
any learning situation.
Ogunmilade (1979) enumerate the advantages of using instructional resources.
He also states that using instructional materials can bring closer to the learning what
looks far-fetched or imaginary, enrich learning, allowing student to learn at their own
rate and allowing suitable material to carry message effectively to receivers or
learners.
12
5% of what we see and hear,80% of what we say and 90% of what we say and do at
the same.
Therefore; the importance of such aids to students learning can not be
overemphasized. To the teachers instructional material make his/ her work much easier.
Concepts of what would underwise have been difficult can be easily taught using
instructional materials. Conception of topic taught especially concrete objective is
enhanced by teaching materials.
The significant of this study to the teacher is to make his/ her acquainted with
the use of instructional materials in teaching mathematics and to eradicate most
areas perceive difficulties in using instructional materials so as to make teaching and
learning of mathematics effective. For effective teaching this study will help the
teacher to know the need to draw on the pupils home experience with which the
teacher should be acquainted. It would also enhance effective learning for students
due to the fact that instructional resources such as textbooks, qualified teacher audio-
visual aid like slide projector, audio-tape recorder, overhead projector, monitor
television etc motivate students to learn.
1.7).DEFINITION OF TERMS
This section is to define terms use in this write up. The meanings of the
terms are as follows:
Instructional Materials: - Can be define as the aids to learning which motivate
the learners during lesson. Instructional materials can also be defined as the
materials that help in the facilitation of human learning through the identification,
development, organization and utilization of those processes. It can also be view
as the materials which the teacher use to illustrate the point he/she wishes to
emphasize in his/her teaching, these materials should be those the students can
13
see and which is relevant to what is being taught. Instructional materials include
printed materials such as picture charts or other devices used by a teacher’s to
fortify classroom instruction. The truth is that instructional materials are teacher’s
and also pupils aids.
Teaching: - The concept of teaching involves sharing experience
between the teachers and the learner. It is the expression of an intent with an
aim of bringing about desirable change in the behavior of the learner. Teaching
is the art of getting into the mind of the learner, making him to think, and
appreciate and accept the experience being shared and therefore accept that
learning is possible in his own case too. Teaching is an activity aimed at
bringing about meaningful learning through a method that is morally and
pedagogically acceptable. Teaching therefore involves actions, reactions, and
interactions. The individual feeling is accepted and integrated only when
communication is effective.
Mathematics: - Which can be defined as the science of quantity and space
expressed in numbers and figurers has for long been dreaded by many that
have direct or indirect contact with it. Mathematics which is the act of imparting
is not without its own fears and problems. Though these problems are world
wide, they are more severe and in some instance defy an optimal, improved or
even a starting solution in the development nation. Mathematics is the language
by which we describe the order in nature and which in turn leads to a clearer
understanding of that order. We can not discuss technology without learning
heavily on mathematics and of course science.
Learning: - The process by which attitudes, knowledge, understanding,
skill and capabilities are acquired when there is change in behavior of the
learner.
Gender: - This refer to the social attribute and opportunity associated
with being male and female and the relationship between women and men and
14
girls and boys as well as the relationships between women and those between
men. This attributes, opportunities and relationship are socially constructed and
learned through socialization process.
15
CHAPTER TWO
REVIEW OF LITERATURE
The chapter presents the review of related literature related to this study. The
key areas that are pertinent to this study are:-
2.1 Meaning of instructional Materials
2.2 Type and uses of instruction resources.
2.3 Studies on teaching and learning of mathematics.
2.4 Attitude of senior secondary school towards instructional materials.
2.5 Availability of instructional materials and their effect on learning of mathematics
2.6 Appraisal of literature
And sound for commercial houses and other establishment and markets.
(g) Radio Broadcast
(h) Magnetic and records player this examples reveal that audio or aural
VISUAL MATERIALS: These are teaching and learning materials that appeal
mainly to the sense of sight or vision (eye) alone. They could be made
available either in their representational or real Visual Forms, (Farrant 1998)
some examples of visual forms are:
a. Different kinds of model e.g Museum materials, puppet take apart model of
human for so.
b. Experiment
c. Some specimens e.g farming and hunting implement clothing and
building materials, cooking, utensils money stamps , animals etc
d. Some real object and life situation in the classroom environment e.g teacher
students, food items etc.
e. Still picture e.g real photograph or photographic prints, books illustrations, hard-
draw diagrams and printingschart,graphs, poster, map etc
f. Chalkboard diagrams and sketches, bulletine/noticeboard. Display, flame,
flannel/magnetic/ plastic graphs board material display.
18
g. Still picture from slides and tilonstrips, over-head transparences, 16mm silent
confirms, opaque projectors printed words and illustration from micro-films 8mm silent
film etc.
h. All kinds of printed or hand written materials e.g text books, handout, magazine
etc.
i. Dioramas etc
AUDIO-VISUAL MATERIALS: These are instructional material that appeal to the
two senses of hearing and seeing simulteouly, such materials often appeal also to
other human senses- touch, smell and taste as well. It is observes that audio-visual
materials are probably the most effective resources materials in the teaching process.
Example of audio-visual materials includes:
1. Recording of some real life situation and substitutes preserved and reproduced
for educational purpose where needed by using the following means;
a. The 18mm cine-sound film and 16mm cine projector.
b. Television program
c. Videotape recording (VTR) and play back equipment
d. sound films trips projector/synchronized tape/slide materials.
e. Open channel and closed circuit television.
f. Video disc
g. Below are the diagram showing tape or classification of institutional resources
according to senses.
19
AUDIO PLAYER/
RECORDERS FEEL TAPE Cassette & real Tape
AUDIO PLAYER/RECORDER
RECORD PHONOGRAM
COMPACT DISC
CHANGERS/TURN TABLES Record disc
Electronic waves
RADIO
VISUA NON-PROJECTED
L Slides and slide projector still etc.
PRINTED Charts, Flannels, Boards et.c.
Books, Journals, Photographs,
OTHERS
Magazines Posters and pictures etc..
20
Another classification can be conceived to concrete abstract experience. Edger dates
(1946) some experiences can be used for these type of classification, this are
enactive experience. Iconic experience and abstract experience. Many of the media
developed or selected can be categorized such as, model, real objects, exhibits
specimens and so forth are included among those that provide concrete experience
(enactive) pictures, audio recording, drawing, motion, films etc are those that
represent the real or concrete experience (iconic). Spoken words or written words are
regarded as abstract experience. The above classification can be illustrated
diagrammatically as shown.
Abstract
Iconic
Enactive
21
teacher being accused of over-verbalization – excessive use of words in teaching –
learning process (Ofune 1981).
Ralph while writing on the uses of instructional materials, had this to say ‘’no
material should be used haphazardly there is a right and a wrong way introducing it
into the lesson.
i. The aids may be a mean of introducing a subject wetting the appetite or exciting the
curiosity or simulating interest.
ii. It may be attended as the main body of the lesson i.e the chief vehicle for
transmitting the new information
iii. It may be a piece of recapitulating materials designed to assist in the process of
knowledge he then suggested four main steps of using instructional materials during
the course of exciting the lesson, they are as follows: Preparation, presentation,
evaluation and follow –up ‘’
The child’s mind must be so prepared as to obtain the full benefited from
the cub. Any questions which the teacher hopes or expect the materials to answer
should be discussed.
Olarisade (2000) explains the importance of instructional materials as
follow:
1. To attract and hold the attention of pupil in the class.
2. Makes hearing permanent.
3. It gives room for students – teachers interaction
4.it adds variety to what might otherwise be a monotonous lesson .
5.it make concept clearer.
According to Abimbade (1997) some of the reason for the use of instructional
materials includes
1. To reinforce verbal and visual messages
2. To focus attention
3. To provide source of information and authority.
22
4. To save teacher preparation time.
5. To provide experiences not otherwise available.
6. Elucidate verbal concept.
23
In conclusion, it can be observed that the use of instruction material in Teaching
and learning especially in mathematics is indispensable.
25
only in the paper will not be balance. The teacher needs to explain and also perform
on the black board or chalk board as the case may be these enables the learners to
balance their theoretical knowledge with reality
It is important that leaners are exposed to suitable and relevant concept that are
useful to the attainment of their set goals and aspirations some concept may be
appropriate for some level of learners and not of some other . The background and
age difference of learners must always be considered. Not only those mathematics
teachers should always endeavor to start with sample concepts and then graduate to
harder ones and application.
The fact remain that a major educational objective for teaching mathematics at
the secondary school level is to generate interest in the subject and provide solid
foundation for everyday living for this reason teachers of mathematics should try to
make the subject attractive to the learners. Students could be made to love
mathematics if the (teacher) make it seems useful to the application of the subject to
other subject especially science make students to see the relationship between
mathematics and other subjects with a lot of example.
This will help the learners to develop understanding and mastery of the
concepts; principles, relationship and skills, it will also help them to maintain
understanding and skills already attained and enable them to secure maximum
transfer and learning to other subjects and their social environment.
For learners to archive these, that method of presentation of the subject is very
important. There are many methods that mathematics teacher can employ. These
include among others discussion methods, lecture methods, demonstration or
experimental method etc.
It is one thing to teach mathematics and another to teach it professionally.
Professional teaching has to do with imparting the knowledge in such a way that it
would affect the learners both the affective, cognitive and psychomotor domain. By
way of definition teaching is the act of imparting knowledge, skills, ideas, information
26
etc. in order to bring about learning. It goes beyond giving instruction but contain
giving instruction (what to do and what not to do ). Impact knowledge, skills, idea,
guide and give examples in order to bring about learning in the process of teaching
learner are helped toward the acquisition of particular knowledge skills, ideas etc.
It follows therefore that a professional mathematics teacher should be able to
touch the subject with a view to imparting the required concept and ides, skills
needed in mathematics manipulation. He/she should marry instruction and examples
at all times. He is at a better position to arrange, the subject sequentially with a view
of making them logical and meaningful to the learners
29
encourage along this line. Annual Festival of Audio – Visual should be o0rganized.
The forum should serves as exhibition where materials developed are brought for
display.
Moreover, the researcher is restricted to available instructional materials in the
selected schools they are textbooks, supplementary book, maps, globes, graphs,
charts, diagram, posters, any kind of three dimensional displays and chalkboard
displays. But the commonest are the textbooks and blackboards. While instructional
materials like micro – computer is absent.
Akinmuyiwa (1994) realized the important of Visual aid when he outline some
instructional purpose served by picture as follows:
i. Picture help to motivate learners and develop insight and appreciate.
ii. It fosters individual interest, invite participation, help learners to understand
themselves and stimulate creative effort. It also build new experience that is
extend horizon by first hand experience, it give meaning to word symbol and
bring explanation. Can make even the most difficult words a meaningful part of
the child. It helps to recall experience when picture of every day activities are
selected.
Many students learn mathematics better when they are being taught with
instructional materials, therefore, instructional materials make lesson realistic and
practical and also aids memory of the students’ learning in mathematics. Adeife
(1992) add his own joint contribution by postulating that the teaching resources is
needed to help the learners in understanding fully what is taught.
Finally, Edger has stressed the importance of concrete objects in learning and
teaching with instructional resources materials when integrated into instruction can
enhance students’ performance. Instruction cannot be boring and un - stimulating to
learners when materials are used. Furthermore, teacher’ efficiency can be improved
while learner can be provided with richer experience.
30
2.6 APPRAISAL OF LITERATURE REVIEW:
Behavioural control models of teaching, stress control over students behaviour
and over the conditions of learning. The teacher is a manager who seek to
accomplish specific objectives as quickly and behavior are seen as a network of
stimuli such as knowledge of results. Directly the teacher as given an active and
appropriate response to the stimuli materials. Therefore the teacher must control the
selection and arrangement of contents and task so that the required responses are
elicited.
The teachers also control the type of feed back and other reinforcing stimuli
used to maintain and regulate effort. And the shape more complex learning behaviors
by building up response chain.
Hence the various sections in this chapter have discussed the meaning of
instructional materials, types and uses of instructional materials, studies on teaching
and learning of mathematics, attitude of senior secondary schools teacher towards
instructional resources this investigation into the availability and utilization of
instructional resources for teaching and learning mathematics in senior secondary
schools.
31
CHAPTER THREE
METHODOLOGY
This chapter is primarily concerned with the methodology and procedure used in
collecting and analyzing the data for the study.
This chapter contains information on the following sub-headings.
3.1 Research design.
3.2 Population
3.3 Sample and sampling technique.
3.4 Instrumentation
3.5 Validation and reliability of the instruments
3.6 Procedure for data collection
3.7 Method of data analysis
3.2 POPULATION
The population of the study comprises the Senior Secondary School
Mathematics teachers in Kwara state.
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3.4 RESEARCH INSTRUMENTATION
The instrument used in this study is questionnaire; the instrument is meant for
mathematics teachers only. The questionnaire consist of three section A, B, and C.
Section A deals with respondent personal data, such as name of school, sex,
Educational qualification and class taught. Section B and C consist of validated
and typed questions which were designed and adopted for these research work
after necessary amendment, correction and scrutinizing by supervisor to the
study.
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CHAPTER FOUR
RESULTS
This chapter deals with the summary of the results of findings from
questionnaire administered to 150 mathematics teachers of 30 selected senior
secondary schools in Kwara State.
34
The sum of the percentage of those that are qualify to teach the subject is
51.3% and 49% for those that are not qualify to teach the subject.
This mean that, the number of those that are not qualified to teach the subject
in secondary school is still high.
From the table above, greater numbers of instructional materials are available
in teaching mathematics in senior secondary schools in Kwara state.
Research Question 2:- To what extent do teachers utilized the instructional
materials in the teaching of mathematics in secondary school?
Table 4:- Utilization of instructional materials in teaching mathematics in senior
secondary schools.
Instructional martial Often Some Rarely Never X Std
used time used used used
1 Data chart 30 39 14 67 2.21 1.21
{20.0} (26.0) (9.3) (44.7)
2 COINS 61 52 30 7 3.11 .89
(40.7) (34.7) (20.0) (4.7)
3 Dice 58 44 30 18 2.95 1.03
(38.7) (29.3) (20.0) (12.0)
4 Park of card 44 31 36 39 2.53 1.17
(29.3) (20.7) (24.0) (26.0)
5 Probability board 19 47 35 49 2.24 1.05
(12.7) (31.3) (23.3) (32.7)
6 Clinometers 19 45 26 60 2.15 1.09
(12.7) (30.0) (27.3) (40.0)
7 Graph Paper 100 34 2 14 3.47 92
(66.7) (22.7) (1.3) (9.3)
37
8 Inequalities symbol 42 24 29 55 2.35 1.24
chart (28.0) (16.0) (19.3) (36.7)
9 Set – Square 81 42 17 10 3.29 92
(54.0) (28.0) (11.3) (6.7)
10 Text Book 140 3 1 6 3.85 .62
(99.3) (2.0) (0.7) (4.0)
11 Display board 121 13 2 14 3.61 .91
(80.7) (8.7) (1.3) (9.3)
12 Table value chart 43 39 22 46 2.53 .1.20
(28.7) (26.0) (14.7) (30.7)
13 Chart of solve 36 28 27 59 2.27 1.21
simultaneous. (24.0) (18.7) (18.0) (39.3)
Equation
14 Graph board 99 24 3 24 3.32 1.11
(66.0) (16.0) (2.0) (16.0)
15 Chart of table of 23 47 22 58 2.23 1.13
value (15.3) (31.3) (14.7) (38.7)
16 Demographic data 13 37 27 73 1.93 1.04
(8.7) (24.7) (18.0) (48.7)
17 Frequency table chart 37 37 22 54 2.38 1.21
(24.7) (24.7) (14.7) (36.0)
18 Protractor 108 29 01 12 3.55 .86
(72.0) (19.3) (0.7) (8.0)
Table 5 shows that the relationship between teacher’s gender and their
utilization of instructional materials in teaching mathematics is negative, weak and not
significant.(r=-.075, df=149, p>0.05). this implies that male teachers utilized
instructional materials better than their female counterparts. Hence, Ho1 is not
rejected.
Hence, there is no significant relationship between teacher’s gender and
utilization of instructional resources
HO2:- There is no significant relationship between teacher’s qualification and
utilization of instructional material.
40
CHAPTER FIVE
Discussion, recommendation and conclusion
5.0 This chapter is mainly concerned with the Discussion, Recommendation and
conciussion of this research project
5.1 Discussions:
From the research findings, it has being established or deduced that
instruction Materials have significant impact on the effective teaching of
mathematics at senior secondary school level. Instruction materials enhance
effective teaching and learning of mathematics.
Also, instructional materials are very much relevant in promoting students
understanding in mathematics at senior secondary school level.
It was discovered that instructional materials are not provided in some schools
and they are not adequate in some school for teacher’s use and library facilities
for mathematics were not in existence in the schools. Teaching can not be
successful without the use of the instructional materials in the teaching of some
topics in mathematics. * it become nearly impossible for teachers to relate the
topic with instructional materials.
Abolade (2001) said. Teaching is particularly made more interesting to learner
by the use of adequate instructional materials, for instance, if a group of students
go to a location where ogogoro local gin brewed this will enhance effective
learning process. In the sense that the learners will be able to see and observed
the process of brewing of the product.
The uses of instructional materials assist students in seeing application of
what is being taught. By and large, the use of instructional materials enhance
effective learning ‘’vider est credere’’ is a latin maxin which means seeing is
believing these means that the students are able to see important part of the
topic taught.
41
Jasso (2001) explain that instructional materials also increase learning
possibility by interrelating the symbolism. Also they provide a group value
advantages and makes it possible for more to be learn in less time with
improved retention. They also have the advantage of transcending through the
use of educational broad casting, slide, film and the like.
Olorisade (2000) explains the importance of instructional materials as
follows, attract and hold the attention of pupil in the class, makes hearing
permanent, it gives room for students – teachers interaction as well as adds
variety to what might otherwise be a monotonous lesson and make concept
clearer.
Ralph C (1979) While writing on the uses of instructional materials, had
this to say no material should be used haphazardly there is a right and wrong
way of introducing it into the lesson the aids maybe a mean of introducing a
subject, wetting the appetite or exciting the curiosity or stimulating interest it
may be attended as the main body of the lesson i:e the chief vehicle for
transmitting the new information. It may be a piece of recapitulating material s
designed to assist in the process of knowledge. He then suggested four main
steps of using instructional materials during lesson, these are preparation,
Presentation, Evaluation and follow – up’’
According to Abimbade (1997) some of the reasons for the use of
instructional materials include reinforcement of verbal and visual message, to
focus attention, to provide experience not otherwise available to save teachers
preparation time and elucidate verbal concept.
In addition instructional materials have the advantages of supplying up to
date or latest information about invention, scientific advances, current historical
account and the like before appear in front through educational broadcasting.
Finally without the use of some of these instructional materials. Students may
not be able to understand some concept and topics in mathematics. Also it can be
42
observed that the use of instructional materials in teaching and learning especially in
mathematics is indispensable.
5.1.1 It was observed that the use of these instructional materials has not been very
encouraging by those involved in the task of teaching materials. Teacher often
try to disregard the use of these instructional materials either ignorantly or
deliberately, because of the energy, time and risk involve as well as
administrative bottlenecks, financial involvement and the like. Therefore, the
use of instructional materials is never problem free and a lot have pose problem
to the teaching and information dissemination in mathematics.
5.1.2 It was discovered that some unqualified teachers are still teaching mathematics
in our senior schools. This is an indication that the government is yet to live up
to it expectation in the provision of competent teachers at senior secondary
level. Once the subject is allowed to be handle by an unqualified teachers, the
interest of the pupils in the subject may be killed, therefore, the issue of
provision of qualified be accorded with high priority
5.2 RECOMMENDATIONS
For promotion of better understanding and also for an effective usage of
instructional materials at the senior secondary school level, the following
suggestions are recommended.
Acquisition of correct and up-to-date instructional materials, which is very
essential for students learning and improved performance in mathematics.
It is also very essential for school authorities to provide adequate storage
facilities to enhance longer life span of the materials in the school.
Provision of opportunity for educational development for teachers will also
go a long way in enhancing their efficacy, efficiency and effectiveness. This will
equally motivate them towards the use of modern materials to enhance
student’s academic performance at the senior secondary school level.
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Also teachers should be adequately trained for instance, through training
and re – training programmmes, they should be well groomed and well voiced
in handling teaching/learning process in classroom.
Teacher should also see the need to appreciate the use of instructional
materials to aid classroom teaching and learning.
Government as a mather of priority must employ adequately qualified and
competent mathematics teachers to complement the efforts of the existing
ones, this is highly essential.
Also the atmosphere on the environment of teaching should be made
conducive. The amenities and also utilities needed to foster adequate or healthy
teaching and learning situation should be provided.
The willingness of teachers to teaching as profession is also very
essential. This in turn commands their total dedication and commitment
5.3 CONCLUSION
From the discussion above, it can be inferred of concluded that the importance
of the instructional materials in mathematics and to the mathematics teacher’s
and students alike, cannot be overemphasized. It enhances effective teaching
and learning. It also promotes effective performance of students and also allows
effective students learning experience in mathematics.
The role of instructional materials is manifested in the enhancement of
qualitative performance of students in the subject matter. It can also be
concluded that it’s non – availability or non – usage can greatly hinder the
qualitative academics performance of students in mathematics. It also promotes
the retentive skill in students and saves the teachers the need of spending
much time in explaining, re – explaining, describing and unnecessary
explanation on the subject matter.
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