1

UTILISATION OF INSTRUCTIONAL MATERIALS AND JUNIOR SECONDARY SCHOOL

ONE (JSS1) STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE IN ZAKI-

BIAM, UKUM LOCAL GOVERNMENT AREA, BENUE STATE

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The Nigerian nation adopts English as a language of education. Though one may argue that, some Islamic

residents is Nigeria still teach their children in Arabic, the fact remains that western education in Nigeria

accredits English language as formal instruction medium. It is the language of instruction from upper

primary education, through secondary and tertiary education in Nigeria. The state of English as a Second

Language in Nigeria coupled with the numerous roles it plays, prompts every Nigerian citizen with the

quest to learn and to speak it (Malu and Obiakor, 2018). The importance of English language has hit a

height where a credit in the subject including four other subjects at the Western African School Certificate

offers one a space in the job market and is a prerequisite to vie for Nigeria elections. English is not only

considered in Nigeria as a medium of communication but it’s now the world’s language and it is spoken by

one in five of the world’s population. It is the language of international commerce, population culture, the

internet and holds an unassailable position among world’s major languages.

Nigeria has over four hundred ethnic languages, the need for a Lingua Franca, the language that every

citizen can understand when spoken has actually heightened the need for English language. The English

language is a prerequisite for admission to universities and it’s also compulsory for all first year students in

the universities as specified by National Universities Commission (Malu & Obiakor, 2020). It becomes

very pertinent that secondary school teachers who are English experts, should teach this all important
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language right from the Junior secondary schools, efficiently and effectively to produce a transparent

change in the students.

History chronicled that, the 1982 education ordinance which declared English as the language of

instruction in schools came in the wake of the observation made by the first inspector of schools in West

African, Reverend M. Senter (Malu & Obiakor, 2020). The authors accounts that, the inspector further

suggested, “The natives should know how to speak and write English Language because it is not only the

language of commerce but also a vehicle for communication in all fields of human endeavour”. Apart from

the above assertion, right from the colonial period, English Language has been playing a leading role in

Nigeria.

Efficiency in the use of the language both in the oral and in the written forms attaches a sort of prestige to

an individual both among the learned and the unlearned. Unfortunately, few people have acquired this

ability to perform well in the use of the language. A good mastery of the English Language helps students

to perform better in other subjects. Owing to this fact, the Joint Admissions and Matriculation Board

(JAMB) necessitates that a credit pass in the English language in the West African Secondary School

Certificate or an equivalent certificate is a necessary requirement of admission into the universities and

other tertiary institutions. In this regard, Ezenwa, & Ogwudile (2019), emphasising the importance of the

English Language states that “...of all the heritage left behind in Nigeria by the British at the end of the

colonial administration, probably none is more important than the English language. This is now the

language of government, business and commerce, education, the mass media, literature and much of

internal as well as external communications.”

The present inadequate knowledge of English language by the Nigeria students in Junior secondary school

level births the challenge of students’ low academic achievement which heightens at the senior classes to

SSCE and present an impediment to attainment of the nation’s educational goals. If the nation will progress
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along the lines mapped out by its leaders, it seems reasonable, therefore, to attempt to change the trend via

sensitive measures like increasing quality teacher strength, teacher remunerations, teacher’s methodology

of teacher, and utilization of instructional materials, etc.

The influence of instructional materials in promoting students’ academic achievement in teaching and

learning for educational development is indisputable. The materials used by teachers of English language

at the Junior secondary school levels of our education system is certainly, a paramount issue in practical

classroom interaction and successful transfer of knowledge from the teacher to the learners. These

instructional materials are materials which assist teachers to make their lessons explicit to learners. They

are also used to transmit information, ideas and notes to learners (Ijaduola, in Sale, 2016). Instructional

materials used for the teaching of English language include both visuals and audiovisuals such as pictures,

flashcards, posters, charts, tape recorder, radio, video, television, computers among others. These materials

serve as supplement to the normal processes of instruction and academic achievement.

1.2 Theoretical Framework

The theoretical framework as a treatise anchoring this study hinges on learning theory by Kolb (1984).

1.2.1 Kolb’s Theory of Learning

Kolb theory of learning is best understood if illustrated diagrammatically as shown in fig.1 below and

subsequently explained as follows:

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Fig. 1: Kolbs Learning Cycle

Source: Mcleod (2023)

Kolb (1984) cited in Mcleod (2023), views learning as an integrated process, with each stage mutually

supporting and feeding into the next. It is possible to enter the cycle at any stage and follow it through its

logical sequence. However, effective learning only occurs when a learner can execute all four stages of the

model. Therefore, no one stage of the cycle is effective as a learning procedure on its own.

The process of going through the cycles results in the formation of increasingly complex and abstract

‘mental models’ of whatever the learner is learning about. Various factors such as social environment,

educational experiences, or the basic cognitive structure of the individual influence his preferred style.

Whatever influences the choice of style, the learning style preference itself is actually the product of two

pairs of variables, or two separate “choices” that we make, which Kolb presented as lines of an axis, each
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with “conflicting” modes at either end. A typical presentation of Kolb’s two continuums is that the east-

west axis is called the Processing Continuum (how we approach a task), and the north-south axis is called

the Perception Continuum (our emotional response, or how we think or feel about it).

In theory of cognitive development, mental ability is closely related to language ability. As child grows

older, vocabulary and word usage becomes the best single indication of his intelligence. Sensory motor

ability is the basis of intelligence and other ingredients are ability to perceive situations accurately, to see

relations, to remember, to use good judgement and to persist in solving problems. The psychologist posited

that in attempt to learn anything a child must pay attention to it. It also involves exploration of the visual

field, fixing the eyes successively on different parts rating these parts and anticipating phenomenon that are

not yet clearly perceived (Akanbi in Malu & Obiakor, 2020). This study is of the opinion that English

language teachers should use the materials that would enable students to easily perceive learning situations

in a positive way. Akanbi in Malu & Obiakor (2020) distinguished four stages in the development of

cognition or intelligence. This concept of stage implies that development takes place in unvarying steps

like sequence, regardless of the child’s culture or education. The child begins rudimentary concept

formation at the pre-conceptional thinking stage. Here the child begins to classify things in certain classes

because of their similarity. Here he explains that the child’s rather than his logic being either deductive or

inductive, it is transductive. This study opines that the teacher should be able to present instructional

materials that would enable the students to overcome the problems of transductive.

1.3 Statement of the Problem

Generally, it is observed that the standard of the English Language is rapidly dwindling in our schools,

especially in the post-primary schools, unlike in the yester-years when a year six pupil was able to speak

and write good English. Many studies have shown that despite the emphasis placed on teaching and

learning of the English language, it’s alarming and disappointing to observe that secondary school students

are unable to communicate in the language. Even at the tertiary institution level, it is observed that most of
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the students who seemed to have achieved in the subject as their SSCE results reflect good grades are

deficient in communication skills (listening, speaking, reading, and writing). They can neither make

sentence in simple correct English nor write well constructed essays. They are fond of code-mixing and

code-switching; they mix English with their native language and make a lot of grammatical errors such as

syntactic errors, phonological errors and semantic errors. The above problems are common ways of

detecting that there is low level of achievement in the English language among students. Most teachers of

English language observed that senior secondary students when confronted given assignment, they give

direct translation of words and sentences and use slangy expressions. These discoveries have been a great

concern to teachers, the public as well as researchers. Several factors have been accused as been

responsible for the ugly trend. However, the researcher here is moved to investigate on utilisation of

instructional materials, and how this will influence the academic achievement of Junior secondary school

one (JSS1) students in Zaki-Biam, Ukum Local Government Area, Benue State.

1.4 Purpose of the Study

The main purpose of the study is to examine the utilisation of instructional materials and Junior secondary

school one (JSS1) students’ academic achievement in English language in Zaki-Biam, Ukum Local

Government Area, Benue State. The specific objectives of the study include among others to:

i. Find out the instructional materials available for teaching and learning English language in

secondary schools in Zaki-Biam, Ukum L.G.A

ii. Examine the level of instructional materials’ use in teaching English Language in secondary schools

in Zaki-Biam, Ukum L.G.A.

iii. Find out the mean difference in the academic achievement of JSS1 students taught English

Language with, and without instructional materials in Zaki-Biam, Ukum L.G.A.

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1.5 Research Questions

Based on the objectives of the study, the following research questions offer direction to the researcher in

carrying out the study:

i. What are the instructional materials available for teaching and learning English language in

secondary schools in Zaki-Biam, Ukum L.G.A?

ii. To what extent do teacher of English language use instructional materials in teaching in secondary

schools in Zaki-Biam, Ukum L.G.A?

iii. What is the mean difference in the academic achievement of JSS1 students taught English

Language with, and without instructional materials in Zaki-Biam, Ukum L.G.A?

1.6 Research Hypotheses

The following are the research hypotheses for this work.

HO1: There is no significant difference in the mean academic achievement of JSS1 students taught English

Language with, and without instructional materials in Zaki-Biam, Ukum L.G.A.

Ho2: There is significant difference in the mean academic achievement of JSS1 students taught English

Language with, and without instructional materials in Zaki-Biam, Ukum L.G.A.

1.7 Significance of the Study

It is hoped of the researcher that, this study will have relevance to teachers and students, ministry of

education, and other researchers. Thus:

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i. Teachers and Students: The findings of the study will be significant to the teachers because, it

might be an eye opener in imparting knowledge and literary skills among the teachers and

learners. The findings might also help in guiding the teachers and even the learner's attitude

towards use of instructional materials in teaching and learning thereby improving academic

achievement in the discipline.

ii. Ministry of Education: The results of this study might be helpful to the ministry of education

in guiding decision in policy making and in the process of ensuring quality of teaching and

school management. It will also encourage the ministry of education to improve on its

instructional materials’ infrastructure in the schools, and be encouraged in the structuring of the

teacher training programs on instructional pedagogies in teaching and learning.

iii. Researchers: On the part of the researchers, this would serve as a research material for further

researches. The findings and suggestions of this study will also add to the already existing

literatures in the area of instructional materials’ integration in teaching and learning of English

language.

1.8 Scope of the Study

The study restricted itself to utilisation of instructional materials and Junior secondary school one (JSS1)

students’ academic achievement in English language in Zaki-Biam, Ukum Local Government Area, Benue

State. The scope does not include all the classes in secondary schools but focused mainly on the beginners

of secondary schools. The study is constrained and did not consider investigating instructional materials

and its impact on other arts subject since these might require a different type of study all together. It would

have been better if this study was to be carried out in the entire Ukum Local Government Area but due to

certain limitations, the study would be conducted only among the secondary schools in Zaki-Biam,

Township.
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1.9 Operational Definition of Terms

The definitions of term used here are valid in the context of this research study. They may be defined

otherwise in other disciplines or fields.

i. Utilisation: This is synonymous to use of an item.

ii. Instruction materials: These are facilities given to students, so that they can use every opportunity

to develop full potential. Instructional materials include visuals and audiovisuals such as pictures,

flashcards, posters, charts, etc.

iii. Academic achievement: This refers to the level at which a student, teacher or institution has

managed to reach their educational goals.

REFERENCES

Ezenwa, C. & Ogwudile, C. (2019). Language as a Tool for National Integration: A Case Study of
English Language in Nigeria. International Journal of Religion and Human Relations, 11(1), 53-69

Malu, D. and Obiakor, M. I. (2018). Factors affecting English language teaching and learning in higher
education. English Language Teaching. 7(8): 94-105

Obiakor, M. I. (2020). Problems of teaching and learning of English language as a second language in
secondary schools in Ankpa Local Government Area of Kogi State. AJEMATES 1(1), 76-88. Doi:
https://ajemates.org

Sale, M. (2016). Instructional materials. Retrieved on September 6, 2023 from

https://www.researchgate.net/publication/345897715_instructional_materials
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CHAPTER TWO

LITERATURE REVIEW

The Concept of English Language

English is the language of education in Nigeria. It is the language of instruction from upper primary

education, through secondary and tertiary education in Nigeria. The state of English as a Second Language

in Nigeria coupled with the numerous roles it plays compels every Nigerian citizen to learn and to speak it

(Njoku, 2017). Okugo (2022) noted that ‘English as a Second Language’ is a traditional term for the use or

study of the English language by non-native speakers in an English-speaking environment (it is also known

as English for speakers of other languages.)

English language in Nigeria is very essential. Its importance is such that a credit in the Language including

four other subjects at the Western African School Certificate offers one a space in the job market and is a

prerequisite to vie for Nigeria elections. English is the major language of commerce, international relations,

politics, science and technology. English is now the world’s language and it is spoken by one in five of the

world’s population. It is the language of international commerce, population culture, the internet and holds

an unassailable position among world’s major languages. Nigeria has over four hundred ethnic languages,

the need for a Lingua Franca, the language that every citizen can understand when spoken has actually

heightened the need for English language.

English Language as a Subject in Secondary Schools

The role assigned English in Nigerian education is outlined in the 2004 National Language Policy on

Education, It states that English shall be the medium of instruction in the upper primary, secondary and

tertiary level of education. Thus, the status of English is enhanced as it is not only a course of study in

school but also the language after the first few years of primary up till tertiary education. The National

Policy on Education (2013) stipulates the importance of English language as one of the core subjects that
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will enable a student to offer any course in higher institution. As one of the core subjects, it is naturally

expected that the level of attainment of the students in English will be revealed on their performance in

other subject areas. In the light of the above, the English language teachers need the active cooperation of

the students of other subjects (Adekola, Shoaga and Lawal, 2015). English language is the language of

education, the only major medium of instruction in Nigerian schools, from elementary to the University

level. Apart from being a subject itself, it is used to teach other subjects. As Adekola, Shoaga and Lawal

(2015) puts it “the good command of the language is needed to master other subjects taught such as

History, Geography, Economics, and so on”. Moreover, English is the language of communication in

examinations. Failure in English language automatically invalidates grades obtained in other subjects no

matter how high the grades may be. The general attitude towards the English language is hostile.

Consequently, the poor performance in English language in Nigerian schools is a matter of great interest to

researchers, and great concern to teachers and educational administrators. Many researchers have been able

to come out with a number of factors which could behold responsible for the downward trend in

proficiency in English language by students in Nigerian schools. These include: i. Lack of qualified and

dedicated teachers; ii. Poor method of teaching; iii. Lack of interest, zeal and zeal on the part of the

students due to a very low motivation given to them by their parents and teachers and so on. Summarily, in

the Nigerian educational system, English Language is taught from pre-nursery to nursery, primary school

(lower basic school), junior secondary (upper basic school), to senior secondary school. It is a mandatory

subject in all these levels of education. It is a must pass subject if any student aspires to go into the tertiary

institution of learning in Nigeria.

The Concept of Instructional Materials

Teaching materials are both human and non-human instructional resources which teachers use in the course

of teaching. Some are factory-made and some are improvised by the teacher but they all serve the same
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purpose (Iorliam, 2013, p.57). Also, Udom (2013) sees instructional material as “a list of all equipment and

materials needed for that particular lesson which the teacher will provide.” As educators guide students’

learning, they must consider the goals and outcomes of the curricula; the backgrounds, abilities, interests,

and learning styles of individual students; and, the learning resources available. Instructional resources and

materials cover what a teacher uses to teach so as to involve the five senses of sight, hearing, touch, smell

and taste while presenting his lessons. Resources could be human or non-human. Instructional materials are

very important in language teaching, especially foreign language. Hence, they facilitate the direct

relationship between the sounds and their symbols and also words and the objects they represent. The use

of instructional material reduces the problem associated with learning by making teaching and learning

concrete rather than abstract. Instructional materials help to clearly illustrate abstract concepts in a

language class. The teacher of language is responsible for the selection of adequate teaching materials.

Although the school authority is responsible for the purchase and installation of instructional materials, it is

the responsibility of the teacher who knows the content of his lessons to select adequate and relevant

instructional materials. The teacher henceforth improvises any teaching material that is not available.