Project – IMPACT OF INSTRUCTIONAL MATERIALS ON TEACHING

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education remains one of the most important instruments for national development, social transformation, and economic growth. At the foundational level of education, primary schooling plays a crucial role in shaping the cognitive, emotional, moral, and social development of children. It is at this stage that pupils acquire basic literacy, numeracy, communication skills, and attitudes necessary for lifelong learning. Therefore, the quality of teaching and learning in primary schools is of great concern to governments, educational planners, teachers, parents, and society at large. One of the key factors that determine the effectiveness of teaching and the academic success of pupils is the proper utilisation of instructional materials by teachers.

Instructional materials are teaching aids or resources used by teachers to facilitate learning and make lessons clearer, more meaningful, and more interesting to pupils. These materials include charts, maps, textbooks, pictures, flashcards, real objects, audio-visual devices, models, computers, projectors, and other learning resources. Instructional materials serve as concrete representations of abstract ideas, thereby helping learners to understand concepts better. In primary education, where pupils are young and naturally attracted to visual and practical learning experiences, the use of instructional materials becomes highly essential.

The teaching-learning process becomes more effective when teachers combine verbal explanation with relevant instructional materials. According to Jerome Bruner, learners understand concepts faster when they are exposed to concrete experiences before moving to abstract reasoning. Similarly, Jean Piaget emphasized that children in the early stages of development learn best through interaction with physical objects and visual experiences. This implies that primary school teachers need to use instructional materials consistently to promote understanding and retention among pupils.

Instructional materials stimulate pupils’ interest, motivate them to learn, and sustain their attention during lessons. Many pupils lose concentration during classroom teaching when lessons are presented only through verbal explanation. However, when teachers introduce pictures, models, charts, or real-life examples, pupils become more engaged and active participants in the lesson. Active participation enhances comprehension, memory retention, and better performance in tests and examinations. Thus, the use of instructional materials can significantly improve learning outcomes.

Learning outcomes refer to the knowledge, skills, attitudes, values, and academic performance pupils acquire after instruction. It can be measured through examination scores, classroom participation, reading ability, writing skills, problem-solving competence, and behavioural improvement. Positive learning outcomes indicate that pupils have understood what they were taught and can apply such knowledge appropriately. When pupils perform poorly, it may suggest weaknesses in teaching methods, lack of learning resources, or ineffective classroom management.

In Nigeria, the Federal Government has continued to emphasise quality primary education through the Universal Basic Education (UBE) programme. Despite this effort, many public primary schools still experience poor academic performance, low literacy levels, inadequate teaching resources, overcrowded classrooms, and shortage of trained teachers. In some cases, instructional materials are available but are not properly utilised by teachers. Some teachers rely heavily on talk-and-chalk methods without integrating practical or visual aids that could improve understanding. This situation has contributed to declining learning outcomes in many schools.

Ojo Local Government Education Authority in Lagos State is one of the educational districts responsible for managing public primary schools in the area. Ojo is a densely populated urban area with many primary schools serving children from different socio-economic backgrounds. Although some schools may possess instructional materials supplied by government or non-governmental agencies, there is concern that such materials are either inadequate, poorly maintained, or underutilised by teachers. Where instructional materials are not effectively used, pupils may struggle to understand lessons, resulting in poor academic achievement.

Studies have shown that the use of instructional materials improves pupils’ performance in subjects such as Mathematics, English Language, Basic Science, and Social Studies. Dale Edgar in his Cone of Experience theory argued that learners retain more information when they learn through seeing, hearing, and doing rather than hearing alone. This theory supports the idea that instructional materials are essential tools for meaningful teaching and learning.

Therefore, the impact of instructional material utilisation by teachers on pupils’ learning outcomes cannot be overemphasized. It is against this background that this study seeks to investigate the Impact of instructional materials on teaching.

1.2 Statement of the Problem

The quality of learning outcomes among primary school pupils has become a major concern to educators, parents, and government authorities in Nigeria. Many pupils complete primary education with weak reading ability, poor writing skills, low numeracy competence, and inadequate understanding of basic concepts. These deficiencies often affect their performance at the secondary school level and hinder national educational development. Several factors have been blamed for poor learning outcomes, one of which is the ineffective utilisation of instructional materials by teachers.

In many public primary schools, teachers still depend mainly on verbal teaching methods and note dictation without the use of relevant teaching aids. Lessons are sometimes presented in abstract forms that young learners find difficult to understand. Since primary school pupils learn better through concrete experiences, the absence of instructional materials reduces their level of comprehension, participation, and interest in learning.

Furthermore, some schools possess instructional materials such as charts, maps, models, and textbooks, yet such resources are locked up in stores or rarely used during lessons. In some cases, teachers may lack the skills, motivation, or creativity required to improvise and utilise instructional materials effectively. Lack of training, heavy workload, poor supervision, and negligence may also contribute to underutilisation of available resources.

In Ojo Local Government Education Authority, despite government investment in primary education, concerns persist regarding pupils’ academic performance and classroom learning experiences. It is not clear whether poor learning outcomes are related to teachers’ inability or unwillingness to utilise instructional materials during teaching. If this issue is not properly addressed, pupils may continue to perform below expectation and the objectives of primary education may not be achieved.

It is therefore necessary to investigate the Impact of instructional materials on teaching.

1.3 Purpose of the Study

The main purpose of this study is to examine the Impact of instructional materials on teaching. Specifically, the study seeks to:

1. determine the extent to which teachers utilise instructional materials in primary schools in Ojo LGEA.
2. examine the relationship between instructional material utilisation and pupils’ academic performance.
3. investigate the effect of instructional materials on pupils’ interest and classroom participation.
4. identify challenges affecting teachers’ utilisation of instructional materials.

1.4 Research Questions

The following research questions will guide the study:

1. To what extent do teachers utilise instructional materials in primary schools in Ojo LGEA?
2. What relationship exists between instructional material utilisation and pupils’ academic performance?
3. How does the use of instructional materials influence pupils’ interest and participation in class?
4. What challenges hinder teachers from using instructional materials effectively?

1.5 Research Hypothesis

The hypothetical statement of the study is buttressed below:

H₀: There is no significant relationship between instructional material utilisation by teachers and learning outcomes of primary school pupils

H₁: There is a significant relationship between instructional material utilisation by teachers and learning outcomes of primary school pupils

1.6 Significance of the Study

The study will be beneficial to teachers by helping them understand the importance of instructional materials in improving pupils’ academic performance and overall learning outcomes. It will expose teachers to the value of using charts, models, pictures, real objects, audio-visual aids, and other teaching resources to make lessons more practical, interesting, and easier for pupils to understand. The findings of the study will also encourage teachers to adopt modern teaching methods that promote active participation, better comprehension, and retention of knowledge among learners. In addition, it will motivate teachers to improvise instructional materials where standard resources are not readily available.

The study will benefit school administrators such as head teachers and school supervisors by providing useful information on the need to supply adequate instructional materials and ensure their proper utilisation in schools. It will help administrators understand that the presence of teaching resources alone is not enough unless teachers are encouraged, guided, and monitored to use them effectively during classroom instruction. The study may also assist school management in organising seminars, workshops, and training programmes aimed at improving teachers’ competence in the use of instructional materials.

It will assist government and educational policymakers by providing empirical evidence needed for planning effective strategies to improve the quality of teaching and learning in primary schools. The findings of the study may guide ministries of education, local government education authorities, and universal basic education boards in making policies related to procurement, distribution, maintenance, and regular use of instructional materials in schools. It may also encourage increased funding of primary education and strengthen teacher development programmes.

Parents will benefit from the study through improved academic performance and better learning experiences for their children. When teachers make effective use of instructional materials, pupils are more likely to understand lessons better, develop interest in learning, and perform well in examinations. This will reduce learning difficulties and enhance parents’ confidence in the quality of education being provided in public primary schools. It may also encourage parents to support schools by providing simple learning materials for their children at home.

Researchers and future scholars will also find the study useful as reference material for related studies in the field of education. The study will contribute to existing literature on instructional materials and pupils’ learning outcomes, especially within the context of primary education in Nigeria. It will serve as a guide for students, lecturers, and educational researchers who may wish to carry out further studies on teaching methods, classroom resources, academic achievement, and related educational issues.

1.7 Scope of the Study

This study focuses on the Impact of instructional materials on teaching of primary school pupils in selected public primary schools in Ojo Local Government Education Authority, Lagos State. The study will cover teachers’ use of instructional materials, availability of resources, challenges of utilisation, and pupils’ academic outcomes.

1.8 Operational Definition of Terms

Instructional Materials: These are teaching and learning resources used by teachers to facilitate effective classroom instruction and make lessons clearer, more practical, and interesting to pupils. They include charts, maps, textbooks, pictures, models, flashcards, real objects, audio-visual aids, computers, and other relevant teaching aids.

Utilisation: This refers to the effective and purposeful use of available instructional materials by teachers during classroom teaching to enhance pupils’ understanding and learning outcomes.

Teacher: A teacher is a professionally trained person responsible for planning lessons, delivering instruction, guiding learners, and assessing pupils’ progress in the school system. In this study, it refers to teachers in public primary schools within Ojo Local Government Education Authority.

Learning Outcomes: These are the measurable knowledge, skills, attitudes, values, and academic achievements pupils acquire after receiving instruction. In this study, learning outcomes include pupils’ test scores, class participation, comprehension level, and overall academic performance.

Primary School Pupils: These are children enrolled in primary schools who are undergoing basic education at the foundational level, usually from Primary One to Primary Six.

Academic Performance: This refers to the level of success achieved by pupils in school subjects as measured through tests, examinations, assignments, and classroom assessments.

Teaching Effectiveness: This is the extent to which a teacher successfully delivers lessons in a manner that promotes understanding, participation, and achievement among pupils.

Class Participation: This refers to the active involvement of pupils in classroom activities such as answering questions, asking questions, contributing to discussions, and engaging in learning tasks.

Public Primary School: A government-owned and government-funded school established to provide free or affordable basic education to children.

Ojo Local Government Education Authority (LGEA): This is the educational administrative body responsible for the supervision, coordination, and management of public primary schools in Ojo Local Government Area of Lagos State.

Project – IMPACT OF INSTRUCTIONAL MATERIALS ON TEACHING