Project – Influence of instructional resources on the Teaching and Learning in junior Secondary Schools
CHAPTER ONE:
INTRODUCTION
1.1 Background to the Study
Education is universally acknowledged as the foundation for societal transformation, technological advancement, and national development. The role of education in equipping individuals with the knowledge, skills, attitudes, and values necessary for meaningful participation in society cannot be overstated. At the core of any successful educational system lies effective teaching and learning. These processes, however, are not solely dependent on curriculum design or teacher competence, but also on the availability and strategic use of instructional resources. Instructional resources—such as textbooks, audiovisuals, laboratory apparatus, models, charts, computers, and projectors—play an instrumental role in simplifying abstract concepts, motivating learners, and fostering deeper understanding and long-term retention of content (Adeyanju, 2003).
Instructional resources serve as the link between theoretical content and real-world applications. They assist learners in visualizing complex topics, especially in subjects like science, mathematics, and geography, where abstract reasoning is required. The effective deployment of these resources creates a more engaging classroom environment, allowing students to interact with content and participate more actively in the learning process. From this perspective, instructional materials are not supplementary tools but central to the teaching-learning enterprise. Their influence spans lesson planning, content delivery, student participation, and assessment outcomes, thereby forming a critical pillar of academic success in any learning environment.
In Nigeria, junior secondary education occupies a strategic position in the national education framework. According to the National Policy on Education (FRN, 2014), this level of education is expected to lay the foundation for lifelong learning, cognitive development, and vocational preparedness. However, the successful realization of these goals hinges greatly on the provision of quality instructional resources. Where resources are lacking or mismanaged, the learning experience becomes monotonous, abstract, and less productive. Thus, effective teaching at this level requires that adequate instructional resources be made available and properly integrated into daily classroom practices.
Unfortunately, many public junior secondary schools in Nigeria, particularly in semi-urban and rural areas such as Ikot Ekpene Local Government Area of Akwa Ibom State, continue to grapple with the challenge of insufficient instructional materials. In some schools, instructional resources are outdated, underutilized, or entirely absent. Teachers are often compelled to adopt teacher-centered methods of instruction—such as rote learning and lecture-based delivery—without the aid of practical or visual materials to support comprehension. This situation can hinder students’ academic performance, lower their interest in learning, and weaken their capacity for critical thinking and creativity (Afolabi & Loto, 2012).
Empirical evidence supports the assertion that the availability and effective use of instructional resources positively influence students’ academic achievement and engagement. Ololube (2006) found that students in resource-rich schools performed significantly better than those in poorly resourced ones. Similarly, Ogbondah (2008) emphasized that instructional aids help bridge the gap between theoretical concepts and practical applications, thereby enhancing the quality of teaching and learning. These findings suggest that educational stakeholders must prioritize the provision and proper use of instructional resources to elevate academic standards and learning outcomes, particularly in under-resourced areas like Ikot Ekpene.
Given the crucial role that instructional resources play in improving learning experiences and outcomes, it is essential to conduct empirical investigations into their influence at the junior secondary school level. This study seeks to examine how the availability, adequacy, and utilization of instructional resources affect teaching effectiveness and students’ learning in junior secondary schools in Ikot Ekpene Local Government Area. By identifying existing gaps and challenges, the study aims to contribute to policy formulation and implementation strategies that can enhance the teaching-learning process and, ultimately, educational development in the region.
1.2 Statement of the Problem
In recent years, there has been growing awareness of the importance of instructional resources in enhancing the quality of education. Instructional resources are widely acknowledged as essential tools that support effective teaching and meaningful learning. However, in many junior secondary schools in Ikot Ekpene Local Government Area of Akwa Ibom State, the reality on the ground tells a different story. Despite national education policies emphasizing the need for adequate learning materials, schools in the area continue to struggle with issues of scarcity, outdated resources, and poor instructional delivery practices.
One of the most pressing problems is the insufficient supply and inequitable distribution of instructional resources. Many schools operate in overcrowded classrooms where the student-to-teacher ratio is high, and the few available teaching materials cannot adequately serve the number of learners. Textbooks are often in short supply, and some are outdated or irrelevant to the current curriculum. Visual aids such as charts, maps, and models are either lacking or damaged, and modern instructional technologies such as computers and projectors are rarely available. Consequently, teachers are left with no choice but to rely heavily on verbal instruction and chalk-and-talk methods, which may not be effective for all learners, especially those who benefit from visual and hands-on experiences.
Furthermore, even in instances where some instructional resources are available, their utilization by teachers may be limited due to a lack of training, interest, or time. Some teachers may not fully understand how to integrate teaching aids into their lesson plans or may lack the motivation to use them consistently. Others may face administrative or logistical constraints that prevent them from accessing school-provided resources. This leads to a significant underutilization of materials that could otherwise make lessons more engaging, improve comprehension, and promote higher academic achievement among students.
The result of these challenges is a noticeable decline in the effectiveness of the teaching and learning process. Students may find it difficult to grasp complex concepts, leading to low levels of participation, poor academic performance, and disinterest in school activities. The absence of stimulating and interactive learning environments affects both the intellectual and emotional development of learners. This situation not only undermines the objectives of junior secondary education but also widens the educational gap between well-resourced urban schools and under-resourced rural institutions like those in Ikot Ekpene.
Given these concerns, critical questions arise: How accessible and sufficient are instructional resources in the junior secondary schools of Ikot Ekpene? To what extent do teachers utilize the available resources in classroom instruction? What influence do these resources have on students’ academic performance and engagement? This study aims to address these questions by examining the availability, utilization, and impact of instructional resources on the teaching and learning process. The findings are expected to provide evidence-based insights that can inform policy decisions and practical interventions to improve educational quality in the area.
1.3 Purpose of the Study
The general purpose of this study is to examine the influence of instructional resources on teaching and learning in junior secondary schools in Ikot Ekpene Local Government Area of Akwa Ibom State.
Specifically, the study seeks to:
- Identify the types of instructional resources available in junior secondary schools.
- Examine how teachers utilize instructional resources in the teaching process.
- Determine the influence of instructional resources on students’ learning outcomes.
- Explore challenges associated with the use of instructional resources in schools.
1.4 Research Questions
The following research questions guide the study:
- What types of instructional resources are available in junior secondary schools in Ikot Ekpene?
- How are instructional resources utilized by teachers during lessons?
- What influence do instructional resources have on students’ learning outcomes?
- What are the challenges faced by teachers in accessing and using instructional resources?
1.5 Research Hypothesis
To guide the study, the following hypothesis is formulated:
- H₀: There is no significant relationship between the use of instructional resources and students’ learning outcomes in junior secondary schools in Ikot Ekpene Local Government Area.
1.6 Significance of the Study
This study is significant as it seeks to examine the influence of instructional resources on the teaching and learning process in junior secondary schools, particularly within the context of Ikot Ekpene Local Government Area. Its outcomes are expected to benefit a wide range of stakeholders in the education sector, starting with teachers, who play a direct role in implementing classroom instruction. The findings will highlight how the effective use of instructional resources can enhance lesson delivery, simplify complex concepts, and stimulate student interest. Teachers will be encouraged to adopt more interactive teaching methods and incorporate diverse materials into their daily practices to improve student engagement and understanding.
School administrators will also find the study valuable as it underscores the importance of ensuring the consistent availability and maintenance of instructional materials. Principals and education officers will gain insights into the impact that resource adequacy has on school performance. The results may influence the administrative decision-making process regarding budget allocation, procurement, inventory control, and training for teachers on the effective use of teaching aids. By recognizing the role that resources play in driving academic outcomes, school leaders will be better positioned to advocate for improvements in school infrastructure and support systems.
For policy makers and education authorities, the study will provide evidence-based data that can inform the development of educational policies and funding strategies. It will serve as a guide for ministries of education, local government councils, and other agencies involved in educational planning, showing where gaps exist in resource provision and how these gaps affect learning outcomes. Through the study, policymakers may also be inspired to review and update standards regarding the minimum instructional resources that should be available in schools, ensuring that teaching and learning are equitable across different regions and school types.
Researchers and academic scholars will benefit from the study as it adds to the growing body of literature on educational resource utilization in Nigerian schools, particularly at the junior secondary level. The findings and methodology of the study will serve as a reference point for future studies, enabling researchers to build upon the results, conduct comparative analyses, or extend the study to other locations. Additionally, the study will open new areas for inquiry, such as exploring the relationship between instructional resources and teacher motivation, curriculum implementation, or student behavior.
Lastly, students, who are the primary beneficiaries of the teaching and learning process, stand to gain the most from the practical application of the study’s findings. By encouraging better instructional practices through improved resource use, students will have access to more stimulating and supportive learning environments. This can lead to increased comprehension, improved academic performance, higher retention rates, and more positive attitudes toward learning. Ultimately, the study contributes to creating a more inclusive and effective educational system that meets the needs of learners in Ikot Ekpene and beyond.
1.7 Scope of the Study
The study is limited to selected junior secondary schools in Ikot Ekpene Local Government Area of Akwa Ibom State. It focuses on the availability, use, and impact of instructional resources on teaching effectiveness and student learning outcomes in core subjects such as English Language, Mathematics, Basic Science, and Social Studies.
1.8 Operational Definition of Terms
Instructional Resources: Instructional resources refer to all the physical and digital materials, tools, and devices that educators use to support and enhance the teaching and learning process. These include traditional materials such as textbooks, chalkboards, charts, maps, and models, as well as modern tools like projectors, computers, interactive whiteboards, and digital media content. The primary function of instructional resources is to make abstract or complex subject matter more understandable by offering visual or hands-on experiences. When appropriately selected and effectively used, these resources play a vital role in motivating learners, reinforcing information, and promoting active engagement in the classroom.
Teaching: Teaching is the systematic and purposeful process through which a teacher facilitates the transfer of knowledge, skills, values, and attitudes to students. It involves the use of various pedagogical strategies, communication methods, and learning aids to deliver curriculum content effectively. Teaching goes beyond the mere presentation of facts; it encompasses planning, classroom interaction, assessment, feedback, and adaptation of instruction to meet learners’ needs. A competent teacher leverages both content knowledge and instructional resources to stimulate critical thinking, encourage participation, and foster a productive learning environment.
Learning: Learning is the process by which students acquire new knowledge, develop skills, form attitudes, and internalize values through exposure to teaching, personal study, and life experiences. It is both an individual and social process that involves the active construction of meaning based on interaction with instructional content and the learning environment. Effective learning is often evidenced by changes in behavior, increased competence, and the ability to apply knowledge in practical situations. In the context of this study, learning is assessed in terms of student performance, engagement, and the retention of subject matter.
Junior Secondary School: Junior secondary school represents the middle level of Nigeria’s 9-3-4 system of education, covering the first three years after primary education—typically referred to as JSS1 to JSS3. Students at this level are generally between the ages of 11 and 14. This phase is designed to build upon foundational knowledge acquired in primary school and prepare learners either for senior secondary education or vocational training. According to the National Policy on Education, junior secondary education aims to develop students’ cognitive, affective, and psychomotor domains through exposure to a broad-based curriculum. The availability and use of instructional resources at this stage are crucial to laying a strong academic foundation.
Utilization: Utilization refers to the manner in which available instructional resources are employed by teachers in the process of delivering lessons. It encompasses not only the frequency of use but also the appropriateness, creativity, and effectiveness with which these resources are integrated into teaching. Proper utilization involves aligning resources with lesson objectives, ensuring students interact meaningfully with the materials, and using them to support diverse learning styles. Poor or underutilization of instructional aids, even when they are available, may result in missed opportunities for enhancing comprehension and academic performance.
Project – Influence of instructional resources on the Teaching and Learning in junior Secondary Schools