Project – Teachers’ Use of Instructional Materials and Its Effect on Pupils’ Academic Performance in Public Primary Schools in Oredo Local Government Area, Edo State

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education is universally acknowledged as a fundamental instrument for national development and social transformation. At the foundation of any educational system lies primary education, which plays a crucial role in shaping pupils’ cognitive, affective, and psychomotor development. In Nigeria, primary education serves as the bedrock upon which all other levels of education are built, and its effectiveness largely determines pupils’ future academic success and lifelong learning capabilities (Federal Republic of Nigeria [FRN], 2014).

Teaching at the primary school level requires the use of appropriate instructional materials to facilitate effective learning. Instructional materials refer to all resources used by teachers to support teaching and enhance pupils’ understanding of concepts. These include textbooks, charts, pictures, flashcards, real objects (realia), audio-visual aids, models, and digital resources. The use of instructional materials helps to concretize abstract concepts, stimulate pupils’ interest, and promote active participation in the learning process (Afolayan & Adebayo, 2019).

Educational theorists emphasize that children learn best when teaching appeals to multiple senses. According to Dale’s Cone of Experience, learners retain more knowledge when they see, hear, touch, and interact with learning materials rather than relying solely on verbal explanations. In primary education, where pupils are still developing reading and comprehension skills, instructional materials are particularly vital for improving understanding and retention (Obanya, 2017).

Despite the recognized importance of instructional materials, many public primary schools in Nigeria face challenges related to their availability and effective utilization. Studies have shown that teachers often rely heavily on the chalk-and-talk method, with limited use of teaching aids, due to factors such as inadequate supply of materials, lack of training, large class sizes, and insufficient funding (Adeogun & Osifila, 2020). This situation has raised concerns about the quality of teaching and pupils’ academic performance.

In Edo State, and particularly in Oredo Local Government Area, public primary schools play a significant role in educating children from diverse socio-economic backgrounds. However, reports from school supervisors and examination results suggest that pupils’ academic performance in core subjects such as English Language, Mathematics, and Basic Science has been inconsistent over the years. One possible factor contributing to this trend is the extent to which teachers effectively use instructional materials during classroom instruction.

Teachers’ competence and willingness to use instructional materials can significantly influence pupils’ academic outcomes. When instructional materials are adequately used, lessons become more interactive, learners are better motivated, and learning becomes meaningful. Conversely, poor or non-use of instructional materials may result in rote learning, low engagement, and poor academic achievement (Ogunleye, 2018). It is against this backdrop that this study seeks to examine teachers’ use of instructional materials and its effect on pupils’ academic performance in public primary schools in Oredo Local Government Area, Edo State.

1.2 Statement of the Problem

Over the years, concerns have been raised about the declining academic performance of pupils in public primary schools across Nigeria. Despite government efforts to improve basic education through policies such as the Universal Basic Education (UBE) programme, many pupils still perform below expectations in both internal and external assessments. This situation has prompted researchers and education stakeholders to investigate factors affecting pupils’ academic achievement.

In Oredo Local Government Area of Edo State, observations by education supervisors and parents indicate that pupils’ performance in foundational subjects remains unsatisfactory in several public primary schools. Many pupils struggle with basic literacy and numeracy skills, which are essential for success at higher levels of education. This persistent poor performance raises questions about the quality of instructional delivery in these schools.

One major concern is the apparent limited use of instructional materials by some teachers during classroom instruction. In many classrooms, lessons are delivered predominantly through verbal explanations without the support of visual or practical teaching aids. In some cases, available instructional materials are underutilized or improperly used due to lack of training or motivation among teachers.

The problem, therefore, is that despite the proven importance of instructional materials in enhancing learning, their use in public primary schools in Oredo Local Government Area appears inadequate. This inadequacy may be contributing to pupils’ low academic performance. There is a need for empirical evidence to establish the relationship between teachers’ use of instructional materials and pupils’ academic performance in the study area. This study seeks to fill this gap by investigating how teachers’ use of instructional materials affects pupils’ academic performance in public primary schools in Oredo Local Government Area, Edo State.

1.3 Purpose of the Study

The main purpose of this study is to examine teachers’ use of instructional materials and its effect on pupils’ academic performance in public primary schools in Oredo Local Government Area, Edo State.

Specifically, the study seeks to:

1. determine the extent to which teachers use instructional materials in public primary schools;

2. identify the types of instructional materials commonly used by teachers;

3. examine the effect of instructional materials on pupils’ academic performance;

4. determine challenges faced by teachers in using instructional materials effectively.

1.4 Research Question

1. What is the effect of teachers’ use of instructional materials on pupils’ academic performance in public primary schools in Oredo Local Government Area?

1.5 Research Hypothesis

The following null hypothesis was tested at 0.05 level of significance:

H₀: There is no significant relationship between teachers’ use of instructional materials and pupils’ academic performance in public primary schools in Oredo Local Government Area, Edo State.

1.6 Significance of the Study

The findings of this study will be beneficial to teachers, school administrators, government agencies, and curriculum planners. Teachers will gain insights into the importance of effective use of instructional materials in improving pupils’ academic performance. School administrators will use the findings to encourage and support teachers in adopting innovative teaching practices.

Government and education policymakers will benefit from the study as it will provide empirical evidence that can guide decisions on the provision of instructional materials and teacher training programmes. Curriculum planners may also use the findings to emphasize instructional material usage in curriculum implementation. Finally, the study will contribute to existing literature and serve as a reference for future researchers.

1.7 Scope of the Study

This study is limited to public primary schools in Oredo Local Government Area of Edo State. It focuses on teachers’ use of instructional materials and pupils’ academic performance in selected core subjects. Private primary schools are excluded from the study.

1.8 Operational Definition of Terms

• Instructional Materials: Teaching aids such as textbooks, charts, pictures, models, audio-visual materials, and real objects used by teachers to enhance learning.

• Teachers’ Use: The frequency and manner in which teachers employ instructional materials during classroom instruction.

• Academic Performance: Pupils’ achievement measured through test scores and examination results in selected subjects.

• Public Primary Schools: Government-owned primary schools under the supervision of the State Universal Basic Education Board (SUBEB).

• Pupils: Learners enrolled in public primary schools within Oredo Local Government Area.

Project – Teachers’ Use of Instructional Materials and Its Effect on Pupils’ Academic Performance in Public Primary Schools in Oredo Local Government Area, Edo State