1.1 Introduction
One cannot stress enough how important teaching aids are to students' academic achievement in primary school. These are tools for accessing, modifying, and applying knowledge in the context of teaching and learning, according to the instruction manual for educational resources. A wide range of visual and auditory media, from simple chalkboard drawings to complex overhead transparencies and computers, are included in the category of instructional resources, according to Miner and Tyler (2005).
Clatterfelter et al. (2007) state that effective primary teachers employ innovative teaching techniques, pay closer attention to students' learning, and use assessment to modify their methods. Because primary schools play such important roles in the community, everyone expects better performance from them. However, those who don't perform as well can't effectively contribute to human resources because they lack the necessary skills (Aliyu, 2003).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
Studies on teaching aids are not something new in educational research. A large number of studies have been done on this area. Teaching aids are used to impart knowledge to students they are the means by which the teacher attempts to impart the desired learning or experience (Ndirangu, 2007). The choice of a particular method of teaching by the teacher determined by number of factors which includes the content to be taught, the objectives which the teacher plans to achieve availability of teaching and learning resources and the ability and willingness of the teacher to improvise if convectional teaching aids are not available, evaluation and follow-up activities and Individual learner differences (Ndirangu, 2007). The primary purpose of teaching at any level of education is to bring a fundamental change in the learner (Tebabal & Kahssay, 2011). To facilitate the process of knowledge transmission, teachers should apply appropriate teaching aids that best suit specific objectives and level exit outcomes.
According to Combs in Ogundiran (2015) Education consist of two components. Inputs and outputs according to him, inputs consist of human and material resources and outputs are goods and outcomes of the educational process. Both the inputs and outputs form a dynamic organic whole and if one wants to investigate and assess the educational system in order to improve its performance effects of one component on the other must be examined. Instructional materials which are education al inputs are of vital importance to the teaching of any subject, in the primary school curriculum.
According to Ogundiran (2015) no effective education programme can exist without equipment, facilities, materials and so on. They are indispensable to good teaching and learning. Teachers handling science subjects complain of lack of equipment and materials to carry out practical exercise with pupils. Due of this, some teachers avoid the practical aspect of science while concentrating their attention on the theoretical aspects. Some try to verbalize their teaching on theoretical aspect and by so doing render the lesson vague and abstract. Hence, the use of instructional materials in teaching and learning will enable the learner to develop problem solving skills, and positive attitude, acquire and develop functional knowledge and manipulative skills some researchers like Wales (2001) & Nwichi (2003) among others postulated that, the use of instructional materials would make discovered facts glues firmly to the memory of pupils. Also, Asaya and Egwali (2005) opined that the use of teaching aids is to bring desirable changes in learner’s abilities and behaviours more or less permanent due to experience exposure of knowledge gained and required by the active participation of the learners. Other also added that a well planned and imaginative us of visual aids in lesson should do much to banish apathy, supplement inadequacy of books as well as arouse pupils interest by giving them something practical to see, do and at the same time helping to train them to think abstractly (Savoury 2000, Koert 2000).
Ibe-Bassey (2008), suggested that school should be properly and uniformly equipped to promote sound and effective teaching with suitable textbooks, qualified teachers and libraries among others, and adequate learners should also be in schools in order to achieve a just and egalitarian society as spelt out in Nigerian National Policy on Education. Combs (2003) stressed that scarcity of these constraints; restrict the educational system from responding more fully to new demands.
Savoury (2004) submitted that most public primary schools in various local government areas in Nigeria do not know the scope and content of education technology and proper management strategies of any available instructional materials to enhance better teaching and learning. Another challenge facing the academic performance of the pupils in public primary school according to Fafunwa (2004) includes non-use of instructional materials, lack of funds to acquire some of the materials that cannot be improvised, lack of adequate room facilities for storage and security facilities inadequate regular electricity supply to sustain specific audio visual resources that require specific room temperature. Epileptic supply of electricity has a damaging effect on some of these teaching facilities.
Furthermore, Minor & Tyler, (2005) stressed that unavailability of useful materials; inadequate room facilities and budgets, poor, planning, poor communication, unfamiliarity with audio visual materials and methods of teaching, are challenges facing teaching in utilizing the available instructional material. Hence, Russell (2001) observes that “the use of media in instruction depend on the attitude of the teacher and his perception of how media resources can facilitate the academic performance of the public primary school pupils in teaching and learning process.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Influence of Teachers Training on the Academic Performance of Primary School Pupils.
1.3 Statement of Problems
Investigation revealed that the primary school education, the background to which other levels of education is built upon. Many educationist and researchers have published their views on why instructional materials should be used in teaching in primary school level.
Ogundiran (2015) postulated that despite the numerous advantages of utilizing instructional materials in teaching and learning, it is embarrassing to note that many teachers and schools in Nigeria still limit the teaching process to textbook chalks and chalkboards, teachers centered methods. They disregard the importance of using instructional materials as a tool to enhance the academic performance of the pupils in the primary schools.
Also Savoury (2004) submitted that most public primary schools in various local government areas in Nigeria do not know the scope and content of educational technology and proper management strategies of any available instructional materials to enhance better teaching and learning. The foregoing results to an unimpressive performance of primary education as postulated by Uzeochi (2004). It is therefore pertinent to find out the effect of availability and utilization of instructional material on pupils academics performances in primary schools.
Therefore, this study critically examines the effects of availability and utilization of instructional materials on the academic performance of primary school in Ifelodun Local Government Area of Kwara State.
1.4 Aim and Objectives of Study
The aim of the study is to examine the Influence of Availability and Utilization of Teaching Aids on Academic Performance of Pupils in Primary Schools using Ifelodun Local Government Area of Kwara State as a case study. In achieving this aim, the following specific objectives were laid out as follows:
- The teachers’ perception on the influence of instructional material on pupil’s academic performance;
- The level at which the available instructional materials utilize by teachers in primary schools;
- The challenges faced by teachers in utilizing the available instructional materials in primary schools;
- To determine how availability and utilization of teaching aids could influence academic performance;
- The extent of the availability of instructional materials in primary schools; and
- The relationship between the use of instructional material and teachers’ perception on its influence on pupils’ academic performance
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the extent of the availability of instructional materials in primary schools?
- How often the available instructional materials are utilized by teachers in primary schools?
- What is the teachers’ perception on the influence of instructional material on pupils’ academic performance?
- What are the challenges faced by teachers in utilizing the available instructional materials in primary schools?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant difference between male and female teachers level of utilization of instructional materials in primary schools
- H1: There is a significant difference between male and female teachers level of utilization of instructional materials in primary schools of primary school pupils in the area under study
Hypothesis Two
- H0: There is no significant relationship between the use of instructional material and teachers’ perception on its influence on pupils’ academic performance
- H1: There is a significant relationship between the use of instructional material and teachers’ perception on its influence on pupils’ academic performance
1.7 Significance of Study
The research findings will provide more detailed explanation and insight into the effect of availability and utilization of instructional materials on academic performance which needed when establishing guidelines for future implementation especially the primary schools. Hence, this current study will add to the knowledge base of teachers’ education and the use of instructional materials in teaching/learning process as well as establishing guidelines for further explanation.
Furthermore, this research will encourage the primary schools teachers to adequately utilize the available instructional haven know its effect on the academic performance of their pupils. It will also make clear to the Kwara State Government the available instructional materials in primary school.
Finally, the research works will be an eye-opener to the various challenges face by the primary school teachers in adequately utilizing the available instructional materials, and it will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work.
1.8 Scope of Study
The scope of the research is focused on the Influence of Availability and Utilization of Teaching Aids on Academic Performance of Pupils in Primary Schools using Ifelodun Local Government Area of Kwara State as a case study.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research Material: availability of research material is a major setback to the scope of the study.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Effectiveness:
According to the oxford advanced learner dictionary (2006:469). The term effectiveness refers to produce the result that is wanted or intended, producing successful result.
Instructional Materials:
This is seen by teachers as teaching aids other than substitution in the classrooms.
Student Performance:
According to Pendleton (2005), refers to the mastery of knowledge, skill and attitude which student is supposed to know as a result of instruction.
Teaching:
It is the process of facilitating pupils learning through a proper management by the teacher, pupil’s interest, content of learning, method and materials intend to use in teaching and learning process.
Teacher:
This is professional personnel that involve in teaching process.
Effect:
This is regards as the power to bring out a result.
Primary School:
This is the early stage of education i.e. Basic one (1) to Basic six (6)
Utilization:
This is to make use of or turn to practical use i.e instructional material.
Availability:
It refers to having instructional material at hand, which has an impact on the use of the instructional materials. This is important because for the instructional materials to be used they must be readily available.
Teacher Effectiveness:
According to Weimer (2013:4) teacher effectiveness refers to the process of cultivating skills, stimulate interest in the subject, motivate student to learn, present material well, make subject interesting, helpful and knowledgeable, intellectual challenging, setting high standard and encourage self-initiated learning.
