1.1 Introduction
Instructional materials refer to the resources and tools used by educators to facilitate teaching and enhance learning outcomes. These materials can include textbooks, workbooks, visual aids, multimedia resources, and digital tools (Miller & Veatch, 2013).
In the context of English language education, teaching reading effectively requires a variety of strategies and tools. One of the key components in this process is the use of instructional materials. These materials, ranging from traditional textbooks to innovative digital resources, play a crucial role in facilitating comprehension and engagement among learners. Research indicates that the integration of diverse instructional materials can significantly enhance the quality of reading instruction (Tomlinson, 2011).
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
The history of using instructional materials in education dates back to ancient times, when educators relied on physical objects, such as stones and scrolls, to aid in teaching and learning processes. Over the centuries, instructional materials evolved alongside educational theories and practices, becoming more sophisticated and diverse. in the context of language education, particularly the teaching of English, instructional materials have played a pivotal role in shaping pedagogical approaches and enhancing students' learning experiences.
During the 19th and early 20th centuries, the traditional chalk-and-talk method dominated classrooms, with textbooks being the primary instructional material. However, as educational philosophies shifted towards more student-centered approaches, the need for varied and interactive instructional materials became evident. The introduction of visual aids, such as charts, maps, and later, film strips, marked the beginning of a more dynamic approach to teaching English. These tools were designed to make abstract language concepts more concrete and to cater to different learning styles (Ajayi, 2007).
With the advent of digital technology in the late 20th and early 21st centuries, the landscape of instructional materials underwent a significant transformation. The integration of computers, interactive whiteboards, and online resources into the classroom expanded the possibilities for teaching and learning English. These tools not only provided access to a wealth of information but also facilitated interactive and individualized learning experiences. According to Olagunju and Abiona (2008), the use of digital instructional materials has greatly influenced students' performance in English by providing diverse and flexible learning opportunities.
The importance of English Language in education systems worldwide cannot be overstated, as it serves as a medium of instruction and a critical tool for communication in various disciplines. In many countries, including Nigeria, English is not only a subject but also the primary language of instruction across most subjects, making proficiency in the language essential for academic success. However, students often struggle with mastering English due to various factors, including inadequate instructional materials, which are vital for effective teaching and learning.
Instructional materials play a critical role in enhancing the quality of education by making learning experiences more engaging and accessible to students. According to Oyelekan, Olorundare, and Adewale (2009), instructional materials help bridge the gap between abstract concepts and students' understanding, making lessons more concrete and relatable. Despite this, many schools, especially in developing countries, face challenges related to the availability and quality of instructional materials. As a result, students' performance in subjects like English Language often reflects the inadequacy of these resources.
Studies have shown that the use of appropriate instructional materials significantly improves students' performance by fostering better comprehension, retention, and application of knowledge (Usman, 2016). in the context of English Language learning, where students need to develop skills in reading, writing, listening, and speaking, the availability of diverse and relevant instructional materials is particularly important. This background highlights the necessity of investigating the impact of instructional materials on students' performance in English Language, with the goal of identifying strategies to enhance their effective use in the classroom.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Influence of Instructional Materials on Students' Performance in English Language.
1.3 Statement of Problems
Investigation revealed that many schools, especially in developing countries, face challenges related to the procurement and effective utilization of instructional materials, which are essential for enhancing the teaching and learning process. According to Usman (2016), the lack of appropriate instructional materials often leads to rote learning, where students memorize information without truly understanding or being able to apply it. This situation is further exacerbated by the limited use of interactive and engaging teaching aids, which are necessary to make language learning more effective and enjoyable.
Moreover, there is often a gap between the types of instructional materials available and the specific needs of students in learning English Language. For instance, the reliance on outdated or culturally irrelevant textbooks can hinder students' ability to relate to the material, thus affecting their overall performance. As Adeogun and Osifila (2008) noted, the quality and relevance of instructional materials are just as important as their availability when it comes to improving academic outcomes.
The problem, therefore, lies in the inadequacy of both the quantity and quality of instructional materials available for teaching English Language. This inadequacy not only limits teachers' ability to deliver lessons effectively but also negatively impacts students' engagement, comprehension, and overall academic performance. This study seeks to address these concerns by examining the influence of instructional materials on students' performance in English Language, with the aim of identifying strategies to enhance their effective use in educational settings.
1.4 Aim and Objectives of Study
The aim of this study is to examine the influence of instructional materials on students' performance in English Language, with a view to identifying how these resources can be effectively utilized to enhance learning outcomes.
The specific objectives of the study are:
- To determine the relationship between the quality of instructional materials and students' academic performance in English Language;
- To evaluate the impact of instructional materials on students' comprehension and retention of English Language concepts;
- To explore the challenges faced by teachers in accessing and using instructional materials in English Language teaching;
- To assess the availability and types of instructional materials used in the teaching of English Language in schools; and
- To recommend strategies for improving the use and effectiveness of instructional materials in enhancing students' performance in English Language.
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 relationship between the quality of instructional materials and students' academic performance in English Language?
- What challenges do teachers face in accessing and effectively using instructional materials for English Language teaching?
- What types of instructional materials are available and commonly used in teaching English Language in schools?
- How do instructional materials influence students' comprehension and retention of English Language concepts?
- What strategies can be implemented to improve the use and effectiveness of instructional materials in enhancing students' performance in English Language?
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 relationship between the availability of instructional materials and students' performance in English Language
- H1: There is a significant relationship between the availability of instructional materials and students' performance in English Language
Hypothesis Two
- H0: The quality of instructional materials does not significantly influence students' academic performance in English Language
- H1: The quality of instructional materials significantly influences students' academic performance in English Language
1.7 Significance of Study
This study will provide valuable insights for teachers, as it will highlight the importance of utilizing diverse and effective instructional materials to enhance students' engagement and understanding of English Language concepts.
- For school administrators, the study will underscore the need for adequate provision and accessibility of high-quality instructional materials, thereby guiding resource allocation and curriculum development.
- Policymakers will benefit from the findings, as the study will inform decisions on educational policies that support the integration of instructional materials into teaching practices, ultimately improving students' academic outcomes.
- Students will indirectly benefit from the study's recommendations, as the improved use of instructional materials in English Language teaching will enhance their learning experiences and academic performance.
- Finally, the study will be significant for researchers by contributing to the existing body of knowledge on educational resources, thereby providing a foundation for further research on optimizing instructional materials in language education.
1.8 Scope of Study
The scope of this research is focused on the Influence of Instructional Materials on Students' Performance in English Language. Due to the vast and universal nature of this study, the researcher concentrated on Bariga and Yaba Local Government Area of Lagos State. The study involved students in Junior Secondary School II (JSSII) from four randomly selected schools. The schools are:
- CMS Grammar School, Bariga
- Our Lady of apostles Secondary School, Yaba
- Stockbridge Secondary School, bariga
- Federal science and Technology Colege, Yaba
1.9 Limitations of the Study
Students studying the "Influence of Instructional Materials on Students' Performance in English Language" may face limitations such as difficulty in accessing relevant and up-to-date instructional materials for their research, particularly in settings where resources are scarce. They might also encounter challenges in gathering reliable data from schools, as some institutions may be reluctant to share information or allow observations in classrooms.
Additionally, students could face time constraints in conducting thorough research, especially if the study involves multiple schools or extensive data collection.
Finally, there may be limitations related to the generalizability of findings, as the study's outcomes might be influenced by specific local contexts that do not represent broader educational environments.
1.10 Definition of Terms
Instructional Materials:
It refers to the resources and tools used by educators to facilitate teaching and enhance learning. These materials can include textbooks, workbooks, digital resources, visual aids, and multimedia content that support the delivery of educational content and help students grasp complex concepts (Dale, 1969).
Students' Performance:
It denotes the academic achievement and outcomes of learners as measured through assessments, grades, and overall comprehension in a particular subject. It reflects how well students understand, apply, and retain knowledge acquired during instruction (Usman, 2016).
English Language:
It encompasses the study and use of the English language, including its grammar, vocabulary, reading, writing, listening, and speaking skills. In educational contexts, it involves both the teaching of language proficiency and the application of language skills in various academic and social settings (Ajayi, 2007).
Influence:
In this context refers to the effect or impact that instructional materials have on students' learning processes and academic outcomes. It involves examining how the use of various resources contributes to or hinders students' ability to learn and perform effectively in English Language (Adeogun & Osifila, 2008).
1.11 Organization of the Study
This research work is organized in five chapters, for easy understanding, as follows
- Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
- Chapter two highlights theoretical framework on which the study is based, thus the review of related literature.
- Chapter three deals on the research design and methodology adopted in the study.
- Chapter four concentrate on the data collection and analysis and presentation of finding.
- Chapter five gives summary, conclusion, and recommendations made of the study
