1.1 Introduction
Instructional materials are resources used in educational settings to support the teaching and learning process. These include digital content, visual aids, interactive software, text-books, and other tools that help convey information and facilitate learning (Mayer, 2001). The quality and effectiveness of instructional materials play a pivotal role in the teaching and learning process, particularly in secondary schools. Instructional materials encompass a wide range of resources used to facilitate student learning, including textbooks, digital content, visual aids, and interactive tools. These materials not only support the curriculum but also enhance students' understanding and engagement. The strategic use of instructional materials can significantly impact educational outcomes by making complex concepts more accessible, and providing practical applications of theoretical knowledge (Bransford, Brown, & Cocking, 2000).
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
Instructional materials are integral to the educational process, serving as the backbone for curriculum delivery and student engagement. Historically, education systems have relied heavily on traditional materials such as textbooks, workbooks, and chalkboards. However, the advent of digital technology has transformed the landscape of instructional resources, introducing a plethora of new tools such as interactive software, online databases, and multimedia presentations (Collins & Halverson, 2018).
The late 20th and early 21st centuries have seen an exponential growth in the use of digital technology in education. The development of personal computers, the internet, and interactive software has drastically changed the landscape of instructional materials. Digital textbooks, online resources, educational apps, and virtual classrooms have become integral to modern education, offering unprecedented opportunities for personalized and flexible learning (Collins & Halverson, 2018). Research during this period has increasingly focused on the effectiveness of these digital tools in enhancing student engagement and learning outcomes (Mayer, 2001).
In secondary schools, where students encounter more complex and specialized content, the quality and appropriateness of instructional materials become even more critical. Secondary education is a pivotal stage that prepares students for higher education and the workforce. Therefore, the selection and use of instructional materials in these settings must be strategic and aligned with educational objectives. The integration of technology into instructional materials has particularly been noted for its potential to create more engaging and effective learning environments (de Jong et al., 1998). The role of instructional materials in education has been extensively studied, with research consistently highlighting their significance in enhancing learning outcomes. According to Mayer (2001), effective instructional materials support cognitive processes involved in learning, such as attention, perception, and memory. They can also provide scaffolding that helps students build on prior knowledge and develop higher-order thinking skills. Additionally, the use of diverse instructional materials can address the varied learning styles and needs of students, thereby promoting inclusive education (Tomlinson, 2001).
Despite the recognized importance of instructional materials, disparities in access and quality remain a significant challenge, particularly in low-income and rural areas. Schools in these regions often lack the resources to acquire modern instructional materials, leading to a reliance on outdated and less effective resources. This inequity can hinder student achievement and widen the educational gap between advantaged and disadvantaged students (UNESCO, 2017). Research indicates that well-designed instructional materials contribute to better student performance and improved teacher efficacy. For instance, a study by Hattie (2009) emphasizes the importance of high-quality resources in promoting deep learning and critical thinking skills among students. Moreover, the integration of technology into instructional materials has been shown to foster a more interactive and dynamic learning environment, which can lead to increased student motivation and participation (Mishra & Koehler, 2006).
In developing countries, the availability and quality of instructional materials are often limited, posing significant challenges to effective teaching and learning. This scarcity can exacerbate educational inequalities, as students in resource-rich schools have access to better learning aids compared to their counterparts in under-resourced institutions. Addressing these disparities by ensuring equitable access to high-quality instructional materials is crucial for improving educational outcomes and achieving educational equity (UNESCO, 2017). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Impact of Instructional Materials in Teaching and Learning in Secondary Schools.
1.3 Statement of Problems
Investigation revealed that many secondary schools, particularly in low-income and rural areas, suffer from a lack of access to up-to-date and high-quality instructional materials. This disparity can lead to significant gaps in student learning and achievement, as students in under-resourced schools do not have the same educational opportunities as their peers in better-equipped schools (UNESCO, 2017).
Additionally, the unequal distribution of instructional materials exacerbates educational inequalities. Students from disadvantaged backgrounds are more likely to attend schools with fewer resources, which impact their academic performance and future opportunities. Ensuring equitable access to instructional materials is essential for promoting social justice and educational equity (Darling-Hammond, 2010).
Furthermore, the integration of digital instructional materials requires reliable access to technology and the internet, which is not always available in all schools. Technological barriers can prevent schools from fully leveraging the benefits of digital tools and resources, further widening the educational divide (Collins & Halverson, 2018). Hence, it is against this backdrop that this study aims to examine the impact of instructional materials in teaching and learning in secondary schools.
1.4 Aim and Objectives of Study
The aim of the study is to examine the impact of instructional materials in teaching and learning in secondary schools. In achieving this aim, the following specific objectives were laid out as follows:
- To investigate the correlation between the use of instructional materials and student performance across various subjects;
- To examine how different types of instructional materials affect student understanding and retention of information;
- To identify disparities in the availability and quality of instructional materials between different schools; and
- To provide recommendations for policymakers, and administrators on how to improve the provision and use of instructional materials in secondary schools.
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:
- Will the use of instructional materials influence the teaching of senior secondary school subjects?
- Will there be any difference in the academic performance of senior secondary school students due to the use of instructional materials?
- What are the different types of instructional materials affect student understanding and retention of information?
- What are the disparities in the availability and quality of instructional materials between different schools?
- What are the benefits of instructional materials to the students?
- What are the reasons why the teachers do not use instructional materials?
- What are the correlation between the use of instructional materials and student performance across various subjects?
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: The use of instructional materials is negatively correlated with improved student academic performance in secondary schools.
- H1: The use of instructional materials is positively correlated with improved student academic performance in secondary schools.
Hypothesis Two
- H0: Digital and interactive instructional materials do not lead to higher student understanding and retention of information compared to traditional textbooks.
- H1: Digital and interactive instructional materials lead to higher student understanding and retention of information compared to traditional textbooks.
Hypothesis Three
- H0: Teachers do not perceive digital instructional materials as more effective than traditional materials for enhancing student engagement and learning outcomes.
- H1: Teachers perceive digital instructional materials as more effective than traditional materials for enhancing student engagement and learning outcomes.
1.7 Significance of Study
The significance of the research findings will be beneficial to teachers as it explores their use of instructional materials and the challenges they face. Insights into best practices and effective integration of resources into the classroom can guide professional development programs, equipping teachers with the skills and knowledge needed to maximize the potential of instructional materials.
The study also underscores the importance of technological advancements in education. By evaluating the role of digital tools and resources, the research can advocate for the necessary technological infrastructure and support in schools. This can lead to more dynamic and interactive learning environments, which are crucial for preparing students for the demands of the 21st century.
Finally, the study contributes to the academic literature by providing empirical data on the impact of instructional materials. This data can be used by future researchers to build upon the findings, leading to continuous improvement in educational practices and outcomes. In essence, this study aims to enhance the educational experience for students and teachers alike, fostering an environment where high-quality instructional materials are effectively utilized to achieve optimal learning outcomes.
1.8 Scope of Study
The scope of the research is focused on the Impact of Instructional Materials in Teaching and Learning in Secondary Schools using some selected Lagos State Secondary Schools as a case study.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- 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.
- 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).
1.10 Definition of Terms
Instructional Materials:
Resources used in educational settings to support the teaching and learning process. These include; textbooks, digital content, visual aids, interactive software, and other tools that help convey information and facilitate learning (Mayer, 2001).
Teaching Effectiveness:
It is the ability of teachers to deliver content in a way that enhances student understanding, engagement, and academic performance. Effective teaching often involves the strategic use of instructional materials to cater to diverse learning needs and styles (Hattie, 2009).
Learning Outcomes:
It is the measurable knowledge, skills, attitudes, and values that students gain as a result of educational activities. Learning outcomes are used to assess the effectiveness of instructional methods and materials (Bloom, 1956).
Student Engagement:
It is the level of interest, enthusiasm, and motivation that students exhibit towards learning and participating in educational activities. High engagement is often associated with better academic performance and retention of information (Fredricks et al., 2004).
Digital Tools:
Electronic resources and software used to facilitate learning. Examples include educational apps, online databases, interactive simulations, and multimedia presentations (Collins & Halverson, 2018).
Educational Equity:
It is the principle of fair and just access to educational resources and opportunities, regardless of socio-economic status, geographic location, or other factors. Educational equity aims to reduce disparities and ensure all students have the support they need to succeed (Darling-Hammond, 2010).
Technological Infrastructure:
The hardware, software, networks, and facilities required to support the use of technology in educational settings. Adequate technological infrastructure is essential for the effective integration of digital instructional materials (Mishra & Koehler, 2006).
Rural and Urban Schools:
Rural schools are typically located in areas with low population density and may have limited access to educational resources and technology. Urban schools are located in densely populated areas and generally have greater access to educational facilities and resources (UNESCO, 2017).
Professional Development:
It is an ongoing training and education that teachers undergo to improve their teaching skills and stay updated with the latest educational practices and technologies. Effective professional development is crucial for maximizing the use of instructional materials in the classroom (Guskey, 2002).
