Availability and Utilization of Instructional Materials in Teaching and Learning of Basic Science in Secondary Schools in Owerri Municipal Council, Imo State, Nigeria (original) (raw)
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This study examined the effect of instructional materials on the teaching and learning of Basic Science in Junior Secondary Schools in Kebbi State. The study examined the role of instructional materials in the science classroom and how instructional materials have affected the teaching and learning of Basic Science. The study employed quasi experimental design. Two research questions and two hypotheses guided the study. 240 students were randomly selected by simple ballot method from four secondary schools in Zuru Local Government Area of Kebbi State. A 20-item test called Diffusion Achievement Test [DAT] constructed by the researchers was used to collect data for the study. The test had a reliability of 0.86.Scores generated from pre-test and post-test were analyzed using mean, standard deviation and independent t-test. The result showed that the use of instructional materials have a favourable effect on students' achievement in basic science concepts. The result also indicated that there is a significant difference in the mean achievement scores of students with females having a higher mean score than males. Recommendations were made among others that teachers should source for instructional materials for effective lesson delivery.
Global Journal of Educational Research, 2019
This study examined the effect of instructional materials on the teaching and learning of Basic Science in Junior Secondary Schools in Cross River State. The study examined the role of instructional materials in the science classroom and how instructional materials have affected the teaching and learning of Basic Science. The study employed quasi experimental design. Two research questions and two hypotheses guided the study. 240 students were randomly selected by simple ballot method from four secondary schools in Biase Local Government Area of Cross River State. A 20-item test called Diffusion Achievement Test [DAT] constructed by the researcher was used to collect data for the study. The test had a reliability of 0.86.Scores generated from pretest and post-test were analyzed using mean, standard deviation and independent t-test. The result showed that the use of instructional materials have a favourable effect on students' achievement in science concepts. The result also indicated that there is a significant difference in the mean achievement scores of students with females having a higher mean score than males. Recommendations were made among others that teachers should source for instructional materials for effective lesson delivery.
Sokoto Educational Review
The paper examined the rate at which instructional material is been put to use in science teaching in secondary schools in Nigeria. The paper looked at the meaning of instructional material, it utilization, some common science instructional material were also looked at, the role play by instructional material in Science teaching were also discussed. The paper looked at some major problems of science teaching as resources problems, teachers’ problems which include lack of adequate professionally trained physics teachers, students’ problems which include poor students’ background in science and negative attitude of students towards science and government/stakeholders’ problems which include poor remuneration/incentive of the science teachers, there is no effective supervision, inadequate instructional materials .The resultant effects are increased in massive failure of science students in senior school certificate examination and negative attitude towards science. The paper therefore ...
An Exploration of Resources Used in the Science Classrooms
Is it alright to give new knowledge in science to the learners to be memorised and repeated in a test without giving them opportunities to make sense of it? Does some of your own effort of learning a science concept from the textual material available in the textbooks ever fail due to lack of opportunities to understand that in experiential settings. The notion of teaching learning resource can be understood by contrasting it with the idea of availability of text book as the only resource to a teacher to teach and the student to learn. Here we need to understand the importance of the word 'resource'. Also we need to note that we are using the phrase 'teaching-learning resource' and not 'teaching resource'. This study relates to an Exploration of Resources Used in the Science Classrooms. Results reveal that in the data obtained the range is 1.70 for which minimum value is .30 and maximum value is 2.00. It shows a very high difference between minimum and maximum value. The mean is 1.3337 which means most of the teachers agree that they used extended resources-and not just the textbook and it can also be seen in the graph. Standard deviation is .486 which indicates that most of the teachers scored between .84 and 1.82. Skewness is-.481 which is moderately negatively skewed i.e. the number of low scorers are less than number of high scorers. In the probability curve drawn in the study we can see that the right tail is shorter than the left one which indicates negative Skewness. Kurtosis is-.783 with standard error .833 which shows that the distribution is slightly Platykurtic. The study concludes that there is a need to use resources other than the text book in the schools. Teachers may not be using many of the available resources for lack of time. There may be other reasons also for such behaviour by the teachers that should be identified and remedial measures be taken.
Asian Journal of University Education
Teaching and Learning of science in basic school is recommended to be interactive in enhancing students' conceptual understanding. For science lessons, the importance of teaching and learning materials (TLM) cannot be overemphasized. This research explored perceived effective use of TLM in science lessons among teachers categorised as; supervisors, mentors, and mentees in teacher education on three factors. Using a cross-sectional survey design, 252 teachers were selected through multi-face sampling techniques to respond to a 40-item questionnaire. The responses obtained were analysed using exploratory factor analysis and one-way ANOVA. It was revealed that there were no differences existed between supervisors, mentees, and mentors on the effective use of TLM in science lessons. Implications of the findings of the research for science teacher preparation and policy are discussed.
2017
The study assessed the availability of laboratory resources, teachers' and students' involvement in practical activities in Basic Science in junior secondary schools in Osun State Nigeria. These were with a view to ascertain the availability of laboratory resources in the teaching of Basic Science in junior secondary schools and the involvement of teachers and students to practical activities in the state. The study employed a descriptive survey research design. The population for the study consisted of all Basic Science teachers, facilities for teaching Basic Science and all junior secondary school II students in Osun State. Ten schools were selected from each senatorial district through simple random sampling technique, from each school, ten students from JSSII were also randomly selected through simple random sampling technique to take part in the study. Basic Science teachers found in the schools were purposively used for the study because of their discipline and numbers. The facilities for the research were also purposively selected based on a must for teacher to use in the course of their teaching. Three instruments were used for data collection. They are: Observation Checklist for Basic Science Laboratory Facilities (OCBSLF), Questionnaire for Teachers on Teachers Involvement in Practical Activities (QTTIPA) and Students' Questionnaire on Basic Science Laboratory Facilities (SQBSLF). Data collected were analyzed through simple percentages. The results of the study showed that 14(40.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are available while 21(60.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are not available, 10(28.6%) schools indicated that flat bottom flasks are available while 25(71.4%) schools indicated they are not available, 11(31.4%) schools indicated that round bottom flasks are available while 24(68.6%) schools indicated they are not available, 8(22.9%) schools indicated that hand lenses are available while 27(77.1%) schools indicated they are not available, 7(20.0%) schools indicated that Ammeters are available while 28(80.0%) schools indicated they are not available, 9(25.7%) schools indicated that Resistance box are available while 26(74.3%) schools indicated they are not available, 3((8.57%) schools indicated that plastic mammalian models (heart ,eye, ear, and skeleton) and First Aid box (fully equipped) 3((8.57%) are available while 32(91.3%) schools indicated that they not available, 1(2.86%) schools indicated that Meter Rule, Rheostats, Connecting wires, Spatula are available while 34(97.4%) schools indicated they are not available. The results of the study showed that on the average teachers did not use laboratory facilities to teach the students and students are rarely involved in practical activities in schools. The study concluded that laboratory resources are not available to teach students Basic Science in junior secondary school level.
The objective of this study is to assess the availability and utilization of instructional materials in teaching and learning in Primary School of Kaduna state. To guide this study, research was conducted in accordance to the main objective of the study. The research design was used for gathering data for the study. and the reliability of the instrument was established for data collection. The data was collected by the researcher the mean statistic was used to analyze data in according to the research questions that guided the study. The findings of the research includes inadequate fund, poor environment, lack of qualified teachers, textbooks and absence of instructional material Recommendations were made on how to improve this sector which includes incentives for the teachers, provision of funds, appointment of qualified teachers and provision of instructional materials to enhance a greater performance among the students. Availabilities and utilizations of instructional materials should be a separate course in the teachers' training programme or subject trade in vocational and technical schools.
The study investigated the status of human and material resources for science education in secondary schools in Anambra State. Forty-eight schools were randomly sampled for the study. A structured questionnaire with reliability coefficient of 0.86 was used for data collection. The schools were assessed for availability and adequacy of science teachers, laboratory assistants/attendants, laboratories and laboratory equipments. Four research questions guided the conduct of the research. Results showed that both human and material resources for teaching the basic sciences in secondary schools in Anambra State were grossly inadequate. Based on this, the paper recommended among other things that adequate number of science teachers, laboratory assistants/attendants and laboratory materials be provided by the government for effective teaching and learning of basic sciences in secondary schools in Anambra State.
The skills for improvising educational resources of pre-service teachers were assessed in this survey. The survey also considered whether the pre-service Teachers' gender is related to their skills for improvisation. One hundred and fifty (150) Nigerian College of Education Pre-service teachers and fifty (50) randomly selected secondary schools in Oyo State constituted the population sample. The teachers were subjected to one research instrument using Questionnaire on Assessing Pre-Service Teachers' Skills of Improvisation (QAPTSI, r=0.73). Two research questions formulated to guide the process of this study. Frequency count, percentages, mean score and t-test were used for the data analysis. The results show that a good number of pre –service teachers possessed some skills of improvisation while some pre-service teachers are still deficient in some areas. Also, there is no significant difference in the skills of Improvisation of male and female pre-service teachers. Introduction Nigerian Integrated Science Project recommends activity-based approach for effective teaching and learning of Integrated Science. It is highly disheartening that the teaching and learning of Basic Science is devoid of instructional resources in science classroom a great deal of which should be improvised by the teacher. In order to create opportunity for students to be actively involved in the teaching-learning process, the classroom environment should be adequately provided with relevant instructional resources. According to Dogara and Ahmadu (2000), success can only be achieved when resources are used in a well planned activity. Unfortunately, students are not learning Integrated Science the way it is supposed to be because of lack of instructional resources. This problem of lack of instructional resources can be solved when teachers improvise. If teachers are to improvise, then, they must possess and use the skills imperative for improvisation. Basic Science was introduced in 2007 (NERDC, 2007). Since the time of introduction, this problem of lack of instructional resources to teach Integrated Science still persist in the teaching and learning of Basic Science. Educational curriculum is carefully designed to accommodate child's active learning. Child's active learning demands carefully selected activities including hands-on. Teachers face the challenges of providing the learners with enough learning resources to support hands-on activity. Learners' characteristics such as age (mental and chronological), ability, gender, interest, etc. affects what, where, when and how they learn. Children learn better when teaching-learning process is well equipped with learning resources (Eguabor, 2000).Today's science and technology teaching has risen beyond the teacher telling and sweating in the classroom. Students learn better in a relaxed learning environment of doing. There is evidence that some teacher educators feel that pre-service teachers are still not convinced of the value of integrating technology in their lessons