CHAPTER ONE
INTRODUCTION
1.1 Background to the study
The most significant tool for transformation and resource development is education. It entails far more than just classroom instruction and factual information. The transfer of values and concepts that are supposed to be internalized is the true nature of education. The Federal Government believes that education should be a way of attaining creativity, self-reliance and mental independence, a patriotic vision, and liberation from mental colonization, as outlined by the National Policy on Education (2004 edition).
The aforementioned fundamental difficulties of education are not unique to Nigeria or the twentieth century. People concerned with educational development have been giving answers to the ever-intriguing concerns of education in a quickly changing world with its complex and sophisticated educational phenomena.
“Over verbalization” is a common charge leveled at teachers. This refers to the overuse of words to communicate something. Unfortunately, many instructors are so enamored with the sound of their own voices that they frequently overlook whether or not their pupils are truly comprehending and appreciating what they (the teachers) are saying. The issue is that many professors talk excessively without actually saying anything. Others have a tendency to “speak at” their pupils rather than “talk with” them. As a result, they continue to speak despite nonverbal cues from students that they are bored or even lost. Teachers no longer have to rely entirely on words to convey their message, thanks to the advancement of contemporary technology. A wide range of materials are available to us that may be employed to make our message more vivid and engaging. According to Stella, Abeke, and Abiodun, these resources might be of four types: natural, human, material, and institutional (2000). These items are frequently referred to as instructional materials, and they are utilized to enhance or complement the work of the teachers.
