CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Teaching materials have been identified as a key technique for achieving effective teaching and learning. According to Obasi, (2008), the value of high-quality, appropriate instructional resources in teaching and learning can be shown in their effective use in the classroom. All of the tools that teachers can use to make teaching more exciting and memorable are included in the instructional materials.
Books, audio-visual, software, and hardware of educational technology are all examples of teaching resources, according to Farombi (1998). He also believes that the availability, sufficiency, and relevance of teaching materials in classrooms can impact great teaching, which can help students learn and perform better. Farombi’s (1998) insight into the importance of connecting instructional resources to students’ academic success is crucial in providing high-quality education. In the teaching and learning transaction, efficiency and high output are essential. Start, in the opinion of scholars with access to high-quality, appropriate educational materials, which should be prepared well in advance of class engagement.
According to Coombs (2000), education has two components. These two elements were classified by him. These two components were divided into inputs and outputs by him. According to him, inputs are human and material resources, while outputs are the educational process’s aims and outcomes. Both the inputs and outputs comprise a dynamic organic whole, and the impacts of one component on the other must be investigated if the educational system is to be investigated and assessed in order to enhance its performance (Ibe-Bassey, 2012). Instructional materials are printed and non-printed items used in the educational process to convey information to students.
Kits, textbooks, magazines, newspapers, photos, recordings, slides transparencies, films, video, discs, workbooks, and electronic media, including but not limited to music, movies, radio, software, CD ROMS, and on-line services, are examples of instructional materials. In the teaching-learning process, instructional material is extremely crucial. It improves the memory of the students. Because education has expanded so far, solely oral instruction cannot be the key to effective pedagogy; thus, the teacher must use instructional materials to make the teaching-learning process more engaging (Nicholls, 2000; Raw, 2003). The utilization of educational materials can help students learn more effectively.
Cronbac (2009) identifies the critical parts of behavior that provide the foundation for teaching theory settings; the situation entails all of the things, people, and symbols in the learner’s environment. Situational experiences train a person to react to similar situations in the future. It is necessary to establish an environment in which the learner can be satisfied. We include all of the abilities and all of the normal responses that the person brings to the circumstance under this umbrella.
Chonjo, (1994) opines that individual attention can be piqued through the use of teaching material. The learner’s objective is what he or she aspires to achieve. Because goals direct efforts, the teacher’s motivation challenge is fundamentally one of setting up an environment with instructional materials in which the learner can perceive the goals he wants to achieve. Interpretation: A person interprets a situation in order to take action. If appropriate tools are made available, a teacher and a student will be able to predict what will happen if various actions are taken. The usage of teaching information can aid a person’s decision to take the appropriate action. Consequences: Actions are followed by rewards and consequences. If an instructive is employed, the prediction will be satisfying, and the outcomes will justify the person’s work, making him feel completely satisfied (Babayomi 1999). In most sophisticated countries, instructional materials are employed effectively and actively to aid the teaching-learning process.
According to Oni (1992), teaching resources are a strategic aspect in the organization and delivery of education by teachers. This is because they help to elaborate an idea that the instructor would not be able to do without the usage of instructional materials. This allows pupils to learn more easily, which improves their academic achievement.
Balogun (1982), writing on the significance of teaching materials in teaching and learning, stated that science education programs cannot be taught effectively without the availability of teaching equipment. This is due to the fact that educational materials assist students in developing problem-solving abilities and scientific mindsets. Ajayi & Ogunyemi (1990) expand on the same concept, stating that when instructional materials are offered to satisfy the relative needs of the teaching process, students will have access to the reference materials indicated by the teacher, and each student will be able to learn at his or her own pace. As a result, students will do significantly better.
1.2 STATEMENT OF THE PROBLEM
It is well known around the world that the teaching materials used have a direct impact on student performance according to Akande, (20055). These educational resources are essential components of learning. According to Barnett (2002), teachers should cover curriculum content and prepare students for standardized assessments. The achievement of students in any teaching and learning scenario is critical. Unfortunately, as education specialists have regularly observed over the last decade, pupil performance in elementary schools in Nigeria has not been very encouraging. This issue of poor performance appears to be taking on a larger scope, potentially affecting the country’s entire economic predicament (Onasanya, 2002). Nonetheless, teachers have disregarded the use of teaching resources, and as a result, students’ drive to study has been diminished. All of this has an effect on the students’ performance. Year after year, many students perform poorly in their exams, and the problem is deteriorating. This, in turn, opens the door to a poor life in the future. This poor performance could be attributed to non-innovative teachers who do not wish to use educational materials correctly (Adeogum, 2001). Unqualified teachers may also contribute to this issue. In this scenario, it is necessary to do research to determine the specific nature of the problem.
