ROLE OF INSTRUCTIONAL MATERIALS IN THE TEACHING OF ENGLISH LANGUAGE IN SENIOR SECONDARY SCHOOLS IN EGOR LOCAL GOVERNMENT AREA
CHAPTER ONE
INTRODUCTION
Background to the Study
Man learns through his senses. Some learn better by one or the other of the senses. To some, seeing is believing and to others, the senses of hearing, touch,
smell and taste dominate in the acquisition of knowledge. For the intended learning to take place, the teacher must communicate effectively to the learner.
The best way of helping pupils to learn is to bring them face to face with the world which education intends to introduce to them.
This is done by using real things in real life situations. Where real life situations are not possible, the alternative is for the teacher to use representations of
real life situations. These are materials, devices and techniques that help the teacher to make realistic approach to his job. Whether real or substitute, these
representations have a common goal. They help the teacher to convey the intended message effectively and meaningfully to the learner so that the learner
receives, understands, retains and applies the experiences gained to reach overall educational goal (Onwuka, 1981).
In Nigeria and other countries of the world, qualified and trained teachers have always been exposed to instructional technology, which emphasizes the
importance of the use of instructional materials in the teaching/learning process. More oen
than not, these certified professionals are found guilty of
ignoring, probably as a result of inadequacy of use or an erroneous belief that their use is not as significant as it is stressed, they avoid utilization of
instructional materials in their teaching/learning process with their students. This situation is further compounded by the fact that every year, more
sophisticated instructional materials are being introduced for classroom teaching or learning. As a matter of fact, some of these instructional materials are
very complex to use or manipulate e.g. computer.
Instructional materials play vital roles in the teaching of English Language in secondary schools. Bassey (1984) conclusively elucidated the fact that
instructional materials play a central role in the process of lesson planning. When teachers plan, usually their first concern is with the instructional materials
and resources they have available and accessible. But according to him, teachers do not have adequate knowledge about the selection of these instructional
materials. Kalaiye (1985) cited that learners need as much English language instruments for chalkboard demonstration. He concluded that the present state
of arias where English language is mainly a chalkboard and chalk aria
does not make for proper understanding of the subject. Studies have associated low utilization of materials with lack of adequate knowledge of instructional materials in addition to other factors. The ability of a teacher to select these materials, depends on a great extent on the training and ingenuity of the teacher concerned (Udo, 1988).
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ROLE OF INSTRUCTIONAL MATERIALS IN THE TEACHING OF ENGLISH LANGUAGE IN SENIOR SECONDARY SCHOOLS IN EGOR LOCAL GOVERNMENT AREA
