ABSTRACT
This study was motivated by the observation of the researcher that instructional materials were not being utilized by secondary school teachers in Idemili L.G.A. while teaching their students. The researcher was convinced that instructional materials can stimulate the sensory experience of the learners in teaching of mathematics. Worried by the facts that non-utilization of instructional resources could result to teachers resorting to frontal teaching thereby compelling their students to memorize and regurgitate facts and principals which is utter negation of the educational planners idea. The researcher decided to investigate the effect of instructional materials in the secondary schools in Idemili Local Government Area. To execute the project, several hypotheses were formulated. Data were collected through a questionnaire administered in a random sample of 27 principals and 110 teachers. Data wee analyzed through the use of means, percentage, t-test and chi-square statistics. The result of the study revealed that:
- There is an object lack of instructional resources of secondary schools.
- Teachers do not often competently utilize the available instructional materials in their classroom lessons
- There are no resources personnel and resource centre in Idemili L.G.A.
Based on the findings, the educational implication were printed out and a number of recommendation was proposed by the researcher which they believe that if implemented would go long way.
TABLE OF CONTENTS
Title page —————————————————–i
Approval page ————————————————ii
Dedication——————————————- ———-iii
Acknowledgement ——————————————–iv
Abstract ——————————————————-v
Table of contents ———————————————-vii
Chapter one
- Introduction ———————————————-1
1.1 Background of the study ———————————1
1.2 Statement of the problem ——————————-7
1.3 Purpose of the study ———————————— 8
1.4 Significance of the study———————- ———- 9
1.5 Scope of the study —————————————-10
1.6 Research questions ————————————— 10
1.7 Research hypothesis ————————————– 11
Chapter two
- Introduction ———————————————– 12
2.1 Meaning of instructional materials ———————- 13
2.2 Brief history of instructional materials —————— 14
2.3 Type and nature of instructional materials ————– 15
2.4 Source of instructional materials—————— ——- 17
2.5 The need for providing instructional
materials for teachers————————————- 18
2.6 Rationale for improvisation of instructional
materials —————————————————- 22
2.7 Utilization of instructional resources ———————– 23
2.8 The reaction of educational planner
towards the improvisation of instructional material —-24
2.9 The available instructional materials for the
teaching of mathematics in Anambra state
secondary schools—————————————–25
2.10 The importance of instructional materials—————– 26
2.11 The implication of teaching without instructional
materials—————————————————- 27
- problems militating against the use
of instructional materials in teaching mathematics——- 28
Chapter three
Research methodology———————————————29
- Introduction ————————————————-29
3.1 Research design ———————————————29
3.2 Area of study———————————————— 29
3.3 Population of the study ————————————-29
3.4 Sampling techniques and sampling———————— 30
3.5 Instrumentation ——————————————– 30
3.5.1 Validation of instrument ———————————– 31
3.5.2 Reliability of the instrument ——————————- 31
3.6 Procedure of data collection ——————————- 31
3.7 Scoring procedure of the instrument ——————— 32
3.8 Method of data analysis ———————————- 33
Chapter four
Data analysis and results ————————————– 34
- Introduction———————————————– 34
4.1 Hypothesis one ——————————————- 34
4.2 Hypotheses two ——————————————35
4.3 Hypothesis three——————————————39
4.4 Hypotheses four ——————————————41
4.5 Hypotheses five ——————————————42
4.6 Hypotheses six ——————————————-43
4.7 Hypotheses seven——————————————-44
4.8 Summary of data from free opinion on reason for
lack of instructional materials in the secondary schools-46
4.9 Data from opinion on the reasons for non utilization
of instructional resources for teaching mathematics
in the classrooms ————————————————–47
4.10 Summary of major findings——————————— 48
Chapter five
Interpretation and discussion of findings ————————50
- Introduction ————————————————-50
5.1 Discussion of findings —————————————50
5.2 Educational implication of the findings ——————- 60
5.3 Recommendations —————————————– 61
5.5 Limitation of the study ————————————–63
5.6 Conclusion ————————————————— 64
References —————————————————66
Appendix (a) questionnaire for the study ——————68
Appendix (b) mathematical problems solving (tables)— 74
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY / PROBLEM
       Teaching as the name implies could be seen as the process of giving knowledge or skill in a particular subject, Longman dictionary of contemporary English (1984:1137). To enhance effective communication and transfer of knowledge, the process of teaching needs the provision of certain tools or materials – otherwise referred to as aids to teaching. Instructional resources are teaching and learning resources. According to Adeweyi (1991). Instructional resources can be categorized broadly into human and material resources. There are so many kinds of instructional materials; some are visual for instance pictures, graphs, diagrams, posters, chalkboard, models to mention but a few.        Apart from the visual materials, Maduabum (1984:64) indicates audio-acid as another kind of instructional material. The visual materials have to do with helping the children to learn through the medium of sight, while the audio materials enable teaching and learning to take place through the medium of sound. Examples of these include radio, tape recorder, gramma-phone and wireless. They provide training and listening and consist largely of the spoken word. The third category of instructional materials consists of the audio-visual materials, some of which include television sets, video sets and firm. The application of educational technology, otherwise instructional resources at all levels of education sector of the economy. The aim of this is to improve instruction at all levels to enable the child learn with interest and ease. Also the insidious of instructional resources increases teaching and learning effectiveness, making learning become more real, concrete and immediate. Gariba (1973) asserted that the effectiveness utilization of various communication media in education provide guidelines for solving the current problems of mass enrolments, shortage of teachers and rapid growth in new knowledge. Akude and Ofoena (1990) on their own side argued that the use of instructional resources help teachers to simplify their teaching so as to make the exercise more meaningful, concrete, natural aid permanent. A combination of human and material resources improve and extend knowledge to a greater, number of learners.
