INVESTIGATION OF INSTRUCTIONAL MATERIALS AND INFLUENCE ON STUDENT’S PERFORMANCE IN ENGLISH LANGUAGE
- Project Research
- 1-5 Chapters
- Quantitative
- Chi-Square
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
Background of the study
Notably, the English language was launched into many nations, among other things, through colonial expansion. From the strand sof history, English had become the language of trade, contact, and missionary undertaking as early as the early nineteenth century. Nigeria and Ghana, for example, use it for national and international communication. The English language is used as a medium of education in these geographical areas, from elementary school to postsecondary level. The English language is spoken all throughout the world, and it is more widely distributed than any other language. A teacher, as well as the resources he or she utilises to make his or her point, is a highly important aspect in the classroom atmosphere. According to Ofuani (2015), the teacher's materials have a substantial impact that cannot be ignored with a wave of the hand if academic success is to be realised in our educational institution.
Aremu (2018), on the other hand, believes that the use of instructional materials cannot be overstated in order to achieve these educational goals. Instructional resources are materials that help teachers make lessons clear to students. They also provide information, thoughts, and notes to students. According to Ogbondah (2018), instructional materials are materials or resources utilized in any teaching activity to foster a better comprehension of the learning experience. They are utilised to offer the most rich learning environment possible, assisting teachers and students in achieving certain goals. They also help teachers communicate more effectively, and students learn more effectively and permanently. Jekayinfa (2016) expands on this by defining teaching materials as "everything that assists the instructor in promoting teaching and learning activities." Kay (1981) agrees, defining them as "items meant to assist the instructor teach more effectively or, better still, to enable the learners to learn more readily." Many educational technologists, according to Ajelabi (2000) and Akinlaye (1997), regard instructional materials as instruments and resources utilised in learning situations to augment written or spoken words in the transfer of knowledge, attitude, ideas, concepts, and values. According to Akinlaye (1997), these are items or objects that are brought into play to accentuate, clarify, reinforce, and vitalize the teacher's lesson.
Ajelabi (2000) defines instructional materials as teaching-learning resources that are used in imparting educational knowledge to the student and are an important component of the classroom instructional process. He goes on to say that it makes the lesson more real, tangible, and powerful. Learners are driven to learn at their own speed, at their own rate, and at their own convenience. Since the arrival of the English language in Nigeria, it has played several roles, particularly in the educational sphere. In school, the English language is split into various sections such as orals, lexis and structure, comprehension, and essays. It is a vital topic that must be credited in order to get entrance to a postsecondary institution. Because of the importance of this subject, instructional materials must be employed for optimal learning. According to Macaulay J. I. (1989), visual aids bring lessons to life and help pupils learn more effectively. He goes on to say that an abundance of visual and general teaching resources demonstrates teachers' readiness for the session.
Ehizojie (1989) summarizes the importance of instructional materials further “One of the ways of relaxing in the classroom atmosphere, motivating the students and teaching English creatively and interactively in through the use of audio-visual and other teaching aids. This is because well selected/well planned and produced audio-visual:
– arouse the learners interest
– kindle imagination
– stimulate active participation and involvement in a lesson
– help memory and recall
– relate learning to real life
– can stay in view as long as the teacher wishes
National policy on Education (1998 revised) states that instructional materials should be concept centred, activity based and work related.
Instructional materials include both visuals and audiovisuals such as pictures, flashcards, posters, charts, tape recorder, radio, video, television, computers among others. These materials serve as supplement to the normal processes of instruction.
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