CHAPTER ONE

INTRODUCTION

1.1 Background of the study

In teaching, it is highly desirable to know exactly what one aims to achieve as it is in all great undertaking. Instructional materials according to Wiki (1998), are kind of tools or equipment that can help the instructor effectively in theory teaching classroom or in practical assessment. They are also materials that aid in the transference of information from one to another. Also Ilori (2000) pin-pointed that instructional material are aids the teacher uses to arouse the interest of the learner there by enabling the learner to gain direct experience. Instructional materials are assumed to have being in place right from the primary school level but if not properly utilized, enhancement of learning is thwarted. Teaching at any level requires that the students be exposed to some form of simulation. Adekunle (2008) in Dr. (Mrs) E.O kobia (2011) noted that teaching resources means anything that can assist the teacher in promoting teaching and learning. When the students are given the chance tolearn through more senses than one they can learn faster and easier. According to Nwafor C. E and Eze, S.O (2014) instructional materials refer to materials that are used to facilitate teaching and learning. It enables the teacher communicate ideas or concepts with ease as they appeal to many senses at a time. The learner can see touch, smell or taste thereby making learning more meaningful. This agrees with the Chinese proverb that state: I hear, i forget, i see, i remember and i do, i understand. The use of instructional materials provides the teacher with interesting and compelling platforms for conveying information since they motivate learners to learn more. Furthermore the teacher is assisted in overcoming physical difficulties that could have hindered his effective presentation of a given topic. Larson (2001) quoted Lane (1994) who noted that the use of electronically mediated instruction to duplicate the traditional face to face classroom has resulted in a shift from teacher3 tostudent3centred classes. In this situation the responsibility for learning is shifted to the students. The teacher facilitates the learning by acting as a coach resource guide and companion in learning. The use of instructional materials does not only encourage teachers and students to work collaboratively but also results in more cooperative learning activities among the students. Ikerionwu (2000) refers to instructional materials as objects or devices which help the teacher to make learning meaningful to the learners. Similarly, Ezegbe (1994) classified them into two as visual materials made up of reading and non-reading materials and audio visual materials comprising electrically operated and nonelectrically operated materials. Business studies are a subject that depends on the use of a number of resources. Osakwe and Itedjere (1993) summarized these resources as textual like books, audio-visual and human resource. They stated that these resources are either used individually or collectively in any meaningful teaching and learning situation. The purpose of instructional materials is to promote efficiency of education by improving the quality of teaching and learning. Incorporating these tools and materials present, support and reinforces teaching. According to Aduwa-Ogiegban and Imogie (2005) these materials and resources including audio tape recorders, video tape recorders, slide projectors, opaque projectors, overhead projectors, still pictures, programmed instruction, filmstrip, maps, chart, graphs, and many more offer a variety of learning experiences individually or in combination to meet different teaching and learning experience. Other investigators including Jimoh (2009), Nwanyanwu (1999) and Ogbondah (2008) have similarly emphasized the importance of instructional materials and resources in the effective delivery of business studies lessons in secondary schools. These views have been corroborated by international investigators including Blick, Berson and Coutts (2003), Killen (2006), Dahar and Faize (2011) they observed that while some educators are fascinated by the potential of instructional materials in enhancing teaching and learning, other teachers logged behind in using instructional materials to teach. However, achieving these laudable goals of conscientious utilization of instructional materials and resources in business studies teaching and learning has been very challenging in developing countries such as Nigeria. Nigeria teachers operates from a deficient environment where teaching and learning is seriously impoverished particularly in the rural setup. And even in the urban areas only few schools are connected to the national grid basic facilities like pipe borne water and electricity.

1.2 Statement of the Problem

Since the inception of National Junior Secondary school CRS curriculum in Nigeria, few studies have been devoted to evaluating the availability and utilization of instructional materials and resources in the teaching of CRS in the Junior Secondary school of Nigeria. CRS teachers face both old and new challenges and need to evolve strategies to engage learners in activities that are active, meaningful and challenging. In this view the researcher wants to investigate extent of use of instruction materials for effective teaching and learning of Christian Religious Studies in junior secondary school.

1.3 Objective of the Study

The main objective of this study is extent of use of instruction materials for effective teaching and learning of Christian Religious Studies in junior secondary school. But for the successful completion of the study; the researcher intends to achieve the following sub-objectives;

1. Determine the mean achievement scores of students taught Christian Religious Studies with instructional materials and those taught with conventional lecture method, as measured by CRS achievement test.

2. Determine the achievement scores of male and female students exposed to instructional materials.

3. Determine the retention scores of students taught CRS with instructional materials and those taught with conventional lecture method.

4. Determine the retention scores of male and female students exposed to instructional materials.

1.4 Research Hypotheses

For the successful completion of the study, the following research null hypotheses were formulated by the researcher;

HO1: There is no significant difference in the mean achievement scores of students taught Christian Religious Studies (C.R.S.) using instructional materials and those taught using conventional lecture method.

HO2: There is no significant difference in the mean achievement scores for male and female students taught Christian Religious Studies with instructional materials.

HO4: There is no significant difference in the mean retention scores of students taught Christian Religious Studies with instructional materials and conventional method.

1.5 Significance of the Study

It is believed that at the completion of the study, the findings will be of benefit to the federal ministry of education as the study will help the ministry to provide adequate instructional materials to junior secondary schools in Nigeria. It will enlighten them on the extent of use of instructional materials in the teaching to learning of CRS and even bring into awareness how important it is to both the teachers’ teaching effectiveness and students’ academic performance. The study will also be of great benefit to the researchers who intends to embark on research on similar topics as it will serve as a guide. Finally, the study will be of great importance to academias, lecturers, teachers, students and the public.

1.6 Scope and Limitation of the Study

The scope of this study covers extent of use of instructional materials for effective teaching and learning of Christian Religious Studies in junior secondary school. In the course of the study, the researcher encounters some constrain which limited the scope of the study;

a) Availability Of Research Material: The research material available to the researcher is insufficient, thereby limiting the study

b) Time: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.