A SURVEY OF THE EXTENT AND TYPE OF INSTRUCTIONAL MATERIALS IMPROVISATION IN SENIOR SECONDARY SCHOOLS
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A SURVEY OF
THE EXTENT AND TYPE OF INSTRUCTIONAL MATERIALS IMPROVISATION IN SENIOR
SECONDARY SCHOOLS
CHAPTER ONE
Introduction
Background to the study
Education is
the most important instrument of change and resources development. it is much
more than mere training and mere knowledge of facts. The real essence of
education is the transmission of values and ideas that are meant to be
internalize. Accepting the recommended worth-while values as defined by the
National Policy on Education (2004 edition), the Federal Government purposes
that education should be a means of achieving creativity, self-reliance and
independence of mind, nationalistic outlook and
freedom from mental colonization.
The above
fundamental issues of education are neither peculiarly Nigerian nor the
twentieth century only. But, in a rapidly changing world with its complex and
complicated educational phenomena, people who are concerned with educational
development have been offering solutions to the ever-intriguing issues of
education.
Teachers are
often accused of “over verbalization”. By this, we mean the excessive use of
words to convey meanings. Unfortunately, many teachers love to hear the sound
of their voices so much so that thy often forget to consider whether or not
their students are really understanding and enjoying whatever they are (i.e the
teachers) saying. The problem is that many teachers tend to talk too much
without really saying anything. Others tend to “talk at” their students instead
of tending to “talk with” them. Thus, they keep on talking regardless of
student non-verbal signals that they are bored or even completely lost. Because
of the development of modern technology, teachers no longer have to rely solely
on words to make their meaning clear. There is a great variety of materials
around us that can be used to make our meaning more vivid and more interesting.
These resources may be of four main types namely; natural, human, material and
institutional as opined by Stella, Abeke and Abiodun (2000). These materials
are often referred to as Instructional materials as much as they are used to
supplement or complement the teachers’ tasks.
Some
educationists define instructional materials in the following ways listed
below: “any material brought into the classroom for the purpose of lesson
presentation to help or facilitate the teaching effort of the teacher and help
the occurrence of learning in the pupils (students) (Akande 2002).
According to
Ajelabi (2002), Instructional materials is defined as “A collection of
teaching-learning materials that constitute an integral component of an
instructional process and are utilized in delivering educational information to
the process and are utilized in delivering educational information to the
learners. Akinleye (1997), explains that many educational technologists see
instructional materials as materials, devices and resources used in learning
situation to supplement the written and spoken words I the transmission of
knowledge, attributes, ideas or concept and values. He further states that they
are things or objects brought into play to emphasize clarity, strengthen, and
vitalize the teachers’ instructions. From the definitions quoted above, there
is a string that attaches them. That is the fact that instructional materials
serve as supplement and compliment to the normal process of instructions.
According to Ajelabi (2000), they vary from very simple and inexpensive ones
such as chalkboard, flat pictures, diagrams, illustrations, and maps to more
complicated and expensive ones like the television, mini-projectors, slides,
and filmstrip projectors.
All of these
point to the fact that instructional materials are the pillar of effective
teaching in schools. Teaching is not result-oriented without them. Virtually,
all professions require making use of materials to be able to carry out their
duties effectively. Teaching profession is not an exception. However, the mere
uses of these materials do not guarantee effective communication nor effective
teaching. It is their careful selection and skillful handling by the teachers
that render them useful in facilitating learning. It is therefore important,
for teachers, especially at the beginning to become familiar with the various
types of instructional materials as well as the values that can be derived from
their proper use. It is also necessary for teachers to have a working knowledge
of their proper use. It is also necessary for teachers to have a working
knowledge of the criteria to be used in selecting and evaluating them and the
principles underlying their effective use .Granted that instructional materials
are very useful to effective teaching and learning, however, they are lacking
in our schools. Stella, Abeke and Abiodun (2000) in their book, Teaching
Effectiveness in Nigerian Schools, gave a brief re-cap of what led to this: “In
the 1970’s Nigeria witnessed a period of economic boom, hence it was possible for
schools to acquire some instructional materials for teaching. The prevailing
economic depression, coupled with the prohibitive cost of materials call for
resourcefulness and creativity of teachers.
The
assertion of the above quotation is that because of the prevailing economic
depression in Nigeria, the government and the schools have not been able to do
much in providing the adequate amount of instructional materials needed in
schools. To confirm this requires a visit to many of the schools in the community.
Onyene (2005) during such a visit observed that “There were dilapidated
buildings…. The compounds were dirty …. There was no duster seen in some
classrooms. Most of the teachers were not using instructional materials in
their classrooms. There were no provisions for visual-aids to make teaching
effective. The solution according to Abiodun et al (2000) is that teachers need
to be resourceful and creative. For teachers to meet up with this challenge,
they need to improvise. The big question is: What is Improvisation?
Improvisation
simply implies the method of providing alternatives or substitutes to
ready-made materials. It involves the use of locally and readily available
materials for providing makeshift for the factory-made materials (Adesanya 2000).
From the above definition and what is said about the Nigeria economy earlier,
it implies that “what operates in the country should not be taken as an excuse
for the decline in teachers’ productivity. “According to the Nigerian Educator
Times (2004), teachers need to improvise instructional materials. It is against
this background that this project will therefore survey the extent of such
improvisation and the types in schools in Lagos State.
Statements of the Problem
All
educators know the importance of instructional materials but the truth of the
water is that they are lacking in schools in Nigeria. The government is not
liming up to its responsibility when it comes to providing the necessary
instructional materials, them creating the problem of inadequate instructional
materials in schools. The government also fails to make a conscious effort to
make available adequate training programme that will emphasize the
alternative-improvisation.
Ogunranti
(2001) stated another problem “this apathy appears also to have been reinforced
by the negative attitude of some educational administrators to the provision of
instructional aids (materials) for use in schools. Among the other factors,
that he mentioned which militate against the integration of instructional
materials with the classroom instructional processes in Nigeria include:
Insufficient funds to equip schools;
Instructional materials neglected in the
curriculum planning ;
Lack of adequately-trained personnel.
This present
study therefore attempts to survey the extent and types of instructional
materials being improvised by all and finding in the school system.
1.3 The
Purpose of the Study
The purpose
of this study is to:
Survey the extent and types of
instructional materials provided by the government;
Determine the extent and the types of
instructional materials that teachers actually improvise with their students;
study the effect of instructional materials
usage in the teaching and learning situation;
Examine the extent and the types of
instructional materials that the school administration can improvise;
Investigate the extent and the types of
instructional materials that can be improvised by the students and their
parents.
1.4 Research
Questions
This study
will provide answers to the following research questions:
To what extent have the government been
able to provide instructional materials to schools in Lagos State?
How well have schools administrators been
responding to improvisation of instructional materials in Secondary Schools in
Lagos State?
What types of instructional materials do
students help to improvise?
To what extent do students participate in
the improvisation of instructional materials
To what extent do teachers improvise
instructional materials in your school?
What are the types or instructional
materials available in your school?
1.5 Significance
of the study
It is hoped
that that result of this study would provide useful insight into the
improvisation of the appropriate instructional materials.
For one
thing, improvisation stimulates creativity. In view of this, both the teachers
and the teachers and the students will benefit. Taking a due from this study,
they will be more resourceful and this will give them confidence min
manipulation the materials effectively.
The
government will also benefits, in that they will realize that improvisation in
the permanent solution to the importation of instructional materials. Imported
instructional materials could be prohibitive to the government and most schools
due to the exchange rate of our currency. But, the improvisation of these
materials in cost effective. Most of these materials needed are around us. We
can derive them from our community resources. The resources that can be used as
Instructional materials way be of four types namely: natural, human, material
and institutional (Abiodun et al 2000)
In addition,
curriculum developers will also learn from this study that they need to
encourage the user of local teaching aids made available through improvisation
instead of the imported ones. Considering the implication of cultural
differences, most of the imported instructional materials are meant for another
cultural setting. So they may not achieve completely the teachers objectives as
background experience and illustrations in such materials differ from one place
to another.
Conclusively,
the maintenance of the imported instructional materials may pose some problems
due to ill-trained or inadequate personnel. Whereas, making use of local
instructional materials that are improvised may not require too much expertise
because the materials are familiar to the end users.
1.6 Scope of
the Study
This study
will cover ten secondary schools selected in three local government areas of
Lagos –state. There are listed below:
Ikorodu
Local Government Area
Oriiwu Model College, Ikorodu.
United High school, Ikorodu
Ikorodu high School, Ikorodu
Kosofe local
Government Area
Ifako Comprehensive high School, Ifako
Ogugu grammar school, Ogudu
Ojota secondary school, Ojota
Christ Apolostic High School, Ketu
Mushin Local
government Area.
Mushin comprehensive High school, Mushin
Oduduwa secondary school, Ladipo, Mushin
new state Secondary school, Olorunsojo,
Mushin
This study
will focus on the improvisation of material resources.
1.7
Definition of terms
Improvisation:
The process whereby teachers students o the school administrators construct
materials for teaching to supplement the written and spoken activities of the
teachers.
Over-verbalization:
This means the excessive use of words to convey meaning. During a teaching and
learning situation in which the teachers continues to talk without carrying the
students along.
Talk with:
this is the opposite of ‘talk at’ The teaching in this situation will be an interactive
one between the teacher and the students.
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