INSTRUCTIONAL MATERIALS AND STUDENTS ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE

INSTRUCTIONAL MATERIALS AND STUDENTS ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE

TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgement

Abstract

Table of Contents

CHAPTER ONE      –      INTRODUCTION

1.1  Background to the Study

1.2  Statement of the Problem

1.3  Purpose of the Study

1.4  Significance of the Study

1.5  Research Question

1.6  Research Hypotheses

1.7  Definition of Terms    

CHAPTER TWO – REVIEW OF RELATED LITERATURE

CHAPTER THREE  –      RESEARCH METHODOLOGY

3.1  Area of the Study

3.2  Design of the study

3.3  Population of the Study

3.4  Sample and Sampling Technique

3.5  Instrumentation

3.6  Administration of the Instrument

3.7  Method of Data Analysis

CHAPTER FOUR    –      ANALYSIS OF DATA AND DISCUSSION OF FINDINGS

Results and Data Analysis

Discussion of Findings

CHAPTER FIVE     –      SUMMARY, RECOMMENDATIONS

AND CONCLUSION

5.1  Summary

5.2  Recommendations

5.3  Conclusion

References

Appendix

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

Instructional materials are those resources in the teaching and learning environment which when properly used can help in bringing about a desired change in learners. Specifically, they include charts, maps, pictures, and models.

Ugwa (2023) further stated that instructional materials are not ends in themselves but a means of attaining a specific functions. She further opined that, the teacher’s ability to effectively utilize the available instructional facilities and thus optimize the attainment of instructional functions varies with their levels of media evaluation.

Iwuozor (2020), further supported that, instructional materials are valuable assets in learning situation, because they make lesson practical and realistic.

INSTRUCTIONAL MATERIALS AND STUDENTS ACADEMIC PERFORMANCE IN INTEGRATED SCIENCE

However, they are the pivot on which the wheels of the teaching and learning processes rotates the teachers and the learners.

In order to achieve their desirable’s goals certain principles must be followed for their selection, production and utilization. such that it will highly stimulate the students to take a great interest in learning integrated science

Inyang-abia (2015), maintained that, more than 90 percent of teachers cannot use instructional materials in teaching and learning situation, this lead to the failure of students in their studies.

The academic performance of the students has been influenced by many factors such as the qualification and experience of teachers which are necessary in the teaching and learning of integrated science.

Also the teachers must know the major advantages and limitation of instructional materials and select from the whole lot, in order to satisfy the immediate teaching and learning situation.

It is important for a teacher to use the available instructional materials when teaching integrated science.

Inyang-abia (2015), further opined that, instructional materials are those resources in the teaching and learning environments which when properly used can help in bringing about a desired change in learners.

Iyekekpolor (2017) further supported that instructional materials, as a communication media carries information between the instructors and the learners with an instructional intent of facilitating learning.

Ekanem (2016) equally maintained that, instructional materials are groups of things that are utilized by both the teachers and learners to bring the outcome of desired performance of the students.

Ayogu (2012) further supported that, other taxonomy attributes of display, graphic, audio and projected materials. Are also available further stated that, instructional materials and media is found in the literature of educational technology and that taxonomy attributes are associated with instructional and educational functions of the media and materials.

Furthermore, Adeyemi (2017) opined that instructional media and materials are channels through which the contents are presented to the learners. He further supported that, materials can direct attention inform evoke a response, thinking and instruct.

In addition, Ugwa (2018), advocated that the scarcity of instructional materials in the classroom poor environment of the school, the low morale of the classroom teachers lead to poor quality of learning as evident in the performance of students in public examination.

1.2  Statement of the Problem

Undeniably, the Nigerian vision 20-20 will be a mirage if the abysmal performance of students in sciences is not checked on time. However, researchers have observed that memorization of facts have replaced experimentation in some of the Nigerian school. The study therefore attempts to examine the potency of instructional materials on some selected science students in secondary schools in Nsit Ubium Local Government Area.

Furthermore, a relationship appears to exist between the use of instructional materials be it standard or improvised and the actual performance of students in integrated science. It is for this reason that this research is being carried out to look into the relationship that exists between instructional materials and students performance in integrated science in Nsit Ubium Local Government Area.

Indeed, if these instructional materials are there for teaching and learning, do they impose positive or negative impacts on students’ performance? Why? This seems to depend on how these materials are used.

However, there are other factors which may affect the academic performance of students in integrated science. Specifically, such factors include teacher-learner relationship, learning environment, learners’’ interest, learners age, teaching method and attitude.

1.3  Purpose of the Study

The main purpose of this study was to examine instructional materials and students academic performance in integrated science. Specifically, the purpose of this research study is to:

• Find out if the use of instructional materials has effect on students’ academic performance in integrated science.

1.4  Significance of the Study

Firstly, the study will keep all the stakeholders in education better informed if there is a positive influence of instructional materials on students’ performance in integrated science. Thus, these will help plan to produce, make available for usage and encourage the use of these materials in teaching and learning integrated science.

Secondly, it will help teachers appreciate the benefits of using improvised instructional materials in teaching where the standard ones are unavailable.

Thirdly, teachers work in the classroom will be enhanced, made easy, and the time, effort, and energy saved during lesson.

The study will also help the students appreciate the need for the use of instructional materials in learning. Hence, this in turn will improve their academic performance integrated science.

Lastly, it will help educational administrators formulate policies that will ensure frequent and effective utilization of instructional materials through workshops, in-service training, seminars and more research work on the need for instruction materials.

 1.5  Research Question

The following question was developed to help in the investigation of the effect of instructional materials on the academic performance of integrated science students.

• Is there any significant relationship between the use of instructional materials and students performance in integrated science?

1.6  Research Hypothesis

H0₁:       There is no significant difference in the performance of students taught using instructional material and those taught without instructional materials.

Conclusion

In conclusion, science teachers are enjoined not to wait aimlessly for the sophisticated (imported) materials, which they are not even sure will arrive. Science should not be taught as a set of dogma anymore, but rather through improvised materials where there are no standard ones.

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