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CHAPTER ONE

INTRODUCTION
1.1 Background of the study
Educational materials are the specially prepared materials intended to be used during the
processes of teaching and learning, in other words, when studying specific educational contents
and achieving specific educational goals as they are specified in syllabuses. Instructional
resources are crucial to teaching and learning processes. A dedicated classroom teacher feels
satisfied when she/he realizes the objectives she/he has set out to achieve for every lesson. To
achieve this, a good teacher employs a number of methods, design and actions. One of which is
the use of instructional resources. For effective teaching and learning to take place, there is the
need for adequate instructional materials. This is because the use of instructional materials is a
sine qua non for effective behavior change in learners (Jimoh, 2009). This is why Adekunle
(2008) in Okobia (2011), noted that when the students are given the chance to learn through
more senses than one, they can learn faster and easier.
Therefore, instructional resources are referred to as the resources which both the teachers
and pupils use for the purpose of effective teaching and learning, instructional resources are
crucial to teaching and learning processes. Schools are established for the purpose of teaching
and learning. It is also more important that the teachers and learners are properly accommodated
to facilitate the teaching and learning that go on there, this is the essence of the school plant and
facilities (Alimi, 2004). The concept of school facilities had received great attention from the
public as well as educators in recent times. Aguokogbuo (2000), asserted that the responsibility
of every administrator is to ensure that every child had access to quality education and also
ensure that school facilities are available to enhance teaching and promote quality education.
Also, implementation of educational policies that resulted in high quality, high performance, and
maintenance of school facilities had a direct and indirect impact on the teaching and learning
process.
Iherionwu (2000) referred to instructional materials as objects or devices which help the
teacher make learning meaningful to the learner. They are materials used to aid the transference
of information from one person to another (Adeoye, 2012). In other words, instructional
materials promote efficiency of education by improving the quality of teaching and learning. It
offers a variety of learning experiences individually or in combination to meet different teaching
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and learning experiences as well as encourage learners to become skilled technicians with an
endless passion for learning.
Allen (2010), defined instructional materials as devices which present a complete body of
information and largely self-supporting rather than supplementary in the teaching and learning
process. Instructional materials have defined as educational resource materials which are either
visual, audiovisual and mechanical device or tool which render audible or visible in the teaching
and learning environment with the aim of making teaching and learning more effective.
Formerly, chalkboards and notice boards were more or less instructional materials used in
Nigerian education. Later on, realizations of the value of instructional materials in the classroom
as a medium of broad improvement of cognitive, affective and psychomotor domains of students
then led to the provision of locally generated materials as instructional materials in the classroom
or even opt for purchase of readymade commercial resources such as filmstrips, video disc
players, flat pictures, etc Iwu (2009). Kochhar, (2012), stated that instructional materials are very
significant learning and teaching tools. He suggested there is need for teachers to find necessary
materials for instruction to supplement what textbooks provide in order to broaden concepts and
arouse student’s interests in the subject.
AbduRaheem (2014) acknowledged that instructional materials are used by teachers to
aid explanations and make learning of subject matter understandable to students during teaching
and learning process. Instructional materials are essential and significant tools for teaching and
learning to promote teacher’s efficiency and capture the student’s attention in classroom
situation. Instructional materials assist the teacher to achieve the stated goals and objectives.
Instructional materials of all kinds appeal to the sense organs during teaching and learning. This
gives the learner the opportunity of experiencing as he/she observes, hears, touches, feels or
manipulates, carries out some experiments or interacts with concrete objects and situations.
Teachers should select and use a combination of instructional materials which enable the learners
read, hear, see, touch and taste because it brings good result in the attainment of stated
instructional objectives or actively involved in intellectual, emotional and physical aspects.
Meaningful learning takes place when the learner is fully involved in the process through the use
of well- prepared and presented instructional materials Omiko (2015).
The merits of instructional materials have been outlined as follows: it saves the teacher's
time and reduces lot of words and efforts; it facilitates the learning of verbalized concepts and

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helps to stimulate imagination. It clarifies complex concepts and makes the learner participate
actively in the classroom; hence the adequate utilization of relevant instructional materials is
very essential in affecting behaviour of learners of every field, especially in primary education
Abdu-Raheem (2016).
Ibe – Bassey, (2012), says that, instructional materials are critical ingredients in learning
and that the curriculum could not be easily implemented without them. John (2016), adds that a
teacher who has adequate and relevant teaching facilities is more confident, effective, and
productive. Oni (2012) asserts that, the flip chart teaching tool is a stand-alone material that can
be used in any classroom without the expense of additional resources. At the same time, Onche
(2014), says that instructional materials have to meet the learning objectives, be validated and
their impact is evaluated. John (2016), asserted that, if instructional materials are properly
selected and used learning would be interesting and meaningful, Knowledge acquired would be
retained for a longer time; different skills would be acquired by learners, Students would be
actively involved during lessons.
The list of instructional resources is inexhaustible and their limit is the teacher's level of
resourcefulness, creativity and imagination. Instructional materials are print and non-print items
that are designed to impart information to students in the educational process. Instructional
materials include items such as kits, textbooks, magazines, chalkboards newspapers, pictures,
recordings, slides, transparencies, videos, video discs, workbooks, and electronic media
including but not limited to music, movies, radio, software, CD-ROMs, and online services
(Dahar and Faize, 2011).
According to Lawal, Rumah and Amadi (2020), however, most of the teachers do not
even care to use instructional materials; they only depend on the old traditional method.
Traditionally, classroom teachers have relied heavily on the talk-chalk method during their
teaching. But recently, instructional materials help to provide variations in the ways in which
messages are sent across. In using instructional materials, teachers and students do not only
extend the range of sense organs we use but also extend the range of materials used for
convening the same message through the same organ. Thus, it means that both the receiver and
the source share and exchange ideas, feelings in any communication (Adeogun and Osifila,
2018).

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The quality of education received at the primary level is very fundamental to other levels
of education, as it lays the foundation upon which educational progress is built upon (Nsa, 2012).
In view of this, the challenges faced in the educational sector in Nigeria today is traceable to lack
of qualitative primary education, which are attributed to school owners, teachers, parents,
government, and other stakeholders in the field of education including the non-academic staff
found in the school system. There are many factors which serve as hindrances to availability and
utilization of instructional resources, especially at the primary school level. Osaghae and Irabor
(2012) pointed out that in a situation whereby the authentic resources to be used are not found
accessible in a particular place due to the nature of that environment, that could be a hindrance to
availability and utilization of instructional resources in primary schools. Sheu and Ijaiya, (2016)
asserted that culture encompasses norms, traditions, belief system, customs and values of people
living in a particular society. Therefore, the value placed on education by people living in a
particular society has a long way to go in determining the interest their children would have in
education and the availability and utilization of instructional resources in schools located in such
areas. Since, the teachers who are expected to search for and utilize the instructional resources as
well are likely to be the products of such society or influenced by their culture during
acculturation process.
Primary school pupils learn faster with what they can see and also aid their cognitive
level of reasoning, thereby reducing the stress of the teachers. Many school still find it difficult
to make available some instructional resources probably due to cost implications or the stress
embedded in acquisition of those resources at the detriment of pupils’ optimal academic
performance if aided with appropriate instructional resources. In some cases, those who even
have the instructional facilities are not judiciously making use of it due to lack of appropriate
knowledge of its usage by the teachers, especially electronic aided facilities like computer and
other internet enabling devices. From the views, it is clear that instructional materials are
essential for effective teaching and learning in primary schools and should be made adequately
available in all schools. On this note, this study sought to find out the availability and utilization
of instructional materials in primary school classroom in Oshodi/Isolo Local Government Area
of Lagos State.

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1.2 Statement of the Problem
Despite the fact that primary education structure is an important one in our educational
system, primary school classroom has not being greatly equipped and there is non-availability of
instructional materials. Almost 65% of Nigerian school classroom are overcrowded and 55% of
children learn little from teacher due to non-availability of instructional materials. The few
schools (45%) with instructional are noticed to be irrelevant and out dated,54% of schools in
most state have classrooms with not enough space for displaying instructional material even
where they are over able. People have pointed accusing fingers at a variety of possible causes.
(Alege, 1995). However knowing fully well that instructional materials are necessary ingredients
if the objective of this level of education are to be achieved, it has become worrisome whether
these instructional materials are available. If they are available, are they being properly utilized?
Is there any difference in the level of availability and utilization of these resource materials in the
primary schools? These are the issues that constitute the problem of this study, namely;
Availability and utilization of instructional materials in primary school classroom in
Oshodi/Isolo Local Government Area of Lagos State.

1.3 Purpose of the study


The main purpose of this study is to find out the Availability and utilization of
instructional materials in primary school classroom in Oshodi/Isolo Local Government Area of
Lagos State. The Specific Objectives are to;
 Ascertain the instructional materials available in primary school classroom in
Oshodi/Isolo Local Government Area of Lagos State.
 Investigate the extent of availability of instructional materials in primary school
classroom in Oshodi/Isolo Local Government Area of Lagos State;
 Assess the extent of utilization of the available instructional materials in primary school
classroom in Oshodi/Isolo Local Government Area of Lagos State;

1.4 Research Questions


This research work attempts to find answers to the following questions:
 What are the instructional material available for the teaching and learning of primary
school student in Oshodi/Isolo Local Government Area of Lagos State?

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 To what extent are instructional materials available for the teaching and learning of
primary school student in Oshodi/Isolo Local Government Area of Lagos State?
 What is level of utilization of the available instructional materials in the teaching and
learning of primary school student in Oshodi/Isolo Local Government Area of Lagos
State?

1.5 Research Hypotheses


This null hypothesis were formulated for this study

 There is no significant relationship between the availability and the level of utilization of
instructional materials in primary school in Oshodi/Isolo Local Government Area of
Lagos State.

1.6 Significance of the Study


The findings of this study will provide information on the state of pre- primary education
in Lagos State in relation to availability and utilization of instructional materials. The education
authorities of primary schools will be able to know the materials that are available and how they
are being utilized. This study will help education authorities such as Ministries in charge of
education to understand the influence of teachers’ qualification and experience, on the utilization
of resource materials. This knowledge will enable them to know the category of teachers to be
posted to the pre- primary schools. This study will also help to expose the education planners to
the variety of instructional materials needed for the education of the child in primary schools.

1.7 Scope of the Study


This study specifically focused on the availability and utilization of instructional
materials in primary schools. The study will cover public primary school in Oshodi/Isolo Local
government Area of Lagos State.

1.8 Operational Definition of Terms


Availability: the quality of being able to used or obtained. It also the degree to which a system
or equipment is in a specified operable and committable state of mission.

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Utilization: is the state of utilizing the available materials for effective and efficient teaching and
learning.
Instructional materials: are defined as a variety of materials in any format which influence the
student's learning and the instructor's teaching. It may include real objects; models, chats,
pictures, improvised or commercially produced.
Improvisation: The process whereby teachers, students or the school administrators construct
materials for teaching to supplement the written and spoken activities of the teachers.
Physical facilities: these include buildings such as staffrooms, toilets, classrooms, first aid kits,
and textbooks, teaching materials, furniture such as desks, tables, chairs and cupboards.
Education: Education in its general sense is the process of formally or informally facilitating
learning, by which knowledge, skills, values, beliefs, and habits of a group of people are
transferred to other people, through storytelling, discussion, teaching, training, or research.
Teaching: It is the act of impacting knowledge from an experienced or trained individual to am
leaner.
Learning: Learning is the act of acquiring new, or modifying and reinforcing existing
knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types
of information.

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CHAPTER TWO

LITERATURE REVIEW
2.0 Introduction
This chapter deals with the review of some literatures that are closely related to the study.
Therefore, the chapter is discussed under the following sub-headings:

 Theoretical Framework
 Instructional Material Theories
 Sociocultural Theory of Teaching, Learning, and Development
 Conceptual Framework
 Concept of Primary School Education
 Concept of Instructional Materials
 Functions of Instructional Materials
 Availability of Instructional Material in Primary Schools
 Utilization of Instructional Materials
 Sources and Classification of Instructional Materials
 The Principles for Selecting Instructional Material for Effective Academic
Performance Instructional materials
 Empirical Studies
 The Extent to which Instructional Materials Affect Student Performance in Primary
School
 Challenges that Teachers Face in Accessing Instructional Materials
 Strategies to Minimize the Challenges of Attaining and using Quality Instructional
Materials in primary school.

2.1 Theoretical Framework


2.1.1 Instructional Material Theories
Instructional material theories assume that there is a direct link between the materials that
the teachers use, and the students’ learning outcomes. These outcomes include higher abilities to
learn, quality strategies to learn and perform classroom activities and positive attitude towards

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learning. Further, these theories assume that instructional materials have the capacity to develop
into students the highest order of intellectual skills as they illustrate clearly, step by step how to
follow the rules/principles and elaborate on the concepts, all of which have positive impact on
solving new problems by analyzing the situation and formulating a plan (Gagné et al. 2005).
According to Gagne et al (2005), instructional material can be used to develop higher
learning abilities to the learners through self-teaching or guided learning. This implies that the
instructional materials mainly comprise “eliciting performance” and “providing feedback on
performance correctness,” in addition to “providing learning guidance” for guided discovery
learning. Many of Gagné’s 9 ideas have broad implications for primary teachers. Many of these
ideas have capacity building undertones with themes of students’ acquisition of critical thinking
and problem-solving skills. However, the theory does not relate to whether or not students can
think critically in what aspects or how they can solve a particular problem by themselves.
However, I have the opinion that the purpose of instructional materials or technology in
education is to stretch students’ imagination and to encourage them to solve problems in their
lives.
Similar ideas are held by Lev Vygotsky, a Russian psychologist who held a view that
tools and signs, which are in a form of instructional materials, have the capacity to develop in
students higher level of thinking, which is important in problem-solving activities. However,
since they are considered to be domain-specific, the ways instructional materials can start
cognitive development is yet to be studied with respect to classroom teaching. Thus, this study
stretches these views.

2.1.2 Sociocultural Theory of Teaching, Learning, and Development


Sociocultural theory of teaching, learning and development is the second theory that
framed this study. Largely inspired by the seminal works of Lev Vygotsky, this theory assumes
that human minds do not develop by virtue of some predetermined cognitive structures that
unfold as one matures. Rather, this theory posits that human’s minds develop as a result of
constant interactions with the social material world. According to Vygotsky, human mind
develop through interaction with materials in the learning process where people learn from each
other and use their experiences to successfully make sense of the materials they interact with.
These experiences are crystallized in 'cultural tools', and the learners have to master such tools in

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order to develop specific knowledge and skills in solving specific problems and, in the process,
become competent in specific profession. In the classroom, these tools can be a picture, a model,
or pattern of solving a problem. Most often however, such tools are combinations of elements of
different orders, and human language is the multi-level tool par excellence, combining culturally
evolved arrangements of meanings, sounds, melody, rules of communication, and so forth.
Learning by using such tools is not something that simply helps the mind to develop. Rather, this
kind of learning leads to new, more elaborated forms of mental functioning. For example, when
children master such a complex cultural tool as human language, this results not only in their
ability to talk but leads to completely new levels of thinking, self-regulation and mentality in
general. It is the specific organization of this tool (e.g., the semantic, pragmatic and syntactic
structures of language) that calls into being and in effect shapes and forms new facets of the
child's mind.
Importantly, cultural tools are not merely static 'things' but embodiments of certain ways
of acting in human communities. In other words, they represent the functions and meanings of
things, as discovered in cultural practices: they are "objects-that-;can-be used- for-certain-
purposes" in human societies. As such, they can be appropriated by a child only through acting
upon and with them, that is, only in the course of actively reconstructing their meaning and
function. And such reconstruction of cultural tools is initially possible only in the process of
cooperating and interacting with other people who already possess the knowledge (i.e. the
meaning) of a given cultural tool. This short account is presented here to illustrate the fact that
the sociocultural approach, unlike that of instructional materials by Gagne discussed above, not
only allows for a synthesis of teaching, learning, and cognitive development; it actively calls for
it. This theory implies that instructional materials lead to cognitive development because they
mediate learners’ thinking through the tools, and such mediation constitutes the very cornerstone
of mental development.

2.2 Conceptual Framework


2.2.1 Concept of Primary School Education
Elementary education, also called primary education, the first stage traditionally found in
formal education, beginning at about age 5 to 7 and ending at about age 11 to 13. In the United
Kingdom and some other countries, the term primary is used instead of elementary. In the United

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States the term primary customarily refers to only the first three years of elementary education
i.e., grades 1 to 3. Elementary education is often preceded by some form of preschool
for children age 3 to 5 or 6 and is often followed by secondary education.
Despite the many cultural and political differences among nations, the objectives and
curriculum at least of elementary education tend to be similar. Nearly all nations are officially
committed to mass education, which is viewed as eventually including a full elementary
education for all. An increasing agreement may therefore be found among nations to the effect
that preparation for citizenship is one of the major objectives of elementary education. In terms
of curriculum, this objective suggests an emphasis on reading and writing skills, arithmetic skills,
and basic social studies and science.

2.2.2 Concept of Instructional Materials


Instructional materials play a very important role in the teaching-learning process the
availabilities of textbook, appropriate chalkboard, Mathematics kits, Science kit, teaching guide,
science guide, audio-visual aids, overhead projector, among others are the important instructional
materials (Yusuf, 2015), However many facilities are missing in approximately almost all
secondary schools in the state. According to Raw (2010) the first instructional material is the
textbook. Various definitions to textbook emphasize the role of textbook as tool for learning.
Textbook is the nucleus to all the learning activities related to a particular curriculum. Textbook
plays a vital role in imparting knowledge to the students in the third world countries. Yusuf
(2015) opined that the next instructional materials is the educational board. The educational
board is the teaching aid that teachers frequently used; particularly during the lectures and
discussions. There are different kinds such as, blackboard, maker board, write board, felt board
and magic board. The teachers use it in classrooms to write the important words, statement, to
draw diagrams, figures and maps. Other prominent instructional material include; mathematics
kits. This is usually study kit; it is a box containing a variety of visual aids artistically assembles
and displayed pertaining to a single topic (Nichollos, 2013).
Various studies have been done concerning availability and the utilization of instructional
materials primary school. Most of these studies have involved surveys in different pre-primary
schools in different areas which are owned by different people, institutions and the government.
Instructional materials are any kind of aids that assist in the teaching and learning activities,

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which include reference books, counting equipment like blocks, stones or beads, natural displays
models, charts, pictures, play materials, games, audio visual equipment as illustrated by
UNICEF, (1979); Cartledge and Milburn, (1986); Goldstein (1994). Bruner (1973) says that the
teacher’s work as communicator, model and identification figure can be supported by a wised
use of variety of devices that expand experience, clarify it and give it personal significance.
Similarly Obanya (1989) viewed instructional materials as didactic materials-things which are
supposed to make learning and teaching possible while according to Johnson (1989) instructional
materials are the collections and selection of resources (mechanical, otherwise) from available
resources which are applied and integrated into a systematic process of teaching and learning to
make learning effective.
Ikerionwu. (2000), define instructional materials as objects or devices, which help the
teacher to make a lesson more understandable to the learner. Learners tend to understand easily
different concepts if instructional materials are used. Instructional materials therefore are
concrete or physical objects which provide sound, visual or both to the sense organs during
teaching whereby many students tend to participate practically in the teaching and learning
process. Azikiwe (1998) in Doublegist (2013), define instructional materials to be all the five
senses of sight, learning, hearing, touch, smell and taste while presenting his/her lesson and are
very important in teaching pre primary school because they facilitate the direct association
between sound and their symbols and also words and the objects they represent. Ayuackgbuo
(2000) define instructional materials are those materials or resources employed by the teacher to
make teaching and learning process effective and productive.
According to Obemeata (1999) instructional materials are “those things that promote the
effectiveness of instruction during teaching and learning process. The use of teaching materials
according to him makes teaching real and concrete and is one of the significant developments in
the field of teaching, in this present century. Ezeja (2000) in Doublegist (2013), on his own view
on the use of instructional materials asserts that “it helps the teachers to achieve effectively ad
makes teaching easy for the learner to understand the lesson very practical and lively page. This
means that instructional materials enhance effectives teaching and learning. Instructional
materials when properly used help to make ideas and concept clear. They can raise learning from
verbalization to true understanding and also make learning more vivid. Ogwa (2002) observed
that “a teacher that uses teaching aid to deliver his or her lesson will cover more facts at short

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intervals than one who uses only oral speeches for lesson delivery.” So when instructional
materials are used, students can see and conceptualize what is being taught much easier than
nothing is used of when teaching materials are not used.
According to Abdullahi (1982), instructional materials are materials or tools locally made
or imported that could make tremendous enhancement of lesson impact if intelligently used. In
most cases, many learners have the difficulty in understanding certain concepts as a result of
their level of cognitive operation. It is against this background that Jean Piaget postulated human
beings to be classified along sensory-motor, pre-operational, concrete and abstract cognitive
levels, (Abdullahi 1982).

2.2.3 Functions of Instructional Materials


According to Esu, Enukoha and Umoren (2004) The usefulness of instructional materials
in the teaching-learning process is highlighted below:
i. Facilitate the learning of abstract concepts and ideas.
ii. ii. Keep the learners busy and active thus, increasing their participation in the lesson.
iii. Save teachers’ energy of talking too much.
iv. Illustrate the concepts clearer and better than the teachers’ words only.
v. Help to overcome the limitations of the class - room by making the inaccessible
issues accessible.
vi. Help to broaden students’ knowledge, increase their level of understanding as well as
discourage rote-learning (if used judiciously).
vii. Help to stimulate and motivate learners.
2.2.4 Availability of Instructional Material in Primary Schools
Availability of instructional materials are quite necessary for a successful implementation
of the curriculum. The primary school pupils are at a concrete operational level of cognitive
development by their nature, they need a large number and variety of instructional materials to
interact with. In recognition of this fact, the Federal Government (Federal Government of
Nigeria, 2013) in the National Policy on Education (NPE) has spelt out certain educational
services which further emphasize the importance of instructional materials for effective teaching
and learning in primary schools. The services include the provision of a school library,
educational resource centre, and specialist teachers of particular subjects, Mathematics, Science,

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Physical Education, Sign Language, Music, Fine Art and Home Economics. Base on this
provision adequate, effective and qualified teachers with skills and know-how of teaching should
be employed and provide all possible ways of improving their ability through organizing
workshops, seminars and teacher training for them to update their knowledge.
Uyoata (2006) stated that teaching and learning involve a dynamic interaction of human
and material resources. Children at the primary school level like to explore, experiment, create
and interact intensively with the environment. A successful lesson would therefore require the
use of instructional materials to provide children with enabling environment to learn the subject
meaningfully. Instructional materials are the information repositories from the society sourced to
transfer the desired information to the learners during classroom instruction. Agwu (2007) views
instructional materials as those apparatus of teaching which may include textbooks, workbooks,
charts, audiovisual aids, chemicals, specimens and other relevant equipment that will attract
students' attention, and which should only be introduced at the appropriate time by the teacher.
Simply put, instructional materials are materials which a teacher puts into use to promote the
effectiveness of instruction and which also help him/her to communicate more effectively to the
learners.
According to Abdullahi (2012) instructional materials are all the resources a teacher uses
to help him/her explain or elucidate the topic/content/subject to the learners so that the learner
will be able to comprehend the topic fully. It is agreed that instructional materials may include
printed or recorded materials such as books, pictures, tapes and concrete materials with the mind
that teaching can be designed to enhance good learning in primary schools. Before the teacher
decides on the form of instructional materials to select, he/she must ascertain its availability and
accessibility. It will not be reasonable for the teacher to decide on what to use in his lesson
before knowing whether it is available and accessible and where and how to obtain it (Abdullahi,
2012). However, instructional materials do not achieve any of the attributed values on their own;
their usefulness depends on what the teacher use out of them.
According to Adeyemi and Adu (2010), it is widely accepted that education is one of the
leading instruments for promoting economic development as it encompasses some processes
individual go through to help them develop and utilize their potentials. Further Okeke (2007)
points out that, through education individual acquire knowledge, skills and attitude that are
necessary for effective living. Akinsanya (2010) commenting on learning resources says

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they are important because the goal of any school depends on adequate supply and utilization of
physical and material resources among others as they enhance proper teaching and learning in
primary school.
A study by Altbach (2013) noted that nothing has ever replaced the printed word as the
key element of educational process and as a result textbooks are central to schooling at all levels.
Similarly, Oni (2015) said that availability and quality of instructional materials facilitates
smooth operation of any school and thereby enhancing effective teaching learning activity and
when this is so, there is higher educational attainment by students. Makuwi (2009) found that
the development of school library was on a better footing than some other African countries.
However, according to Adeyemi (2010) the above standard compares poorly with what operates
in school libraries in developed countries and is far below the recommended number of
volumes by the American Library Association which suggests a minimum base collection of
20.000 items for a school of 500 or less providing 40 items per pupils. Despite their importance
in. the teaching learning process libraries remain elusive in the world all over as evidenced by
various studies.

2.2.5 Utilization of Instructional Materials


Utilization of instructional materials is the process whereby instructional materials are
systematically put into use, managed and organized, towards meeting the goal of teaching and
learning. (Olagunju & Abiona, 2008). They further added that in a school, instructional materials
that are available should be utilized such that it enables the learners acquire desirable learning
competencies. Utilization of standard instructional materials in teaching had been known to
promote fruitful learning since it stimulates student’s senses and motivates them. The successful
implementation of any academic programme depends on the availability and utilization of
instructional materials therefore, their presence is good predictors of a well facilitated and
effective programme.
Bozimo in Ikwumelu & Oko (2015) observed that there are ever increasing number of
instructional materials (audio and visual materials) available to schools. She advised that
teachers should take advantage of the opportunities to procure excellent films and recordings
covering a wide range of subject matters in school curriculum. Nevertheless, experience has
shown that instructional materials are grossly inadequate in most primary schools therefore,

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cannot be utilized because one can only make use of what is available at the time it is needed.
The use of instructional materials is necessary in primary schools, as it is perceived that students
in primary schools sometimes find it difficult to comprehend immediately what is being taught
by the teacher due to non utilization of instructional materials to convey the concept and topics
taught to the learners. This may have affected the grades of students in primary schools
Mapederun (2002) and Oni (1995) also emphasized that the utilization and adequacy of
instructional materials affect the academic performance of student positively. Similarly, Chiriswa
(2002) noted that effective teaching and learning depends on the utilization of suitable
instructional materials such as; books, laboratories, library materials and host of other visual and
audio teaching aids which enhance good performance in their examinations.
Proper utilization of instructional materials enhances learning and ensures adequate
participation on the part of the students. It may also help the teacher to teach a particular lesson
more effectively or to solve a particular problem with ease. In this direction, Azikiwe (1998) in
Doublegist (2013) outlines four ways by which instructional materials should be utilized these
ways:
i. Be related to the topic of the lesson.
ii. ii. Be within the age and maturational level of the learners-bold and colourful are as at
primary school level.
iii. Preview by the teacher before the actual lesson to ascertain that everything is in order.
iv. Be accurate in content and acceptable in other placed for same lesson.
Ughamandu (1992) is also of the same view and had outlined six ways by which
instructional materials should be utilized:
i. Preview the material,
ii. Plan; previewing will enable the teacher to plan effectively the method of using the
selected media,
iii. Arrange the materials
iv. Prepare the class
v. Presentation,
vi. Follow-up activities
Instructional materials when properly used, can supply concrete basis for conceptual
thinking and reduce meaningless word responses of pupils making learning more permanent,

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have a high degree of interest for the pupils, develop a continuity of learning like in motion
pictures, contributing to meaning of words and hence to vocabulary development, provide
experiences not easily obtained by other materials and they contribute to the effectively, depth
and variety of learning.

2.2.6 Sources and Classification of Instructional Materials


According to Azikiwe (1998), in Doublegist (2013) “The school authority is responsible
for providing teachers with the needed materials, but where this is not possible a conscientious
teacher should improvise such materials applying the knowledge and skills acquired from
studying educational technology. Ughamandu(1992) noted that some materials could be locally
made or improvised while others can be imported. Ofoefuna and Eya (1999) observed that “The
teachers design materials, curriculum specialists and others whose purpose it is to develop an
organized plan to promote learning.
Instructional materials have been grouped into many categories. Some authors classified
them as curriculum materials while to some they are instructional aids. To others they are
resources materials. Ughamadu (1992) indicated that instructional materials can be classified as:
printed material (examples: textbooks, journals, posters) and projected materials such as;
chalkboard, flannel boards, models, 16 mm films/projectors. Instructional materials are in
various classes. They are audio or aural, visual or audiovisual. Thus audio instructional materials
refer to those devices that make use of the sense of hearing only, like the television, radio, audio
tape recording, etc. Visual instructional materials are those devices that appeal to the sense of
sight only such as the chalkboard, chart, slide, filmstrip, etc. An audio-visual instructional
material therefore is a combination of devices which appeal to the senses of both hearing and
seeing such as television, motion picture and the computer.

2.2.7 The Principles for Selecting Instructional Material for Effective Academic
Performance Instructional materials
According to Ololobou, Jacob and Ndazhaga (2019), some of the things the teachers
must consider before selecting instructional materials include;
i. Consideration for the age and abilities of the learner: It is very important for the
teacher to put into consideration the age and abilities of his students. If the

17
instructional materials chosen and used are above, it can inhibit learning rather than
promoting effective learning.
ii. Instructional materials must be related to the lesson objectives: any instructional
material that is not geared towards helping in the achievement of the lesson objectives
is not worthy to be used in the lesson.
iii. Currency of information: any instructional materials that is worthy of use in the
classroom must be current.

2.3 Empirical Studies


2.3.1 The Extent to which Instructional Materials Affect Student Performance in Primary School
Adeogun (2001) revealed a strong positive link between instructional resources and
academic performance. According to Adeogun, schools that possess more instructional resources
performed better than schools that have less instructional resources. This finding supported the
study by Babayomi (1999) that private schools performed better than public schools because of
the availability and adequacy of teaching and learning resources. Adeogun (2001) noted that
there was a low level of instructional resources available in public schools and hence commented
that public schools had acute shortages of both teaching and learning resources. He further
commented that effective teaching and learning cannot occur in the classroom environment if
essential instructional resources are not available. Fuller and Clark (1994) suggested that the
quality of instructional processes experienced by a learner determines quality of education. In
their view they suggest that quality instructional materials create into the learners quality
learning experience. Mwiria (1995) also supports that students performance is affected by the
quality and quantity of teaching and learning resources. This implies that the schools that possess
adequate teaching and learning materials such as textbooks, charts, pictures, real objects for
students to see, hear and experiment with, stand a better chance of performing well in
examination than poorly equipped ones.
A study by Chonjo (1994) on the physical facilities and teaching learning materials in
Primary schools in Tanzania supports the above views. Chonjo interviewed teachers and students
on the role of instructional materials on effective learning. From is his study he learned that
performance could be attributed to adequate teaching and learning materials and equipments that
are in a school. He recommended that in order to provide quality education the availability of

18
sufficient quality facilities is very important. Chonjo’s study was one of its kinds in Tanzania
which directly linked the role of physical facilities with students’ academic performance in
primary schools. However, Chonjo focused only on physical facilities, leaving out instructional
materials. To me, physical facilities such as buildings including classrooms, chairs and desks are
not enough to provide quality teaching and learning. Instructional materials are also necessary.
The study done by Maundu (1987) agrees with my ideas that, in order for a school to have a
good performance it must be well equipped with relevant and adequate text books and other
teaching and learning resources.

2.3.2 Challenges that Teachers Face in Accessing Instructional Materials


Teachers in primary schools face some challenges in accessing instructional materials.
One of the big challenges that teachers face in accessing instructional materials is meager funds
provided by the government to primary schools for purchasing instructional materials. Primary
schools depend to the large extent on the government for funding. Very little support is received
from local government and communities around the schools. The funds are provided in form of
capitation grants. The capitation grant is aimed at improving the quality of education by making
sure that sufficient leaching and learning material are found at school level. In particular, the
capitation grant is meant to finance the purchase of textbooks and other teaching and learning
materials as well as to fund repairs, administration materials, and examination expenses (Uwazi,
2010). However, while the number of students who are enrolled in schools has been increasing
each year, education capitation grant has been dropping. Even without adjusting for inflation, the
actual amount of money reaching schools for capitation grants is clearly much less today
compared to what it was between 2002 and 2003.
According to the Education Public Expenditure Tracking Survey of 2004, in the period
2002-2003 schools received an average of 5,400 shillings per pupil. In 2007/08 however, the
money actually reaching the schools had declined to 4,189 shillings per pupil (URT, 2010). This
amount of money is grossly insufficient to purchase a minimum set of textbooks apart from other
instructional materials which are highly needed by the teachers.
According to Onche (2014), government’s Policy towards efficient provision of these
aspects of educational resources has not been encouraging and has always not been well planned,

19
monitored, supervised and evaluated with primary schools as the back bench of implication of
these policies.
Another challenge that teachers face is the lack of exposure and limited accessibility to
modern instructional facilities. Most primary schools especially in Oshodi/Isolo Local
government do not have access to information communication technology (ICT) which could
alleviate shortage of instructional materials. As we are in a new millennium, there is an increased
awareness of the need to use modern scientific approach in teaching and learning processes in
our schools. At present, there is a universal recognition of information and communication
technology as a major force in the dissemination of knowledge (Aina, 2020). Majority of
teachers who were trained early 1990’s and backward do not have skills in the field of
Information and Communication Technology. Where there are skilled teachers, other problems
naturally include problem of installation, maintenance, operation, network administration and
local technicians to service or repair these equipment’s and the other facilities. In most of the
rural secondary schools, most of the facilities are non-existent, hence the traditional chalk and
duster approach still dominates in secondary school pedagogy (Obasi, 2008).
Poor salary is also another challenge that teachers face. Teachers like most civil servants
are poorly paid. This becomes a hindrance for them to purchase their own teaching materials or
acquisition of new ideas, skills and knowledge by failure in enrolling for further educational
programmes including Information and Communication Technology (ICT). With this, the
academic and intellectual capacities of teachers and learners are bound to be affected
substantially during classroom interaction (Onche, 2014).
Lack of sufficient skills and creativity may hinder teachers to improvise their own
instructional materials. Local governments and communities around primary schools are
supposed to provide resources most especially funds to these schools so that teachers can use
them to access instructional materials. But very often this is not the case due to number of
reasons. Some local communities have very narrow tax base. Also the performance of local
councils in the collection of their own revenue have been recorded very poor.

20
2.3.3 Strategies to Minimize the Challenges of Attaining and using Quality Instructional
Materials in primary school.
There are a number of strategies, which can be used in order to minimize the challenges
of attaining and using quality instructional materials. According to studies done in different parts
of the world including Nigeria, one of the strategies is improvisation of instructional materials.
Eshiet (2006) states that improvisation involves sourcing, selection and deployment of relevant
instructional materials into the teaching-learning focus in the absence or shortage of standard
materials for a meaningful realization of specified educational goals and objectives. According to
studies done by Abodelraheem & Al-Rabane (2005), Udosen (2011) and Ibe-Bassey (2012)
some creation of improvised media of low technological materials and resource-centred learning
can enlarge the limited knowledge base of any course of study and enrich instruction to a
guaranteed quality. It can also promote strategies that ensure the integration of technology in the
teaching and learning process of primary education. Their findings are in agreement with the
findings of Dodge (1997) who observed that using technologies like simulation devices open
new horizons for individual learning tools, the environment resources and services. The use of
ICT can also minimize some of the challenges in accessing instructional materials.
According to UNESCO (2004), the use and rapid spread of electronic communications
has the capacity to affect the quality and efficiency of primary education throughout the world.
The ease with which teachers and students can gather information over the Internet on virtually
any topic has the potential to transform instructional content and pedagogical practice. Moreover,
courses developed by the best teachers in one country can be made available to students across
many countries. Newer technology-based instructional strategies, incorporating the Internet and
the World Wide Web (WWW), can therefore be used more to expand communication and
increase access to resources.
Government should provide necessary instructional materials for effective teaching and
learning in primary schools. Qualified and experienced teachers should also be employed in
primary school.

21
Roles Played By Instructional Materials in Teaching Activities
Instructional materials played a very important role in the teaching processes which
include;
i. Enhancement of the memory level of the students.
ii. To facilitate the teaching-learning process.
iii. For the improvement of student rate of accumulation.
iv. Serve as tools used by the teachers to correct wrong impression and illustration things
that, learners cannot forget easily.
v. Assist in giving sense of reality to the body of knowledge under discussions. vi. It
gives lessons a personal look and encourages teacher’s creativity.
vi. Permit the students and teachers to experience in concrete terms the learning activities
that can promote the idea of self-evaluation.
CHAPTER THREE

METHODOLOGY

This chapter is focused on a detailed description of the design and methodology used in
carrying out this study. The chapter will be presented under the following sub-headings:

3.1 Research Design

3.2 Population of Study

3.3 Sample and Sampling procedure

3.4 Research Instruments

3.5 Validity of the Instrument

3.6 Reliability of the Instrument

3.7 Procedure for Data Collection

3.8 Data analysis

22
3.1 Research Design

This study adopted the descriptive research design. The essence of adopting this research
is to elicit data from the target population through questionnaire.

3.2 Population of the study

The target population comprises of all primary schools in Oshodi/isolo Local government
area of Lagos State.

3.3 Sample/Sampling Procedure

The study adopted stratified and simple random sampling techniques. The teachers were
selected based on their gender, qualification, age and years of experience. Ten public primary
schools were selected out of the public primary schools in Oshodi/isolo using simple random
sampling technique. Fifteen (15) teachers were randomly selected from each school, making a
total of 150 respondents.

3.4 Research Instrument

The research instrument used in the study was a questionnaire that was in two parts. The
first part, tagged “Checklist on the Availability of Instructional Materials” (CAIM), is a checklist
which comprised of items that the teachers are expected to tick if those materials are available or
not. The second part tagged “Utilization of Instructional Materials Questionnaire (UIMQ),
comprised three-point Likert scale items on the frequency of using the instructional materials in
teaching. That is, the UIRQ required the teachers to rate on a scale of 1 – 3 (1 = Not utilized, 2 =
fairly Utilized, 3 = Much utilized). The mean ratings of the UIMQ items were taken as proxy
measures for the extent of utilization of the materials. Checklist questionnaire on the availability
and utilization of instructional materials in primary school classroom will be used.

3.5 Validity of the Instrument


23
The instrument after preparing them by the researcher was given to the researcher’s
supervisor for necessary correction in order to enable both face and content validity of the
instrument.

3.6 Reliability of the Instrument

A pilot study was conducted in two primary schools, which were quite different from the
schools selected for the study, and the instrument was administered to forty teachers in those
schools to determine the reliability coefficient of the instruments. The scores from the two sets
will be correlated using Pearson Product Moment Correlation Analysis. This gave the reliability
coefficients of 0.74 indicating that the instruments were good enough for the study.

3.7 Procedure for Data Collection

The researcher administered the instruments to the respondents, explained to them on


how to fill it and then later collected it from them in other to collate it for data analysis.

3.8 Data Analysis

Data collected was analyzed using descriptive statistics (frequency distribution tables,
mean, standard deviation, percentages). Hypothesis formulated was tested using t-test and
analysis of variance (ANOVA) statistical techniques at 0.05 alpha level.

24
CHAPTER FOUR

RESULTS AND DISCUSSION


The results of the data collected and analyzed during the course of this research are
presented and discussed in this chapter.
4.1 Demographic information of the respondent
Table 4.1.1: Age distributions of respondent
Age
Frequency Percent Valid Cumulative
Percent Percent
Valid 25-35YRS 41 41.0 41.0 41.0
36-45YRS 28 28.0 28.0 69.0
46-55YRS 15 15.0 15.0 84.0
56Above 16 16.0 16.0 100.0
Total 100 100.0 100.0
Table above shows the age group of the respondents. According to the table, 41.0% of the
respondent were between 25-35yrs, 28.0% of the respondent were between 36-45yrs, 15.0% of
the respondent were between the age of 46-55yrs, while 16.0% of the respondent were between

25
the age of 56yrs and above. The bar chart below further explains the age group of the
respondents.

Figure 1: Bar chart showing the age group of the respondent

Table 4.1.2: Gender distribution of the respondents

Gender
Frequency Percent Valid Cumulative
Percent Percent
Valid Male 52 52.0 52.0 52.0
Female 48 48.0 48.0 100.0
Total 100 100.0 100.0

Table above shows the gender distribution of the respondent. The table shows that female
respondent is 52.0% while male is 48.0%. It was revealed that female were majorly used than
male in this study. The bar chart below further explains the gender distribution of the
respondents

26
Figure II: Bar chart showing the gender distribution of the respondents

Table 4.1.3: Teaching experience of the respondents

Teaching Experience
Frequency Percent Valid Cumulative
Percent Percent
Valid 5-10yrs 13 13.0 13.0 13.0
11-15yrs 54 54.0 54.0 67.0
16-20yrs 24 24.0 24.0 91.0
21Above 9 9.0 9.0 100.0
Total 100 100.0 100.0

Table above shows the teaching experience of the respondents, 13.0% of the respondent were
between 5-10yrs of experience, 54.0% were between 11-15yrs of experience, 24.0% were
between 16-20yrs of experience and 9.0% were between 21 above in experience. This implies

27
that the respondents are experienced and most of them have been into teaching profession for
over 11-15 years. The teaching experience of the respondent is further explained in the bar chart
below.

Figure III: Bar chart showing the teaching experience of the respondent

Table 4.1.4: Qualifications of the respondents

Qualification
Frequency Percent Valid Cumulative
Percent Percent
Valid NCE 31 31.0 31.0 31.0
B.ED/B.SC 16 16.0 16.0 47.0
M.SC 52 52.0 52.0 99.0
P.hd 1 1.0 1.0 100.0
Total 100 100.0 100.0

Table above shows the qualifications of the respondent, 31.0% have NCE, 16.0% are degree
holder, 52.0% are M.sc holder and 1.0% have p.hd

28
Figure IV: Bar chart showing the qualification of the respondents

4.2: Analysis on the Research Question

Table 4.2.1: Frequency and Percentage Ratings of the available instructional materials for
teaching Social Studies in Primary Schools in Oshodi/isolo LGA Lagos State.
Frequency distribution on the Availability of Instructional Materials
Available (F%) Not-available (F%)
Poster 60 40
Picture 52 48
Charts 64 36
Diagram 49 51
Magazines 36 64
Journals /Newspaper 51 49
Maps 34 66
Chalkboard 80 20
Reading Alphabet Teaching Charts 31 69
Children’s Dictionary 29 71
Nursery Rhyme Posters 43 57
29
Labels 30 70
Coupons 35 75
Cartoons 32 68
Drawing boards 25 75
Tape recorder 33 67
Audio Cassettes 47 53
Radio 42 58
MP3 Player 39 61
Video Cassettes 52 48
Television 52 48
Computer 55 45
Slide show 44 56
Film strip 36 64
Projector 55 45

Table 4.2.1 shows the instructional materials available in primary school classroom in
Oshodi/Isolo Local Government Area of Lagos State. The frequency of availability are as
follows: Poster 60% available, Picture 52% available, Chart 64% available, Diagram 51% not
available, Magazine 64% not available, Journal/Newspaper 51% available, Maps 66% not
available, Chalkboard 80% available, Reading Alphabet teaching 69% not available, Children
Dictionary’s 71% not available, Nursery Rhyme poster 57% not available, Label 70% not
available, coupons 75% not available, Cartoon 68% not available, Drawing Board 75% not
available, Tape Recording 67% not available, Audio Cassette 53% not available, Radio 58% not
available, MP3 Player 61% not available, Video Cassettes 52% available ,Television 52%
available, Computer 55% available, Slide show 56% not available, Film strip 64% not available
and Projector 55% available.

Table 4.2.2: Showing the mean and standard deviation of the availability of instructional
materials in primary school in Oshodi/isolo LGA Lagos State.
Descriptive Statistics on the Availability of Instructional Materials
N Mean Std. Deviation
Poster 100 2.40 1.03
Picture 100 2.21 .82
Charts 100 2.29 .97
Diagram 100 1.94 .81
Magazines 100 2.00 .81

30
Journals /Newspaper 100 1.90 .76
Maps 100 2.22 .75
Chalkboard 100 2.06 .72
Reading Alphabet Teaching 100 2.06 .74
Charts
Children’s Dictionary 100 1.96 .75
Nursery Rhyme Posters 100 2.06 .73
Labels 100 2.36 .77
Coupons 100 2.19 .72
Cartoons 100 1.88 .80
Drawing boards 100 2.11 .80
Tape recorder 100 2.03 .74
Audio Cassettes 100 2.22 .73
Radio 100 2.14 .75
MP3 Player 100 2.11 .81
Video Cassettes 100 2.25 .75
Television 100 2.36 .77
Computer 100 2.19 .72
Slide show 100 1.88 .80
Film strip 100 2.11 .80
Projector 100 2.03 .74
Weight Average) 2.11
Source: Field Data, 2022

N= 100

Key: 3= MUCH AVAILABLE, 2 = FAIRELY AVAILABLE, 1 = NOT AVAILABLE

DECISION VALUE: Disagree 0.00-1.44 and Agreed 1.45-3.00

Note on Decision Value: The mean value of all the items in the table were added and divided by
the number of items in the table. This gave the weighted average value of which 3.00 is the
maximum that can be obtained. Any Value of the weighted average that is between 0.00-1.44
was taken to stand for low while the one between 1.45 -3.00 was taken to stand for high.

Table 4.2.2 shows the extents at which instructional materials are available in Primary
School in Oshodi/solo Local Government Area of Lagos state. Based on the response type used
on the availability checklist, the table shows that the following instructional are available but not
that adequate: Poster ( x = 2.40), Picture ( x = 2.21), Chart ( x = 2.29), Diagram ( x = 1.94),
Magazine ( x = 2.00), Journal/Newspaper ( x = 1.90), Maps ( x = 2.16), Chalkboard ( x = 2.04),
Reading Alphabet teaching ( x = 2.00), Children Dictionary’s ( x = 1.96), Nursery Rhyme poster (

31
x = 2.06), Label ( x = 2.36), coupons ( x = 2.19), Cartoon( x = 1.88), Drawing Board( x = 2.11),
Tape Recording ( x = 2.06), Audio Cassette ( x = 2.22), Radio ( x = 2.14), MP3 Player ( x = 2.11),
Video Cassettes( x = 2.25),Television( x = 2.36), Computer ( x = 2.19), Slide show ( x = 1.88),
Film strip( x = 2.11) and Projector( x = 2.03). Meanwhile, based on the mean weighted average
(2.11 out of 3.00 maximum value that can be obtained), which falls within the decision value of
high, it can be inferred that the extents at which instructional materials are available in Primary
School in Oshodi/Isolo Local Government Area of Lagos state is high.

Table 4.2.3: Showing the utilization of instructional materials in primary school in Oshodi/isolo
LGA Lagos State.

Descriptive Statistics on the Utilization of Instructional Materials


Instructional Materials N Mean Std. Deviation
Poster 100 2.06 .73
Picture 100 2.20 1.09
Charts 100 2.00 .76
Diagram 100 1.80 .89
Magazines 100 1.50 .82
Journals /Newspaper 100 1.72 .75
Maps 100 2.20 .76
Chalkboard 100 2.70 1.10
Reading Alphabet Teaching 100 2.35 1.03
Children’s Dictionary 100 1.64 .67
Nursery Rhyme Posters 100 1.32 .68
Labels 100 2.10 .73
Coupons 100 1.21 .65
32
Cartoons 100 1.84 .80
Drawing boards 100 2.04 .79
Tape recorder 100 1.01 .62
Audio Cassettes 100 1.30 .67
Radio 100 1.10 .62
MP3 Player 100 1.03 .61
Video Cassettes 100 1.80 .78
Television 100 2.03 .73
Computer 100 2.12 .70
Slide show 100 1.96 .79
Film strip 100 2.08 .79
Projector 100 2.10 .75
Weight Average 1.81
Source: Field Data, 2022

N= 100

Key: 3= MUCH UTILIZED, 2 = FAIRELY UTILIZED, 1 = NOT UTILIZED

DECISION VALUE: Disagree 0.00-1.44 and Agreed 1.45-3.00

Note on Decision Value: The mean value of all the items in the table were added and
divided by the number of items in the table. This gave the weighted average value of which 3.00
is the maximum that can be obtained. Any Value of the weighted average that is between 0.00-
1.44 was taken to stand for low while the one between 1.45-3.00 was taken to stand for high.

Table 4.2.3 shows the extents at which instructional materials are utilized in Primary
School in Oshodi/isolo Local Government Area of Lagos state. Based on the response type used
on the utilization checklist, the table shows that the following instructional are utilized but not
that adequate: Poster ( x = 2.06), Picture ( x = 2.20), Chart ( x = 2.00), Diagram ( x = 1.80),
Magazine ( x = 1.50), Journal/Newspaper ( x = 1.72), Maps ( x = 2.20), Chalkboard ( x = 2.70),
Reading Alphabet teaching ( x = 2.35), Children Dictionary’s ( x = 1.64), Nursery Rhyme poster
( x = 1.32), Label ( x = 2.10), coupons ( x = 1.21), Cartoon( x = 1.84), Drawing Board( x = 2.01),
Tape Recording ( x = 1.01), Audio Cassette ( x = 1.30), Radio ( x = 1.10), MP3 Player ( x = 1.03),
Video Cassettes( x = 1.80), Television( x = 2.03), Computer ( x = 2.12), Slide show ( x = 1.96),
Film strip( x = 2.08) and Projector( x = 2.10). Meanwhile, based on the mean weighted average

33
((1.81 out of 3.00 maximum value that can be obtained), which falls within the decision value
of high, it can be inferred that the extents at which instructional materials are utilized in Primary
School in Oshodi/isolo Local Government Area of Lagos state is a little bit high.

4.3: Testing of the Hypothesis

This section presents the result of the null hypothesis that was tested at 0.05 level of
significance

HO1: There is no significant relationship between the availability and the level of utilization of
instructional materials in primary school in Oshodi/Isolo Local Government Area of Lagos State.

Table 4.3.1: Summary of the t-test showing the significant relationship between the
availability and the level of utilization of instructional materials in
primary school in Oshodi/Isolo Local Government Area of Lagos State.
Test Variable N Mean S.Dev. df t Sig. Remark
(Instructional Materials) (p)
Availability 52.96 7.94
100 98 10.242 .000 Sig.
Utilization 45.21 9.56

Table 4.3.1 shows whether there is significant relationship between the availability and
utilization of instructional materials in primary school in Oshodi/isolo Local government area of
Lagos State. The result from the table shows that the level of sig. (P), (.000) is less than the
0.05level of significance. Thus, There is a significant relationship between the availability and
the level of utilization of instructional materials in primary school in Oshodi/Isolo Local
Government Area of Lagos State (df=98, t= 10.242). Hence the hypothesis was rejected.

4.4: Discussion of Findings

34
Research question one shows the available instructional materials for teaching in Primary
Schools in Oshodi/isolo Local Government Area. The findings of the study were consistent with
the findings of Comport (2016) who found that the majority of audio-visual instructional
materials are not available

The second findings revealed that the extent to which instructional materials are available
in Primary School in Oshodi/isolo Local Government Area of Lagos state was high. This
findings implies that instructional materials are available in the school covered in the study. This
agrees with the views of Bassey and Amie-Ogan (2019) who asserts that there were adequate
visual and audio instructional materials for effective teaching in Public primary Schools in Port
Harcourt Metropolis, River State. Similarly, Cakir (2015) observes that basic materials, visual,
audio, and audio-visual materials were adequate for teaching English language. This study
therefore, contradicts the finding of the joint study of Bizimana and Orodho (2014) and
Okongoa, Ngoa, Naftal and Wesonga (2015) who found out in their various studies that they
were inadequate instructional materials at primary center covered in their studies. Consequently,
the findings of this study disagree with the result of Mildred (2017) that there was a lack of
adequate learning facilities this influenced the provision of quality education. Also the result of
this study negates the finding of Murungi (2018) who reported that the availability of physical
facilities in social studies was below average and pupils scramble to use the little available
resources.

The third findings revealed that teacher utilized instructional materials in Primary School
in Oshodi/isolo Local Government Area of Lagos state. This findings corroborates the findings
of Ugwanyi (2013), Akungu (2014) and Ogbu (2016) who found out in their various studies that
learning materials were effectively utilized in schools. Their studies especially focused on those
materials used in classroom instruction like chalk, blackboard, chart, diagram etc. however, the
findings contradicts the result of Amusu (2018) whose study revealed that teacher do not use
instructional materials in teaching their pupils effectively.

The hypothesis findings revealed that there was significant relationship between the
availability and the utilization of instructional materials in primary school in Oshodi/Isolo Local
Government Area of Lagos State. The mean score for the availability of instruction is (52.96)
while that of utilization of instructional materials is (45.21). These means values implies that
35
instructional materials were available and utilized in primary school in Oshodi/isolo LGA Lagos
state. The findings are in line with that of Ikegulu (2014), who posits that instructional materials
are used by teachers to enhance the quality of instructions and they help children to understand
what has been taught. This is in line with Hazel (2014) who also made it clear to show the value
of visual materials (charts, chalkboard, textbook, models, pictures and flashcard among others).
The author also said this “that what I hear I forget, what I see, I remember and what I do, I
know”. It is essentially important to teach pre-school children with materials (toys) which can be
seen and handled by them.

Contributing, Eya and Onuorah in Eya and Ureme (2011), assert that when instructional
materials are properly selected and used; help to consolidate learning in the learner’s mind and
help him to recall things that would have been easily forgotten, help in improving the overall
quality of learning experience of students. Instructional materials also make learners employ
most of their senses so as to make learning easier and a worthy experience and aids the teachers
in his teaching and the learner in his learning. From the foregoing, the very important place of
instructional materials in ensuring the realization of the objectives of basic education especially
at the upper basic level cannot be over emphasized.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

This study has review the availability and utilization of instructional materials in primary
school classroom in Oshodi/Isolo Local Government Area of Lagos State. The chapter one is
mainly for the introduction and the purpose, the chapter two discussed the theoretical framework,
the conceptual framework and empirical studies.

A total number of one hundred respondents were drawn from ten sample primary school
in Oshodi/isolo LGA using a simple random sampling techniques.
36
Null hypothesis were postulated and test using t-test and statistical techniques at 0.05 alpha level.
The result from the study shows that the level of sig. (P), (.000) is less than the 0.05level
of significance. Thus, There is a significant relationship between the availability and the level of
utilization of instructional materials in primary school in Oshodi/Isolo Local Government Area
of Lagos State (df=298, t= 10.251). Hence the hypothesis was rejected

5.2 Conclusion

The various findings from the study have given empirical evidence that instructional
materials are available and are utilized for effective teaching and learning to take place in the
school. This can be trace to the fact that the schools within the scope of this study have noted that
the availability and utilization of instructional materials play a crucial roles in the teaching-
learning process.

It is worthy to note that availability and effective use of instructional materials lead to
greater understanding and easier recall of learned lesson. The inadequate utilization of the
instructional materials and lack of their improvisation might have hindered the efficiency of
teaching and learning thereby leading to the students’ poor performance and achievement.

5.3 Recommendations

Based on the findings, the following recommendations were made:

 The State Government and Parents Teacher Association (P.T.A) should join hands in
providing instructional materials in for primary school education.
 Primary schools should also be provided with modern equipment like the televisions,
computers and radios so as to enable teachers to handle emerging issues in the present
curriculum.
 The instructional materials when available should be utilized by the teacher for effective
teaching and learning to take place.
37
 Government should supply instructional/teaching aids and finance schools to improvise
unavailable instructional materials to make teaching and learning easier, practical,
appealing and enjoyable
 Teachers should always try their best to make use of available instructional materials
where necessary to make their lessons more concrete and interesting to the pupils
 Teachers should be encouraged to search for necessary instructional materials that can
appeal to the senses of learners, arouse their interest, encourage their participation, make
learning more meaningful and promote academic standard.
 Parents should be ready to cooperate with teachers in the provision and improvisation of
visual instructional materials for better instructional delivery in schools.
 School headmasters should provide teachers with enabling environment for the use of
available instructional material to give room for effective participation of pupils and
make learning more meaningful.
 School headmasters should also encourage improvisation of instructional materials by
pupils, teachers, the schools, parents and the government to enhance teaching/learning in
schools and promote academic standard.

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42
APPENDIX

NATIONAL OPEN UNIVERSITY


DEPARTMENT OF EDUCATION
CHECKLIST ON THE AVAILABILITY AND UTILIZATION OF INSTRUCTIONAL
MATERIALS IN PRIMARY SCHOOL CLASSROOM IN OSHODI/ISOLO LOCAL
GOVERNMENT AREA.
Dear Respondent,
This questionnaire is designed to check the availability and utilization of instructional
materials in primary school classroom in oshodi/isolo local government area. Your sincere and
accurate responses are required. This exercise is purely for academic enquiry consequently,
any information given will be treated with utmost confidentiality,

SECTION A
Demographic Information
Please indicate by putting a tick ( √) on box as applicable to you
Age: 25-35 ( ), 36-45 ( ), 46-55 ( ), 56 and above ( )
Gender: Male ( ) Female ( )
43
Teaching Experience: 5-10years ( ), ll-15years ( ), 16-20years ( ), 21 and above ( )
Qualification: NCE ( ), B.ed/B.sc ( ), Ms.ed ( ), Ph.d ( )
SECTION B
S/N INSTRUCTIONAL MUCH FAIRLY NOT
MATERIALS AVAILABLE AVAILABLE AVAILABLE
Visual Materials
1. Poster
2. Picture
3. Charts
4. Diagram
5. Magazines
6. Journals /Newspaper
7. Maps
8. Chalkboard
9. Reading Alphabet
Teaching Charts
10. Children’s Dictionary
11. Nursery Rhyme Posters
12. Labels
13. Coupons
14. Cartoons
15. Drawing boards
Audio Materials
16. Tape recorder
17. Audio Cassettes
18. Radio
19. MP3 Player
Audio-Visual Materials
20. Video Cassettes
21. Television
22. Computer
23. Slide show
24. Film strip
25. Projector

SECTION C
S/N INSTRUCTIONAL MUCH FAIRLY NOT
MATERIALS UTILIZED UTILIZED UTILIZED
Visual Materials
1. Poster
2. Picture
3. Charts
4. Diagram
5. Magazines
6. Journals /Newspaper
7. Maps
8. Chalkboard
9. Reading Alphabet
Teaching Charts

44
10. Children’s Dictionary
11. Nursery Rhyme Posters
12. Labels
13. Coupons
14. Cartoons
15. Drawing boards
Audio Materials
16. Tape recorder
17. Audio Cassettes
18. Radio
19. MP3 Player
Audio-Visual
Materials
20. Video Cassettes
21. Television
22. Computer
23. Slide show
24. Film strip
25. Projector

45

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