PROBLEMS OF EFFECTIVE UTILIZATION OF INSTRUCTIONAL MATERIALS FOR TEACHING CHEMISTRY IN SECONDARY SCHOOLS.
ABSTRACT
This study was to identify the problems of effective utilization of instructional materials for teaching chemistry in secondary schools. The study was carried out in a government secondary school in Enugu East Local Government Area of Enugu State. Three research questions guided the study. The study adopted two theories cognitive learning theory and motivational theory. Five government secondary schools were sampled for the study. The instrument used for data collection was a questionnaire, which was developed and administered to both teachers and students. The data from their responses were analyzed, using statistical means. The result of the study revealed that there are inadequate and inappropriate instructional materials used in teaching and learning Chemistry. The study also revealed that the teachers are not using computers, whiteboards, the internet, or audio cassette when teaching Chemistry, rather they made use of locally produced instructional materials such as textbooks chalkboards, pictures, charts, maps, etc. The benefits of instructional material were also discussed from the finding, which includes making the lesson clear and easy to understand, enhancing the achievement of instructional objectives, and helping students to understand some abstract concepts. Some of the problems associated with the use of instructional materials were also revealed which include lack of funds, improper storage facilities, lack of technical skill, and high cost of instructional materials. It is therefore recommended that government should provide adequate instructional materials for teaching and learning Chemistry.
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Despite these laudable objectives of teaching chemistry in senior secondary education in Nigeria, students perform woefully in internal and external examinations. The evidence of the above statement was reflected in the May/June chief examiners’ report of the West African Examination Council (WAEC; 2013). Several factors are responsible for students’ poor achievement in chemistry and they are lack of qualified teachers; poor methods of teaching; poor training of teachers; lack of recommended textbooks, lack of chemistry laboratory; non-availability and use of instructional materials; etc. (Achimugu 2016; Oladejo, Ojebisi, Olusunde and Isola (2011). Also, some researchers have reported that the lack and non-use of instructional materials is one of the major contributors to students’ poor achievement in science subjects (Nwafor, 2012).
According to Megbo and Saka (2015), effective teaching cannot be fully accomplished without the use of instructional materials because they promote closer and more effective communication between the teacher and learners. Abdan (2014) states that even though instructional materials are essential tools that can make learning practical and knowledgeable, they are not readily available in Nigerian secondary schools leading to low levels of academic performance of learners in government examinations. From the importance of instructional materials, it is clear that any effort to enhance effective teaching and learning of chemistry will encompass the availability and use of instructional materials. Studies on the area of availability and utilization of instructional materials for teaching chemistry have been reported in contradicting manners. For instance, a study by Ifeakor (2006) found that some material resources are available and adequate but are partly used in teaching and learning chemistry, while Nnorom (2012) and Achimugu (2016) reported that most instructional materials for teaching science were neither available nor utilized for teaching-learning process. The implication of these conflicting reports calls for more research efforts in this direction.
STATEMENT OF THE PROBLEM
The primary purpose of education is to bring about desirable change in behavior through the acquisition of skills, attitudes, competencies, and critical and creative thinking. Teaching is a complex and demanding task that requires highly specialized skills, knowledge, and instructional materials to impact significantly student learning. Availability and utilization of instructional materials in an organization are important in the achievement of its goals and objectives. Students learning outcome is influenced by the use of appropriate instructional materials in teaching (Nweke, 2015). Instructional materials have also had a tremendous impact on the school social system. It has improved the motivational level of students to learn, stay, and behave better in school and has been a tool in ensuring a safe school environment as improved communication is facilitated among parents, teachers, students, and administrators (Nweke, 2015). Investing in educational instructional materials is the key to ensuring that schools become institutions where students work together, learn from each other and benefit from a supportive school environment, and consequently maximize student learning so that all students achieve their full learning potential (United Nations Scientific and Cultural Organization, UNESCO, 2007).
However, despite all the efforts made to ensure effective teaching and learning of chemistry at the secondary school level in Nigeria, the problem of students’ poor achievement in chemistry in the internal and external examination have remained unsolved (Olorundare n.d). This high failure rate has been attributed to many factors including the non-availability and non-utilization of instructional materials in teaching and learning science subjects in secondary schools in Nigeria. Thus, the research attempts to investigate the Problems of effective utilization of instructional materials for teaching chemistry in secondary schools.
RESEARCH QUESTIONS
- What is the type of instructional materials used in teaching and learning Chemistry in senior secondary schools?
- What are the benefits of the use of instructional materials in the teaching of Chemistry to students?
- What are the problems associated with the instructional materials used in teaching and learning Chemistry?
OBJECTIVE OF THE STUDY
- To identify the type of instructional materials used in teaching and learning Chemistry
- To examine the benefits of instructional materials to students.
- To identify the problems associated with the use of instructional materials in teaching and learning Chemistry.
SIGNIFICANCE OF THE STUDY
This study is significant because it will enable teachers to realize and appreciate the importance of instructional materials and guide them in the selection of appropriate and suitable materials for an effective teaching/learning process.
It is also aimed at helping the teachers to know that instructional materials stimulate children’s interest in learning and help them to recollect what they have been taught.
PROBLEMS OF EFFECTIVE UTILIZATION OF INSTRUCTIONAL MATERIALS FOR TEACHING CHEMISTRY IN SECONDARY SCHOOLS.