CHAPTER ONE
INTRODUCTION
Background to the Study
Science is the bedrock on which modern day technological breakthrough is hinged. Different authors according to their own understanding have defined Science. Igwe (2012) defined science as a systematic study of the nature of the behavior of the material and physical universe through observation, experimentation, measurement and recording. In addition, Esu (2014) defined science as a systematic, precise, objective way to study the natural world. Science is often an exciting and satisfying enterprise that requires creativity. Fape (2010) defined science as rationally structured knowledge about nature, which embraces systematic methods of positive attitudes for its acquisition, teaching, learning and application.
According to dictionary definition, “Physics” is the study of matter, energy and the interaction between them’, But what that really means is that Physics is about asking fundamental questions and trying to answer them by observing and experimenting. Physics can also be defined as the study of energy and matter in space and time and how they are related to each other. Physics studies how things move, and the force that makes them move. For example, velocity and acceleration are used by Physics to show how things move.
A statement adopted by IUPAP March (2009) Physics – Is the study of matter, energy and their interactions- is an international enterprise, which plays a key role in the future progress of humankind. A statement adopted by IUPAP March (2009) Physics – Is the study of matter, energy and their interactions- is an international enterprise, which plays a key role in the future progress of humankind.
Learning involves the acquisition of new knowledge, ideas, skills, values and experiences which enable the individual to modify and or alter his actions (NTI Manual, 2014). Learning is a gradual process and presenting any learning concept to learners must be done to appeal to students of varied interests and abilities, moving from the known to the unknown and encouraging active class participation. The teacher cannot be said to have achieved his instructional objectives until there is the desired change in the student’s behaviour. Effective teaching and learning require a teacher to teach the students with instructional materials and use practical activities to make learning more vivid, logical, realistic and pragmatic (Akinleye, 2010). The teacher is therefore expected to use all within his/her reach to make the learner learn by using instructional materials. Abdu-Raheem (2016) defines instructional materials as essential and significant tools needed for teaching and learning of school subjects to promote teachers efficiency and improve students’ performance.
This definition is in tandem with Isola (2010) which states that instructional materials are objects or devices that assist teachers to present their lessons logically and sequentially to the learners, while Abiodun-Oyebanji and Adu (2011) add that instructional materials are all things that are used to support, facilitate, influence or encourage acquisition of knowledge, competency and skills. In addition to these definitions one can add that instructional materials are those things that a teacher or the learner uses in the course of learning to make learning simple, easy to understand, retain and recall whenever it is necessary. As good and necessary as instructional materials are, Enaigbe (2013) observed that basic materials such as text books, chalkboard, and essential equipment like computer, projector, television and video are not readily available in schools.
Smiths (2012), opined that the idea of using materials and equipments to enhance effectiveness in the instructional process is as old as mankind, the wise teacher will always use equipment or aids in form of instructional materials to help the learners understand and learn better. The unavailability of instructional materials in our primary schools and the little or no use of the available ones has impacted on the performance of children at the primary level, (Marks, 2011).In the recent years, there has been discussions and debates on the falling standard of education. The blame has been shifted from one education variable to another. Teachers, parents and pupils share the blame, ministries of education are often to blame from the deteriorating condition in schools, (Samuel, 2010).
Instructional materials are doubtlessly useful tools hence when applied effectively by a teacher help to enrich his teaching and stimulate in his student the desire to learn, (Adegoke, 2010). Instructional materials, however do not achieve any of the attributed value on their own, their usefulness depends on what the teacher makes out of them, (Lissy, 2012). Intelligent handling of these materials in classroom is necessary. For effective utilization of instructional materials teachers must understand how to use and control instructional materials. Millous, (2010),explained that unless the classroom teacher uses these devices and directs the pupils attention to what they should look for, the pupils will not learn as much as intended form the devices.
Instructional materials can be divided into three major categories, namely, audio, visual, audio-visual and ICT (Information and Communication Technology). Audio instructional materials are those that appeal to the auditory senses such as radio, audio tapes, VCDs, DVDs and others, (Makinde, 2014). Visual instructional materials appeal to the sense of sight and they come in the form of pictures, prints, real objects (models)e etc. Audio-visuals combine the auditory and visual senses to appeal to the learner and heighten interest such materials take the form of films, television, audio-visual tapes and CDs. Eze (2010) pointed out that ICT has delivered several packages that can aid teaching and learning to achieve desirable learning objectives. These packages are found in mobile devices like smart phones, personal computers, internet facilities and the likes.
Since most students consider physics as an abstract subject, the use of audio-visual resources should be a requirement for every physics teacher if the aim of the teacher is to guide the student to master concepts in the subject (physics). Quellette (2014) sums up tenaciously those words may easily be forgotten but mental pictures will long be remembered. It is therefore important to prepare illustrative materials and short demonstrations or other visual materials which are effective means of helping students to understand and thereby facilitating learning. Therefore, this study intends to examine effects of availability and utilization of instructional materials in the teaching Physics in secondary schools in Oshodi-Isolo local government area of Lagosstate.
Statement of the Problem
Studies have also revealed that the performance of students in physics in most Nigerian secondary schools was generally and consistently poor over the years (Oladajo, Olosunde, Ojebisi, & Isola 2011; Osmosewo, 2010; Wambugu & Changeiywo 2012). Tamakloe, Atta, and Amedahe (2015) observed that it is not all those who teach students that are considered in the traditional sense as teachers. In their opinion, the teacher is the one who understands what his or her students need to learn and their capabilities of learning. Thus the teacher must be able to judge just how much intervention students will require in their learning activities. The physics teacher is therefore supposed to be one who would facilitate the learning process of learners. He/she ought to be a professional who will make use of any available resources to enhance teaching and learning.
The use of instructional in education has been found to be an effective way of communicating ideas and concepts to students (Le Doux, 2016; Ouellette, 2014). Literature has also established that audio-visual-aided instruction has greatly improved the performance of students in physics especially those with special needs and slow learners abilities (Aremu, 2012; Mitchell & Surprise, 2014; Okwo, 2013; Osokoya, 2010). However, many teachers in Senior Secondary Schools (SSS) in Nigeria do not use instructional materials when teaching physics. Although there are a few notable exceptions, others either feel these materials are inappropriate for instruction or use them poorly. Some teachers find it quite complex to use instructional materials to complement the traditional lecture method while others perceive the use of it as waste of time. It is therefore important to prepare illustrative materials and short demonstrations or other instructional materials which are effective means of helping students to understand and thereby facilitating learning.
Based on the foregoing, this study intends to investigate effects of availability and utilization of instructional materials in the teaching Physics in secondary schools in Oshodi-Isolo local government area of Lagos state.
Purpose of the Study
The general objective of this study is to find out effects of availability and utilization of instructional materials in the teaching Physics in secondary schools in Oshodi-Isolo local government area of Lagos state. Specifically the study has the following objectives;
i. To identify the availability instructional material for teaching and learning of Physics in secondary schools.
ii. To assess the use of instructional material for teaching and learning of Physics in secondary schools.
iii. To pinpoint the problems hindering the effective utilization of instructional materials for teaching and learning of Physics in secondary schools.
Research Questions
The following research questions will be raised to guide this study:
i. Are instructional materials available for teaching and learning of Physics in secondary schools?
ii. Are instructional materials adequately used for effective teaching and learning of Physics in secondary schools?
iii. What are the problems hindering the effective utilization of instructional materials for teaching and learning of Physics in secondary schools?
Research Hypotheses
The following research hypotheses is formulated from the research questions and tested at 0.05 level of significance.
i. There is no significant difference in availability instructional material for teaching and learning of Physics in secondary schools.
ii. There is no significant difference in the use of instructional materials for teaching and learning of Physics in secondary schools.
iii. There is no significant difference in problems hindering the effective utilization of instructional materials for teaching and learning of Physics in secondary schools.
Significance of the Study
This study will be of importance and benefit to the following individual inclusive the students, teachers, government, policy makers, curriculum planner and researchers respectively. It will make the teachers work easier in impacting knowledge across to the student via teaching and learning process. This of course, will make what to be learnt by the students more concrete and reliable. The study provides a channel for determining the situation about the availability and utilization of instructional materials in our schools. It is anticipated that the finding could go along way in helping stakeholders, educational administrators, manager and educational planners in to improve their service to the secondary schools. It would also make them to understand various problems affecting the utilization of instructional materials and make necessary corrections as the future of our young children depends on the background we are able to provide for them and its own this background that they are going to be developed.
If the suggestions and recommendations proffered by the end of this research are adopted, teachers and learners would greatly and positively benefit. This could be possible when students’ need, capabilities, special interests, motivation and the style of teaching/learning conditions are taken into account. The recommendation would also hopefully modify teachers’ attitude to teaching and would provide them with the enthusiasm to make the best use of the available materials by themselves so as to fulfill their roles as expert communicators.
Scope of the Study
This study is delimited to senior secondary schools in Oshodi-Isolo Local government Area of Lagos State. It also covers schools with students offering Physics as a subject. This study is only concerned with effects of availability and utilization of instructional materials in the teaching Physics in secondary schools in Oshodi-Isolo local government area of Lagos state.
Definitions of Terms
The following terms are operationally defined as follows;
Academic Achievement – Knowledge attained or skills developed in school subjects by test scores.
Availability: This means having at hand the required or needed material or services .
Instructional Materials: Can be defined as all the resources a teacher uses to help him/her explain or elucidate the topic contents/subject to the learner so that the learners is able to comprehend the topic fully.
Instructional: Intended for the purpose of instruction.
Material: This refers to a physical object or as the physical components of something, to relevant facts, jokes or items that are part of a performers routine or the things required to build something or accomplish a task.
School: It is a place where teaching and learning takes place
Utilization: The act of using something or the manner in which something is used.
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