Certification

CERTIFICATION

I certify that this project was carried out by Abolarin,Ganiyu Olarewaju of the Department of Teachers Education, Faculty of Education,University of Ibadan,

Nigeria

…………………… ……………………… Date Supervisor

Rev. (DR) B.O Ogunleye

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DEDICATION

This project is dedication to Almighty Allah in the highest, who has granted me the knowledge, wisdom and understanding in making this course a real success. I

also dedicate it to my lowing and caring parents.

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ACKNOWLEDEMENT

Special thanks to Almighty Allah for his mercy and protection upon me throughout the duration of the course.

My profound gratitude goes to my project supervisor, Rev.{Dr} Ogunleye,B.O.an energetic and committed man who despite his tight schedule had worked tirelessly, supervising this work and offering useful suggestions and comments and ensuring that the project is of high standard.

I acknowledge the positive assistance of other lecturers who helped in various ways to make this work a success.

I appreciate especially the contribution of the Head of department of Teachers Education an intellectual woman Dr{Mrs}Olagunju ,A.M.I also appreciate the contribution of Dr Ajitoni,S.O.Mr Salam, Dr.Salami,S.O., Mr. Alabi J.O for their moral support and their advice.

I also appreciate the contribution of Mr.L .O. Ogunlade {H.O.D}Mathematics Kwara state college of Education, Oro, Mr. S.O. Olaitan, Principal Alla Grammar School for their contribution toward. The success of my course.

I also wish to express my reserved gratitude to my colleagues in selected Secondary School in Kwara State for their co-operation in giving adequate responses on the questionnaires

Thanks and Allah Bless {Amen}.

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TABLE OF CONTENTCERTIFICATION...............................................................................................................................1

DEDICATION.............................................................................................................................................2ACKNOWLEDEMENT..............................................................................................................................3ABSTRACT................................................................................................................................................5CHAPTER ONE..........................................................................................................................................6INTORDUCTION.......................................................................................................................................6

1.1 BACKGROUND TO THE PROBLEM............................................................................................61.2 STATEMENT OF PROBLEM.................................................................................................111.3 RESEARCH QUESTIONS.......................................................................................................121.4 NULL HYPOTHESES..............................................................................................................121.5 SCOPE OF THE STUDY..........................................................................................................121.6). SIGNIFICANCE OF THE STUDY..........................................................................................121.7). DEFINITION OF TERMS........................................................................................................13

CHAPTER TWO................................................................................................................................16REVIEW OF LITERATURE........................................................................................................16

2.1 THEORETICAL FRAME WORK................................................................................................162.2. TYPES AND USES OF INSTRUCTIONAL MATERIALS....................................................172.3 STUDIES ON TEACHING AND LEARNING MATHEMATICS.........................................242.4 Attitude of secondary school students toward instructional materials.....................................272.5 AVAILABILITY OF INTRUCTIONAL MATERIALS AND THEIR EFFECTS..................28ON THE LEARNING OF MATHEMATICS.......................................................................................282.6 APPRAISAL OF LITERATURE REVIEW:............................................................................31

CHAPTER THREE........................................................................................................................32METHODOLOGY.............................................................................................................................32

3.1 RESEARCH DESIGN.....................................................................................................................323.2 POPULATION..........................................................................................................................323.3 SAMPLE AND SAMPLING TECHNIQUES:.........................................................................323.4 RESEARCH INSTRUMENTATION.......................................................................................333.5 VALIDATION AND RELIABILITY OF THE INSTRUMENT:..................................................333.6 PROCEDURE FOR DATA COLLECTION:...........................................................................333.7 DATA ANALYSIS:.................................................................................................................33

CHAPTER FOUR...........................................................................................................................34RESULTS..............................................................................................................................................34

4.1 SOCIO – DEMOGRAPHIC DATA..........................................................................................344.2 PRESENTATION OF RESULTS BASED ON RESEARCH QUESTIONS...........................35

CHAPTER FIVE..............................................................................................................................41DISCUSSION, RECOMMENDATION AND CONCLUSION..........................................................41

5.1 DISCUSSIONS:...........................................................................................................................415.2 RECOMMENDATIONS..........................................................................................................435.3 CONCLUSION..........................................................................................................................44

REFERENCES....................................................................................................................................45APPENDIX

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ABSTRACT

This study make an attempt to investigate, Availability and utilization of instructional resources for teaching and learning of Mathematics Senior Secondary School in Kwara State. The study is descriptive ex-post facto type. The sample comprised one hundred and fifty {150}senior secondary school Mathematics teachers randomly selected from thirty senior secondary school in Kwara State.

The instrument used for the study was questionnaire. Data colleted were analyzed using frequency count, mean count, percentage mean and standard deviation. The result shows that some materials are available in the schools which also revealed that the materials are not properly put into use.

The hypothesis was tested by using correlation analysis which revealed that there is no significant relationship between teacher’s qualification and utilization of instructional materials it also showed that there is no significant relationship between teacher’s gender and utilization of instructional resources.

On the basis of the findings the researcher recommendation that teacher should see the need to appreciate the use of instructional materials to aid classroom teaching and learning to foster and promote better understanding of the subject matter among the students.

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CHAPTER ONE

INTORDUCTION

1.1 BACKGROUND TO THE PROBLEM In the Nigeria society mathematics is a directed subject which people believe

is not associated in any way within the real life of the learner. It is the inherence in the

aspiration of many students even some might want to avoid operation like common

addition and subtraction majority never succeed in understanding the real meaning of

mathematical concept. Mathematics is pre-eminently the science of what is general

and arts of deducing another sense, many regard mathematics as a puzzle and when

they achieve understanding and solve the puzzle they feel successful.

Mathematics is a science of pattern and order .This wonderfully simple

description of mathematics challenges the popular social view of mathematics as a

discipline dominated by computation and rules without reasons. Mathematics is a

science of things that have pattern of regularity and logical order .Finding and

exploring this regularity or order and then making sense of it is what mathematics is

all about. And pattern is not just in numbers and equations but also in everything

around us .The world is full of patterns and order: in nature, in art, in buildings, in

music, pattern and order are found in commerce, science, medicine manufacturing

and sociology mathematics discovers this order, making sense of it and uses it in a

multitude of fascinating ways, improving our life and expanding our knowledge.

Ojo (1986) said that mathematics deals a lot more with number, shape, sizes,

arrangement, pattern and models, order, change, variation graph and probability, and

is therefore largely abstract. Mathematics entails calculations and secondary schools

mathematics is divided into 5 major parts arithmetic’s, algebra, geometry,

trigonometry and statistics, so all factors responsible for the effective teaching, and

learning of mathematics should be well catered for. 6

The architectural design and accuracy of angles of pyramid of Egypt is an

eloquent testimony to the amiable position in which mathematics is held all over the

worlds. Moreover, mathematics is the main tool of astronomer in the accurate

determination of the relative solar system virtually every vocation on mankind hinges

directly or indirectly on and benefit immensely from mathematics, surveying,

medicine, architecture, engineering and business all utilize the knowledge of

mathematics (Dighton 1977)

Walter (1968) describes mathematics as one of the most important cultural

components of every modern society. It’s influence on other cultural elements has

been so fundamental and widespread as to warrant the statement that our most

modern ways of life would hardly have been possible with out mathematics that is

why the importance of mathematics has become a requirement of most discipline in

higher institutions of learning. It also serves as the basis for its compulsion in

secondary schools all over Nigeria.

Mathematics can be seen as ‘’a science of size and numbers of which

arithmetic, algebra, trigonometry, are branches’’ (oxford learners Dictionary). The

importance of mathematics in human life cannot be over emphasized. The fact

remains that you do not even need to be mathematician before you applied

mathematical ideal in your daily activities. The application of mathematics cut across

areas of human life, So much so that we can say that mathematics is part of human

life.

In almost everything we do daily. We either measure or compare measurement

you want to cross a road and a car is coming, you are able to compare the speed of

the car to your own speed and find that you can cross successfully before car can set

there or not. It is a great deal of mathematical innate; you may want to eat and you

are able to compare the size of the morsel of pounded yam or the level full of spoon

of rice to your throat. You buy something in the market you are able to know what

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should be your change. All these are part of the various ways we can appreciate

Mathematics in our day to day life.

Mathematics is very important subject we need to study in schools and colleges

as it embraces many sciences of size and numbers. As important as the subject,

there is poor performance of students in mathematics at the secondary school

examination. There is need to search for reasons or cause of students failure in the

subject which include :–non availability of instructional materials, Inadequate use of

instructional resources, inadequate qualify teachers, poor teaching and the expensive

nature of some of these instructional materials and many others. As a result of the

above, there is need for investigation into the availability and utilization of instructional

resources for teaching and learning mathematics in senior secondary school.

Instructional materials: are information carrier designed specifically

to fulfill the objectives of educational communication as in the teaching and

presentation of learning and this serve as aids to instruction. They are materials that

are used to aid in the transference of information from one person to another ‘’in

assisting’’ students learning , as defined in administrative regulations promulgated by

the Kentucky Board of Education. The need for instructional aid or resources at

secondary school level is supported by the Federal Republic of Nigeria. It was

recommend that each state and local government authority should establish teachers’

resources center. Where teachers will meet for discussion, investigation, study

workshop and conference. These centers shall also be used for the development and

testing of teaching materials.

The important part of this research includes self – supporting materials, which

are used by the teachers to present a complete body of instruction. These

instructional materials are normally used by teachers during teaching to ensure

effective teaching – learning, situation and also to enhance students academic

performance, it also enhance encourages or fosters retentions while availability and

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maintenance of this materials and major concern in curriculum implementation

(Ibrahim 1993).

Selection of appropriate instructional materials become very crucial and

important during classroom instructions or teaching. The main aim or goal of

designing and developing of instructional materials for teaching is to ensure that

teacher supplement their teaching in the classroom. In other words, such

supplements are to enhance effective teaching and not just for novelty. Instructional

materials are not meant to replace teaching by teachers, but it is to help teacher in

better explanation and illustration of what they are teaching, and also to standardized

students performance.

A teacher uses this education medium i.e. instructional material to physically

extend his/her message and more especially communicate well to the learner through

it effective usage. Instructional materials are very useful in teaching every subject in

the schools curriculum and would help in developing and stimulating student’s

interest for effective learning and also have a way of enhancing their academic

performance.

Some materials for teaching mathematics are: Compasses, Ruler, Pencil,

Plane sheet, Mathematical set, Data charts, Demographic Data, Frequency Table

chart, Model of right angle, Cube, Cuboids, Trapeziums, Rectangles, Squares, Circle,

Parallelogram, Trigonometric Table, Graph board, Chards of tables of value, Charts

of solved simultaneous equation, Using elimination and substitution method, Coin,

Dice, Pack of Cards, Probability boards, Protractor, Clinometers, Graph Paper, Table

value chart, inequalities symbol charts, Set square, Display Board, Textbook e.t.c.

ADVANTAGES OF INSTRUCTIONAL MATERIALS

They provide a concise source of material for previews. Tables , definitions,

formulas, and graphs

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They give a foundation for achievement testing

They promote independent study by the students.

They saves the time of the teacher as well as of the taught.

They stimulate interest in the students, thus creating an avenue for motivation.

They are a means of relating past experience to a new situation.

They may be used as devices with which the student builds accuracy,

understanding and efficiency, e.g., folding paper provides exercises useful in

illustrating the sum of the angels of a triangle.

They enable you and your students to have grounded conversations.

Their use provides something concrete about which you and they can talk.

They develop critical thinking because they could see what is been display.

They provide experiences not otherwise available. E . T .C.

ROLES OF INTRUCTIONAL MATERIALS:

Teachers- presentation of information was accurate;

There was a climate of respect for students ideas, questions, and contribution.

Students were intellectually engaged with important ideas relevant to the focus

of the lesson.

Intellectual rigor, constructive criticism, and the challenging of ideas were

valued;

The degree of closure or resolution of conceptual understanding was

appropriate for the development levels need of the students and the purpose

of the lesion.

The teacher’s questioning strategies were likely to enhance the development of

students conceptual knowledge (e.g. emphasized higher order questions,

appropriately used “wait time,” identified prior [mis]conceptions).

Professional development program to prepare teacher to guide students

Assessment methods that are consistent with the goals of the lesion .e.t.c.

BENEFIT OF INTRUCTIONAL MATERIALS

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They concretized learning of concept and save pupils from headaches

arising from learning abstract things.

They make learning enjoyable and practical.

Learners become active participants in the teaching/Learning processes.

Teaching resources aid memory.

On the part of a teacher, teaching resources help to save is voice, time, and

lots of energy.

Phillip J. (1986) when materials are integrated in to the traditional learning

process, that equal amount learning which are preferred by student when compare

with traditional instruction. This assumption, that instructional material can increase

interest comprehension and retention is based on the hypothesis that, the more

abstract the content of a message the more difficult it to comprehend it. Thus the

theoretical rationale for use of instructional materials lies in their ability to aid reality to

any learning situation.

Ogunmilade (1979) enumerate the advantages of using instructional resources.

He also states that using instructional materials can bring closer to the learning what

looks far-fetched or imaginary, enrich learning, allowing student to learn at their own

rate and allowing suitable material to carry message effectively to receivers or

learners.

1.2 STATEMENT OF PROBLEMTeaching and learning of mathematics is faced with a lot of problems

especially in Nigeria schools. This problem are inadequate of instructional

resources, unqualified teachers, administration of the school by Ministry of

Education, inappropriate use of instructional resources and among others has

been identified as contributing factors to the falling standard of mathematics in our

secondary school level.

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1.3 RESEARCH QUESTIONS The following research questions are raised to guide the study:

(1) To what extent are instructional materials available in the teaching of

mathematics in secondary schools?

(2) To what extent do teacher’s utilized the instructional materials in the

teaching of mathematics in secondary school?

1.4 NULL HYPOTHESESFrom the proceeding research questions, the following hypotheses were

formulated.

Ho1:- There is no significant relationship between teacher gender and utilization of

resources that are available in the teaching of mathematics

Ho2 :- There is no significant relationship between teacher qualification and

utilization of instructional materials in the teaching of mathematics.

1.5 SCOPE OF THE STUDYThis study will be limited to thirty senior secondary schools In Kwara

State. The researcher will sample opinion of teachers as regard the availability

and utilization of instructional resources for Teaching and learning mathematics

through the use of questionnaire.

1.6). SIGNIFICANCE OF THE STUDYIt has been observed in secondary schools that instructional resources have been

limited to the chalkboard only such otherwise theoretical mode of teaching has only

succeed in bringing out the robots in student . According to Fakomogbon (1999), we

received 75% of what we learn through sight ,13% of what we learn through hearing

6% of what we learn through touching 3% of what we learn through feeling it follows

that we remember 10% of what we read 20% of what we hear 30% of what we

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see ,5% of what we see and hear,80% of what we say and 90% of what we say and

do at the same.

Therefore; the importance of such aids to students learning can not be

overemphasized. To the teachers instructional material make his/ her work much easier.

Concepts of what would underwise have been difficult can be easily taught using

instructional materials. Conception of topic taught especially concrete objective is

enhanced by teaching materials.

The significant of this study to the teacher is to make his/ her acquainted with

the use of instructional materials in teaching mathematics and to eradicate most

areas perceive difficulties in using instructional materials so as to make teaching and

learning of mathematics effective. For effective teaching this study will help the

teacher to know the need to draw on the pupils home experience with which the

teacher should be acquainted. It would also enhance effective learning for students

due to the fact that instructional resources such as textbooks, qualified teacher audio-

visual aid like slide projector, audio-tape recorder, overhead projector, monitor

television etc motivate students to learn.

1.7). DEFINITION OF TERMSThis section is to define terms use in this write up. The meanings of the

terms are as follows:

Instructional Materials: - Can be define as the aids to learning which motivate

the learners during lesson. Instructional materials can also be defined as the

materials that help in the facilitation of human learning through the identification,

development, organization and utilization of those processes. It can also be view

as the materials which the teacher use to illustrate the point he/she wishes to

emphasize in his/her teaching, these materials should be those the students can

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see and which is relevant to what is being taught. Instructional materials include

printed materials such as picture charts or other devices used by a teacher’s to

fortify classroom instruction. The truth is that instructional materials are teacher’s

and also pupils aids.

Teaching: - The concept of teaching involves sharing experience

between the teachers and the learner. It is the expression of an intent with an

aim of bringing about desirable change in the behavior of the learner. Teaching

is the art of getting into the mind of the learner, making him to think, and

appreciate and accept the experience being shared and therefore accept that

learning is possible in his own case too. Teaching is an activity aimed at

bringing about meaningful learning through a method that is morally and

pedagogically acceptable. Teaching therefore involves actions, reactions, and

interactions. The individual feeling is accepted and integrated only when

communication is effective.

Mathematics: - Which can be defined as the science of quantity and space

expressed in numbers and figurers has for long been dreaded by many that

have direct or indirect contact with it. Mathematics which is the act of imparting

is not without its own fears and problems. Though these problems are world

wide, they are more severe and in some instance defy an optimal, improved or

even a starting solution in the development nation. Mathematics is the language

by which we describe the order in nature and which in turn leads to a clearer

understanding of that order. We can not discuss technology without learning

heavily on mathematics and of course science.

Learning: - The process by which attitudes, knowledge, understanding,

skill and capabilities are acquired when there is change in behavior of the

learner.

Gender: - This refer to the social attribute and opportunity associated

with being male and female and the relationship between women and men and

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girls and boys as well as the relationships between women and those between

men. This attributes, opportunities and relationship are socially constructed and

learned through socialization process.

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CHAPTER TWO

REVIEW OF LITERATUREThe chapter presents the review of related literature related to this study. The

key areas that are pertinent to this study are:-

2.1 Meaning of instructional Materials

2.2 Type and uses of instruction resources.

2.3 Studies on teaching and learning of mathematics.

2.4 Attitude of senior secondary school towards instructional materials.

2.5 Availability of instructional materials and their effect on learning of mathematics

2.6 Appraisal of literature

2.1 MEANNING OF INTRUCTIONAL MATERIALS Yusuf (2003) refers to instructional aid or resources as human and

non-human material employed by teachers for the purpose of effective communication and

learning. It therefore consist of the process of designing. Utilizing and evaluating

instructional process so as to achieve instructional objectives.

Olumorin (2001) opined that instructional material refers to the human and

non-human material and facilities that can be used to ease, encourage, improve and

promote teaching and learning activities, while according to Abinbade (1997)

instructional material are whatever material used in the process of instruction. They are

broad range of resources which can be used to facilitate effective instruction. They

indicate a systematic way of designing, carrying out and employing the total process of

learning and communication and employing human and non-human resources to bring

out a more meaningful and effective instruction.

Abolade (2001) defined instructional materials as human and non-human

materials that a teacher uses to pass information to the learner in his/her class

Edwer (1982) opined instructional material as the resources that a teacher

employs when teaching to supplement oral explanation description and to use

demonstration.

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Meduabum (1984) define instructional material as the material which made a

tremendous enhancement of lesson if intelligently used. He explains further that they are

the material, which the teacher use to illustrate the point he wishes to emphasize in his

teaching those material may be those which the children can use and there are others,

which supply sound.

However, instructional material are those human and non-human resources

that are considered as indispensable requirement, personnel and infrastructure in the

form of non-projected and others form of telecommunication gadgetry-radio, television,

video tape recorder (V T R) and the like (percivial and Ellington).

The production of these instructional materials has been made easier in

recent time due to the rapid development in modern technology despite this, however it

is interesting to note that teachers are almost ignorant of the availability and the

relevance of the instructional materials

2.2. TYPES AND USES OF INSTRUCTIONAL MATERIALS Instructional aids or materials can be classified in several ways depending on

the choice or motive of such classification whatever the grouping or classification it is

paramount to know which resources or materials appeals to which senses. This will

further help us to choose the resources that will appeal to as many of the senses as

possible for the teaching. Basically the two main sense through which we gain most of

our knowledge are those of sight and hearing. That how ever, his not to say that other

senses – touch, smell and taste could not reinforce the others, the types or classification

of resources or materials according to its application to human sense is therefore

executed under the sub-headings, Audio, Visual and Audio – Visual Materials.

Audio: These are instructional materials that appeal to only the sense of hearing

[ear] in enhancing leaning process. They are reffered to aural material, these

materials are available in the form of sound and voices.

Examples of audio or aural materials are:

(a) Human sounds and voice e.g teacher voice and learner voice e.t.c

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(b) Microphone and loud speaker/Gramophones.

(c) Language laboratories

(d) Cries of animal and other creature such as early morning crying of cock

night time cries of bush creature e.t.c

(e)warning sound e.g found from air craft or air plane sound of vehicle horse

and making train

(f) The sound such as factory or industrial sounds

And sound for commercial houses and other establishment and markets.

(g)Radio Broadcast

(h)Magnetic and records player this examples reveal that audio or aural

materials could readily be made available either in the natural (Real) or

representational (Recorded) forms.

VISUAL MATERIALS: These are teaching and learning materials that appeal

mainly to the sense of sight or vision (eye) alone. They could be made

available either in their representational or real Visual Forms, (Farrant 1998)

some examples of visual forms are:

a. Different kinds of model e.g Museum materials, puppet take apart model of

human for so.

b. Experiment

c. Some specimens e.g farming and hunting implement clothing and

building materials, cooking, utensils money stamps , animals etc

d. Some real object and life situation in the classroom environment e.g teacher

students, food items etc.

e. Still picture e.g real photograph or photographic prints, books illustrations, hard-

draw diagrams and printingschart,graphs, poster, map etc

f. Chalkboard diagrams and sketches, bulletine/noticeboard. Display, flame,

flannel/magnetic/ plastic graphs board material display.

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g. Still picture from slides and tilonstrips, over-head transparences, 16mm silent

confirms, opaque projectors printed words and illustration from micro-films 8mm silent

film etc.

h. All kinds of printed or hand written materials e.g text books, handout, magazine

etc.

i. Dioramas etc

AUDIO-VISUAL MATERIALS: These are instructional material that appeal to the

two senses of hearing and seeing simulteouly, such materials often appeal also to

other human senses- touch, smell and taste as well. It is observes that audio-visual

materials are probably the most effective resources materials in the teaching process.

Example of audio-visual materials includes:

1. Recording of some real life situation and substitutes preserved and reproduced

for educational purpose where needed by using the following means;

a. The 18mm cine-sound film and 16mm cine projector.

b. Television program

c. Videotape recording (VTR) and play back equipment

d. sound films trips projector/synchronized tape/slide materials.

e. Open channel and closed circuit television.

f. Video disc

g. Below are the diagram showing tape or classification of institutional resources

according to senses.

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Cassette & real Tape

Record disc

Electronic waves

Electronic waves

Microphone Amplifier.

Over head projector still.

Opaque Projector Still.

Slides and slide projector still etc. Charts, Flannels, Boards et.c.

Books, Journals, Photographs,

Magazines Posters and pictures etc..

Computer (Program instruction)

Numeric program

Electronic Audio Visual Program

Video Cassette

10mm, 8mm, Film frames reel for

reel

Classification of Learning Materials and their software

Source: Olumorin (2000): Lecture Mimeograph, (CSET, Unilorin).

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AUDIO PLAYER/ RECORDERS FEEL TAPE PLAYER/RECORDER

RECORD PHONOGRAM COMPACT DISC CHANGERS/TURN TABLES

RADIO

PUBLIC ADDRESS SYSTEM

PROJECTED

NON-PROJECTED

PRINTED

OTHERS

TELEVISION

VIDEO TAPE PLAYER MONITOR

CINEMATOGRAPH

AUDIO

VISUAL

AUDIO VISUAL

Another classification can be conceived to concrete abstract experience. Edger dates

(1946) some experiences can be used for these type of classification, this are

enactive experience. Iconic experience and abstract experience. Many of the media

developed or selected can be categorized such as, model, real objects, exhibits

specimens and so forth are included among those that provide concrete experience

(enactive) pictures, audio recording, drawing, motion, films etc are those that

represent the real or concrete experience (iconic). Spoken words or written words are

regarded as abstract experience. The above classification can be illustrated

diagrammatically as shown.

Abstract

Iconic

Enactive

FIG2: Classification of instructional material according to enactive, iconic and abstract

Experience sources: Olumorin (200) lecture mimeograph CSET unilorin.

USES OF INSTRUCTIONAL MATERIAL: The use of Instructional materials by the

teacher must be based on careful and sound rationale.

Perhaps, it is relevant to say that the advancement in modern technology and

recognition in educational institution have broadened the horizon of some teachers in

the use of instructional materials. Much teaching could be carried out with out the

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teacher being accused of over-verbalization – excessive use of words in teaching –

learning process (Ofune 1981).

Ralph while writing on the uses of instructional materials, had this to say ‘’no

material should be used haphazardly there is a right and a wrong way introducing it

into the lesson.

i. The aids may be a mean of introducing a subject wetting the appetite or exciting the

curiosity or simulating interest.

ii. It may be attended as the main body of the lesson i.e the chief vehicle for

transmitting the new information

iii. It may be a piece of recapitulating materials designed to assist in the process of

knowledge he then suggested four main steps of using instructional materials during

the course of exciting the lesson, they are as follows: Preparation, presentation,

evaluation and follow –up ‘’

The child’s mind must be so prepared as to obtain the full benefited from

the cub. Any questions which the teacher hopes or expect the materials to answer

should be discussed.

Olarisade (2000) explains the importance of instructional materials as

follow:

1. To attract and hold the attention of pupil in the class.

2. Makes hearing permanent.

3. It gives room for students – teachers interaction

4.it adds variety to what might otherwise be a monotonous lesson .

5.it make concept clearer.

According to Abimbade (1997) some of the reason for the use of instructional

materials includes

1. To reinforce verbal and visual messages

2. To focus attention

3. To provide source of information and authority.

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4. To save teacher preparation time.

5. To provide experiences not otherwise available.

6. Elucidate verbal concept.

In addition instructional materials have the advantages or supplying up to date

or latest information about invetion, scientific advances, current historical

account and the like before appear in print, through educational broadcasting.

They also increase learning possible by interrelating the symbolism. Also they

provide a group value advantages and make it possible for more to be learn in

less time with improved retention. They also have the advantage of

transcending through the use of educational broad casting .cinema film and the

like.

Teaching in particularly made more interesting to show the learners by the use of

adequate instructional materials, beside ,the concretized materials, for instance if a

group of student go to a location where ogogoro local gin is brewed this will enhance

effective learning process. In the sense that that the learners will be able to see and

observe the process of brewing of the products

The use of instructional materials assist student in seeing applicator of what is being

taught. By and large, the use of instructional material enhance effective learning

“videre est credere” is a latin maxim which means seeing believing where by the

students are able to see important party of the topic taught (Abolade 2001).

One important point to note on the use of instructional materials is that it makes what

students learned unforgettable in the memory of the students. A judicious use of

instructional materials can develop learners power of observation which enhancing

clear thinking and precise interpretation Abolade (1994) study showed that the

subject who use instructional material through pre-observation did better in

descriptive narrative writing than the control group.

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In conclusion, it can be observed that the use of instruction material in Teaching

and learning especially in mathematics is indispensable.

2.3 STUDIES ON TEACHING AND LEARNING MATHEMATICSHaving examined the meaning of mathematics let us now discuss the meaning

of teaching and learning before examining some of the past studies on teaching and

learning of mathematics.

Oladosu (2001) defined teaching as activity aimed at bringing about meaningful

learning through a method that is morally and pedagogically acceptable. It involve a

teacher, a learner content inform of knowledge facts information and skill to be

imparted, a deliberate intention on the part of the learner to learn, and finally a

method that respect the learner cognitive intertgrity and freedom of choice.

This is to say that in education context teaching cannot be imagined without a teacher

a learner, content must not be imposed otherwise, and the criterion of willingness and

voluntaries in the part of the learner would be violated.

The concepts of teaching involve sharing experience between the teacher and the

learner.

It is the expression on intent with an aim of bringing about desirable change in the

behavior of the learner. Teaching is the art of getting into the mind of the learner,

making him to think and appreciate and accept the experience being shared and

therefore accept that learning is possible in his own case too. Teaching there fore

involves action reaction and iteration. It is therefore, important that teaching must be

presented in it most interesting, factual and simplest form for it to be effective and for

learning to take place Ajayi, (2004).

Learning according to Oladosu (2001) is the process by which altitudes knowledge;

understanding, skill and capabilities are acquired and retained. The deviation adds

that whatever is so acquire should not be alterable to inherited behavior pattern or

physical growth. A critical examination of this deviation shows that learning could

24

involve knowledge of facts or knowledge of skill that learning is deliberate activities

involve the leaner and can not be done for him or forced on him that it should not

result from inheritance or maturation and that whatever is learn must be something

new.

Learning also connotes a relatively stable in specified change in an organization that

makes change in behaviouur possible, that is due to experience and cannot be

accounted for in terms of reflexes, maturation or the influence of fatigue, injury or

drug. It can also be divined as a mental activities by new of which knowledge, skill

attitude are acquired, retained and utilized (Jimoh 2001)

Ajayi (2002) defined learning as a process by which individuals invest cultural contact

with meaning, therefore becoming capable of acting differently towards those items of

another of the behavior.

A meaningful teaching and learning of mathematics can be said to take place if

significant possible change is observed in the behavior of the learner as a result of

his/her adequate exposure to appropriate learning experiences for instance if after

the process of teaching and learning of the concepts of equation, a student is now

able to recognize equation and solve equations using different methods.

In other words, the teaching of mathematics should satisfy certain principles

principle of validity, principle of comprehensiveness, of suitability and principle of

relevance among others.

The teaching of mathematical concept could be said to be valid if learners are

able to attain or achieve the objective of teaching and leaning of the concept as a

result of providing them with adequate opportunity.

Teaching of mathematical concepts is said to be balance (comprehensive) if its

provide learners with those learning experience which enable him to acquire different

skills. Such as information processing, intellectual skills, social skills and motor skills

Capabilities.Leaners should know both the theory and application of the mathematics

concept for mathematics teacher to teach the concept of constructions for instance

25

only in the paper will not be balance. The teacher needs to explain and also perform

on the black board or chalk board as the case may be these enables the learners to

balance their theoretical knowledge with reality

It is important that leaners are exposed to suitable and relevant concept that are

useful to the attainment of their set goals and aspirations some concept may be

appropriate for some level of learners and not of some other . The background and

age difference of learners must always be considered. Not only those mathematics

teachers should always endeavor to start with sample concepts and then graduate to

harder ones and application.

The fact remain that a major educational objective for teaching mathematics at

the secondary school level is to generate interest in the subject and provide solid

foundation for everyday living for this reason teachers of mathematics should try to

make the subject attractive to the learners. Students could be made to love

mathematics if the (teacher) make it seems useful to the application of the subject to

other subject especially science make students to see the relationship between

mathematics and other subjects with a lot of example.

This will help the learners to develop understanding and mastery of the

concepts; principles, relationship and skills, it will also help them to maintain

understanding and skills already attained and enable them to secure maximum

transfer and learning to other subjects and their social environment.

For learners to archive these, that method of presentation of the subject is very

important. There are many methods that mathematics teacher can employ. These

include among others discussion methods, lecture methods, demonstration or

experimental method etc.

It is one thing to teach mathematics and another to teach it professionally.

Professional teaching has to do with imparting the knowledge in such a way that it

would affect the learners both the affective, cognitive and psychomotor domain. By

way of definition teaching is the act of imparting knowledge, skills, ideas, information

26

etc. in order to bring about learning. It goes beyond giving instruction but contain

giving instruction (what to do and what not to do ). Impact knowledge, skills, idea,

guide and give examples in order to bring about learning in the process of teaching

learner are helped toward the acquisition of particular knowledge skills, ideas etc.

It follows therefore that a professional mathematics teacher should be able to

touch the subject with a view to imparting the required concept and ides, skills

needed in mathematics manipulation. He/she should marry instruction and examples

at all times. He is at a better position to arrange, the subject sequentially with a view

of making them logical and meaningful to the learners

2.4 Attitude of secondary school students toward instructional materials. Generally, many students run away for mathematics in secondary school

having the wrong impression that mathematics is difficult. Some of these students

have even made up their minds that they could not know this subject hence, no

matter how good the teacher is, very little is imparted in the classroom.

On the other hand, students love displays and most especially anything on

the screen (that is why they can be watching television from morning till night).

Through devote it is easy to communicate with them for example such programmes

as inter-school quiz and teaching of mathematics through screen.

Students love doing things themselves i.e manipulating objects or representing them

in the form of drawing. It makes the class more interesting to them rather than have a

boring teacher stating a theorem and the proof there by. Talking on and we can see

that people tend to forget what they are told in the classroom but are more likely to

remember the experience gained through viewing, examine and manipulating objects

or representing them in the form of drawing and photograph sing. Not only will they

remember, ther are likely to have deeper understanding of the part particular objects,

situation or phenomena. Radio and television are used to deliver instruction in

developing countries and remote parts of the united state of America ands so on.

27

Students like listening to information through materials and they can be affected in

this way for example a programme of information about the History of mathematics.

In case of serious students who loved and know the advantage of self –

instruction, such students pick their textbook after school to get more fact and

familiarized with the topic in question. For example students working problems given

by themselves on a particular topic learn in school.

2.5 AVAILABILITY OF INTRUCTIONAL MATERIALS AND THEIR EFFECTS

ON THE LEARNING OF MATHEMATICS.The availability of instructional materials makes students recognized the use of

the materials in teaching them especially in teaching mathematics.

Schallor and Wittich (1976) asserted that materials meant for learning should be

having seeing, touching and listening. They believe that materials for learning should

be presented in a manner to provide students with the opportunity to become actively

involves intellectual, perpetually and this will help the student to know exactly what

instructional materials are doing.

Adedoyin (1991) stressed the effectiveness of Audio Visual materials estimated

about 40% of learning are base upon visual experience 25% auditory, and also

provide simple authentic information. Instructional materials give the learner true

mental impression at the time they first learn the objects. He also recognized the

important of instructional materials when he stated that a person who has seen a

picture of an object can remember it more easily that if the picture has been

described to him six hundred times.

As already pointed out, teaching aids, if properly handed by teachers,

add/stimulated interest and make classroom activities more meaningful and lively

Leaver (1985, P.5) outlines three specific element of the importance of teaching

resources as follow:-

1. An interesting picture or object attracts and retain attention. So improving

perception and memory.

28

2. An object or shape appeals to more senses than just hearing and may even

involve torching and tasting as well as seeing.

3. Teaching materials must also enhance the leaning situation but also encourage

children’s power of observation and encourage them to notice things for

themselves.

Akinmuyiwa (1995) in his work suggested that the Audio- Visual valve of materials

is contingent in their degrees of realism teaching materials occupy a place of

importance in teaching and learning, apart from making the lesson real and practical,

He believed that Audio – Visuals ensure individual and group participation.

According to Ajani, he made it clear that children entered into school with varying

abilities and teacher need teaching materials in the form of Audio – Visual materials

to help them cope effectively with the differences in children abilities. There may be

pupil who would learn without any difficult from the printed words. In the same class

there may be pupils for whom the printed words is not enough to grasp a concept. As

a result there is a need for the use of materials other than traditional chalkboard and

textbook to motivate, communicate to and other wise be effective with individuals of

many different educational backgrounds.

It will amount to wasteful exercise if a teacher decides to use instructional

materials that are not readily available. Of curse some instructional materials may be

available but the cost may be too high for the school to afford. In this type of situation

the issue of improvision or local production set in.

Curson (1980) noted that a lot of instructional materials can be improvised or

developed by the available resources centres all over the countries. Universities,

faculties of technology and science could be properly founded and commissioned to

produce instructional materials. Industries too should be encouraged by the

Government, Schools and class teachers should be motivated and rewarded for

producing materials to be used for instruction. The efforts of professional associations

such as Nigeria Association for Education Media and Technology should be

29

encourage along this line. Annual Festival of Audio – Visual should be o0rganized.

The forum should serves as exhibition where materials developed are brought for

display.

Moreover, the researcher is restricted to available instructional materials in the

selected schools they are textbooks, supplementary book, maps, globes, graphs,

charts, diagram, posters, any kind of three dimensional displays and chalkboard

displays. But the commonest are the textbooks and blackboards. While instructional

materials like micro – computer is absent.

Akinmuyiwa (1994) realized the important of Visual aid when he outline some

instructional purpose served by picture as follows:

i. Picture help to motivate learners and develop insight and appreciate.

ii. It fosters individual interest, invite participation, help learners to understand

themselves and stimulate creative effort. It also build new experience that is

extend horizon by first hand experience, it give meaning to word symbol and

bring explanation. Can make even the most difficult words a meaningful part of

the child. It helps to recall experience when picture of every day activities are

selected.

Many students learn mathematics better when they are being taught with

instructional materials, therefore, instructional materials make lesson realistic and

practical and also aids memory of the students’ learning in mathematics. Adeife

(1992) add his own joint contribution by postulating that the teaching resources is

needed to help the learners in understanding fully what is taught.

Finally, Edger has stressed the importance of concrete objects in learning and

teaching with instructional resources materials when integrated into instruction can

enhance students’ performance. Instruction cannot be boring and un - stimulating to

learners when materials are used. Furthermore, teacher’ efficiency can be improved

while learner can be provided with richer experience.

30

2.6 APPRAISAL OF LITERATURE REVIEW:Behavioural control models of teaching, stress control over students behaviour

and over the conditions of learning. The teacher is a manager who seek to

accomplish specific objectives as quickly and behavior are seen as a network of

stimuli such as knowledge of results. Directly the teacher as given an active and

appropriate response to the stimuli materials. Therefore the teacher must control the

selection and arrangement of contents and task so that the required responses are

elicited.

The teachers also control the type of feed back and other reinforcing stimuli

used to maintain and regulate effort. And the shape more complex learning behaviors

by building up response chain.

Hence the various sections in this chapter have discussed the meaning of

instructional materials, types and uses of instructional materials, studies on teaching

and learning of mathematics, attitude of senior secondary schools teacher towards

instructional resources this investigation into the availability and utilization of

instructional resources for teaching and learning mathematics in senior secondary

schools.

31

CHAPTER THREE

METHODOLOGYThis chapter is primarily concerned with the methodology and procedure used in

collecting and analyzing the data for the study.

This chapter contains information on the following sub-headings.

3.1 Research design.

3.2 Population

3.3 Sample and sampling technique.

3.4 Instrumentation

3.5 Validation and reliability of the instruments

3.6 Procedure for data collection

3.7 Method of data analysis

3.1 RESEARCH DESIGN Descriptive survey design of the ex-post facto research type was used to

seek the opinion of teacher in some selected Senior Secondary Schools on the

availability and utilization of instructional materials and their effects in teaching

mathematics. It is based on information gathered through the use of questionnaire

3.2 POPULATION The population of the study comprises the Senior Secondary School

Mathematics teachers in Kwara state.

3.3 SAMPLE AND SAMPLING TECHNIQUES: The target samples for the study consist of ten senior secondary schools

in each senatorial districts which were randomly s selected from the state. The

samples consisted of one hundred and fifty mathematics teachers, five in each

school.

32

3.4 RESEARCH INSTRUMENTATION The instrument used in this study is questionnaire; the instrument is meant for

mathematics teachers only. The questionnaire consist of three section A, B, and C.

Section A deals with respondent personal data, such as name of school, sex,

Educational qualification and class taught. Section B and C consist of validated

and typed questions which were designed and adopted for these research work

after necessary amendment, correction and scrutinizing by supervisor to the

study.

3.5 VALIDATION AND RELIABILITY OF THE INSTRUMENT: The instrument was validated by given it to expert in mathematics

education and my supervisor for face and content validity.

The reliability was determined by pilot testing the instrument on twenty Senior

Secondary school mathematics teachers’ in the area of study.

3.6 PROCEDURE FOR DATA COLLECTION:

The researcher visited thirty secondary schools during the school hours

the research instrument were administered to the respondent after explanation of

aim of the study

3.7 DATA ANALYSIS: Data collected in this study were analyzed by using descriptive statistic i.e.

simple percentage. Such as frequency count, percentages mean Score and Standard

Deviations.

The hypothesis were tested by making use of correlation analysis

33

CHAPTER FOUR

RESULTSThis chapter deals with the summary of the results of findings from questionnaire administered to 150 mathematics teachers of 30 selected senior secondary schools in Kwara State.

4.1 Socio – Demographic Data

Table 1: Sex Distribution of Mathematics Teachers.Sex Frequency PercentageMale 108 72

Female 42 28Total 150 100

Table 1 shows the number of mathematics teachers in the School under investigation. The table revealed that, 108 Male teachers was involved and 42 Female teachers was also involved meaning that 72% of the respondents were Males while 28% of the respondent were Females.The results shows that the number of Females who pursued careers in mathematics are extremely low. This result was in line with Opare (1996). Who said number of the girls no longer study mathematics and those who do continue to attain lower achievement scores than boys.

Table 2:- Educational Qualification of the respondents

Qualification Frequency PercentageN.C.E 38 25.3H.N.D. 25 16.7B.Sc 10 6.7

B.Sc (Ed) 72 48.0Masters 5 3.3

Total 150 100 Table 2 shows the educational qualification of the mathematics teachers under investigation. The table revealed that 38 has N.C.E certificate, 25 of the respondents has HND, while 10 has B.Sc, 72 of the respondents with B.Sc (Ed) and 5 of the respondents have master degree. Which replies that 25.3% of the respondents are N.C.E holders, 16.7% of the respondents have HND, while 6.7% have B.Sc, 48.0% of the respondents have B.Sc. (Ed) and 3.3% with master degree Certificate.

34

The sum of the percentage of those that are qualify to teach the subject is 51.3% and 49% for those that are not qualify to teach the subject.This mean that, the number of those that are not qualified to teach the subject in secondary school is still high.

4.2 Presentation of Results Based on Research Questions Research Questions 1: To what extent do instructional materials available in the teaching of mathematics in secondary school?

Table 3:- Availability of instructional materials in teaching mathematics in senior secondary School.No INTRUCTIONAL

MATERIALAVAILABLE NOT

AVAILIABLE __

Standard deviation

1 Data Chat 53(35.3)

97(64.7)

1.35 .48

2 Coins 118(78.7)

32(21.3)

1.79 .41

3 Dice 100(66.7)

50(33.3)

1.67 .47

4 Park of Cards 80(53.5)

70(46.7)

1.53 .50

5 Probability Board 44(29.3)

106(70.7)

1.29 46

6 Clinometers 43(28.7)

107(71.3)

1.29 45

7 Graph paper 140(73.3)

10(67)

1.93 .25

8 Inequality symbol chart

51(33.0)

99(66.0)

1.34 .48

9 Set – square 126(84.0)

24(16.0)

1.84 .37

10 Text book 147(98.0)

3(2.0)

1.98 .14

11 Display board 133(88.7)

17(11.3)

1.87 .32

12 Table of value chart 62(41.3)

88(58.7)

1.41 .49

13 Chart of solved simult.eqn

38(25.3)

112(74.7)

1.25 .44

14 Graph board 134(89.3)

16(10.7)

1.89 .31

15 Chart of table of value 59 91 1.39 .4935

(39.7) (60.7)16 Demographic data 16

(10.7)134

(89.3)1.12 .31

17 Frequency table chart 65(43.3)

85(56.7)

1.43 .50

18 Protractor 137(91.3)

13(8.7)

1.91 .28

19 Compasses 143(95.3)

7(4.7)

1.95 .21

20 Ruler 149(99.3)

1(0.7)

1.99 .8.17

21 Pencil 149(99.3)

1(0.7)

1.99 .8.17

22 Plane sheet 137(91.3)

13(8.7)

1.91 .28

23 Trigonometric table 111(94.0)

39(26.0)

1.74 .44

24 Concrete model of right angel

95(63.3)

55(36.7)

1.63 .48

25 Concrete model of rectangle

98(65.3)

52(34.7)

1.65 .48

26 Concrete model of square

93(62.0)

57(38.0)

1.62 .49

27 Concrete model of trapezium

64(42.7)

86(57.3)

1.43 .50

28 Concrete model of parallelogram

44(32.7)

101(67.3)

1.33 .47

29 Concrete model of circle

69(46.0)

81(54.0)

1.46 .50

30 Concrete model of cube

60(40.0)

90(60.0)

1.40 .49

31 Concrete model of cuboids

69(46.0)

81(54.0)

1.46 .50

32 Concrete model of polygon

53(36.3)

97(64.7)

1.35 .47

33 Programmable calculator

70(46.7)

80(53.3)

1.47 .50

34 Measuring tape 109(72.7)

41(27.3)

1.73 .45

35` Map globes 134(89.3)

16(10.7)

1.89 .31

Weighted average 1.6136

Table 3 shows that the following instructional materials are available in teaching of mathematics in some senior secondary school in Kwara state they are: Coins (X=1.79), Dice (X=1.67), park of cards (X=1.53), Graph Paper(X=1.93), set – square (X=1.84), Textbooks(X=1.98), Display Board(X=1.87), Graph board(X=1.89), Protractors(X=1.91), compasses(X=1.95), ruler(X=1.99) others are pencil(X=1.99), plane sheet(X=1.91), Trigonometric table(X=1.74), concrete model of right angle(X=1.63), concrete model of rectangle(X=1.65), concrete model of square(X=1.62), as well as measuring tape(X=1.73), and map globes(X=1.89).

The table also revealed that the following materials are not available in some secondary schools. These are, data chart(X=1.35), probability board (X=1.29), clinometers (X=1.29), inequality symbol chart(X=1.34), table value chart(X=1.41), chart of solved simultanevns equation(X=1.25), Demographic data(X=1.12), chart of table of value frequency table chart(x=1.43). Others are concrete model of trapezium(x=1.43), concrete model of parallelogram(x=1.33), concrete model of circle(x=1.46), concrete model of cube(x=1.40), concrete model of cuboids(x=1.46), concrete model of polygon(x=1.35) and programmable calculator(x=1.47).

From the table above, greater numbers of instructional materials are available in teaching mathematics in senior secondary schools in Kwara state.Research Question 2:- To what extent do teachers utilized the instructional materials in the teaching of mathematics in secondary school?Table 4:- Utilization of instructional materials in teaching mathematics in senior secondary schools.

Instructional martial Often used

Some time used

Rarely used

Never used

X Std

1 Data chart 30{20.0}

39(26.0)

14(9.3)

67(44.7)

2.21 1.21

2 COINS 61(40.7)

52(34.7)

30(20.0)

7(4.7)

3.11 .89

3 Dice 58(38.7)

44(29.3)

30(20.0)

18(12.0)

2.95 1.03

4 Park of card 44(29.3)

31(20.7)

36(24.0)

39(26.0)

2.53 1.17

5 Probability board 19(12.7)

47(31.3)

35(23.3)

49(32.7)

2.24 1.05

6 Clinometers 19(12.7)

45(30.0)

26(27.3)

60(40.0)

2.15 1.09

7 Graph Paper 100(66.7)

34(22.7)

2(1.3)

14(9.3)

3.47 92

8 Inequalities symbol 42 24 29 55 2.35 1.24

37

chart (28.0) (16.0) (19.3) (36.7)9 Set – Square 81

(54.0)42

(28.0)17

(11.3)10

(6.7)3.29 92

10 Text Book 140(99.3)

3(2.0)

1(0.7)

6(4.0)

3.85 .62

11 Display board 121(80.7)

13(8.7)

2(1.3)

14(9.3)

3.61 .91

12 Table value chart 43(28.7)

39(26.0)

22(14.7)

46(30.7)

2.53 .1.20

13 Chart of solve simultaneous. Equation

36(24.0)

28(18.7)

27(18.0)

59(39.3)

2.27 1.21

14 Graph board 99(66.0)

24(16.0)

3(2.0)

24(16.0)

3.32 1.11

15 Chart of table of value

23(15.3)

47(31.3)

22(14.7)

58(38.7)

2.23 1.13

16 Demographic data 13(8.7)

37(24.7)

27(18.0)

73(48.7)

1.93 1.04

17 Frequency table chart 37(24.7)

37(24.7)

22(14.7)

54(36.0)

2.38 1.21

18 Protractor 108(72.0)

29(19.3)

01(0.7)

12(8.0)

3.55 .86

19 Compasses 117(78.0)

24(16.0)

0(0.00)

9(6.0)

3.66 .77

20 Ruler 134(89.3)

9(6.0)

0(0.00)

7(4.7)

3.80 .69

21 Pencil 134(89.3)

10(6.7)

0(0.00)

6(4.0)

3.81 .63

22 Plane sheet 104(69.3)

40(26.7)

2(1.3)

4(2.7)

3.63 .65

23 Trigonometric table 79(52.7)

44(29.3)

9(6.0)

18(12.0)

3.23 1.01

24 Concrete model of right angel

67(44.7)

41(27.3)

11(7.3)

31(20.7)

2.96 1.16

25 Concrete model of rectangle

66(44.0)

37(24.7)

15(10.0)

32(21.3)

2.91 1.18

26 Concrete model of square

68(45.3)

28(18.7)

20(13.3)

34(22.7)

22.87 1.22

27 Concrete model of trapezium

54(36.0)

28(18.7)

18(12.0)

50(33.3)

2.57 1.28

38

28 Concrete model of parallelogram

43(28.7)

28(18.7)

22(14.7)

57(38.0)

2.38 1.26

29 Concrete model of circle

53(35.3)

31(20.7)

11(7.3)

55(36.7)

2.55 1.30

30 Concrete model of cube

42(28.0)

40(26.7)

5(3.3)

63(42.0)

2.41 1.29

31 Concrete model of cuboids

38(25.3)

48(32.0)

5(3.3)

59(39.3)

2.43 1.24

32 Concrete model of polygon

28(18.7)

39(26.0)

16(10.7)

67(44.7)

2.19 1.20

33 Programmable calculator

34(22.7)

40(26.7)

14(9.3)

62(41.3)

2.31 1.23

34 Measuring tape 48(32.0)

60(40.0)

12(8.0)

30(20.0)

2.84 1.09

35 Map globes 66(44.0)

53(35.3)

13(8.7)

18(12.0)

3.11 1.00

Weighted average 2.85

Table 2 shows the utilization of instructional materials in teaching mathematics in senior secondary schools in Kwara state. The table revealed that the following materials are often used: - Textbooks(X=3.85), Display board(X=3.61), protractors(X= 3.55), compasses(X= 3.66), rulers(X=3.80), pencils(X= 3.81) and plane sheet(X=3.63); on the other hand, The following materials are sometimes used. These are, coins(X=3.11), dice(X=2.95), park of cards(X= 2.53), Graph paper (X= 3.47), set – square(X= 3.29), Table value chart(X= 2.53), Graph board(X=3.47), Trigonometric table(X=3.23). Others are concrete model of right angle(X= 2.96), concrete model of rectangle(X= 2.91), concrete model of square(X=22.87), concrete model of trapezium(X= 2.57), concrete model of circle(X=2.55), measuring tape(X= 2.84) and map globes(X=3.11).

The table also revealed that, the following materials are rarely used, they are: - Data chart(x= 2.21), Probability board(x=2.24), clinometers(x=2.15), inequalities symbol chart(x=2.35), chart of solved simultaneous equation(x=2.27), chart of table of value(x=2.23), others are Demographic data(x=1.93), frequency table chart(x=2.58), concrete model of parallelogram(x=2.38), concrete model of cube(x=2.41), concrete model of cuboids(x=2.43), concrete model of polygon(x=2.19) and programmable calculator(x=2.31).

The table also shows that none of the materials was never used.From the table two above, the number of materials that are often used is low

when compared with those that were sometime used and those that are rarely used. This is an indication that, those materials that are available in the schools are not properly utilized.

39

4.4 Presentation of results based on hypothesis HO1:- There is no significant relationship between teacher’s gender and utilization of instructional resources that are available in teaching of mathematics.

Table 5:- Relationship between teacher’s gender and utilization of instructional materials

Mean Std deviation N r df Significant Remark

Sex 1.2800 4505 150-.075 149 359

Not

significantUtilization 99.6400 18.7328 150

Table 5 shows that the relationship between teacher’s gender and their

utilization of instructional materials in teaching mathematics is negative, weak and not significant.(r=-.075, df=149, p>0.05). this implies that male teachers utilized instructional materials better than their female counterparts. Hence, Ho1 is not rejected.

Hence, there is no significant relationship between teacher’s gender and utilization of instructional resources

HO2:- There is no significant relationship between teacher’s qualification and utilization of instructional material.

Table 6:- Relationship between teachers qualification and utilization of instructional materials.

Mean Std deviation N r df Significant Remark

Qualification 2.8733 1.3376 150-027 149 745

Not

significantUtilization 99.6400 18.7328 150

Table 6 shows the relationship between teachers qualification and utilization of instructional materials in the teaching of mathematics is negative, week and not significant (r = -.027, df = 149, p> 0.05). This means that teachers with lower qualification utilized the instructional material more than the teachers with higher qualification. Hence, hypothesis is not rejected.

40

CHAPTER FIVE

Discussion, recommendation and conclusion

5.0 This chapter is mainly concerned with the Discussion, Recommendation and

conciussion of this research project

5.1 Discussions:

From the research findings, it has being established or deduced that

instruction Materials have significant impact on the effective teaching of

mathematics at senior secondary school level. Instruction materials enhance

effective teaching and learning of mathematics.

Also, instructional materials are very much relevant in promoting students

understanding in mathematics at senior secondary school level.

It was discovered that instructional materials are not provided in some schools

and they are not adequate in some school for teacher’s use and library facilities

for mathematics were not in existence in the schools. Teaching can not be

successful without the use of the instructional materials in the teaching of some

topics in mathematics. * it become nearly impossible for teachers to relate the

topic with instructional materials.

Abolade (2001) said. Teaching is particularly made more interesting to learner

by the use of adequate instructional materials, for instance, if a group of students

go to a location where ogogoro local gin brewed this will enhance effective

learning process. In the sense that the learners will be able to see and observed

the process of brewing of the product.

The uses of instructional materials assist students in seeing application of

what is being taught. By and large, the use of instructional materials enhance

effective learning ‘’vider est credere’’ is a latin maxin which means seeing is

believing these means that the students are able to see important part of the

topic taught.

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Jasso (2001) explain that instructional materials also increase learning

possibility by interrelating the symbolism. Also they provide a group value

advantages and makes it possible for more to be learn in less time with

improved retention. They also have the advantage of transcending through the

use of educational broad casting, slide, film and the like.

Olorisade (2000) explains the importance of instructional materials as

follows, attract and hold the attention of pupil in the class, makes hearing

permanent, it gives room for students – teachers interaction as well as adds

variety to what might otherwise be a monotonous lesson and make concept

clearer.

Ralph C (1979) While writing on the uses of instructional materials, had

this to say no material should be used haphazardly there is a right and wrong

way of introducing it into the lesson the aids maybe a mean of introducing a

subject, wetting the appetite or exciting the curiosity or stimulating interest it

may be attended as the main body of the lesson i:e the chief vehicle for

transmitting the new information. It may be a piece of recapitulating material s

designed to assist in the process of knowledge. He then suggested four main

steps of using instructional materials during lesson, these are preparation,

Presentation, Evaluation and follow – up’’

According to Abimbade (1997) some of the reasons for the use of

instructional materials include reinforcement of verbal and visual message, to

focus attention, to provide experience not otherwise available to save teachers

preparation time and elucidate verbal concept.

In addition instructional materials have the advantages of supplying up to

date or latest information about invention, scientific advances, current historical

account and the like before appear in front through educational broadcasting.

Finally without the use of some of these instructional materials. Students may

not be able to understand some concept and topics in mathematics. Also it can be

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observed that the use of instructional materials in teaching and learning especially in

mathematics is indispensable.

5.1.1 It was observed that the use of these instructional materials has not been very

encouraging by those involved in the task of teaching materials. Teacher often

try to disregard the use of these instructional materials either ignorantly or

deliberately, because of the energy, time and risk involve as well as

administrative bottlenecks, financial involvement and the like. Therefore, the

use of instructional materials is never problem free and a lot have pose problem

to the teaching and information dissemination in mathematics.

5.1.2 It was discovered that some unqualified teachers are still teaching mathematics

in our senior schools. This is an indication that the government is yet to live up

to it expectation in the provision of competent teachers at senior secondary

level. Once the subject is allowed to be handle by an unqualified teachers, the

interest of the pupils in the subject may be killed, therefore, the issue of

provision of qualified be accorded with high priority

5.2 RECOMMENDATIONS

For promotion of better understanding and also for an effective usage of

instructional materials at the senior secondary school level, the following

suggestions are recommended.

Acquisition of correct and up-to-date instructional materials, which is very

essential for students learning and improved performance in mathematics.

It is also very essential for school authorities to provide adequate storage

facilities to enhance longer life span of the materials in the school.

Provision of opportunity for educational development for teachers will also

go a long way in enhancing their efficacy, efficiency and effectiveness. This will

equally motivate them towards the use of modern materials to enhance

student’s academic performance at the senior secondary school level.43

Also teachers should be adequately trained for instance, through training

and re – training programmmes, they should be well groomed and well voiced

in handling teaching/learning process in classroom.

Teacher should also see the need to appreciate the use of instructional

materials to aid classroom teaching and learning.

Government as a mather of priority must employ adequately qualified and

competent mathematics teachers to complement the efforts of the existing

ones, this is highly essential.

Also the atmosphere on the environment of teaching should be made

conducive. The amenities and also utilities needed to foster adequate or healthy

teaching and learning situation should be provided.

The willingness of teachers to teaching as profession is also very

essential. This in turn commands their total dedication and commitment

5.3 CONCLUSION

From the discussion above, it can be inferred of concluded that the importance

of the instructional materials in mathematics and to the mathematics teacher’s

and students alike, cannot be overemphasized. It enhances effective teaching

and learning. It also promotes effective performance of students and also allows

effective students learning experience in mathematics.

The role of instructional materials is manifested in the enhancement of

qualitative performance of students in the subject matter. It can also be

concluded that it’s non – availability or non – usage can greatly hinder the

qualitative academics performance of students in mathematics. It also promotes

the retentive skill in students and saves the teachers the need of spending

much time in explaining, re – explaining, describing and unnecessary

explanation on the subject matter.

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