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THE APPLICATION OF INSTRUCTIONAL MATERIALS IN ENGLISH LANGUAGE TEACHING IN PRIMARY SCHOOL IN DAMBATTA LOCAL GOVERNMENT

THE APPLICATION OF INSTRUCTIONAL MATERIALS IN ENGLISH LANGUAGE IN S IN THE DAMBATTA LOCAL GOVERNMENT

 

Abstract

The purpose of this research was to investigate the use of instructional materials in the teaching of the English language in primary schools in the Dambatte government. The study’s total population is 200 staff members from a selected primary school in Dambatta government.

The researcher collected data using questionnaires as the instrument. This study used a descriptive survey research design. The study included 133 respondents who included headmasters, teachers, junior staff, and senior staff. The collected data was organized into tables and analyzed using simple percentages and frequencies.

chapter  One

Introduction

The study’s context
The impact of instructional materials on student academic performance, teaching and learning, and educational development is undeniable. The teaching of English in Nigerian primary schools must be handled properly. The materials used by teachers to teach and drive home their subject points at our education system’s primary and secondary school levels are undeniably a critical issue in practical room interaction and successful knowledge transfer from the teacher to the learners.

Instructional materials are materials that help teachers make their lessons clear to students. They are also used to send information, ideas, and notes to students (Ijaduola 1997). Pictures, flashcards, posters, charts, tape recorders, radio, video, television, computers, and other visual and audiovisual materials are examples of instructional materials. These materials supplement the regular instructional processes.

English Language is a fundamental subject that students must credit before being admitted to any tertiary institution. Because of the importance and technicality of this subject, appropriate instructional materials must be used to teach it to students.

This fact is supported by Macaulay (1989), who claims that visual aids bring lessons to life and help students learn more effectively. Against this backdrop, this study seeks to investigate the extent to which the use of instructional materials can improve primary school students’ English language performance.

Poor academic achievement in the English Language could be attributed to a variety of factors, one of which was the teacher’s strategy. This implies that without the use of instructional materials, mastery of English Language concepts may not be fully realized.

Teaching English without instructional materials will almost certainly result in poor academic achievement. According to Franzer, Okebukola, and Jegede (1992), a professionally qualified English teacher, no matter how well trained, will be unable to put his or her ideas into practice if the school setting lacks the necessary equipment and materials.

According to Bassey (2002), the art of teaching is resource-intensive, and during an economic downturn, it may be difficult to find adequate gadgets and equipment for the teaching of the English language in schools. A situation that is exacerbated by the country’s soaring inflation and, at times, the discovery that some imported sophisticated materials and equipment are too expensive and irrelevant; thus, the need to produce materials ly.

According to Obioha (2006) and Ogunleye (2002), most secondary schools in Nigeria have insufficient resources (including teaching aids). They went on to say that the available ones are usually in poor condition. As a result, improvisation is required.

However, Adebimpe (1997) and Daramola (2008) noted that improvisation requires adventure, creativity, curiosity, and perseverance on the part of the teacher and that such skills are only attainable through a well-planned improvisation training program.

1.2 THE PROBLEM’S STATEMENT

The fundamental goal of teaching is to transfer ideas, skills, and attitudes from the teacher to the learner. In Nigeria, for example, experience has shown that speaking words alone are ineffective and inefficient in producing desired learning outcomes. Every year, when the results of the public examination are released, there is a massive failure in English. This could be attributed to the fact that teaching English as a second language (ESL) in Nigeria poses serious comprehension challenges to students.

Learners are also challenged by the effects of mother tongue interference; this subject cannot be taught effectively without the use of relevant instructional materials that make learning practical rather than theoretical.

Mutebi and Matora (1994) have previously emphasized the impact of instructional materials utilization on teaching and learning. According to them, we learn and remember 10% of what we hear, 40% of what we discuss with others, and up to 80% of what we directly experience or practice.

However, the question here is whether the use of instructional materials has any effect on students’ academic performance. Is the use of instructional materials beneficial to teaching effectiveness? Could the use of instructional materials help students learn more? Finding answers to these and other questions summarizes the overall problem of this study.

1.3 PURPOSE AND OBJECTIVES

The following are the study’s objectives:

To learn about the instructional materials used by English teachers in Dambatta government primary schools.
To determine the impact on instructional materials in primary school English language teaching.
To assess the constraints to using instructional materials in Dambatta government primary schools.
to suggest improvements to the effective use of instructional materials

1.4 HYPOTHESES OF

The researcher developed the following research hypotheses to complete the study:

H0: There are no restrictions on the use of instructional materials in Dambatta government primary schools.

.H1: There are constraints to using instructional materials in Dambatta government primary schools.

H02: There is no effect on instructional material in primary school English language teaching.

H2: There is an effect on instructional material in primary school English language teaching.

 

1.5 THE ’S IMPORTANCE

In the teaching and learning process, the use of instructional materials allows the learner to touch, smell, or taste objects. As a result, the knowledge conveyed to students at various levels of educational instruction should be well planned and properly allied with relevant instructional materials for clarity and comprehensibility. As a result, the importance of this study to students, teachers, curriculum planners, the educational system, and society at large cannot be overstated.

The effective use of instructional materials would enable students to effectively learn and retain what they have learned, advancing their performance in the subject in question. This is because, according to Nwadinigwe (2000), learning is a process in which knowledge, skills, habits, facts, ideas, and principles are acquired, retained, and applied, and the only way to do so is through the use of instructional materials.

The research would help teachers improve their teaching effectiveness and productivity. This is consistent with the assertion of Ekwueme and Igwe (2001), who stated that only teachers can ensure effective and adequate use of instructional materials and thus facilitate success.

As a result, a teacher who uses appropriate instructional materials to supplement his teaching will help to improve students’ innovative and creative thinking as well as their ability to be spontaneous and enthusiastic. According to Oremeji (2002), any teacher who takes advantage of these resources and learns how to use them correctly will find that they make an almost incalculable contribution to instruction.

He goes on to say that instructional materials are extremely valuable in terms of importing information, clarifying difficult and abstract concepts, stimulating thought, sharpening , creating interest, and satisfying individual differences.

The study is also important for the educational system and society as a whole. This is because when teachers supplement their instruction with instructional materials and students learn effectively, the knowledge gained has a positive impact on society. Students will be able to understand how the economy works, interpret the government’s economic policies and activities, and perform economically better in their life and work choices.

THE ’S SCOPE AND LIMITATIONS

The study’s scope includes the use of instructional materials in the teaching of English in primary schools in the Dambatta government. The researcher comes across a constraint that limits the scope of the study;

a) MATERIAL AVABILITY: The researcher’s research material is insufficient, limiting the scope of the study.
b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.

1.7 TERM DEFINITION

INSTRUCTIONAL MATERIALS: A collection of and non- materials and equipment chosen, arranged, and located to meet the needs of students and teachers and to further the school’s mission.

: Specific statements of behavior made by a student following a period of learning to demonstrate that they have learned. Methods of instruction/learning strategies The teacher selects activities to help students learn. Lecture. The teacher introduces and delivers the subject at a specific time, which transmits information.

ENGLISH LANGUAGE: English is a West Germanic language that was first spoken in early medieval England. It is now the world’s third most widely spoken native language, after Standard Chinese and Spanish, and the most widely spoken Germanic language.

 

 

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THE APPLICATION OF INSTRUCTIONAL MATERIALS IN ENGLISH LANGUAGE IN S IN THE DAMBATTA LOCAL GOVERNMENT

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