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The influence of instructional materials on the teaching and learning of English at the University of Benin.

The influence of instructional materials on the teaching and learning of English at the University of Benin.

 

Abstract

This y examined the effect of instructional materials on the teaching and learning of English at Benin’s university. The entire population for the y consists of 200 University of Benin staff members. The researcher utilized questionnaires as the data gathering instrument. Using a descriptive survey research design, this y was conducted.

The survey utilized 133 respondents, including the head of a department, senior lecturers, junior lecturers, and graduate assistants. The acquired data were tabulated and evaluated using straightforward percentages and frequencies.

CHAPTER ONE

Introduction

BACKGROUND of the y

Man acquires knowledge through his senses. Some individuals learn best through one of the senses. For some, seeing is the dominant sense for acquiring knowledge, whereas for others, hearing, touch, smell, and taste are more influential. To facilitate the targeted learning, the instructor must communicate effectively with the ent. The most effective strategy to assist ents learn is to immerse them in the world that education is meant to introduce.

This is achieved by employing real objects and circumstances. The alternative to real-life scenarios is for the instructor to employ representations of real-life situations. These supplies, instruments, and methods aid the educator in approaching his profession realistically.

Whether actual or substitute, the purpose of these representations is the same. They help the teacher transmit the desired message effectively and meaningfully to the learner, so that the learner absorbs, comprehends, retains, and uses the acquired experiences to achieve the overall educational objective (Onwuka, 1981).

In Nigeria and other nations, qualified and trained teachers have always been exposed to instructional technology, emphasizing the significance of instructional materials in the teaching/learning process. More frequently than not, these qualified professionals are found guilty of disregarding instructional resources in their teaching/learning process with their ents, possibly due to insufficient use or a mistaken notion that their use is not as significant as is emphasized.

This predicament is exacerbated by the fact that each , more complex instructional resources for room teaching or learning are introduced. Some of these educational materials, such as the computer, are quite difficult to operate or manage. s are played by instructional resources in the university English language room.

Bassey (1984) demonstrated decisively that instructional materials play a vital in the lesson planning process. When teachers plan, the availability and accessibility of instructional materials and resources is typically their first concern. According to him, however, teachers lack sufficient understanding regarding the selection of these teaching materials.

According to Kalaiye (), ents need as many English language tools for chalkboard demonstration. He determined that the current state of affairs, in which the English language is mostly taught with chalkboards and chalk, did not promote adequate comprehension of the subject.

In addition to other criteria, ies have linked low material usage to inadequate knowledge of instructional materials. The of a teacher to choose these materials is mostly dependent on his or her education and creativity (Udo, 1988).

1.2 MENT OF THE PROBLEM

It has been noted that English is taught and learned without the use of instructional materials in our schools, especially our universities. The use of teaching materials would have necessitated a reduction in the amount of abstract explanations given by teachers in the present day. During room instruction, ents make no effort to use their textbooks.

Many of them still do not use them as additional learning resources outside of school.
The question then becomes, do our institutions have the majority of these materials for practical room work? It is unclear how English teachers pick and utilize these materials.

If such resources are available in their schools, such as overhead projectors, slides and film strips, micro projectors, tape recorders, and radios. Thus, the purpose of this y was to investigate the function of instructional materials in the English language room.

1.3 PURPOSE OF THE STUDY

The y’s aims are as follows:

Determine the of instructional materials in the English teaching and learning at the University of Benin
Determine which instructional materials teachers and ents at the University of Benin can utilize most effectively to teach and learn English.
To provide solutions to some of the challenges caused by teachers and ents’ non-use of instructional media.

1.4 RESEARCH HYPOTHESES

The researcher formulated the following research hypotheses for the successful completion of the y:

At the University of Benin, instructional materials have no part in the teaching and learning of English.

.H1: instructional materials play a in the teaching and learning of English at the University of Benin.

There are no answers to the challenges associated with teachers and ents not using instructional media.

H2: there are answers to some of the problems caused by teachers and ents’ failure to use instructional media

1.5 of the Research

The instructional materials should stimulate and maintain the learner’s interest, provide suitable teacher-learner exchanges, and motivate the learner to acquire greater experience and expertise in the lesson.
The findings of this y will assist educators in recognizing the need to supplement their teaching methods with educational materials. In addition, they will view the fundamental instructional materials for the efficient teaching and learning of the English language.

This work will be of great assistance to the in procuring the necessary teaching materials for English es. Having considered the relevance of instructional materials in this effort, the will also foster a culture in our schools that places a rigorous emphasis on the frequent and effective use of instructional resources.

English language learners will be organically compelled to utilize their textbooks and other educational resources in and out of school.
In addition, other researchers will find the material beneficial for purposes of recommendation.

1.6 RADIUS AND RESTRICTIONS OF THE STUDY

The scope of this y encompasses the influence of instructional materials on the teaching and learning of English at the university of Benin. The researcher faces a constraint that restricts the y’s scope;

a) AVLABILITY OF RESEARCH MATERIAL: The researcher has insufficient research material, consequently limiting the scope of the investigation.
b) TIME: The time allotted for the y does not allow for a broader scope because the researcher must mix it with other academic activities and examinations.

1.7 DEFINITION OF TERMS

INSTRUCTIONAL MATERIALS refers to a collection of print and non-print materials and equipment chosen, organised, and situated to suit the requirements of the ents and teachers and advance the school’s mission.

EDUCATION: Specific assertions of behavior made by a ent after a time of ying demonstrating that they have acquired knowledge. Strategies for learning and teaching approaches. Activities selected by the teacher to facilitate ent learning. Lecture. The instructor’s introduction and delivery of a topic at a predetermined time transfers information.

English is a West Germanic language that was first used in early medieval England. It is currently the third most frequently spoken native language in the world, after Standard Chinese and Spanish, and the most extensively spoken Germanic language.

 

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The influence of instructional materials on the teaching and learning of English at the University of Benin.

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