AVAILABILITY, UTILIZATION AND EFFECT OF INSTRUCTIONAL MATERIALS IN TEACHING

BASIC TECHNOLOGY IN SECONDARY SCHOOLS IN ONELGA, RIVERS STATE.

PROPOSAL REPORT

BY

IGWE, CHINAKA CHINWA

PG.2014/01382

FACULTY OF TECHNICAL AND SCIENCE EDUCATION

DEPARTMENT OF SCIENCE AND TECHNICAL EDUCATION
( MECHANICAL OPTION)

RIVERS STATE UNIVERSITY OF SCIENCE AND TECHNOLOGY NKPOLU-

OROWORUKWO, PORT HARCOURT

SUPERVISOR
PROF.(MRS) J.I. ALAMINA

JUNE, 2016

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 ABSTRACT

The study focuses on the availability and utilization of instructional materials and students’
achievement in basic technology in secondary schools in Ogba/Egbema/Ndoni Local Government Area
of Rivers State. A proportional stratified random sampling method will be adopted to select 700
students from 10 selected Government Secondary schools. Four research questions will be answered
and three hypotheses will be tested at 0.05 level of significance. 75 items on the instrument will be
used to ascertain the availability and utilization of instructional materials and students achievement.
The reliability of the instrument will correlated using Pearson Product Moment Coefficient (r). Mean
and standard deviations will be used to answer the research questions, and this will also be used to
test the hypotheses.

Comment
Leave out the abstract. My comment on it will be made when the work is completed.

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 CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Basic Technology is a subject introduced in the year 2007 to students at the Junior
Secondary School level that enables the study of the basics or rudiments of technology.
At the inception of the 6-3-3-4 system of education, it was called “Introductory
Technology” but currently in the 9-3-4 system of education it is called “Basic
Technology”. The National Policy on Education (FRN, 2004) defined it as the aspect of
education which leads to acquisition of practical and applied skills as well as basic
scientific knowledge. It is also a subject that deals with the fundamentals of
engineering and technology and its components include: Woodwork, Metal Work,
Building construction, Electrical/Electronics, Computer, Mechanics, Technical Drawing,
and so on. In order to reduce ignorance about technology and help to lay a solid
foundation for true national development. Basic Technology subject has been accorded
a place in the school curriculum as a core subject like Mathematics and English
Language. Objectives of teaching Basic Technology subject in Nigerian Schools include:
- To provide pre-vocational orientation for further training in technology
- To provide basic technology literacy for everyday life and
- To stimulate creativity (FME, 2004).
Looking critically at the objectives stated above, every student is expected to develop
positive attitude towards the study of Basic Technology since It is the first time students
are introduced to technical subjects to have high students’ academic achievement in
Basic Technology.

Basic Technology therefore, is defined as a pre-vocational subject designed for those in

Junior Secondary Schools from Basic 7 to basic 9 in giving them the fundamental or
elementary knowledge, skill, ideas etc of what technology is, which will help them for
future development to solve or cope with modern technological problems and their
solutions.
Here, student achievement measures the amount of academic content a student learns
in a determined amount of time. Student`s achievement will increase when quality
instructional materials are used in teaching and learning of basic technology.
In the past, academic performance was often measured more by ear than today.
Teachers’ observation made up the bulk of the assessment, and today’s summation, or
numerical, method of determining how well a student is performing is a fairly recent
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invention. Grading systems came into existence in the United States in the Late
Victorian period and were initially criticized due to high subjectivity. Different teachers
valued different aspects of learning more highly than others, and although some
standardization was attempted in order to make the system more fair, the problem
continued. Today, changes have been made to incorporate differentiation for individual
students’ abilities, and exploration of alternate methods of measuring performance is
ongoing.
The tracking of academic performance fulfills a number of purposes. Areas of
achievement and failure in a student’s academic career need to be evaluated in order
to foster improvement and make full use of the learning process. Results provide a
framework for talking about how students fare in school and a constant standard to
which all students are held. Performance results also allow students to be ranked and
sorted on a scale that is numerically obvious, minimizing complaints by holding teaches
and schools accountable for the components of every grade.
Performance in school is evaluated in a number of ways. For regular grading, students
demonstrate their knowledge by taking written and oral tests, performing presentation,
turning in homework and participating in class activities and discussions. Teachers
evaluate in the form of letter or number grades and side notes, to describe how well a
student has done. At the state level, students are evaluated by their performance on
standardized tests geared toward specific ages and based on a set of achievement of
students in each age group are expected to meet.
However, there have been several studies on instructional materials and academic
achievement. For instance Momoh (2010) conducted a research on the effects of
instructional resources on students’ performance in West Africa School Certificate
Examination (WAEC) in Kwara State. He correlated material resources with academic
achievements of students in ten subjects. Data were collected from the subject
teachers in relation to the resources employed in the teaching. The achievements of
students in WAEC for the past five years were related to the resources available for
teaching each of the subjects. He concluded that material resources have a significant
effect on student’s achievement in each of the objectives.
In the same manner, Moronfola (1982) carried out a research in Ilorin Local
Government Area of Kwara State. She used questionnaires to collect data on the
material resources available for the teaching of some selected subjects in ten secondary
schools and related these to students’ achievements in each of the selected subjected
and to the amount of resources available for the teaching of the subjects.

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Finding showed a significant effect of material resources on the students’ academic
performance in these subjects.
In the same vein, Popoola (1990) investigated the effect of instructional resources on
the academic achievements of students in Ogun State. Five Secondary Schools in
Abeokuta were used for this study. Questionnaires were designed to elicit responses on
instructional materials that were available for the teaching and learning of each of the
three school subjects he examined. He collected WAEC examination results for five
years and compared achievements of students in schools with adequate material
resources and achievements of students in schools with inadequate material resources.
He found a significant different in the achievements of the two sets of students. The
schools with instructional materials performed better than those with inadequate
instructional materials.
However, Agina-Obu (2005) defined instructional materials as concrete or physical
objects which provide sound, visual stimuli or both to the sense organs during teaching.
Ikerionwu (2010) referred instructional materials as objects or devices which help the
teacher to make a lesson much clear to the learner.
Ogwa (2002) is of the view that a teacher who uses teaching aid to deliver his/her
lesson will convey more facts to the students at short intervals than one who use only
oral speeches for lesson delivery. He also stated in seven ways the importance of
instructional materials during lesson presentation as follows:
(i) The teacher saves efforts
(ii) The learner is active
(iii) Classification of concept
(iv) Retention of learned material
(v) Time is saved
(vi) Interest is captured
(vii) Reality in learn presentation
Instructional materials are materials that are use to aid in the transference of
information from one to another. These instructional materials could include power
point presentations (visual aids), books, articles, materials for project development.
They are also content that conveys the essential knowledge and skills of a subject in the
school curriculum through a medium or a combination of media for conveying
information to a student. The term includes a book, supplementary materials, a
combination of a book, workbook, computer software, magnetic media, DVD, CD-Rom,
computer course ware, online services, or an electronic medium, or other means of
conveying information to the student or otherwise contributing to the learning process
through electronic means, including open- source instructional materials.
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Instructional materials are also the tools used in educational lessons, which includes
active learning and assessment. Basically, any resource a teacher uses to help him teach
his students is an instructional materials. Categories: Traditional Resources, Graphic
Organizers, Teacher – made Resources. Instructional materials are educational
resources used to improve students’ knowledge, abilities, and-skills, to monitor their
assimilation of information, and to contribute to their overall development and
upbringing.
Instructional materials are kind of tools or equipment that can help effectively the
instructor in theory teaching classroom or in practical assessment. Instructional
materials are also the physical tools that facilitate teaching as auxiliary tools in text,
visual or audio media both in print and digital format. Instructional materials are used
to enhance learning.
Instructional materials, the advantages of instructional materials in teaching are that it
can be used with groups of all sizes. It gives the students an opportunity to hear and
see the same information. Instructional materials are also supplements to the materials
composed by a teacher. Advantages of these materials are that they add different
perspectives to the teachers knowledge, and provide additional activities for students
to perform.
Critically, looking at the effect of instructional materials, instructional materials make
understanding concepts easier and increase attentions when learning something.
From the different points of view above, therefore instructional materials is defined as
any form of materials be it electrical or non-electrical tools or equipment (media)
produced or not produced by an instructor which he uses to bring proper
understanding in order to help him transfer skills, ideas, knowledge etc to the learner
effectively and efficiently.
Instructional materials (IM) or resources are available from many sources. Modern
education faces lot of problems. The attempt at solving these problems, which involves
the use of, organized combination utilization of people, materials facilities, equipment
and procedures to achieve the desired instructional materials, instructional media and
educational media virtually mean the same thing. They all involve media materials
derived from communication revolution, which can be used to promote teaching
learning process.
According to Agy (2000), instructional materials could be classified into:
(1) Visual material: such as picture, diagrams buildings, projectors, teachers
themselves(s) chart, real objects (realia) studies etc. These materials such as

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 books, newspapers, journals, magazines, pamphlets, handout or NTI modules
were also involved.
(2) Audio materials – such as tape recording cassette, cartridge, radio, dice, teleture,
teleconferencing, language laboratories, teachers voice. They appeal to the sense
of hearing.
(3) Audio – visual materials which include the television, video recording motion
pictures with sound tracks, slide and films trips projection with sound tapes, films
and multimedia. They appeal to both sense of hearing and sight.
(4) Materials/software include graphic materials, pointed materials, slide, filmstrips,
overhead transparency, tapes cassettes, and motion pictures.
(5) Equipment/hardware: examples include: blackboards, tape recorders, projectors
and video recorders. They are used in presenting materials, static or display such
as chalkboard, flannel graph, flip charts, magnetic board, are also used in
presenting materials or lectures.
(6) Electronics: this comprises of radio, computer, e-mail, multimedia. These
teaching materials makes teaching and learning process more easy and concrete.
(7) Non-projected media include books and other printed material, objects,
specimens, models a mock-up graphical materials bulletin board that exhibits
black boards, buildings, field trips simulation and games.
(8) Two-dimensional instructional materials include flat pictures, graphs, chart,
diagrams, posters, conic, cartoons, slides, films, trips and films. They are also
non-projected materials with characteristics of being flat and light and may be
either in opaque or transparent from. They have length but no height hence they
are 2 dimensional aids.
(9) Three-dimensional instructional materials include: models, mock-up objects,
specimens, laboratories, simulation and games. They are non-projected
materials. Characteristically, they have length, breath, height, hence they are
called 3 dimensional.
Instructional materials generally make the teaching process easier. However, in order to
appreciate the importance of instructional materials in the teaching-learning process,
Rhert et al (2001) consider the reasons for using them. They include to help:
1) Gain and hold the attention of the learner
2) Provide visual aspects to a process or techniques
3) Focus attention on highlight of key points
4) Create impact
5) Facilitates the understanding of abstract explanations

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6) Provide a common fretwork of experience to a large number of learners
7) Stimulate reality
With this, instructional resources help to concretize the learning process. Hoban and
Zizzman (2006) stated that the value of audio-visual materials is function of their
degree of realism. The authors arranged various teaching methods in a hierarchy of
greater abstraction beginning with the total situation and culminated in words to the
top of the hierarchy. These include words, diagram, maps, flat, pictures, slide, films,
models and objects. For this, total situation involves much concreteness of the
teaching-leaning situation words only convey little or no concreteness in the teaching-
learning process. In effect, the type of instructional materials used depends on what
the author wants to demonstrate, for instance, the reasons for media is to create clear
ideas of something e.g. Real object (realia) models as follows:
1) To give visual access to something this may be inaccessible to clarity abstract
information which may be difficult to communicate verbally. Examples are model
picture, photo, posters and diagrams
2) To condense large qualities of information e.g. diagram and handout.
3) To promote mental activities of students, examples are handout, textbooks, films
and picture.
4) To teach language pronouncement e.g. audio tapes,
5) To support work of the tutors e.g. sound recordings.
Common types of learning resources of instructional materials include the following:
(a) Chalkboard
(b) Books and other printing materials
(c) Graphics
(d) Real objects
(e) Models
(f) Overhead projector
(g) Electronics: radio (cassette tape), television, video (cassette recorder (VCR),
computer).
Olahimola (1996) stated that different subjects at different levels in the educational
system show that instructional materials used by tutors serve to make concepts and
ideas real. They make learning more interesting, more real and lively. At all level of
education. Instructional materials are very important in the attainment of desired goals
and objectives. The traditional chalkboard method of teaching involves only the
learning sense of hearing and the easily lose of interest after sometime. However, the
utilization of instructional materials in teaching and learning situation involves not only

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the sense of hearing but also the sense of sight and touches, looking at educational
practices, the Chinese proverb conclude that.
I hear - I forget
I see - I remember
I do - I understand
Kindler (1993) stated that people generally remember;
10% of what they read
20% of what they hear
30% of what they see
50% of what they hear and see
70% of what they say and
90% of what they say as they do a thing
For this reasons, instructional materials plays a very big role in teaching and learning
process as enumerated below.
(a) It helps the tutors to provide his students with meaningful sources of information
(b) Help the tutors by providing him with means of wildering his students of
information
(c) Being experts with learning resources in the classroom
(d) Allow members of a group or class to share equally the same teaching experience
(e) Provide the tutors means of exposing the students to a wide range of learning
activities.
Okwudibia (2005) highlighted the functions of instructional materials the promotion
of learning that instructional materials
(i) Provide increased interest in learning
(ii) Hold the learner’s attention
(iii) Provide the learner with opportunities of interacting with their social and
physical environment (excursion)
(iv) Offer learners opportunity for independent and individualized learning
(v) Supply concept basis for conceptual thinking
(vi) Offer opportunities for learner to develop their abilities and skills
(vii) Promote the acquisition and longer retention of knowledge
For this point, instructional materials help to promote the understanding of teaching-
learning process among other function. Good availability and utilization of instructional
materials should be appreciated, free of bias, up to date, easily obtainable and should
not be too expensive. It also leads to more understanding and increase the interest of
students in the teaching and learning process for achievement of students in basic

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technology in Secondary Schools in Ogba/Egbema/Ndoni Local Government Area of
Rivers State.

1.2 Statement of the Problem

Considering the need for technological development, coupled with the fact that Basic
Technology is a very vital subject for technology development, its teaching and learning
as well as students’ academic performance in it have become a source of concern to
the researcher. It is surprising that despite the efforts of government, individuals and
non-government agencies in enhancing the educational development in Nigeria, the
Rivers State Post-primary School Management Board (2010) has shown that the general
academic performance of students in Basic Technology has declined greatly. It was also
observed that poor performance of students in Basic technology has been so high in
many Nigerian public schools in the recent years (Federal Ministry of Education 2014).
This raises a question on the method and instructional strategies employed. Teachers
seems to adopt the verbalistic and theoretical method as a way of teaching and
learning the subject rather than using instructional materials (Olagunju, 2000). Esu,
Enukoha and Umoren (2004) affirmed that the use of instructional materials facilitate
learning of abstract concepts by helping to concretize ideas and stimulate learners’
imagination. Moreover, instructional materials help to increase active participation in
the learning process while saving teacher the much energy involved in all verbal
instructions. In the same vein, Mathew (2012) stated that the use of instructional
materials make teaching and learning effective as it enables learners to participate
actively in classroom instruction. The question now is, to what extent does the use of
instructional materials affect learning and students achievement in basic technology in
Junior Secondary Schools in ONELGA, Rivers State.

1.3 Purpose of the Study

The study focused on the availability and utilization of instructional materials and
student’s achievement in basic technology in secondary schools in Ogba/Egbema/Ndoni
Local Government Area, Rivers State. Specifically, the study will;
(i) Identify the availability of instructional materials used by the teachers in teaching
basic technology subject in secondary schools in ONELGA, Rivers State.
(ii) Identify the utilization of instructional materials used by the teachers in teaching
basic technology subject in secondary schools in ONELGA, Rivers State.
(iii) The frequency of use of these instructional materials are used by the teachers in
teaching basic technology.

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(iv) the perceived impact of the use of instructional material on student`s
achievement.

1.4 Research Question

Based on the aims of the stated purpose of the study, the following questions were
proffered in order to elicit vital information/solutions to curb the menaces of the study
which includes:
(i) To what extent are instructional materials available for teaching basic technology
in Secondary Schools in ONELGA, Rivers State?
(ii) To what extent are instructional materials being utilized in teaching basic
technology in Secondary Schools in ONELGA, Rivers State?
(iii) What is the frequency of the use of these instructional materials for teaching
basic technology?
(iii) What are the perceived impact of the use of instructional materials in the
teaching of basic technology in ONELGA, Rivers State?

1.5 Hypotheses
The following null hypotheses, which will be tested at 0.05 level of significance, have
been formulated for the study.

Ho1: There is no significant difference between the mean response to male and female
students on the utilization of instructional materials in teaching basic technology
in Junior Secondary Schools.
Ho2: There is no significant difference between the mean response to male and female
students on the frequency of use of instructional materials in teaching basic
technology.

Ho3: There is no significant difference between the mean response of male and female
students on the perceived impact of the use of instructional materials in teaching
basic technology

1.6 Significance of the Study

The study is expected to be of great advantages to the teaching and learning of Basic
Technology and other subjects offered in the upper basic school. Instructional materials
help to facilitate teaching, creation and distribution of contents during learning. Thus, a
study focusing on the use of instructional materials based on contents would definitely
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ensure quality materials for effective teaching and learning to achieve educational goals
and objectives. This study might guide the Educational service Divisions of the Federal
and State Ministries of Education, Local Government Areas; officials in charge of
materials selection for teaching and learning in selecting appropriate materials to teach
Basic Technology. This study could gear up designers of materials to review some
aspects of their works towards achieving the goal of contributing to students’ adequate
acquisition of the necessary skills in science and technology. Also, the result from this
study might enable the designers to improve the contents of the materials to make the
users of the materials gain more from the materials.
Similarly, for a teacher to succeed in the classroom, instructional materials should be
used to complement the teachers work and to open channels for communication.
Findings from this study would contribute significantly to the effective learning of basic
technology in upper basic schools. The result of the research would help education
stakeholder such as students, teachers, schools, administrators, parents, government
and society to better understanding the benefit of relating basic technology curriculum
with instructional basic technology materials.
This study might open up science teachers’ mind to the effectiveness of the materials
they use for Basic Technology. The study would make teachers to see the need to use
the materials and make necessary suggestions to officials from Ministry of Education as
guides in selecting materials.

1.7 Scope of the Study

The researcher restricted the study only on the following :-
(i) Availability of instructional materials required for the teaching of basic
technology,
(ii) Utilization of instructional materials required for the teaching of the basic
technology,
(iii) Frequency at which of available instructional materials are utilized in basic
technology.
(iv) Perceived impact of the available instructional materials required for the
teaching of basic technology.

1.8 Operational Definition of Terms

Basic Technology: it is a subject offered in Junior Secondary Schools in Nigeria which
introduces students to basics or rudiments of technology.

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Instructional Materials: These are devices through which knowledge, skills, attitude,
ideas, beliefs and values get transmitted to the learner by the teachers in order to
enhance teaching and learning process.

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 CHAPTER TWO
REVIEW OF RELATED LITERATURE
The main aim of this chapter is to present already existing view of people in related
topic on “availability, utilization and effect of instructional materials in teaching basic
technology in secondary schools in Ogba/Egbema/Ndoni Local Government Area of
Rivers State. This chapter is sequentially arranged and discussed under the following
sub-headings:
2.1 Theoretical Framework

2.1.1 The Theory of learning

The theoretical framework of this research hinges on the theory of learning as
described by cognitive psychologists. In theory of cognitive development, mental ability
is closely related to language ability. As child grows older, vocabulary and word usage
becomes the best single indication of his intelligence. Sensory motor ability is the basis
of intelligence and other ingredients are ability to perceive situations accurately, to see
relations, to remember, to use good judgement and to persist in solving problems. The
twenty-six psychologists posited that in attempt to learn anything a child must pay
attention to it. It also involves exploration of the visual field, fixing the eyes successively
on different parts rating these parts and anticipating phenomenon that are not yet
clearly perceived (Akanbi, 1989 ).
This study is of the opinion that basic technology teachers should use the materials that
could enable students to easily perceive learning situations in a positive way, especially
in the teaching of basic technology. According to Akanbi, (1989), four stages in the
development of cognition or intelligence. This concept of stage implies that
development takes place in unvarying steps like sequence, regardless of the child’s
culture or education. According to Akanbi, the child begins rudimentary, concept
formation at the pre-conceptional thiking stage. Here the child begins to classify things
in certain classes because of their similarity. Here he explains that the child’s rather
than his logic begins either deductive or inductive, it is transductive. This study here is
of the opinion that the teacher should be able to present instructional materials that
would enable the students to overcome the problems of transductive. The study here is
of the fact that inability of the teachers to utilize the appropriate methods and
materials to teach certain concepts in basic technology has contributed to poor
students academic performance in the subject (Farrant, 1980).

2.2 Conceptual Framework of instructional materials

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2.2.1 The Definition and Conceptualization of Instructional Materials and Utilization
The concept of instructional materials referred to as instructional aids, have gone
beyond simple aids, instructional technology and media to communication and
educational technology. According to Olawale (2013) instructional materials include
materials used to facilitate learning for better results. In the same vein, Uzuegbu,
Mbadiwe and Anulobi (2013) refer to instructional materials as any device used to
assist the instructor in the preparation of a lesson, teaching of the lesson and facilitate
students’ learning of the subject matter. They include those subjects that are
commercially acquired or improvised by the teacher to make conceptual abstraction
more concrete and practical to the learner (Iwu, Ijioma, Onoja and Nzewuihe, 2011).
These are relevant materials utilized by the teacher during instructional proceeds for
the purpose of making the contents of the instructions more practical and less vague.
Instructional materials are also described as concrete or physical object which provide
sound, visual or both to the sense organs during teaching (Agina-Obu, 2005). Thus,
instructional materials could be regarded as the information dissemination devices
used in the classroom for easy transfer of learning. They provide first-hand experience
where possible or of vicarious one where only that is feasible. The instructional
materials as the name suggests, are materials of visual audio and audio visual category
that helps to make concepts abstracts and ideas concrete in the teaching/learning
process (Fafunwa,2010).They are also materials which the teacher uses in
supplementing his teaching (Adeniyi, 2011). Instructional materials include materials
used to facilitate learning for better results. Likewise, it is the use of the chalkboard,
charts, models, overhead projectors, films, television and computers in teaching
process (Federal Republic of Nigeria, 2004 revised). Hence, it is not just the use of tools
of technology alone but a systematic, integrated organization of machines hardwares
and softwares and man, teachers etc to the solution of problems in education. In order
to ensure an effective teaching learning process, it is important for the teacher to be
thoroughly acquainted with the teaching resources and services available to him. The
components of instructional materials available to teachers and students are in large
numbers and also very according to the functions of each of them. Pictures (motion and
still) graphics, maps, radio-recording and play back and the equipments used to get
some of these utilized can be regarded as the components of Audio-visual Aids, or
Instructional Aids. Examples, of instructional materials are charts, maps, diagrams,
comics, models, globes, slides, film trips, television, radio, cassettes, video, recorders,
cinemas, public address system, laboratories and museums, flash cards, flannel boards,
card boards, calendars, computers, etc. More so, instructional materials are devices and

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schemes which aid instruction. Everything which the teacher uses in instruction are
called instructional materials or teaching aids. Therese materials can be real or
substitutes, but have a common goal. They hasten in the transfer of knowledge, skill
and values from the teacher to the learners in the teaching-learning process. The
specific and practical nature of Technical Vocational Education and Training (TVET)
education with a large percentage of it being visual since manipulative skill is involved
laid itself to the effective use of instructional materials to effect complete
understanding on the part of students. Instructional materials help bring students face
to face with the world which education intends to introduce to them.

2.2.2 The Significance of Instructional Materials

Many educationists agree that instructional materials bring about improvement in the
teaching/learning process as well as permit teachers and students to interact as human
beings in a climate where people control their environment for their own best purposes
(Aniayewu,2010).
Also, most educators generally and equally agree that the creative use of variety of
instructional materials will increase the probability that student would learn more,
return better and bring about the skills they are expected to perform (Adewoyin,2011).
Apart from their ability to process meaningful sources of information, instructional
materials help the teacher with the means of extending his horizon of experience as
well as providing the teacher with rich sources of procuring communicative materials
which could be produced jointly by the teacher and the students (Osalusi, 2012).
Furthermore, several students have been conducted to test the value of instructional
materials and other sensory devices. These researches here proved that instructional
materials when properly used in teaching learning situations can accomplish a lot of
complex tasks (Lowenstein, 2012). The instructional materials also offer real
experiences in giving the teacher basis for thinking and understanding. They supply
concrete basis for conceptual thinking and therefore reduce meaningless responses of
students (Ismail & Aleem, 2013). At the same time, they overcome the limitations of
time, space and size by helping the students to understand things that are too small or
too big, or too slow or too fast (Adeniyi, 2011).
Therefore, instructional materials can provide members of a group with a common or
joint experience. The break language barriers and ease difficulties and in the end make
the lesson more meaningful. They save time and thus enable students grasp ideals
more effectively and faster. Likewise, they help to simplify and emphasis facts and
clarify difficulties.

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They reinforce other teaching methods and materials. They improve the efficiency of
other method and effectiveness of teaching process.
However, before a teacher selects his instructional materials, he should consider the
following which will serve as his criteria for selection.
(a) Relevance: As much as possible, teachers should make sure that the Instructional
Materials so selected can be used to achieve the objective of the particular
lesson. It is wrong for a teacher teaching metal work tools to come into the class
with a wood required to teach driving tools. In this case, the instructional
materials cannot be relied upon to achieve the objective of the lesson.
Care must be taken to ensure that only instructional materials that relate to the
topic are used while teaching.
(b) Cost: The instructional materials should be within the reach of the teacher or the
school. The cost of the instructional materials will determine whether it can be
bought and used or not; otherwise the teacher selects only that instructional
material that costs less. In an event of the inability of the school and age limit. It
is wrong to bring into the class instructional materials that cannot be easily used
to convey meaning of facts, ideas and concept to the students because of the
limit of the learner. A primary one school child may not be interested in a lesson
in which telescope is used to present facts. This means teaching instructional
materials are not just selected on the basis of their attractiveness but on the
basis of certain criteria that will ensure their effectiveness in the teaching and
learning processes.
2.2.3 Importance of Effective Utilization of Instructional Materials in Basic
Technology Instruction
Several people have written on the importance of instructional materials to teaching.
Agbulu and Wever (2011) posited that instructional materials are important because
they are used for the transference of information from one individual to another; help
the teacher in extending his learner’s horizon of experience. Stimulate learners’ interest
and help both teachers and students to overcome physical limitations during the
presentation of subject matter, among others. Also, most educators generally and
equally agree that the creative use of variety of instructional materials will increase the
probability that student would learn more, retain better and bring about the skills they
are expected to perform (Adewovin, cited in Olawale, 2013).
Effective instruction in basic technology subject cannot be fully accomplished without
the use of instructional materials. Their use promotes closer and effective
communication between the teacher and the learners. Specifically, the use of
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instructional materials is relevant to the basic technology teacher in the following
areas:
- It provides the basic technology teacher with interesting and competing
platforms for conveying information since they motivate learners to learn more
and more.
- Their use helps the teacher to overcome physical difficulties that could have
hindered his effective presentation of a given topic.
- They are used to explain points, create reality and supply events, encourage
active participation
- Their use saves the teachers’ time
- They provide meaningful and useful sources of information to teachers
On the other hand, adequate and appropriate utilization of materials by basic
technology teacher enable basic technology students to:
- Develop positive attitude and healthy self-concept because successes in carrying
out the activities make basic technology students believe they can do it.
- Enjoy and appreciate their subjects of study
- Develop understanding and judgment
- Develop functional knowledge and manipulative skill
- Visualize or experience something
- Facilitate different learning styles
- Stimulate learner’s interest and curiosity
- Develop continuity of reasoning and coherence of thoughts
- Posses opportunities for private study.

2.2.4 Importance and Uses of Instructional Materials

According to Bajah, (2002) the followings were some of the reasons for using
instructional materials:
i. A good instructional material can supplement spoken or written words.
ii. It can bring teaching to life in a way which word cannot.
iii. Words can describe people, places and objects but a picture immediately brings
reality.
iv. A teaching aid can simplify and clarify what is complex and difficult to express in
words.
v. Instructional material have motivational value for them to develop the interest of
the student.

18
vi. Instructional materials can also promote retention as we can understand from
the Chinese proverb that says “what I hear I forget, what I see I remember, what I
do I understand”.
vii. They save time, and energy what you will explain in ten minutes, will be possible
in less time with the use of instructional materials.
Aids implies to help in teaching of basic technology, not to be substitutes for teaching
the subject, nor for teaching, rather, it should be used to supplement oral explanation
and descriptions. Adeyemo (2005) stated that basic techonolgy involve a lot of simple
tests and activities while the students must involve in, at the secondary school level so
as to acquire the necessary skills and experiences. This can only be enhanced with the
aid of instructional material. Bakare (2006) said, “instructional material” include self-
supporting materials which are used by the teacher to present a complete body of
instruction”. They make a lesson to become more explicit and interesting. Teaching aids
are prime importance of both dull and bright students. Ogundele (2007) considered
teaching aids as an essential part of teaching methods which helps the teacher to
express its subject concept to the learners thus promoting students’, performance.
That, such aids or materials, should be the responsibility of the basic technology
teachers. Olaitan (2004) stated that instructional materials are normally used during
instruction to enhance proper or effective learning and to encourage retention. They
reduce the workload of the basic technology teacher in the classroom, reinforce and
add clarity to learning.
Ozorehe, (2008) said that instructional material aids teachers competence and
effectiveness of instruction and class control. It makes the learning environment more
attractive, appreciable, conducive, bearable and realistic. The learner’s attention is
better controlled and sustained. Section ten in the National Policy in Education stated
that objectives of learning materials are to:
i. Enhance teaching and improve the competence of teachers.
ii. Make learning more meaningful for students
iii. Develop and promote the effective use of innovative materials in schools.
In the same line, Ajayi et al (1999) outlined the following reasons for the importance of
using teaching aids in teaching and learning process in our educational settings. They
aid learning by aiding the sense of seeing, hearing and touching. They direct teachings
to its goals, makes lesson become interesting, arouse students’ interest and motivate
them to learn. Teaching aids are valuable in the following situation:
a. When the object of instruction is either too big or too small to too spread out to
be seen effectively by the students

19
b. When an object is inaccessible to students, such should be displayed to the class
with models.
c. When a process being studied is very slow, the basic technology teacher may use
pictures or diagram or circuit to illustrate the various stages involved.
When using teaching aids, it is important that basic technology teachers to consider the
following suggestions.
i. Ensure that the material is accurate and acceptable to the students.
ii. Preview such materials before using them in the class
iii. Arrange the materials in such a way that the students will see it from the place
they are sitting.
iv. Use the materials in the appropriate time in the lesson and after that remove
them.
v. Do not use only one type of teaching aid to the exclusion of others.
vi. Always remember that students are different in age/maturity, interest and
experience. It is always an advantage to combine the aids to meet the need of
various students. The class needs showed determination of the types of aids to
be used. Do not cause confusion by presenting too much information (Ajayi, et al,
1999).
Ajayi, et al, (1999) further observed that instructional materials are versatile tools that
used in different ways for effective teaching and learning of basic technology. These
aids convey facts and ideas in all forms of communication. They offer quite an easy way
of presenting information.
Students’ poor performance at the senior secondary level, as indicated in the last
paragraph, points to one thing; everything was not well with the education received by
the students at the junior secondary school, the level that is of interest of us. That they
performed poorly in subjects like physics and mathematics could only mean that they
had not been properly groomed in subject like Basic Technology at the JS1, JS2 and JS3.
Ajayi et al (1999) further outlined some of the importance of instructional materials if
the materials or resources are carefully selected, they should:
1. Help to give correct initial concept.
2. Help students to learn more
3. Speed learning processes
4. Provide experiences which are not known before
5. Arouse interest by attracting attention
6. Clarity and give definite meaning to words and the combat verbalism.
7. Intensity expressions
20
8. Supplement other learning and serves as reminder.
9. Save time of basic technology teachers and students.
10. Motivate, develop and change attitudes
11. Vitalize instruction and provide variety in teaching
12. Build and sustain interest
Ibrahim (2000) stated that instructional material assist basic technology teachers in the
achievement of stated objectives and also help the teachers to make lesson explicit to
the students. Fakomogbom (2000) also reported that instructional materials possess
the quality of influencing the physiological, motivational and structural position of the
learners. It aids the achievement of any one of the following in the teaching learning
process: Attention and motivation, orderliness in the classroom, lesson presentation,
recall and remembering, guidance, active participation and response, feedback,
assessment of performance and evaluation.
In summary, Oladipo (2001) asserted that instructional materials are important tools for
enriching, visualizing, simplifying, transmitting and accelerating the teaching and
learning processes, thus enhance students’ academic performance in basic technology.
He further said that, “effective instruction with instructional materials in the classroom
requires careful planning by the basic technology teacher.” This implies that basic
technology teacher should take time to apply special knowledge and skill with respect
to selecting, producing and using different kinds of instructional materials.
2.2.5 Instruction Materials in teaching and learning
The term “instructional material” according to Romiszowski (1988), refers to devices
and materials employed in teaching and learning. It includes hardware like radio,
television, tape recorders, video tapes and recorders and projectors: and, software like
transparencies, films, slides, teacher-made diagrams, real objects, cartoons, models,
maps and photographs (Opoku-Asare, 2004).
Similarly, Scanlan (2003) indicates that “instructional materials” encompasses all the
materials and physical means an instructor might use to implement instruction and
facilitate students’ achievement of instructional objectives. This may include traditional
materials such as chalkboards, handouts, charts, slides, overheads, real objects, and
videotape or film, as well newer materials and methods such as computers, DVDs, CD-
ROMs, the Internet and interactive video conferencing.
According to Azikiwe (2007), instructional materials cover whatever the teacher uses to
involve all the five senses of sight, hearing touch, smell and taste while presenting his
lessons. In a similar vein, Adegun (2009) says that instructional material are things

21
which are intended to help to teachers to teach more effectively and enable the
students to learn more readily.

They are used by teachers to present and illustrate teaching point, while students use
them to ensure maximum learning. They are classified as projected and non projected,
print and non-print, audio, visual or audiovisual and so on. Abimbade (2009) viewed
educational materials as a broad range of resources which can be used to facilitate
effective and efficient communication in the teaching and learning.
The use of various instructional materials in instruction motivates and leads to
acquisition of knowledge by both teachers and learners. It affords them the opportunity
to experience immediate feedback and become a real, direct and purposeful
experience (Anderson & Buskin, 2002, Onasanya, 2004). Olumorin (2010) defined
instructional materials in its simplest term as those materials that helps the teachers to
teach with ease and the learners to learn without stress.
Talabi (2012) asserts that instructional materials are generally designed to provide
realistic images and substitute experience to reach curriculum experiences. The
materials are considered the most efficient facilitators in the education set up. They are
not substitutes for the teacher. Their use however, calls for an imaginative approach by
the teacher who needs to constantly be on the alert for new ideas and techniques to
make the lessons presented with different instructional materials achieve effective
outcomes.
Nkuuhe (2009) holds the view that instructional materials are all devices and materials
used in the teaching and learning process. According to Adekola (2011), instructional
materials are all available human and material resources which appeal to the learner’s
sense of seeing, hearing, smelling, tasting, touching or feeling and which assist to
facilitate teaching and learning. Instructional materials with its various types affect
different senses and act as an integral part of teaching and learning process and thus
helping to bring about meaningful experiences. An instructional material refers to
models, real objects and other materials in addition to the chalkboard and textbooks
that are brought to the teaching and learning process to induce understanding.
Ogunranti, (2010) opines that instructional materials are information carriers designed
especially to fulfill the objectives of educational communication as both in the teaching
and presentation of learning and this serve as aids to instruction. However, the need for
instructional materials is seen on the national policy on education (FRN, 2012). This
emphasizes the development and promotion of the use of instructional materials in
schools.
Print and Non-print materials for teaching Basic Technology
22
Resources for teaching Basic Technology could be printed such as textbooks,
workbooks, journals, mounted display and non-print such as films, videotapes,
television (Agun & Imogie, 1998, Fakomogbon, 2000). According to Abolade (1998),
print materials are the traditional system while the non-print materials are usually
called software and hardware in the field of educational technology.
STAN (1988) wrote that the advantages of using print and non-print resources in
teaching science are as follows:
a. They help focus the attention of students as they are what the teacher is talking
about and at the same time hear it explained.
b. They provide variety in teaching /learning activities and help to make the subject
matter more interesting.
c. They enrich students’ experiences by giving them the opportunity to see things
which they ordinarily may not be opportune to see.
Textbooks introduce students to a structured body of knowledge and acquainted them
with the terms and principles needed to acquire it (Hackbarth, 1996). He added that
textbook needs neither equipment nor electrical power; it is convenient to use and
requires very little maintenance. It is self-paced, students can skim through it, reared at
will and read ahead. He concluded that textbooks remain the principal aid to teaching
and learning.
Fayose (1998) opined that the most important areas of new development in library
resources are non book resources also; Elaturoti (1998) asserted that developments in
science and technology have made it possible for information to be recorded in non
book media which are relevant to the school curriculum. Fayose (1998), Elaturoti
(1998), Hughes-Hassell (2000), Agabi (2003) and Akpe (2005) respectively postulated
that non-print materials make learning more concrete and real and identified non-print
media to include: still pictures, posters, models, educational games, transparencies,
slides, films, audios, motion picture, video tapes, computer diskettes and realia.
Realia are real things or objects (Yusuf, 2000). They are materials that represent real
objects, specimens, evidences, artifacts and people. Onasanya (2004) opined that
models and mock-ups are three dimensional representation of a real thing. Models help
students to visualize technical subjects, physical properties and reactions and stimulate
the use of tools and equipment. They add the sensation of ‘feel’, example, the model of
heart or liver. STAN (1988) added that mock-ups are used by science teachers in
explaining concepts such as digestive system and electric circuit.
Films could convey certain experiences more powerfully than either print or pictures,
for example, films depicting soil erosion or the growth of a foetus (Hackbarth, 1996).

23
Radio, tape recorder and record player could be adopted for the purpose of conveying a
number of scientific facts to the students. By means of television, motion pictures,
phenomena or scientific study and analysis could be recorded and reproduced (STAN,
1988). Yusuf (2004) concluded that instructional resources when integrated into
instruction could enhance students’ academic performance.
Chalks and chalkboard can be used to present instructional content as immediate
sketchbook and they are essentially temporary for delineating ideas (Onasanya, 2004).
STAN opined that display boards such as flannel boards offer a means of demonstration
arrangements.
Pictures and symbols can be quickly and easily placed in position and can be removed
quickly. Also, a bulletin board or display board can assist the teacher in classifying
concepts and ideas in teaching-learning situations and in developing desirable abilities
and attitudes in the students. Display board is also useful for initiating units of study,
stimulating new interest and problems, posting the creative works of students and
displaying maps, charts and similar materials (STAN, 1988).

2.2.6 Characteristics of Instructional Materials

Odukwe, (1993) saw learning materials as essential part of practical teachings as such,
in classroom, pictures, charts and drawings should also be clear and neat. Odukwe
added that, it is not good for a teacher to plan a lesson without some ideas of how
he/she will stimulate or motivate his/her students by using pictorials illustrations
(pictures, diagrams) or materials illustrations. Olaitan, (2004) stressed that graphic
materials to be used in classroom should be simple, attractive, large enough and not to
be crowded with illustrations and colours. Ogundele (2007) pointed out that good
teaching aids must have the following characteristics. This is because; the importance
of any instructional materials lies in its ability to:
(a) Appeal to the senses (sound and sight)
(b) Attract and hold attention
(c) Focus attention on essential elements to be learned at the proper time.
In order to achieve the above objectives, any materials to be used as teaching aids must
satisfy the following characteristics:
- Flexibility: In the college or university, the teacher has been taught different ways
of teaching hence, while in the classroom a good basic technology teacher will
attempt to teach his/her lesson using a variety of methods and materials. He
should therefore, select or construct teaching aids that can be instantly modified
to suit change in the approaches to construction.

24
- Colour: Since pupils are attracted by bright colours, these should be used in the
preparation of teaching; also however, too much brightness should be avoided
since it may distract student’s intention from the objectives of the lesson and the
instructional material.
- Simplicity: Teaching aids must be simple and present only far ideas at a time. This
is because, students cannot comprehend complex ideas presented to them at a
short-time. If pictures are used, they should illustrate only a very far words or
actions. If more detailed pictures are used, student will not know that they are to
notice.
- Visibility: All the smallest detailed to be used in instructional materials should be
large enough to be seen by every student in the class. So, such should be placed
conspicuously in front of the class to present a clear view to every student.
Anyawu (1999) added that the characteristics of good teaching aids can be seen
under the followings:
a. Sufficiency: Teaching aids must be sufficient enough for us.
b. Writing and lettering: The lettering or writing must be bold, clear, neat and
readable.
c. Attraction: That the aids must be neat and attractive to arouse the interest of
students. All the lettering must be bold and attractive.
d. Purpose: The information in the aids must help the students in learning and must
be relevant to the lesson.
e. Accuracy: They must be accurate in content and language. There should be no
mistakes of facts or spelling, that is, misinformation.
f. Clarity: All details in the aids e.g drawings, pictures etc, should be easily seen by
the students farther away from it. Aids such as radio, tape and television should
be clear enough to be heard by all students.
According to Farrant (2000), the characteristics of instructional materials (teaching aids)
may be grouped into nine (9) categories – A, B, C as follows:
A B C
1. Accurate (4) Bold (7) Clear
2. Appropriate. (5) Brief (8) Clean
3. Artistic (6) Bright (9) carefully handled or finished

A: Accurate: Information presented on every visual should be up to date in every

aspect.

25
Appropriate: The visual aids for use, should be relevant to the topic as well as to
learners. Visual aids should be used at the exact time when they will convey the right
meaning they intend to convey.
Artistic: Pictorial information should be realistically produced to the extent that it will
make the same meaning of impression to every learner. It should be well produced.
Bold: Information should be boldly presented so that the viewers or learners can see
them clearly. Small pictures may not be visible from the back of the large class.
Brief: Only essential information need to be inserted in the visual aids to avoid over-
crowdedness and irrelevance. As a rule main ideas should be few and stand out clearly
for effective communication.
Bright: Bright vision may brighten the learner view of contents while dull ones may
cause a dull effect that may lead them to dozing off.
Clear: The visual aid for use should be clear so that every learner or viewer can quickly
grasp its content. “A clustered chart is a confusing chart, if there is a lot of information
to convey, develop a series of simple chart, rather than a single complex one”
( Abdullahi, 2005).
Clean: A dirty work is unattractive and put off learners. Visual should be clean and well
cared for, to avoid damages.
Carefully Handled or Finished: The planning and production of teaching aids, should be
carefully carried out to give a deserved impression of good visual. Finally, a good
teaching aid will provide adequate interaction.
2.2.7 Classification of Instructional Materials
There are different instructional materials available to be used in teaching basic
technology subject effectively, but not all topic require the same type and quality of
material. Hence, instructional materials are classified in different ways. The criteria for
classifying these materials include the degree of expertise/technical skills needed for
production, nature of the materials, physiological parameters or sensory modality, the
place the material is produced, and miscellaneous characteristics. Based on the
foregoing, instructional materials are generally classified into three forms, Audio or
aural instructional materials, visual instructional materials and audio-visual materials
(Oladejo, Olosunde, Ojebisi and Isola, 2011; Odianwu & Azubuike, cited in Olawale,
2013). Also, most educators equally agree that printed materials are the fourth major
category of instructional materials (Adekeye cited in Iwu, Ijioma, Onoja & Nzewuihe,
2011).
Audio or aural instructional materials are those devices that use of the sense of hearing
only, such as radio, audio-tape recording etc. Visual instructional materials refer to the

26
devices that appeal to the sense of sight only, such as the chalkboard, chart, slides, and
filmstrip. Audio-visuals are combination of devices which appeal to the sense of both
hearing and seeing, like television, motion picture and computer, etc. Printed materials
include textual materials such as magazines, news papers, journals as well as
programmed learning materials that students read and memorize for understanding of
technology principles.
Another common classification of instructional materials into projected, non-projected
materials and manipulative materials (Iwu, Ijioma, Onoja & Nzewuihe, 2011; Ogbondah,
2008).
Projected materials are forms of instructional materials that contain bits of information
that are projected on screen. They are basically devices that make use of electricity to
produce clear images on screen and give illusion to reality in teaching learning process
of basic technology subject. Types of projected aids commonly used in basic technology
instruction include radio, slide projectors, overhead projectors, tape
recorders/recording, episcope video cassette/video disc machine and computer
instructional system.
Non-projected materials refers to instructional materials containing bits of information
that do not require any form of projection before they can be utilized. They include
textual (printed) and non-textual materials such as charts, chalkboards, films, audio and
video tapes. Others are models, specimens or real object.
Manipulative materials are instructional materials which the learner handles skillfully
and expertly to bring about the desired behavioural changes. They express the channel
through which the required learning takes place hence cutting across all aspects of skill
development and mastering learning. They include real object or simulators in form of
machine operations being demonstrated, learnt and observed through instructional
process. Instructional materials (resources) of any form which are educational inputs
are of vital importance to the teaching of any subject in the school curriculum.
2.2.8 Print and Non-print materials for teaching Basic Technology
Resources for teaching Basic Technology could be print such as textbooks, workbooks,
journals, mounted display and non-print such as films, videotapes, television (Agun &
Imogie, 1998, Fakomogbon, 2000). According to Abolade (1998), print materials are the
traditional system while the non-print materials are usually called software and
hardware in the field of educational technology.
STAN (1988) wrote that the advantages of using print and non-print resources in
teaching science are as follows:

27
a. They help focus the attention of students as they are what the teacher is talking
about and at the same time hear it explained.
b. They provide variety in teaching /learning activities and help to make the subject
matter more interesting.
c. They enrich students’ experiences by giving them the opportunity to see things
which they ordinarily may not be opportune to see.
Textbooks introduce students to a structured body of knowledge and acquainted them
with the terms and principles needed to acquire it (Hackbarth, 1996). He added that
textbook needs neither equipment nor electrical power; it is convenient to use and
requires very little maintenance. It is self-paced, students can skim through it, reared at
will and read ahead. He concluded that textbooks remain the principal aid to teaching
and learning.
Fayose (1998) opined that the most important areas of new development in library
resources are non book resources also; Elaturoti (1998) asserted that developments in
science and technology have made it possible for information to be recorded in non
book media which are relevant to the school curriculum. Fayose (1998), Elaturoti
(1998), Hughes-Hassell (2000), Agabi (2003) and Akpe (2005) respectively postulated
that non-print materials make learning more concrete and real and identified non-print
media to include: still pictures, posters, models, educational games, transparencies,
slides, films, audios, motion picture, video tapes, computer diskettes and realia.
Realia are real thing or objects (Yusuf, 2000). They are materials that represent real
objects, specimens, evidences, artifacts and
people. Onasanya (2004) opined that models and mock-ups are three dimensional
representation of a real thing. Models help students to visualize technical subjects,
physical properties and reactions and stimulate the use of tools and equipment. They
add the sensation of ‘feel’, example, the model of heart or liver. STAN (1988) added that
mock-ups are used by science teachers in explaining concepts such as digestive system,
electric circuit.
Films could convey certain experiences more powerfully than either print or pictures,
for example, films depicting soil erosion or the growth of a foetus (Hackbarth, 1996).
Radio, tape recorder and record player could be adopted for the purpose of conveying a
number of scientific facts to the students. By means of television, motion pictures,
phenomena or scientific study and analysis could be recorded and reproduced (STAN,
1988). Yusuf (2004) concluded that instructional resources when integrated into
instruction could enhance students’ academic performance.

28
Chalks and chalkboard can be used to present instructional content as immediate
sketchbook and they are essentially temporary for delineating ideas (Onasanya, 2004).
STAN opined that display boards such as flannel boards offer a means of demonstration
arrangements.
Pictures and symbols can be quickly and easily placed in position and can be removed
quickly. Also, a bulletin board or display board can assist the teacher in classifying
concepts and ideas in teaching-learning situations and in developing desirable abilities
and attitudes in the students. Display board is also useful for initiating units of study,
stimulating new interest and problems, posting the creative works of students and
displaying maps, charts and similar materials (STAN, 1988).
2.2.9 Criteria for selecting and evaluating instructional materials
According to Akolo (2001), teaching aids were meant to be used when necessary. They
are not to be used for the sake of using alone. The following, are the criteria to consider
in selecting teaching aids:
a. Purpose: Aids should not be used only because they are attractive or because
students will like seeing them. Basic technology teachers should have definite
objective in mind before thinking of any aid. The objective to be achieved, this is
as immensurable and quantifiable outcome. This could be manipulative,
informative, or attitudinal which are usually based on a particular domains of
learning such as cognitive effective, and psychomotor.
b. Available and Durability: Instructional materials should also be selected for use
considering its availability in adequate number in the school to facilitate its
functional use, practical durability of the resources (materials) and equipments,
and face validity of the resources. Other considerations are given to up-to-
datedness of the resources (materials) case of management and operation,
familiarity, and replicability of its use.
c. Appropriateness: in selecting instructional materials for use, consideration is
given to time, space and when to use the materials (resources) for effective and
efficient use of instructional materials
d. Cost-effectiveness: The economy and cost-effectiveness is one of the pragmatic
determinants of instructional materials selection.
This include the cost-benefit analysis, its availability, viability, for a particular learning
situation. This is to ensure the integration of such materials (resources) to facilitate
learning and produce replicable result. Ogunranti (2001) noted that, no matter how
professional a teacher is, he/her interaction with students might not yield an effective
outcome as compared to teacher that made use of such versatile materials in his/her

29
teaching. Therefore, a teacher needs to support his/her teaching with appropriate
resources in order to advert the lesson. In the area of selection and use of instructional
materials in teaching, certain consideration should be taken as guiding principles. These
include the following:
1. Can the instructional materials serve the intended purpose?
2. Are the instructional materials readily available?
3. Are the instructional materials appropriate to the intended lesson?
4. Can the instructional materials serve as supplement to teaching?
5. Are the instructional materials carefully and systematically organized for effective
use?
The above stressed the importance of selecting an appropriate instructional materials
in teaching, in order to enhance students academic performance in the subject.
According to Ajayi et al (1999) audio visual instructional materials must be used
intelligently. Sufficient examples of classroom use of audiovisual materials have been
given to suggest six main principles for their intelligent use:
1. Select the resources (materials) in terms of learning goals.
2. Prepare the students for use for audiovisual materials (resources).
3. Prepare for operation of the equipment.
4. Provide opportunity for the students to participate
5. Provide follow-up activities
6. Evaluate the outcomes
2.2.10 Problem Facing Basic Technology in the Selection of Instructional Material
In spite of the advantages of instructional materials, there are problems confronting
their selection in basic technology. Among these problems are;
Lack of Fund: There is no adequate support or patronage from the government and
school administrators to encourage teachers of basic technology in preparing
instructional materials/resources. Some of the materials are very expensive to provide
by teachers. For example, projected, electronic mass media and media that are
retaining permanent knowledge to the students.
Teacher’s Attitude: Many of the school teachers are ignorant of using those
instructional materials and induction course, lecture: and seminars are not organized in
teaching profession as they are organized in the civil services to upgrade knowledge
and to facilitate the use of sophisticated instructional materials. Teachers also do not
make maximum use of the few instructional materials at their disposal, because many
of them do not have the knowledge of operating them.

30
Learner’s Attitude: Many learners are not interested in choosing basic technology as a
career, hence, they are ashamed and feel unconcern in supporting the teachers in the
necessary training on the use of preparation of instructional materials. Also, the
stealing of those instructional materials and problem of the students mishandling those
instructional materials while teachers are not in the classroom, there is the problem of
not leaving the instructional materials in the classroom, so that student can make use
of them at their leisure and convenient time.
Lack of facilities: Like resource room, demonstration workshop and library. Many
schools have no good building to store materials’ for safety and on the part of those
who have neglect basic technology and held the belief that it is not essential part of its
teachings.
2.2.11 Factors Affecting the Instructional Material usage
In determining the instructional materials to be used for the conveyance of information
in basic technology, the followings were the factors affecting the use of instructional
materials. Bakare (2006) outlined the following factors:
a. Nature of the subject matter and the objectives to be attained: if the subject
matter is such that is diversified, it may involve the use of more than one type of
instructional material to achieve its objective.
b. Number of learners/ students involved: If the number of learners to be taught
are up to one hundred (100), it would be more logical and efficient to use
microphone for the presentation of information.
c. The space of time available: Time is always limited and has its effect upon the
kind of instructional materials used. If there is ample time, the basic technology
teacher is more likely to use the chalkboard and other techniques that encourage
maximum participation. But when time becomes a limiting factor, the chalk and
talk would be preferred.
d. Facilities and Resources (materials) available: The kind and extent of physical
facilities and the instructional material available, including community resources,
affect the choice of instructional material that can be used.
e. Interest and ability of basic technology teacher: Most teachers have personal
preferences and more security conscious in using selected instructional
materials. Other things being equal, the teacher should use the methods that
he/she likes or uses best. This does not mean that he/she should not be sensitive
to other development that supplement or improve upon the instructional
materials he/she frequently uses.

31
f. Effectiveness of Instructional materials: All basic technology teachers should
evaluate instructional materials used in terms of the objectives to be
accomplished, and the situation at hand, and choose the one that will best meet
the goals of the programme. Balogun (2006) explained that school environment
as the physical and material resources to teachers and students to facilitate their
teaching and learning. If the school environment is not conducive and thus affect
student academic performance. Abdulhareem (2002): “resources-human and
material resources are not equitably distributed among schools in Nigeria”,
Fakomogbon (2000) observed that one of the causes of failure in Nigerian
Secondary Schools is inadequate school resources. He further explained that
cannot be overemphasized that the provision of adequate resources is a
prerequisite for adequate performance in schools. Most of our schools lack
necessary infrastructural facilities required for effective learning.
2.2.12 Problems Associated with the use of instructional Materials
The rapid growth of basic technology offers a formidable challenge to the basic teacher,
who may be almost paralyzed by the mass of details. However, the use of practical
instructional materials can simplify the learning process to a great extent. In order to
ensure an effective teaching learning process, it is important for the teacher to be
thoroughly acquainted with the teaching resources and services available to him.
Instructional materials for basic technology subjects instruction at secondary
schools are not adequately available; more so, how to make the best instructional use
of those available with the modern innovation are grossly lacking and faced with a lot
of problems in its use by basic technology teachers (Aneale, 2000; 2004; Bello &
Shuaibu, 2013; Medugu, 2009; Umunadi, 2009; Taale & Mustapha, 2014). Some of the
revealing problems as highlighted by these researchers include:
- Poor teachers’ professional knowledge and technical know-how to teach practical
skill content areas of basic technology
- Low teacher competence in the area of effective instructional resource
utilization.
- Failure to appreciate the importance of using instructional materials in promoting
and understanding of basic technology principles.
- Insufficient awareness of types of instructional materials for use in teaching
different basic technology contents.
- Insufficient time allocation to accommodate effective instructional materials
utilization in basic technology instruction
- Lack of finance to acquire or improvise needed instructional materials.

32
- Environmental factors such as little or non-availability of equipped library,
laboratories, workshops, water supply, affects the effective utilization of
instructional materials.
- Poor maintenance culture of existing instructional materials especially projected
and manipulative types
- Lack of opportunities for in-service training/refresher course for serving basic
technology teachers to update their knowledge periodically in the light of new
research findings and resource development.

2.2.13 Problems Militating Against Effective Use of Basic Technology Instructional

Materials
Bakare (2006) observed the following problems to effective use of instructional
material.
a. Emotion and Feelings: The way a communicator reacts spontaneously and
negatively will affect his/her message and such may lead to distortions of the
message during presentation. Self-concept or personal or audience personal or
audience perception: This is a psychological term which refers to the learners
self-worth, perception of self and interpretation of other people’s perception or
individuals. Learners have their various levels of understanding of how they use
things, or how any of the parties involved in communication achieve a message,
goes a long way towards affecting the truth about it. the learners feelings of
adequacy, its expectancy level in learning are largely determined by sense of
positive self worth. External Disturbances and noise could discomfort
information. Students cultural background or educational level of learners affects
communication. The cultural background of students contributed to the problem
militating against the effective use of instructional materials, thus affecting the
academic performance in basic technology as an individual learning, is generally
affected by his or her cultural background and the opportunities provided for
formal education in that culture. In fact, individual learning and problem-solving
strategy may be said to be largely a product of his or her cultural stimulation. The
experiences collected from formal and informal training received in individuals
culture, also help to direct his or her future learning strategies and serve as
learning core for reducing the thresholds of our learning competence. Conflict in
goals or objectives – result when the instructional materials used and the goals
are not properly defined as streamlined.

33
b. Motivation: Motivation is a very important factor or problem militating against
effective use of basic technology instructional materials in school learning.
According to Makinde (2007), motivation is often described as the drive to
action, hence school psychologists, guidance and counseling specialists as well as
educators are concerned with motivation factors in school learning. Whenever
motivation is absent in the process of learning, effective learning will not take
place. Most students studying various subjects in secondary schools in present
day Nigeria, have no interest in the subjects they are studying. For instance, most
basic technology students have apathy to the subject because of its practice
aspect.
Imogie (2009) remarked that there are numerous problems militating against effective
use of basic technology instructional materials and acquiring them, such problems is
examination conscious. Teachers and students are always interested to finish the
syllabus before the external examination such as senior certificate examination (SSCE)
conducted by West Africa Examination Council (WAEC) and the National Examination
Council (NECO). Therefore, they lack time to acquire instructional material for effective
teaching and students memorises their work as they considered that by acquiring the
materials (resources) is time waste.
Kareen (1999) indicated that lack of space to keep the learning materials, often makes it
difficult to acquire learning materials (resources). According to him, many classrooms
are overcrowded which would not allow for thorough supervision by the teacher.
Hence, lack of space to keep learning materials (resources) always discourage teachers
to create learning materials (resources) and therefore, depend much on talk and chalk
leading to distract verbalism. William (2004) concluded that insufficient fund make it
difficult for basic technology teachers to acquire learning materials (resources). William
(2004) further reported how lack of fund resulted to inability of basic technology
teachers to produce learning materials (resources) and is amused in or her how a
principal failed to make money available to purchase cardboard. This is how the
ambition of many teachers are being killed through lack of fund in many schools.
2.2.14 Factors Guiding the Selection of Instructional Materials
The teacher who wants to use instructional materials should consider the following
variables to guide him in the selection of the types to be used in the teaching learning
exercise:
1. Availability: The teacher should ensure that the instructional materials to be
used are easily available for use before the date of use. It means that the
materials should be in store and the teachers should look at it and test it before
34
 the day of the lesson. If the teacher has to prepare it himself, he should do so at
least a day before the lesson. No instructional materials that are not available or
not easy to prepare should be noted by the teacher in his lesson plan.
2. Accessibility: It is the duty of the teacher to ensure that the materials to be used
as instructional materials are not only available but also accessible to him. If they
are already made materials they should be within reach of the teacher on the
date and time of use. There should be no excuse that the materials are readily
available but locked up in the store because the store-keeper is nowhere to be
found or the keys to the store have been misplaced.
3. Affordability: The instructional materials to be used should not be expensive the
cost should be such that either the teacher or the school can afford. It is no use
to say that something is available but not affordable due to high cost. There
should be a budget for instructional materials and when this is done the cost
should not be outrageous it should be within the budget of the school.
3. Suitability: The teacher using the instructional materials should ensure the
appropriateness of the materials for his intended learners. The materials should
be suitable for their age, experience and intelligence. The legal, safety and ethical
aspects of the materials to be used should equally be considered. The materials
should not portray any anti-social attitude. They should also be free from any
bias, distortion or prejudice. If the materials would need electric power then an
alternative should be sought to avoid disappointment from Electricity.
5. Simplicity: The instructional materials to be used should be simple to operate or
manipulate. The teacher should test the materials and ensure their workability
before the actual date of use. There should not be any technical problem and
where electricity is to be used provision should be made for an alternative power.
No teacher should use electric failure as an excuse for non performance. In a
situation where an instrument demands the hands of a technician, he (the
technician) should be on hand and the teacher should have an insight into the
operation of the instructional materials.
6. Qualitative: The instructional materials selected for teaching by the teacher
should be of good quality. Teachers should avoid the idea of “managing” with
poor quality materials because he might not achieve the desired aim.
7. Recency: Problems facing Basic Technology in the selection of instructional
materials.
2.2.15 Strategies for Enhancing Teachers’ Competence in the Use of Instructional
Materials in Basic Technology

35
Instructional materials are derived from various sources: they can be purchased, locally
made, imported or even improvised when necessary for effective instructional delivery
(Iwu, Ijioma, Onoja & Nzewuihe, 2011). The professional basic technology teacher
needs to note that every instructional material has its definite unique strength in
teaching-learning situation. Furthermore, better teaching and faster learning of basic
technology principles can be facilitated by careful selection, development and skillful
utilization of appropriate instructional materials by the competent teachers. Based on
the foregoing, the following strategies are suggested to enhance the basic technology
teachers’ competence in the selection, development and utilization of instructional
materials for effective basic technology instruction delivery:
- Develop positive attitude towards the development and use of instructional
materials in basic technology instructional delivery in schools.
- The instructional objectives, content learning activities and evaluation
instruments should be taken into consideration by the teacher in the selection,
development and utilization of instructional materials. In other words, maintain
appropriateness of the materials in instructional objectives.
- The basic technology content for which the instructional materials is being
selected, where in doubt, the basic technology teacher should consult. The
aphorism that two good heads are better than one good head becomes more
relevant in the field of education particularly in teaching.
- Reflect individual differences of learners’ characteristics in the use of
instructional materials. This is because the age, level, interest, socio-economic
background, learning style, physical skills of the learner often varies and hence
materials to be selected, developed and used should relate to the individual
differences of the learner. This is necessary because learners as human beings
learn through various senses and hence the resources/materials that appeal to
more than one sense should essentially be utilized.
- Economic factor should be considered in selecting instructional materials for use
in basic technology lesson delivery. Finance is one of the major problems facing
schools. Therefore, the teacher must consider the cost of financial implications of
the resource to be selected for classroom utilization. There are a lot of resources
in the local neighbourhood which innovative teacher can exploit for the benefit
of their students.
- Before selecting or developing any resource, consideration should be given on
the number of teaching/learning situations to which the resource can be applied.
This is because it is more economical to buy or develop a material which has dual

36
 usage than one that can be applied in a single learning situation. Therefore,
acquisition of instructional materials having a wide range of practicability is
essential.
- The teachers should realize the need for improvisation if the cost of purchasing is
high. Such improvisation is a way of increasing inquiry, curiosity, creativity and
productive application of intellect.
- Development or improvisation of instructional materials could also be done
concurrently with the students such as projects or group assignments in
designing and manufacturing some gadgets of learning. This also promotes
creativity among students.
- Some dynamic variables such as the size of the target audience, the classroom
social climate, sitting, viewing and listening arrangement, available time space,
the desired level of learners’ response and participation are to be seriously
considered in the decision, selection and development of instructional materials
for use in basic technology lesson delivery.
- Once an instructional material has been selected and developed, the teacher
should preview the material before they are brought to the class to determine
the operational state of the intended material, especially the manipulative aids,
before the actual presentation.
- Multidimensional presentations should be encouraged as the use of variety of
the materials will increase curiosity and may appeal to more than one sense of
the learner.
- At the end presentation with the instructional materials, outcomes should be
measured in order to evaluate the effectiveness of instructional delivery.
2.3 Review of Empirical Studies
Mattew (2013), carried out a research titled: effects of use of Instructional Materials on
students cognitive achievement in Agricultural Science
The study to find out the effects of use of instructional materials on students cognitive
achievement in agricultural science in Secondary Schools of Orumba South Local
Government Area. Quasi experimental design was used. The sample comprised of 256
JS II students randomly sampled from 5 schools drawn from 5 towns in the local
government area. The students were divided into two groups (experimental and
control, group). An Agricultural Achievement Test (AAT) of reliability 0.82 was used for
the study. The experimental group was taught using instructional materials while the
control group was taught without instructional materials while the control group was
taught without instructional materials. Data collected was analyzed using mean,

37
standard deviation and z-test statistics. The findings revealed that students taught with
instructional materials performed better than those taught without instructional
materials. Also there is no significant difference in the mean achievement scores of
male and female students. The null hypothesis tested at 0.05 level of significance
indicated that there is significant difference between the achievement scores of those
taught with instructional materials. It was therefore recommended that instructional
materials be used in teaching in secondary schools because it has positive impact on
student’s performance.
Igrublia, (2010) carried out a research titled “Availability of instructional materials in
teaching and learning of technical subjects in technical colleges in Rivers State”. The
main purpose of this study was to examine the availability of instructional materials in
teaching and learning of technical subjects in technical colleges in Rivers State. Four
research questions were developed and four hypotheses also formulated in consonance
with what the study sought to find out. A total of 651 questionnaire were administered
and properly completed, retrieved and this was used for data analysis. The
questionnaire was validated by three experts and the instrument was pilot tested for
reliability using the Cronbach Alpha (x) which yielded 0.88. With 3 mean rating on 5-
point scale, influences drawn on the respondents’ score were based on the following
decision rule: 4.50-5.00 = very high extent; 3.50-4.49 – high extent; 2.50-3.49 =
moderate extent, 1.50-2.49 – low extent, and 1.00 – 1.49 – very low extent. Any groups’
score that fell within any category or range adopted the respective extent of
participation. The analysis of gathered data with group mean, standard deviation and z-
ratio statistics led to the following findings; that availability of instructional materials,
availability of personnel in the use of instructional materials and level of safety for
availably, instructional materials affects students at low extent while maintenance
schedule for available instructional material affect students at moderate extent with no
significant differences in the groups perceptions. Consequent upon the findings,
recommendations were made as follows: Government should regularly supply
instructional materials to meet the students’ projected enrolment figure, post primary
schools’ Board should urgently recruit technical teachers and workshop attendance to
fill the gap created by shortage of qualified personnel, principals of technical colleges
should design clerical maintenance schedules and enforce compliance by both staff and
student’s salaries of technical teachers should be at the same rate with their
counterparts in the industries, government should also motivate the teachers through
in-service training as the will enhance the performance of technical college students.

38
Unumadu (2005) also carried out a research study titled “the use of instructional
materials in the teaching and learning of physics in secondary schools in Port
Harcourt”. The purpose of this study is to determine the availability and effectiveness of
the application of instructional materials in teaching and learning of physics.
Questionnaire was conducted and administered to twenty teachers and two hundred
and ten students from ten secondary schools in the state. Physics teachers and students
formed the respondents. The questions were to determine if instructional materials
were available and used in the, schools, their effects on student’s academic
achievement/ the importance to the teaching and learning process. Simple percentage
method was used for the calculations. The findings are instructional materials are
available in secondary school, teachers make use of the available instructional
materials, instructional materials make teaching and learning process more effective
and easier, students performance is enhanced through the use of instructional
materials. Based on these findings, the following recommendations were made,
teachers use more of audio-visual materials than other instructional materials and
schools should generate funds for purchase of instructional/lectures should be
organized for physics teachers to enlighten them on the availability and use of modern
instructional materials.
Barlo (1981) carried out a research titled: “The Availability and Utilization of
Instructional Materials in the Teaching of Agricultural Science in Selected Secondary
Schools in Lagos State”. The target population was two hundred and fifty (250)
secondary schools out of which, twenty-five schools were selected as the samples using
systematic sampling. The instrument used in collecting the data was questionnaire. Five
(5) null hypotheses were stated which was tested using the Average Weighted
Response (AWR) test statistics at 1.00 level of significance. All the five (5) null
hypotheses were accepted. The results showed that the teaching of agricultural science
in selected secondary schools depended on the availability and utilization of
instructional materials which had negative relationship in the teaching of agricultural
science in selected secondary schools in Lagos State.
Ozorehe (1998) also carried out a research study titled: “Utilization of Teaching Aids in
the Teaching of Vocational Agricultural Science in Secondary Schools in Osun state”.
The target population was two hundred and thirty one (231) secondary school out of
which fifteen (15) secondary schools were selected as the sample by simple
randomization. Five (5) null hypotheses were stated which were tested using
correlation coefficient test at 0.68 level of significance, and all the five (5) null
hypotheses were rejected. The result showed that about 60%of the respondents made

39
use of the teaching aids effectively which had positive relationship in the teaching of
vocational agricultural science in secondary schools in Osun State.

2.4 Summary of Literature Review

The availability of the use of instructional materials in educational

sector cannot be overemphasized. According to Olawale(2013),
instructional materials include materials to facilitate learning for
better results. In the same vein, Uzuegbe, Mbadiwe and Anulobi
(2013) refer to instructional material to any device use to assist the
instructor in the presentation of a lesson, teaching of the lesson and
facilitate students learning of the subject matter. They include those
subjects that are commercially acquiured of improvised by the teacher
to make conceptual abstraction more concrete and practical to the
learners ( Iwu,Ijioma, Onoja and Nzewuihe, 2011).

However, effective instruction in basic technology subject cannot be

fully accomplished without the availability and utilization of
instructional materials. The use promotes closer and effective
communication between the teacher and the learners. This
instructional materials could be printed such as textbooks, workshops
and non-printed such as films, videotapes, television. Also, there are
different instructional materials to be use in teaching basic subject
effectively but not all topics require the same type and quality of
material. Hence, instructional materials are classified in different ways
such as audio, audio-visual, and visual.

In order to achieve the objectives of basic technology, any materials

to be used as teaching aid must have the following characteristics
such as, colour, visibility, flexibility, sufficiency, simplicity, appropriate,
artistic, bright, clear, brief, and clean. Therefore, teachers should
make instructional material available and utilize for effective and
efficient teaching to take place. This study will enable teachers to
understand the best way to handle instructional materials during
lesson delivery to achieve the objectives of discipline.

40
 CHAPTER 3
RESEARCH METHODOLOGY
3.1 Design of the Study
Survey research design was adopted for this study. According to Akueziulo and Agu
(2003) survey research is used to collect detailed description of existing phenomena
with the intent of employing data to justify current conditions and practices, or to make
more intelligent plans for improving them. Also, according to Nwankwo (2013), survey
is that type of design in which the researcher collects data from a large sample drawn
from a given population and describes certain features of the sample as they are at the
time of the study and which are of interest to the researcher, however, without
manipulating any independent variables of the study. From the above definition, survey
has to do with collecting data from a large group of a population with the aim of
describing certain features, attributes or characteristics of the group and further
generalizing the findings to the entire population.
Thus, the present study is a survey because the researcher will collect data from a large
sample of students in ten (10) government secondary schools at junior secondary levels
in Ogba/ Egbema/ Ndoni Local Government Areas of Rivers state.

3.2 Area of the Study

The study was carried out in all secondary schools offering basic technology at the
junior secondary level in Ogba/Nndoni/Egbema Local Government Area of Rivers state.
There are 25 secondary schools offering basic technology at the junior secondary level.
ONELGA is one of the local governments in Rivers State. The local government is
bounded in north by Kwali (Delta state), in east by Ohagi Egbema (Imo state), in south
by Ahoada, and in the west by Patani (Bayelsa state). Evidently, the increase in the
number of schools and students in Ogba/Egbema/Ndoni Local Government Area of
Rivers State indicates the people’s value and interest in education. The choice of the
area for the study was informed by this high value placed on education by the people
which indicates that the local government is among the educationally advantaged local
government areas in Rivers State.
3.3 Population of the study
The population of the study consists of 7,000 Junior Secondary Schools 2 students in 10
Government Secondary Schools offering basic technology randomly selected in Ogba-
Egbema- Ndoni Local Government Area of Rivers state.

41
3.4 Sample and Sampling techniques
The student population in the twenty-five (25) secondary schools in
Ogba/Egbema/Ndoni Local Government Area of Rivers State was seven thousand
(7,000) made up of four thousand (4,000) female and three thousand (3,000) male
students, the ratio is 4:3. This means that for every ten (10) students drawn from the
population there will be four (4) female and three (3) male ones. Because the study will
use of a sample of seven hundred (700) students, in the ratio of 4:3, therefore, 400
female and 300 male students will be respectively drawn proportionally from the
population. Therefore, stratified proportional random sampling is adopted.

No of female students required = 4_ x 7000_ = 4000

7 1

No of male students required = x 3_ =7000_

3000
7 1

Table 3.1: Composition of the sample through proportional stratified random sampling
NAME OF SCHOOL RESPONDENTS TOTAL NO. OF
MALE AND FEMALE
STUDENTS IN EACH
SCHOOL
NO. FEMALE NO. OF MALE
STUDENTS STUDENTS
1. Comm. Sec. Sch Erema 33 24 57
2. Comm. Sec. Sch. Oboburu 23 17 40
3. Govt. Sec. Sch. Akabuka 51 39 90
4. Comm. Sec. Sch. Obagi 21 16 37
5. Govt. Comprehensive Sec. 35 26 61
Sch. Obite
6. Comm. Sec. Sch. Obigwe 37 28 65
7. Egbema Grammer Sch. 28 21 49
Okwusi
8. Govt. Sec. Sch. Nndoni 54 41 95
9. Comm. Sec. Sch. Osiakpu 35 26 61
10. Comm. Sec. Sch. Omoku 83 62 145
TOTAL 400 300 700

3.5 Research Instrument

A questionnaire titled “Availability, Utilization and Effects of Instructional Materials” was
used for data collection in this research. The instrument for data collection was a

42
structured 75 items questionnaire. The questionnaire items were grouped into four
section A, B, C and D. The item in Section A were structured based on two-point rating
scale of available and not available, items in section B and C were structured based on
four point? Rating scale of Always Utilized, utilized, Sometime and Not Utilized, while
items in Section D were structured based on five-Likert scale of Strongly Agreed (SA),
Agreed (A), Undecided (UD), Disagreed (D) and Strongly Disagreed (SD).

3.6 Validation of the Instrument

The instrument was validated by the research supervisor and two other lecturers in the
Faculty of Technical and Science Education of Rivers State University of Science and
Technology, Port Harcourt, Rivers State.

3.7 Reliability of the Instrument

The reliability of the instrument will be determined through the test - retest method for
a measure of degree of consistency (stability) of the instrument. The instrument will be
administered to 40 students, 23 female and 17 male students randomly drawn from
J.S.S 2 class. The instrument will be administered two times within the interval of two
weeks in the school and class selected outside the set used for the main study. The
initial and the retest scores of the instrument will be correlated using Pearson
Production Moment Coefficient (r).

3.8 Administration of the Instrument

The researcher will develop good level of rapport with respondents and explain the
need for them to respond honestly to the items on the instruments. Copies of the
instrument will be administered directly to the respondents by the researcher and his
assistant, on the first and second time of administration (test-retest). Instructions
guiding the filling of the instruments will be thoroughly explained to the respondents.
The completed copies of the instrument will be collected from the respondents on the
spot.

3.9 Method of Data Analysis

To effectively analyze the data obtained with respect to the research questions of the
study, percentage and mean were used to compute the data. An independent t-test
statistical technique was used to test the hypotheses.
Decision Rule
Decision will be taken after t-test and analysis technique based on statistical rule as
follows: if t-calculated (t-cal) is less than or equal to t-critical (t-crit), Ho should be
43
accepted. On the other hand, if t-cal is greater than t-crit, the Ho should be rejected,
guided by this statistical rule, decisions will be taken in respect of the hypotheses tested
in the cause of this study.
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 INTRODUCTION LETTER

Department of Science and Technical Education,

Faculty of Technical and Science Education
Rivers State University of Science
and Technology, Nkpolu-Oroworukwo,
P.M.B. 5080,
Port Harcourt.
17th May, 2016

Dear Students,
REQUEST TO RESPOND TO QUESTIONNAIRE
The bearer is a researcher who is currently undergoing his Master Degree Programme
in the aforementioned University. The researcher is undertaking a study on a research
work titled “Availability, Utilization and Effect of Instructional Materials in Teaching
Basic Technology”.

This letter is requesting you to complete and return the questionnaire to the researcher.

Please your assistance is highly needed to enable the researcher achieve the goal of the
study.

Thanks for your anticipated cooperation.

Yours Faithfully,

Igwe Chinaka Chinwa

PG. 2014/01382
Researcher

49
 RESEARCH QUESTIONNAIRE
BACKGROUND INFORMATION
Name of School/community :………………………………………….
Location of School: Rural Urban
Class: J.S.S1 JSS2 JSS3
Sex of Respondent: Male Female
Age: 13 years 14 years 15 years Others specify……………..
Key to the Mode: A & NA = Available and Not available

SECTION A
Research Question 1
What are the Instructional Materials available for teaching basic technology in J.S.S.2 in ONELGA, Rivers State?
S/No Respondents

Availability of Instructional Materials in Available Not

teaching Basic Technology Available
1. G.S.M (mobile phone)
2. Computer
3. Radio
4. Television
5. Satellite system
6. First aid box and materials
7. Sterilized dressings
8. Furniture
9. Toothpick
10. Drawing instruments and materials
11. Floor tiles
12. Odd-leg caliper
13. Generator
14. Plastic buckets
15. Steel rules

50
 SECTION B
Key to the Mode: AU = Always Utilized , U = Utilized, SU = Sometimes Utilized ,
NU = Not utilized
Research Question 2
What are the Instructional Materials utilized for teaching basic technology in J.S.S.2 in ONELGA, Rivers State?
S/No Utilization of Instructional Materials in teaching Responses
Basic Technology AU U SU NU
1. G.S.M (mobile phone)
2. Computer
3. Radio
4. Television
5. Satellite system
6. First aid box and materials
7. Sterilized dressings
8. Furniture
9. Toothpick
10. Drawing instruments and materials
11. Floor tiles
12. Odd-leg caliper
13. Generator
14. Plastic buckets
15. Steel rules

SECTION C
Research Question 3
The frequency of the use of these available instructional materials in Secondary Schools in
ONELGA, Rivers State used in teaching basic technology in JSS2?
Key to the mode = AU = Always Utilized , U = Utilized, SU = Sometimes Utilized ,
NU = Not utilized
S/No Frequency of utilization of Instructional Materials in teaching Basic Respondents
Technology AU U SU NU
1. G.S.M (mobile phone)
2. Computer
3. Radio
4. Television
5. Satellite system
6. First aid box and materials
7. Sterilized dressings
8. Furniture
9. Toothpick
10. Drawing instruments and materials
11. Floor tiles
12. Odd-leg caliper
13. Generator
14. Plastic buckets
15. Steel rules

51
 SECTION D
Key to the Mode: SA = Strongly Agreed, A = Agreed, UD = Undecided, D = Disagreed
SD = Strongly Disagreed
Research Question 3
What are the perceived impact of instructional materials in teaching basic technology to J.S.S2 students in
ONELGA, Rivers State?
S/ N Impact of Instructional Material in Basic Technology Respondents
SA A UD D SD
1. They form a focal point and attract attention of students
2. They arouse interest and promote a desire to learn
3. They supplement description and help to explain words
and processes
4. They help to consolidate what has been learned.
5. They make learners get motivated and have idea of
sharing in participation of science lesson
6. They help to save time
7. They make learner to have self esteem
8. They give an accurate impression of the concept
9. They illustrate relationship, promote retention and memory
10. They facilitate learning of abstract concepts by helping to
concretize ideas and stimulate learners’ imagination
11. They help to increase active participation in the learning
process while saving teacher energy and also reducing the
verbal instructions
12. They enrich, visualize, simplify, transmit and accelerate
the teaching and learning processes.
13. They help the teachers to teach more effectively and
enable the students to learn more readily
14. They helps the teachers to teach with ease and the
learners to learn without stress
15. They are considered the most efficient facilitators in the
education set up
16. They help bringing students face to face with the world
which education intends to introduce to them.
17. They provide the learner with opportunities of interacting
with their social and physical environment (excursion)
18. They break language barriers and ease difficulties and in
the end make the lesson more meaningful
19. Teachers teaching without the use of instructional
materials can negatively affect the performance of
students
20. They do not help the teacher to convey the intended
message effectively and meaningfully to the learners so
that the learners receive, understand, retain and apply the
experience gained to reach overall educational goals.
21. They help to assist in achieving the stated behavioural
objectives when evaluation is carried at the end of a
lesson or programme.
22. They reduce verbalism or repetition of words
23. They make learners enjoy and appreciate their subjects of
52
 study.
24. They provide meaningful and useful sources of information
to teachers.
25. Their use helps the teacher to overcome physical
difficulties that could have hindered his effective
presentation of a given topic
26. They facilitate different learning styles.
27. They help the tutors by providing him with means of
wildering his students of information
28. They provide the tutors means of exposing the students to
a wide range of learning activities.
29. They supplement other learning and serves as reminder
30. They help to give correct initial concept

53