INSTRUCTIONAL MATERIALS USAGE AND IMPLICATION FOR EFFECTIVE TEACHING AND LEARNING MATHEMATICS IN JUNIOR SECONDARY SCHOOLS
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INSTRUCTIONAL
MATERIALS USAGE AND IMPLICATION FOR EFFECTIVE TEACHING AND LEARNING MATHEMATICS
IN JUNIOR SECONDARY SCHOOLS
ABSTRACT
This study was undertaken to examine the effect of
instructional materials media on the student’s performance in mathematics in
some selected secondary school in Irele Local Governmnet Area of Ondo State.
Sixty students were randomly selected from tow schools which implies that each
of the school have thirty students. Pretest was administered before the random
selection of the students just to know the level of their entry point. The
first school was assigned letter x while the second school was assigned letter
Y School X was later taught with the various use of instructional media while
school Y was taught without the use of instructional media Mathematics
achievement just (LAT) was administered to the students while comprise of
fifteen items. The result of the two schools where later analyzed with the use
of person’s product correlation coefficient (r) Some research hypothesis was
postulated and they was later losted through the use of person product
correlation coefficient “r” The research findings were discussed; their
implications on students performances were highlighted and appropriate
recommendation were made. At the end of the day, if was observed that those
taught with the use of instructional media performance better than those
students taught without the use of instructional media It was the advising that
relevant instructional media should so as to make the concept more explanatory
and to facilitate the interest of the students in the teaching learning
process.
TABLE
CONTENT
CHAPTER
ONE
Background
to the problem
Statement
of the problem
Research
question
Hypothesis
Purpose
of the study
Significance
of the study
Scope
of the study
Limitation
of the study
Definition
of terms
CHAPTER
TWO
Literature
review
Importance
of instructional media
Mathematics
laboratory
Summary
CHAPTER
THREE
Research
design and procedure
Research
subject
Sampling
procedure
Validity
instrument
CHAPTER
FOUR
Table
one (effect of instructional media on students generally)
Table
two (effect of instructional media on female students)
Discussion
CHAPTER
FIVE
Findings
Recommendation
Suggestion
for further studies
Conclusion
REFERENCES
QUESTIONNAIRE
CHAPTER
ONE
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
Teachers
of yester-year in secondary school in discipline of mathematics relied on few
or no instructional materials at all in their teaching. They believe they can
force knowledge no matter how unpleasant into the empty brain of the children
or pupils. This made learning of mathematics for most pupils become unpleasant
superficial learning or no learning at all time.
Mathematics is a source of constant fear for many students in mathematics have
fail to recognized the fact that learning should consist of pleasurable
activities for the same time, the teachers need to appeal to all their senses
(seeing learning smelling and touching). Furthermore, the teachers should also
note that ineffective use of instructional materials (like concrete objects
hairs textbooks, chalkboard and picture) for teaching mathematics in secondary
school has discouraged many students from learning mathematics.
It is important to emphasize once again that mathematics is a “tool” it is real
and should be treated as such. The difficulty posed by the mathematics has
generated a lot of discussions.
Many people including our educators do not realized that one of the reason why
many students perform very poor and below expectation in mathematics is that
the schools lack of relevant instructional media.
Therefore for effective understanding of the subject matter in mathematics and
for students to perform better in mathematics in Nigeria school examination,
there is the need to examine the impact or effect of instructional materials on
students performance in mathematics with the aim of stimulating the interest of
the students in the subject it is well known among educators that the education
experience involving the learners activity participating in concrete examples
can retain longer than abstract experience. The instructional media add element
of reality by proving such concrete examples. The teaching of mathematics
course has always been based on a limited knowledge based, and as a result the
utilization of instructional media among teachers often rely on traditional
isolation of the classroom setting provide access to expensive resources and
improve overall productivity.
Saye (2006) to achieve the desire outcome with the utilization of technology,
the teaching of mathematics must focus not only on making teachers competent at
using such technology but at the same time promote strategies that enable the
integrated of technology. Bolick et al (2008) pointed to a precarious
relationship between the teaching of mathematics and utilization of
instructional media. They argued that while some educators have been fascinated
by the potential media to enhance teaching and learning many schools have
lagged behind in assimilating instructional media into instruction. Others
express doubt that instructional media will ever in like instructional reform
in mathematics. They stated that this conflict has led some researchers to conclude
that mathematics has not applicably changed as a result of instructional media.
The technology in secondary schools instruction has been widely researched but
many questions still remain unanswered.
Research in various relevant areas is still needed. Educators are asking if the
use of instructional media will make a difference in the performance of
students. At the same time, teachers are asking if there exist the best tool to
assist in the course of delivery. The learning environment of a classroom
assisted by instructional technology is different from one without technology
and the question remains regarding the benefit of technology in the classroom.
Do that means that students are actively engage in learning? Would the thinking
skills among students and facilitate the preferred inquiry based learning: the
teaching and strategies and the curriculum are all affected by the inclusion of
instructional media and research would continue to add new information and
shape to the evolution of instructional technology in the classroom. Active
learning in mathematics involves providing the opportunities for students for
participate meaningfully by talking and listening, writing, reading and
reflecting on the content, unfortunately many classrooms continue to be
dominated by a single medium and this is usually the printed textbooks. This
dominance prevents teachers from reaching all students, instead if forced them
to cater for those who find the texts accessible and this creates barriers for
those who do not. There are further consequences. Even though students are able
to access. The are missing, there are media readily available that are more
suitable for communicating, student’s preferences and proclivities for certain
media and tools can plan an important role in depending their engagement and
enhancing their learning experiences.
Collecting and maintaining a sufficiently varied assortment of traditional
media that would allow us to create an optimal instruction environment for every
student in unit of curriculum would be incredibly costly insurmountable
logistic problem. More instructional media is not a reasonable alternative.
Teachers do not necessarily need more media but what they need while worth and
Benson (2003) indicate that there is a need for research on the use and
effectiveness of instruction media in mathematics classroom that would enhance mathematics
education.
The effective usage of instructional; media has dramatically increased in the
last two decades. According to Abu Jabber (2004) the importance of
instructional media for both teachers and students cannot be over emphasized.
In mathematics the use of instruction media is essential to support learning
because mathematics are concerned about little calculation which cannot be
easily empresses without the support of video and picture etc. Corsor point out
the use of instructional media in mathematics, classroom widens the channel of
communication between teachers and their students the instructional media allow
the growth of specific learning abilities and motor skills. The use of charts
and model enable the teachers to present and illustrate many physical
phenomenal and issue easily and at some time, allows them to focus attention on
the characteristics of objects. In computer based instructional the use of such
media mathematics lesson are imperative as it makes a valuable contribution to
the quality of students learning such media can be used in several ways in mathematics
lesson. Power point for instance can used to present mathematics issues
(diagram) Recece and Walker (2001) also pointed out that similarly effective
learning to the professional use of visual aids
1.2
STATEMENT OF THE PROBLEM
(a)
Are there any significant difference in performance of students taught with the
use of instructional media and these taught without instructional media
(b)
Does the availability of instructional media contribute anything to students
academic achievement in mathematics
1.3
RESEARCH QUESTION
In this study attempt would be made to solve some question generated to guide
in the analysis of the data foe study. These include.
(a)
Can all forms of instructional media be used by the students
(b)
What form of instructional materials can be used by the students
(c)
What is the attitude of the teachers and students towards the use of
instructional media for the students
(d)
How accessible is the instructional media to the teacher
(e)
What is the effect of the use of instructional media on the performance of the mathematics
students
1.4
HYPOTHESIS
The
hypothesis generated is:
(1)
will there be any significant different in the achievement or perfor4mance of
students taught with the aid of instructional media and that of students taught
without instructional media
(2)
Will there be any significant difference in the achievement or performance of
female students taught with aid of instructional media and female students
taught without the use of instructional media.
1.5
PURPOSE OF THE STUDY
(1)
To compare, the performance or achievement of the students taught using without
the use of instructional media
(2)
To see, if instructional media contribute anything positive to students
academic achievement or performance in mathematics
1.6
SIGNIFICANCE OF THE STUDY
Owning to the effective roles which mathematics plays in the technological
advancement of nation, a study that seeks to make the learning of mathematics
easier is a world-wide effort. This study is a paramount importance in the
teaching and learning of mathematics, because it attempts to clarify of the use
of instructional media and effectiveness of those materials in teaching of mathematics.
The study is also important of instruction media are really needed for the
teaching of mathematics valuable suggestion would be made to the government,
parent, teachers and students alike in the use of instructional media in our
schools. Those suggestions will form part of the recommendation from the study.
1.7
SCOPE OF THE STUDY
The study covers the mathematics students in Nigeria using Irele Local
Government in Ondo State as a case study. These schools are selected because it
has mathematics students Ito Junior Secondary School. The purpose sampling will
be used to select all the teachers both male and female this makes a total of
about 40 teachers.
1.9
DEFINITION OF TERMS
Instructional
media:
These are media or material use for teaching such as textbook, real objects
charts, model, photograph, audio records, and tapes microfilms video tapes,
blackboard etc.
Teaching
Objectives:
The goals which the teacher wants to achieve while teaching
Examination: A test of knowledge or ability to
verify what s person is capable of doing offer a teaching process. Have taken
place.
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