IMPACT OF INSTRUCTIONAL MATERIALS IN TEACHING OF CRS

 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Teaching at any level requires that the students be exposed to some form of stimulation such as the use of instructional materials like; Education radio, charts, chalkboards, maps, film strips and real materials. Adekunle (2008) noted that teaching resources in CRS means anything that can assist the teacher in promoting teaching and learning. When the students are given the chance to learn through more sense than one, they can learn faster. The use of instructional materials provides the teacher with interesting and compelling platforms for conveying information since they motivate learners to learn more. Furthermore, the teacher is assisted in overcoming physical difficulties that will have hindered his effective presentation of a given topic. Larson (2001) quoted Lane who noted that the use of electronically mediated instruction to duplicate the traditional face- to-face classroom has resulted in a shift from teacher –to student- centered classes. In this situation the responsibility for learning is shifted to the students. The teacher facilitates the learning by acting as a coach, resource guide and companion in learning. The use of an instructional material does not only encourage teachers and students to work collaboratively but also results in more cooperative learning activities among the students.

Orakwe (2000) refers to instructional materials as information repositories from the society sourced to transfer the desired information to the learners during classroom instruction. Similarly, Ezegbe (2019) classified them into two as visual materials, made up of reading and non-reading materials and audio-visual materials comprising electrically operated and non-electrically operated materials. CRS is a subject that depends in the use of a number of resources. Osakwe and Itedjere (2018) summarized these resources as textual like books, audio-visual and human resources. They stated that these resources are either used individually or collectively in any meaningful CRS teaching and learning situation.

The purpose of instructional materials is to promote efficiency of education by improving the quality of teaching and learning. Incorporating these tools and materials present support and reinforces teaching. According to Aduwa-Ogiegbaen and Imogie (2005) these materials and resources including audio tape recorders, video tape recorders, slide projectors, opaque projectors, overhead projectors, still pictures, programmed instruction, film strips, maps, charts, graphs, offer a variety of learning experiences individually or in combination to meet different teaching and learning experiences. Other investigators including Jimoh (2009), Yeager (2020), Nwanyanwu (2018), Bozimo (2002) and Ogbondah (2008) have similarly emphasized the importance of instructional materials and resources in the effective delivery of CRS lessons in senior secondary schools.

Bolick, Berson, Coutts and Heinecke (2003) observed that while some educators are fascinated by the potential of instructional materials in enhancing teaching and learning, other teachers lagged behind in using instructional materials to teach. However, achieving these estimable goals of conscientious utilization of instructional materials and resources in CRS teaching and learning has been very challenging in developing countries such as Nigeria. As noted by Garuba (2003), the Nigerian teacher operates from a deficient environment where teaching and learning are seriously impoverished particularly in the rural set- up. And even in the urban areas only few schools are connected to the national grid while virtually all the rural schools do not enjoy basic facilities like pipe borne water and electricity.

A resourceful instruction needs to give all students the opportunity to group the content taught at a time. The production of well –informed citizen who will be useful to their respective local communities and nations is the ultimate goal of CRS. For instance, Barr, Barth, Shermis (2019) considered CRS to be the integration of experience and knowledge concerning human relations for the purpose of citizenship education. Savage and Armstrong (2004) also stated that citizenship is a key element and a major justification for CRS education, so it is expected that a good citizenship education programme will produce young people who will leave school with a disposition to become actively involved in public affairs and contribute fundamentally to social progress.

Howe and Marshall (2018) also stated that CRS is the only subject area which has citizenship education as its primary concern. Their main argument is that CRS is one of the few subject areas which has an explicit objective and focus on the development of interpersonal skills needed of a citizen in a democratic society.

Parker (2020) noted that the CRS teacher has a responsibility to include controversial issues and current events in curriculum. Parker believes that students need to study issues on which there are some disagreement so as to practice analyzing problems; gathering and organizing facts; discriminating between facts and opinions; discussing differing viewpoints and drawing tentative conclusions. DuBey (2009) said that exposing students to controversial issues in their studies enables them to develop the capacity for ethical and moral reasoning so that they become critically reflective thinkers. The CRS classroom should therefore focus on using instructional materials which will help more students into developing a democratic character.

Servey (2017) revealed that teachers do not use instructional materials that cater for different learning abilities of learners. Servey followed and observed a single school for a period of a year to find out if they used productive instructional materials for teaching CRS. The findings show that instructional materials used by teacher did not meet learners’ needs in terms of their level of skills. No two individuals learn exactly the same way; the most appropriate means to learning appears to be highly individualistic and is directly related to the type of learning desired. Moreover, Jarolimek (2019) found out that teachers, more especially at the elementary level continue to struggle with the problem of providing adequately for the diverse interests, talents, and abilities known to exist between and among members of the class groups.

Unfortunately, despite the role of instructional materials in the teaching of CRS, the high rate of poor performance of students in CRS examination, in both their internal and external examinations is quite alarming. For instance, it is on record that out of five thousand students that took CRS examination, in Yola North Local Government Area of Adamawa state, only one thousand seven hundred and sixty students were able to make credits in their 2011 Senior Secondary Certificate Examination (ANSEB, 2011). Also, in 2012, seven thousand students enrolled for CRS examination, and only two thousand five hundred and sixty-seven students were able to make credit and above in the Examination (ANSEB, 2012).

The above recorded failure can be attributed to the lack of instructional materials used in the teaching of CRS in the senior secondary schools in Yola North Local Government Area of Adamawa State. Instructional materials are very important in the teaching of CRS; this is because with the use, of instructional materials, the students will be motivated in the studying of CRS. These instructional materials could be of different forms which include; audio tape recorders, videotape recorders, slide projectors, opaque projectors, maps, film strips, charts, graphs, programmed instruction and many more. All these materials aid teaching and learning.

1.2 Statement of the Problem 

Poor performance of Students in CRS Senior Secondary Schools in Yola North Local Government Area of Adamawa State may partly be attributed to poor usage or lack of sufficient instructional materials to teach CRS. Lemchi (2001) noted that some students are losing interest in the subject due to the attitudes of teachers towards teaching CRS without the use of instructional materials which tends to affect students’ performance in the subject. Research consistently shows that teacher usage of instructional materials is a powerful determinant of student achievement gains.

Many of the school authorities have very lukewarm attitudes over the provision of needed tools, equipments or materials required for effective CRS teaching. This non-challant attitude tends to retard genuine efforts of some teachers of CRS in the senior secondary schools (Bello, 2010). 

Instructional materials are bought into play along the line to enhance educational achievement whenever they are properly used. Nevertheless, it has been realized that there is a need for a coordinated source of information for pre-service teachers on the preparation and utilization of instructional materials. This will help to reduce most of the problems in the teaching and learning process. Inspite of this, the problem associated with this instructional material is the procurement of the instructional materials. Other problems that hinder the effective use of instructional materials in schools include lack of electricity supply to operate some visual aids, lack of qualified educational technologists to operate them. However, curriculum planners should emphasize the use of instructional materials by teachers for a break-through in educational attainments. What ponders the mind of researchers and most educationalists is whether introduction of teaching aids during a lesson can achieve results no matter the level of qualification and experience of the teacher.

1.3 Aim and Objectives of the Study

The main aim of the study is to find out the roles of using instructional materials in the teaching of CRS in senior secondary schools in Yola North Local Government Area of Adamawa state. Specifically, the study is designed to:-

Find out the different instructional materials in use, in the teaching of CRS in Yola North Local Government Area of Adamawa State.   

To ascertain the most widely utilized instructional materials by classroom teachers in the teaching of CRS senior secondary schools?

To find out the different problems of using instructional materials in the teaching of CRS in senior secondary schools?                

To examine the remedies to the problems of using instructional materials in the teaching of CRS in senior secondary schools in Yola North Local Government Area of Adamawa State.

1.4 Research Questions

The following research questions were formulated to guide the study:

What are the instructional materials used in teaching CRS in senior secondary schools in Yola North Local Government Area of Adamawa State? 

What are the most widely utilized instructional materials by classroom teachers in the teaching of CRS in senior secondary schools?

What are the different problems of using instructional materials in the teaching of CRS in senior secondary schools?                

What are the remedies of the problems of using instructional materials in the teaching of CRS in senior secondary schools in Yola North Local Government Area of Adamawa State?

1.5 Significance of the Study

The findings of this study will be useful to the teachers, students, and the government about the problems of using instructional materials. It will as well be of great significance owing to its quality and contribution. 

It will also guide CRS teachers to effectively and efficiently use instructional materials and to know the causes of the problems of using these materials.       When these problems are tackled, 

The result of the study will also enlighten the teachers   about the different problems encountered during the use of instructional materials in the process of teaching and learning of CRS. 

it will help to stimulate the students’ mind and make them spirited, hence showing positive interest towards teaching and learning, if the materials are efficiently used.

Similarly, the result shall contribute as a source of material to researchers, educational administrators, and stakeholders and curriculum planners to update their knowledge of the causes and problems of using instructional materials. 

The result of the study will also serve as a guide to other researchers who would wish to carry out research on a related aspect of the topic.

1.6 Scope of the Study

There are many senior secondary schools in Yola North Local Government Area of Adamawa State. 

The scope of the study is limited to three (3) senior secondary schools in Yola North Local Government Area of Adamawa state which were randomly selected. The scope of the study is on the problems of using instructional materials in the teaching of CRS in senior secondary schools in Yola North Local Government Area of Adamawa State. The schools of study had to be selected for a proper and a good research work. 

The study will comprise students in the public secondary schools in Jimeta, Yola North Local Government Area, Adamawa State.

The schools are:

Karewa Secondary School Jimeta Yola Adamawa State

Bekaji Secondary School Jimeta Yola Adamawa state

General Murtala Mohammed Secondary School Jimeta Yola Adamawa state

1.7 Definition of Terms

Instructional Aids:- This can be used interchangeably as instructional materials. They are aids used by the teacher in classroom to supplement the transmission of knowledge with a view to emphasizing clarification of instructions.

Audio-Aids: This are instructional materials that apply only to the sense of hearing e.g radio, cassette recorder.

Visual Aids:- This are instructional materials that apply only to the sense of sight e.g film, chart.

Audio-Visual Aids:- This is a term derived out of audio and visual, to indicate a variety of communication materials used to send out message, ideas and experiences through the active participation of sense organs of both sight and hearing e.g television, video tapes.

Secondary Schools:- This refers to the formal academic programmes meant for children who have completed their primary school course and are between the age of eleven to seventeen years and above.

Academic Performance:- This refers to the level of grade or scores that a student obtains in class test or internal and external examination after due process of evaluation.