Full Project – INSTRUCTIONAL MATERIALS UTILIZATION AND ACADEMIC PERFORMANCE OF PUPILS IN BASIC SCIENCE IN IBIONO IBOM LOCAL GOVERNMENT AREA, AKWA IBOM STATE

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CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Oxford Dictionary Sixth Edition, 2005 defined Science as the concerted human effort to understand better the history of the natural world and how such natural phenomena work, with observable physical evidence as the basis of that understanding which is done through observation and experimentation. Omiko (2015) sees science as body of knowledge obtained through experimentation and observation of the daily natural phenomenon. Igwe (2003) sees science as “knowledge attained through the study of the operation of general laws of nature, especially that knowledge which is obtained, tested, approved and accepted through scientificmethod.

There are basically three subjects that make up Basic Science which are studied at the primary school level: they are Biology, chemistry and Physics. Science is considered as the core foundation upon which the present day’s technological breakthrough and scientific concept is built. Thus, Science that deals with the study of matter, identification of the substances of which matter is composed; the investigation of their properties and the ways in which they interact, combine, and change as well as the use of processes to form new substance, (Reld and Shah, 2007). It is its knowledge which is essential to the pupils of other related field of studies as; biology, geology, physics etc. Modern foundation of basic science was believed to have been laid in the 19^th century when intellectual and technological advances enabled the scientists to breakdown substances into ever smaller components and consequently to explain many of their physical and chemical characteristics, and its applications relatively to human demands. Perhaps, it is based on the above that National Policy on Education (NPE, 2004) suggested that the mastery of Basic Science concepts cannot be achieved without the effective use of improvisedteaching materials. Hence, the inadequacy of these learning materials will certainly result to the poor academic performance of the pupils in the particular subject concerned. However Adeyegbe (1998) suggested that the pupils’ achievement in Science up to date was nothing to write home about. And he also pointed out that most pupils find science difficult to understand owning to its abstractnature.

Evidently, many of the senior primary school pupils usually drop Basic- science at the end of SS I class, as being considered the most difficult concept in the school curriculum (NERDC, 2005). Therefore, based on this development and for proper academic performance of the pupils, many more research works have been carried out to determine the causes of under academic performance of pupils in Basic Science and other related subjects. And among such findings are as a result of poor laboratory facilities, lack of instructional materials and inability of most science teachers to put across the concepts of Basic Science vividly to the pupils (Jegede, Otuka and Eniayeju,1999).Thus, Maduabum (1998) stressed that:A professionally qualified science teacher no matter how well trained, would be unable to put his ideas into practice if the school setting lacks the equipment and materials necessary for him/her to translate his competence into reality.

Meanwhile, to improve pupils understanding and their academic performance, they have to be taught Basic Science with hands-on and different teaching-learning materials, so as to enable them acquire both the cognitive and manipulative skills needed for appreciated academic performance in chemistry. However, in this study, the learning materials used were of improvised and standard models. Though, experience over the years has shown that teachers have been depending on excessive use of words to express process. This practice is termed the “chalk-talk” method. Today, advances in technology have made it possible to produce materials and devices that could be used to minimize the teachers’ talking and chalk method of teaching and at the same time make the message clearer, more interesting and easier for the learners to assimilate (Onasanya,2008).

A model is a copy of real object Kieffer (2000). It is a representation of a system that allows for investigation of the properties of the system and in some cases prediction of future outcomes. Models, aimed at facilitating understanding by eliminating unnecessary components and as well to explain, control and predict concept or event on the basis of past observation: Onasanya (2008), gave various kinds of models used in educational activities as instructional materials, namely; atomic models, molecular models, theoretical models, diagrams, and concrete models etc. These models are mostly material objects which are likeness of natural or man-mode structures or systems and which are intended to highlight and explain or describe structure, functional processes and relationship in the original. Onasanya (2008) also gave a summaryof the role of concrete models which include; simplification of complex phenomena, bridging of gaps in distance and time between phenomena and classroom events, enhancing the pupil’s academic performance and ability to communicate in science. However, he also stressed the values of models for improvised design as follows; this requires no special machine for projection, the teacher usually confident in manipulating the material, their improvisation encourages more creativity and diversification of teaching methods, they are very easy to preserve and they could be produced within, minimum cost and maximum efficiency. Therefore, it is based on the above mentioned factors that the researcher decided to investigate the impact of instructional materials on effective teaching and learning of Basic Science in selected schools in Ibiono Ibom Local Government Area of Akwa Ibom State, Nigeria.

1.2     Statement of the Problem

Due to the prevalent pupils’ poor performance in Basic Science examinations, Ogunleye (2000) carried out a survey study on the effective learning and teaching problems of science subjects in primary schools in Ondo State. And he found out that most of the contributing factors to the poor academic performance of pupils in science subjects, in senior primary schools is as a result of lack of qualified teachers to teach the subject.

Momo (2000) conducted a study on the effect of instructional materials on pupils’ academic performance in science subjects in Kwara State. He correlates materials resources with academic performance of pupils in various science subjects. And from the results obtained, he concluded that material resources have significant effects on pupils’ academic performance in science subjects. Therefore, inadequate or under utilization of resources materials either improvised or standard ones for the teaching-learning of science subjects in primary schools in Nigeria would definitely hamper pupils’ academic performance in such science subjects as; physics, biology and chemistry. Therefore the problem of this study is to investigate the impact of instructional materials on effective teaching and learning of Basic Science in selected schools in Ibiono Ibom Local Government Area of Akwa Ibom State, Nigeria.

1.3     Objectives of the Study

The main objective of this study was to investigate the impact of instructional materials on effective teaching and learning of Basic Science in selected schools in Ibiono Ibom Local Government Area of Akwa Ibom State, Nigeria. Specifically, the researcher hopes;

1. To examine the effects of instructional materials on pupils’ academic performance in Basic Science
2. To investigate the effects of the use of instructional materials on male and female pupils’ academic performance in Basic Science.
3. To find out the effects of interaction between materials and gender on pupils’ academic performance in Basic Science.

1.4     Research Questions

The research questions for this study shall be:

1. What are the effects of instructional materials on pupils’ academic performance in Basic Science?
2. What are the effects of the use of instructional materials on male and female pupils’ academic performance in Basic Science?
3. What are the effects of interaction between materials and gender on pupils’ academic performance in Basic Science?

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1.5     Research Hypotheses

The following statements were generated as research hypotheses for this study:

1. There is a significant relationship between instructional materials and pupils’ academic performance in Basic Science
2. There is no significant relationship between the use of instructional materials and male and female pupils’ academic performance in Basic Science

1.6     Significance of the Study

         The use of instructional materials gives the learner the opportunity to touch, smell or taste objects in the teaching and learning process. Consequently, knowledge passed unto the pupils at different levels of educational instructions should be well planned and properly allied with relevant instructional materials for clarity and comprehensibility. Hence the significance of this study to the pupils, teachers, curriculum planners, educational system and society at large. Thus, to the pupils, the effective use of instructional materials either improvised or standardized would enable the pupils to effectively learn and retain what they have learnt and thereby advancing their academic performance in the subject in question. This is because according to Nwadinigwe (2000), learning is a process through which knowledge, skills, habits, facts, ideas and principles are acquired, retained and utilized; and the only means of achieving this is through the effective use of instructional materials. However, the study would also help to enhance teachers’ teaching effectiveness and productivity. This is in line with assertion of Igwe (2003) who noted that it is only the teachers who will guarantee effective and adequate usage of instructional materialsand thereby facilitate success. Consequently, a teacher who makes use of appropriate instructional materials to supplement his teaching will enhance pupils’ innovative and creative thinking as well as help them become plausibly spontaneous andenthusiastic. This study was intended to make appropriate improvised materials in place of the standardized materials for teaching basic concepts in science in order to enhance pupils’ interest and performance in the study of the concepts, especially in schools that lack standardized instructional materials. Also the study will help to reveal the perceptions of teachers and pupils on the use of improvised instructional materials. Furthermore, it will help to know the effectiveness of instructional materials in teaching Basic Science concepts.

1.7     Scope of the Study

This study sets out to investigate the impact of instructional materials on effective teaching and learning of Basic Science in primary schools in Nigeria. Besides, the study is delimited only to selected primary schools in Ibiono Ibom Local Government Area of Akwa Ibom State, Nigeria.

1.8     Limitation of the Study

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

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Full Project – INSTRUCTIONAL MATERIALS UTILIZATION AND ACADEMIC PERFORMANCE OF PUPILS IN BASIC SCIENCE IN IBIONO IBOM LOCAL GOVERNMENT AREA, AKWA IBOM STATE