Project – The relevance of teaching aid in the formation of child’s learning abilities in primary schools

CHAPTER ONE

1.1 Background to the Study

Education is universally acknowledged as a key instrument for individual empowerment and societal development. It serves not only to transmit knowledge but also to shape values, attitudes, and skills necessary for active participation in social and economic life. Primary education, in particular, represents the foundational level in the educational ladder. The formative years of a child, typically spent in primary school, are critically important for cognitive, emotional, and social development. It is during this period that children acquire basic literacy, numeracy, and life skills which form the bedrock of future academic and professional success.

An essential element that contributes to effective learning during the primary school years is the strategic use of teaching aids. These are tools—ranging from simple visual aids like charts and flashcards to sophisticated audio-visual devices—designed to reinforce the teaching-learning process. Teaching aids enhance the clarity of content delivery, stimulate interest, and facilitate better understanding by appealing to multiple senses. As Agun (2003) points out, teaching aids help translate abstract concepts into tangible forms, thereby bridging the gap between what is taught and what is understood. They also cater to different learning styles, enabling teachers to reach a diverse group of learners effectively.

In Nigeria, the primary education sector faces numerous structural and pedagogical challenges. Specifically in Osisioma Local Government Area of Abia State, schools are often characterized by overcrowded classrooms, poor infrastructural facilities, and inadequately trained teaching personnel. These challenges hinder the smooth delivery of lessons and often lead to poor learning outcomes. Within such an environment, the integration of teaching aids can serve as a critical intervention for improving pupil engagement, comprehension, and retention. Teaching aids, when properly utilized, serve not only to enrich lessons but also to make learning more practical, memorable, and meaningful for pupils (Ike, 2015).

Research has shown that children at the primary level are predominantly visual and kinesthetic learners, meaning they learn better through seeing and doing rather than through passive listening. Olumorin, Yusuf, Ajidagba, and Jekayinfa (2010) emphasize that pupils’ cognitive development is significantly enhanced when they are able to interact with physical learning materials. Teaching aids such as real objects (realia), diagrams, and multimedia tools make lessons more engaging and accessible, especially for complex or abstract topics. Despite the proven benefits, many public schools still fall short in implementing these tools due to limited resources, lack of teacher training, and poor maintenance of available instructional materials.

The global push for quality education, as highlighted in Sustainable Development Goal 4, underlines the need for inclusive and equitable access to education that is both effective and relevant. One of the core indicators of quality education is the availability of adequate teaching and learning materials. Therefore, the use of teaching aids in classrooms is not just a matter of enhancing teaching techniques—it is a necessary strategy for achieving broader educational objectives. Evaluating their relevance in specific local contexts, such as Osisioma LGA, can offer valuable insights into practical ways of overcoming learning deficiencies among primary school pupils.

Against this backdrop, this study aims to assess the relevance of teaching aids in the formation of children’s learning abilities in primary schools within Osisioma LGA. It seeks to examine the extent of their use, the impact on learning outcomes, and the challenges encountered by teachers in implementing them. The findings will provide empirical evidence that can inform education policy, guide school administration, and improve teaching practices aimed at strengthening the foundational learning experiences of Nigerian children.

1.2 Statement of the Problem

Despite various interventions by the government and non-governmental organizations to improve the quality of primary education in Nigeria, a significant number of pupils in public primary schools continue to perform below expectations. In Osisioma Local Government Area (LGA) of Abia State, the situation is particularly concerning, as reports and classroom observations indicate that many children struggle with mastering basic skills in literacy and numeracy. This persistent underachievement has raised alarm among stakeholders, including parents, educators, and policymakers who are invested in the educational development of Nigerian children. These concerns demand a closer examination of factors affecting learning outcomes.

While many studies have identified issues such as poor teacher training, curriculum overload, low pupil-teacher ratios, and socio-economic challenges as major contributors to poor academic performance, there remains a relatively underexplored but significant factor: the use of teaching aids. Teaching aids are known to enhance learning by making lessons more concrete, engaging, and accessible to young learners. However, in many primary schools within Osisioma LGA, the use of such instructional tools is minimal or completely absent. Teachers often depend solely on verbal instruction and chalkboard teaching, which may not be effective for young children whose learning preferences require multi-sensory engagement.

The lack of teaching aids or their improper usage may significantly limit pupils’ ability to understand abstract concepts, develop problem-solving skills, and retain knowledge over time. Visual and hands-on materials play a crucial role in helping children process information more effectively, particularly in the early years of education when cognitive abilities are still developing. Without these tools, learners may find it difficult to grasp lessons, leading to disinterest, low self-esteem, and eventual learning failure. This gap in instructional support can exacerbate the cycle of underperformance, especially in resource-constrained environments like Osisioma LGA.

Moreover, even when teaching aids are available, many teachers may not possess the training or confidence to integrate them effectively into their lessons. This can stem from a lack of professional development opportunities, limited institutional support, or a lack of awareness about the pedagogical benefits of such materials. As a result, the few existing teaching aids may remain unused or poorly utilized, rendering them ineffective in supporting pupils’ learning. This issue is compounded by the absence of clear instructional policies or monitoring systems that emphasize the use of teaching aids as a standard part of lesson delivery.

In light of these challenges, it becomes essential to systematically investigate the relevance of teaching aids in the formation of children’s learning abilities in Osisioma LGA. Such a study will provide empirical insights into the availability, usage, and impact of teaching aids on pupils’ academic development. It will also identify the barriers that prevent effective integration of these tools in classrooms. Understanding these dynamics is critical for designing targeted interventions that can support teachers, improve instructional quality, and ultimately enhance educational outcomes for children in the region.

1.3 Objectives of the Study

The main objective of this study is to examine the relevance of teaching aids in the formation of children’s learning abilities in primary schools in Osisioma Local Government Area. The specific objectives are to:

1. Determine the extent of availability and use of teaching aids in primary schools in Osisioma LGA.
2. Assess the impact of teaching aids on pupils’ comprehension and retention abilities.
3. Examine teachers’ attitudes and competencies in the use of teaching aids.
4. Identify challenges associated with the use of teaching aids in primary education.

1.4 Research Questions

1. To what extent are teaching aids available and used in primary schools in Osisioma LGA?
2. How do teaching aids affect pupils’ comprehension and retention abilities?
3. What are the attitudes of teachers towards the use of teaching aids in classrooms?
4. What challenges hinder the effective use of teaching aids in primary schools?

1.5 Hypothesis

The following null hypotheses will be tested in this study:

H0: There is no significant relationship between the use of teaching aids and pupils’ comprehension abilities in primary schools.

H1: There is a significant relationship between the use of teaching aids and pupils’ comprehension abilities in primary schools.

1.6 Significance of the Study

This study holds significant value for a wide range of stakeholders in the education sector, particularly those invested in enhancing the quality of primary education in Nigeria. One of the primary beneficiaries of the study is educational planners and policymakers. The findings will provide empirical evidence on the current state and relevance of teaching aids in primary education. With concrete data on how these tools affect pupils’ learning abilities, policymakers can formulate and implement more targeted strategies, including curriculum reforms, resource allocation, and professional development programs that support the systematic integration of teaching aids into teaching and learning processes.

School administrators are also key stakeholders who stand to benefit from this study. As the individuals responsible for day-to-day operations and resource management in schools, administrators need to understand the practical implications of using teaching aids in classrooms. The study will offer insights into how investing in instructional materials can enhance teaching efficiency and learner engagement. It will also help administrators make informed decisions about budget allocations, procurement of relevant materials, and the organization of workshops or training sessions that equip teachers with the necessary skills to use teaching aids effectively.

For teachers, the study serves as a valuable resource for professional reflection and growth. Teachers are on the frontlines of education delivery and play a critical role in implementing classroom strategies. By highlighting the impact of teaching aids on learners’ comprehension and retention, the study will encourage educators to adopt more interactive and learner-centered approaches. It will also help teachers appreciate the pedagogical value of visual and hands-on tools, promoting more dynamic lesson planning and ultimately improving learning outcomes for their pupils.

The study will also contribute to the academic body of knowledge and will be of immense benefit to researchers and scholars. As interest in instructional technology and teaching innovations continues to grow, this study provides a relevant foundation for further academic exploration. It will serve as a reference point for future research focused on improving early childhood education, resource utilization in public schools, and the development of context-appropriate instructional tools. Additionally, researchers can build on this study to conduct comparative analyses or assess the long-term impact of teaching aids on student achievement.

Parents and guardians, as key partners in a child’s educational journey, will also benefit from this study. By understanding the role of teaching aids in enhancing learning, parents may become more supportive of their children’s schooling and more engaged in their academic lives. The study could inspire greater parental involvement, such as providing basic instructional materials at home or advocating for improved learning conditions in their children’s schools. This awareness can strengthen the home-school partnership, which is essential for reinforcing educational progress.

Finally, the study will benefit non-governmental organizations, educational donors, and international development agencies that support basic education initiatives in Nigeria. With reliable data on the importance of teaching aids, these organizations can make better-informed decisions regarding funding priorities, program design, and advocacy strategies. By aligning their interventions with evidence-based needs, they can contribute more effectively to the broader goal of improving access to quality and inclusive education, particularly in underserved areas like Osisioma Local Government Area.

1.7 Scope of the Study

This study is limited to teachers of primary schools located in Osisioma Local Government Area of Abia State. It will focus on public primary schools and involve teachers as respondents. The study will examine the types, availability, use, and effects of teaching aids on pupils’ learning abilities, particularly comprehension and retention.

1.8 Definition of Terms

Teaching Aids: Materials or tools used by teachers to enhance the teaching and learning process, including charts, flashcards, audiovisuals, realia, and digital media.

Learning Abilities: The capacity of pupils to acquire knowledge, understand concepts, and retain information.

Primary School: The first formal stage of education, typically for children aged 6–11.

Retention: The ability of pupils to remember or recall information taught.

Comprehension: The cognitive process of understanding and making sense of information presented.

Project – The relevance of teaching aid in the formation of child’s learning abilities in primary schools