APPRAISAL OF INSTRUCTIONAL MATERIAL FOR TEACHING AND LEARNING BUSINESS STUDY

Abstract

This study was on appraisal of instructional material for teaching and learning business study. Three objectives were raised which included:  To explore the views of teachers and students on the extent to which instructional facilities affect student performance in Business studies, to examine the challenges that teachers secondary schools face in accessing instructional materials in Business studies and  assess the strategies that teachers use to minimize the challenges of attaining and using quality instructional materials in Business studies. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Lagos State. Hypothesis was tested using Chi-Square statistical tool (SPSS).

Chapter one

Introduction

1.1Background of the study

For thousand years, man had been seeking ways by which he could increase the effectiveness of his communication. Twenty-three centuries ago, Aristotle identified those important elements in the process of communication. According to him, communication consists of a communicator, the message and the receiver of the message. He further suggested that the oral communicator must not only try to make the assignment of his speech (message) demonstrative and worthy of belief. Lesswell (1998), talked about ingredient of communication in the form of this simple question; “who”? says “what”?, with what purpose? To whom? In what situation? By what means? With what effect? The age of books and chalkboard dragged on over the centuries in electronics (hardware) and communication bringing longevity to this age and its technology in the classroom.

Meanwhile, the radio cassette and tape recorder have been developed to enable millions of masses learn anywhere and anytime. The “visual” first came into prominence in educational scene during the first two decades of the 20th century and such visuals includes all materials generally used in classroom instructions. As from 1947, ideas developed in favour of combining the library with visual development. It is on this ground that the term “instructional materials” evolved. The introduction of technology into education has thrown light into technological innovation e.g. (hardware) machine and (Software) materials or transparencies, which are used as instructional materials in the classroom teaching.

Davies (1990) maintained that all media to varying degrees helps perception, understanding, transfer of training, provide reinforcement, and extension. Some media are essential to the attainment of goals and objectives, such media must be obtained and used if the objectives are to be achieved. Media like maps and pictures are described as criterion media and are also used to learn and achieve skill of mastery in any kind of subject in the classroom in teaching / learning situation. According to Hoben (1991), there is little from evidence in the research literature. A single medium of instruction will suffice ever if only because it will become unbearably monotonous, but variety among instructional media can make the teaching in the classroom more effective.

Modern researchers have tried its ability of using varied media to see successful attainment of their goals and objectives. For instance, a study of programmed–instruction journalism course at Marshall University, USA showed that students prefer tape recoding while others preferred materials. Audio-visual materials can provide a rich variety of sensory experience to amplify and reinforces the concepts that have been presented in textbooks. For certain types of learning, some students may grasp the flow and structure of ideas more easily through films or television programmes than through textbooks assignments and lectures (Anyanwu, 2000). In a collection of varied and integrated learning activities, each method of teaching makes particular contribution in cooperation with several other media of instruction.

Modern research therefore are no longer, studying the effects of isolated educational materials, they are considering integrated system that involve many variables of instructional media on the teaching-learning situation. Schram (1996), proposed that each medium should be considered as part of teaching/learning system. Thus, for example, certain ways of combining these media such as television with tutorial media may be immensely more effective than one alone. In evaluating the combination of instructional materials effectively, they should be tried out in the environment where they will be properly utilized.

View from the angle of the contributions, ways of definitions, history and perception of the instructional media on teaching in Junior Secondary School could broaden or widen the horizons of the users on its impact in the teaching in classes (Adeleke, 2001). According to Aina (2002), instructional materials are those materials or resources used in any teaching exercise to promote greater understanding of the learning experiences. They are used to “provide the richest possible learning environment which help learners and the teachers to achieve specific objectives”. They also assist the teacher to communicate more effectively and the learner to learn more meaningfully and permanently.

Instructional materials form a vital aspect of teaching and learning in secondary schools, hence its importance in school curriculum. Nwagbara (2002) notes that instructional materials enhance retention and permanence in learning. According to her, enormous benefits accrue from teaching and learning with the aid of culturally relevant and adequate instructional materials, especially, for the primary and secondary school levels of education.

 Instructional materials which are educational inputs are of vital importance to the teaching of any subject in the school curriculum.  Wales (1995) was of the opinion that the use of instructional materials would make discovered facts glued firmly to the memory of students.  Savoury (1998) also added that, a well planned and imaginative use of visual aids in lessons should do much to banish aparthy, supplement inadequacy of books as well as arouse students interest by giving them something practical to see and do, and at the same time helping to train them to think things out themselves. 

Like other teaching subjects in the school curriculum, the teaching and learning of any subject in school cannot be effectively achieved without the aid of instructional materials. According to Savoury (1998), for long, instructional materials have not really been used in schools. Most teachings are done verbally without really making use of the few available materials. It is proper for teachers to make use of instructional materials needed in every situation for their teaching. Savoury (1998) suggested a catalogue of useful visual aids that are good for teaching such as pictures, post cards, diagrams, maps, filmstrips and models.

It is interesting to note that a large percentage of trained teachers and those undergoing professional training course can teach with some of the instructional materials. They do so consciously because they know that the use of instructional materials have positive effect on learning outcomes as their cognate experience during teaching practice supervision reveals (Adeyanju, 2003). Adeyanju also reveals that in an on-going action research by investigators in Winneba District, a survey sample of teachers with several years of teaching experience of between (3) and twenty five (25) years, claim that learning aid improves methodology. They also claim that learning aids reduce their talk and chalk method. 

1.2 Statement of the Problem

 Instructional materials inspite of their numerous advantages are now witnessing serious neglect by both the teachers and educational administrators. This is not limited to the government alone, but also private educational administrators such as those who teach business studies, where such materials are provided, they are grossly, inadequate, obsolete or totally out of use. Even the functional ones are not put into proper use by the teachers in the classroom. It has been observed that there is only display of such materials by various secondary schools by the officials of the Ministry of Education in Lagos State.

The effect of this neglect, mismanagement, poor maintenance and inadequate supply of these instructional materials has created the following problems to the teaching and learning processes:

1)      Students tend to learn slowly in class. 

2)      What is learnt is not easily recalled. 

3)      Poor academic performance of students in internal and external examinations.

4)      Inability of student to practicalize what is learnt especially, things having to do with technical or vocational skills.

Objective of the study

The objectives of the study are;

1. To explore the views of teachers and students on the extent to which instructional facilities affect student performance in Business studies.
2.  To examine the challenges that teachers secondary schools face in accessing instructional materials in Business studies.
3.  Assess the strategies that teachers use to minimize the challenges of attaining and using quality instructional materials in Business studies.

Research hypotheses

The following research hypotheses were made;

H0: there are no challenges that teachers secondary schools face in accessing instructional materials in Business studies

H1: there are challenges that teachers secondary schools face in accessing instructional materials in Business studies

H0: there are no views of teachers and students on the extent to which instructional facilities affect student performance in Business studies

H2: there are views of teachers and students on the extent to which instructional facilities affect student performance in Business studies

Significance of the study

This study intended to find appraisal of instructional material for teaching and learning business study. The knowledge obtained would help the government most especially local government and educators to reflect and make evaluation on the requirements of other instructional materials apart from class-rooms alone. The evaluation of instructional materials, along with other reform movements, allows educators and planners to plan for appropriate environment for teaching and learning so as to provide quality secondary school education. The study would also influence education planners to consider appearances of physical structures such as classrooms and availability of other teaching and learning materials as some of the important factors that can influence parents to send their children to particular schools, which have attractive physical appearance and variety of other facilities.

Scope and limitation of the study

The scope of the study covers appraisal of instructional material for teaching and learning business study

Limitations/constraints are inevitable in carrying out a research work of this nature. However, in the course of this research, the following constraints were encountered thus:

1. Non-availability of enough resources (finance): A work of this nature is very tasking financially, money had to be spent at various stages of the research such resources which may aid proper carrying out of the study were not adequately available.

Time factor: The time used in carrying out the research work is relatively not enough to bring the best information out of it. However, I hope that the little that is contained in this study will go a long way in solving many greater problems

Definition of terms Instruction materials are facilities given to students, so that they can use every opportunity to develop full potential. Instructional materials include fixtures, equipment, and buildings necessary for the effective and efficient operation of the program of public education (uslegal.com, 2015).

Academic performance refers to the level at which a student, teacher or institution has managed to reach their educational goals

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