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MANAGEMENT OF INSTRUCTIONAL MATERIALS
FOR EFFECTIVE IMPLEMENTATION OF THE
UNIVERSAL BASIC EDUCATION (UBE) PROGRAMME
IN ENUGU METROPOLIS
M.ED PROPOSAL PRESENTED TO
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
UNIVERSITY OF NIGERIA
NSUKKA
BY
OKPALAOKA HULDA CHINYERE
PG/M.ED/04/35508
SUPERVISOR: DR. (MRS.) C. U. ONWURAH
NOVEMBER , 2009
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APPROVAL PAGE
This project has been read and approved for the Department of
Educational Foundations, University of Nigeria, Nsukka, for the award of
Masters Degree in Education (M.ED.)
……………………… ………………………..
Supervisor Internal Examiner
……………………… ………………………..
External Examiner Head of Department
…………………………..
Dean, Faulty of Education
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CERTIFICATION
OKPALAOKA, HULDA CHINYERE, a postgraduate student in
the Department of Educational Foundations and with Registration No.
PG/MED/04/35508, has satisfactorily completed the requirement for
course work and research work for the Master Degree in Educational
Administration and Planning in Education Foundations Department.
This work embodied in this project is original and has not been
submitted in part or full for any other Diploma or Degree of this or any
other university.
……………………… ………………………..
Supervisor Student
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DEDICATION
I dedicated this project work to the Almighty God; and to my great
Redeemer and Saviour, my Lord Jesus Christ.
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ACKNOWLEDGMENT
The successful completion of this project work had been through
the help of some concerned individuals.
I am greatly indebted to all that rendered help in various ways or
the other in the accomplishment of this research project.
My unquantifiable intense gratitude goes to the Almighty God, for
His protection, direction, provision and inspiration throughout the period
of this study.
The researcher, wishes to express her great appreciation to her
lecturer and project supervisor, Dr. (Mrs.) C. U. Onwurah whose
motherly advice, suggestions, guidance, patience and supervision
contributed immensely towards the success of this project.
My undescribable thanks goes to Rev. Fr. I. K. Ejionueme, a
lecturer in the Department of Educational Foundations, whose advice,
direction and encouragement, sky-rocketed the commencement of this
project work.
The researcher also wishes to express her appreciation to Dr. K. O.
Usuman a lecturer in Institute of Education Department University of
Nigeria, Nuskka, Mr. L. Anieke lecturer at Ebonyi State University, and
Prof. Nelson Ogbonnaya, Head of Department Educational Foundation in
University of Nigeria, for their advice and contributions toward the
success of this study.
The researcher equally wishes to express her immensurable thanks
to all those who contributed in several ways toward the successful
completion of this project. Such persons like the external examiner, the
Dean, Faculty of Education, University of Nigeria, Nuskka and all her
lecturers especially, Prof. A. Ali.
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I remain indebted to my beloved husband and mentor, Mr.
Emmanuel Ezinwa for his sacrifice, patience, prayers, encouragement and
financial support without which the completion of this project work would
not have been possible. My beloved daughters Miracle and Sopurchukwu
were also remembered.
I wish to acknowledge my brother, Mr. Emmanuel Okpalaoka, my
mother- Mrs. C. C. Okpalaoka and all my brothers and sisters for their
sincere prayer that saw me through this project work.
The researcher expresses her appreciation to all and sundry,
especially her friend Mrs. Faith Omeke for her sincere concern.
Finally, the last but not the least is the computer operator, Mr. Paul
Adikea who patiently transformed this project work into black and white.
I wish to say may the Almighty God bless and bountifully reward you all
in Jesus name.
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TABLE OF CONTENTS
Title Page i
Approval page ii
Certification iii
Dedication iv
Acknowledgment v
Table of Contents vii
Abstract x
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the problem 14
Purpose of the study 15
Significance of the study 16
Scope of the study 19
Research questions for the study 20
Hypotheses for the study 20
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual framework 21
Concept of Management 21
Concept of Instructional Materials 24
Sources and Production of Instructional Materials 31
Rationale for Production of Instructional Materials 37
Importance of Materials in Teaching Learning Process 40
Concept of Universal Basic Education (UBE) Programme 44
Strategies for Provision of Instructional Materials for
Effective Implementation of Universal Basic Education
(UBE) Programme. 54
Management of Instructional Materials in schools 59
Constraints in Management of Instructional Materials
for (UBE) programme. 59
Some core subjects offered in schools and their suggested
instructional materials 71
Measures for improving the availability and provision of
instructional materials in schools 73
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Measures for improving the utilization of instructional
materials in schools 76
Constraints in Management of Instructional Materials for UBE
Programme 78
Theoretical Framework 79
The System Theory 79
The Scientific Management Theory 82
Review of Empirical Studies 86
Summary of Literature Review 88
CHAPTER THREE: RESEARCH METHOD
Design of the Study 90
Area of Study 91
Population of the Study 91
Sampling and Sampling Technique 92
Instrument for Data Collection 93
Validation of the Instrument 93
Reliability of the Instrument 94
Method of Data Collection 94
Method of Data Analysis 95
CHAPTER FOUR: RESULTS
Research Question One 96
Research Question Two 98
Research Question Three 99
Hypothesis One 102
Hypothesis Two 105
CHAPTER FIVE: DISCUSSION, CONCLUSIONS,
IMPLICATION AND RECOMMENDATIONS
Discussion of Findings 108
Conclusions 115
Implications 117
Recommendations 118
Limitation 121
Suggestions for further research 122
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REFERENCES
QUESTIONNAIRE
APPENDIX I: Names of Schools in Enugu Metropolis
APPENDIX II: Computations of Sample sizes for different local
government area in Enugu metropolis
APPENDIX III: Computation of Reliability Coefficients for the
management of instructional materials for
effective implementation of UBE programme.
APPENDIX IV: Computation of t-test for hypothesis one
APPENDIX V: Computation of t-test for hypothesis two
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ABSTRACT
The study investigated the Management of Instructional Materials
for Effective Implementation of Universal Basic Education Programme in
Enugu Metropolis. The need for this study arose because there is problem
of delivery of a sound basic education of which UBE is meant for in
Enugu metropolis. The detoriating nature of teaching and learning process
in primary education system calls for investigation. There is attitude of
complete negligence by teachers on effective management of instructional
materials to improve teaching-learning process amongst primary schools.
Thee rate of acquisition, and utilization of instructional for effective
implementation of UBE programme in primary school in Enugu
metropolis is very low.
Four research questions were posed and two null hypothesis were
formulated to guide the study. A 23-item research questionnaire was
developed and administered to 114, 340 and 546 primary school teachers
in Enugu-East, Enugu-North and Enugu-South respectively in Enugu
metropolis. The data collected were analysed with respect to each
research questions using mean scores and standard deviation. A mean
score of 2.50 was adopted as the acceptable mean or cut-off point for the
items on the four point scale of the questionnaire. The t-test statistics was
employed in testing the two null hypothesis formulated for the study. The
analysis of the data shows that teachers (administrators and classroom
teachers) procure instructional materials majorly by improvisation. Other
sources include, donation, gifts, from philanthropists, spirited people and
international organizations. They utilize instructional material to
demonstrate learning concepts in the classroom, they have certain way of
maintaining these instructional materials for teaching and learning
purposes. However, problems such as poor maintenance culture of school
heads, inadequate funds, inexperience in the use of instructional materials
by some teachers, lack of in-service training for teachers, poor storage,
facilities, lack of interest of some administrative heads and teachers over
instructional materials and diversion of funds meant for maintenance of
instructional materials by school administrators militates against effective
maintenance of instructional materials.
Moreover, the findings of the study has some educational
implications among which are, the availability of these instructional
materials in schools does not really mean that these materials are
effectively managed and cared for to bring about effective implementation
of UBE programme; some classroom teachers were not using instructional
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materials to bring about effective learning in the classroom because of
fear of damaging them simple proves these teachers still adopt the
traditional system of teaching. The school administrators divert funds
meant for acquisition and maintenance of instructional materials revealed
certain level of inadequacy and low maintenance of instructional materials
for teaching and learning process in State owned primary schools.
Inadequate security facilities in primary schools over the instructional
materials showed that these materials are constantly stolen by external
agents. This affects the smooth flow of instructional process in primary
schools leading poor implementation of UBE programme.
Recommendations are made base on the findings among which are
seminars, in-service training and workshop should be organized for
teachers and administrators on the management of instructional materials
in teaching and learning process. There should be supervision and
monitoring of teachers by the school administrator during instructional
process under classroom condition. On the other school administrators
should be strictly supervised by the adequate supervisory body on the
appropriate use of funds in order to avoid diverting it for their own selfish
interest. For proper implementation of UBE, the Federal, State and Local
Governments; Parents Teachers Association; Parents and other concerned
organizations should support UBE programme in primary schools with
sufficient funds, functional instructional materials. This will help in
achieving the objectives and broad goals of UBE programme in the State.
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MANAGEMENT OF INSTRUCTIONAL MATERIALS
FOR EFFECTIVE IMPLEMENTATION OF THE
UNIVERSAL BASIC EDUCATION (UBE)
PROGRAMME IN ENUGU METROPOLIS
BY
OKPALAOKA HULDA CHINYERE
PG/M.ED/04/35508
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
UNIVERSITY OF NIGERIA
NSUKKA
NOVEMBER, 2009
Appendix III
Computation of Reliability Coefficients for the Management of
Instructional Materials for Effective Implementation of UBE
Reliability Coefficient for Cluster B
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Item Statistics
Mean Std. Deviation N
B1 2.1600 .89815 25
B2 3.7600 .66332 25
B3 2.9200 .49329 25
B4 3.6000 .57735 25
B5 1.8000 .95743 25
B6 1.4400 .58310 25
Reliability Statistics
Cronbach‟s
Alpha
N of Items
.549 6
Reliability Coefficient for Cluster C
Item Statistics
Mean Std. Deviation N
C7 3.5600 .50662 25
C8 3.1600 .94340 25
C9 3.2400 .83066 25
C10 1.8800 1.16619 25
C11 2.8800 .99129 25
Reliability Statistics
Cronbach‟s
Alpha
N of Items
.649 5
Reliability Coefficient for Cluster D
Item Statistics
Mean Std. Deviation N
14
D12 3.1200 1.12990 25
D13 2.8000 .86603 25
D14 2.8800 .66583 25
D15 3.0400 .84063 25
D16 3.3200 .94516 25
Reliability Statistics
Cronbach‟s
Alpha
N of Items
.546 5
Reliability Coefficient for Cluster E
Item Statistics
Mean Std. Deviation N
E17 2.7917 1.17877 24
E18 2.9167 1.13890 24
E19 2.5833 1.10007 24
E20 3.0000 .72232 24
E21 2.7917 .97709 24
E22 2.4167 1.17646 24
E23 2.9167 1.34864 24
Reliability Statistics
Cronbach‟s
Alpha
N of Items
.668 7
Reliability Coefficient for the Overall
Item Statistics
Mean Std. Deviation N
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E17 2.7917 24
B1 2.2083 24
B2 3.7500 24
B3 2.9167 24
B4 3.6667 24
B5 1.7917 24
B6 1.4167 24
C7 3.5833 24
C8 3.1667 24
C9 3.2083 24
C10 1.9167 24
C11 2.9167 24
D12 3.1250 24
D13 2.7917 24
D14 2.8750 24
D15 3.0417 24
D16 3.3333 24
E18 2.9167 24
E19 2.5833 24
E20 3.0000 24
E21 2.7917 24
E22 2.4167 24
E323 2.9167 24
Reliability Statistics
Cronbach‟s
Alpha
N of Items
.735 23
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CHAPTER ONE
INTRODUCTION
Background of the Study
Education has remained a social process in capacity building and
maintenance of society for decades. It is a weapon for acquiring skills,
relevant knowledge and habits for surviving in the changing world. It is
the cornerstone of any country‟s development. Indeed, education
continues to be the instrument for achieving economically, scientific and
technological growth and development of any nation.
The Federal Republic of Nigeria (2004) in her National policy on
Education viewed education in Nigeria as an instrument “par excellence”
and that which effects change and development both for the individual
and for the nation. The envisaged change and development are to be
brought about through carefully planned and well implemented
curriculum at all levels, especially the primary school which is the
bedrock of other levels of education. Primary education amongst other
things, prepares the child for life outside the classroom. It develops the
child‟s latent skills and equally provides basic skills for literacy and
numeracy.
Primary education emphasizes basic education for the average
Nigerian child of school age. There is no gain saying that basic education
is crucial to overall development of any nation. It is not just an instrument
for enhancing the life of individuals, it lays the foundation for
transforming the social, political and economic life of any nation. The
country‟s greatest desire and aspiration towards the eradication of
illiteracy, promotion of functional education, reduction of poverty and
unemployment, attainment of an enlightened economically, viable
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democratic society calls for adequate educational system for their
realization.
However, the level of basic education in the nation‟s educational
system falls below the standard required for national survival and
development. Decay is evident at all levels of educational system
(primary, secondary and tertiary) ranging from menace of “expo”,
lobbying for marks, bribery and corruption, poor funding to poor and
collapsing educational infrastructure, poorly trained and poorly motivated
teachers, extremely high rate of illiteracy. There are also substantial short
comings in Nigeria institutional and personnel capacities for the delivery
of a sound basic education for all citizens. Moreover, there is wide spread
disparities both in quality and access to education across the whole nation.
Available infrastructural facilities, instructional materials, qualified
teachers are grossly inadequate for the effective implementation of the
UBE programme in Nigeria.
The problem appears worse at the basic stages, that is primary,
adult and non-formal education (Nomadic education) where solid
foundations ought to have been laid for higher forms of education and life
long learning. For instance, in 1996, educational statistics revealed that
only 14.1 million children are enrolled in primary schools out of 12
million children of primary school age. The completion rate was 64%
while the rate of transition to junior secondary was 43.5% whereas the
nation‟s literacy rate at present is estimated to 52%. There is
overwhelming evidence that these vital literacy indicators have not
improved (UNDP 1993).
Again, the detoriating nature of teaching and learning process in
primary educational system needs immediate remedy especially those in
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Enugu metropolis. In Enugu metropolis there is complete negligence on
the effective management of instructional materials to enhance teaching-
learning process amongst primary schools. The rate of acquisition,
maintenance and utilization of instructional materials in primary schools
is very low. This makes it impossible for learners to obtain quality,
functional education. Thus the wholistc development of the learner‟s
cognitive affective and psychomotor aspects of intelligence is
jeopardized.
One the other hand, the primary school authorities, school
administrators as well as classroom teachers have not gotten enough
vision on the importance of instructional materials in teaching-learning
process. Therefore they give little or no room towards the procurement of
these materials for teaching process in primary schools. Obviously, the
effective and efficient management of instructional materials in
instructional process will not mar the child‟s ability to understand learning
concepts, rather it acts as catalyst which boost the child‟s tendency to
understand concepts to be taught. It also enables him to obtain basic life
skills for the future challenges within the society at large.
Having observed all these, the government felt that it is time to
check the drift. This gave rise to the launching of the Universal Basic
Education (UBE) scheme in 1999. The overall aims of Universal Basic
Education Scheme is to make education accessible to every Nigerian child
of school age. Therefore, for Nigeria to attain the desired hundred percent
(100%) national literacy level soon it is imperative that provision be made
and action taken, towards fulfilling certain conditions so as to make the
implementation of UBE programme possible in our primary schools.
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These conditions include: providing conducive learning
environment, improving the quality and standard of instructional process,
provision of instructional materials, providing in-service training for
teachers, giving incentives and allowances to teachers, and regular
payment of teachers‟ remunerations.
The Universal Basic Education (UBE) in its effort to eradicate
illiteracy in Nigeria within the shortest possible time specifically spelt her
objectives as:
- developing in the entire citizenry a strong commitment
to its vigorous promotion,
- provide free, compulsory universal basic education for
every Nigerian child of school age,
- reducing drastically drop-out rate from the formal
school system through improved relevance and
efficiency.
- catering for out-of-school children (adolescent)
through varied forms of complementary approaches to
the provision and promotion of basic education and
- ensuring the acquisition of the appropriate levels of
literacy, numeracy, manipulative communication and
life skills (as well as ethical, moral and civic values)
needed for laying the foundation for long-life learning
(UBE Digest, 2004:8)
In line with this, the Universal Basic Education Scheme in her
commission paper (UBEC 2004:2) annual report sated its vision and
mission statement as thus: At the end of nine years of continuous
education, every child that passes through the system should acquire
appropriate levels of literacy. Other skills include numeracy,
communication, manipulation of life skills and be employable, useful to
himself and society at large by possessing relevant ethical, moral and
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civic values. The scope include programmes and initiatives for early
childhood education and developments, the six year primary education
and the three year junior secondary school. Nevertheless the schemes‟
determination to achieve the already stated objectives and visions has
been beset by problems, and the solution to these problems can only be
found under the auspices of good and functional educational management.
The term management has been defined in a variety of ways. A lot
of people refer to it as a group of people (team of individuals in an
organization), a profession, discipline such as business management,
hospital management or educational management. It is the coordination of
all the resources of an organization through the process of planning,
organizing, directing and controlling in order to attain organizational
objectives (Nwachukwu 1988). Judging by the definition of management
provided above, it is clear that the concept is concerned with organization,
that is with a group of individuals who have been brought together for the
attainment of obvious goals. Also one can infer from the definition of
management provided above that a “manager” is a person who performs
four basic responsibilities; planning, organizing, directing and controlling
or leading.
Management in education is concerned with the planning and
formulation of educational policies or programmes with a view of
achieving educational goals. It is the application of the process of
planning, organizing, coordinating, controlling and evaluating human and
material resources. Educational management is equally referred to as
school management which has to do with the management of staff, pupils,
school finance and other educational facilities. Educational facilities
include, the school site, the equipment and other material resources
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provided in the school for effective teaching and learning operations.
Another name for educational facilities is the school plant which
embraces the scope of the curriculum and methods (mode) of instruction
(Onwurah 2003). In other words, school plant can be described as those
plans that are geared towards managing the school environment,
instructional facilities such as instructional materials, science laboratory
and its equipment, library with the aim of promoting teaching and
learning in primary schools. It equal cut across protecting the physical
well-being of the learners as well as staff (tutorial and non-tutorial) within
the school. It also involves plan, strategies for the upkeep and
maintenance of school environment, the machines, teaching and learning
equipment supplied to the school for effective instructional process.
Educational management involves adequate provision and maintenance,
availability of infrastructure such as administrative equipment and
instructional materials to promote the smooth flow of instructional
process.
Therefore, the need for management in education, especially
primary education cannot be neglected since the overall achievement and
total existence of any primary school system lies in its effective and
efficient management of its human and material resources. Hence the
major task of managers otherwise refer to as teachers and school
administrators is to establish a conducive environment under which
teaching and learning can efficiently and effectively take place. It has
been observed that the physical appearance and general condition of
school physical facilities are striking basis upon which many parents and
friends of any educational institution may make initial judgments about
the totality of what goes on in the school. (Ezewu, 1983; Bloom, 1978)
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noted that properly designed and fully utilized instructional facilities such
as instructional materials, enhance the effective delivery of school
curriculum thereby increasing the academic performance of the pupil in
any learning package. The importance of good instructional materials in
any educational system cannot be over emphasized. This implies that
when there is provision and proper maintenance and utilization of
instructional materials during teaching and learning exercise, it will help
to achieve the optimum goals of primary education in Nigeria.
The role of instructional materials and its management towards the
effective implementation of Universal Basic Education (UBE) programme
in Basic (primary) schools in Nigeria is indispensable. Thus, instructional
materials provide concrete and realistic experiences that make learners
develop faster understanding of the concepts to be learned. Instructional
materials are those items which the teacher uses to make his teaching and
illustrations real and enjoyable. They refer to the totality of materials,
devices and real life objects, improvised or look - alike materials
employed in teaching and learning to facilitate the instructional process.
Instructional materials are scattered everywhere even in our homes. It
falls under three major categories. They are:
- Audio- Visual Material: This categories of instructional materials
make use of both sight and hearing senses. The audio-visual
materials produce sound and motion. Examples are: televisions,
videos, overhead projectors, computers slides and film strip
projectors with sound accompaniment and such like.
- Audio materials: These are the second category of the
instructional materials. The audio materials stimulate the senses of
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hearing only in teaching and learning. Examples include, radios,
cassette/tape recorders and language laboratory.
- Visual materials: This is the third and largest category of the
instructional materials that largely appeal to senses of touch and
sight. These include; models, charts, maps, pictures, real objects,
flannel boards, posters, bulletin-boards, chalk boards and such like.
The effectiveness of any of these instructional materials depend
largely on a number of factors such as relevance to the topic,
appropriateness of introduction and the teachers‟ resourcefulness in
using them to accomplish his/her instructional objectives among
learners.
Instructional materials bridge the gap between the teacher and the
learner. It reduces the chalk-talk syndrome that involves only the learner‟s
sense of hearing which makes him loose interest after sometime.
However, utilization of instructional material during instructional process
is necessary because primary school pupils learn more by direct
involvement with concrete materials than through abstraction. This calls
for adequate provision, availability as well as management of instructional
materials at this level of educational system. Instructional materials ensure
effectiveness in teaching and learning since the learner not only hears but
also see and does.
The effective implementation of UBE programme required proper
management of instructional materials by the school administrator and
teachers in primary schools so as to enhance teaching and learning
process. It entails developing positive attitude towards the use of these
materials in the classroom for illustration and demonstration of concepts
24
among the learners. Management of instructional materials involves the
use of instructional media (educational media) to promote the
understanding of teaching-learning process between the instructor
(teacher) and the learner. In managing the instructional materials, a good
teacher should be able to understand that varieties of materials exist for
different subjects at different levels in the educational system. However,
whatever is the nature of the instructional material used by teachers, these
materials should serve to concretize the abstract. Instructional materials
equally make teaching and learning more interesting, more real and lively
too.
The utilization of instructional materials in teaching and learning
situation involves not only the sense of hearing but also the senses of sight
and touch. Looking at the instructional process one easily calls to mind a
famous ancient Chinese adage which says “I hear, I forget, I see I
remember, I do I understand” Eneh (2004). This adage emphasizes the
need for practical activities in teaching and learning during instructional
process. Management of instructional materials entails the ability of
the school administrators as well as teachers to acquire and maintain these
instructional aids (available) in the school for effective teaching-learning
activities to take place. Some instructional materials such as projectors,
videos, films, computers, needs proper care and maintenance when they
are acquired.
Instructional materials when managed effectively in primary
schools provide concrete and realistic experience that help the learner
develop faster understanding of concepts to be learned. One of the
advantages of using instructional materials especially with primary school
pupils is that it gives them opportunity to learn through more senses their
25
one. They are more likely to learn faster and more easily as well as being
able to remember the materials learnt for much longer time than without
it.
The quest for quality and functional education on science and
technology, vocational and non-vocational, nomadic education calls for
the integration of instructional materials during teaching-learning process.
The world itself generally is becoming a global village due to
development of science and technology. Therefore the use of computer
(information technology) in primary schools must be greatly emphasized
by the curriculum planners and implementers. The truth is that insipte of
the usefulness of this machine to primary education, many government
owned primary schools do not have them whereas private owned schools
use them effectively. At times these instructive machines may be
available in school but teachers develop poor attitude towards its
implementation during teaching and learning process. Not only this,
maintenance of these instructional gadgets seem to be a forgotten issue
among school administrators and teachers.
Maintenance of these instructional materials is a very important
aspect of its management since majority of these materials such as science
equipment and some instructional gadgets wear out and equally depreciate
in outlook as a result of factors like age, weather, atmospheric conditions,
usage and carelessness. Some if not all get rusted and spoil. Some school
administrators do not repair these instructional materials when they get
damaged rather, they often show a lazie –affair attitude, by abandoning
and forgetting about them wherever they are kept. In maintaining these
instructional materials for effective teaching and learning they should not
be kept where thieves will vandalize and make away with them thereby
26
interrupting the effective flow of teaching-learning in the primary schools.
In other words good security facilities need to be provided by the
authority concerned.
Management of instructional materials embraces the act of
improvisation of such material by teachers in order to enhance the
teaching-learning process. Improvisation is the act of using materials or
equipment obtainable from local environment or designed by either the
teacher or with the help of local personnel to enhance instruction (Bomide
1985). The improvisation of instructional materials is generally
recognized as an important skill which every primary school teacher in
Nigeria and indeed other developing countries of the world must acquire
if they are to function effectively in the classroom environment. This is
because schools in developing countries, such as Nigeria are poorly
funded, equipped in terms of availability and adequacy of teaching-
learning materials, examples of such materials include; text-book audio,
visual and audio-visual materials.
Improvisation of adequate instructional materials by primary school
teachers is very important since it goes a long way to concretize
instruction. Undoubtedly, it has been discovered that the difficulties
encountered by teachers in purchasing as well as improvising instructional
materials have caused significant changes in the attitude of primary school
teachers toward this important practice. Ugwuayi (2004) observed that
ignorance and lack of proper guidance in community schools and colleges
are major factors that contribute to little or no interest in the production
and utilization of improvised materials by teachers. The use of
instructional materials to facilitate teaching and learning is very necessary
for the attainment of education objectives in our primary schools.
27
Instructional materials are the key for good implementation of the
Universal Basic Education Programme. Instructional materials help to
present ideas, facts and information. It can arouse the enthusiasm of
learners, teach concepts and principles, impress pictures and images
vividly in the minds and memory of learners and also help in transfer of
learning. The negligence of these instructional materials during learning
process may cause more harm than good to the future of learners. It is
important to note that any established school curriculum calls for ways or
means of implementing it in order to reach the various levels because no
discussion of curriculum is complete without suggestion about methods
and means of implementation.
Moreover, educational system especially at primary level faces
some problems which range from high rate of illiteracy, school dropout,
poor teaching and learning environments, lack of educational facilities
poor maintenance and insecurity of science equipment (if any), to poor
planning, lack of finance, lack of regular supervision and monitoring, low
curriculum implementation, lack of instructional materials to mention but
a few. The attempts at solving these problems lead to the use of
innovative teaching-learning methods. These innovative learning methods
involve the use of organized combination and utilization of people,
materials, facilities, equipment and procedures to achieve the desired
instructional objectives. The question is; are these new innovations
applicable in today‟s educational system?
Infact, the condition of primary schools system (government-
owned) in Nigeria is not what to take home about. These primary schools
seem to be abandoned. Teaching and learning process is still going on
without instructional materials to the detriment of the learner. The level of
28
availability and the rate of utilization, maintenance of these instructional
materials in primary schools is greatly very insignificant. This was
affirmed by Akubue (1993) who noticed that most of these instructional
materials mentioned are not available in schools and even where they are
available they are scarcely used. Classroom observation of teachers while
they teach revealed that Social Studies teachers do not use instructional
materials. Thus, primary schools in Enugu metropolis are not an
exception. At the primary school levels, greater percentage of
instructional process is based on rote memorization. Many classroom
teachers still prefer the traditional chalk-talk or telling mode of instruction
to concrete-oriented practical method of using instructional materials
during teaching and learning process.
In Enugu metropolis, the adverse effect of non-availability and
application of these instructional materials is widely observed in the 68
government primary schools. The researcher took time to visit some of
these primary schools in Enugu metropolis and discovered that the level
of availability of these instructional materials is very scanty. Since this is
the condition of the primary schools, how can the curriculum of the
Universal Basic Education (UBE) be well implemented for the attainment
of the already stated goals. How are these instructional materials
acquired? Are they effectively utilized during teaching-learning
processes? Are they properly stored and maintained where available? To
what extent do teachers make improvisation of these materials when they
are not available for effective teaching learning to take place in their
schools? These questions invoke the interest of the researcher to embark
on this research study.
29
Statement of the Problem
The need for proper management of instructional materials to
promote functional and quality education has been the prime target for
Nigeria ever since the inception of UBE programme. Many attempts have
been made in this direction but no appreciable positive result have been
recorded in primary schools. The problem of implementation continues to
be perennial position to the fulfillment of UBE broad goals and specific
objectives.
In Enugu Metropolis many State owned primary schools lack
instructional materials for teaching and learning purposes. Noticeably, not
even one school in Enugu metropolis could boast of being well equipped
with necessary instructional materials. Where these instructional materials
exist at all, the rate at which school administrators and classroom teachers
manage them is not encouraging. This has become a problem to primary
school authorities, such as State Universal Basic Education Board
(SUBEB), Universal Basic Education Commission (UBEC), Universal
Basic Education Board (UBEB), and parents too. The primary school
administrators have lamented bitterly about the inadequate provision of
instructional materials in their schools. According to them, this has been
the cause of poor management of instructional materials by classroom
teachers during teaching-learning process. As a result of this pupils are
denied the opportunity of learning with these materials in the classroom.
Moreover, primary school administrators have strongly pointed that
problem of poor learning environment, insecurity, insufficient fund affects
the effective management of instructional materials in schools. This
makes it difficult for them to purchase any instructional materials if the
need arises. Also the problem of maintenance is equally affecting the
30
good management of instructional materials in primary schools.
Classroom teachers on the other hand, complained that they have not been
exposed to conditions that will help them to procure instructional material
for teaching and learning purposes. However, they resort to the traditional
method of chalk-talk syndrome as the only means of explaining concepts
to their pupils.
Finally, the level at which instructional materials are managed for
teaching learning process in primary school needs to be re-examined if
UBE programme must be successfully implemented. Otherwise, UBE
being the newest educational programme will continue to suffer the
problem of implementation in the nation. I deem it necessary therefore, to
investigate the Management of Instructional Materials for effective
Implementation of UBE programme in primary school in Enugu
Metropolis of Enugu State. This is as regard to possible source of
instructional material, the extent of utilization, maintenance and problems
affecting the maintenance of instructional materials for teaching and
learning process.
Purpose of the Study
The main purpose of the study is to ascertain the management of
instructional materials in teaching and learning process for effective
implementation of the Universal Basic Education (UBE) programme in
Enugu Metropolis of Enugu State. Specifically the researcher intends to;
1. Find out the possible source of instructional materials for teaching
and learning purposes in primary schools in Enugu metropolis.
31
2. Investigate the extent to which instructional materials are utilized
by classroom teachers during instructional process in primary
schools in Enugu metropolis.
3. Identify the problems militating against effective maintenance of
instructional materials.
4. Find out how instructional materials are maintained by the school
administrators and classroom teachers in primary schools in Enugu
metropolis.
Significance of the study
The study is hinged on the system theory. A system theory explains
existence of different parts which perform different functions in such a
way that each part interacts with and is interdependent on the other parts.
In every organization there is an input, process, output system. The
quality of the input in this case, the entry behaviour of the pupils and both
physical and material resources available and in use will essentially
predict the quality of the act. The educational system as an organization
has similar characteristics with other systems.
The primary education is a typical system which is characterized by
an Input component (consist of teacher characteristics, student/pupil
characteristics, school characteristics, curriculum) that is a component
which enters from the outside, Conversion/instructional process (consists
of teacher-pupil- material interaction) and an Output component (consists
of cognitive achievement, attitude development and motor skill
development) which leaves the system for the outside/environment. The
input in this case are educational resources while instructional/conversion
process involves management strategy employed to transform the output
32
which describe skills acquired and quality of the output or
graduate.(Zelvys, 2004) described a system as series of interrelated and
interdependent parts such that the interaction of any part affects the whole
system.
Similarly, Okebukola (1997) presented a simplified schema for
determining actions and results in teaching and learning which he termed
“input - process - output model”. According to him the output is largely
dependent on the input and process model. That if the input and process
variables are wobbly, it leads to ineffective output. It equally suggests that
given qualified teacher, normal and interested pupils, good school
environment and well articulated curriculum cannot in themselves
produce positive learning outcome without much consideration to the
process components. Teaching and learning is an active interactive
process involving both the classroom teacher and the learner in well
planned activities using carefully selected materials. Hence, the above
theory and model emphasized greatly the importance of good
management of instructional materials in instructional process. It is the
quality and variety of instructional materials utilized in teaching and
learning process that will enhance the teacher-student interactions,
transforming of the input component into meaningful experiences and
ultimately determine the level of cognitive achievement, attitude
development and motor skill development of the learner.
The findings of this study will be beneficial to primary school
authorities such as the State Universal Basic Education Board (SUBEB),
Universal Basic Education Commission (UBEC) and Universal Basic
Education Board (UBEB) because it will help them to appreciate the need
as well as importance of instructional materials in teaching-learning
33
process thereby increasing its availability in primary schools. The school
administrators will benefit from the findings of the study since it will help
them to intensify their effort towards supervising and monitoring of
classroom teachers on the use of instructional materials during teaching-
learning process. The findings of the study will help the school
administrators to develop the habit of acquiring more instructional
materials in the schools for instructional purposes since it enhances
learning among the pupils. The findings of the study will expose both the
school administrators and classroom teacher to different sources and ways
of maintaining instructional materials for effective teaching-learning
process. This is because instructional materials represent all the
alternative channels of communication which a teacher uses to compress
as well as represent situation in a more concrete way to the child. It will
equally reveal to school administrators and teachers certain problems,
affecting the effective management of instructional materials in primary
schools and solutions to these problems.
Pupils too will benefit from the findings of this study because
proper application of these instructional materials by their teachers during
teaching and learning exercise will reduce the abstract teaching method.
This surely will increase the effectiveness and general performance of the
child. There will be general development in the cognitive, affective and
psychomotor domains of the child since all the domains of achievement
will be put to test by exposing the child to instructional material during
learning exercise. The teachers and school administrators will benefit
from the findings of the study because it will help them to know the
importance of devising and creating means of preventing instructional
materials in schools from being damaged. This is because prevention they
34
say, is better than cure. The findings of this study (if implemented) will
make the goals and objectives of UBE programme to be realizable in
primary schools.
Finally, the study will provide information to Federal Government
on the necessity of releasing enough funds for the procurement and
supplying of relevant instructional materials to primary schools in order to
achieve the general objectives of the UBE, which emphasizes more on
activity based instructional process. Also it will help them to appreciate
the need for regular workshop on the importance of instructional materials
in classroom teaching and in-service training for teachers in primary
schools.
Scope of the Study
The study focuses on the management of instructional materials in
government primary schools in Enugu metropolitan cities of Enugu State.
The content scope will cover sources of instructional materials, extent of
utilization of instructional material in teaching and learning process,
extent of maintenance of instructional materials by the school
administrators (head teachers) and classroom teachers for teaching and
learning, problems militating against effective maintenance of
instructional materials for effective implementation of Universal Basic
Education (UBE) programme. While the geographical scope will cover
the government owned primary schools in Enugu North, Enugu South and
Enugu-East metropolis of Enugu State.
35
Research Questions for the Study
The following research questions will guide this study.
1. What are the sources of instructional materials for teaching and
learning purpose in primary schools in Enugu metropolis?
2. To what extent do teachers utilize instructional materials in
teaching and learning process in primary school in Enugu
metropolis.
3. In what ways are instructional material maintained by the school
administrators/head teachers in government owned primary
schools in Enugu metropolis?
4. What problems militate against effective maintenance of
instructional materials in primary schools in Enugu metropolis.
Hypotheses for the Study
The following null hypotheses formulated will be tested at P<0.05
level of significance.
H01: There is no significant difference between the mean ratings of
school administrators/head teachers and classroom teachers on the
sources of instructional material.
H02: There is no significant difference between the mean ratings of
school administrators and classroom teachers on the extent of
utilization of instructional materials in government owned primary
schools in Enugu metropolis.
36
CHAPTER TWO
REVIEW OF LITERATURE
The review of literature for the study is presented under three major
sub-headings; Conceptual framework, Theoretical Framework and
Review of Empirical Studies.
Conceptual Framework
- Concept of management
- Concept of instructional materials
- Sources and production of instructional materials
- Rationale for production of instructional materials
- Importance of materials in teaching learning process.
- Concept of Universal Basic Education (UBE) programme.
- Strategies for provision of instructional materials for effective
implementation of Universal Basic Education (UBE) programme.
- Management of instructional materials in schools.
- Constraints in management of instructional materials for (UBE)
programme.
Theoretical Framework
- The System Theory
- The Scientific Management Theory
Review of Empirical Studies.
Conceptual Framework
Concept of Management
The Encyclopedia Americana (2001) defined the word management
as the art of coordinating the elements of factors of production towards
37
the achievement of purpose of an organization. It is the accomplishment
of objectives through the use of human labour, materials and machines.
Management can be seen as a process which involves the effective
utilization of human and material resources in a particular system for the
purpose of achieving pre-determined goals. To this end, United Nations
Economic Scientific and Cultural Organisation (1999) defined
Management as a social process which is designed to ensure the
cooperative participation, intervention and involvement of others in the
effective achievement of a given or pre-determined objectives.
Adesina (1990) saw management as the organization and
mobilization of all human and material resources in a particular system
for the achievement of the identified organizational objective.
Management consist of many functions such as planning, organizing,
staffing, directing, coordinating, reporting and budgeting. According to
(Akpala, 1990; Griffin 1984), the main management functions are
planning, organizing, directing and controlling. Konotz, Bonnes &
Weihilh, (1980) similarly wrote that basic functions of management and
planning organizing, staffing, leading and controlling. From the above
definitions one could say that management functions entails the
following; planning, organizing, staff, directing/leading, controlling and
coordinating.
Onodugu (2000) in his own perspective sees the term management
to consist of two groups, the first group is a group of persons who are in
the helm of affairs in any organization. They are those who work with and
through others towards the realizing of organizational goals for instance,
the management of University of Nigeria Nsukka. This perspective gives
us a biploa group in any organization comprising managers (members of
38
management ) on one hand and non-managers or operatives on the other
hand. Operatives are those who perform the tasks for which the
organization exists for example, teachers, doctors, lecturers in the
University and such like.
Hicks (1987) maintained that managers are those who get things
done through and with others. In other words they supervise the
operatives. For example, the headmistresses in primary schools, vice-
chancellors in universities and provosts in colleges of education. The
second group sees management as a process of activity of managing. In
this case it means the process through which organizational resources
(human and material resources) are continued in a way that the goals and
objectives of the organization are realized on effective and efficient
manner.
Conclusively, a good analysis of the above contribution of various
management experts in defining the term “management” reveals basic
common underlining denominator. These are;- human resources, material
resources and desired objectives. That is, management involves the
utilization, application, mobilization of human and material resources
through the process of certain managerial functions (planning organizing,
staffing, directly, controlling, and coordinating) in an organization for the
purpose of achieving the desired organizational objectives and goals
effectively and efficiently. In any case, the optimum purpose of
management in an establishment, be it government or non-governmental
organization, must be geared towards. The realization of clear-cut
objectives.
39
Concept of Instructional Materials
Instructional materials have borne several nomenclatures from the
colonial concepts of apparatus to teaching aids, teaching aid to
educational media, educational media to instructional technology,
instructional technology to curriculum materials, curriculum materials to
its modern nomenclature-instructional materials. Each of these
conceptional stages depict the scope of its usage and application in the
classroom. But according to Eya (2005), the general acceptable
nomenclature by professionals of education is the term “Instructional
materials.”
Instruction materials are indispensable in the teaching and learning
process at all levels of educational system. They are referred to as a
veritable channel through which instructions can be impacted in the
classroom. Koffar (1999) identified these instructional materials to
include audio-visual material of various types, pictures, or charts, books,
radio, television, type writing machine, computer, chalkboard, and
projectors. Okorie (1986) defined instructional material as that branch of
pedagogy which treats the production, selection and utilization of
instructional materials that do not depend solely on printed words but
instructional technologies employing both materials and devices used in
learning situation to supplement the written or spoken word with
transmission of knowledge, attitude, and ideas. Offorma (1994) see
instructional material as materials that facilitate teaching and learning
activities and consequently the attainment of lesson objectives. Hence one
can rightly say that instructional materials are those items which the
teacher uses in teaching in order to make his teaching and illustrations real
and meaningful. Infact, anything a teacher uses to achieve instructional
40
objectives. As tedious as teaching primary school pupils is, one must have
to admit that its effectiveness compulsorily requires the use of
instructional materials. This is because these materials help to bring about
variety which arouses and maintains the interest of the pupils/learners.
Instructional materials can also be seen as instructional media. This
simply refers to some of the devices which both teachers and learners can
use to enhance the quality of instruction (Offoefuna; Eya; 1999) used it to
refer to all those materials that the teacher needs to incorporate in the
teaching –learning experience. These materials include all forms of
information carriers that can be used to promote and encourage effective
teaching –learning exercise.
An effective and efficient teacher always strives as much as
possible to understand his/her learners, the subject, all the tested
approaches, methods techniques and materials before making choice of
any instructional materials. These factors enable him/her to interact,
facilitate and consolidate the teaching procedures. In support of the above
idea, Lawal (2004) affirmed that both instructional aim and approaches
occupy the highest level of idealization as they cover a long term of
attainment and implementation respectively. This implies that a teacher
must first of all understand the broad and specific objectives of his
teaching, what to be taught (subject), component of curriculum,
approaches and methods, instructional materials to be used in his teaching
because these factor form the basis with which to accomplish the
predetermined goals of primary education.
41
Instructional materials can be referred to as those materials that
appeal to the senses. These senses are sight, smell, taste, touch and
hearing. During instructional process, pupils employ one or more of these
senses while learning. Also some learn better by seeing, touching, tasting
and others by hearing and smelling. These include visual aids, audio -
visual aids, and audio aids (Ene, 2004). The relevance of instructional
materials in realizing the objectives of Universal Basic Education in
Primary Schools cannot be overemphasized. Their management for
instructional purposes depends on what the teacher or instructor makes of
them. This implies, according to Onyejiemezi (1981) that instructional
materials do not achieve any of the attribute values on their own; rather
their usefulness depends on what the teacher makes of them. For example
if a social studies teacher does not have the knowledge and manipulative
skills of using any of the materials relating to the subject, the learner
(pupil) will definitely find it difficult to understand the concept from him.
The neglect over the use of instructional materials in primary
schools for effective implementation of UBE programme is highly
grievous because the approach used for conveying what is taught to the
pupils also matters. In primary schools, the strategy and instructional
materials used for teaching are extremely important. Kindler (1983)
asserted that learners comprehend and retain more of what they are taught
when adequate and appropriate instructional media is employed. Learners
are said to remember ninety nine percent (99%) of what they see as they
do a thing, as against only twenty percent (20%) of what the hear
(Omeiza, 2003). A famous psychologist, Jean Piaget said that, “the more a
child has seen and heard, the more he wants to see and hear.” Experience
beget experience intelligence is not only something one is born with, it is
42
also learned. Most pupils and teachers may not travel to some other part
of the world throughout their life time but they can learn about its through
films, pictures, maps. Thus through the skillful learning process, one can
bring the whole world to the classroom thereby making abstract things to
come into reality.
If these assertions are correct and if instructional materials play an
important role in making teaching and learning effective in primary
schools, then it is inevitable for teaching since that level of education
covers the wide range of people who are more delicate and complex o
handle, when compared with the secondary and tertiary levels of
education. Instructional materials deny itself one specific classification.
The list of the materials are in exhaustible, its limit is the teacher‟s level
of resourcefulness, creativity and imagination. Instructional materials
have been classified in different categories by different scholars.
Adelabi (2000) classified instructional material as, audio-media,
visual media and audio-visual media. He defined audio media as teaching
and learning devices that mostly appeal to the sense of hearing. Examples
are public address system, tape recorder, taking drum. According to
Adelabi (2000), visual media are teaching and learning devices that
mostly appeal to the sense of seeing only, which can be further divided
into projected and non-projected visuals, examples are films slides
(projected) and postures, regalia, globes and pictures (non-projected). He
referred to those instructional materials which provide the learners with
the opportunity of seeing and equally learning at same time as audio-
visual. Examples are educational television, videos and film.
43
Umo (2005:131-132) did an elaborate classification and description
of instructional materials. He classified instructional materials into six
groups, viz:
Visual materials – these are materials which appeal to the sense of
seeing only, examples are pictures, diagrams, flannel boards,
chalkboard, building, graphs, charts made by teacher himself.
Audio-materials – these refer to those materials that appeal to the
sense of hearing, examples are tape recorders, cassette cartridges,
radio, dises, language labs, and such like.
Audio-visual materials – these are those materials that appeal to the
sense of hearing and seeing. These produce both sound and visuals.
Examples, television, motion pictures with sound, slide and film
strip projectors with sound accompaniment.
Software – these include graphic materials, printed materials,
slides, films and strips, overhead transparencies, cassette tape.
Hard wares- These are the devices used in presenting materials. For
example, board, chalkboards, tape recorders, projectors, and video
recorders. While video tape is a material the video recorder is the
equipment.
Projected materials: include those materias, which require
projections viewing. There are two types transparent and non-
transparent (opaque) projections. Example of non-projected
materials are books, models, mock-ups graphic materials, bulletins
chalkboards, simulation.
44
Azikiwe (1994) classifies instructional materials into groups, human and
material resources. According to her, human resources consists of the
teacher/resource persons, the learners and the entire tutorial and non-
tutorial (supporting) staff. The material resources are grouped into
tangible resources and intangible resources.
She classified the tangible resources into three main groups: visual,
rural and audio-visual aids. She further identified six types of visual aids,
namely:
projected aids
non-projected aids – chalkboard, bullets board and flannel board
pictorial instructional materials such as wall charts, still pictures,
(photographs), graphs, maps, posters and manuals.
three dimensional aids – these, include realia (real objects) models
and specimen.
mobiles – laboratory equipments, apparatus and chemicals.
books.
Ukoha (1996) saw instructional materials as educational media. He
divided them into two broad categories; printed and non-printed media.
The printed media include all educational information carriers printed on
paper such as textbooks, reference books, workbooks, handouts, journals,
among others. While the second group is the non-printed media. This
group is further sub-divided into low cost media and electronic media.
The low cost media includes wall charts, slip charts, models, diagrams
posters, pictures, sketches and graphic.
45
Electronic media; according to Ukoha (1996) are further divided
into software and hardware materials. Softwares include computer
programmes, 16mm and 8mm films, slides, microfilms and
transparencies, video films, audio cassettes. The hardware materials
include, overhead projectors, opaque projector, slide projectors, camera,
computer sets, radio, cassettes recorders, microfilm recorder, television
set, transparency maker and radio cassettes.
Instructional materials can also be referred to as teaching aids. Ene
(2004) defined teaching aids as the totality of material and real life objects
employed in the instructional process. He maintained that instructional
materials usually exist in form of real life objects, improvise or look alike
materials. He grouped them into three main types, these are:
Visual aids; examples, charts, maps, pictures, objects and other
improvised materials.
Audio aids; These stimulates the sense of hearing only in learning.
Example are; radios and cassette radios.
Audio-visual aids. They produce sound and motion effects.
Example, television videos, overhead projectors, computers and
among others. According to him, the effectiveness of any of these
instructional materials depends on number of factors. These factors
include: Relevance to the topic, appropriateness of introduction and
timing. Similarly, Azikiwe (1994) stated that selection and use of a
particular instructional material by a teacher depends on a number
of factors which she highlighted to include; relevance to the
objective of the lessons, availability, quality, cost, simplicity of use
and learners characteristics such as age, interest, aptitude and
development level.
46
So far, one can see that instructional materials have undergone
several conceptional definitions and classifications from various
intellectuals. Its application and utilization by the teacher during
instructional process enhance teaching and learning process and equally
makes teaching and learning exercise to be more meaningful, enjoyable
both to the teacher and the learner. Therefore, its usefulness to the teacher
and the learner depends on how relevant he/she finds them towards the
attainment of pre-determined instructional objectives.
Sources and Production of Instructional Materials
Instructional material production is the most and compulsory task
teachers, teaching-practice teachers and instructors undertake during the
study of education technology. This activity provides the student-teachers
as well as the instructors an opportunity to test out their ideas, and
suggestions presented in different text-books and equally apply what they
are learning to a concrete instructional problem.
In third world countries such as Nigeria, production of instructional
materials is found to be a very stressful, frustrating and arduous task.
Instructional material producers encounter numerous problems in the
course of producing it. Some of these problems are identified as; high cost
of procuring needed materials for use in constructing improvised
materials, limited raw materials and tools for use in production, low
production skills possessed by teachers, problem of storage and
maintenance, low capacity of the already existing ones. There are several
stages that are involved in the production of instructional materials. Eya
(1999) identified four basic stages in instructional material production to
47
include; choice stage, statement of objectives stage, prototype and final
production stage.
In line with this, Ughamadu (1998) stated six guidelines for the
production of educational media as; selection of specific instructional
objectives, identification of the characteristics of the learners, selection of
the content of the information which the media will convey, selection of
media for the presentation of the information, estimation of the cost or
financial implications, and taking account of essential rules. Production of
instructional materials by teachers requires a lot of skills that will enhance
and equally guide them in the production. Eya (1999) considered these
skills, to involve; lettering skills, illustrating skills, manipulating skills
and mounting and/or photography skills if it is still and motion aids. This
disposition maintained equally that producers of instructional material
have to access the quality of their products before choosing and utilizing it
in the instructional producers. In this regard Ali (2005) remarked that it is
very important that teachers know the characteristics of a good quality
instructional materials before choosing them for use in teaching. Just
because the instructional materials are there commercially, produced in
neat and nice package or because they are recommended for instruction
may not necessarily mean that they are good or that their use would
enable the learner attain the objective of interaction.
Ali (2004:142-143) opined that instructional materials produced for
teaching and learning process may be said to be ideal or good if it meets
the following conditions:
48
cognitive content coverage and structure
language of instructional materials are clearly understood void of
colloquial vocabulary jargons.
visuals content materials are often interspersed with illustrations
include reviews, drills, activities and assignments.
there are inter-diplomacy approach in coverage of content
a good instructional materials should be one relevant to the content
of the subject, curriculum, and its objectives.
the last but not the least is readability. That is, its content must be
readily readable and understandable at the level of the learner for
whom the material (especially books) is meant for. Consequently,
good instructional materials should be appropriate, free of bias, up-
to-date, easily obtainable and should not be too expensive.
Eya (1999), stipulated the guidelines for quality assessment of
instructional material to include; ensure that the product is appropriate to
the age of the learner and that it is simple in presenting just the essential
details, ensure that it is clear in illustration, ensure that the size is
adequate, ensure that the materials are durable, readily improvisiable,
truthful, simplifications of the concept and interest. Instructional material
production is done in two broad ways; By improvisation, which is often
by teacher and occasionally the learners, By publishers and instructional
material development centers/industries such as National Education
Technology Centres (NETC) and the Science Material Development
Centres (SMDC) located in Enugu, Awka, Akure, Lagos (Ali 2005).
49
The improvisation of instructional materials is generally recognized
as important skill which every primary school teacher in Nigeria and
indeed in other developing countries must acquire if they are to function
effectively in classroom. This is because schools in the developing
countries are generally poorly equipped in terms of availability and
adequacy of teaching-learning materials, especially pupils‟ textbooks,
audio-materials, audio-visual and visual materials. A recent nation-wide
survey on “condition of teaching the four core subjects” conducted by the
National Teachers Institutes (NTI) Kaduna in April 2006, revealed that
most primary schools lack instructional materials such as textbooks,
maps, charts, computers, and laboratory equipment. Also the majority of
teachers have failed to demonstrate the requisite skills for improvisation
and use of instructional materials.
Omotunde (1996) suggested improvisation of teaching aids by
teachers to make the aids available in the schools. The Federal Republic
of Nigeria (2004) in their National Policy on Education stated that
„teachers will be required to participate more in the production and
assessment of education materials which the teacher will use in the
classroom situations”. The essence of producing instructional materials is
to facilitate the teaching process and if science as well as art subjects can
be learned properly, it must be experienced. Hence improvisation of
some, if not all the materials from locally available materials will, to a
greater extent help to provide enough learning materials for the growing
number of primary school age children in Nigeria. Nevertheless, it has
been discovered that the difficulties encountered by primary school
teachers in purchasing and improvising instructional materials have called
50
insignificant changes in the behaviour and attitude of these teachers
towards this vitals practice.
Asiegbu (1985) stressing on the problems of effective utilization of
instructional materials said that in our present educational system,
untrained teachers are employed to teach in our secondary schools,
colleges and of course primary schools. As a result of insufficient
training, many teachers do not recognize the potentials of many simple
teaching materials available at a very little cost talk-less of how to use
them. In addition to this, Aburime (2005) stated that lack of knowledge
and technique in the production of instructional aids; and the type of
teaching method adopted by teachers in primary schools during classroom
teaching are the major problems that hinder the production of teaching
materials in schools. Other major obstacles include; insufficient number
of instructional materials experts or resource persons. This is supported by
Fafunwa (1994) who lamented that the ugly situation of unavailability of
instructional materials in primary and secondary schools was as a result of
lack of funds and shortage of experts.
Olarewaju (1984) equally observed that the inadequacy of funding
science teaching is acute, especially this time that the country is struggling
to get out of the quagmire of economic recession. The cost of science
equipment and other teaching materials are very high. Nigeria is
seemingly poor country and many primary and secondary schools are
without laboratories. Hence, for science teachers as well as art teachers to
use their meager salary in buying science and teaching materials is quite
impossible.
In view of this, Balogun (1982) noted that improvisation when
applied to science teaching is often used synonymously with local
51
production of science equipment. He opined that both concepts have to do
with provision of relatively cheaper alternatives to imported science
equipment. This is supported by Bomide (1985) who saw improvisation
as the act of using materials or equipment obtainable from local
environment or designs by either the teacher or with the help of local
personnel to enhance instruction. Instructional materials, whether
improvised locally or foreign have one common usefulness of
concretizing the teaching and learning experiences.
However, teachers ought to know the procedures for designing
alternative instructional materials with which they can help their learners
to visualize whatever topic they want to teach. Again, if instructional
materials are to be improvised, emphasis should be laid on using cheap
and locally available materials. A classroom teacher must be conversant
with types, characteristics, and advantages of instructional materials
before he could improvise. Some science equipment that could be
improvised are transparent plastic cups as beakers and conical flask,
empty milk-cans to serve as germinated seed can, plastic jerry cans and
pots for stacking solution in place of reagent bottles.
At times most school heads (administrators) and classroom teachers
pose ignorance of some possible sources of instructional materials and
even their existence. As a result of this, the National Teachers Institute
(NTI) in her manual for retaining primary school teachers discussed a
detailed sources of instructional materials for effective primary school
teaching. These sources of instructional materials include; collection of
items from the immediate locality of schools, production process by
teachers and learners. Distribution of instructional materials to school by
government and non-governmental organization (NGOs), such as United
52
Nations Development Programme (UNDP), Untied Nations International
Children‟s Educational Fund (UNICEF), Donations from several sources
such as philanthropists and public sprinted people within the school
community, town unions, old pupils Association, Parent Teachers
Associations, Board of governors and other similar bodies; distribution of
productions by students in tertiary institutions and creation of resource
center. A resource centre is a place where varieties of teaching-learning
materials exist for use by teachers, learners, and other interested persons
within a school or an area. Resource center can be created by institutions,
a local or state government, and an individual or non-governmental
organization.
The modern society is in a continuous flux which led to changes in
our educational systems. Hence the need for inculcating instructional
materials into teaching learning process in order to enhance learning both
in primary and secondary schools. Edger (1996) maintained that the need
for innovative materials in schools was due to great quest for education to
meet up with the changes in the society. Not withstanding, some teachers
instead of understanding instructional materials as tools for making
teaching and learning process more effective, easier and enjoyable, see
instructional materials as instrument for decoration and not as tools to be
used in teaching or that they are only meant for teaching practice student
teachers of various categories.
The Rationale for Production of Instructional Materials
Most people seem not to be convinced on the need for production
of instructional materials for teaching and learning purposes in primary
schools. The principles (rationale) behind the production and use of
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instructional materials for teaching and learning activities in primary
school is derived from effective planning and scientific method which
emphasizes on clear identification of problems and proffers solutions
towards the achievement of the objectives.
Other rationales are drawn from the numerous psychological,
philosophical and educational theories propounded over the years.
(Okwor; Ike, 1995) highlighted some of the theories in psychology that
has been of relevance to the application of instructional materials in
teaching and learning. They include, the behaviorist psychologist
associated with skinner and their stimulus-response associations, the
humanistic psychologists associated with Carl Rogers and Jane
Abercrombie, the ideas of John Comenius who popularized the use of
pictures and images in teaching, and pragmatic philosophers like Jean
Jacque Rousseau, Heinrich Pstealozzi and John Dewey.
Some of the rationales/principles drawn from the above theories as
regards to instructional materials production in schools for teaching and
learning activities include:
- Principle of statement of objective specifying clearly
enough what the learners are intended to learn, which must
take into account their peculiarities.
- Principles of feedback: This implies that immediate feed
back has to be given to the learner after being assessed, to
enable him know his areas of weakness and strength.
- Principle of utility: The principle of utility emphasizes the
need to make learning content relevant and meaningful to a
learner to arouse his interest.
- Principle of transfer of learner: This stresses the need to
relate learning experiences with the real life situation, to
facilitate the use of the knowledge gained in school or
outside the school.
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- Principle of repetition: This principle emphasizes that the
more an individual practices an act, the more he improves
his performances. Constant learning facilitates mastery and
retention of what has been learnt.
- Principle of reinforcement: A behaviour that is reinforced
has an increased likelihood of occurring again.
- Principle of individual differences: This implies that no
two individual are the same, and learning is improved
when these differences are recognized during teaching and
learning process among the pupils.
- Principle of sequence: It is recognized that learning is
facilitated when learning experiences are presented
following certain order, depending on the learner and what
is being taught. This can be from simple to complex,
known to unknown, chronological, amongst others.
- Principle of learner involvement: learning is facilitated
when the learner participated actively in the learning
experience than being a mere observed (Ani, 1999: 14).
In addition to this, instructional materials production is necessary
because these materials are lacking in our primary schools. According to
Onyejiemezi (2002) the basic facilities in the primary schools are far from
adequacy. She observed that the situation in the primary schools is equally
dismal. The national report of Federal Government of Nigeria/United
Nations International Childrens‟ Fund (UNICEF) research on situation
and policy analysis of Basic Education in Nigeria (SAPA 1993) show that
there is severe shortage of teaching and learning materials as indicated by
teachers, parents, and community leaders surveyed. Observation data
indicates that 52% of the teachers use less than 25% of locally made
instructional materials. While 31% of teachers, observed use no
instructional material for their lesson.
There are often good reason for engaging in the instructional
material production. Such activities frequently resolved in the production
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of instructional materials (media) resources that would otherwise be
unavailable to the teacher and her pupil. Also properly conducted
instructional material production provides realistic problem - solving
activities that simulates the learner and add meaning to studies. Another
important reason for instructional material production is that these
materials developed by teachers and pupils in their own classroom are
often more suitable than commercial materials for meeting up individual
needs. Again locally produced activities permit pupils to gain experiences
in thinking and communicating through essentially non-verbal means and
this surely improve their literacy. Instructional materials generally makes
teaching and learning process easier and effective. The effectiveness of
instructional materials in learning process has been illustrated by several
models of instructional process in education.
The Importance of Instructional Materials in Teaching and Learning
Process
The role of instructional materials in teaching and learning process
cannot be over emphasized. The World Book Encyclopedia Americana
indicated that one of the principles teachers have to continually bear in
mind is that man learns through his senses. Some learn better by one or
more senses, to some seeing is believing, to others, the sense of hearing,
touch, smell and taste dominate in acquiring knowledge. Hence for the
intended learning to take place, the teacher must communicate effectively
with the learner. Instructional materials such as television, motion
pictures, carefully prepared tape sequence, helps the teacher in extending
his learners‟ horizon of experience. They also help the teacher in
providing meaningful information to the learner. When learners make use
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of resources in the school library, educational technology center,
laboratories and in their community environment, they get meaningful
information that will help them solve their problems. Their interaction
with primary visual sources (realia or real objects) will also provide them
with useful information.
In order to achieve effectiveness and efficiency during instructional
process between the teacher and the pupils, the classroom teacher must try
as much as possible to illustrate the subject matter with appropriate
instructional materials to the learner. This is done by using real things to
represent real life situation. In view of this, Onwuka (1981) maintain that
common sense taught us that in the present phase of development the
child will be faced with insurmountable difficulties if left to learn
unaided. Besides there is much to learn in so little time that utmost
economy should be practiced in effect the learning. Instructional material
stimulate learners‟ interest. It is to be noted that when the child‟s interest
is stimulated, the teacher has to sustain such interest. The teacher needs to
seek better, more life long realistic functional and significant problem
solving activities for learners to sustain their aroused zeal and interest. For
instance, when a classroom teacher takes her pupil out for field work,
their interest will likely be stimulated. Instructional materials are used as
checks to the teacher‟s knowledge and means of transmission.
Instructional materials help both the teacher and the learner to
overcome physical limitation during the presentation of subject matter.
For example the use of films, television, slide, tape and programs in
presenting information help greatly in overcoming physical difficulties.
Nwoji (2002) asserted that instructional materials assist a teacher to
transmit to a learner the facts, skills, attitude and knowledge that aid the
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understanding and appreciation of concepts. Instructional material serves
as diagnostic and remedial tools for the teacher. When instruction
becomes individualized and practical, teachers are placed in a better
position to observe, analyze learning process and learning outcome.
Hence he discovers that every learner needs one assistance or another.
The teachers‟ role will shift from presentation role to that of diagnostics,
testing, research and remedial work. Thus, the learners weakness are
corrected and their strong points enhanced and sustained.
Globally, effort is being made in the field of academic towards
making teaching – learning process more effective and permanent in the
minds of learners through the use of instructional materials. This was
affirmed by Barton (1982) who stated that the use of aids in teaching and
learning are germane to good teachings. Individual difference exist
amongst learners of varying categories. Every learner is disable in one
way or the other. some do not hear clearly, some do not see very well
while some are too slow in understanding. Hence the use of instructional
materials help him in discovering some or all the above in his learners and
equally know how to manage the materials to make learning process to be
more effective and interesting.
Instructional materials like audio-visual materials (television,
video, slides films and film strips, multimedia) heighten motivation for
learning through its concreteness and interest, provides freshness and
variety in teaching learning process. This is because these appeal to the
students or pupils at variety of abilities. A systematic use of audio-visual
materials can make the subject matter clearer and appealing to the pupils
of diversified background and different abilities. Thus, audio-visual
materials can foster effective learning not only for the child who reads and
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writes easily but also for the pupil who is not verbally gifted. Audio-
visual materials encourage active participation, give needed
reinforcement, widen the range of pupils experiences, ensure order and
continuity of thought and also improve the effectiveness of other
materials.
Visual materials like, diagram, charts, realia, photographs, slides,
amongst others present more realistic approach in education and equally
provide opportunity for class participation in groups or individually and
when used, many senses are appealed to which will result to increase in
the learner‟s performance. Some of these instructional materials are very
good for the preservation of records and other documents. They enrich
learning and make it more pleasurable.
The use of instructional materials is an eye opener to the teacher
and promotes their better planning and scheduling. It gives the teacher
enough guidance, co-ordination, supervision and more time for correction.
Oyeyemi (1991) discussed the inherent advantages of improvisation and
use of instructional materials. Thus, it makes lessons real, useful for the
ever teeming population of pupils/students in our schools. He stated that
when materials used are easily available within the environment, the
teacher plans, uses and evaluates the materials and such materials can
easily be improved upon and can be used efficiently and effectively since
they are designed to meet specific instructional objectives.
Instructional material brightens the classroom and brings variety in
the class lesson. They aid the slow learn to brighten up and bright
students/pupils learn faster. They are very effective in establishing sense
or spirit of team work among learners. For example the use of computer
during instructional process. Cook (1995) noted that with the computer
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relevant aspects of the target communicative situation can be modeled and
the pupils can take in that which they are likely to meet latter. He equally
recognized that adding a computer component to arts, science, language
instruction introduces variety to the resources and learning styles used.
learning becomes fun and the learners can be divided into small groups or
pairs to work on the projects either collaboratively or competitively.
Instructional materials spur learners to learn and develop better and
effective skills. The last but not the least, instructional materials help to
promote the understanding of teaching and learning process, among
others.
Concept of Universal Basic Education (UBE) Programme
The Universal Basic Education was an outcome of the World
Conference on Education for All (EFA) held in Jomtien (Thailand) early
in 1990. in its declaration and framework of action, the conference
stressed that “basic education” should be made available to all and should
equally emphasize on the following values:
- access (making education physically, socially and economically
available to all)
- equity (ensuring that sex, social status, economic conditions,
geographical location should in no way be excuses for
discriminatory provisions of education opportunities);
- equality (ensuring that the pupils‟ process, and output factors of
education are of the type that should purpose real learnings);
- efficiency (emphasize on learning and on success in the pursuit of
learning.
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- Also, the declaration further states that Basic Education should
emphasize literacy, numeracy and life skills, and particular the
skills of learning how to learn.
- Basic education is not necessarily synonymous with schooling, nor
does it have to take place exclusively within a school setting;
- Every society should (according to its needs and circumstances)
define its own basic education package;
- The package itself should be content specific and should be
regularly reviewed to take charge of each Nation‟s Changing
political, cultural and socio-economic situations (Obanya 2000).
According the (Obanya 2000) UBE has both international and national
antecedents; and more importantly, the term “basic education” itself has a
universally accepted definition and its set of particularization (that is,
national, regional, local) applications. The International antecedent of
UBE can be traced to the Universal Declaration on Human Rights (1948)
which embodies the right of every world citizen to education, and with
strong emphasis on the right to compulsory and free basic education. The
UBE being the newest educational programme in Nigeria was officially
launched at Sokoto state on 30th
September, 1990. The broad aim of
Universal Basic Education is to lay the foundation for life-long learning
through the inculcation of appropriate learning-to-learn, self-awareness
citizenship, and life-skills (FRN 2000). Universal Basic Education is the
transmission of fundamental knowledge to all facets of the Nigerian
society from generation to generation. It has three main components –
Universal, Basic and Education.
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Universal connotes a programme that is meant for all facets of the
society this includes, the rich, poor, the physically fit and physically
challenged, the brilliant, the dull and regular students and the dropouts
including every other individual that is ready to acquire knowledge. The
term “Basic” depicts the base, take-off points, fundamentals, essential,
springboard, bottom-line, the required and of course expected. This
implies that basic education is the starting point in the acquisition of
knowledge. Without basic education, higher education cannot be
acquired. It therefore meant that this basic education is mandatory for all
citizens. Basic education does not only imply years of schooling but it
sees education (in a broader sense) as a close articulation of formal, non-
formal and informal approaches to mechanisms for awakening and all
round development of the human potential (FME 2000). Obayan (2000)
describes basic education as that level, type and form of learning needed
to build firm roots for literacy and numeracy, to inculcate basic life skills
and more importantly, to consolidate the skills of learning how to learn.
Universal Basic education can be defined as that type of education
that can help an individual function effectively in the society (Adwole,
2000). It is equally the form of education which is essential for life and
that which must equip an individual with necessary skills to survive in his
environs. It should be practical and functional education in all aspect
(Enochi; Okpede, 2000). In the Universal Basic Education programme, it
is expected that theoretical as well as practical knowledge will be
transmitted to the learner in its simplistic form. This involves starting
from the scratch and being able to carry the learners along. This education
is the “aggregate of all the process by which a child or young adult
develops the abilities, attitudes and other forms of behaviour, which are of
62
positive value to the society in which he lives. Literacy is the bedrock on
which education is built. The federal government noticed the high
illiteracy rate and decided to curb it by considering the need for basic
education which is the foundation for attenable life-long learning among
the citizen. Teaching and learning is the rudiment of any educational
system. Learning itself is a complex process which can however be
defined as a change in disposition, a relatively permanent change in
behaviour overtime and that is brought about by experience. It can occur
as a result of newly acquired skills, knowledge, perception, facts,
principles, new information at hand which equips, the learner to face the
reality of life. Learning prepares one to survive life in his environment.
Therefore “basic education” is education for life rather than for
livelihood. Basic education is education for survival. It is education that
makes one a full-fledge member of his society.
Universal Basic Education is an educational system with a wider-
scope and better coverage. It provides a nine years universal, free and
compulsory education covering primary and junior secondary education,
as well as, rural populace, nomadic population, persons in physically
isolated settlements, urban slums, adult illiterates, street children, „or
popularly known as “almajirai” children and adolescents with special
needs and other special areas of need (FRN 2004:13).
One of the fundamental reasons for introducing Universal Basic
education programme in Nigeria is to make educational opportunity equal
to all citizens of school going age. In other words, education today is no
longer a “privilege” but a “right” to any bonafide child of this country,
Nigeria. That is, education for all. This was affirmed by (Gidado 2002)
who stated that Universal Basic Education is a reformed measure which
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aims at addressing the irregularity in educational opportunity at the basic
levels and improving the quality of that provision through modernizing
infrastructure, supplying instructional materials, building the capacity of
existing teachers and producing additional ones, quality assurance through
monitory and evaluation, social mobilization; for popular participation,
reviewing the curricular offering in order to be in line with the nations
visions and aspirations.
Similarly, Long (2000) noted that Universal Basic Education
programme implies that appropriate type of opportunities will be provided
for basic education to every Nigerian child of school going age. That
parents have an obligation to ensure that children in their care avail
themselves of such opportunities and that sanctions will be imposed on
persons, societies or institutions that prevent children, adolescent and
youths benefiting from the programme. Thus, it can be seen that the
concept of Universal Basic Education (UBE) is an attempt to democratize
education and achieve equal education opportunities for all citizens.
Universal Basic Education (UBE) is a modified version of the
Universal Primary Education (UPE) which was launched in Nigeria in
1976 under the Olusegun Obansanjo regime. Basic education is very
necessary in the third world countries like Nigeria where the level of
illiteracy is still very high. This illiteracy rate keep on rising despite the
efforts of individuals, state, national and international organization to
wage war against it. Universal Basic Education (UBE) has been seen as a
promising education programme for the nation. Its curriculum therefore
requires a regular review to meet up with the challenges of the changing
times that characterized the turn of the 21st century.
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The country Nigeria consists of several multi-ethno cultural groups.
This pluralistic nature of our country makes it imperative that certain
policy decisions have to emanate from the centre in order to promote
uniformity of this system of education in both primary and secondary
schools in the nation. To this end, section 18(1) of the 1999 constitution
provides that “government shall direct its policy towards ensuring that
there are equal and adequate educational opportunities and uniformity at
all levels. Therefore „UBE‟ is an attempt to satisfy this provision.
Ever since the inception of this basic educational programme by the
Federal Government, a lot have been done to see its effective
implementation at the primary school levels, but no reasonable impact of
the new programme has been recorded and even in secondary school level
in terms of quality education. This is apparently due to some factors.
Various factors have been identified which may likely lead to the
failure of Universal Basic Education programme in Nigeria. Denga (1999)
identified the following factors as current problems hindering the
successful implementation of UBE scheme.
-Funding: The intent as declared in the policy is that the Universal Basic
Education, like its predecessor Universal Primary Education (UPE)
should be free. It is however, true that the financial burden on government
often forces parents to get involved in funding the basic level of education
and since most parents are poor, the children remain poorly equipped to
learn. Funding is central to the overall development of education in
general and primary education in particular. According to Olaitan (1996)
no educational programme can be successful in the face of inadequate
funding. Educational funding in Nigeria has been dwindling in recent
times.
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Okoh (2002) stressed that the inability of the federal government to
effectively sustain educational funding demonstrates lack of adequate
government planning. It is hoped that the federal government will provide
the bulk of funds, with the state government assisting sufficiently to
ensure that poverty-stricken parents contribute minimal funds for the level
of education in the new dispensation.
- Irregular payment of teachers’ salaries: it is well known that the
teacher‟s morale drops with tardiness in payment of salaries. Irregular
payment of teachers‟ salaries by State or federal government affect
teachers effectiveness in teaching and learning in our primary schools.
Hence they pay little or no attention to their duty.
- Provision and maintenance of infrastructural facilities.
Infrastructural facilities refer to the physical and spatial enablers of
teaching and learning in primary schools. They include, buildings like,
classroom blocks, libraries, laboratories, workshop, equipments and
instructional materials. Others are, playfield, school farms and garden, as
well as provision for water and sanitation facilities. These things are
inadequate both in quality and quantity. Our children sits under trees and
open fields for instructional purposes. Classroom facilities are inadequate
especially in rural communities where the number of school children may
outstrip the institutional space for learning.
- Poor planning: Poor planning as expressed by (Ezeocha, 1990), is one
of the major constraints to successful implementations of UBE
programme. Supporting his view, Adamaechi, and Romaine (2000)
maintained that proper planning has been found to be at the helm of
success of every good educational policy or programme. Without proper
planning the best educational programme is bound to fail. For example,
66
the UPE of the previous years suffered from lack of planning. This view is
in consonance with Denga (1999) who observed that poor planning was
one of the problems responsible for the unsuccessful implementation of
the UBE programme. He equally affirmed that lack of appropriate
statistical data on children enrolment, number of teachers, their
qualification and demographic characteristics of buildings and other
learning facilities were as a result of poor planning.
- Problem of supervision and monitoring of what goes on in basic
education centres; Regular inspection by the inspectorate division is
lacking and some teachers catch in on this to do some quick money
generating activities such as farming, butchering, petty-trading, private
lessons, among others, even during the school hours. This unprofessional
behaviour creates disciplinary problems as children remain unsupervised.
- The problem of walking long distance from home to school. This is
very common in rural areas where most children trek for more than 2
kilometters from home to school. This practice is likely to affect the
vitality of children and result in lateness to school, absenteeism and
treasury. Basic education centres should be established within 1 (one) or
1.5. kilometers. treking distance from home.
- There is no clear-cut programme or the interfaces between parents
and the school to facilitate childcare basic education. This partnership
is crucial and basic to the total development of the child. The parent-
teachers-association (PTA) is a necessary agency. But its scope does not
go deep enough to ventilate the child-care concept. The role of the home
in basic education is crucial.
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- Competition between private basic education centres (nursery &
primary schools) and public (government owned) centers. In a
democratic era such as ours, individuals have a right to operate school just
as parents have right to seek the best education for the children. There is
no legislation on private basic education centres especially as regard to
their excessive charges.
- Poor implementation: The previous UPE scheme as well as other
education policies in Nigeria have suffered the problem of ineffective
implementation. In most case, the policies and programmes were sound in
terms of targets to be reached and means of reaching those targats but as
the implementation is being carried out, there will be a breakdown
somewhere along the line. Cox (1996) argued that the main problem
confronting education in less developed countries is the inability to
coordinate and effectively manage available resources.
In this vein, Uko (2005) observed that some of the constraints to
effective implementation of Home Economic curriculum at the primary
school levels include; poor funding of course/subjects, inadequate
facilities, mismanagement/diversion of funds, attitude of teachers, attitude
of pupils, attitude of parents, attitude of school heads, school population
and inadequate number of gratified teachers.
Obviously speaking, one of the greatest problem facing any
educational policies and programmes in Nigeria is its level of
implementation. The Universal Basic Education as the most recent
educational programme in Nigeria has been subjected to this omen of
poor implementation in various Sates of the federation. Also equally
recognized are certain contrast to the successful implementation of
educational programme in Nigeria to be inaccurate statistical data,
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influence of politics, poor communication between the ministry of
education/supervising agency and schools, financial constraints, personnel
constraints, indiscipline, bribery and corruption.
The last but not the least is the problem of population explosion in
term of increase in pupils enrolment. The size of the class will definitely
affect the proper implementation of UBE programme. Ohuche and Ali
(1989) observed that if the class is too large less attention will be paid to
each pupil. Nowadays, there is population explosion in our primary
schools. This was affirmed by (Okoh, Salami & Uko-Aviomoh, 2000)
who maintained that increase in class size also affects the effective
implementation of UBE programme in primary schools in Nigeria.
The Universal Basic Education scheme emphasizes greatly on
providing qualitative, functional and effective teaching learning activities
at the primary level of education. This requires teachers, the learners and
of course instructional materials for effective interaction. Teachers make
use of instructional materials to make teaching more interesting, enjoyable
and easier so that the learner will acquire the knowledge and skills
required. But where both the teacher and materials needed for imparting
knowledge are inadequate in supply, the problem of low standard, poor
achievement of objectives would set in. Therefore to avoid such situation,
there is need for good inculcation and effective management of this
instructional materials during teaching and learning process by primary
school teachers. Also to achieve the desired objective cum visions of the
Universal Basic Education (UBE) programme for every Nigeria child of
school going age, certain strategies have to be adopted.
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Strategies for the provision of instructional materials for the
Universal Basic Education (UBE) Programme
Apart from government effort in the funding and providing both
human and material resources for achieving school objectives, it is
necessary that parents, individuals and corporate bodies should involve
themselves in provision of teaching materials for schools in their locality.
Much as the schools are part of the society, so also is the society part of
the schools. The two maintain a symbiotic role toward achieving the
objectives of the UBE scheme. This would to a greater extent help in
promoting sustainable development of the individual and the society at
large.
One of the greatest problem confronting policy making and policy
realization is implementation. This is because if the policy is not
translated into practice, the policy/makers would remain frustrated. On
this Amina (2003) suggested certain strategies that could be used to make
the provision of adequate teaching (instructional) materials feasible for a
more efficient and functional management of the UBE programme. These
include:
- Proper funding of the UBE programme. Alternative arrangement
will be instituted by the government through the establishment of
strong mobilization center that would reasonably compliment
government financial policy so as to achieve the stated objectives.
The funding will be geared towards the provision of physical
facilities like instructional/learning materials for teaching and
learning purpose in our primary schools.
- Principal/head teachers will try as much as possible to solicit
from the community certain instructional materials for the schools
70
in their locality when necessary. They will not just wait for the
school board or the ministry of education to supply them.
- Effective mobilization of the private sector participation.
Education officials at all levels need to enlighten and orientate the
public and educational stakeholders such as parent, community
members and even philanthropic, organizations about the roles they
can play in contributing toward the success of UBE programme.
This will help to ease the problem or disparity between available
resources and the population of users.
- Motivation of teachers: Teachers will be adequately motivated for
UBE programme to yield the desired results especially in the area
of professional growth. They will be given opportunities for
professional growth such as in-service training, workshop, seminar.
They will be supplied with teaching materials to enable them put in
their best so that the desired objective of the UBE programme can
be achieved. This implies that teachers supply and retention,
distribution of teaching materials has to commiserate with school
population.
- Participatory leadership style:- Collaborative management
approach is further suggested as one of the best strategies for
implementing the objectives of Universal Basic Education scheme.
This is organizing parents, community leaders, non-governmental
organisation and other stakeholders in managing problem of
funding, provision of teaching materials, and such live in their
community. Many nation have used this approach to effectively
implement such educational programmes in the wake of level of
literacy. Paul (2005) equally suggested some strategies which can
71
be used to reduce the problems of not implementing the UBE
programme to its fullest. These include,
Proper planning: Proper planning in terms of ascertaining the target
population through data currently available in Nigeria is another strategy
that will enhance the implementation of UBE programme. This will help
in the allocation of Funds as well.
Finance: For the successful implementation of the UBE scheme, there is
need to avoid pitfalls which bedeviled the previous efforts to provide free
and universal education. Adequate funding leading to improved
laboratories, infrastructural facilities, teachers‟ salaries, has to be
encouraged. The funding will be geared towards; firstly, the provision of
physical facilities/infrastructure, instructional and learning materials such
as textbooks, chalkboards, chairs, tables and other facilities like school
building, libraries, laboratories equipment, electricity, water and vehicles.
Secondly, regular payment of teachers salaries. This will help to curtail
constant strike action by teachers at all levels of education in the country.
- Regular supervision and monitoring: Regular supervision, monitoring
and evaluation of the UBE scheme while it is in progress will go a long
way to help the programme to out-live other previous educational
programme. Adamaechi and Romaine (2000) defines supervision as a
process of exercising authority, responsibility for planning, controlling
work, overseeing subordinates by close contacts, provides guidance and
leadership to workers. The officers of the Ministry of Education, whether
state or federal will ensue that teachers and heads of these schools are
performing the duties for which they are paid. They will equally monitor
the progress of the scheme and give important advice that will enhance
further progress. Failure to carryout regular supervision and monitoring of
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the scheme will affect the following areas of the UBE; curriculum
implementation, effective leadership, and conducive teaching learning
environment.
One of the objectives of UBE scheme is to engender a conducive
learning environment. There are environmental factors that could hamper
or facilitate learning activity. On this Ivowi (2000:12) observed that:
“Provision of adequate facilities for education ensures
that proper teaching goes on and as a result meaningful
learning takes place. The facilities should include
human and material resources that are vital for
teaching and learning as well as other goods and
services that are required to create a conducive
atmosphere for learning .For proper implementation of
the scheme, the federal, state and local governments,
the Parents Teachers Association (PTA) and all other
concerned bodies will provide schools with teaching
and learning resources. Teachers could also learn to
use local material to produce learning or instructional
materials. Again, decentralization in administration
could be recommended as problem-solving method at
the grassroots for making for easy identification,
assessment and solution. The effective implementation
of the UBE programme in primary schools can be
determined by how the teacher carry out the curriculum
activities”.
Amina (2005:365) strictly suggested fourteen possible ways of how to
carry out the UBE curriculum activities. Some of these ways are as
follows:
- The UBE programme should be popularly equipped with modern
devices, equipped with facilities to enable the teacher use them to
teach the pupils for maximum productivity.
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- Government should provide junior libraries for all UBE primary
schools.
- Government should make available material and man power for
instruction.
- For health services to be meaningful in Universal Basic Education
programme, government through the Ministry of Education in each
State should ensure that school authorities maintain a high degree
of sanitation in school environment.
- Government should conduct a documentation of social norms of
various communities and distribute the result to each State ministry
of education or information. This will encourage inter-state visit
and school excursion by the UBE pupils.
- With regard to women education, special effort should be made by
the government to let the parents know the value of women
education for the enrollment of their daughters in UBE programme.
- Audio-visual material should be used in the classroom instructions
at all stages in the UBE programmes, and amongst others.
Universal access to education has been the prime target for Nigeria
since the middle of the 1970s when the Universal Primary Education
(UPE) scheme blasted off predictably, the pupils enrolment burgeoned
rapidly from 6.2 million in the 1975/76 session to 14.8 million in 1992.
As usual, this burst of educational activity brought in its wake a plethora
of changes, some positive, others problematic. The UBE in its bid to
survive as an education programme has been encountering certain
problems especially in the area of managing instructional materials. It is
very important to fully integrate instructional materials into teaching
process. This is because these materials play significant roles in making
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teaching more effective especially at the primary level of education; as a
matter of fact, the level of provision and usage of these materials in
primary schools is very low.
Management of Instructional Materials in Schools
Management of instructional materials in schools is very essential
for inculcating and developing functional knowledge and skills in
learners. Olaitain, Nwachukwu; Igbo; onyemachi; and Ekong (1999)
pointed out that instructional materials are devices developed or acquired
to assist primary school teachers in transmitting organized knowledge,
skills and attitude to learners within an institutional situation directed
toward learning acquisition of skills for work. Nwandu (1994) added that
instructional materials are resources which may be used by the teacher
and the learner either in isolation or in combination, formally to facilitate
the acquisition of knowledge, skills and morals. Mkpa (1997) maintained
that instructional materials include all the material or resources, which the
teacher and in fact the entire class utilize for the purpose of making
teaching-learning more effective. Its effective management in schools has
to do with the teachers ability to see it as communicative gadgets, tools,
equipment that can be manipulated and utilized for effective and efficient
teaching and leaning during instructional process.
The scope of management of instructional materials in schools be it
primary, secondary or tertiary institution cut-across the extent of
availability, adequacy, and utilization of such instructional materials in
those schools. The availability and adequacy of suitable instructional
materials for teaching and learning process in primary schools is crucial
for the attainment of broad and specific objectives of primary education
75
(basic education). Thus its effective management whether improvised or
already made ones has to be encouraged in schools for maximum and
efficient learning activities among teachers and pupils. Availability has
been defined by Olaitan, Nwachukwu, Igbo, Onyemachi & Ekong (1999)
as a state of making provision for teaching resources to enhance effective
activities in teaching process in schools. A solid foundation for teaching
and learning process in schools depend upon adequate provision of
instructional materials. The federal government in recognition and
appreciation of the need for adequate provision of instructional materials
in schools to enhance instructional purpose have established a National
Educational Technology Centre at Kaduna State. Many states of the
federation have equally established curriculum resource development
Centres. The universities are not left out most of them have incorporated
curriculum development programmes in their facilities of education. A
good example is the Curriculum Development and Instructional Material
Centre (CUDIMAC) in the Faculty of Education in University of Nigeria
Nsukka of Enugu State. Many communities and individuals both in rural
and urban areas do at times donate some of these instructional materials
for teaching to schools. The Parents Teachers Associations (PTA), Old
Students‟ Association and other governmental and non-governmental
organisations are not left out in the charitable and humanitarians gifts to
schools.
A resourceful and creative teacher can construct most of the needed
instructional materials and at the same time teach her pupils students how
these material could be constructed; thus helping them to related their
textbook learning to the environment. According to Akpan (1988) a good
strategy for the acquisition of instructional material lies in preparing a list
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of these materials needed, make requisitions, proposals and plans coupled
with sheer persistence. This strategy would help to an extent in acquiring
instructional materials in schools. The need for making certain electronic
devices like radio, television, computers, film strips and film slides
available in schools for the teaching-learning process has been observed
as an unavoidable issue. Anyanwu (1998) and Ofoefuna (1990) regretted
that these important instructional materials are not made available in
schools.
On the need for availability and adequate provision of instructional
materials in schools, Idika (1997), identified that one major problem
which could mar the proper management of instructional materials to
enhance instructional process in schools is the inadequate provision of
basic facilities such as workshops, tools and equipments to facilitate
learning process. Nwachukwu (2001) buttressed this point when he
asserted that availability and effective utilization of instructional
materials, tools, equipment and facilities will help students/pupils to
acquire manipulative skills required to prepare them for immediate
employment in the world of work.
The provision of adequate instructional materials during
instructional process in schools is very important. Olaitan et al (1999)
lamented that without the provision of adequate learning materials in
schools for teaching purposes, the achievement of educational objectives
might be quite impossible. This view was supported by Obodo (1990)
who stressed that the use of inadequate materials for teaching does more
harm than good to the learner especially at primary school level. For
instance, using computer in explaining learning concepts, one computer is
left under the mercy of fifteen to hundred pupils, thereby making the
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interactive process very tedious, unpleasant and unenjoyable to both the
learners and the teacher. Whereas under normal circumstances, the
computer suppose to be assigned to one child per one so that the learner
can have close interaction with the material. Otherwise, the pupils or
students would resort to noise making thereby achieving nothing at the
long, run. Infact, there as nothing the classroom teacher teaches that the
pupils would understand since they are actually disorganized. On the
other hand, if this teaching gadgets as well as other instructional materials
are set in place adequately, teaching and learning would be interesting,
enjoyable and motivating too to both the teacher and the learner.
However, Alele (1990) observed that when these materials are not
provided adequately, they cannot be used by teachers. This therefore sets
back the growth and development of learners in schools. Okorie (1997)
therefore advocated for adequate provision of instructional materials in
both primary, secondary and territory institutions. This is because when
these instructional materials are adequately available in schools, the job of
teaching is made easier while learning is facilitated. Eshiet (1996) stressed
that when these instructional materials that facilitated teaching and
learning process are inadequately provided, learners‟ morale are killed,
interest are dampened and skills are not properly developed.
Consequently, students/pupil also resort to rote learning and what is learnt
cannot be applied to real life situations, learning will not be permanent as
what is learned is forgotten immediately. Much time is wasted by the
teacher in explaining abstract concepts and principles. Students are
frustrated as they are not much involved in the interactive process instead
they become passive listeners who have nothing to contribute during
instructional process in their classroom.
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In addition, Salami (1992) discovered that inadequate provision of
instructional materials and poor method of teaching physics for instance,
could cause student‟s low performance in the subject. He stated that when
materials for teaching are not adequately provided, the teaching of the
subject seeming so abstract that an average student hardly differentiate it
from a mathematics class, therefore many students run away from
physics. The few ones that remain cannot found any applicable
relationship between what they learn in the classroom and what they
encounter daily in the physical science world and therefore regard some
things as magic of the „whites‟. This problem is not peculiar to physics
alone it is also applicable to other science subjects as well as art subjects
in any institution of learning. Farombi (1997) asserted that the teaching
and learning of science subjects in secondary and primary schools as well,
cannot be improved if the teaching materials are not available. This is
because students/pupils learn fast when they interact with materials
relating to the topic of the lesson to be taught. He therefore advised that
for effective teaching and learning especially of sciences, simple teaching
models should be made not only available but adequately available so as
to enhance instruction.
In support of Farmbi‟s view, Alonge (1990) asserted that for the
effective teaching of science in schools, there must be adequate provision
of instructional materials. He advised that were these instructional
materials are lacking, teachers should resort to improvisation as most of
the materials for teaching the subjects could be improvised. In line with
the above idea, Ikwukam (1997) remarked that creative teachers can
construct materials in schools for their own utilization. Dike (2002) stated
that a resourceful classroom teacher can always improvise materials for
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teaching his subjects. He therefore advised teachers to improve their
school‟s visual aids which would help the students recall and understand
their learning experiences. Dike (2002) equally was of the opinion that
teacher made materials will be easier manipulated by the teacher and
pointed out that teacher should also involve learners who then will require
little explanation to understand and apply the materials.
The need for adequate provision of materials for teaching all
subjects in schools was recognized by Ezegbe (2005) who noted that
unless the primary and the post primary school teachers adopt the culture
of teaching with aids especially in most abstract concepts, learning will be
very much unrealistic. Hence, he advised that school authority should
make it compulsory that teachers should always submit their lesson plan
(lesson note) alongside with materials of instruction. Seminars and
workshop should be regularly organized for teachers intimating them the
importance of instructional materials in teaching and learning.
The utilization of instructional materials is as important as its
availability. Okoro (2005) pointed out that the production, availability and
utilization of instruction materials activities must be directed towards
achievement of the set curriculum and objectives. Instructional materials
must be put to proper used in order to achieve the aim of the new system
of education. Effective utilization of instructional materials will depend
on the teachers ability to employ the appropriate materials expertly and at
the right time in order to achieve instructional objectives. Eshiet (1996)
discovered that the use of local materials and practices in teaching has
been advocated by many educators especially the sciences but the extent
of involvement of teachers in their utilization has not been given a closer
study. The availability and adequate provision of instructional materials is
80
important but of more importance is the extent to which teacher utilize
these materials in teaching-learning process to bring about improved
instruction. According to Ike (1997) instructional materials alone do into
achieve values unless when utilized in the teaching-learning process by a
competent teacher. In line with the above assertion, (Azikwe in Offorma
1994) stressed that under no circumstances should instructional materials
substitute the teacher or replace the teacher rather that instructional
material are there for the teacher to utilize them in making the teaching
and learning process more meaningful and effective.
Mkpa (1989) stressed the necessity in the utilization of instructional
materials for teaching and learning in schools. He was of the opinion that
instructional materials increases the rate of learning, save the teachers
time and effort, increase learners interests and facilitates the retention of
what is learned. He equally added that instructional materials help pupils
to grasp intellectually many things which would be almost impossible for
them to comprehend fully by any amount of mere story telling and
explanation, hence the need for teachers to utilize these materials
effectively. This have been rightly illustrated by Ike (1997) who pointed
that a teacher can explain and describe a bucket to the pupils but it is very
hard to tell them exactly what a bucket looks like without the picture of a
bucket or the bucket itself for clarification.
In line with the above, Onyejemezi (1992) illustrated the
importance of utilizing audio-visuals in teaching by referring to a Chinese
saying that “a book is worth a thousand words”. She maintained that the
use of instructional materials in teaching results in more effective learning
of factual information and skill in less time though the effectiveness of
these materials is a function of the teachers‟ proper use of them, she
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added. Again, materials alone cannot achieve any purpose unless utilized
effectively and efficiently by competent teachers.
Alaneme and Okeke (1988) was of the opinion that teaching
materials like diagrams, figures and real objects play vital role of helping
to eliminate the difficulty associated with abstract study of ideas. They
asserted that no matter how effective and efficient a teacher is in both
knowledge and methodology, the utilization of instructional materials
makes him more efficient. Alaneme and Okeke (1988) lamented a
situation where a graduate of secondary school is unable to differentiate a
“spade” from a “shovel”, or cannot identify common farm tools.
Furthermore, effective classroom learning and practical demonstration can
only be achieved if every school should stock the basic tools or materials
and teachers then make efficient use of them in teaching. Farombi (1997)
strictly warned that under no circumstance should any subject (whether
science or arts subjects) be taught in schools by teachers without a proper
and efficient utilization of instructional materials. And of course, no
meaningful learning or transfer of what has been learned will take place if
such learning occurs in a situation devoid of relevant activities and
concrete experiences.
The ability of the teacher to use instructional materials for teaching
serves to strengthen the degree of students understanding. The implication
of instructional materials usage during instructions procedures lies in
making teaching and learning real, interesting and full of activities both
for the learner and the teacher. Obodo (1990) discovered that efficient
utilization of instructional materials help students/pupils to develop
originality, creativity and clarity. The use of such concrete materials in
teaching contributes greatly to the learners retention of knowledge long
82
after it has been acquired. He emphatically maintained that the
effectiveness of any instructional material depends upon the extent to
which it is properly selected for a given purpose. Assertedly, the
appropriate use of instructional material impairs learning. He therefore
concluded that a good teacher is one who takes into serious consideration,
the level of the cognitive development of the learner, their background,
relevance of the material, suitability and appropriateness of instructional
materials before using them in the instructional process.
The appropriate utilization of instructional materials is an important
points of its management in schools. There are certain criteria for the
successful utilization of instructional materials in teaching. Onyejemezi
(1996) stated that for the successful and intelligent handling of teaching
materials, teachers must posses knowledge and skills, they must be
competent and be seriously committed to their works.
Anyakoha (1992) indicated the necessity of teachers to organize
and utilize these materials in such a way that every learner has an equal
opportunity to profit from the learning experiences. The utilization of
different types of instructional materials in teaching and learning process
makes different impact on the learners. Ike (1997), asserted that when
graphic materials related differently to the facts described in the text,
those facts becomes more clearly remembered. He noticed that although
pictures may distract a child‟s attention from what he may be readily,
pictures can as well stimulate and help further study in helping children
take active interest in the topic presented, pictures can have emotional
impact on the children and affect their attitude towards what is portrayed;
impress children and give them clear ideas of the topic. Ike, therefore
83
advised teachers to utilize these graphic materials in teaching and
considering their inherent benefits.
The use of the electronic media in teaching learning process in
schools is of recent origin in our educational system. Ofoefuma (1990),
defined the new media as those materials that have not been seen as part
and parcel of our educational process that are in most case electrically
powered. He listed such media to include, radio and tape cassettes,
television, film slide and film strips, the video tae, overhead projectors
programmed instruction and computer. These media according to
Ofoefuna (1990) posses a lot of potentials which if tapped could promote
teachers‟ effectiveness. As he put it, “such utilization of education media
will enable the students to learn with minimum fears and tears and will
eliminate frustration”. He lamented that the new media in spite of their
potentials for making teaching-learning process make meaningful and
functional have not been put to adequate utilization in our formal
educational process.
Anyanwu (1988) asserted that radio is not used in Nigeria schools
despite the fact that it is one of the media systems which could be used to
bring knowledge to the classroom. He observed that the use of radio had
been very effective in other developed countries like United States of
America, for teaching and learning purposes. The television, he said, can
be linked to motion pictures. It supplier a combination of vision and
auditory stimuli if effectively use. He stated that the television is very
effective particularly for distant learning. It can bring the world of
knowledge together with the best teachers into the classroom. It stimulates
and sustains interest. It tends to humanize learning and makes learning
look like fun”.
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Anyanwu, further argued that even though the television, radio and
other forms of telecommunication may be primarily perceived as means
of entertainment, their utilization in educational programmes make the
instructional process easier and less stressful. He further stated that
appropriate application of instructional materials in education is capable
of individualizing, humanizing, personalizing and optimizing instruction
and learning. On the place of film slides and film strips, as instructional
materials in teaching and learning process, Offoefuna (1999) maintained
that they add variety to teaching and learning process. They are attention
commanding being the only “source of light in semi-dark room” as he
puts it. They also encourage discussion and stimulate interest and permit
detailed study and should therefore be efficiently utilized in teaching
learning process.
According to Azikiwe (1992), the need for efficient utilization of
instructional materials make teaching and learning more effective and
less time consuming. They help the classroom teacher to solve particular
problem with ease. They stimulate several senses thus making the learner
more involved in the learning process. This is very important as man
learns through senses. It should be realized that the use of the senses in
learning vary from person to person. Some learn better by one or the other
of the senses. According to Azikiwe, learners are saved from frustrating
situation and a lot of obstacles are eliminated when the teacher uses
relevant instructional materials. In the National Policy of Education
(2004), it could be discovered that one of the objectives of education is to
make learning permanent, the utilization of instructional materials in
teaching becomes a sure way of achieving the objective when real objects
or their representative are used in teaching, students see, touch and
85
interact with these materials. And it is a well known fact that such
interaction with learning materials will help students not to forget easily.
Specifically, the importance of adequate utilization of instructional
materials for effective teaching and learning in schools, especially the
primary schools has seen the paramount emphasizes ever since the
inception of the new system of education. It could equally be noted that
effective teaching and learning in schools depends on how best the
available materials are harnessed and utilized. This is because,
instructional materials help to secure the learners‟ attention and make
them ready to learn. It makes learning a more pleasant and an enjoyable
exercise and aids learners to assimilate and use what is learnt.
Instructional materials utilization in schools elicit group interaction. As
teachers and pupils or students work together, questions are asked,
comments and suggestions are made and these activities will give rise to a
healthy group interaction as well as growth and development of
knowledge, skills, and positive attitude among learners. Onwuka (1996)
maintained that the utilization of instructional materials in schools help
the teacher to convey intended message effectively and meaningfully to
the learner who will receive, understand, retain and apply experience
gained to attain the overall educational goals.
The effective utilization of instructional materials restores
confidence in the teacher and motivated learners to investigate a problem
thereby increasing in voluntary reading. Olaitan (1984) asserted that the
utilization of materials in teaching will go along way in helping students
in the development of night attitudes, interest and skills required in both
theoretical and practical subjects. Despite the usefulness of these materials
in teaching and learning process, they are not maximally used during
86
instructional procedures. Oranu (1988) pointed out that despite the
importance of instructional materials, they should not replace or compete
with the teacher belt should rather be utilized by the teacher to
complement his teaching. He said that instructional materials are a means
to an end and not ends in themselves. They do not achieve any of their
values on their own rather their usefulness depends on what the teachers
makes out of them. Teachers in all levels of education system were
therefore advised on skillful and intelligent handling of instructional
materials. They should focus on the utilization of instructional materials
through appropriate arrangement of the techniques of presentation of the
lesson and its objectives with the intended skills to be developed.
Some core subjects offered in schools and their suggested
instructional materials
The Educational Research and Development Council (NERDC)
(2001) in her National Curriculum for primary schools in their Nigeria
highlighted some subjects with the related instructional materials to
include the following; English language: Some of the common
instructional materials for English language includes, pictures, toys real
objects, tape recorders, flash cards, flannel boards, wall charts, wooden
and plastic letters, dictionaries, children encyclopedia, newspapers, course
books magazines, toy telephone, cardboard papers, recorded cassette,
employ cassette and other approved course book.
Mathematics: The instructional materials for this subject includes;
models, pencils, stick, desks, match boxes, sets of concrete objects of
equal sizes, markers, coloured pencil or crayon, counters, charts, and
Abacus, 10 x 10 square chart and back of exercises book with
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multiplication table, cut outs of squares, rectangles and teachers table,
sticks, bottle taps and many more.
Social Studies: Some suggested materials associated to teaching of social
studies in schools include; pupils text books, pictures of related topics.
Charts, Brooms, Buckets, Bins, Cans , cutlasses resources objects at
school, concrete objects stored at school, posters, slip charts, pupils at
resources, home resources persons, community resource, locally available
materials for making models, radio, television, samples of many bank
pass books, cheque books, and debit forms, cartooned pictures, audio tape
and play back.
Igbo Language: The instructional materials are, drawing, charts and
textbooks, teachers resourcefulness.
Health and Physical Education (HPE):
The instructional materials associated to the subject includes the
following; video clips, charts and pictures, mats, rope, pings, first aid box
and its contents, textbooks, posters, newspaper/magazines, chalkboard
and stand, stop watch, basket ball court, basket bal, wistles, mid-day day
time table, slip charts, vauting box, GYM House, camera, food item
parks, playground, spot wears, poles, crossbass, measuring tape, hackey
sticks, film shows, cartoons, costumes, video displays.
Christian Religion Knowledge (CRK): The materials which teachers
can easily lay hand on while teaching in the school includes, pictures of
related topics to be taught, flip charts, bible, film slides showing the topic
of discussion hymnbook, drama materials and resource persons.
Agricultural Science: The materials for teaching includes relate objects,
charts, pictures and posters of content under discussion, pictorial displays,
88
samples, live/or preserved specimens of useful insects/things (especially
living things and non living sketches, and teachers resourcefulness.
Home Economics: Some common instructional materials includes;
illustrated pictures of parts of the human body, tables, towels, brush,
sponge, cream, charts showing different kinds of clothing and foot-ware
clothes, peg, rope for making cloths, line banks posters, first aid box, nail
file, polish, textbooks and such like.
Integrated science: The course text, charts, pictures of different kind
related to the topic, models, human skeleton, globle, diagrams, sketches,
real objects, resource persons such like. The scope of these instructional
materials in primary as well as secondary schools depends on the
teachers‟ resourcefulness and his readiness to achieve the instructional
objective among learner of various categories.
Measures for improving the availability and provision of
instructional materials in schools
The measures of improving the availability and provision of
instructional materials for effective lesson delivery in schools is as
important as the lessons itself. The Federal Government encourages the
participation of local communities individuals and other organizations in
the financing education and education related matters in the country.
Although the federal and state government indicated their interest in the
providing the instructional material to schools but the problem lies in its
adequate provision without involving other external bodies.
89
In view of this, Enemale (1993) was of the opinion that government
should sponsor all capital projects and pays staff salaries as at when due
so as to encourage teachers active participation in schools. In addition,
Olaitan (1996) remarked that education in general is expensive and that
the situation is much more critical for the vocational and technical
education which its programme out across wide range of human
endavours. The huge capital requires to establish vocational, technical and
educational programmes calls for more aggressive solutions for financial
support from sources other than the government he concluded. Omile
(1993) suggested that government should establish educational loan banks
to grant loans to educational institutions for the procurement of
educational facilities. The interest rate charged by these banks should be
as low as possible and there should be good management for the
achievement of educational objective buttressing more on making
materials available for teaching and learning in schools, Egwuja (1999)
suggested that management of secondary, primary as well as tertiary
schools should launch appeal fund programmes to finance the purchase of
materials and also solicit generous donations of instructional materials
from philanthropists and political office aspirants. These people may
deemed it as an honour to be associated with such donation. Holding the
same view, Dyiuk (1997) suggested that well to do individuals and
philanthropists could be encouraged to donate materials for teaching for
which they would be remembered. The wealthia ones within the society
can be made to build instructional material centres, worships or
technological centres or buildings named after them. (Aransiola 1999,
Uzokwe, 2000) in their contributions on measures towards improving
availability of materials to enhance functional skill acquisition in schools
90
stated that parents should try to give government moral and financial
support concerning vocational education. Parents should contribute
towards provision of necessary resources that would be needed for the
training of their children, so that in their adult lives these children may use
the skill they acquired and do jobs which would give them money to take
care of them (parents). Also these children with the skills they acquired
takes up occupations in different areas of specialties to face life
challenges.
Ikwukam (1997) in his own point of view added that because of the
prohibitive cost of some instructional materials and the need to achieve
the objectives of education, primary as well as secondary school teachers
should resort to improvisation. He maintained that teachers should use
inexpensive materials within the locality to produce some of the materials
they needed for teaching different subjects in their schools. In support of
the above view, Ayinde (1997) stated that improvisation is the only way
out of the scarcity of teaching materials both in the primary and secondary
schools. He stated that improvisation is the provision of a substitute made
from locally or readily available raw materials for a real or original
equipment or material. Since some of these locally available raw materials
are not bought at times, using them to improvise original materials will go
a long way solving the problem of inadequacy of these instructional
materials. Following the above assertions, the National Teachers Institute
(1990) pointed out the objectives of improvisation to include; to get
something suitable to replace the original material where you cannot find,
to get something not too expensive but effective and to get some materials
that can last for sometime.
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At this juncture, it could be asserted that improvisation by teachers
is readily a solution to the problem of inadequate provision or low level of
availability of these instructional materials in the schools. The school
administrators as well as classroom teachers are therefore advised to
resort to attitude of improvisation of instructional materials for effective
and efficient teaching-learning process in their respective schools. And
when these are procured, effort should be made towards their maximum
utilization in the classroom discussion.
Measures for improving the utilization of instructional materials in
schools
The effective utilization of instructional materials is necessary in
the teaching-learning process, since these materials do not achieve any of
their values alone unless when utilized effectively by competent teachers.
There are certain principles, plans and skills required for effective
utilization of instructional materials in the teaching and learning process
which classroom teachers must know and acquire. Surprisingly, not many
teachers have this basic knowledge and skills. This view was expounded
by (Onyjejemezi, 1992; Olaitan 1994) as they pointed out that lack of
necessary skills and techniques to operate some resource materials
militate against their use. They cited examples in schools where these
materials are locked up in school stores and left at the mercy of certain
atmospheric conditions, rats, cockroaches and termites. As a panacea,
Onyejemezi and Olaitan advocated the establishment of resource
(instructional) material centres in teacher-training institutes, colleges of
education where teachers in training will receive adequate instruction on
the appropriate utilization of necessary instructional materials. In support
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of the above views, Olowookere (2004) suggested that for effective
utilization of instructional materials, only qualified teachers of various
subjects offered in schools should be used to teach the subject in both
primary and secondary school as well. Non-qualified teachers should be
discouraged from teaching these subject since they lack vision towards the
utilization of instructional materials to enhance teaching and learning
process among learners. Furthermore, she suggested that teachers should
be encouraged to attend conferences, workshops and seminars in order to
improve themselves academically and skillfully. Government on the other
hand should give incentives in the form of hazard allowance and extra
load allowances to teachers especially those who utilize instructional
materials in teaching. Government should also provide these materials
adequately in schools for their provision pressure in every school would
motivate teachers into using them for teaching and learning purposes.
Conclusively, instructional materials are essentially needed for
appropriate practice demonstrations in schools to enable the learners
acquire the needed employable skills for gainful employment or to be
self-relevant economically for which UBE is meant for. Unfortunately,
instructional materials are grossly inadequate in our schools system due to
certain problems such as poor funding of the educational system by the
government, lack of enough local materials for producing local
instructional materials, inadequate skill personnel in the production and
utilization of instruction materials and poor maintenance culture among
the educational/school administrators and their subordinates.
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Constraints in Management of Instructional Materials for UBE
Programme
Omezia (2003) identified some of these factors that pose hindrances
to effective management of instructional materials during teaching and
learning exercise. These include:
- Lack of conscious effort by instructors to integrate instructional
materials into instructional process. This could be because of the lip
service attention by the government. Presently there is no frantic
effort by the government to enforce the use of instructional
materials in schools (especially at primary level).
- Non-availability of funds: Non-availability of funds is one of the
problems affecting the effective management (procurement) of
instructional materials in primary schools. As a result of this, most
of these instructional materials are scarce in these schools.
- Lack of experts to assist instructors (teachers). Some of the
instructors are not skilled enough in the art of managing
instructional materials; As such they find it difficult to use them in
the classrooms.
- Lack of innovation and creativity on the part of the teacher. Some
instructors/teachers are still naive and attached to the old methods
thereby finding innovation and creativity unnecessary.
- Non-availability of basic Instructional materials: Where the
instructor is skilled and ready to embark on utilization of the
materials, they sometimes do not have access to them.
- Lack of incentive and proper remuneration: Lack of incentives such
as allowances and non-payment of teachers salaries as when due
affect teachers effectiveness in the use of instructional materials for
teaching and learning purposes in primary school.
Obviously speaking, the role of instructional materials in the
effective and efficient implementation of Universal Basic Education
programme cannot continue to be a negligence issue. Since easy
understanding of subject matter increases the learner‟s classroom
performance and achievements, teachers should not play lazier-affair
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attitude toward its implementation in primary schools. Not only this,
when teachers form the habit of using these materials while teaching, it
will drastically reduce the level of illiteracy and high level of drop-out
among youths.
Dave; Pereva and Quane (1985) asserted that illiteracy is a serious
impediment to the individual growth and the country‟s socio-economic
programme. This statement is a true picture of any country whose
illiteracy level is very outrageous. When the level of illiteracy is high in
any society, it will remain backward given room to anti social actions. To
avoid this, there is need for good management of instruction materials by
teachers during teaching and learning in primary schools.
Theoretical Framework
Theories of Educational Administration and Management
In Educational Administration and Management, theories are
usually classified according to their historical development. Based on this,
two main classes of theories are identified in relation to this study. These
are;
- The systems theory
- The scientific management theory.
The Systems Theory
In this theory an organization is seen as a social system which can
be further sub-divided into subsystems each having a supra system which
constitute its environment. There is the believe that the only meaningful
way to study an organization is to study it as a system. That is why
Nwankwo (1982) defined a system as a unit with series of inter-related
and inter-dependent parts such that the interplay of any part affects the
95
whole. A system can therefore be regarded as a structure with inter-
dependent parts. For example, with the educational system, there are other
sub system as primary, secondary, and tertiary sub-systems. It is based on
the concept of system that the system theory was developed.
Consequently looking at educational system, the system theory is
relevant to educational administration because, the entire educational set-
up is a system, where the concept of interaction and interdependence of
parts with the others is applicable. The educational system, like other
social systems, has identical properties such as open nature, input,
process, out-put, feedback, cycle of events, dynamic equilibrium
negethropy, differentiation and equi finality.
According to Edem (2006), in any social system, all the subsystems
work toward the maintenance of the life of the social system as a whole,
the survival of which depends on its capacity to maintain constancy in the
processes and relationship within and outside the system. To survive, the
system and its subsystems must be open, that is, they must have the
capacity to relate to and exchange matter with their environments, unlike
a closed system which cannot do so. He clearly pointed out that open
system is like human body with different biogical systems (example,
respiration, digestive and circulatory system) which have a common task
to perform in order to maintain life through an exchange of inputs and
outputs mechanism. In the human body system although the activities of
the body system are complementary and interdependent, each system is
free to pursue its activities which ensure the survival of the organism.
Thus, an open system must tend to yield itself in a state of equilibrium
and dynamism in order to maintain its state of balance, and to prevent
entropy it must have adequate feedback which is the self regulating
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mechanism through which the organization gather information about the
quality of its output to the environment, in the absence of which the
survival of the system is at stake.
As applied to educational administration, an educational system can
be seen as an open social system, the society in which it operates
constitute its supra system, and the preprimary and primary schools,
secondary schools, vocational and technical schools, teacher-training
institutions, amongst other are subsystems.
According to Edem (2006) three main levels can be identified in the
administration of a school, first, the technical function which are the
actual processes of teaching. Second, the managerial system or
administration whose functions are to mediate between the school and
outside world as well as to administer the schools internal affairs; and
third, the community system, a wider social system, which prescribes
conditions for the control of the activities of the school so that it can reach
its goals and be acceptable to the public.
For example, in a primary school, the technical functions are the
actual teaching done by the classroom teachers. The managerial or
administrative subsystem is the responsibilities of the head of
administration (headmistress/headmaster) and the community subsystem
corresponds to the Ministry and the Board of Education (example,
Universal Basic Education Board, State Universal Basic education
Board). It is the responsibility of the community subsystem to initiate a
code of conduct and policies which direct the activities of the school. It
also maintains standards by providing the school with adequate resource
both human, materials and regular supervision.
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The primary school administrators (headmaster/headmistress), on
the other hand, translates the policies laid down into action and co-
ordiantes, evaluates the day to day activities of his school. He enforces
standard and resolves conflicts arising between staff in the school and the
ministry of education. Finally, the primary school teachers as a unit
perform the actual teaching operation, and all the units together co-
operate to attain the overall goal of the school.
The Scientific Management Theory
The scientific management being one of the earliest administrative
theories emphasized productivity at the expense of the human worker. All
actions are intended to increase the productivity of the worker, for
example, encouraging overtime work and pressurizing people to work
harder. A worker is seen only as a worker who has no independent
decisions about his/her work. The manager (school administrator) had the
overall authority and control over him.
Indeed, the manager is incharge of all organizational affairs,
exercising control and making all decisions about the worker. The
worker‟s interests and aspirations are completely suppressed, and left
outside organizational programmes. According to Nwankwo (1988) it is
believed that man can be so managed that he can work as fast and
efficient as a machine. A proponent to this school of thought is Frederick
W. Taylor. He is regarded as the “the father of scientific management”
because of his pioneer works in this area. Taylor‟s main concern was the
achievement of efficiency of workers by maximizing their outputs
through the application of what he called principles of scientific
management. He believed that the best way to run organizations is for the
98
administrators to know what to expect from the workers, and ensure that
the workers achieve those things in the cheapest way possible.
Accordingly, Taylor proposed six management principles which were
summarized and highlighted by Ukeje; Akabogu and Ndu (1992: 28-29)
as seen in the subsequent paragraphs.
Time-study principle
The emphasis here is that any work to be done must be accurately
measured by time, and that standard time should be established for all
works. In other words, there must be a fixed time frame for executing any
given type of work. This means that any given work must be finished
within a stipulated period of time.
Piece-rate principle
The implication of this principle is that the amount of money to be
earned by a worker should be determined by the amount of work done. In
other words, payment should be by result.
Separation of planning from performance principle
This principle stipulates that planning should be the sole
responsibility of the administrators and not the workers; that planning
should be based on time-study and other production factors which are
scientifically determined; and that working tools and facilities should be
standardized in order to facilitate planning.
Scientific method of work principles
In this principle, the management is expected to identify the best
way to perform any organization‟s jobs and train workers accordingly.
99
Managerial control principle
Within the context of this principle it is expected that management
should be knowledgeable in scientific management principles through
training and should be able to apply them accordingly.
Functional management principles
This principle advocates the special designing of industrial
organizations to be free from strict military principle and in the process,
enhance coordination of activities among the various specialists in the
organization.
On the whole, it could be said that the scientific management
theory has a narrow view of organizational management. Among other
things, they neglected the decentralization of administration by
concentrating powers on the administrators who are erroneously believed
to posses all the administrative know-how. Workers were completely
avoided in the decision making process. Again, the theory side-tracked the
issues of work-motivation and conducive working environment as
contributive factors to worker productivity. It is however interesting to
note that the theory had provided the basis for subsequent theories on
organizational management to make improvement on the best way to
management organization.
Notwithstanding, scientific management theory evoked public
disapproval being criticized as an attempt to reduce human beings to
machine, nonetheless his idea that administrator should foster the
attainment of organizational goals and objectives and make provision for
the selection and training of staff remains indisputably important. Edem
(2006) stressing further, Taylor‟s idea of efficiency demands that an
organization must attain its objective and that those responsible for its
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administration must aim at a result to achieve. It also advocates the award
on benefits merit and stresses the need to keep on working until the result
is achieved.
However, educational administrators and teachers must note that
some of Taylor‟s ideas cannot work in school. For example, the
standardization of work means that it should be done in the same way by
every worker. In a school, subjects cannot and should not be taught in the
same way. There are as many methods of teaching as there are teachers.
Different subjects too need different approaches. To advocate like Taylor
that teachers should use only one method of techings would breed
ineffective teaching and boredom in the school, and there would be no
room for curriculum modification or innovation.
Taylor was an engineer, so he wanted work to go on regardless of
what happened. Teaching cannot go on without a break. Children and
teachers have to rest. The teaching – learning process is complex and so to
sustain its goal it must be focused on the learners, whose individual
differences must be considered and adequately catered for. The teacher‟s
health must also be considered. They need to rest physically as well as
mentally in order to be able to continue. Another advocate of the scientific
management is Henry Fayol who also focused his study on how to
increase the productivity of the workers. As his model, he conceptualized
administration as being able to plan, to organize, to command, to
coordinate and to control (Edem 2006).
101
Finally, the concept of systems theory and scientific management
theory in Educational Administration has been fully explained. Therefore
one has realized from the discussions that a successful school
administrator is the one who, not only has a good knowledge of all the
classes of theory but the ability to apply the right ones at the appropriate
situation.
Review of Related Empirical Studies
This section reviews some research studies carried in educational
institutions that have direct relevance with the present study.
Eboh (2005) investigated the level of knowledge and use of
instructional materials by nursery school teachers in Nuskka Urban. The
population comprised of all the teachers in all government approved
nursery schools in Nsukka Urban. Data obtained from the State school
management Board, Nsukka showed that there are nine such schools with
a total of forty-two teachers (24 less experienced and 18 more
experienced).
The instrument for data collection was a structured questionnaire
which was face validated by three-main fury experts in instructional
materials and educational foundations at the University of Nigeria
Nsukka. The questionnaire was personally distributed to all the 42 nursery
school teachers in the area of study and collected by the researcher. The
data collected were analysed using statistical methods that include,
frequency, mean and standard deviations. While t-test was used to test the
hypotheses.
The study revealed that the nursery school teachers in Nsukka
urban (both less experienced and more experienced) have adequate
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knowledge of some of the instructional materials like posters, slip charts
chalkboard, photographs, still pictures, maps and manuals. They however,
have low knowledge of the following instructional material flannel
boards, models, computer sets, video cassette players and projectors. The
low knowledge of some of the instructional materials by nursery school
teachers, was attributed to their low availability due to their high cost.
The analysis of the study also revealed that nursery school teachers
do not frequently use most of the instructional materials. The study
equally revealed that there is significance difference between more
experienced and less experienced nursery school teachers on their level of
knowledge and frequency of utilization of some instructional material.
Edikpa (2005) did a study on the production and utilization of
instructional material by senior secondary school teacher of Christian
Religious Knowledge. The study identified instructional materials
produced and utilized for teaching and learning Christian Religious
Knowledge in senior secondary schools. A descriptive research method
was adopted. Data was collected using twenty (20) item questionnaire
which was administered on 160 Christian Religious Knowledge teachers.
These data collected was analysed using frequency and simple
percentages. The finding revealed that teacher do not produce
instructional material for teaching and learning Christian Religious
Knowledge.
Another research work was conducted by Ugwu (2005) on
determining the level of availability, extent of improvisation and possible
hindrances to improvisation of instructional materials in teaching
Agricultural science in secondary schools in Enugu State. five hundred
and seventy-two (572) agricultural science teachers in two hundred and
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sixty-five public owned secondary schools in Enugu State constituted the
population of the study. The findings of the study showed that
instructional materials were not adequately available in most of the
secondary schools and that teachers are not putting in enough efforts at
improvisation. He concluded that “Classroom instruction without
adequate instructional materials has the capability of changing all the
teachers‟ instruction from teaching to cheating”.
Freeman (2005) studied the importance of instructional material to
the successful implementation of social studies curricular at junior
secondary school level in Udi Educational Zone Enugu, comprised eighty
students from two arms of junior secondary schools class III that were
randomly selected from two co-educational schools in Udi Educational
Zone of Enugu State. The findings of his study revealed that students
taught with instructional materials performed better than students taught
without instructional materials. There is inadequate trained teachers of
social studies, the shortage of relevant instructional material and lack of
improvisation of the material by teacher and student are among factors
militating against effective implementation of social studies curriculum in
junior secondary schools.
Summary of Literature Review:
Instructional materials play vital roles in teaching and learning
process in the field of education. Its management for effective
implementation of Universal Basic Education (UBE) scheme in primary
school level cannot be over emphasized. The concept of instructional
material management was fully expounded and it was discovered that the
effective management of instructional materials depend on how relevant a
104
teacher find it towards the achievement of pre-determined instructional
goals and objectives.
A significant number of literatures were reviewed on the concept of
management and instructional materials, sources and productions of
instructional materials, rationales for production of instructional materials,
importance of instructional material in teaching and learning process,
concept of Universal Basic Education (UBE) programme, strategies for
provision of in instructional materials for effective implementation of
UBE programme, management of instructional material in schools,
constraints to management of instructional materials for UBE programme.
The literature revealed that effective management of instructional
materials for teaching and learning is the key for quality and quantitative
education in primary school. Theoretical frame work in educational
Administration and Management was done which consists of the system
theory and the scientific management theory. Four empirical studies
related to the present topic were reviewed.
It is observable that some research works have been carried out on
the level of knowledge and use of instructional materials, products and
utilization of instructional material, level of availability, extent of
improvisation of instructional material and the importance of instructional
materials. However, no known research work has been carried out on the
effective management of instructional material for the purpose of
achieving the pre-determined goals of the UBE scheme in primary schools
in Enugu Metropolis. Hence, the interest of the researcher and the need
for the present work which investigates the management of instructional
material for effective implementation of UBE programme in primary
schools in Enugu metropolis of Enugu State.
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CHAPTER THREE
RESEARCH METHOD
This chapter discusses the research method that was used in the
study. They are presented under the following subheadings, design of the
study, area of the study, population of the study, sampling and sampling
technique, instrument for data collection, validation of the instrument,
reliability of the instrument, method of collection of data, and method of
data analysis.
Design of the Study
The research design for this study is descriptive research design.
This is a type of research design that is mainly concerned with describing
events as they are, without any manipulation of what caused the event or
what is being observed. A descriptive study seeks to find out „what is‟ and
describes the event as it is while a survey is a type of descriptive study
which seeks or used the sample data of an investigation to document,
describe, and explain what is existent or no-existent on the present status
of a phenomenons being investigated. In a survey study, views, facts,
pubic opinions are collected, anlaysed and used for answering research
question (Ali 2006).
Therefore the researcher adopted the descriptive survey design for
the study since it yielded to the above characteristics. That is, descriptive
survey design was chosen to enable the researcher investigate, and equally
ascertain the views, facts, opinions of the people and information about
the instructional material management in teaching and learning process
towards the effective implementation of UBE programme in government
owned primary schools in the metropolitan cities of Enugu State.
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Area of Study
The study was carried out within government owned primary
schools in Enugu metropolis of Enugu State. Enugu metropolis consist of
three major Local Government Areas with a total of sixty eight (68)
primary schools. That is in Enugu-East 12 schools, Enugu-North 31, and
Enugu-South 25 primary schools respectively.
This area of study was chosen because; first, no work has been
done in the past years on the management of instructional materials for
effective implementation of UBE programme in government owned
primary schools within Enugu metropolis. Secondly, the metropolis has
the greater concentration of primary schools within the state. Thirdly,
there is generally low academic performance of pupils in the assessment
tests, internal and external examination which makes the good
implementation and realization of UBE goals and objectives impossible in
the state. Fourthly, teaching and learning is going on without instructional
materials in these primary schools within the Enugu metropolis.
Finally, there seem to be total neglect on the side of teachers
towards the effective management of instructional materials for teaching
and learning purposes in State owned primary schools in Enugu
metropolis.
Population of the Study
The population of the study comprised, all the head teachers,
assistant head teachers and classroom teacher in government owned
primary schools in Enugu metropolis. This includes one hundred and
eighty-even (187) teachers in Enugu-East, five hundred and fifty-eight
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(558) teachers, and eighty hundred and ninety-five (895) teachers in
Enugu-South respectively. See appendix II (Table I).
Sampling and Sampling Technique
The sample for the study consist of 1000 government owned
primary school teachers in Enugu mettropolise. The sampling technique
used for the study is the proportionate stratified random sampling.
Proportionate stratified random sampling is a type of probability sampling
techniques which ensure greater representative of the sample relative size
to the population and guarantees that the minority consistent of the
population are represented in the sample. The sample characteristics
therefore are better approximates (estimates) of the population
characteristics and the associated sampling error is correspondingly
reduced (Nworgu 1991).
In determining the sample size that was drawn from the population
of one thousand, six hundred and forty (1640) teachers within the Enugu
Metropolis, the researcher first of all computed the proportion of the
sample to the population or what is called the sample fraction to be 0.61
or 61%. The sample size in each stratum (metropolitiation city) will
therefore be made up of this proportion or percentage of the population in
the stratum. Hence in Enugu-East 61% of 187 was drawn to be 114.07
approximated to 114 teachers, Enugu-North, 61% of 558 was drawn to be
340.38 approximated to 340 teachers, and in Enugu-South, 61%% of 895
was drawn to be 545.95 approximated to 546 teachers. Therefore the
grand total of the sample size drawn from the study is 1000 teachers
(including head teachers, assistant head teachers and classroom teachers).
See appendix II (Table II.)
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Instrument for Data Collection
The instrument for data collection was a structured likert-type
questionnaire with the title, Management of Instructional Materials for
Effective Implementation of Universal Basic Education programme
(MIMEIUBEP) in Primary schools in Enugu Metropolis. The instrument
was developed through extensive reviewed literature and based on the
four research questions.
It consists of Cluster A containing the personal data of all the
respondents. Cluster B to E containing twenty-three (23) researchable
items which was be used to collect information on the responses from the
respondents on the management of instructional materials for effective
implementation of UBE programme in government owned primary school
sin Enugu metropolis. The responses was be rated on the four point
numerical scale of Strongly Agree (SA), Agreed (A), Disagree (D) and
Strongly Disagreed (SD).
Validation of the Instrument
The face validation of the instrument was done to ensure that
questionnaire items were relevant to the purpose of study and the research
questions. The initial drafted copy of the instrument was given to the
researcher‟s project supervisor, who then forwarded the copies of the
instrument to three other experts in the field of education. That is one in
the Department of Measurement and Evaluation while the other two
experts were in the Department of Educational Administration and
Planning in University of Nigeria Nuskka.
The experts carefully studied and vetted the items in the
questionnaire by given preference to suitability, adequacy and relevancy
109
of its language in answering the research questions as well as purpose of
study. The comments, observations and corrections made by these experts
were effected. These modifications gave rise to the final researchable
items in the questionnaire used for the study.
Reliability of the Instrument
The reliability of the instrument used for the study was determined
through trial testing. This was done by administering the questionnaire to
two (2) head teachers, four (4) assistance head teachers, and nineteen (19)
classroom teachers which was randomly selected from primary schools in
Oji-River and Udi Local Government Areas. Two weeks later, the
instrument was readministered on the same respondents. Since the
research questions were in clusters, the reliability coefficient was
computed in cluster by cluster; using the correlation statistical technique
known as Cronbach‟s Alpha (&). This helped the researcher determine the
extent of co-variation/ associations of the two raw scores. Thus, the
reliability coefficient for cluster B is 0.549, C is 0.649, D is 0.546 and E is
0.668.
The internal consistency measures of the two scores was computed
through the overall reliability coefficient of B, C, and E, and it yield a
high consistency measure of 0.735 approximately 0.74, which indicated
that the instrument is reliable. See appendix III.
Method of Data Collection
One thousand copies of the validated questionnaire was personally
administered to the respondents in the primary schools during working
hours and 581 was collected back after responses. The researcher made
110
make use of five research assistants who helped her in administering and
collecting the instrument from all the schools. The researcher instructed
the research assistants on what they should do when they get to the
schools. For instance, effort should be made to explain the questionnaire
to the respondents on the items that appeared vague to them. The
completed copies of questionnaire was collected and equally analyzed.
Method of Data Analysis
The data was statically analyzed using mean (x) scores and
standard deviation in answering the four research questions for the study.
A four point nominal rating scale was used with nominal values assigned
to them. The frequency scores for all the options from the respondents for
a particular item was determined and its mean computed. The cut-off
mark/point is 2.50. This means that any item with a mean of 2.50 or above
acceptable mean was accepted while those items which its mean is less or
below 2.50 were rejected. The t-test statistics was used to test the two null
hypotheses.
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CHAPTER FOUR
RESULTS
This chapter presents the results obtain from the data analyzed for
the study. These results are presented in accordance with the four research
questions and the two null hypotheses formulated to guide the study.
Research Question One
What are the sources of instructional materials for teaching and
learning purposes in primary schools in Enugu metropolis?
The response of the subjects on the sources of instructional
materials in primary schools are presented in the table 1 below
Table 1: Mean and Standard Deviation ratings of classroom teachers
and school administrators on sources of instructional materials
S/N
Item
School Administrators and
Classroom Teachers
Mean
X
Standard
deviation
(s)
Decision
1 Collection of items like computers, radios,
film, projectors from the immediate locality
of the school 2.86 1.04 A
2 Production of charts, models, flannel boards,
drawings by the teachers and pupils
(improvisation) 3.24 0.69 SA
3 Donations of instructional materials from
philanthropists and other public spirited
people within the community such as; town
unions, women association, parent teacher
association (PTA) and board of governors 3.10 0.98 SA
4 Gift to school from government and non-
governmental organizations such as UNICEF,
UNESCO, Religious organization and
SUBEB 3.25 0.77 SA
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5 Donation of instructional materials from
charitable organization like Rotract and Red
cross society 2.94 1.01 A
6 Borrowing instructional materials from
neighbouring schools when they find it
necessary 2.67 1.13 A
Cluster mean 3.01 0.54 SA
Table 1 above showed that the mean of each of the items is greater
than 2.50 (working or acceptable mean). Therefore, the respondents
agreed that all the items listed are the sources of instructional materials for
teaching and learning purposes in primary schools in Enugu metropolis.
According to them, instructional materials can be acquired in schools for
teaching and learning purposes through collection of item such as
computers, radios, film, projectors from immediate locality of the schools.
Production of charts, models, flannel board by the teacher and pupils,
Donation of instructional materials philanthropists and other spirited
people within the community. Other sources include; gift of instructional
materials to schools by government and non-governmental organizations;
donations from charitable organization, and borrowing of instructional
materials by teachers from their neighbouring schools when the need
arises for teaching and learning to take place. The overall or cluster mean
is 3.01. This affirmed that both the school administrator and classroom
teachers strongly agreed that the above items on the table I constitute the
possible sources of instructional materials for instructional purposes in
primary schools.
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Research Question Two
To what extent do teachers utilize instructional materials in
teaching and learning process in primary schools in Enugu metropolis?
Table II showed the response of the subjects on the extent of
utilization of instructional materials in primary schools.
Table II: Mean and standard deviation ratings of classroom teachers
and school administrators on the extent of the teacher’s utilization of
instructional materials
S/N
Item
School Administrators and
Classroom Teachers
Mean
X
Standard
deviation
(s)
Decision
7 Teachers use instructional materials to
demonstrate and motivate learner‟s interest
and readiness for instructional process 3.46 0.68 SA
8 Teachers use instructional materials to
enhance learner‟s aptitude towards
instructional process 3.45 0.72 SA
9 Learner‟s ability to understand is increased by
the use of instructional materials by the
teacher 3.40 0.70 SA
10 Teachers do not use instructional materials
for teaching and learning for fear of
damaging them 2.90 1.14 A
11 Time spent by the teacher using instructional
materials is determined by effort of the
teacher and perseverance of the learner 3.08 0/74 SA
Cluster mean 3.26 0.43 SA
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Table II above showed that the mean of each of the items 7, 8, 9, 10 and
11 is greater than 2.50. This implies that the teachers uses the instructional
materials to a great extent to demonstrate and motivate learner‟s interest
and readiness for instructional process, to enhance learner‟s aptitude
towards instructional process, increase the learner‟s ability to understand
any learning package. They equally agreed that the time spent by the
teacher while using instructional materials in the classroom teaching is
determined by the teacher‟s effort and the perseverance of the learner. The
cluster mean is 3.26 which indicate that the subject utilizes instructional
materials during instructional process in primary schools.
Research Question Three
In what ways are instructional materials maintained by the school
administrators/head teachers in government owned primary schools in
Enugu metropolis?
Table III showed the response of the subjects on ways of the
instructional materials maintenance by the school administrators in
government owned primary schools.
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Table III: Mean standard deviation rating of classroom teachers and
school administrators on the ways the instructional materials are
maintained
S/N
Item
School Administrators and
Classroom Teachers
Mean
X
Standard
deviation
(s)
Decision
12 Instructional materials such as audio-visual
and audios are given regular services to avoid
total breakdown. 3.10 0.95 SA
13 Damaged and worn-out ones are replaced
with new ones 2.88 1.04 A
14 These materials are left under the care of a
staff 2.98 0.99 A
15 Lubricant are often applied on them to avoid
rusting and tight knots 3.01 0.96 SA
16 Adequate security is provided by the school
heads over the instructional materials to avoid
stealing them by the external or internal
agents 2.92 1.04 A
Cluster mean 2.98 0.67 A
Table 3 showed that the mean of each items 12, 13, 14, 15 and 16 is
more than 2.50. This implies that the respondents agreed that each of the
items constitute ways of maintaining instructional materials by the school
administrators in government owned primary schools in Enugu
metropolis. However, school administrators strongly agreed that
instructional materials are given regular services to avoid total broken
down of such instructional materials and lubricant are equally applied on
them to reduce rusting and tight knots of such materials. This is confirmed
from the cluster mean which is 2.98.
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Research Question Four
What problems militate against effective maintenance of
instructional materials in primary schools in Enugu metropolis?
Table IV present the response of the subjects on the problems
militating against the effective maintenance of instructional material in
primary schools in Enugu metropolis.
Table IV: Mean and standard deviation ratings of classroom teachers
and school administrators on the problems militating against the
effect maintenance of instructional materials
S/N
Item
School Administrators and
Classroom Teachers
Mean
X
Standard
deviation
(s)
Decision
17 Poor maintenance culture of school heads 3.23 0.89 SA
18 Inadequate funding 3.38 0.72 SA
19 Inexperience in the use of instructional
materials by some teachers 3.32 0.82 SA
20 Lack of in-service training and retaining of
teachers by the appropriate authorities 3.30 0.75 SA
21 poor storage facilities 3.36 0.83 SA
22 Lack of interest of some administrative heads/
teachers over the instructional materials 3.10 0.86 SA
23 Diversion of funds meant for maintenance of
instructional materials by the school
administrators 3.31 0.87 SA
Cluster Mean 3.29 0.47 SA
The mean response of each of the item 17, 18, 19, 20, 21, 22 and 23
is greater than 2.50. This implies that all these items constitute the
problems militating against the effective maintenance of instructional
materials in primary schools in Enugu metropolis. The data in table IV
117
also showed that the school administrators strongly agreed that poor
maintenance culture of school heads, inadequate funding inexperience in
the use of instructional materials by some classroom teachers, lack of in-
service training and retraining of teachers by the appropriate authorities,
poor storage facilities in their school, lack of interest of some
administrative head over the instructional materials and diversion of funds
meant for maintenance of instructional materials by the school
administrators affects the effective maintenance of instructional materials
in the primary schools in Enugu metropolis.
The cluster mean of 3.29 still confirmed that the school
administrators strongly agreed that the above items constitute problems
over the effective maintenance of instructional materials in primary
schools in Enugu metropolis.
Hypothesis One
There is no significance difference between the mean ratings of
school administrators/head teachers and classroom teachers on the sources
of instructional materials in government owned primary schools in Enugu
metropolis.
Table V showed the mean of both the school administrators and
classroom teachers as well as their corresponding standard deviation and
t-test calculated.
118
Table V: Summary of t-test for school administrators and classroom
teachers on sources of instructional materials.
S/N Item Post N Mean
X
S.d df t-cal 2 (tail)
signif.
Decision
1 Collection of items like computer, radio,
film, projectors,
from the immediate
locality of the school
School administrators
230 2.66 1.04
578 -3.67 0.00 S Class teacher 350 2.98 1.02
2 Production of chart,
models, flannel board, drawings by
teacher and pupils
(improvisation)
School
administrators
230 3.21 0.71
578 -0.78 0.44 NS Class teacher class room
teacher
350 3.25 0.68
3 Donations of from
philanthropists and other public spirited
people within the
community such as town unions,
women association,
parent teachers
associations (PTA and Board of
governors
School
administrators
230 3.08 0.99
578 -0.36 0.72 NS Class teacher
350 3.11 0.97
4 Gifts to school from government and
non-governmental
organizations such
as Unicef, Unesco, Religious
organizations and
SUBEB
School administrators
230 3.24
0.78
578 -0.08 0.94 NS Class teacher 350 3.25 0.76
5 Donations of
instructional
materials from charitable
organizations like
Rotract and Red
Cross Society
School
administrators
230 2.89 0.97
578 -0.96 0.34 NS
Class teacher 350 2.97 1.25
119
6 Borrowing
instructional materials from
neighbouring
schools when they
find it necessary
School
administrators
230 2.65 1.19
578 -0.43 0.67 NS Class teacher 250 2.69 1.09
Overall School
administrators
230 2.95 0.52
578 -1.90 0.06 NS Class teacher 350 3.04 0.55
Table V showed the t-test calculated for school administrators and
classroom teachers for each of the items. From this table, only item one
(1) showed that there is significance difference between the mean of
administrators and classroom teachers. This is because the 2-tail
significance level (0.00) calculated is lower than the significance level
(0.5) set for the hypothesis. However, for items 2, 3, 4, 5 and 6, there is no
significance difference between the mean of school administrators and the
classroom teachers. This is because the 2-tail significance level (0.44,
0.72, 0.94, 0.34 and 0.67) for each of the t-test calculated respectively is
greater than the significance level (0.05) set for the hypothesis.
Finally, on the overall, there is no significant differences between
the mean of the school administrators and the classroom teachers. This is
because the 2-tail significance level (0.06) calcite is greater than the
significance level (0.05) set for the hypothesis.
120
Hypothesis Two
There is no significant difference between the mean ratings of
school administrators and classroom teachers on the extent of utilization
of instructional materials in government owned primary schools in Enugu
metropolis.
Table VI below showed the mean and standard deviation of both
school administrators and classroom teachers as well as their
corresponding t-test calculated on the extent of utilization of instructional
materials.
Table VI: Summary of t-test for mean of school administrators and
classroom teachers on the extent of utilization of instructional
materials.
S/N Item Post N Mean
X
S.d df t-cal 2 (tail)
signif.
Decision
7 Teachers use
instructional
materials to
demonstrate and
motivate
learner‟s interest
and readiness for
instructional
processes
School
administrators 230 3.53
0.65
578 1.95 -0.52 NS Class teacher 350 3.41 0.69
8 Teachers use
instructional
materials to
enhance learners
aptitude towards
instructional
process
School
administrators 230 3.40
0.79
578 -1.41 0.16 NS Class teacher 350 3.49 0.67
121
9 Learner‟s ability
to understand is
increased by the
use of
instructional
materials by
teacher.
School
administrators 230 3.28
0.75
578 -3.30 0.01 S Class teacher 350 3.47 0.65
10 Teachers do not
use instructional
materials for
teaching and
learning for fear
of damaging
them.
School
administrators 230 2.80
1.19
578 -1.67 0.10 NS Class teacher 350 2.97 1.11
11 Time spent by
the teacher using
instructional
materials is
determined by
effort of the
teacher and
perseverance of
the learner
School
administrators 230 3.03
0.77
578 -1.54 0.13 NS Class teacher 350 3.12 0.72
Overall
School
administrators 230 3.21
0.47
578 -2.37 0.02 S Class teacher 350 3.29 0.39
Table VI above showed the t-test calculated for administrators and
classroom teachers on the extent of utilization of the instructional
materials. From the table, only item 9, shows that there is significant
difference between the mean of administrators and classroom teachers.
This is because the 2-tail significance level (0.01) calculated is lower than
the significance level (0.05) set for the hypothesis.
122
On the other hand, items, 7, 8, 10 and 11 shows that there is no
significance difference between the mean of school administrators and
classroom teachers. This is because 2-tail significance level (0.52, 0.16,
0.10 and 0.13) respectively is greater than 0.05 significance level set for
the hypothesis.
However, the overall showed that there is significant difference
between the mean of the school administrators and the classroom
teachers. This is also because the 2-tail significance level (0.02) calculated
is lower than (0.05) level of significance set for the hypothesis.
123
CHAPTER FIVE
DISCUSSION, CONCLUSIONS, IMPLICATION AND
RECOMMENDATION
Discussion of Findings
This chapter presents the discussion of the result of the study, the
conclusion, implications, recommendation, limitation of the study and
suggestions for further research.
Sources of Instructional Materials
With reference to the first research question, which dealt with the
possible sources of instructional materials for teaching and learning
purposes in primary schools in Enugu metropolis. The respondents agreed
that instructional materials are obtained as gifts and donations from
government and non-governmental organizations, philanthropists and
other public sprinted people within the community, the charitable and
religious organizations are not left out. They equally agreed that the most
common and widest sources of instructional material in their school are
through improvisation and production of such materials by the teacher and
her pupil. Also instructional materials are collected from immediate
locality of the school or they are borrowed from neighbouring schools
when they find it necessary.
The high cluster mean ratings showed that the school administrates
and classroom teachers are not only aware of the sources of these
instructional, they also procure them for the purpose of effective teaching
and learning in primary schools.
In the null hypothesis one (Ho1) both the classroom teachers and
school administrators showed a high mean rating response. This indicated
that both had they knowledge of possible sources of instructional
124
materials and as well procures these materials for teaching and learning
purposes in their school. There is an overall corresponding 2-tail
significance level calculated which is greater than the significance level
set for the null hypothesis. This showed that there is no significance
difference between the mean ratings of the school administrative them the
classroom teachers on the sources of instructional materials for teaching
and learning purposes in primary schools. Therefore the null hypothesis is
rejected.
The findings with regard to the research question are quite
interesting. This is because it is in agreement with the views and opinions
ever made in the field of education by some researchers in this aspect of
study. It agreed with the view of Balogun (1982) that improvisation and
production of instructional materials is a relatively cheaper alternative
means of acquiring instructional materials into the schools for teaching
and learning purposes. The findings equally agreed with the opinion of
Bomide (1985) that improvisation of instructional materials enhances the
teacher‟s instructional process and equally concretizes learning
experiences of the learner.
The findings also agreed with the finding of Edger (1996) that the
need for innovative materials in schools was due to great quest for
education to meet up the challenges in the society. It agreed with the
findings of Omotunde (1996) who suggested that improvisation of
instructional materials by teachers will help to make these materials
available in schools. The findings from the above research question
supports the Federal Republic of Nigerian‟s (2004) Educational Policy
that encourages classroom teachers to participate more in the producing,
procuring and assessment of educational materials which they will use in
125
the classroom situation. The essence being that these materials will
facilitate teaching-learning process and if science as well as art subjects
should be learned properly, it must be experienced. Therefore
improvisation of instructional materials from locally available materials
will to a greater extent boost the provision and sources of enough learning
materials for the growing number of primary school age children in
Nigeria.
Extent of Utilization of Instructional Materials
With reference to the second research question which dealt with the
extent of teacher‟s utilization of instructional materials in teaching and
learning process in primary schools in Enugu metropolis. The respondents
agreed that they use instructional materials to demonstrate and motivate
learner‟s interest and readiness for instructional process; that they utilize
instructional material to enhance learner‟s aptitude towards instructional
process. Both classroom teachers and school administrators agreed that
learner‟s ability to understand any learning concept is increased when
teachers use instructional materials. They equally agreed that the time
spent by the teacher while using instructional material for teaching and
learning process is determined by the effort of the teacher and the
learner‟s perseverance. That is, the more the classroom teacher determines
to demonstrate and illustrate her instructional package with instructional
materials, the higher the understanding, interest and attention of the
learner is the lesson.
There is a high clusters mean rating response of the respondents.
This implies that both the classroom teacher and the school administrator
agreed that instructional materials are utilized in school during teaching
126
and learning processes. Notwithstanding, they agreed equally that most
often, some class teachers do not use instructional materials during
instructional process in school because of fear of damaging any of them.
That is the reason for their low mean rating response in item number 10
(ten) on the result analysis.
In the null hypothesis two (Ho2), it was discovered that the overall
mean rating response of the classroom teacher on extent of utilization of
instructional materials in primary schools is higher than that of school
administrators. The high response of classroom teachers indicated that
there is a significance difference when compared with the response of the
school administrators. This is not surprising since it is the class teacher
that utilizes these materials more during instructional exercise in the
classroom than the school administrators who normally spend most of
their time in the office. However, the 2-tail significance level calculated is
lower than the significance level set for the hypothesis which indicates a
significance difference. Hence, the null hypothesis is not rejected.
The findings of this study with regard to research question two
agrees with the opinions, facts and contributions of Nwachukwu (2001)
that availability and effective utilization of instructional materials helps
students/pupils to acquire manipulative skills needed to prepare them for
immediate employment in the world of numerous challenges. The
findings agreed with the views of Obodo (1990) that efficient utilization
of instructional materials in schools help the pupil to develop originality,
creativity and clarity of a given learning package. The finding are in
agreement with the views and contributions of Azikiwe (1992) that the
need of efficient utilization of instructional materials make teaching and
learning more effective and less time consuming. Effective instructional
127
material utilization helps classroom teachers to solve particular learning
problem with ease and equally stimulates several senses of the learner
thereby making him/her to be involved in the learning process. She also
added that when instructional materials are effectively utilized, learners
are saved from frustrating situation, and a lot of obstacles are eliminated
when the classroom teacher uses relevant instructional materials in her
teaching. The finding also agreed with Mkpa (1989) that instructional
materials increases the rate of learning, save the teacher‟s time and effort,
increase learner‟s interest and facilitate the retention of what is learned.
The study also revealed that instructional materials enables the pupils
grasp intellectually many things which would have been almost
impossible for them to comprehend fully by any amount of mere story
telling and explanation. The finding, supports the assertion of Ezegbe
(2005) that unless the primary and post primary school teachers adopt the
culture of teaching with aids especially in most abstract concepts, learning
will be very much unrealistic. To this end, he advised that seminars,
training and workshop should be organized regularly for primary school
teachers of various categories in order to intimate them the importance of
teaching with instructional materials during teaching and learning process
in their schools.
Ways of Maintaining Instructional Materials
The third research question has to do with ways of maintaining
instructional materials by the school administration/head teachers in
government owned primary schools in Enugu metropolis. The school
administrators agreed that they maintain instructional materials such as
Audio-visuals and audios by making sure that those materials did not
128
breakdown totally, by given regular services to them and by replacing the
damaged ones with new ones for maximum efficiency during learning
exercise. They equally agreed that instructional materials as maintained
by applying lubricants regularly so as to prevent them from rusting and
forming of tight-knots. Consequently, they agreed that they provide
adequate security services to avoid stealing and destroying of these items
by the external or internal agents like thieves and by keeping these
materials under the custody of either tutorial or non-tutorial staff of the
school who may give proper account of them.
The finding of this study with regard to this research question three
is quite appreciating. The findings agreed with the views of Forbis (1985)
that instructional materials and other special equipments in the school
should be given regular maintenance, emergency maintain as well as
preventive maintenance by the school administrators to enable those
learning materials function effectively during instructional process in the
school. The findings also agreed with the view of Onwurah (2003) that
Federal Government of Nigeria had continued to advocate better
maintenance culture of Nigerians, school administrators inclusive, since
this will help to avoid incurring heavy expenses in replacing damaged or
worn-out items with new ones.
Problems militating against effective maintenance of instructional
materials
Regarding the research question four which dealt with problems
militating against effective maintenance of instructional materials in
primary schools in Enugu metropolis. The respondents are of the opinion
that poor maintenance culture and inadequacy of funds are problems
129
affecting the effective maintenance of instructional materials for proper
implementation of Universal Basic Education programme in primary
schools in Enugu metropolis. They agreed also that inexperience in the
use of instructional materials by some classroom teachers, that lack of in-
service training and retraining of classroom teachers by the appropriate
authorities, and poor storage facilities in the school are among problems
affecting the maintenance of instructional materials in school for smooth
flow of instructional process. They equally agreed that lack of interest on
the side of school administrators on how the teacher uses instructional
materials during teaching and diversion of fund meant for the
maintenance of instructional materials by the administrators hinders the
effective maintenance of instructional materials for UBE programme in
state owned primary schools in Enugu metropolis. There is no doubt why
the respondents responded high in all the items. The simple truth is that
when these instructional materials are procured there is no proper
maintenance for effective teaching and leaning process.
The findings agreed with the view of Olaitan (1996) that funding is
central to the overall development of education in general and primary
education in particular. That no educational programme can be successful
in the face of inadequate funding. Universal Basic Education as one of the
educational programme suffer the problems of effective maintenance and
poor implementation due to lack of funds in our primary schools. The
finding also agrees with Omezia (2003) that non availability of funds is
one of the problem affecting the effective management of instructional
materials by school administrators and classroom teachers in primary
schools. As a result of this, these instructional items are scarce in those
primary schools in Enugu metropolis.
130
The finding is still in accordance with Omezia (2003) that some
instructors are not experts in art of harding and managing instructional
material to bring about effectiveness in their teaching and learning
processes. Hence they avoid using them entirely during teaching in the
classroom situation. Also the idea of not given incentives inform of
allowances and non-payment of teachers‟ remunerations as at when due
affects their effectiveness in the use and maintenance of instructional
materials for teaching and learning in primary schools. The findings
agrees with Okoh (2002) that the inability of the Federal Government to
effectively sustain educational funding demonstrates lack of adequate
government planning towards the maintenance and implementation of
educational programmes such as UBE. That is, as a result of inadequate
financial support to primary schools from government, funds meant for
management, procuring and maintenance of instructional materials for
UBE programme are diverted to other things inform of virement
expenditure by school administrators.
Conclusion
From the results obtained from this study and observations made,
some interesting conclusions can be drawn:
1. The donations of instructional materials from partanthropist and
other spirited people, donation from charitable and religious
organizations, gifts from government and non-governmental
organizations, borrowing of instructional materials from the
neighbouring schools and from immediate locality of the school,
the act of improvisation by teachers and pupils are the major
sources from which instructional materials can be obtained for
131
teaching and learning purposes for effective implementation of
UBE programme in primary schools in Enugu metropolis.
2. The classroom teachers in government owned primary schools
utilizes instructional materials during classroom instruction.
However some of these teacher do not use instructional
materials during classroom instruction because they are afraid of
damaging any of them.
3. Awareness of the problem associated with the maintenance as
well as management of instructional materials for effective
implementation of Universal Basic Education programme in
primary schools will make a resourceful teacher and school
administrator know how to improvise, procure and maintain the
available instructional materials that could improve classroom
instructions. It will equally enable the Universal Basic
Education authorities to create a means to improve and profer
solutions to these existing problems.
4. Inadequate funds to manage instructional materials, lack of in-
service training for teachers by the appropriate authorities, poor
storage facilities, lack of interest of some administrative heads
over the instructional materials, diversion of funds meant for
maintenance of instructional materials by the school
administrators militate against the maintenance and utilization of
instructional materials for teaching and learning process in
primary schools. Many strategies like proper channeling of
available funds for management of instructional materials in
schools and organizing seminars, in-service training and
workshops on maintenance and utilization of instructional
132
materials in schools for classroom instruction could help to
solve the problems.
5. Finally, Universal Basic Education is a welcomed educational
programme. Therefore, for the objectives of the UBE to be
achieved, there is need for proper planning, supplying of
adequate finance, regular supervision and monitoring,
curriculum implementation, experienced leaders should be
placed in various levels of the implementation and conducive
teaching and learning environment should be provided.
Implications
Based on the findings of the study the following implications can
be discovered.
The study revealed that there are different sources from which
instructional materials can be obtained for teaching and learning process
as it was indicated by the school administrators and classroom teachers.
This implies that instructional materials are available for teaching and
learning purposes in government owned primary schools in Enugu
metropolis. Since these instructional materials are available in schools it
does not realty showed that they are properly managed to bring about
effective implementation of UBE programme in primary schools.
Where these instructional materials are available, teachers utilize
them extensively during teaching and learning process. The implication of
this is that teachers in government owned primary schools engage more in
practical demonstration of learning concepts in the classroom instruction
than the mere story telling method. In doing this, they ensure that pupils
acquire appropriate levels of literacy, numeracy manipulative,
133
communication and life skills needed for laying the foundation for long
life learning, which is one of the objectives of UBE programme.
There are lots of problems militating against the effective
maintenance of instructional materials. This implies that school
administrators may not see the need of purchasing talk less of maintaining
these instructional materials in the school. This eventually hampers the
effective utilization of instructional materials during teaching and learning
process leading to ineffective implementation of UBE programme in
primary schools within the Enugu metropolis.
The school administrators may not have interest on how these
instructional materials should be maintained needless of supervising and
monitoring the classroom teachers on the level of utilization during
classroom instructions therefore they divert the funds meant for it to other
things.
Some teachers do not use instructional materials to teach because of
fear of damaging them. This implies that teachers in this categories have
not find it necessary the need to use these instructional materials during
classroom instructions therefore they still adopt the traditional method of
chalk-talk system of teaching to the detriment of the learner.
The school administrators have problem of poor maintenance
cultures over the available instructional materials in their schools. This
implies that these materials are abandoned without being cared for to the
mercy of destructive insects and certain weather elements.
134
Recommendations
It is therefore, recommended that,
1. Seminars, inservice training and workshops should be organized
for teachers by the appropriate authorities on the management of
instructional materials to enable them understand the importance
of using these materials during teaching and learning process in
the school.
2. The school administrators should supervise and monitor teacher
to ensure that instructional materials are used simultaneously in
demonstrations of learning package during classroom
instruction. On the other hand, there should be strict monitoring
and supervision of school administrators by the required
supervisory authorities on the management of funds meant for
purchasing and maintenance of instructional materials so as to
avoid mishandling of such funds through diverting it to other
expenditures within the school or elsewhere.
3. Adequate security facilities should be provided in the primary
schools to enable the school administrators keep those materials
from damaging and attack of thieves.
4. The government should endeavour to pay teachers remuneration
and allowances as at when due to enable them embrace the art of
improvisation of these instructional materials when it is
insufficient in the school for teaching and learning purposes.
5. The government should be able to provide adequate financial
support to primary school management to enable them manage
the new educational programme (UBE) as it relates to
maintenance and procurement of these instructional materials as
135
well as other educational facilities since this helps for effective
implementation of UBE programme.
6. The state government should endeavor to send instructional
experts regularly to primary schools to educate both the school
administrators and classroom teachers on the art of handling and
managing instructional materials for effective and efficient
teaching-learning process.
7. The non-governmental organizations, charitable organization as
well as parents should assists schools with funds for special
projects on instructional material management in primary
schools while on the other hand, teachers and pupils should be
encouraged to go on excursion as well as engage in assignment,
projects that can expose them to several ways of managing
instructional materials for the purpose of achieving the goals and
objectives of UBE.
8. The Federal Government of Nigeria should recommend and
develop a good maintenance culture to school administrators in
primary schools. This will help them (school administrators)
avoid incurring heavy expenses in replacing damaged and worn-
out items with new ones.
9. For proper implementation of UBE programme, the Federal,
State, and Local government, the PTA, parents and any other
concerned bodies should provide schools with enough and
functional instructional materials. This will enhance the level of
teaching and learning in primary schools thereby fulfilling the
purpose of adopting UBE as a new educational programme in
Nigeria.
136
Limitation
Although the study has accomplished the purpose for which it is set
out to achieve. The researcher encountered certain limitations during the
course of the study.
1. Some of the information provided by the respondents were
discovered to be faked. This automatically affected the
authenticity and validity of the result during it analysis.
2. The sampled instrument get choked up along the line of
distribution because some of the respondents deemed it
unnecessary to provide the required data hence they turn the
instrument as wrapping paper.
3. The cost is really tremendous considering the global economy
melt-down.
Suggestions for Further Research
In view of the findings of this study the researcher suggests that
further research be undertaken in such areas as:
1. The effect of instructional materials production and utilization in
teaching and learning process in public primary schools in
Enugu metropolis.
2. The level of availability and management of instructional
materials for teaching science and arts subjects in secondary
schools in Enugu state.
3. Problem and strategies for effective implementation of UBE
program in primary schools in Enugu metropolis.
137
4. The attitude of school administrators and classroom teachers
towards proper maintenance and utilization of instructional
materials for classroom instruction. A case study…
5. The same study should be carried out in rural primary schools of
Enugu state or in another State.
138
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QUESTIONNAIRE
Management of instructional materials for Effective
implementation of UBE Programme in Enugu Metropolise
Dear Sir/Madam,
LETTER TO RESPONDENTS
I am a postgraduate student of the department of educational
foundation university of Nigeria Nsukka. I am currently carrying a survey
research study on the above topic. This questionnaire is aimed at helping
me to ascertain, the management of instructional materials by teachers
during teaching and learning processes for effective implementation of
UBE programme in primary schools in Enugu metropolise of Enugu state.
Please carefully read and respond to the following items in the
questionnaire to enable me carry out the research work successively by
making use of the responsive scales provided. Your responses are purely
for academic use and will be highly treated confidential.
Thanks for your usual-cooperation
Yours Sincerely,
Okpalaoka, H.C. (Mrs)
School of Post graduates Studies
Faculty of Education
Dept. of Education Foundations
(Educational Administration and Planning)
University of Nigeria, Nsukka
152
APPENDIX I
Names of Schools in Enugu Metropolis
Enugu East Local Government Area, Uwani
Name of Schools
1. CPS Amokpo
2. CSP I Amorji
3. CPS Ibagwa
4. CPS Obinagu Amokpo
5. Trans-Ekulu Primary School 1
6. Trans-Ekulu Primary School III
7. Trans Ekulu R. Primary School I
8. Trans Ekulu R. Primary School III
9. Ugbo Odogwu Primary School I
10. Ugbo Odogwu Primary School III
11. CPS III Amorji
12. Hillside Primary School Agubor
153
Enugu North Local Government Area, Uwani
Name of Schools
1. Aria Road Primary School
2. Asata Primary School
3. Brodrick Primary School
4. Carter Primary School
5. Cathedral Primary School
6. CITV Primary School
7. Coal Camp Primary School
8. Colliary Primary School
9. Hill side Primary School I
10. Hill side Primary School II
11. Hill side Primary School III
12. Iva Valley Primary School I
13. Iva Valley Primary School II
14. Iva Valley Primary School III
15. Market Road Primary School I
16. Market Road Primary School II
17. Moore House Primary School
18. Obiagu Road Primary School
19. Ogbete Primary School
20. Ogbete River Primary School I
21. Ogbete River Primary School II
22. Ogui Primary School
23. Ogui Nike Primary School I
24. Ogui Nike Primary School II
25. Ogui Nike Primary School III
154
26. Special Edu Central
27. W.T.C. Primary School I
28. W.T.C. Primary School II
29. W.T.C. Primary School III
30. W.T.C. Primary School IV
31. W.T.C. Primary School V
155
Enugu South Local Government Area, Uwani
Name of Schools
1. Achara Layout Primary School 1
2. Achara Layout Primary School 2
3. Achara Layout Primary School 3
4. Achara Layout Primary School 4
5. Central School Amechi
6. Central Primary School 1 Amechi
7. Central Primary School 2 Amechi
8. Igbarian Street Primary School 1
9. Igbarian Street Primary School 2
10. Igbarian Street Primary School 3
11. CPS Ndiagu Amechi
12. Niger Close Primary School 1
13. Niger Close Primary School 2
14. CPS 1 Obeagu
15. CCS Obeagu Nain
16. Roberson Street Primary School 1
17. Roberson Street Primary School 2
18. Central School Ugwuaji
19. CPS Ugwuji
20. Uwani River Primary
21. Zik Avenue Primary 1
22. Zik Avenue Primary 2
23. Zik Avenue Primary 3
24. Zik Avenue Primary 4
25. Ekeaku Model School
156
University of Nigeria
Nsukka Campus
Department of Educational
Foundations
Dear Sir/Madam
Request for Test of Reliability of a Research Instrument
The writer a Post-Graduate student of the above named Department
currently undertaking a research study. The topic of the study is
Management of Instrument Materials for Effective Implementation
of Universal Basic Education (UBE) Programme in Primary Schools
in Enugu Metropoliss of Enugu State.
Could you please respond to the following items to enable me determine
the reliability of the instrument. Your response are purely for academic
use and will be treated confidential.
Thanks for your usual cooperation.
Yours‟ faithfully,
Ezinwa Chinyere (nne: Okpalaoka)
157
Questionnaire on the Management of Instrument Materials for Effective
Implementation of Universal Basic Education (UBE) Programme in Primary
Schools in Enugu Metropoliss of Enugu State.
CLUSTER A
PERSONNAL DATA
INSTRUCTION (1) Fill in the blank space and tick ( ) in the box as applicable
Name of School:…………………………………………………………………..
Post: Head Teacher ( )
Assistant Head Teacher ( )
Classroom teacher ( )
Experience: 1-5 yrs ( ) 10 years and above ( )
INSTRUCTION (2) AGAINST EACH STATEMENT BELOW, FOUR
OPTIONS ARE PROVIDED.
Tick ( ) on the space that is most appropriate to you in the column provide using the
following responses:
Strongly Agree (SA) Agree (A)
Disagree (D) Strongly Disagree (SD)
CLUSTER B: SOURCES OF INSTRUMENTAL MATERIALS
S/N ITEMS SA A D SD
1. Collection of items like computer, radio, film,
projectors, from the immediate locality of the school.
2 Production of chart, models, flannel board, drawings
by teacher and pupils (improvisation)
3 Donations of instructional materials from
philanthropists and other public spirited people
within the community such as Town Unions Women
Association, Parent Teachers Associations (PTA)
and Board of Governors.
4 Gifts to school from government and non-
governmental organizations such as UNICEF,
UNESCO Religions organizations and SUBEB.
5 Donations of instructional materials from charitable
organizations like Rotract and Red Cross Society.
6 Borrowing instructional materials from neighouring
schools when they find it necessary.
158
Cluster C: Extent of Utilization
7 Teachers use instructional materials to demonstrate
and motivate learner‟s interest and readiness for
instructional processes.
8 Teachers use instructional materials to enhance
learner‟s aptitude towards instructional process.
9 Learner‟s ability to understand is increased by the
use of instructional materials by teacher.
10 Teachers do not use instructional materials for
teaching and learning for fear of damaging them.
11 Time spent by the teacher using instructional
materials is determined by effects of the teacher and
perseverance of the learners.
Cluster D: Maintenance of Instructional
Materials
12 Instructional materials such as audio-visual and
audios are given regular service to avoid total
breakdown.
13 Damaged and worn out ones are replaced with new
ones.
14 These materials are left under the care of a staff.
15 Lubricant are often applied on them to avoid rusting
and tight knots.
16 Adequate security is provided by the school heads
over the instructional materials to avoid stealing
them by these external or internal agents.
CLUSTER E: PROBLEMS IN THE
MAINTENANCE OF THE INSTRUCTIONAL
MATERIALS
17 Poor maintenance culture of school heads.
18 Inadequate funding
19 In experience in the use of Instructional material by
some teachers.
20. Lack of in-service training and retraining for
teachers by the appropriate authorities.
21 Poor storage facilities
22 Lack of interest of some administrative
heads/teachers over the instructional materials.
23 Diversion of funds meant for maintenance of
instructional materials by the school administration.
159
APPENDIX II
Computation of sample sizes for different local government areas in Enugu
metropolis. Using proportion stratified random sampling technique.
Table 1: Distribution of a population of teaching staff in Enugu metropolis before
sampling.
Local government
area
No of
headmasters
headmistress
No of assistance
HMS
No of
classroom
teacher
Total no of
Teachers
East-East (EE) 12 25 150 187
Enugu North (EN) 31 77 450 558
Enugu-South 25 50 820 895
68 152 1420 1640
Source: Universal Basic Education Board Statistical Office 2007.
To determine the population (sampling fraction), Thus:
Sampling fraction = Sample (n)
Population (N)
Where
Sample (n) = 1000 (estimated sample)
Population (N) = 1640
Hence 1000
1640
= 0.6097560 = 0.61
Or change to percentage = 0.61 x 100 = 61%
The sample size is each local government (EE, EN & ES) will therefore be made up of
this proportion of percentage of the population of teachers in that local government
area. Based on this, the sample size for each local government is computed as thus:
Enugu East (EE) = 0.61 x 187 = 114.0 Teaching
Enugu North (EN) = 0.61 x 558 = 340.38 staff
Enugu South (ES) = 0.61 x 895 = 545.95
Total = 1000.33
Alternatively,
Enugu East 61/wo x 187 = 114.07
Enugu North (NT) 61/100 x 558/1 = 340.38
Enugu-South (ES) 61/100 x 595/1 =545.95
Therefore, the total sampled size of teaching staff in Enugu metropolis will be
(EE, NE, ES)
Hence, sum total of sampled teachers = 114 + 340 + 546 = 1000 teaching staff. (This
number include the school heads)
160
Table II: Distribution of Teaching Staff in Enugu Metropolis after sampling
Local government
area
Percentage
distribution
Number of
teaching staff
Total number of
teaching staff
Enugu East (EE) 61% 183 114
Enugu North (EN) 61% 558 340
Enugu South 61% 895 546
Total 1000
Thus, 1000 teaching staff will be used as samples for the study.
161
Appendix III
Computation of Reliability Coefficients for the Management of
Instructional Materials for Effective Implementation of UBE
Reliability Coefficient for Cluster B
Item Statistics
Mean Std. Deviation N
B1 2.1600 .89815 25
B2 3.7600 .66332 25
B3 2.9200 .49329 25
B4 3.6000 .57735 25
B5 1.8000 .95743 25
B6 1.4400 .58310 25
Reliability Statistics
Cronbach‟s
Alpha
N of Items
.549 6
Reliability Coefficient for Cluster C
Item Statistics
Mean Std. Deviation N
C7 3.5600 .50662 25
C8 3.1600 .94340 25
C9 3.2400 .83066 25
C10 1.8800 1.16619 25
C11 2.8800 .99129 25
Reliability Statistics
Cronbach‟s
Alpha
N of Items
.649 5
162
Reliability Coefficient for Cluster D
Item Statistics
Mean Std. Deviation N
D12 3.1200 1.12990 25
D13 2.8000 .86603 25
D14 2.8800 .66583 25
D15 3.0400 .84063 25
D16 3.3200 .94516 25
Reliability Statistics
Cronbach‟s
Alpha
N of Items
.546 5
Reliability Coefficient for Cluster E
Item Statistics
Mean Std. Deviation N
E17 2.7917 1.17877 24
E18 2.9167 1.13890 24
E19 2.5833 1.10007 24
E20 3.0000 .72232 24
E21 2.7917 .97709 24
E22 2.4167 1.17646 24
E23 2.9167 1.34864 24
Reliability Statistics
Cronbach‟s
Alpha
N of Items
.668 7
163
Reliability Coefficient for the Overall
Item Statistics
Mean Std. Deviation N
E17 2.7917 24
B1 2.2083 24
B2 3.7500 24
B3 2.9167 24
B4 3.6667 24
B5 1.7917 24
B6 1.4167 24
C7 3.5833 24
C8 3.1667 24
C9 3.2083 24
C10 1.9167 24
C11 2.9167 24
D12 3.1250 24
D13 2.7917 24
D14 2.8750 24
D15 3.0417 24
D16 3.3333 24
E18 2.9167 24
E19 2.5833 24
E20 3.0000 24
E21 2.7917 24
E22 2.4167 24
E323 2.9167 24
Reliability Statistics
Cronbach‟s
Alpha
N of Items
.735 23
164
APPENDIX IV
COMPUTATION OF T-TEST FOR HYPOTHESIS ONE
Hypothesis I
Group Statistic
Post
N Mean Std. Deviation
Std.
Error
Mean
Item1 School
Administrator
Classroom Teacher
230
350
2.6609
2.9800
1.03971
1.01685
.06856
.05435
Item2 School
Administrator
Classroom Teacher
230
350
3.2087
3.2543
.70551
.68208
.04652
.03646
Item3 School
Administrator
Classroom Teacher
230
350
3.0783
3.1086
.99911
.96926
.06588
.05181
Item4 School
Administrator
Classroom Teacher
230
350
3.2435
3.2486
.7731
.75961
0.5125
.04060
Item5 School
Administrator
Classroom Teacher
230
350
2.8870
2.9686
.97358
1.02498
.06420
.05479
Item6 School
Administrator
Classroom Teacher
230
350
2.6478
2.6886
1.18667
1.08790
.07825
.05815
Overall School
Administrator
Classroom Teacher
230
350
2.9543
3.0414
.52355
.54977
.03452
.02939
Independent Samples Test
t-test for Equality of Means
t
df
Sig. (2-tailed)
Mean
difference
Std.Error
Difference
Item1 Equal variances
assumed
-3.665 578 .000 -.31913 .08709
Item2 Equal variances
assumed
-777 578 .438 -.04559 .05869
Item3 Equal variances
assumed
-.364 578 .716 -.03031 .08329
165
Item4 Equal variances
assumed
-.078 578 .938 -.00509 .06508
Item5 Equal variances
assumed
-.957 578 .339. -.08161 .08530
Item6 Equal variances
assumed
-.426 578 .671 -.04075 .09575
Overall Equal variances
assumed
-1.901 578 .058 -.08708 .04580
APPENDIX V
COMPUTATION OF T-TEST FOR HYPOTHESIS ONE
Hypothesis I
Group Statistic
Post
N Mean Std. Deviation
Std.
Error
Mean
Item7 School
Administrator
Classroom Teacher
230
350
3.5261
3.4143
.65198
.69160
.04299
.03697
Item8 School
Administrator
Classroom Teacher
230
350
3.4000
3.4857
.79078
.66735
.05214
.03567
Item9 School
Administrator
Classroom Teacher
230
350
3.2783
3.4714
.74819
.64947
.04933
.03472
Item10 School
Administrator
Classroom Teacher
230
350
2.8043
2.9657
1.19350
1.10688
.07870
.0517
Item11 School
Administrator
Classroom Teacher
230
350
3.0261
3.1229
.77020
.72158
.05079
.03857
Overall School
Administrator
Classroom Teacher
230
350
3.2070
3.2920
.47242
.38792
.03115
.02074
Independent Samples Test
t-test for Equality of Means
t
df
Sig. (2-tailed)
Mean
difference
Std.Error
Difference
Item7 Equal variances 1.948 578 .052 .11180 .05740
166
assumed
Item8 Equal variances
assumed
-1.405 578 .161 -.08571 .06101
Item9 Equal variances
assumed
-3.297 578 .001 -.19317 .05859
Item10 Equal variances
assumed
-1.665 578 .097 -.16137 .09693
Item11 Equal variances
assumed
-1538 578 .125 -.09677 .06292
Overall Equal variances
assumed
-2.366 578 .018 -.08504 .0359