The Utilization of Instructional material and Nursery School Effectiveness 

in
Ebira land
CHAPTER ONE
INTRODUCTION
Background to the study
Throughout the world, it is believed that education remains the essential
instrument for quantitative and qualitative development of any nation. No wonder
Federal Republic of Nigeria (FRN 2004) stated that education in Nigeria is an
instrument “per excellence “for effecting national development and to achieve
qualitative education, early childhood development has capacity. Early childhood
development and primary education remain unchallengeable foundation to achieve
qualitative education in any society.
Formal education begins from nursery or pre-primary education which is
provided by daycare centers and nursery schools to children aged between 3 to 5
years. It is enriched by the informal traditional upbringing given to children from 0
to 3 years which prepares them for school. Government is not directly involved in
the establishment of daycare centers and nursery schools.
The foundation of education of the child is the pre-school education which
forms an integral part of his or her early education, which may be formal or
informal and which is given in an educational institution to children aged 1 to 5
years prior to their entering the primary school. This educational level of the child
provides for the physical, motor, emotional and social development of the pre-
school child. If the child’s education can provide these vital nnurseryssities which
are fundamental in human life, it is therefore likely to have an important and strong
relationship with the pupil’s performance at the primary school level and also at
the secondary and tertiary levels Nakpodia, (2004).
On the other hand, UNESCO in Education f or all Global Monitoring Report
(2007:115) defined nursery Education as “Early childhood care and education, that
supports children’ survival, growth, development, and learning-including health,
nutrition and hygiene, cognitive social, physical and emotional development. From
birth to entry into primary school, at the age of 6.
Nursery education could also be a major input into a child’s formal education. The
importance of Nursery education includes development of mental functions of
children in areas such as language, motor skills, psychosocial, cognitive and
learning (Bowman, Donovan and Burns, 2001). Furthermore, Early Childhood
Education develops in children school readiness, with positive economic and social
impacts lasting well into adulthood from higher education attainment and less
chance of involvement in criminal activities, to higher status employment and
higher earnings (Schweinhart, 2007, Sparling, Ramey and Ramey, 2007).

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 In the National Policy on Education, the Federal Republic of Nigeria (2004),
Early Childhood Education is labelled as nursery Education and is defined as the
education given in an education al institution to children aged three to five plus
prior to their entering the primary school. As stated in the policy document, the
purpose of nursery education includes, among others:
i. Providing a smooth transition from the home to the school;
ii. Preparing the child for the primary level of education;
iii. Providing adequate care and supervision for the children while their parents are
at work;
iv. Inculcating in the child the spirit of enquiry and creativity through the
exploration of nature, and the local environment, playing with toys, artistic and
musical activities, etc.
v. Teaching the rudiments of numbers, letters, colours, shapes forms, etc. through
play, and
vi. Inculcating social norms. Appropriate levels of Government (State and Local)
are required to establish and enforce educational laws that will ensure that
established pre-primary schools are well-run, pre-primary teachers well
qualified, and other appropriate academic infrastructure provided.
Teaching at any level requires that the learners be exposed to some form of
simulation. Adekunle (2008) noted that teaching resources in delivery of
instruction means anything that can assist the teacher in promoting teaching and
learning. When the pupils are given the chance to learn through more senses than
one, they learn faster and easier. The use of instructional materials provides the
teacher with interesting and compelling platforms for conveying information since
they motivate learners to learn more. Furthermore the teacher is assisted in
overcoming physical difficulties that could have hindered his effective presentation
of a given topic. Larson (2001) quoted Lane (1994) who noted that the use of
electronically mediated instruction to duplicate the traditional face to face
classroom has resulted in a shift from teacher- to student-centered classes. In this
situation the responsibility for learning is shifted to the students. The teacher
facilitates the learning by acting as a coach, resource guide and companion in
learning. The use of instructional materials does not only encourage teachers and
students to work collaboratively but also results in more cooperative learning
activities among the students.
Ikerionwu (2000) refers to instructional materials as objects or devices
which help the teacher to make learning meaningful to the learners. Similarly,
Ezegbe (1994) classified them into two as visual materials, made up of reading and
non-reading materials and audiovisual materials comprising electrically operated
and non-electrically operated materials. Osakwe and Itedjere (1993) summarized
these resources as textual like books, audio-visual and human resources.
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 They stated that these resources are either used individually or collectively in any
meaningful teaching and learning situation.
The purpose of instructional materials is to promote efficiency of education
by improving the quality of teaching and learning. Incorporating these tools and
materials present, support and reinforces teaching. According to Aduwa-
Ogiegbaen and Imogie (2005) these materials and resources including audio tape
recorders, video tape recorder still pictures, programmed instruction, filmstrips,
maps, chart, graphs and many more offer a variety of learning experiences
individually or in combination to meet different teaching and learning experiences.
STATEMENT OF THE PROBLEM
The importance of instructional material in the teaching and learning
situation in nursery school cannot be over emphasized but despite the importance
its overall usage has not been harnessed as a result of some factors and as a result
of this the academic standard of nursery school in Ebira land is deteriorating that is
why this study seeks to survey and determine the utilization of instructional
materials in nursery schools in Ebira land in Kogi State
PURPOSE OF THE STUDY
The general purpose of this study is to investigate the Utilization of
Instructional material and Nursery School Effectiveness in Ebira land
Specifically this study will also;
1. Determine the availability and adequacy of instructional material in nursery
schools in Ebira Land.
2. Identify the types of instructional materials available in nursery schools in Ebira
land
3. Investigate the degree of utilization of instructional materials by teachers in
nursery schools
4. Analyze the effects of instructional material on the academic achievement of
pupils.
5. Identify factors that affect the availability and usage of instructional materials.
6. Identify possible solutions to problems of the use and availability of instructional
materials.

RESEARCH QUESTIONS
The following questions will guide the researcher in the process of research.
1. Are instructional materials available and adequatein nursery schools in Ebira
land
2. what type of instructional materials are available in nursery and primary
schools

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 3. Do teachers in nursery schools often use instructional materials for
teaching?
4. Does the use of instructional material have positive effects on the education
of nursery pupils?
5. What are the factors that affects the availability and utilization of
instructional materials?
6. what are problems militating against the effective use of instructional
materials in schools.
SIGNIFICANCE OF THE STUDY
It is envisaged that findings from this study will have the following
outcomes.
This study would be useful in providing the educational administrators with
information on the immensurable benefits of using instructional materials in
nursery school sand other stakeholders that play a significant role in resolving
conflicts in schools.
It is hope that this study would help to provide teachers opportunity to use
the right instructional materials for nursery school effectiveness.
This study would help government to know the level of utilization of
instructional materials available for use in schools and the need to provide more .
It will recommend the possible solutions to the factors that affect the use of
instructional material in nursery school.
It will draw the attention of some educationist on the topic for further studies
and research.
SCOPE/DELIMITATION OF THE STUDY
This survey of availability and utilization of instructional material is limited
to the central senatorial district of Kogi state. The researcher to visited all the
accredited nursery and primary school in the district to determine their position in
compliance to the montessorri or high scope standards in the use of toys and other
instructional material.
LIMITATION OF THE STUDY
The research may be limited by the fact that most nursery schools are
privately run. And proprietors of such schools were reluctant to release
information. Also time and finance posed a constraint.
OPERATIONAL DEFINITION OF TERMS
Utilization:Is thorough or systematic process by which a facilitator or teacher
develop and deliver material effectively

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Nursery school :- it is an educational establishment offering early childhood
education to children between the ages of 3-5 years prior to their entering into
primary school.
Instructional materials: are defined as a variety of materials in any format which
influence the student's learning and the instructor's teaching. It may include real
objects; models, chats, pictures, improvised or commercially produced.
Teaching: can b e defined as the transmission of knowledge and skills from the
teacher to the pupils. The teacher is the senders while the rnurseryiver is the one
being taught
Learning: can be defined as the change or modification in the behavior of an
organism as a result of an experience or as a reaction of stimulation.
Schools: is an institution at which instruction is given in a particular discipline. It
is also an institution for educating children
Pupils: is the knowledge acquired through experience or study. It is also the act of
informing or the condition of being informed.

CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
This chapter deals with the review of information related to this study. The
information was on concept of instructional materials, importance of instructional
materials in the teaching and learning process, the functions of instructional
materials, utilization of instructional material, sources of instructional materials,
classification of instructional materials, the concept of nursery education,
development aspects of nursery children, conceptual framework, an overview of
studies done related to this study and the knowledge research gap.
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 Studies on the use of instructional materials have been carried out and
reported by several investigators including those of Anyanwu (2003) Buba (2008),
Adeyanju (2014), Agun (1986 in Adeyanju 1999) pointed out the need for
development of skills by teachers undergoing their training so that they could be
able to use a wide variety of instructional materials sufficiently well. The various
researchers founded that teachers who are trained and untrained, sue some form of
materials to teach their lessons. However, the relevance of choice of instructional
materials types that were used and the quality of the instructional materials types
that teachers use have not been investigated.
Some investigators claim that whenever they taught with some of the
learning aids, their subjects get more stipulated because the learning aids help
students to become more attentive. In addition, students positive attitude generate
more interest for the lesson they teach.
Theoretical Framework
The study was based on the theoretical formulation of the ACTIONS model
making decisions about the use of pedagogic technology.
This model was developed by Bates (1990) for making decisions about the use of
instructional materials and it suggests factors to be considered when using the
model so as to enhance effective teaching and learning.
A stands for accessibility which deals with how accessible is the
instructional materials to the teachers-students or learner to learner. The C‟ stands
for cost meaning capital and recurrent fixed and variable in variable budgeting.
The resources are expensive and the schools will not be able to afford it. Cost is a
key thing in deciding on the instructional materials. The T‟ stands for
training/teaching function. A pertinent question to ask is, do teachers use
instructional materials in their teaching? The “I” stands for interaction, that is,
what kind of teacher and student interaction will be possible?
student -student interaction in the use of the instructional materials or any
technologies? Are they able to interact with instructional technologies or there is
no Learning Resource Center or laboratory? The ” O” stands for organization what
changes in the organization will be required to facilitate the use of instructional
materials or a particular technology? Do policies in the school assist or inhibit the
use of resources? Is there bureaucracy in the use of instructional.
This can be possible if there is openness in resources and use proper
communication flow. The N stands for novelty which means how new are the
instructional materials and the S stand for speed this look at how quickly and easily
materials can be updated and changed
The Concept of Instructional Materials
The term instructional materials have been conceptualized by different authorities,
but the fact still remain that instructional materials aids teaching and learning
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situationVarious studies have been done concerning pre-primary education and the
utilization of instructional materials in Tanzania and outside Tanzania. Most of
these studies have involved surveys in different pre-primary schools in different
areas which are owned by
different people, institutions and the government. Instructional materials are any
kind of aids that assist in the teaching and learning activities, which include
reference books, counting equipment like blocks, stones or beads, natural displays
models, charts, pictures, play materials, games, audio visual equipment as
illustrated by UNICEF, (1979); Cartledge and Milburn,(1986); Goldstein (1994).
Bruner(1973)says that the teacher’s work as communicator, model and
identification figure can be supported by a wised use of variety of devices that
expand experience, clarify it and give it personal significance. Similarly Esu
(2004) Instructional materials refers to “all the resources within the reach of the
teacher and the learners which are employed to facilitate teaching and learning. It
therefore follows that such materials may be both human and non-human provided
they facilitate the acquisition and evaluation of knowledge, skills, attitudes, morals
and values”. Orakwue (2010: 96) assert that “materials resources are mainly
objects of any type which the social studies instructor might deem very
nnurseryssary or adequate in delivering his lesson. They form part of what we
normally call teaching aids. He further maintained that teaching aids are mere
objects of help in the successful delivery of lessons. Instructional media therefore
are the information dissemination devices made up of prints, radio, picture
including films, movies, photographs, e.t.c. used in the classroom for an easy
transfer of learning”. (Chuba 2011). From the above description of instructional
materials, one can conclude that instructional materials are those objects, materials,
and things, improvised and used by a teacher to concretize conceptual abstraction
in learning.
Instructional materials are any media which promotes perceptions,
understand transfer of knowledge and retention of ideas” (Ivork 1971). Brunner
(1956) says that “instructional materials are what help the students to realize their
learning objective” instructional materials as acts of giving help normally by
teachers to provide help and encouragement in students or pupils learning
activities. It can also refer to all tools which can easily be used by a teacher to
correct wrong impressions and to illustrate things that learners cannot forget easily
(Ema and Ajayi 2009). Instructional materials are valuable assets in learning
situations, because they make lessons practical and realistic. Knowledge acquired
with the use of instructional materials is retained longer than the one acquired
without learning aids.

THE PLACE OF INSTRUCTIONAL MATERIAL IN ECCE

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 Instructional material in NURSERY are the collection of materials and
equipment that may be used effectively to promote child participation in his own
learning. They are play-learning materials used by the teacher to present and
illustrate teaching point Akande, Olorunmonu, Anaza, (2008).
Instructional materials in Early Child Education are usually play items such
as toys which are handled by children themselves. This is mostly because early
child develops his individual independent learning where the child develops his
individual competence and ability to face and conquer learning challenges alone
using materials made available to him from within his environment.
During play learning activities children must be allowed to observe, touch
and manipulate objects so as to learn through them. All forms of learning designed
for children must be fully child-centered. This means their education must involve
active play.
Learning materials for children maybe separated into the different domains
of early child education such as the physical, creative, cognitive and social
domains.
Physical play
Children love to play. They play all the time and sometimes robustly too.
Active play helps children to develop muscle coordination. Thus learning materials
for children in this domain of education must be equipment nnurseryssary for gross
and fine motor activities that encourage the development of rhythm, hand-eye
coordination, and balance. Children also need to develop fine motor activities
requiring precise movement such as required in threading a needle or pouring
water from one bottle into another. These equipments are easy to source as they
involve the following examples.Akande(2013)
1. Balls for throwing and catching
2. Mats for tumbling and wrestling
3. Hoops for rolling
4. Ropes for pulling or stringing
5. Scissors for cutting paper into different shapes
6. Needles and thread for sewing
7. Field or space for running around.
Some of the play-learning items mentioned above can hurt children, so children
must be taught the need and how to pack-up, clean-up and store their toys properly
in appropriate places.
Children love drama and enjoy participating in make-belief activities where
they adopt and act roles such as those of parents or professionals (like teachers,
nurses, drivers etc). They should always be given the opportunity to act out their
imagination.
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 Creativity
This involves the creative sense of children. Children love to build or
construct things. So it is important for the teacher to make available materials that
enhance such creativity.
Some of these are;
1. Cardboard paper for cutting out the shapes of things like cars, birds, people etc.
2. Plastic blocks for construction
3. Puppets for role plays and drama stories
4. Simple sound and musical toys
5. Naturally things that most adults discard as trash may come in handy for children
as toys or play items. For instance, boxes can be turned into toy cars. Bottle tops
can be used for counting. Bottle and jars can be used in games that involve liquid.
Creativity in children cannot be limited, neither can it be predicted. Because
of this it is difficult to determine what materials they would need in their creative
activities. What the teacher does is to be alert to the needs of the children and
provide the required materials or improvise them as the needs arise.
Cognition
Children are inquisitive and love to find out things. Their power of enquiry
can be harnessed into their education. For instance, materials of different colors
and shapes can be provided for them to arrange and build into different structures
as lead by their imagination. Most things in the home can be used as toys. Such
toys are excellent requirements when children engage in drama depicting activities
in the home Akande(2013). For instance, children love to play ‘mum and dad’. In
this case the nnurseryssary toys will enhance their play. Cut-out alphabets and
figures can be made from cardboard paper by the children. They can arrange them
in different ways to form words or numbers. These are educational games and they
offer children interesting ways to learn skills or lessons about numbers sequences
and letter arrangements that form words.
Small items preferably made of plastic or hard wood can be used for sorting
by colors, shapes and sizes. They can also be used for counting.
As far as children are concerned books are toys too. Books designed for
children must be very colorful and engaging. Such books must contain plenty of
sketches or pictures for children to complete and paint. Some of the illustration
must be arranged or depicted in such a way that they tell stories. Such stories show
only a general theme. The children should be encouraged to use their imaginations
to fill in the details Akande(2013). The teacher must be careful however to note
that no two interpretation of the picture themes are the same. So each child must be
allowed to give his teacher who may use some guided questions to achieve this
Akande(2013).
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 Social/Emotional Domain
Children become more social as they grow and play with their peer or other
people around them. As they play, they learn to cooperate with each other in taking
turns and sharing play materials. Children also gradually learn to empathize with
others and develop leadership qualities.
The learning materials in this case are toys that can be used to encourage
group plays and other forms of cooperation.
The following are examples:
1. Soft mat for wrestling and tumbling
2. Field for running around
3. Rope for tug of war/skipping
4. Large inflatable bath for kiddy swimming pool
5. Musical equipment for music and dancing.
Learning equipment that encourage group activities and group cohesion are those
that enhance social development.
MARIA MONTESSORI MODEL
Maria Montessori established much of her theories on education based on the
works of the scholar Froebel, and the physicians Jean Itard and Edouard Sequin
which inspired her theories of sensory education for early childhood education.
Froebel, Itard, and Sequin allowed Montessori to develop a curriculum that utilized
experience and hands-on manipulation of materials versus the direct instruction
that typically took place in schools. Froebel, Itard, Sequin, and Montessori formed
their theories of education from working with special needs children in a particular
technique known as sensory education. “…Sequin taught the idiots how to walk,
how to maintain their equilibrium in the most difficult movements of the body –
such as going up the stairs, jumping, etc., and finally, to feel, beginning the
education of the muscular sensations by touching, and reading the difference of
temperature, and ending with the education of the senses” (MM, 40-41).
It was this concept of teaching children to experience the world by using the five
senses and extending the input to thought processes that Montessori considered to
be the most valuable asset to children’s learning. Montessori claims that it is
through movement and manipulation of the senses that children would gain
knowledge of language, abstract thought, critically thinking and problem solving
skills, math skills, independence, practical life skills, and discipline. If students
only learn how to manipulate the environment without learning how to understand
the meaning of their senses, we as educators, “…have only led these children to
adapt themselves to a low order of life (almost a vegetable existence)…[need to
lead] the idiot from the vegetative to the intellectual life, ‘from the education of the
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senses to general notions, from general notions to abstract thought, from abstract
thought to morality”.
Montessori’s idea of sensory education included hands on activities that would
require the child to tune into their five senses to heightening their intellectually
abilities. She was inspired by “…Aristotle’s philosophy that there was nothing in
the intellect which does not fit exist in the senses…[and] The hands and mind work
together, making the learning experience one of doing rather than simply
observing” Hainstock, (1997, 91-92). When the child uses their senses they
become active participants in their education and absorb knowledge through their
environment. It was through this analysis of the senses that language and abstract
thought developed in children. Not only was it important for children to develop
sensory education and an understanding of their senses in the learning process, but
it is important for children in Montessori’s learning theories for children to develop
practical life skills through linguistic exercises, sensory training and physical
activities that “…directly fit the child for the duties of practical life”.
TYPES AND KINDS OF INSTRUCTIONAL MATERIALS
Different types and variety of Instructional materials are available to be used in
teaching nursery pupils effectively. However, it is not all topics that require the
same type and quantity of instructional materials. As far as nursery school
instructions is concerned. These materials could be purchased, locally made or
improvised.
Bozimo (2002) asserts that “generally, Instructional materials available for use in
education can be categorized into three, namely; reading materials, audio-visual
materials and community resources? She further expressed that the materials can
simply be reduced to two groups namely reading materials and non-reading
materials. In the cause of this study, the researcher will like to discuss the types
and kinds of instructional materials used in nursery education under the following
categories:
Toy
Posters
Pictures
Biulding blocks
Flash card
Video cassette/Video Disc machines, these are essentially a television
rnurseryiver minus or without a display tube. They have facilities for recording
television and other video inputs and for playing back programmes recorded on
video cassette. Ema (2006) stated that, many machines have the ability to “freeze”
the picture at a given frame, or to “slow motion” feature that have obvious
advantages in educational situation. Since the media have the ability of freezing the
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 picture at given frame, it then shows that it can be used to teach nursery education
pupils, different concrete issues at the pupils’ pace While, video disc is a disc on
which visual objects, with or without are electronically recorded.
Tape recorders; are medias used in an educational setting to play back pre-recorded
audio lessons or activities to a class to provide illustrative audio materials in the
context of ‘live’ lesson or activities. These could be either be bought or improvised
by the teacher or recorded off-air. Ema and Ajayi (2004) argued that, recording
have been used successfully in the teaching of languages and laboratories on the
handling of equipment. They expressed further that, “As with all other aids, the
effective use of the tape recorder demands careful planning.
IMPORTANCE & USES OF INSTRUCTIONAL MATERIALS IN
NURSERY SCHOOL
Many researchers and authorities have opinions about the use of
instructional materials in nursery school instructions and any other educational
processes, that the use can not be over-emphasized.
Cursor (1997) points out that using instructional materials in the classroom widens
the channels of communication between teachers and their students. He further
maintain that the instructional materials allow the growth of specific learning abilities
and enhance intellectual skills. The use of charts and models enables the teacher to
present and illustrate many physical phenomena and issues easily and at the same
time, allows them to focus attention on the characteristic of objects.
Adeyanju (1997) Learning can be reinforced with learning aids of different variety
because they stimulate, motivate, as well as arrest learners’ attention for a while
during the instructional process. In a research conducted by Adeyanju in University
of Winneba, Ghana, a sample of teachers with several years of teaching experiences
of between (03) and treaty-five (25) years, claim that teaching aids improve
methodology. They also claim that learning aids reduce-their talk and chalk method
while some of the teachers claim that whenever they taught with some of the
instructional materials, their student get more stimulated because the learning aid help
them (students) to become more attentive. In addition, students positive attitude
generate more interest for the lesson they teach as a result students participate better
in class activity.
Bozimo (2002) “the importance of instructional materials lies on the fact that abstract
ideas, data or information expressed in printed pages become tangible and concrete
when they are translated or reflected in forms of instructional materials and resource.
she further maintain that, the inter disciplinary or integrated nature of social studies
demands that well thought-out materials be used in the classroom instructional to
enable the learners comprehend the interrelatedness of knowledge and unity of
various disciplines making up the social sciences and humanities. The materials will

12
also be such that can unambiguously reveal the dynamic nature of man, his activities,
decisions and problems”.
From the foregoing, the importance and the usefulness of instructional materials for
nursery school instructions can be best explained using the following points:
(1)stimulation of interest
(2) concretize abstract issues or topics in social studies
(3) Creating effective communication.
(5) Providing meaning and useful sources of information to teachers and
learners.
(6) They help in developing a continuity of reasoning and coherence of
thought
(7) They save time and reduce verbalism or repetition of word
(8) They are use to perfect teaching methods and promote chores relations
between the community and school.
(1). stimulation of interest. In teaching-learning process, there is the need to
generate, arouse, motivate and maintain students’ interest. If the learners’
interest is build properly, learning can take place effectively. As instructional
materials have the potentials if effectively used for regulating the pace of
information flow among different class of learners under the same classroom. It
addresses individual differences and preserve-infact, Students are arouse with
the nature and the beautiful appearance of the materials which will make them
to Settle down and learn what the teacher had prepared to teach.
Nnyejmesi (1981) sited by Anyawu (2003) agreed based on investigations that
pictures-i stimulates and help further study, helps children to take active
interest in the topic presented, ii-Manning admitted that they find pictures
interesting and that pictures gave them clear ideas of the topic. This resulted in
further activities and comprehension of the verbal materials.
(2). concretize abstract issues or topics in social studies.
The use of instructional materials in social studies makes learning real,
practical and more permanents to the learners. It makes conceptual abstraction
in social studies more meaningful.
Esu (2004) instructional materials are valuable assets in learning situations
because they make lesions practical and realistic. They are the pivots on which
the wheels of the teaching-learning process rotate. Since its concretize issues, it
then facilitate revision (recall) activities and provider very unique opportunities
for self and group evaluation for the teacher and the students alike. It captures
the student intellect and eliminates boredom; make the work easier, neater,
boosting for clarity and more appeal.

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3. creating effective communication Instructional materials if properly used
allow for a flow and transmission of ideal from the teacher to the students and
likewise from the students to the teacher or from one group to other.
The learners will be able to see, touch, spell what is been talked about by the
teacher and be curious to ask questions that would be very helpful for effective
evaluation (formative) of the teacher and instructions in social studies.
NEED FOR INSTRUCTIONAL MATERIALS
The need and utilization judges the value of instructional materials, process or
personnel by the degree they singly or collectively satisfy the derived
instructional needs. The foresight instructional behavior controls, to a large
extent, the means for achieving them. Instructional materials are not ends in
themselves but means of attaining specific instructional functions. Teachers
ability to effectively utilize the available media and this optimize the
attainments of instructional situation varies with their level of utilization.
However, once materials have been selected, careful preparation comes first by
the user and other subsequent preparation.
PROBLEM ASSOCIATED WITH THE USE OF INSTRUCTION
MATERIALS
It has been identified that, using instructional materials to facilitate learning in
nursery instructions is not always the issue but how to use it and it availability
to use. Basing our discussion on foreign experience, instructional materials are
available in large quantity “ the increased quality and quantity of instructional
materials, are producing a slit form the traditional audio visual aids approach to
the more comprehensive and efficient learning resource concepts” Jarolinek &
Walsh (1969) “most teacher will agree that during the last decades the quality
of instructional resource, including text-books has greatly improved, but with
qualitative changes and a rapidly multiplying supply of available materials, the
teachers problem of selection has grown increasingly acute” Arudorf
(1969:278) “ instructional materials in great qualities are being placed in
school at an ever increasing rate. The teachers problem today, than, is not the
lack of materials, but how to make the best instructional use of those available
to him”. (Jarolinek 1971)
Unfortunately, instructional materials especially the modern innovation, are
grossly lacking in this country (Nigeria) let alone its circulation to the nursery
schools in Ebira Land of Kogi-state in Nigeria and others across the nation. A
lot of problems are confronting the use of instructional materials in this
country’s (Nigeria), nursery schools some of the revealing in the foregoing
includes:
(a) Lack of funds: This factor seems to be the handicap why most educational
institutions are unable to acquire relevant teaching equipments and materials. It
14
has also adversely affected the quantity of tinning and these products (student-
teachers) will lack the opportunity to learn and use new techniques in the field.
(b) Teachers knowledge and technical know how:
Since educational communication and technology is a fairly new area of
importance in education especially in developing communities like Nigeria. It
is a lightly technical field, and to understand how it can affect the teaching and
learning situation , one first has to understand the operational functionality of
the materials. As much as materials differ in terms of technical components,
design and set-up, they also differ in terms of functionality. Same are multi-
dimensional; capable of various functions such as giving logical out comes,
manipulating information etc.
(c) Unavailability of the materials: Another pressed issue about instructional
materials for use is that, the materials are grossly lacking in the schools. This is
true if the few researches conducted in this country are anything to go by, for a
reference, a study conducted by Adewoye (1987) of the department of
education, Ahmadu Bello university Zaria, revealed that teaching materials are
grossly lacking in this country she reported that on the type of resources
materials teachers had in schools 89% of the respondents claimed that they had
to improvise while 57% indicated that they had no access to resource materials
at all. This indicates lack of teaching materials in our schools.
(d) Environmental factors Part of the application of instructional materials process
is the target population for whom the materials are to be used and the setting or
vicinity where the learning should take place, the degree of satisfaction derived by
children in respect to comfort of the environment of that learning situation is a
great deal.
(e) Time constraints or factor: Time, is also a serious problem or factor that
impede the effective use of instructional materials in instructions because,
sometime the duration that is allotted for a subject on the timetable might not be
enough for the teachers to present his contents alongside with effective use of the
materials which will affect the wholesome delivery of the content.
(f) Poor maintenance culture Materials available for teaching and learning are
poorly manhandled by both the teachers, students and school authority. They are
affected by non available of resource room for the proper keep of both the locally
manufactured and the commercially purchased ones thereby limiting it use as the
time needed. Very many of the teachers use materials occasionally without the
proper upkeep of the materials after used for the future reference.
UTILIZATION OF INSTRUCTIONAL MATERIALS
Proper utilization of instructional materials enhances learning and ensures adequate
participation on the part of the students. It may also help the teacher to teach a

15
particular lesson more effectively or to solve a particular problem with ease. In this
direction, Azikiwe (1998) in Doublegist (2013) outlines four ways by which
instructional materials should be utilized these ways:
i.Be related to the topic of the lesson.
ii.Be within the age and maturational level of the learners-bold and colourful areas
at pre-school level.
iii.Preview by the teacher before the actual lesson to ascertain that everything is in
order.
iv.Be accurate in content and acceptable in other placed for same
lesson.Ughamandu (1992) is also of the same view and had outlined six ways by
which instructional materials should be utilized:
i. Preview the material,
ii.Plan; previewing will enable the teacher to plan effectively the method of using
the selected media, Arrange the materials
iv.Prepare the class
v.Presentation,
vi.Follow- up activities
Instructional materials when properly used, can supply concrete basis for
conceptual thinking and reduce meaningless word responses of pupils making
learning more permanent, have a high degree of interest for the pupils, develop a
continuity of learning like in motion pictures, contributing to meaning of words
and hence to vocabulary development, provide experiences not easily obtained by
other materials and they contribute to the effectively, depth and variety of learning.

CHAPTER THREE
16
 RESEACH METHODOLOGY
Introduction
This chapter describes the methods and procedures that would be used to conduct
the study. Specifically, the chapter is discussed under the following sub-headings:-
3.1Research Design
3.2Population of the Study
3.3Sample Size and Sampling Technique
3.4Instrument for the Data Collection
3.Validity of the Instrument
3.4.3Reliability of the Instrument
3.5Procedures for Data Collection
3.6Procedures for Data Analysis

3.1 The research design

In order to determine the impact of Guidance and counseling in Combating
the menace of indiscipline among secondary school students in Akok-South East,
the survey design would be used. Survey design enables the researcher to gather
information from the sample which was used for generalization. Babbie (2001)
opines that survey design aids the examination of hundreds and even thousands of
respondents and permits evaluation of complex propositions and lends itself to
many variables that can be quantified and processed electronically. This design
enabled the researcher to study larger and small population by selecting and
studying samples drawn from the target population for discovering the relative
incidence distribution and interpretation of sociological and psychological
variables. According to Shittu (2005), survey design allows researchers to
systematically collect data on existing conditions or attitudes of people for
purposes of data analysis. Amechi (2003) suggested that when a study involves a
population or a sample of respondents from whom information is obtained either
verbally or through questionnaire, the ideal design method to be adopted is the
descriptive survey design.
Considering that the study involves the use of sample and questionnaire, the
researcher considered the design appropriate for the study.
The choice of a descriptive survey research design also lies in the fact
that it will best reveal the true situation on the assess The Utilization of
Instructional material and Nursery School Effectiveness in Ebira land because a
survey design tends to analyze the present situation of social phenomena which can
be used in future.
More so, it is the researchers opinion that survey research design should be
more reliable in trying to gain an estimable dimension of the problem within a
large population.
17
3.2 Population of the Study
The population of this study comprised 100 teachers in 10 schools in
Ebiraland .They are about thirty(30) nursery schools in Ebiraland, ten (10) of these
schools were randomly selected for purpose of this study with the total population
of one hundred teachers (100)
3.3 Sampling Techniques and Sample
The sampling design used in this research is the simple random sampling
where every member of the respondent has equal chance of being selected. A total
number of hundred (100) respondents were used. The table below shows the
distribution of the respondent selected from ten (10) nursery schools randomly in
Ebiraland in Kogi state.
S/N NAME OF SCHOOLS NUMBER OF
O RESPONDENTS
1 Junior Secondary School, 10
Inoziomi
2 Science Secondary School, 10
Ageva
3 Success Model Secondary 10
School, Okunchi
4 Dynamic group of school, Uvete 10
5 Okoivo community sec sch 10
,Agasa
6 Divine Kiddies Montessori 10
Academy

7 Champion group of schools 10

8 Ecoms international school 10

18
 9 Mikab nursery and primary 10
school

10 Amazing Grace Group of 10

schools

3.4 Instrumentation
In this study, data was collected using primary and secondary method. The primary
is the questionnaire. One hundred (100) questionnaires were administered to the
teachers in the selected secondary schools. The title of the questionnaire The
Utilization of Instructional material and Nursery School Effectiveness in Ebira
land” (UIMNSEEL).
The researcher uses the questionnaire as the major research instrument. The
questionnaire is mainly design to collect information on the opinion and experience
on the The Utilization of Instructional material and Nursery School
Effectiveness in Ebira land
It is also meant to solicit for data. It consists of both closed and open
ended questions.
However, the content of the questionnaires and closed ended questions asked
were in clear and simple terms to elicit the respondents views. At the end of each
question, space is provided where the respondents are required to tick (√) as
instructed.
The questionnaire is segmented into two (2) the personal data seeks to
provide information about the nature and characteristic of the respondents. For
example their gender, age, highest educational attainment , school etc.
The second part of questionnaire which is the analytical part is concerned
with relevant opinion about the topic under investigation
The questionnaire is made up of 15 Items which are grouped into 2 section
(A & B). The section (A) of the questionnaire comprises of the respondents
personal data (Bio – data) such as gender, qualification years of experience and
schools.
The section (B) demanded the respondents to indicate their option or view
on a four (2) point scale of measurement.
Yes (Y) No (N)
While secondary methods include materials from journal, articles, texts,
internet and other relevant materials.

19
3.5 Validity of the questionnaire: in this study, content and face validity was used
as it is the suitable method for verification of the questionnaire to identify the
validity instrument that was used for this study. Questionnaire for this study was
given to my project supervisor, an expert in test and measurement and one other
lecturer for correction in order to ensure that they achieve a measure of what they
intended to achieve.
3.6 Reliability of the instrument: to determine the reliability of the questionnaire,
the test and re-test reliability method was use within two weeks to enable the
researcher discovered facts in the content of the questionnaire.
3.7 Procedure for Data Collection
The data collected deal with The Utilization of Instructional material and Nursery
School Effectiveness in Ebira land. The researcher went to the various schools
selected or chosen as sample to administer the questionnaire for analysis.
The researcher personally administered and supervised the administration of
the questionnaire. The respondents were told to be sincere in their responses and
were assured of total confidentiality in the use of the information given by them.
This was to motivate them to respond freely and honestly. The respondents were
required to complete all parts of the questionnaire by ticking possible answers as
applicable to them. Questions from the respondents were entertained for further
clarification. The questionnaire was administered during the school hours and they
were collected immediately after completion.
The researcher use face to face method, otherwise known as “on the spot
method” to administer the questionnaires.
3.8 Data analysis techniques
The data collected will be analyzed and tabulated using statistical tools such
as frequency distribution tables, percentages, charts and mean. The data collected
will be calculated to access the views of the respondents on the research
questionnaire.

Based on the foregoing, the following research questions are formulated to

guide this study:
1. What is the situation of infant and child health in OkehiLocal Government
Area of Kogi State?

20
2. What is the level of uptake of technologies for child survival in
OkehiLocal Government Area?

3. What are the cultural factors affecting access to Primary Health Care
services in OkehiLocal Government Area?

4. Is the cost of health services an impediment to access to health care

services in the Local Government Area?

5. What are the implications of the mother’s level of education on accessing

health care services in the Local Government Area?

7. Are there spatial differences in access to Primary Health Care services

by communities in OkehiLocal Government Area? 8. What are the
consequences of poor access to Primary Health Care services on the child
health in the Local Government Area?

CHAPTER FOUR
DATA ANALYSIS
In this chapter the researcher is concerned with the analysis of data that collected
through questionnaire. The analysis of data was by percentage scoring method. The
discussion was made according to the research questions to which specific answers
were provided.
Presentation of Findings
Question 1: What is the level of uptake of technologies for child survival in
OkehiLocal Government Area?
Table 1

From
the Responses No. of Percentage % above
Respondents
Yes 34 21 34%
No 66 66%
Total 100 100%
table, 34% of the respondents agreed that there are adequate instructional materials
for teaching and learning of social studies while 66% of the respondents disagreed
that there are no adequate instructional materials for teaching in their nursery
school.
It can be seen that there are no adequate instructional materials for teaching
and learning pupils across the nursey schools in Ebira land
Question 2: Do you often use instructional materials for teaching pupils?
Table 2:
Responses No. of Percentage %
Respondents
Regularly 32 32%
Not at all 3 3%
Rarely 65 65%
Total 100 100%

From the above table, 32% of the respondents use instructional materials
regularly for teaching pupils, 3% of the respondents do not use instructional
materials while 65% of the respondents rarely use instructional materials for
teaching pupils.
It implies from the above that most of the social studies teachers don’t use
instructional materials for teaching.

22
Question 3: Are the instructional materials provided by the nursery teachers or
school management?
Table 3
Responses No. of Percentage %
Respondents
School 40 40%
management
Social studies 55 55%
teachers
Students 5 5%
Total 100 100%

From the above table, 40% of the respondents said that the school
management provides the instructional materials, 55% of the respondents agreed
that the nursery teachers provide the instructional materials while 5% of the
respondents agreed that the students provide the instructional materials.
It can be seen that nursery teachers provide most of the instructional
materials for teaching social studies in their school.

23
Question 4: Is there any positive impacts of using instructional materials for
teaching learning process on your pupilss.
Table 4
Responses No. of Percentage %
Respondents
Saves time 12 12%
Make learning 50 50%
interesting
Captivate the 8 8%
students attention
Make memory of 30 30%
the student last
long
Total 100 100%

From the above table, 12% of the respondents agreed that instructional
materials save time, 50% of the respondents agreed that instructional materials
make learning interesting, 8% of the respondents agreed that instructional materials
captivate the pupils attention while 30% of the respondents agreed that
instructional materials make memory of the pupils last longer.
It can be seen that the use of instructional materials make learning interesting for
the pupils.
Question 5: Does the use of instructional materials have benefits for teaching-
learning process on the teachers?
Table 5
Responses No. of Percentage %
Respondents
Make teaching 50 50%
easier
Saves time 20 20%
Objective of the 30 30%
lesson achieve
better
Total 100 100%

From the above table 50% of the respondents agreed that the use of
instructional materials make teaching easier for them, 20% agreed that the use of
instructional materials saves time while 30% of the respondents agreed that the use
of instructional materials make the objective of the lesson achieve better.

24
 It can therefore be seen that the use of instructional materials make teaching-
learning process easier for the teacher. Teacher should endeavour to use
instructional materials for their teaching

25
Question 6: Do you improvise instructional materials for your teaching?
Table 6
Responses No. of Percentage %
Respondents
Yes 30 30%
No 65 65%
No response 5 5%
Total 100 100%

From the table above, 30% of the respondents agreed that they improvise
instructional materials for their teaching, 65% disagreed that they improvise
instructional materials for their teaching while 5% of the respondents made no
response to the question.
It implies that, social studies teachers do not improvise instructional
materials for their teaching.

26
Question 7: If no, what are the challenges encountered in improvisation and use of
instructional materials for their teaching while 5% of the respondents made no
response to the question.
Table 7
Responses No. of Percentage %
Respondents
Lack of fund 55 55%
Lack of knowledge 10 10%
of improvisation
by teachers
Non-interest from 25 25%
school
management
No response 10 10%
Total 100 100%

From the above table, 55% of the respondents do not improvise instructional
materials due to lack of fund, 10% of the respondents do not improvise
instructional materials due to lack of knowledge of improvisation by teachers. 25%
of the respondents do not improvise instructional while 10% of the respondents
made no response to the question.
It can be seen from the above explanation that social studies teachers do not
improvise instructional materials due to lack of fund.
Question 8: what type of instructional materials do teachers use to nursery pupils
in your school?
Table 8
Responses No. of Percentage %
Respondents
Chalkboard 67 67%
Charts and Maps 23 23%
Visual and audio- 10 10%
visual aids
Total 100 100%

From the above table, 67% of the respondents use chalkboard, 23% use
charts and maps while 10% of the respondents use visual and audio-visual aids.
It can be seen that most of the teachers use chalkboard for their teaching;
they fail to see the importance of charts and maps, visual and audio-visual aids.

27
pupils cannot learn faster with the use of chalkboard alone and it will make the
lesson boring to the students.

28
Question 9: Does the use of instructional materials remove abstractness from the
lesson of children?
Table 9
Responses No. of Percentage %
Respondents
Yes 80 80%
No 20 20%
Total 100 100%

From the above table, 80% of the respondents agreed that instructional
materials remove abstractness from the lesson of children; 20% of the respondents
disagreed the instructional materials remove abstractness from the lesson of
children.
It implies therefore that the use of instructional materials remove
abstractness from the lesson of children and it makes the lesson more interesting
for the students.

29
Question 10: Do school heads often emphasize on the use of instructional
materials by the teachers?
Table 10
Responses No. of Percentage %
Respondents
Yes 65 65%
No 35 35%
Total 100 100%

From the above table, 65% of the respondents agreed that the school heads
often emphasize on the use of instructional materials by the teachers while 35% of
the respondents disagreed that the school heads often emphasize on the use of
instructional materials by the teachers. This means the school heads always
emphasize on the use of instructional materials.

Question 11: Do you agree that government should provide instructional materials
for all subjects?
Table 11
Responses No. of Percentage %
Respondents
Yes 100 100%
No 0 0%
Total 100 100%

From the above table, it can be seen that all the respondents agreed that
government should provide instructional materials for all subjects since the
government owns the schools and also because both the teachers and school
managements do not have fund to purchase instructional materials which is
important in the teaching-learning process.

30
Question 12: Do teachers have adequate knowledge of the use of suitable
instructional materials for children?
Table 12
Response No of Respondent Percentage (%)
Yes 70 70%
No 30 30%
Total 100 100%
From the above, 70% of the respondents agreed that, teachers have adequate
knowledge of use of suitable instructional materials for children while 30%
disagreed.
Question 13: Does instructional materials increase pupils performance?
Table 13
Response No of Respondent Percentage (%)
Yes 92 92%
No 8 8%
Total 100 100%
From the table above, 92% of the respondents agreed that instructional material
increases pupils performance, while 8% disagreed that instructional material
increase pupils performance.
Question 14: Does the head teacher make provision of instructional materials for
pupils a priority?
Response No of Respondent Percentage (%)
Yes 80 80%
No 20 20%
Total 100 100%
An analysis of table 14 shows that 80% of the respondents agreed that the head
teacher made provision of instructional material for pupils a priority while 20%
disagreed.
Question 15: Do pupils achieve more in lesson when taught with instructional
materials?
Table 15
Response No of Respondent Percentage (%)
Yes 100 100%

31
No 0 0
Total 100 100%

An analysis of tables 15 shows that all the respondents agreed that pupils achieve
more in lesson when taught with instructional materials
Discussion of findings
Table 1 showed that there are adequate instructional materials in nursery
schools in ebira land, Kogi State. These result contradicted the finding of Adewoye
(1999) of the department of education, Ahmdu Bello University Zaria who
revealed that teaching materials are grossly lacking in this country (Nigeria) she
reported that on the type of resources materials teachers had in schools 89% of the
respondents claimed that they had to improvise and 57% indicated that they had no
access to resource materials at all.
Finding from table 2 showed that instructional materials have positive
effects on the education of nursery pupils in Ebira land. These finding agreed with
those of Ivorik (1999) Brunner (1998) Bozimo (2002) Ema and Ajayi (2004).
Result in research table 3 showed that teachers make use of instructional
materials for teaching. These finding agreed with the findings of Jarolinek and
Walsh (1999) Arudorf (1999:278) who reported that instructional materials in great
qualities are being place in school at an ever increasing rate.
Findings from table 4 and 5 showed that the use of instructional materials
stimulate as well as arrest learner attention and widens the channels of
communication between the teacher and the learner. These finding agreed with the
finding of cursor (1997) and Adeyanju (1997) who points out that using
instructional materials in the classroom widens the channels of communication
between teachers and their pupils he further maintain that instructional materials
allow the growth of specific learning abilities and enhance intellectual skills. In a
research conducted by Adeyanju in university of winneba Ghana, a survey sample
of teachers with several years of teaching experiences of between 3 and 25 years
claims that students become more stimulated and attentive when taught with
teaching aid.
Analysis of table 6 showed that instructional materials save time and reduce
verbalism or repetition of words. These finding agreed with the finding of Esu and
Inyang Abia(2004) who reported that ordinary words or verbalization has been
found to be inadequate for effective teaching.

32
 Table 7 showed that instructional material provides meaning and useful
sources of information to the teachers and the learners. These finding agreed with
the finding of Edu (2004) who stated that the use of instructional materials assist
the teacher in over coming physical difficulties that could have hindered his
effective presentation of a given topic, it makes learning real, practical and more
permanents to the learners.
Result in research table 8 showed that instructional material motivate pupils
to learn. These finding agreed with the finding of Adekunle (2008) and
Larson(2001) who noted that instructional material provides interesting and
compelling platforms for conveying information and therefore motivate learners to
learn more.
Table 11 showed that teachers do not improvise in the absence of
conventional instructional materials. These result contradicted the findings of
Adewoye (1997) Ahmadu Bello University Zaria who reported that on the type of
resources materials teachers had in schools 89% of the respondents claimed that
they had to improvise
Result in research table 12 showed that teachers have adequate knowledge of
use of suitable instructional materials for children. These finding contradicted the
findings of Jarolinek (1999) and Arudorf (2009) who stated that teachers problem
today is not the lack of material, but how to make the best instructional use of
those materials available to him.
Table 13 showed that instructional material increases pupils performance.
These finding agreed with the findings of Jimoh (2007) in his paper presentation
title “creating your own materials or media” delivered at the college of education,
Maiduguri in Borno state Nigeria. These results contradicted the findings of
Bolick, Berson, Couttus and Heinecke (2003).

33
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
SUMMARY
This research work is to survey the utilization of instructional material and nursery
school effectiveness in Ebira land
In the previous chapter, the researcher presented an analysis of the data
collected, findings and results of investigations in this chapter, the researcher
whishes to draw out a summary of findings and results.
It was gathered from the research finding that there are adequate
instructional materials available in nursery schools and instructional materials also
have position effects on the education of nursery pupils.
In relation to the field work, it was discovered that most of the schools in
Ebira Land of Kogi State do not have adequate and equipped resource room.
It was also discovered that instructional materials widens the channel of
communication between the teachers and the pupils and also instructional material
increases pupils performance.
It was also revealed that most teachers do not improvise in the absence of
conventional instructional material due to time constraints and lack of funds and
some of the teachers do not have adequate knowledge and skills of improvisation
CONCLUSION
i. Result of this investigation shows that instructional material facilitates
effective dissemination of instruction in the classroom in the nursery school
in Ebira Land, Kogi State.

34
ii. Effective use of instructional materials arouse the interest of the learners and
as such aids pupils academic performance.
iii. Instructional material help learner to understand, retain, comprehend and
apply the experiences gained.
iv. One of the challenge facing teachers in nursery schools in Ebira Land is
inability of the teacher to improvise instructional materials owing to
technically involved, finance and time.
The place of instructional materials in the effective implementation of any
education programme cannot be under mined. Instructional materials perform such
functions as the extension of the range of experience available to learners
supplement and complement the teacher’s verbal explanations there by making
learning experience richer and providing the teacher with interest into a wide
variety of learning activities.
Instructional materials supplement, clarify, vitalize, emphasize instruction
and enhance learning in the process of transmitting knowledge, ideas, skills,
attitude. This calls for teacher’s resourcefulness and improvisation on the parts of
nursery school teachers. The ability of the teacher to make use of local materials in
place of ready made materials makes lesson more effective and improved pupils
performance.
RECOMMENDATIONS
Due to the findings and conclusion made above, the following are hereby
recommended:
 There is the need for teachers to be resourceful in instructional materials
selection and utilization. This is to reduce the cost of production and
maintenance of instructional materials, especially the improvised ones.
Training and retraining of teachers should be done regularly.
 There is also need for the development of positive attitudes by teachers
towards the use of instructional materials for their students. It will encourage
the development of their proficiency.
 Regular supply of instructional materials should be embarked on by the
governments at all level.
 The federal and state governments should show more interest to social
studies by allocating more funds to the sector and set a follow-up team to
ensure that these funds are used properly.

35
  The school management as well as the curriculum planners of nursey
education in Nigeria should lay more emphasis on the use of instructional
materials by organizing seminars, workshops and conferences.
 The Ministry of Education and resource centers should ensure that even
when they supply instructional materials, more emphasis should be placed
on those ones which are easy or cheap to improvise.
 The school management should ensure that available instructional materials
are properly monitored and they should development good maintenance
culture to care for the available ones.
 The nursery teachers should endeavour to improvise instructional materials
using local materials, available around them.
 The private bodies, parents and the entire society should from time to time
assist school with funds or teaching aids.
QUESTIONNAIRE
Federal College of Education,
Okene,
P.M.B. 1026, Okene,
Kogi State.
Dear respondent(s),
I am a final year post graduate student of the above named institutions in
ECCE department as the requirement for the award of post graduate diploma in
education I am undertaking a research project on “The Utilization of
Instructional material and Nursery School Effectiveness in Ebira land.
You are requested to kindly respond to the following questions to enable the
researcher successfully complete the project; all your responses will be treated with
utmost confidentiality.
Thanks for your co-operation.
Yours faithfully,
__________________
ELIJAH, PHOEBE OIZA
MATRIC. NO.: PDE/2016/105

SECTION A: BIO-DATA
INSTRUCTION: please kindly tick () the following space provided
appropriately.
Name of school: ___________________________________________________
Qualification ______________________________________________
Years of experience: ___________________________________________

36
Gender: ___________________________________________________________
Age: _____________________________________________________________
SECTION B
1. Are there adequate instructional materials available for teaching-learning of
social studies in your school? (a) Yes ( ) (b) No ( )
2. Do you often use instructional materials for teaching social studies?
(a) regularly ( ) (b) not at all (c) rarely ( )
3. Are the instructional materials provided by the social studies teachers or school
management? (a) school management ( ) (b)
social studies teachers ( ) (c) students ( )
4. Is there any positive impact of using instructional materials for teaching-
learning process on your students? (a) saves time ( ) make learning interesting
( ) (c) captivate the student attention ( ) (d) make memory of student last
long ( )
5. Does the use of instructional materials have any benefits for teaching-learning
process on the teacher? (a) make teaching easier (b) save times ( )
(c) objective of the lesson achieve better ( )
6. Do you improvise instructional materials for your teaching? (a) Yes ( )
(b) No ( ) (c) No response ( )
7. If no, what are the challenges encountered in improvisation and use of
instructional materials in teaching-learning of social studies? (a)
lack of fund ( ) (b) lack of knowledge of improvisation by teachers ( ) (c)
non-interest from school management ( ) (d) no response ( )
8. What type of instructional materials do teachers use to teach social studies in
your school? (a) chalkboard ( ) (b) charts and maps ( ) (c) visual and audio-
visual aids ( )
9. Does the use of instructional materials remove abstractness form the lesson of
social studies? (a) Yes ( ) (b) No ( )
10.Do principals often emphasize on the use of instructional materials by the
teachers? (a) yes ( ) (b) No ( )
11.Do you agree that government should provide instructional materials for all
subjects? (a) yes ( ) (b) no ( )
12.Do teachers have adequate knowledge of the use of suitable instructional
materials for children? (a) yes ( ) (b) no ( )
13.Does instructional materials increase pupils performance? (a) yes ( ) (b) no
( )
14.Does the head teacher make provision of instructional materials for pupils a
priority? (a) yes ( ) (b) no ( )
15.Do pupils achieve more in lesson when taught with instructional materials?
(a) yes ( ) (b) no ( )
37
 16.
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