The study aimed at examining the effects of chemistry education instructional materials on the learning and teaching of chemistry education as well the effects of these instructional materials on the academic performance of some secondary school students in some selected secondary schools in Idemili north Local Government Area of Anambra state . A well designed and simple questionnaire was distributed to chemistry education teachers in these selected schools to accurately evaluate the effect of instructional materials on the application of learning chemistry education in secondary schools in Nigeria.
Concerning methodology used for the study, the researcher adopted the survey research design with a sample size of twenty (20) teachers and eighty (80) students selected using a stratified sampling technique. Both primary and secondary data was used for the study. Questionnaires formed the basis for primary data for the study, while text books, internet, journals and magazines were the secondary sources of data for the study.
The finding after testing hypothesis three indicates that there will be a significant positive difference in the performance of secondary school students in Chemistry education language when they are taught the subject with instructional materials. The use of instructional materials in the teaching and learning of Chemistry education obviously improves the performance of students.
Schools should provide enough instructional materials to enable teachers clarify their lesson. Adequate infrastructure facilities and conclusive atmosphere are Sine Qua Non for effective learning and retention of what is learnt. Schools should send their Chemistry education teachers to seminars and workshops in order to up date their knowledge.
1.1 Background of the Study.
Innovation in education is the act of producing new things that are important and that will enhance teaching and learning effectively. Improvisation is the act of making science teaching and leaning materials from locally available resources (Olarewaju, 1994). Eniaiyeju, (1985) viewed improvisation as the "art of substituting for the real thing". Another important view about improvisation is by Alonge (1983) who sees improvisation as not only the production of importsubstitution of materials or real thing, rather it is an activity in promoting curiosity, alertness, endurance and perseverance, all of which are indispensable to science, scientists and learning as a whole. Johnson (1994), defines improvisation as the process of productive thinking that can generate tangible outcome or product. Similarly, for those concerned with applied fields, improvisive productivity means the quality of output in the form of socially and technologically recognized products. However, in science it implies another kind of quantity output as a result of production. The products in improvisation must be less in cost when they are compared with the commercially constructed ones. Improvisation could be modeling of an original object, or copying the construction of an object or equipment to a high degree of accuracy (Lowe, 1983).
Education is a preparation for life. This is related to the acquisition of skills to earn a living. Today as always, the definition of education is the ever change and increasing in scope. Our schools are confronted with new pressures arising from changing needs with students; societal expectation, economic changes and technological advancement are to look into.
Nevertheless, if education program is to be planned and if efforts for continued improvement are to be made, it is very necessary to have some conception the goal that are being aimed at these educational objectives become a criteria by which material are selected, content is outline instructional procedures are developed and human resources are also considered
Education, according to coombs (1996) consists of two components. He classified these two components into inputs and output. According to him, inputs consist of human and materials resource and output are the goals and outcome of the educational process. Both whole and if one wants to investigate and assess the education system in order to improve it’s performance, effects of one component on the other must be examined. Instructional materials which are educational input are of vital importance to the teaching of any subject in the school curriculum. Wales (1998) was of the opinion that the use of instructional materials would make discovered facts glued firmly to the memory of students. Savoury (1999) also added that, a well planned and imaginative use of visual aids in lessons should do much to bearish apathy, supplement inadequacy of books as well as arouse student interest by giving them something practical to see and touch, at the sometime helping to train them to think things out themselves.
School environment has been described as an organization where material are produced, managed and organized in such a way that enables the students to acquire desirable learning competericies. The process of managing and organizing materials in teaching brings about fruitful learning since it stimulates students sense as well as motivation them. Denyer (1998), in his study on science games in National curriculums in the united kingdom reported that games when used as a material enables lass able children to stay on task and remain motivated for longer period.
There are varieties of materials which the Chemistry education. These materials are models, charts, preserved specimens of plants and animals, culturing equipment and microscope (Olagunju, 2000). The materials should be provided in quality and quantity in classroom for effective teaching-learning process (Umeoduagu, 2000). Nwoji, (1999) in an empirical study, revealed that essential facilities such as equipment like radio, television, computers, chemicals, specimens, videos tape, stave, Bunsen burners, models and charts are not available in schools. This inadequacy of teaching materials, laboratory, space, has been of serious concern to educators.
The decline in performance in science Technology and Mathematics (STM) may be unconnected with poor learning environment created by this state of infrastructural facilities (Fabayo, 1998 and Farombi, 1998). Mapaderun (2002) and Oni (1995) also emphasized that the availability and adequacy of these facilities promote effects teaching and leaning activities in schools while their in adequacy affects the academic have performance negatively. Several efforts have been extended by science Teachers Association of Nigeria (STAN) to train secondary school teachers on improvisation techniques in various on science subject including Chemistry education, hence there is need to valuable how far teachers have been able to improvise instructional material for effective teaching.
1.2 Statement of Problem.
The relevance of education in any society cannot be understated. It is regarded as the single potent factor that leads to the improvement of the individual as well as society. The need to provide basic formal education to all schools whether public or private sector in Idemili north local Government Area is therefore a paramount social responsibility. The question of how credible the students, teachers education programmed is in terms of effectiveness and appropriateness of instructional materials has remained a major issue of interest to many people in Anambra state and environs.
The quality of instruction, teachers, and equipment in Chemistry education are usually considered sub-standard, in adequate equipment and lack of teachers contribute to the poor teaching of Chemistry education education. Many schools do not have Chemistry education laboratory and teachers are often unqualified. Research has shown that poor perception over the production of instruction materials in schools, low level of utilization of these materials, Non challant attitude of teachers towards improvisation of materials, poor funding, lack of equipment, laboratories are major causes of poor educational materials (resources) in the impermanent of Chemistry education education programmed. For leaning to be meaningful and permanent, it is necessary that instructional materials be used. Therefore this study has the problem of finding the impact of instructional materials in teaching and learning Chemistry education.
1.3 OBJECTIES OF THE STUDY
The study seeks to examine the production of instructional materials for teaching chemistry education among secondary school in Idemili North L.G.A, Anambra state .
The objectives of this study are:
- To examine the influence of instructional material utilisation on the teaching of Chemistry education in Senior Secondary Schools in Anambra state ;
- To ascertain the extent to which Senior Secondary School student’s learning of Chemistry education can be influenced by the use of instructional materials in Idemili North L.G.A, Anambra state
- To determine whether there will be any difference in the academic performance of secondary schools students in Chemistry education due to the use of instructional materials in Idemili North L.G.A, Anambra state .
1.4 RESEARCH QUESTIONS
In order to achieve the objectives of this study, the following research questions were raised to guide the investigation:
- Will the use of instructional materials influence the teaching and application of Chemistry education in senior secondary schools in Idemili North L.G.A, Anambra state ?
- To what extent can senior secondary school students’ learning of Chemistry education be influenced by the use of instructional materials in Idemili North L.G.A, Anambra state ?
- Will there be any difference in the academic performance of senior secondary school students in Chemistry education due to the use of instructional materials in Idemili North L.G.A, Anambra state ?
1.5 RESEARCH HYPOTHESES
The following null hypotheses were stated for the study.
- The use of instructional materials will not have significant influence on the teaching of Chemistry education in senior secondary schools.
- The use of instructional material will not have significant influence on secondary school students’ learning of Chemistry education.
- There will be no significant difference in the performance of students in Chemistry education due to the use of instructional materials.
1.6 SIGNIFICANCE OF THE STUDY
The use of instructional materials gives the learner opportunity to touch, smell or taste objects in the teaching and learning process. Consequently, knowledge passed unto the students at different levels of educational instructions should be well planned and properly allied with relevant instructional materials for clarity and comprehensibility. Hence the significance of this study to the students, teachers, curriculum planners, educational system and the society at large.
To the students, the effective use of instructional materials would enable them to effectively learn and retain what they have learnt and thereby advancing their performance in the subject in question. This is because according to Nwadinigwe (2000), learning is a process through which knowledge, skills, habits, facts, ideas and principles are acquired, retained and utilized; and the only means of achieving this is through the use of instructional materials.
The study would help enhance teachers’ teaching effectiveness and productivity. This is in line with assertion of Ekwueme and Igwe (2001) who noted that it is only the teachers who will guarantee effective and adequate usage of instructional materials and thereby facilitate success. Consequently a teacher who makes use of appropriate instructional materials to supplement his teaching will help enhance students’ innovative and creative thinking as well as help them become plausibly spontaneous and enthusiastic. Oremeji (2002) supportively asserts that any teacher who takes advantage of these resources and learns to use them correctly will find that they make almost an incalculable contribution to instruction. He further says that instructional materials are of high value in importing information, clarifying difficult and abstract concepts, stimulating thought, sharpening observation, creating interest and satisfying individual difference.
The study is also significant to the educational system and society at large. This is because when teachers solidify their teaching with instructional materials and the learners learn effectively, the knowledge acquired will reflect in the society positively. Students will be able to understand the functioning of the economy, interpret government’s economic policies and activity and perform economically better in the choice of life and work.
1.7 SCOPE OF THE STUDY
This study is focused on investigating the effect of instructional material utilisation on advancing senior secondary school students’ performance in Chemistry education in Anambra state . Due to time and financial constraints, the study is limited to Idemili north Local Government Area of Imo. This is because the researcher resides in this local government area and as such had the opportunity of having a comprehensive knowledge of the area and its environs. Besides, the study involves only the S.S-2 students of the senior secondary schools in Idemili north Local Government Area of Anambra state .
1.8 LIMITATIONS OF STUDY
The only limitation faced by the researcher in the course of carrying out this study was the delay in getting data from the various respondents. Most respondents were reluctant in filling questionnaires administered to them due to their busy schedules and nature of their work. The researcher found it difficult to collect responses from the various respondents, and this almost hampered the success of this study.
1.8 DEFINITION OF TERMS
The relevant terms below were operationally defined relative to their usage in this study.
- Effect: This is the change (outcome) that is brought about in a person (s) or something by another person (s) or thing; that is the way in which an event, action or person changes someone or something.
- Academic performance: This is regarded as the display of knowledge attained or skills, shown in the school subjects such achievements are indicated by test scores or by marks assigned by teachers. It is the school evaluation of students’ classroom work as quantified on the basis of marks or grades.
- Utilisation: The act of using something to achieve a purpose
- Instructional Material: What the teacher uses to make the lesson more interesting and understandable.