CHAPTER ONE

INTRODUCTION

1. BACKGROUND OF THE STUDY

Instructional materials serve as a channel between the teacher and the students in delivering instructions. They may also serve as the motivation on the teaching-learning process. It is use to get the attention of the students and eliminate boredom. Instructional materials are highly important for teaching; especially for inexperienced teachers. Teachers rely on instructional materials in every aspect of teaching. They need material for background information on the subject they are teaching. Young teachers usually have not built upon their expertise whenever they enter into the field. Teachers often use instructional materials for lesson planning. These materials are also needed by the teachers to assess the knowledge of their students. Teachers often assess students by assigning tasks, creating projects, and administering exams. Instructional materials are essential for all of these activities.

        The importance of experienced teachers in schools has been highlighted by many researchers (Akinleye, 2001; Ogundare 2002; Commeyras, 2003). Researchers have also given different opinions about teaching experience and students’ learning outcomes in schools (Al-methen, 1983; Schuler, 1984; Waiching, 1994; Ijaiya, 2000; Akomolafe, 2001). Their arguments were centred on the fact that experience improves teaching skills while pupils learn better at the hands of teachers who have taught them continuously over a period of years (Ijaiya, 2000). In investigating possible differences in teaching strategies, Schuler (1984) grouped teachers into three levels of teaching experience (3-6; 7-10 and more than 10 years). His findings revealed that experienced teachers’ perception of their teaching objectives were significantly more subject-oriented than were those of first-year teachers. Hence, effective teaching could be measured by the level of a teacher’s subject matter competence which Mullens (1993) regarded as a prime predictor of student’s learning. However, teachers’ theories about teaching are being guided by their previous experience as learners and as teachers (Waiching 1994).

        The importance of experienced teachers in schools has been argued as being necessary for school’s effectiveness. Notwithstanding, Tahir (2003) reported poor teaching process exhibited by inexperienced teachers as among the many problems of educational development in Nigeria. This suggests that many experienced teachers might have left the school system probably as a result of better job prospects in other sectors of the economy. However, the desire by government to engage more teachers of long years standing is perhaps hampered by the cost of funding. Hence, Adeyemi (1998) exclaimed that the more experienced teachers in a school system, the higher would be the recurrent cost of education. As such, Charles (2002) suggested the need to involve retired teachers because of their long years of teaching experience to teach in Nigerian schools. In terms of students’ learning outcomes, Blaug (1970) argued that there are positive associations between personal earnings and schooling. He reported that the extension of education tends to raise the earnings of those who benefited from it (Blaug 1983). Schultz (1963) classified the outcomes of education into two categories from the economic point of view. These are consumption and investment. Cohn (1975) referred to the consumption aspect as that related to the benefits derived by students, their families and the society as a whole. He regarded the investment component as including a variety of outputs related to the enhancement of an individual’s or society’s productive skills and future well being. In this regard, Simkins (1981) reported that output represents the immediate results of the system’s activities. According to him, the main outputs in education are expressed in terms of learning, that is, changes in the knowledge, skills and attitudes of individuals as a result of their experiences. Tsang (1988) supported this view and regarded inputs to education as the various ingredients used in producing outputs. He remarked that the output of education consists of educational effects such as cognitive and non-cognitive skills that are learned by students. Hence the remark made by Sheehan (1973) that education yields benefits which is ‘consumed’ over a long period (the lifetime of the educated person). As such, education is an end in itself irrespective of any future benefits. Lord (1984) supported these views and enumerated four major areas of measuring output in education. These include the assessment by the teacher; standard examinations as a measure of educational output; other standardised tests for national and local monitoring and market research techniques.

        Several studies have found a positive effect of experience on teachers’ effectiveness; specifically, the learning by doing” effect is most obvious in the early years of teaching (Dunkin, 1997, Rice, 2004, Bauer m 2005). In measuring teachers’ effectiveness, Stiggins and Duke (1990) suggested three, parallel evaluation systems. These include an induction system for novice teachers with a focus on meeting performance standards; a remediation system for experienced teachers in need of remediation to correct deficiencies in performance and a professional development system for competent, experienced teachers pursuing excellence in particular areas of teaching. Notwithstanding Glass (1990) in a study found that the pupil-achievement data could not tell teachers how to teach or distinguish between good and poor teachers. Medley and Shannon (1994) too, expressed doubts about using measures of student achievement to judge teacher effectiveness while Darling-Hammond, Wise and Klein (1995) found certain deficiencies in the attempts to obtain performance measures of teachers: These deficiencies include the fact that the assessment systems do not evaluate candidates in similar job settings and performance situations.

1. STATEMENT OF THE PROBLEM

A common observation of the school system in Benue state , Nigeria would show a large number of young teachers with few years of teaching experience. Many of these teachers seem to lack the much needed experience that could bring about effective teaching and learning in schools in terms of teaching methodology and the use of instructional materials in teaching and learning (Benue state  Ministry of Education, 2002). Hence teaching tends to done in abstract while learning is perhaps by rote memory. The problem of this study was to determine relationship exist between teachers’ teaching experience, instructional materials  and students’ learning outcomes in secondary schools in Benue state , Nigeria.

1.3 AIM AND OBJECTIVES OF THE STUDY

The study seeks to determine the effect of instructional materials and teachers’ experience on academic performance of secondary school students in makurdi L.G.A, Benue state. The objectives of the study are:

1. To determine the relationship between instructional materials, teachers’ experience and academic performance of secondary school students
2. To examine whether teachers’ experience influence their use of instructional materials in teaching and learning in makurdi L.G.A
3. To identify the factors affecting instructional materials, teachers’ experience and academic performance of secondary school students
4. To recommend ways to improve the academic performance of secondary school students in makurdi L.G.A

1.4 RESEARCH QUESTIONS

The following research questions guide the objectives of the study:

1. What is the relationship between instructional materials, teachers’ experience and academic performance of secondary school students?
2. Does teachers’ experience influence their use of instructional materials in teaching and learning in makurdi L.G.A?
3. What are the factors affecting instructional materials, teachers’ experience and academic performance of secondary school students?
4. What are the ways to improve the academic performance of secondary school students in makurdi L.G.A?

1.5 STATEMENT OF THE HYPOTHESIS

H0: there is no significant relationship between instructional materials, teachers’ experience and academic performance of secondary school students

H1: there is significant relationship between instructional materials, teachers’ experience and academic performance of secondary school students

1.6 SIGNIFICANCE OF THE STUDY

The study on the effect of instructional materials and teachers’ experience on academic performance of secondary school students will be of immense help to the entire secondary and higher institutions in makurdi L.G.A towards the importance of the use of instructional materials and the need for teachers’ experience. The study findings of the study will also establish a correlation between instructional materials, teachers’ experience and academic performance of secondary school students. The study will also serve as a source of information to secondary schools in Benue state and other researchers and contribute to the body of the existing literature on the effect of instructional materials and teachers’ experience on academic performance of secondary school students.

1.7 SCOPE OF THE STUDY

The study covers on the effect of instructional materials and teachers’ experience on academic performance of secondary school students with focus on secondary schools in makurdi L.G.A, Benue state

1.8 LIMITATION OF THE STUDY

TIME CONSTRAINTS: One the challenges experienced by the researcher is the issue of time; the research will simultaneously engage in departmental activities like seminars and attendance to lectures. But the researcher was able to meet up with the deadline for the submission of the project.

FINANCIAL CONSTRAINTS: Every research work needs funding; however lack of adequate funds might affect the speed of the researcher in getting materials for completion of the project

1.9 DEFINITION OF TERMS

INSTRUCTIONAL MATERIALS: Instructional materials, also known as teaching/learning materials, are any collection of materials including animate and inanimate objects and human and non-human resources that a teacher may use in teaching and learning situations to help achieve desired learning objectives

TEACHERS’ EXPERIENCE: Teaching experience is positively associated with student achievement gains throughout a teacher's career.

ACADEMIC PERFORMANCE: Academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement