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THE
PRODUCTION AND UTILIZATION OF INSTRUCTIONAL MATERIALS IN EARLY CHILDHOOD
EDUCATION
ABSTRACT
In carrying
out this study an attempt was made to conduct investigation into the production
and utilization of instructional; materials for teaching and learning in
Abeokuta South Local Government of Ogun state. As a survey research, the
instrument used for data collection was a structured questionnaire designed by
the researcher. The number of teachers used is 100 (one hundred) from ten
randomly selected pre-primary schools in Abeokuta South Local Government Area
in Ogun State. The findings revealed some of the problems militating against the
production and utilization of instructional materials in pre-primary schools,
which include among others lack of training for teachers on production of
instructional materials in pre-primary schools and the attitude of teachers
which affects the use of teaching aids. It was recommended that the government
should periodically make money available to schools so that necessary teaching
aids as well as necessary equipment can be provided.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE PROBLEM
Early childhood
education starts from the early years of life with its underlying goals derived
from the desire to support, stimulate and guide the developmental processes of
the child in the direction of competence, especially communicative competence.
The ultimate
purpose of an effective teaching and learning is to bring about learning on the
part of the learner and the symbol of learning outcome is change in behaviour
which is consequential to experience (Akande, 2002). Ekwueme and Igwe (2001)
asserted that it is the teacher’s task to provide experiences which support,
stimulate and structure children’s learning to bring about a progression and
understanding appropriate to the child’s needs and abilities. It is therefore
very important for the teacher to use teaching materials/aids to make teaching
and learning meaningful.
Ekpo (2004)
declared that instructional materials are often used to compensate for the
inadequacies of the sense organs or to reinforce the capacity of the dominant
organs. They must be relevant for the realization of effective learning and the
intentions of the curriculum.
The
production of instructional materials had undergone several reviews and
processes by experts from various fields. Olumorin (2009) emphasized that it is
when original materials are not available for use in teaching and learning that
other types and forms of instructional materials can be applied. For instance,
in learning alphabets at pre-school class in African setting, imported charts
with “A” for Apple, “B” for Balloon, are being used, but a locally produced
chart that will reflect objects that can be easily seen in the child’s
environment can be used, such as “A” for Ant, “B” for Basket, “C” for cutlass.
It is against this background that the need to fashion out ways by which local
resources to be used for developing instructional materials can be supported.
Instructional
materials have been defined by various authors. Agun (1988) referred to
instructional materials as learning materials, the proper use of which helps learners
to learn faster and better; while Aguna-Obu (2005) viewed it as a concrete or
physical object which provides sound, visual or both to the sense organs during
teaching and learning. Instructional materials will therefore include all forms
of information carriers that can be used to promote and encourage effective
teaching and learning activities. The instructional materials that teachers can
use to improve the quality of instruction are inexhaustible. The teacher’s
level of resourcefulness, creativity and imagination is in fact unlimited.
According to
Romsik and Seveck (2005), locally made instructional materials facilitate
communicative competence in young children. They added that using developmental
perspective, locally made instructional materials can be reviewed as a tool
that aids or fosters the development of early language skills and sets the
stage for later vocabulary development. Most teachers do not use them, and
thereby depriving the preschoolers the benefits inherent in utilizing them. In
some cases, there are no teaching aids to enhance teaching and even the
teachers do not possess the skills to improvise locally made materials to
enhance learning and communicative competence among the pre scholars. This
study therefore, attempted to investigate whether utilization of locally made
instructional materials has any implication for effective teaching and learning
and communicative competence development in the early childhood education.
1.2 STATEMENT OF THE PROBLEM
Teaching and learning instructional
materials should be used to make teaching and learning during the early
childhood years, interesting, systematic, positively interactive and meaningful
educational experiences. The value of teaching materials in the educational
process especially in the early years’ education cannot be over-emphasized that
even improvisation should be made whenever they are lacking. The use of locally
made materials is beneficial to the development of the early pre-scholars. These
materials may be available in some schools but their implications depend on the
effective utilization by the teacher.
Some
instructional materials may be available and the teacher having no knowledge of
improvisation would ignore using them during teaching and learning. This could
mar the effectiveness of the education process and hinder the appropriate
development of the child’s communicative competence. When there is a short fall
in the availability of instructional materials, most teachers are unable to
improvise with what is available in their environment in order to effectively
drive home the lesson taught, and improve communicative competence in early
childhood learners. This study therefore sets out to investigate whether the
utilization of locally made instructional materials will help to improve
effective teaching and learning and promote communicative competence
development in early childhood learners.
1.3 PURPOSE OF THE STUDY
The purpose of this study is to
examine the production and utilization of instructional materials in
pre-primary schools in Abeokuta in Ogun State. Specifically, the study seeks
to:
(a) Establish how much and to what extent
teaching materials are available in the selected pre-primary schools.
(b) Its implication for promoting effective
teaching and learning in the early years of education.
(c) Highlight how often the teachers in the
sample schools produce and make use of teaching materials.
(d) Its impact on the development of communicative
competence in the early childhood learners.
(e) Examine the extent to which pre-primary
school teachers improvise teaching materials.
1.4 RESEARCH QUESTIONS
The study attempted to provide
answers to these questions:
1. Are the number of instructional materials
available in pre-primary school adequate for teaching?
2. Do teachers use instructional
materials for teaching?
3. Can the teachers improvise teaching
aids?
4. How often do the teachers produce and
use the teaching materials?
5. To what extent do early childhood
teachers possess the knowledge and skills about producing instructional
materials?
6. Does the use of locally made instructional
materials improve the quality of teaching and learning in pre-schools?
1.5 SIGNIFICANCE OF THE STUDY
This study will be beneficial to
students, teachers, guardians and to the government. The findings of this study
will help the students realize how important the use of instructional materials
is to their understanding of all school subjects, especially in the core
subjects. To parents and guardians, this study is of great importance because
it will help them to appreciate the importance of the use of instructional
materials to aid their children’s understanding in all the subjects they are
taught. This will motive them to join hands with the school authorities to
provide all the necessary instructional materials needed to be used in the
pre-primary school classroom. Furthermore, the government and education policy
makers will benefit from this study because it will help them to understand the
place of instructional materials in terms of pedagogical practice and the need
for their production locally. This will make them provide all the necessary
instructional materials for use in the pre-primary schools and motive the
teachers who engage in the production of instructional materials financially.
1.6 SCOPE OF THE STUDY
This study is delimited to
pre-primary schools teachers in some randomly selected schools in Abeokuta
South Local Government Area of Ogun State.
1.7 DEFINITION OF TERMS
1. Instructional materials: Materials
used in the teaching learning process to make learning more effective.
2. Production: Making of materials for
teaching and learning.
3. Utilization: Making use of something
4. Teaching aids: Devices used to enhance
the teaching and learning process.
5. Visual aids: These are controlled visual experiences which
are presented to the learners to provide a true and accurate picture or
impression.
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