Certification

CERTIFICATION I certify that this project was carried out by Abolarin,Ganiyu Olarewaju of the Department of Teachers Education, Faculty of Education,University of Ibadan, Nigeria

…………………… Date

……………………… Supervisor Rev. (DR) B.O Ogunleye

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DEDICATION This project is dedication to Almighty Allah in the highest, who has granted me the knowledge, wisdom and understanding in making this course a real success. I also dedicate it to my lowing and caring parents.

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ACKNOWLEDEMENT Special thanks to Almighty Allah for his mercy and protection upon me throughout the duration of the course. My profound gratitude goes to my project supervisor, Rev.{Dr} Ogunleye,B.O.an energetic and committed man who despite his tight schedule had worked tirelessly, supervising this work and offering useful suggestions and comments and ensuring that the project is of high standard. I acknowledge the positive assistance of other lecturers who helped in various ways to make this work a success. I appreciate especially the contribution of the Head of department of Teachers Education an intellectual woman Dr{Mrs}Olagunju ,A.M.I also appreciate the contribution of Dr Ajitoni,S.O.Mr Salam, Dr.Salami,S.O., Mr. Alabi J.O for their moral support and their advice. I also appreciate the contribution of Mr.L .O. Ogunlade {H.O.D}Mathematics Kwara state college of Education, Oro, Mr. S.O. Olaitan, Principal Alla Grammar School for their contribution toward. The success of my course. I also wish to express my reserved gratitude to my colleagues in selected Secondary School in Kwara State for their co-operation in giving adequate responses on the questionnaires

Thanks and Allah Bless {Amen}.

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TABLE OF CONTENT CERTIFICATION................................................................................................................................................1 DEDICATION......................................................................................................................................................2 ACKNOWLEDEMENT.......................................................................................................................................3 TABLE OF CONTENT........................................................................................................................................4 ABSTRACT..........................................................................................................................................................5 CHAPTER ONE...................................................................................................................................................6 INTORDUCTION................................................................................................................................................6 1.1 BACKGROUND TO THE PROBLEM.....................................................................................................6 1.2 STATEMENT OF PROBLEM..............................................................................................................11 1.3 RESEARCH QUESTIONS......................................................................................................................12 1.4 NULL HYPOTHESES.............................................................................................................................12 1.5 SCOPE OF THE STUDY.........................................................................................................................12 1.6). SIGNIFICANCE OF THE STUDY.......................................................................................................12 1.7). DEFINITION OF TERMS.....................................................................................................................13 CHAPTER TWO................................................................................................................................................16 REVIEW OF LITERATURE.............................................................................................................................16 2.1 MEANNING OF INTRUCTIONAL MATERIALS..............................................................................16 2.2. TYPES AND USES OF INSTRUCTIONAL MATERIALS ................................................................17 2.3 STUDIES ON TEACHING AND LEARNING MATHEMATICS........................................................24 2.4 Attitude of secondary school students toward instructional materials. ...................................................27 AVAILABILITY OF INTRUCTIONAL MATERIALS AND THEIR EFFECTS .....................................28 ON THE LEARNING OF MATHEMATICS........................................................................................28 2.6 APPRAISAL OF LITERATURE REVIEW:...........................................................................................31 CHAPTER THREE............................................................................................................................................32 METHODOLOGY.............................................................................................................................................32 3.1 RESEARCH DESIGN .............................................................................................................................32 3.2 POPULATION........................................................................................................................................32 3.3 SAMPLE AND SAMPLING TECHNIQUES:........................................................................................32 3.4 RESEARCH INSTRUMENTATION......................................................................................................33 3.5 VALIDATION AND RELIABILITY OF THE INSTRUMENT: .........................................................33 3.6 PROCEDURE FOR DATA COLLECTION:..........................................................................................33 3.7 DATA ANALYSIS:.................................................................................................................................33 CHAPTER FOUR...............................................................................................................................................34 RESULTS...........................................................................................................................................................34 4.1 Socio – Demographic Data.......................................................................................................................34 4.2 Presentation of Results Based on Research Questions ............................................................................35 CHAPTER FIVE................................................................................................................................................41 Discussion, recommendation and conclusion.....................................................................................................41 5.1 Discussions:....................................................................................................................................41 5.2 RECOMMENDATIONS....................................................................................................................43 5.3 CONCLUSION ................................................................................................................................44 REFERENCES...................................................................................................................................................45

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ABSTRACT This study make an attempt to investigate, Availability and utilization of instructional resources for teaching and learning of Mathematics Senior Secondary School in Kwara State. The study is descriptive ex-post facto type. The sample comprised one hundred and fifty {150}senior secondary school Mathematics teachers randomly selected from thirty senior secondary school in Kwara State. The instrument used for the study was questionnaire. Data colleted were analyzed using frequency count, mean count, percentage mean and standard deviation. The result shows that some materials are available in the schools which also revealed that the materials are not properly put into use. The hypothesis was tested by using correlation analysis which revealed that there is no significant relationship between teacher’s qualification and utilization of instructional materials it also showed that there is no significant relationship between teacher’s gender and utilization of instructional resources. On the basis of the findings the researcher recommendation that teacher should see the need to appreciate the use of instructional materials to aid classroom teaching and learning to foster and promote better understanding of the subject matter among the students.

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CHAPTER ONE

INTORDUCTION

1.1 BACKGROUND TO THE PROBLEM In the Nigeria society mathematics is a directed subject which people believe is not associated in any way within the real life of the learner. It is the inherence in the aspiration of many students even some might want to avoid operation like common addition and subtraction majority never succeed in understanding the real meaning of mathematical concept. Mathematics is pre-eminently the science of what is general and arts of deducing another sense, many regard mathematics as a puzzle and when they achieve understanding and solve the puzzle they feel successful. Mathematics is a science of pattern and order .This wonderfully simple description of mathematics challenges the popular social view of mathematics as a discipline dominated by computation and rules without reasons. Mathematics is a science of things that have pattern of regularity and logical order .Finding and exploring this regularity or order and then making sense of it is what mathematics is all about. And pattern is not just in numbers and equations but also in everything around us .The world is full of patterns and order: in nature, in art, in buildings, in music, pattern and order are found in commerce, science, medicine manufacturing and sociology mathematics discovers this order, making sense of it and uses it in a multitude of fascinating ways, improving our life and expanding our knowledge. Ojo (1986) said that mathematics deals a lot more with number, shape, sizes, arrangement, pattern and models, order, change, variation graph and probability, and is therefore largely abstract. Mathematics entails calculations and secondary schools mathematics is divided into 5 major parts arithmetic’s, algebra, geometry, trigonometry and statistics, so all factors responsible for the effective teaching, and learning of mathematics should be well catered for. 6

The architectural design and accuracy of angles of pyramid of Egypt is an eloquent testimony to the amiable position in which mathematics is held all over the worlds. Moreover, mathematics is the main tool of astronomer in the accurate determination of the relative solar system virtually every vocation on mankind hinges directly or indirectly on and benefit immensely from mathematics,

surveying,

medicine, architecture, engineering and business all utilize the knowledge of mathematics (Dighton 1977) Walter (1968) describes mathematics as one of the most important cultural components of every modern society. It’s influence on other cultural elements has been so fundamental and widespread as to warrant the statement that our most modern ways of life would hardly have been possible with out mathematics that is why the importance of mathematics has become a requirement of most discipline in higher institutions of learning. It also serves as the basis for its compulsion in secondary schools all over Nigeria. Mathematics can be seen as ‘’a science of size and numbers of which arithmetic, algebra, trigonometry, are branches’’ (oxford learners Dictionary). The importance of mathematics in human life cannot be over emphasized. The fact remains that you do not even need to be mathematician before you applied mathematical ideal in your daily activities. The application of mathematics cut across areas of human life, So much so that we can say that mathematics is part of human life. In almost everything we do daily. We either measure or compare measurement you want to cross a road and a car is coming, you are able to compare the speed of the car to your own speed and find that you can cross successfully before car can set there or not. It is a great deal of mathematical innate; you may want to eat and you are able to compare the size of the morsel of pounded yam or the level full of spoon of rice to your throat. You buy something in the market you are able to know what

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should be your change. All these are part of the various ways we can appreciate Mathematics in our day to day life. Mathematics is very important subject we need to study in schools and colleges as it embraces many sciences of size and numbers. As important as the subject, there is poor performance of students in mathematics at the secondary school examination. There is need to search for reasons or cause of students failure in the subject which include :–non availability of instructional materials, Inadequate use of instructional resources, inadequate qualify teachers, poor teaching and the expensive nature of some of these instructional materials and many others. As a result of the above, there is need for investigation into the availability and utilization of instructional resources for teaching and learning mathematics in senior secondary school.

Instructional materials: are information carrier designed specifically to fulfill the objectives of educational communication as in the teaching and presentation of learning and this serve as aids to instruction. They are materials that are used to aid in the transference of information from one person to another ‘’in assisting’’ students learning , as defined in administrative regulations promulgated by the Kentucky Board of Education. The need for instructional aid or resources at secondary school level is supported by the Federal Republic of Nigeria. It was recommend that each state and local government authority should establish teachers’ resources center. Where teachers will meet for discussion, investigation, study workshop and conference. These centers shall also be used for the development and testing of teaching materials. The important part of this research includes self – supporting materials, which are used by the teachers to present a complete body of instruction. These instructional materials are normally used by teachers during teaching to ensure effective teaching – learning, situation and also to enhance students academic performance, it also enhance encourages or fosters retentions while availability and

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maintenance of this materials and major concern in curriculum implementation (Ibrahim 1993). Selection of appropriate instructional materials become very crucial and important during classroom instructions

or teaching. The main aim or goal of

designing and developing of instructional materials for teaching is to ensure that teacher supplement their teaching in the classroom. In other words, such supplements are to enhance effective teaching and not just for novelty. Instructional materials are not meant to replace teaching by teachers, but it is to help teacher in better explanation and illustration of what they are teaching, and also to standardized students performance. A teacher uses this education medium i.e. instructional material to physically extend his/her message and more especially communicate well to the learner through it effective usage. Instructional materials are very useful in teaching every subject in the schools curriculum and would help in developing and stimulating student’s interest for effective learning and also have a way of enhancing their academic performance. Some materials for teaching mathematics are: Compasses, Ruler, Pencil, Plane sheet, Mathematical set, Data charts, Demographic Data, Frequency Table chart, Model of right angle, Cube, Cuboids, Trapeziums, Rectangles, Squares, Circle, Parallelogram, Trigonometric Table, Graph board, Chards of tables of value, Charts of solved simultaneous equation, Using elimination and substitution method, Coin, Dice, Pack of Cards, Probability boards, Protractor, Clinometers, Graph Paper, Table value chart, inequalities symbol charts, Set square, Display Board, Textbook e.t.c.

ADVANTAGES OF INSTRUCTIONAL MATERIALS  They provide a concise source of material for previews. Tables , definitions,

formulas, and graphs 9

 They give a foundation for achievement testing  They promote independent study by the students.

 They saves the time of the teacher as well as of the taught.  They stimulate interest in the students, thus creating an avenue for motivation.  They are a means of relating past experience to a new situation.  They may be used as devices with which the student builds accuracy,

understanding and efficiency, e.g., folding paper provides exercises useful in illustrating the sum of the angels of a triangle.  They enable you and your students to have grounded conversations.  Their use provides something concrete about which you and they can talk.

 They develop critical thinking because they could see what is been display. They provide experiences not otherwise available. E . T .C. ROLES OF INTRUCTIONAL MATERIALS: Teachers- presentation of information was accurate; 

There was a climate of respect for students ideas, questions, and contribution.

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Students were intellectually engaged with important ideas relevant to the focus of the lesson.

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Intellectual rigor, constructive criticism, and the challenging of ideas were valued;

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The degree of closure or resolution of conceptual understanding was appropriate for the development levels need of the students and the purpose of the lesion.

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The teacher’s questioning strategies were likely to enhance the development of students conceptual knowledge (e.g. emphasized higher order questions, appropriately used “wait time,” identified prior [mis]conceptions).

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Professional development program to prepare teacher to guide students

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Assessment methods that are consistent with the goals of the lesion .e.t.c. 10

BENEFIT OF INTRUCTIONAL MATERIALS 

They concretized learning of concept and save pupils from headaches arising from learning abstract things.

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They make learning enjoyable and practical.

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Learners become active participants in the teaching/Learning processes.

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Teaching resources aid memory.

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On the part of a teacher, teaching resources help to save is voice, time, and lots of energy. Phillip J. (1986) when materials are integrated in to the traditional learning

process, that equal amount learning which are preferred by student when compare with traditional instruction. This assumption, that instructional material can increase interest comprehension and retention is based on the hypothesis that, the more abstract the content of a message the more difficult it to comprehend it. Thus the theoretical rationale for use of instructional materials lies in their ability to aid reality to any learning situation. Ogunmilade (1979) enumerate the advantages of using instructional resources. He also states that using instructional materials can bring closer to the learning what looks far-fetched or imaginary, enrich learning, allowing student to learn at their own rate and allowing suitable material to carry message effectively to receivers or learners.

1.2 STATEMENT OF PROBLEM Teaching and learning of mathematics is faced with a lot of problems especially in Nigeria schools. This problem are inadequate of instructional resources, unqualified teachers, administration of the school by Ministry of Education, inappropriate use of instructional resources and among others has been identified as contributing factors to the falling standard of mathematics in our secondary school level. 11

1.3 RESEARCH QUESTIONS The following research questions are raised to guide the study: (1) To what extent are instructional materials available in the teaching of mathematics in secondary schools? (2) To what extent do teacher’s utilized the instructional materials in the teaching of mathematics in secondary school?

1.4 NULL HYPOTHESES From the proceeding research questions, the following hypotheses were formulated. Ho1:- There is no significant relationship between teacher gender and utilization of resources that are available in the teaching of mathematics Ho2 :- There is no significant relationship between teacher qualification and utilization of instructional materials in the teaching of mathematics.

1.5 SCOPE OF THE STUDY This study will be limited to thirty senior secondary schools In Kwara State. The researcher will sample opinion of teachers as regard the availability and utilization of instructional resources for Teaching and learning mathematics through the use of questionnaire. 1.6).SIGNIFICANCE OF THE STUDY It has been observed in secondary schools that instructional resources have been limited to the chalkboard only such otherwise theoretical mode of teaching has only succeed in bringing out the robots in student . According to Fakomogbon (1999), we received 75% of what we learn through sight ,13% of what we learn through hearing 6% of what we learn through touching 3% of what we learn through feeling it follows that we remember 10% of what we read 20% of what we hear 30% of what we see , 12

5% of what we see and hear,80% of what we say and 90% of what we say and do at the same. Therefore; the importance of such aids to students learning can not be overemphasized. To the teachers instructional material make his/ her work much easier. Concepts of what would underwise have

been difficult can be easily taught using

instructional materials. Conception of topic taught especially concrete objective is enhanced by teaching materials. The significant of this study to the teacher is to make his/ her acquainted with the use of instructional materials in teaching mathematics and to eradicate most areas perceive difficulties in using instructional materials so as to make teaching and learning of mathematics effective. For effective teaching this study will help the teacher to know the need to draw on the pupils home experience with which the teacher should be acquainted. It would also enhance effective learning for students due to the fact that instructional resources such as textbooks, qualified teacher audiovisual aid like slide projector, audio-tape recorder, overhead projector, monitor television etc motivate students to learn.

1.7).DEFINITION OF TERMS This section is to define terms use in this write up. The meanings of the terms are as follows: Instructional Materials: - Can be define as the aids to learning which motivate the learners during lesson. Instructional materials can also be defined as the materials that help in the facilitation of human learning through the identification, development, organization and utilization of those processes. It can also be view as the materials which the teacher use to illustrate the point he/she wishes to emphasize in his/her teaching, these materials should be those the students can 13

see and which is relevant to what is being taught. Instructional materials include printed materials such as picture charts or other devices used by a teacher’s to fortify classroom instruction. The truth is that instructional materials are teacher’s and also pupils aids. Teaching: - The concept of teaching involves sharing experience between the teachers and the learner. It is the expression of an intent with an aim of bringing about desirable change in the behavior of the learner. Teaching is the art of getting into the mind of the learner, making him to think, and appreciate and accept the experience being shared and therefore accept that learning is possible in his own case too. Teaching is an activity aimed at bringing about meaningful learning through a method that is morally and pedagogically acceptable. Teaching therefore involves actions, reactions, and interactions. The individual feeling is accepted and integrated only when communication is effective. Mathematics: - Which can be defined as the science of quantity and space expressed in numbers and figurers has for long been dreaded by many that have direct or indirect contact with it. Mathematics which is the act of imparting is not without its own fears and problems. Though these problems are world wide, they are more severe and in some instance defy an optimal, improved or even a starting solution in the development nation. Mathematics is the language by which we describe the order in nature and which in turn leads to a clearer understanding of that order. We can not discuss technology without learning heavily on mathematics and of course science. Learning: - The process by which attitudes, knowledge, understanding, skill and capabilities are acquired when there is change in behavior of the learner. Gender: - This refer to the social attribute and opportunity associated with being male and female and the relationship between women and men and 14

girls and boys as well as the relationships between women and those between men. This attributes, opportunities and relationship are socially constructed and learned through socialization process.

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CHAPTER TWO

REVIEW OF LITERATURE The chapter presents the review of related literature related to this study. The key areas that are pertinent to this study are:2.1 Meaning of instructional Materials 2.2 Type and uses of instruction resources. 2.3 Studies on teaching and learning of mathematics. 2.4 Attitude of senior secondary school towards instructional materials. 2.5 Availability of instructional materials and their effect on learning of mathematics 2.6 Appraisal of literature 2.1 MEANNING OF INTRUCTIONAL MATERIALS Yusuf (2003) refers to instructional aid or resources as human and non-human material employed by teachers for the purpose of effective communication and learning. It therefore consist of the process of designing. Utilizing and evaluating instructional process so as to achieve instructional objectives. Olumorin (2001) opined that instructional material refers to the human and non-human material and facilities that can be used to ease, encourage, improve and promote teaching and learning activities, while according to Abinbade (1997) instructional material are whatever material used in the process of instruction. They are broad range of resources which can be used to facilitate effective instruction. They indicate a systematic way of designing, carrying out and employing the total process of learning and communication and employing human and non-human resources to bring out a more meaningful and effective instruction. Abolade (2001) defined instructional materials as human and non-human materials that a teacher uses to pass information to the learner in his/her class Edwer (1982) opined instructional material as the resources that a teacher employs when teaching to supplement oral explanation description and to use demonstration. 16

Meduabum (1984) define instructional material as the material which made a tremendous enhancement of lesson if intelligently used. He explains further that they are the material, which the teacher use to illustrate the point he wishes to emphasize in his teaching those material may be those which the children can use and there are others, which supply sound. However, instructional material are those human and non-human resources that are considered as indispensable requirement, personnel and infrastructure in the form of non-projected and others form of telecommunication gadgetry-radio, television, video tape recorder (V T R) and the like (percivial and Ellington). The production of these instructional materials has been made easier in recent time due to the rapid development in modern technology despite this, however it is interesting to note that teachers are almost ignorant of the availability and the relevance of the instructional materials 2.2. TYPES AND USES OF INSTRUCTIONAL MATERIALS Instructional aids or materials can be classified in several ways depending on the choice or motive of such classification whatever the grouping or classification it is paramount to know which resources or materials appeals to which senses. This will further help us to choose the resources that will appeal to as many of the senses as possible for the teaching. Basically the two main sense through which we gain most of our knowledge are those of sight and hearing. That how ever, his not to say that other senses – touch, smell and taste could not reinforce the others, the types or classification of resources or materials according to its application to human sense is therefore executed under the sub-headings, Audio, Visual and Audio – Visual Materials. Audio: These are instructional materials that appeal to only the sense of hearing [ear] in enhancing leaning process. They are reffered to aural material, these materials are available in the form of sound and voices. Examples of audio or aural materials are: (a) Human sounds and voice e.g teacher voice and learner voice e.t.c 17

(b) Microphone and loud speaker/Gramophones. (c) Language laboratories (d) Cries of animal and other creature such as early morning crying of cock night time cries of bush creature e.t.c (e) warning sound e.g found from air craft or air plane sound of vehicle horse and making train (f) The sound such as factory or industrial sounds

And sound for commercial houses and other establishment and markets. (g) Radio Broadcast (h) Magnetic and records player this examples reveal that audio or aural

materials could readily be made available either in the natural (Real) or representational (Recorded) forms. VISUAL MATERIALS: These are teaching and learning materials that appeal mainly to the sense of sight or vision

(eye) alone. They could be made

available either in their representational or real Visual Forms, (Farrant 1998) some examples of visual forms are: a.

Different kinds of model e.g Museum materials, puppet take apart model of human for so. b. Experiment

c.

Some specimens e.g farming and hunting implement clothing and building materials, cooking, utensils money stamps , animals etc

d.

Some real object and life situation in the classroom environment e.g teacher students, food items etc.

e. Still picture e.g real photograph or photographic prints, books illustrations, harddraw diagrams and printingschart,graphs, poster, map etc f. Chalkboard diagrams and sketches, bulletine/noticeboard. Display, flame, flannel/magnetic/ plastic graphs board material display. 18

g. Still picture from slides and tilonstrips, over-head transparences, 16mm silent confirms, opaque projectors printed words and illustration from micro-films 8mm silent film etc. h. All kinds of printed or hand written materials e.g text books, handout, magazine etc. i. Dioramas etc AUDIO-VISUAL MATERIALS: These are instructional material that appeal to the two senses of hearing and seeing simulteouly, such materials often appeal also to other human senses- touch, smell and taste as well. It is observes that audio-visual materials are probably the most effective resources materials in the teaching process. Example of audio-visual materials includes: 1. Recording of some real life situation and substitutes preserved and reproduced for educational purpose where needed by using the following means; a. The 18mm cine-sound film and 16mm cine projector. b. Television program c. Videotape recording (VTR) and play back equipment d. sound films trips projector/synchronized tape/slide materials. e. Open channel and closed circuit television. f. Video disc g. Below are the diagram showing tape or classification of institutional resources according to senses.

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AUDIO

AUDIO PLAYER/ RECORDERS FEEL TAPE PLAYER/RECORDER

Cassette & real Tape

RECORD PHONOGRAM COMPACT DISC CHANGERS/TURN TABLES

Record disc Electronic waves

RADIO PUBLIC ADDRESS SYSTEM

Microphone Amplifier. Over head projector still.

PROJECTED

VISUA L

Electronic waves

Opaque Projector Still.

NON-PROJECTED

Slides and slide projector still etc. Charts, Flannels, Boards et.c.

PRINTED

Books, Journals, Photographs, OTHERS AUDIO VISUA L

Magazines Posters and pictures etc..

Computer (Program instruction) TELEVISION

Numeric program Electronic Audio Visual Program

VIDEO TAPE PLAYER MONITOR

Video Cassette

CINEMATOGRAPH

10mm, 8mm, Film frames reel for reel

Classification of Learning Materials and their software Source: Olumorin (2000): Lecture Mimeograph, (CSET, Unilorin). 20

Another classification can be conceived to concrete abstract experience. Edger dates (1946) some experiences can be used for these type of classification, this are enactive experience. Iconic experience and abstract experience. Many of the media developed or selected can be categorized such as, model, real objects, exhibits specimens and so forth are included among those that provide concrete experience (enactive) pictures, audio recording, drawing, motion, films etc are those that represent the real or concrete experience (iconic). Spoken words or written words are regarded as abstract experience. The above classification can be illustrated diagrammatically as shown.

Abstract

Iconic

Enactive

FIG2: Classification of instructional material according to enactive, iconic and abstract Experience sources: Olumorin (200) lecture mimeograph CSET unilorin. USES OF INSTRUCTIONAL MATERIAL: The use of Instructional materials by the teacher must be based on careful and sound rationale. Perhaps, it is relevant to say that the advancement in modern technology and recognition in educational institution have broadened the horizon of some teachers in the use of instructional materials. Much teaching could be carried out with out the

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teacher being accused of over-verbalization – excessive use of words in teaching – learning process (Ofune 1981). Ralph while writing on the uses of instructional materials, had this to say ‘’no material should be used haphazardly there is a right and a wrong way introducing it into the lesson. i. The aids may be a mean of introducing a subject wetting the appetite or exciting the curiosity or simulating interest. ii. It may be attended as the main body of the lesson i.e the chief vehicle for transmitting the new information iii. It may be a piece of recapitulating materials designed to assist in the process of knowledge he then suggested four main steps of using instructional materials during the course of exciting the lesson, they are as follows: Preparation, presentation, evaluation and follow –up ‘’ The child’s mind must be so prepared as to obtain the full benefited from the cub. Any questions which the teacher hopes or expect the materials to answer should be discussed. Olarisade (2000) explains the importance of instructional materials as follow: 1. To attract and hold the attention of pupil in the class. 2. Makes hearing permanent. 3. It gives room for students – teachers interaction 4.it adds variety to what might otherwise be a monotonous lesson . 5.it make concept clearer. According to Abimbade (1997) some of the reason for the use of instructional materials includes 1. To reinforce verbal and visual messages 2. To focus attention 3. To provide source of information and authority. 22

4. To save teacher preparation time. 5. To provide experiences not otherwise available. 6. Elucidate verbal concept. In addition instructional materials have the advantages or supplying up to date or latest information about invetion, scientific advances, current historical account and the like before appear in print, through educational broadcasting. They also increase learning possible by interrelating the symbolism. Also they provide a group value advantages and make it possible for more to be learn in less time with improved retention. They also have the advantage of transcending through the use of educational broad casting .cinema film and the like. Teaching in particularly made more interesting to show the learners by the use of adequate instructional materials, beside ,the concretized materials, for instance if a group of student go to a location where ogogoro local gin is brewed this will enhance effective learning process. In the sense that that the learners will be able to see and observe the process of brewing of the products The use of instructional materials assist student in seeing applicator of what is being taught. By and large, the use of instructional material enhance effective learning “videre est credere” is a latin maxim which means seeing believing where by the students are able to see important party of the topic taught (Abolade 2001). One important point to note on the use of instructional materials is that it makes what students learned unforgettable in the memory of the students. A judicious use of instructional materials can develop learners power of observation which enhancing clear thinking and precise interpretation Abolade (1994) study showed that the subject who use instructional material through pre-observation did better in descriptive narrative writing than the control group.

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In conclusion, it can be observed that the use of instruction material in Teaching and learning especially in mathematics is indispensable.

2.3 STUDIES ON TEACHING AND LEARNING MATHEMATICS Having examined the meaning of mathematics let us now discuss the meaning of teaching and learning before examining some of the past studies on teaching and learning of mathematics. Oladosu (2001) defined teaching as activity aimed at bringing about meaningful learning through a method that is morally and pedagogically acceptable. It involve a teacher, a learner content inform of knowledge facts information and skill to be imparted, a deliberate intention on the part of the learner to learn, and finally a method that respect the learner cognitive intertgrity and freedom of choice. This is to say that in education context teaching cannot be imagined without a teacher a learner, content must not be imposed otherwise, and the criterion of willingness and voluntaries in the part of the learner would be violated. The concepts of teaching involve sharing experience between the teacher and the learner. It is the expression on intent with an aim of bringing about desirable change in the behavior of the learner. Teaching is the art of getting into the mind of the learner, making him to think and appreciate and accept the experience being shared and therefore accept that learning is possible in his own case too. Teaching there fore involves action reaction and iteration. It is therefore, important that teaching must be presented in it most interesting, factual and simplest form for it to be effective and for learning to take place Ajayi, (2004). Learning according to Oladosu (2001) is the process by which altitudes knowledge; understanding, skill and capabilities are acquired and retained. The deviation adds that whatever is so acquire should not be alterable to inherited behavior pattern or physical growth. A critical examination of this deviation shows that learning could 24

involve knowledge of facts or knowledge of skill that learning is deliberate activities involve the leaner and can not be done for him or forced on him that it should not result from inheritance or maturation and that whatever is learn must be something new. Learning also connotes a relatively stable in specified change in an organization that makes change in behaviouur possible, that is due to experience and cannot be accounted for in terms of reflexes, maturation or the influence of fatigue, injury or drug. It can also be divined as a mental activities by new of which knowledge, skill attitude are acquired, retained and utilized (Jimoh 2001) Ajayi (2002) defined learning as a process by which individuals invest cultural contact with meaning, therefore becoming capable of acting differently towards those items of another of the behavior. A meaningful teaching and learning of mathematics can be said to take place if significant possible change is observed in the behavior of the learner as a result of his/her adequate exposure to appropriate learning experiences for instance if after the process of teaching and learning of the concepts of equation, a student is now able to recognize equation and solve equations using different methods. In other words, the teaching of mathematics should satisfy certain principles principle of validity, principle of comprehensiveness, of suitability and principle of relevance among others. The teaching of mathematical concept could be said to be valid if learners are able to attain or achieve the objective of teaching and leaning of the concept as a result of providing them with adequate opportunity. Teaching of mathematical concepts is said to be balance (comprehensive) if its provide learners with those learning experience which enable him to acquire different skills. Such as information processing, intellectual skills, social skills and motor skills Capabilities.Leaners should know both the theory and application of the mathematics concept for mathematics teacher to teach the concept of constructions for instance 25

only in the paper will not be balance. The teacher needs to explain and also perform on the black board or chalk board as the case may be these enables the learners to balance their theoretical knowledge with reality It is important that leaners are exposed to suitable and relevant concept that are useful to the attainment of their set goals and aspirations some concept may be appropriate for some level of learners and not of some other . The background and age difference of learners must always be considered. Not only those mathematics teachers should always endeavor to start with sample concepts and then graduate to harder ones and application. The fact remain that a major educational objective for teaching mathematics at the secondary school level is to generate interest in the subject and provide solid foundation for everyday living for this reason teachers of mathematics should try to make the subject attractive to the learners. Students could be made to love mathematics if the (teacher) make it seems useful to the application of the subject to other subject especially science make students to see the relationship between mathematics and other subjects with a lot of example. This will help the learners to develop understanding and mastery of the concepts; principles, relationship and skills, it will also help them to maintain understanding and skills already attained and enable them to secure maximum transfer and learning to other subjects and their social environment. For learners to archive these, that method of presentation of the subject is very important. There are many methods that mathematics teacher can employ. These include among others discussion methods, lecture methods, demonstration or experimental method etc. It is one thing to teach mathematics and another to teach it professionally. Professional teaching has to do with imparting the knowledge in such a way that it would affect the learners both the affective, cognitive and psychomotor domain. By way of definition teaching is the act of imparting knowledge, skills, ideas, information 26

etc. in order to bring about learning. It goes beyond giving instruction but contain giving instruction (what to do and what not to do ). Impact knowledge, skills, idea, guide and give examples in order to bring about learning in the process of teaching learner are helped toward the acquisition of particular knowledge skills, ideas etc. It follows therefore that a professional mathematics teacher should be able to touch the subject with a view to imparting the required concept and ides, skills needed in mathematics manipulation. He/she should marry instruction and examples at all times. He is at a better position to arrange, the subject sequentially with a view of making them logical and meaningful to the learners

2.4 Attitude of secondary school students toward instructional materials. Generally, many students run away for mathematics in secondary school having the wrong impression that mathematics is difficult. Some of these students have even made up their minds that they could not know this subject hence, no matter how good the teacher is, very little is imparted in the classroom. On the other hand, students love displays and most especially anything on the screen (that is why they can be watching television from morning till night). Through devote it is easy to communicate with them for example such programmes as inter-school quiz and teaching of mathematics through screen. Students love doing things themselves i.e manipulating objects or representing them in the form of drawing. It makes the class more interesting to them rather than have a boring teacher stating a theorem and the proof there by. Talking on and we can see that people tend to forget what they are told in the classroom but are more likely to remember the experience gained through viewing, examine and manipulating objects or representing them in the form of drawing and photograph sing. Not only will they remember, ther are likely to have deeper understanding of the part particular objects, situation or phenomena. Radio and television are used to deliver instruction in developing countries and remote parts of the united state of America ands so on. 27

Students like listening to information through materials and they can be affected in this way for example a programme of information about the History of mathematics. In case of serious students who loved and know the advantage of self – instruction, such students pick their textbook after school to get more fact and familiarized with the topic in question. For example students working problems given by themselves on a particular topic learn in school. AVAILABILITY OF INTRUCTIONAL MATERIALS AND THEIR EFFECTS ON THE LEARNING OF MATHEMATICS. The availability of instructional materials makes students recognized the use of the materials in teaching them especially in teaching mathematics. Schallor and Wittich (1976) asserted that materials meant for learning should be having seeing, touching and listening. They believe that materials for learning should be presented in a manner to provide students with the opportunity to become actively involves intellectual, perpetually and this will help the student to know exactly what instructional materials are doing. Adedoyin (1991) stressed the effectiveness of Audio Visual materials estimated about 40% of learning are base upon visual experience 25% auditory, and also provide simple authentic information. Instructional materials give the learner true mental impression at the time they first learn the objects. He also recognized the important of instructional materials when he stated that a person who has seen a picture of an object can remember it more easily that if the picture has been described to him six hundred times. As already pointed out, teaching aids, if properly handed by teachers, add/stimulated interest and make classroom activities more meaningful and lively Leaver (1985, P.5) outlines three specific element of the importance of teaching resources as follow:1. An interesting picture or object attracts and retain attention. So improving perception and memory. 28

2. An object or shape appeals to more senses than just hearing and may even involve torching and tasting as well as seeing. 3. Teaching materials must also enhance the leaning situation but also encourage children’s power of observation and encourage them to notice things for themselves. Akinmuyiwa (1995) in his work suggested that the Audio- Visual valve of materials is contingent in their degrees of realism teaching materials occupy a place of importance in teaching and learning, apart from making the lesson real and practical, He believed that Audio – Visuals ensure individual and group participation. According to Ajani, he made it clear that children entered into school with varying abilities and teacher need teaching materials in the form of Audio – Visual materials to help them cope effectively with the differences in children abilities. There may be pupil who would learn without any difficult from the printed words. In the same class there may be pupils for whom the printed words is not enough to grasp a concept. As a result there is a need for the use of materials other than traditional chalkboard and textbook to motivate, communicate to and other wise be effective with individuals of many different educational backgrounds. It will amount to wasteful exercise if a teacher decides to use instructional materials that are not readily available. Of curse some instructional materials may be available but the cost may be too high for the school to afford. In this type of situation the issue of improvision or local production set in. Curson (1980) noted that a lot of instructional materials can be improvised or developed by the available resources centres all over the countries. Universities, faculties of technology and science could be properly founded and commissioned to produce instructional materials. Industries too should be encouraged by the Government, Schools and class teachers should be motivated and rewarded for producing materials to be used for instruction. The efforts of professional associations such as Nigeria Association for Education Media and Technology should be 29

encourage along this line. Annual Festival of Audio – Visual should be o0rganized. The forum should serves as exhibition where materials developed are brought for display. Moreover, the researcher is restricted to available instructional materials in the selected schools they are textbooks, supplementary book, maps, globes, graphs, charts, diagram, posters, any kind of three dimensional displays and chalkboard displays. But the commonest are the textbooks and blackboards. While instructional materials like micro – computer is absent. Akinmuyiwa (1994) realized the important of Visual aid when he outline some instructional purpose served by picture as follows: i.

Picture help to motivate learners and develop insight and appreciate.

ii.

It fosters individual interest, invite participation, help learners to understand themselves and stimulate creative effort. It also build new experience that is extend horizon by first hand experience, it give meaning to word symbol and bring explanation. Can make even the most difficult words a meaningful part of the child. It helps to recall experience when picture of every day activities are selected. Many students learn mathematics better when they are being taught with

instructional materials, therefore, instructional materials make lesson realistic and practical and also aids memory of the students’ learning in mathematics. Adeife (1992) add his own joint contribution by postulating that the teaching resources is needed to help the learners in understanding fully what is taught. Finally, Edger has stressed the importance of concrete objects in learning and teaching with instructional resources materials when integrated into instruction can enhance students’ performance. Instruction cannot be boring and un - stimulating to learners when materials are used. Furthermore, teacher’ efficiency can be improved while learner can be provided with richer experience.

30

2.6 APPRAISAL OF LITERATURE REVIEW: Behavioural control models of teaching, stress control over students behaviour and over the conditions of learning. The teacher is a manager who seek to accomplish specific objectives as quickly and behavior are seen as a network of stimuli such as knowledge of results. Directly the teacher as given an active and appropriate response to the stimuli materials. Therefore the teacher must control the selection and arrangement of contents and task so that the required responses are elicited. The teachers also control the type of feed back and other reinforcing stimuli used to maintain and regulate effort. And the shape more complex learning behaviors by building up response chain. Hence the various sections in this chapter have discussed the meaning of instructional materials, types and uses of instructional materials, studies on teaching and learning of mathematics, attitude of senior secondary schools teacher towards instructional resources this investigation into the availability and utilization of instructional resources for teaching and learning mathematics in senior secondary schools.

31

CHAPTER THREE METHODOLOGY This chapter is primarily concerned with the methodology and procedure used in collecting and analyzing the data for the study. This chapter contains information on the following sub-headings. 3.1

Research design.

3.2

Population

3.3

Sample and sampling technique.

3.4

Instrumentation

3.5

Validation and reliability of the instruments

3.6

Procedure for data collection

3.7

Method of data analysis

3.1 RESEARCH DESIGN Descriptive survey design of the ex-post facto research type was used to seek the opinion of teacher in some selected Senior Secondary Schools on the availability and utilization of instructional materials and their effects in teaching mathematics. It is based on information gathered through the use of questionnaire 3.2 POPULATION The population of the study comprises the Senior Secondary School Mathematics teachers in Kwara state. 3.3 SAMPLE AND SAMPLING TECHNIQUES: The target samples for the study consist of ten senior secondary schools in each senatorial districts which were randomly s selected from the state. The samples consisted of one hundred and fifty mathematics teachers, five in each school. 32

3.4 RESEARCH INSTRUMENTATION The instrument used in this study is questionnaire; the instrument is meant for mathematics teachers only. The questionnaire consist of three section A, B, and C. Section A deals with respondent personal data, such as name of school, sex, Educational qualification and class taught. Section B and C consist of validated and typed questions which were designed and adopted for these research work after necessary amendment, correction and scrutinizing by

supervisor to the

study. 3.5 VALIDATION AND RELIABILITY OF THE INSTRUMENT: The instrument was validated by given it to expert in mathematics education and my supervisor for face and content validity. The reliability was determined by pilot testing the instrument on twenty Senior Secondary school mathematics teachers’ in the area of study.

3.6 PROCEDURE FOR DATA COLLECTION: The researcher visited thirty secondary schools during the school hours the research instrument were administered to the respondent after explanation of aim of the study 3.7

DATA ANALYSIS: Data collected in this study were analyzed by using descriptive statistic i.e.

simple percentage. Such as frequency count, percentages mean Score and Standard Deviations. The hypothesis were tested by making use of correlation analysis

33

CHAPTER FOUR RESULTS This chapter deals with the summary of the results of findings from questionnaire administered to 150 mathematics teachers of 30 selected senior secondary schools in Kwara State. 4.1 Socio – Demographic Data Table 1: Sex Distribution of Mathematics Teachers. Sex Frequency Percentage Male 108 72 Female 42 28 Total 150 100 Table 1 shows the number of mathematics teachers in the School under investigation. The table revealed that, 108 Male teachers was involved and 42 Female teachers was also involved meaning that 72% of the respondents were Males while 28% of the respondent were Females. The results shows that the number of Females who pursued careers in mathematics are extremely low. This result was in line with Opare (1996). Who said number of the girls no longer study mathematics and those who do continue to attain lower achievement scores than boys. Table 2:- Educational Qualification of the respondents Qualification Frequency Percentage N.C.E 38 25.3 H.N.D. 25 16.7 B.Sc 10 6.7 B.Sc (Ed) 72 48.0 Masters 5 3.3 Total 150 100 Table 2 shows the educational qualification of the mathematics teachers under investigation. The table revealed that 38 has N.C.E certificate, 25 of the respondents has HND, while 10 has B.Sc, 72 of the respondents with B.Sc (Ed) and 5 of the respondents have master degree. Which replies that 25.3% of the respondents are N.C.E holders, 16.7% of the respondents have HND, while 6.7% have B.Sc, 48.0% of the respondents have B.Sc. (Ed) and 3.3% with master degree Certificate. 34

The sum of the percentage of those that are qualify to teach the subject is 51.3% and 49% for those that are not qualify to teach the subject. This mean that, the number of those that are not qualified to teach the subject in secondary school is still high. 4.2 Presentation of Results Based on Research Questions Research Questions 1: To what extent do instructional materials available in the teaching of mathematics in secondary school? Table 3:- Availability of instructional materials in teaching mathematics in senior secondary School. No INTRUCTIONAL AVAILABLE NOT __ Standard MATERIAL AVAILIABLE deviation 1 Data Chat 53 97 1.35 .48 (35.3) (64.7) 2 Coins 118 32 1.79 .41 (78.7) (21.3) 3 Dice 100 50 1.67 .47 (66.7) (33.3) 4 Park of Cards 80 70 1.53 .50 (53.5) (46.7) 5 Probability Board 44 106 1.29 46 (29.3) (70.7) 6 Clinometers 43 107 1.29 45 (28.7) (71.3) 7 Graph paper 140 10 1.93 .25 (73.3) (67) 8 Inequality symbol 51 99 1.34 .48 chart (33.0) (66.0) 9 Set – square 126 24 1.84 .37 (84.0) (16.0) 10 Text book 147 3 1.98 .14 (98.0) (2.0) 11 Display board 133 17 1.87 .32 (88.7) (11.3) 12 Table of value chart 62 88 1.41 .49 (41.3) (58.7) 13 Chart of solved 38 112 1.25 .44 simult.eqn (25.3) (74.7) 14 Graph board 15 Chart of table of value

134 (89.3) 59 35

16 (10.7) 91

1.89

.31

1.39

.49

16 Demographic data 17 Frequency table chart 18 Protractor 19 Compasses 20 Ruler 21 Pencil 22 Plane sheet 23 Trigonometric table 24 Concrete model of right angel 25 Concrete model rectangle 26 Concrete model square 27 Concrete model trapezium 28 Concrete model parallelogram 29 Concrete model circle 30 Concrete model cube 31 Concrete model cuboids 32 Concrete model polygon 33 Programmable calculator 34 Measuring tape 35` Map globes

of of of of of of of of

(39.7) 16 (10.7) 65 (43.3) 137 (91.3) 143 (95.3) 149 (99.3) 149 (99.3) 137 (91.3) 111 (94.0) 95 (63.3) 98 (65.3) 93 (62.0) 64 (42.7) 44 (32.7) 69 (46.0) 60 (40.0) 69 (46.0) 53 (36.3) 70 (46.7) 109 (72.7) 134 (89.3)

Weighted average

(60.7) 134 (89.3) 85 (56.7) 13 (8.7) 7 (4.7) 1 (0.7) 1 (0.7) 13 (8.7) 39 (26.0) 55 (36.7) 52 (34.7) 57 (38.0) 86 (57.3) 101 (67.3) 81 (54.0) 90 (60.0) 81 (54.0) 97 (64.7) 80 (53.3) 41 (27.3) 16 (10.7)

1.12

.31

1.43

.50

1.91

.28

1.95

.21

1.99

.8.17

1.99

.8.17

1.91

.28

1.74

.44

1.63

.48

1.65

.48

1.62

.49

1.43 1.33

. 50 .47

1.46

.50

1.40

.49

1.46

.50

1.35

.47

1.47

.50

1.73

.45

1.89

.31

1.61 36

Table 3 shows that the following instructional materials are available in teaching of mathematics in some senior secondary school in Kwara state they are: Coins (X=1.79), Dice (X=1.67), park of cards (X=1.53), Graph Paper(X=1.93), set – square (X=1.84), Textbooks(X=1.98), Display Board(X=1.87), Graph board(X=1.89), Protractors(X=1.91), compasses(X=1.95), ruler(X=1.99) others are pencil(X=1.99), plane sheet(X=1.91), Trigonometric table(X=1.74), concrete model of right angle(X=1.63), concrete model of rectangle(X=1.65), concrete model of square(X=1.62), as well as measuring tape(X=1.73), and map globes(X=1.89). The table also revealed that the following materials are not available in some secondary schools. These are, data chart(X=1.35), probability board (X=1.29), clinometers (X=1.29), inequality symbol chart(X=1.34), table value chart(X=1.41), chart of solved simultanevns equation(X=1.25), Demographic data(X=1.12), chart of table of value frequency table chart(x=1.43). Others are concrete model of trapezium(x=1.43), concrete model of parallelogram(x=1.33), concrete model of circle(x=1.46), concrete model of cube(x=1.40), concrete model of cuboids(x=1.46), concrete model of polygon(x=1.35) and programmable calculator(x=1.47).

1 2 3 4 5 6 7

From the table above, greater numbers of instructional materials are available in teaching mathematics in senior secondary schools in Kwara state. Research Question 2:- To what extent do teachers utilized the instructional materials in the teaching of mathematics in secondary school? Table 4:- Utilization of instructional materials in teaching mathematics in senior secondary schools. Instructional martial Often Some Rarely Never X Std used time used used used Data chart 30 39 14 67 2.21 1.21 {20.0} (26.0) (9.3) (44.7) COINS 61 52 30 7 3.11 .89 (40.7) (34.7) (20.0) (4.7) Dice 58 44 30 18 2.95 1.03 (38.7) (29.3) (20.0) (12.0) Park of card 44 31 36 39 2.53 1.17 (29.3) (20.7) (24.0) (26.0) Probability board 19 47 35 49 2.24 1.05 (12.7) (31.3) (23.3) (32.7) Clinometers 19 45 26 60 2.15 1.09 (12.7) (30.0) (27.3) (40.0) Graph Paper 100 34 2 14 3.47 92 (66.7) (22.7) (1.3) (9.3) 37

8 9 10 11 12 13 14 15 16 17 18

Inequalities symbol 42 chart (28.0) Set – Square 81 (54.0) Text Book 140 (99.3) Display board 121 (80.7) Table value chart 43 (28.7) Chart of solve 36 simultaneous. (24.0) Equation Graph board 99 (66.0) Chart of table of 23 value (15.3) Demographic data 13 (8.7) Frequency table chart 37 (24.7) Protractor 108 (72.0)

19 Compasses 20 Ruler 21 Pencil 22 Plane sheet 23 Trigonometric table 24 Concrete right angel 25 Concrete rectangle 26 Concrete square 27 Concrete

model

of

model

of

model

of

model

of

117 (78.0) 134 (89.3) 134 (89.3) 104 (69.3) 79 (52.7) 67 (44.7) 66 (44.0) 68 (45.3) 54

24 (16.0) 42 (28.0) 3 (2.0) 13 (8.7) 39 (26.0) 28 (18.7)

29 (19.3) 17 (11.3) 1 (0.7) 2 (1.3) 22 (14.7) 27 (18.0)

55 (36.7) 10 (6.7) 6 (4.0) 14 (9.3) 46 (30.7) 59 (39.3)

2.35

1.24

3.29

92

3.85

.62

3.61

.91

2.53

.1.20

2.27

1.21

24 (16.0) 47 (31.3) 37 (24.7) 37 (24.7) 29 (19.3)

3 (2.0) 22 (14.7) 27 (18.0) 22 (14.7) 01 (0.7)

24 (16.0) 58 (38.7) 73 (48.7) 54 (36.0) 12 (8.0)

3.32

1.11

2.23

1.13

1.93

1.04

2.38

1.21

3.55

.86

24 (16.0) 9 (6.0) 10 (6.7) 40 (26.7) 44 (29.3) 41 (27.3) 37 (24.7) 28 (18.7) 28

0 (0.00) 0 (0.00) 0 (0.00) 2 (1.3) 9 (6.0) 11 (7.3) 15 (10.0) 20 (13.3) 18

9 (6.0) 7 (4.7) 6 (4.0) 4 (2.7) 18 (12.0) 31 (20.7) 32 (21.3) 34 (22.7) 50

3.66

.77

3.80

.69

3.81

.63

3.63

.65

3.23

1.01

2.96

1.16

2.91

1.18

22.87

1.22

2.57

1.28

38

trapezium 28 Concrete model parallelogram 29 Concrete model circle 30 Concrete model cube

(36.0) of 43 (28.7) of 53 (35.3) of 42 (28.0)

(18.7) 28 (18.7) 31 (20.7) 40 (26.7)

(12.0) 22 (14.7) 11 (7.3) 5 (3.3)

(33.3) 57 (38.0) 55 (36.7) 63 (42.0)

31 Concrete model cuboids 32 Concrete model polygon 33 Programmable calculator 34 Measuring tape

of

48 (32.0) 39 (26.0) 40 (26.7) 60 (40.0) 53 (35.3)

5 (3.3) 16 (10.7) 14 (9.3) 12 (8.0) 13 (8.7)

59 (39.3) 67 (44.7) 62 (41.3) 30 (20.0) 18 (12.0)

35 Map globes

38 (25.3) of 28 (18.7) 34 (22.7) 48 (32.0) 66 (44.0)

Weighted average

2.38

1.26

2.55

1.30

2.41

1.29

2.43

1.24

2.19

1.20

2.31

1.23

2.84

1.09

3.11

1.00

2.85

Table 2 shows the utilization of instructional materials in teaching mathematics in senior secondary schools in Kwara state. The table revealed that the following materials are often used: - Textbooks(X=3.85), Display board(X=3.61), protractors(X= 3.55), compasses(X= 3.66), rulers(X=3.80), pencils(X= 3.81) and plane sheet(X=3.63); on the other hand, The following materials are sometimes used. These are, coins(X=3.11), dice(X=2.95), park of cards(X= 2.53), Graph paper (X= 3.47), set – square(X= 3.29), Table value chart(X= 2.53), Graph board(X=3.47), Trigonometric table(X=3.23). Others are concrete model of right angle(X= 2.96), concrete model of rectangle(X= 2.91), concrete model of square(X=22.87), concrete model of trapezium(X= 2.57), concrete model of circle(X=2.55), measuring tape(X= 2.84) and map globes(X=3.11). The table also revealed that, the following materials are rarely used, they are: Data chart(x= 2.21), Probability board(x=2.24), clinometers(x=2.15), inequalities symbol chart(x=2.35), chart of solved simultaneous equation(x=2.27), chart of table of value(x=2.23), others are Demographic data(x=1.93), frequency table chart(x=2.58), concrete model of parallelogram(x=2.38), concrete model of cube(x=2.41), concrete model of cuboids(x=2.43), concrete model of polygon(x=2.19) and programmable calculator(x=2.31). The table also shows that none of the materials was never used. From the table two above, the number of materials that are often used is low when compared with those that were sometime used and those that are rarely used. This is an indication that, those materials that are available in the schools are not properly utilized. 39

4.4

Presentation of results based on hypothesis HO1:- There is no significant relationship between teacher’s gender and utilization of instructional resources that are available in teaching of mathematics. Table 5:- Relationship between teacher’s gender and utilization of instructional materials Mean Std deviation Sex 1.2800 4505 Utilization 99.6400 18.7328

N 150 150

r

df

Significant

-.075

149

359

Remark Not significant

Table 5 shows that the relationship between teacher’s gender and their utilization of instructional materials in teaching mathematics is negative, weak and not significant.(r=-.075, df=149, p>0.05). this implies that male teachers utilized instructional materials better than their female counterparts. Hence, Ho1 is not rejected. Hence, there is no significant relationship between teacher’s gender and utilization of instructional resources HO2:- There is no significant relationship between teacher’s qualification and utilization of instructional material. Table 6:- Relationship between teachers qualification and utilization of instructional materials. Mean Std deviation N r df Significant Remark Qualification 2.8733 1.3376 150 Not 745 Utilization 99.6400 18.7328 150 -027 149 significant Table 6 shows the relationship between teachers qualification and utilization of instructional materials in the teaching of mathematics is negative, week and not significant (r = -.027, df = 149, p> 0.05). This means that teachers with lower qualification utilized the instructional material more than the teachers with higher qualification. Hence, hypothesis is not rejected.

40

CHAPTER FIVE Discussion, recommendation and conclusion 5.0

This chapter is mainly concerned with the Discussion, Recommendation and conciussion of this research project

5.1

Discussions: From the research findings, it has being established or deduced that instruction Materials have significant impact on the effective teaching of mathematics at senior secondary school level. Instruction materials enhance effective teaching and learning of mathematics. Also, instructional materials are very much relevant in promoting students understanding in mathematics at senior secondary school level. It was discovered that instructional materials are not provided in some schools and they are not adequate in some school for teacher’s use and library facilities for mathematics were not in existence in the schools. Teaching can not be successful without the use of the instructional materials in the teaching of some topics in mathematics. * it become nearly impossible for teachers to relate the topic with instructional materials. Abolade (2001) said. Teaching is particularly made more interesting to learner by the use of adequate instructional materials, for instance, if a group of students go to a location where ogogoro local gin brewed this will enhance effective learning process. In the sense that the learners will be able to see and observed the process of brewing of the product. The uses of instructional materials assist students in seeing application of what is being taught. By and large, the use of instructional materials enhance effective learning ‘’vider est credere’’ is a latin maxin which means seeing is believing these means that the students are able to see important part of the topic taught. 41

Jasso (2001) explain that instructional materials also increase learning possibility by interrelating the symbolism. Also they provide a group value advantages

and makes it possible for more to be learn in less time with

improved retention. They also have the advantage of transcending through the use of educational broad casting, slide, film and the like. Olorisade (2000) explains the importance of instructional materials as follows, attract and hold the attention of pupil in the class, makes hearing permanent, it gives room for students – teachers interaction as well as adds variety to what might otherwise be a monotonous lesson and make concept clearer. Ralph C (1979) While writing on the uses of instructional materials, had this to say no material should be used haphazardly there is a right and wrong way of introducing it into the lesson the aids maybe a mean of introducing a subject, wetting the appetite or exciting the curiosity or stimulating interest it may be attended as the main body of the lesson i:e the chief vehicle for transmitting the new information. It may be a piece of recapitulating material s designed to assist in the process of knowledge. He then suggested four main steps of using instructional materials during lesson, these are preparation, Presentation, Evaluation and follow – up’’ According to Abimbade (1997) some of the reasons for the use of instructional materials include reinforcement of verbal and visual message, to focus attention, to provide experience not otherwise available to save teachers preparation time and elucidate verbal concept. In addition instructional materials have the advantages of supplying up to date or latest information about invention, scientific advances, current historical account and the like before appear in front through educational broadcasting. Finally without the use of some of these instructional materials. Students may not be able to understand some concept and topics in mathematics. Also it can be 42

observed that the use of instructional materials in teaching and learning especially in mathematics is indispensable. 5.1.1 It was observed that the use of these instructional materials has not been very encouraging by those involved in the task of teaching materials. Teacher often try to disregard the use of these instructional materials either ignorantly or deliberately, because of the energy, time and risk involve as well as administrative bottlenecks, financial involvement and the like. Therefore, the use of instructional materials is never problem free and a lot have pose problem to the teaching and information dissemination in mathematics. 5.1.2 It was discovered that some unqualified teachers are still teaching mathematics in our senior schools. This is an indication that the government is yet to live up to it expectation in the provision of competent teachers at senior secondary level. Once the subject is allowed to be handle by an unqualified teachers, the interest of the pupils in the subject may be killed, therefore, the issue of provision of qualified be accorded with high priority 5.2

RECOMMENDATIONS For promotion of better understanding and also for an effective usage of instructional materials at the senior secondary school level, the following suggestions are recommended. Acquisition of correct and up-to-date instructional materials, which is very essential for students learning and improved performance in mathematics. It is also very essential for school authorities to provide adequate storage facilities to enhance longer life span of the materials in the school. Provision of opportunity for educational development for teachers will also go a long way in enhancing their efficacy, efficiency and effectiveness. This will equally motivate them towards the use of modern materials to enhance student’s academic performance at the senior secondary school level. 43

Also teachers should be adequately trained for instance, through training and re – training programmmes, they should be well groomed and well voiced in handling teaching/learning process in classroom. Teacher should also see the need to appreciate the use of instructional materials to aid classroom teaching and learning. Government as a mather of priority must employ adequately qualified and competent mathematics teachers to complement the efforts of the existing ones, this is highly essential. Also the atmosphere on the environment of teaching should be made conducive. The amenities and also utilities needed to foster adequate or healthy teaching and learning situation should be provided. The willingness of teachers to teaching as profession is also very essential. This in turn commands their total dedication and commitment 5.3

CONCLUSION From the discussion above, it can be inferred of concluded that the importance of the instructional materials in mathematics and to the mathematics teacher’s and students alike, cannot be overemphasized. It enhances effective teaching and learning. It also promotes effective performance of students and also allows effective students learning experience in mathematics. The role of instructional materials is manifested in the enhancement of qualitative performance of students in the subject matter. It can also be concluded that it’s non – availability or non – usage can greatly hinder the qualitative academics performance of students in mathematics. It also promotes the retentive skill in students and saves the teachers the need of spending much time in explaining, re – explaining, describing and unnecessary explanation on the subject matter.

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REFERENCES 1. Abimbade A(1977) Principle and Practice of educational technology Ibadan Int Publication limited. 2. Abimbola I.O Fundermental principles and practice of institution’’ Ilorin Belodan (Nig) Enterprises and Tunde babs Printers. 3. Ajayi Y.A 2000 Introduction of educational technology for students and teachers Ilorin educational publication and research. 4. Ayeni R.O (1987) Mathematics and its application the college review 3 (1,2,) kwara state college of education, Oro 2000 journal of Arts and social sciences Volume 7 no.1 Ilorin delma & son printing press 5. Curzon, L.B. (1976): ‘’Principles and practice of Technical Education’’ an Affiliate of Macmillan Publishing co. ins New York Fanell, M.A & Farms, 6. W.A (1980). Systematic institution in mathematics for the middle and high school year reading mass: Addison Wesley publishing company. Federal Republic of Nigeria 1991 revised ‘’ National Policy of Education’’ Yaba Lagos : NERC ‘’ oxford Advance learners Dictionary of current English./ oxford University press’’ 7. Krulik, S & weise. I.B (1975). Teaching Secondary school mathematics Philadelphia : W.E sand company. 8. Mkpa. M.A (1984): ‘’ Practing the effective purpose of National Policy on education in classroom’’ Nigeria journal of curriculum students (2) 9. Ogunmilade O.A (1979) ‘’ The use of audio Visual materials for effective teaching and learning. Lecture delivered at the seminar university ILE – Ife, July 17th 10. Ojo J.O (1986) ‘’ Improving mathematics teaching in our school’’ The journal of mathematics association, of Nigeria (Abacus). Vol. Xvii. No.(1) 164 -177.

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11. Olumorin, B. (2000) ‘’ Introduction to education. Al Technology ‘’ umplished lecture maingeorgraphy CSET, unilorin. 12. Oluyori, T.O. (1983) ‘’ An appraised of Audio visual’’ media for instruction in public schools of keara state Nigeria from (1970 – 80). Doctoral Dissertation ‘’ teacher college comlumbia university New York City. 13. Ralph C. ‘’ Audio – Visual handbook’’ forth impress great Britain.

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