Secondary School Teachers’ Perceived Influence of Instructional Materials on Students’ Learning Science Subjects in Muhanga District in Rwanda (Published)
The study aims at investigating the relationship between teachers’ utilization of instructional materials and students’ attitudes towards learning science subjects in Rwandan secondary schools. The sample size comprised sixty-three science secondary school teachers in Muhanga district that were selected purposively to participate in the study. A descriptive research design was used and data were collected using an online designed survey using google form. Teachers Scale Questionnaire for the use of Instructional materials and students’ exhibited attitudes questionnaire each contained seven affirmative statements were used as the research tools. Participants’ responses were based on the five point Likert scale to disclose their perceptions in relation to the topic being investigated. The findings from Pearson’s Product Moment Correlations (r) indicated that constructs used were strongly correlated, moderately correlated, and few were weakly correlated. Use of illustrations, use of photographs and visual aids to demonstrate concepts enhance students’ remembering and retention of instructions therefore the variables exhibit strong correlations (r = .923; .803). Use of laboratory equipment and reagents during experimentation, use of models and drawings to illustrate concepts exhibited a moderate correlation with students’ classroom participation (r = .449; r = .785). Creativity and innovation and integration of audio-visual aids into lessons were strongly correlated (r = .947). Strong correlations were found between use of tech-tools during classroom practices (r = .871), use of a variety of instructional materials (r = .901) and creativity and innovation. Interestingly, use of printed materials, visual aids, and audio-visual aids lead to improved students’ classroom interaction, and was strongly correlated with teachers’ integration of audio-visual teaching and learning aids into lessons (r = .889). The findings of this study constitute the basis to validate the relationship between teachers’ use of instructional materials and students’ attitudes in the learning process. We therefore recommend teachers to maximize the use of variety of instructional materials during classroom practices.
Keywords: Instructional Materials, Student' Attitude, active participation, classroom practices, learning experiences, teaching aids
Effective Implementation of Social Studies Curriculum in Schools: Matters Arising (Published)
The purpose of this paper was to examine the extent to which social studies curriculum had been effectively implemented in schools. The paper highlighted content and context of the curriculum, adequate human resources, political factors and government policies, and availability and effective utilization of instructional resource as major factors that contribute to ineffective implementation of social studies curriculum in schools. Some challenges of social studies educationhad also been highlighted. The paper recommends that the government and other related agencies should organize conferences, seminars, workshops etc on the strategies, methods and construction of special tools for the evaluation of social studies curriculum if social studies must be effectively implemented.
Keywords: Curriculum, Human Resources, Instructional Materials, Social Studies
Investigating the Availability and the Extent of Use of Instructional Materials by Secondary School Chemistry Teachers in Nigeria (Published)
This study focused on level of utilization of available instructional materials, teacher made instructional materials and the obstacles faced by the chemistry teachers during improvisation of the teacher made instructional materials in Ebonyi State secondary schools.397 chemistry teachers from the 212 government owned secondary schools in Ebonyi State formed the population. Because of the small size of the population, no sampling was done. Questionnaire was the instrument used for data collection; it was validated by 3 experts from Science Education Department, one expert from Measurement and Evaluation and the other 2 from chemistry education. The reliability of the instrument was determined to be 0.81. Descriptive survey research design was adopted for the study. 3 research questions and one hypothesis guided the study. The 3 research questions were answered using mean statistics while the hypothesis was tested at 0.05 level of significance using the z-test statistics. The findings revealed that teachers are not utilizing effectively the available instructional materials in their teaching, the chemistry teachers are not making enough efforts in improvisation of those instructional materials that are not available and that the teachers faced obstacles such as lack of fund and skill for the improvisation of instructional materials. Based on the findings of this study, the researcher made a number of recommendations that would help the teachers in their instructional delivery.
Keywords: Chemistry, Education, Instructional Materials, Secondary School