Use Of Instructional Materials Research Articles

Assessment of Teachers’ Job Commitment in Public Senior Secondary Schools in Sokoto State, Nigeria

This study aimed to assess teachers' job commitment in public senior secondary schools in Sokoto State, Nigeria. A descriptive survey was conducted with 183 school principals from 447 schools. The researcher's instrument titled Assessment of Teachers' Job Commitment Questionnaire (ATJCQ) was used to collect data. Descriptive statistics was used to analyze the data collected for this study. The study reveals that teachers' job commitment in public senior secondary schools in Sokoto State, Nigeria is moderate. The average mean is 2.97 on the appropriate use of instructional materials, 2.99 on punctuality, and 2.83 on classroom management. Dimensions used have influenced the job commitment of teachers in public senior secondary schools in Sokoto State, Nigeria. It is recommended that teachers ensure appropriate instructional materials are used when teaching students to improve their participation in the teaching and learning process.

A qualitative approach on the instructional materials used in teaching and learning of English Language in Tanzania's secondary schools

This study investigated the use of instructional materials in teaching English at secondary schools in Tanzania. The study aimed to achieve three objectives: firstly, to identify the instructional materials utilized for teaching and learning English in secondary schools in Tanzania; secondly, to explore how learners engage with these instructional materials; and thirdly, to examine the rationale behind the selection and utilization of these materials. It used a qualitative approach with a case study design and it involved twelve English language teachers and form three students. The qualitative case approach was used to observe the classroom and conduct interviews to collect data and they were analysed thematically. The findings reveal that teachers employ both printed and handwritten materials for English instruction in Tanzania. Learners interact with these materials primarily through reading, writing, and responding to questions. The choice of materials depends on what is being studied, their availability, easiness to use and economic reasons. The study has the implication on the definition of instructional materials that it adds that the definition of materials needs to be modified by including people and their actions, such as humour, laughter, sarcasm, gestures, bodily movements, reactions to stimuli like questions, speech and its supra segmental or prosodic features during instruction. It recommends that training teachers to be creative in using materials and the government has to provide infrastructure to support electronic devices in schools.

PENGEMBANGAN BAHAN AJAR IPS TERPADU BERKARAKTER SMP KELAS VII SEMESTER I

The use of instructional materials in the learning process in the classroom is paramount for teaching materials is one of the factors that affect the improvement of the quality of learning. Similarly, in the study of Social Sciences (IPS) in the Junior High School (SMP) has some problems, such as: its not integrated teaching materials or teaching social studies mostly still carried out separately. Research aims: (1) describe the product development process of teaching materials such as books of Social Sciences (IPS) integrated characterless, (2) describe the use of an integrated social studies teaching material characterless. Models development of teaching materials using the model of Dick and Carey (1994), while the steps are: (1) set a goal of learning, (2) analysis of learning, (3) identify the child's abilities and characteristics of students, (4) formulate specific goals, (5) developing test items, (6) develop learning strategies, (7) develop and choose the subject matter, (8) to design and conduct formative evaluation, (9) revise the learning. The average acquisition individual trials on the effectiveness of instructional materials is 79%, a small group test the effectiveness of teaching materials is 84.2%. Student pretest value reached 52.5% at the posttest value of 100% or the overall student has achieved the minimum completeness criteria (KKM). While to a large group of placement test, which means 80% proven effective teaching materials. Assessment of two (2) social studies teachers to gain teaching materials with an average value of 87%, as well as to aspects of the content material is very good quality is obtained with a percentage of 86% and design aspects with the percentage 76%. Based on the results of product testing can be concluded that the development of teaching materials based IPS Integrated Character Education classes VII Semester is fit for use and has a level of effectiveness and attractiveness, these teaching materials students can use independently. Keyword: Teaching Material, Integrated Social Science Characterless

Teachers' Perceptions and Practices of Using Instructional Materials: Evidence from Haramaya Town

The purpose of this research was to examine how instructional materials are perceived and utilized by primary school teachers in Haramaya town. The study utilized a mixed-methods design and collected data through a questionnaire and interview from 123 randomly selected primary school teachers. The collected quantitative data were analysed using descriptive statistics (percentages, mean, and standard deviation) and inferential statistics (independent sample T-test and one-way ANOVA). Qualitative data were analysed through word description and narration. The study results indicated that most teachers had a positive perception of the use of instructional materials in teaching and learning, but their practices were found to be infrequent. Additionally, there was no significant difference in the utilization of instructional materials between male and female teachers, and no significant difference was found based on teachers’ educational qualifications. However, there was a significant difference in experience among teachers. Therefore, it is recommended that the Haramaya Town Education Office provide training to improve teachers’ utilization of instructional materials to enhance the teaching and learning process in primary schools

A Comparative Study of the Use of Instructional Materials, Availability and Utilization in Tertiary Institutions in Kwara State and Kogi State, of North Central Nigeria

A Comparative Study of the Use of Instructional Materials, Availability and Utilization in Tertiary Institutions in Kwara State and Kogi State, of North Central Nigeria

From Constraints to Control: The French Language Classroom in Multilingual Nigeria

There are several issues associated with the teaching and learning of French Language in an Anglophone environment like Nigeria. For effective `interaction with the neighbouring countries, Nigerian citizens need the knowledge of French language. Nigeria is an Anglophone country that is surrounded by francophone countries. French Language teachers face a lot of issues while carrying out their day to day activities in the classroom. Some of them include mother tongue interference, lack of use of instructional materials, challenges of the modern technological facilities, confusion of the target French Language, hostile environmental issues, psychological issues, teachers’ personal issues and that of the learners etc. All these issues seem to affect the learning processes in the French Language classrooms. All the above constraints contribute to the poor performance of French language in Nigerian schools; this has led to poor academic achievement of students in French language which has spilled over to poor performance of students in both internal and external examinations.

Use of Instructional Materials for Teaching Social Studies

Instructional materials are both human and non-human resources used in teaching and learning activities. Social studies is an integrated subject that encompasses various subjects, such as economic, social, and cultural activities, but this subject can effectively be taught by using instructional materials. The main purpose of this paper is to enlist and describe various instructional materials used while teaching social studies in the classroom. The study was descriptive in nature. Secondary sources such as reports, books, journals, magazines and articles were used to achieve purposes of the study. Textbooks, magazines, newspaper, table, graphs, maps, radio, television are the instructional materials used during teaching social studies. Social studies are centered to old tradition in their teaching-learning activities. As social studies subject is multi-dimensional subject, it is better to use useful teaching materials to make teaching-learning activities effective, easy and long lasting.

Secondary School Teachers’ Perceived Influence of Instructional Materials on Students’ Learning Science Subjects in Muhanga District in Rwanda

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.

A teacher's choice: Preschool teachers’ selection and use of picture books for mathematics instruction

Preschool teachers’ selection and use of instructional materials play an important role in their provision of qualitative mathematics instruction. Picture books were recently shown effective for supporting early mathematical competencies. Picture book features further contributed to their effectiveness. The current study aimed to investigate teachers’ selection and use of picture books for mathematics instruction with special attention for their evaluation of picture book features. We also analyzed the contribution of teachers’ beliefs and children's age to teachers’ picture book selection and use. Sixty-six preschool teachers participated in an online interview about (a) their picture book use for (mathematics) instruction and (b) the domain-specific (i.e., numeracy) and general features they rate important when selecting a picture book for mathematics instruction. Teachers also filled in a questionnaire regarding their beliefs about mathematics and learning and teaching mathematics. Results showed that more than 90 % of the teachers used picture books for mathematics instruction. About 40 % used them at least once and maximum four times a week and 6 % used them on a daily basis. When selecting picture books for mathematics instruction, teachers rated general features more important than domain-specific features and features related to basic mathematical content more important than features related to complex mathematical content. Teachers’ instruction and scheme and formalism beliefs contributed to their preference for Arabic numerals and comparisons between quantities. Children's age was positively related to teachers’ preference for complex mathematical content. The limited focus on mathematical content when selecting and using picture books points to the importance of teacher professional development on the selection and use of picture books for enhancing early mathematical competencies.

NEEDS ANALYSIS FOR DEVELOPMENT OF DIGITAL TEACHING MATERIALS WITH AUGMENTED REALITY FOR OPTICAL INSTRUMENTS MATERIALS

The use of instructional materials in education is highly crucial to achieve the success of a quality learning process. This study aims to analyze the need for the development of digital instructional materials using Augmented Reality (AR) for the topic of optical instruments. The study investigates five main aspects: physics learning issues, student learning results, student characteristics, learning objectives, and challenges related to the optical instruments topic. The research subjects include three physics teachers and eleventh-grade students from MAN 1 Kota Padang. Data collection techniques used in this study comprise interviews, questionnaires, documentation, and literature review. The collected data, analyzed with appropriate instruments, are subjected to descriptive statistical analysis techniques. Based on the data analysis, the following results are obtained: 1) students are no longer interested in using printed instructional materials, and the existing teaching materials do not align with the school's context, 2) student physics learning results are categorized as low, 3) internal factors such as interest, motivation, and learning styles among students are still underdeveloped, 4)the learning objectives designed by teachers inadequately consider appropriate learning behaviors for the competency levels of eleventh-grade students in fundamental knowledge and skills, 5) the average scores in the physics National Examination (UN) for the optical instruments topic have been consistently decreasing each year, falling below the standard passing grade, 6) in conclusion, it can be inferred that the development of digital instructional materials using AR for the optical instruments topic is highly necessary for both teachers and students.

CONTEXTUALIZED INTERACTIVE LEARNING MATERIALS (CILMs) FOR MATHEMATICS 1

The study was conducted to develop Contextualized Interactive Learning Materials (CILMs) for Mathematics 1 based on the results of the survey on the need to prepare CILMs and the problems encountered in the preparation and use of instructional materials in teaching Mathematics administered to 148 Grade 1 public elementary school teachers in the Schools Division of Ilocos Norte. Results were analyzed using the mean, frequency count, percentage, and rank.
 The findings showed that there is a need to prepare CILMs for all the learning competencies in Mathematics 1. Also, there were problems encountered by them in the preparation and use of instructional materials which could be addressed by the production of a curriculum support material. Hence, the CILMs were developed. Based on the results of the evaluation made by the content specialists, ICT experts, and Grade 1 teachers, the CILMs were found to be very highly valid and very highly acceptable as a curriculum support material for mathematics instruction.
 In the light of findings and conclusions, the researcher recommends that teachers be provided with means for internet connectivity and be given adequate professional development experiences in preparing contextualized interactive learning materials; copies of the CILMs may be provided to the school administrators, program heads, and teachers for the adoption of the materials to classroom instruction; monitoring and evaluation on the use of the CILMs be done; documentation on the initial adoption and implementation of the CILMs be done; and similar or related studies to be conducted in other grade levels for Mathematics.

The Effect of Digital Literacy and Writing Skills on The Skills of Developing Teaching Materials for Prospective Teacher Students

Instructional materials are an essential component of the learning process. The use of instructional materials can be tailored to students; requirements and characteristics. Prospective instructors must take courses on the development of teaching materials in order to acquire the skills necessary to create instructional materials. To have the skills to develop teaching materials, other skills are needed to support this, including digital literacy and writing skills for prospective teacher students. The purpose of this study was to determine the effect of digital literacy and writing skills on the skills of developing teaching materials for prospective teacher students. This study uses quantitative research methods using causal associative research, namely research that seeks the influence of one variable (independent) with other variables (dependent). The population of this study were 210 students of the Indonesian Language and Literature Education Study Program at UNP BP 2020. The sample selection technique uses purposive sampling. The number of samples obtained were 35 students. The research instrument is in the form of teaching material products, performance tests. Assessment is carried out with the help of an assessment rubric. The data analysis method uses SPSS with the Multiple Regression analysis method. The results of the study show that digital literacy and writing skills have a significant effect on the skills of developing teaching materials for prospective teacher students both collectively and individually.

A STUDY OF THE TEACHING METHODS USED BY THE MATHEMATICS TEACHER IN MASOHI CITY'S JUNIOR HIGH SCHOOL

Students are less able to comprehend and resolve mathematical issues as a result of reading mathematical content. Additionally, deductive mathematics learning necessitates the use of skills in mathematics instruction by the teacher to ensure that students comprehend and correctly answer mathematical issues. The teaching methods of teachers when students are learning are thus the subject of some research. The purpose of this study is to evaluate the mathematics instructors' delivery methods in Masohi City's junior high schools. The participants in this study were junior high school mathematics teachers in Masohi City, and they were chosen based on their educational background, length of employment, attendance at workshops, and/or other relevant strategies or the use of instructional materials. The mathematics teacher's teaching methodology is the subject of the study. A quantitative descriptive research methodology was adopted, in which the amount of data collected was stated in detail. Observation, questionnaires, and interviews with research participants are other methods used in data collection. When the research was being done, observations were made to watch what was happening. The purpose of the questionnaire is to determine how effectively the chosen teaching method can encourage students to use mathematics in their classwork, homework, and other performances. The interview was done to ascertain the accuracy of the questionnaire responses and to serve as a discussion starter for the results that would be discussed later.

Modular Home-Based Instruction in Mathematics for Primary Grades During the COVID-19 Pandemic: Experiences of Parent-Teachers

The key purpose of this research is to explore the experiences of the parent-teachers on teaching Mathematics of Grade 1 and 2 learners who undergone modular distance learning in Magallanes, Sorsogon. The descriptive qualitative research design was used to describe the experiences of parent-teachers in teaching Math with the use of modules; identify the strategies used to teach and manage learning; and determine the support provided by the school in teaching Math. Validated questionnaire and semi-structured interview were utilized to gather data from five parent-teachers who were in early adulthood, college graduate, employed, and spending at least thirty minutes in teaching their child. With the use of deductive approach of thematic analysis, the experiences of the parent teachers were categorized into learning environment and child’s motivation and attitude towards learning, instructional time and resources, content of the learning modules and being an effective teacher. As to the strategies used, the parent-teachers considered the child’s readiness for learning, classroom setup at home, use of instructional materials and techniques, and review of the previous lesson and reteaching. It was also found out that a teacher’s home visit and evaluation of student’s learning and conduct of meeting with the teacher were the support received by the parent-teachers. The findings of this study may serve as basis for providing a comprehensive and inclusive education policies and as inputs on formulating strategic interventions on the implementation of modular distance learning.

AN APPRAISAL OF THE AVAILABILITY AND USE OF INSTRUCTIONAL MATERIALS IN TEACHING MODERN AND NIGERIAN LANGUAGES (ENGLISH, IGBO AND YORUBA) IN LAGOS STATE JUNIOR SECONDARY SCHOOLS

This study looked at the appraisal of the availability and utilization of instructional materials for teaching of English and Nigerian indigenous languages (Igbo, Hausa, and Yoruba) in Nigeria junior secondary schools. The Scope of the research is Lagos State Junior secondary schools. Three Educational districts were used for the Study. The method adopted for the study was descriptive Survey. Two research instruments, teacher’s Questionnaires and observation checklist schedule were used for data collection. The data collected were analyzed using descriptive and inferential statistics. Major findings of the study includes; inadequate instructional materials in teaching Nigerian and modern languages in Nigerian junior secondary schools, the available instructional materials were not adequately utilized as a result of inexperienced and ill-trained teachers. The study concluded that there would be appropriate use of instructional materials by modern and Nigerian languages teachers if the government and the stakeholders could provide fund for the needed materials, employ qualified teachers as well as encourage and sponsor on-the-job training of Modern and Nigerian languages teachers.

Didactic Features Specific to Green Chemistry Teaching in the Journal of Chemical Education

The present paper analyzes and discusses specific methodological aspects instrumental in promoting the teaching of Green Chemistry (GC); it examines proposals and teaching experience reports from 284 papers published in the Journal of Chemical Education (JChemEd), until 2019. Using Discursive Textual Analysis and drawing upon previous studies, 143 papers were selected for containing nontraditional teaching activities for the incorporation of GC into chemistry teaching, which were grouped into seven (emerging) categories, focusing on: learning subjects, curriculum, integrative contents, context, other education environments, use of instructional materials, and comparison between GC and Traditional Chemistry. Most proposals focus on the learning subject, followed by curriculum discussions and integrative contents. Several papers brought aspects related to the systemic vision for the interconnection of GC with sustainability/sustainable development, revealing a new methodological challenge by proposing integrative content as teaching strategies. Despite their good intentions, most teaching experiences and intervention proposals still remain attached to occasional and poorly evaluated events.

PENGGUNAAN LANGKAH POLYA UNTUK MENGANALISIS KEMAMPUAN PEMECAHAN MASALAH DI SEKOLAH DASAR

Students' abilities to solve mathematical problems are still limited, and they are not yet familiar with the topics being covered. The purpose of this study is to characterize students' abilities to resolve mathematical problems, particularly those involving geometry, according to the Polya progression. Research plan utilizing a qualitative approach with 40 students from Grade V at the State Primary School in Bireuen, Indonesia.Problem solving is seen as the crowning achievement of mathematics education since it focuses on developing students' reasoning and problem-solving skills in addition to their conceptual understanding. Students can apply their newfound knowledge and problem-solving skills in their day-to-day lives. The problem-solving process consists of four steps: identifying the issue, formulating a plan to address it, implementing that plan, and conducting follow-up evaluation. Therefore, the ability to create non-routine assignments and the creativity to transform routine text-book assignments into non-routine ones, as well as the ability to develop problem-solving instructional materials for use by students during instruction, are both necessary.

Appraising Effective Utilization of Instructional Materials for Teaching and Learning of Agricultural Science in Senior Secondary Schools in Gombe State, Nigeria

The purpose of this study was to appraise the effective utilization of instructional materials for teaching and learning of Agricultural Science in senior secondary schools in Gombe State, Nigeria. The study which was descriptive survey research was conducted in Gombe State and was guided by three research questions and three null hypotheses. The population of the study was 406 respondents involving 184 agricultural science teachers and 222 school administrators from the 74 senior secondary schools in Gombe State. The sample size of the study was 196 respondents determined using Krejcie and Morgan (1970) sample size table. A structured questionnaire was used for data collection. 0.84 reliability index was obtained from the trial test of QEUIMTLASSSS using Cronbach Alpha. Data collected for the study was analyzed using Mean statistics and t-test. Findings of the study revealed among others that Out of the 26 items listed, only 16 items namely: school farm, watering cans, plant lifters, planting hoes, etc. were functional for teaching and learning of Agricultural Science in secondary schools in Gombe State; while Instructional materials such as school farm, watering cans, plant lifters, and shovels were highly utilized for teaching and learning of Agricultural Science in Secondary Schools in Gombe State. It was recommended, Secondary Schools' administrators in Gombe State should reward teachers who form good habit of maintaining available instructional materials in the school; Ministry of Education in Gombe State should increase supervision of lessons and review teachers' workload in order for teacher to be able to examine their students' academic progress and performance as the use of instructional materials have significant effect on the students' academic performance.

Student’s rating of secondary school physics teachers’ classroom practice: Implications for teaching and learning

<span lang="EN-US">Evaluation in secondary schools has been left in the hands of school management, administrators, and teachers. Little or no attention has been paid to the concerns of students, who happens to be another important stakeholder in the teaching-learning process. Students’ voices regarding teachers’ classroom practice can have great implications for teaching and learning. This study investigated students’ ratings of secondary schools’ physics teachers with particular reference to teachers’ use of instructional material(s), methods, and classroom management. This study adopted the descriptive survey design, which involved 1,256 physics students randomly selected from the three senatorial districts in Ondo, Nigeria. A researcher-designed questionnaire was used to collect data for this research and the data obtained were analyzed using descriptive and inferential statistics. Findings from this study revealed that physics teachers were rated low in their use of instructional materials and instructional methods. However, physics teachers were rated high in the area of classroom management. This study concluded that the use of good instructional materials and methods while still adopting the best classroom management is crucial to the realization of classroom objectives. The paper contributes to the scholarship on how students’ views of their teachers can have great implications for teaching and learning.</span>

Creating Social Justice Instructional Templates: Frameworks, Process, and Lessons Learned

Although social justice and related critical pedagogies are rapidly growing areas of interest in language education, instructional materials for use across languages and levels and published as free and adaptable Open Educational Resources (OERs) are lacking. The purpose of this article is to describe the frameworks, process, and lessons learned related to the creation of three instructional planning templates that support social justice in language education and scaffold implementation of multiliteracies and social justice pedagogies. After defining social justice, the article summarizes the frameworks that inform the instructional templates, describes the process of creating, piloting, and revising the templates, and identifies the affordances and constraints discovered through this process.