1.0 Background of the study
This study was carried out to find out the effect of instructional resource on the academic achievement of secondary school students. Many authors have written on the use and effectives of instructional materials or teaching aid to enhance teaching for desired social and behavioural change. More specifically, it was emphasized that the use of instructional material is a sine qua-no in effecting behavior of learners of every field. ie. Prerequisite requirement or an essential condition.
However, it is note worthy that teaching aids are important catalysts for social re-engineering and change in learners. It is obvious that effective learning cannot be well accomplished without the use of instructional materials.
Instructional materials possess some inherent advantages that make them unique in teaching. For one thing, they provide the teacher with interesting and compelling platform for conveying information since they motivate learning to have interest in learning process. Also, by providing opportunities for private study and reference, the learner’s interest and curiosity are increasing stimulated.
Instructional material/media resources that help to make teaching more meaningful and understandable. These include audio-visual, auditory materials and a host of others.
There is no gain saying that a good teacher will perform better in a situation where he/she had various materials to make his task easier.
Koladeetal (2003) optioned that these teaching aids help to develop communication ability by reducing ambiguity, More so, they observed that about 94% of what is seen is remembered when the sense have been involved.
However, the absences of instructional materials do make teaching, not only time consuming; energy sapping, but a difficult task. Therefore, instructional materials have come to assume, not only and enviable position, but have bee increasingly recognized as a integral and essential part of teaching.
Wales (1966) was of the opinion that the use of instructional resources would make discovered facts glued firmly to the memory of students.
Savoury (1958) also added that, a well planned and imaginative use of visual aids in lessons should do much to banish apathy supplement in adequacy of book as well as arouse student interest by giving them something practical to see and do, and at the same time helping to train them to think things out themselves.
In his own contributions, Ogunmilade C.A (2002) has this to say, “the teacher can use instructional materials in various way to make his effort more effective in producing learners student who are agile, well-groomed and adequately informed”. He went further to say that “instructional materials can help to present factors and information”. It can engender interest and raise the enthusiasm of learners.
- Statement of the Problem
The absence of innovation in the instructional material mode used in the Junior Secondary School to implement the innovative and broad junior secondary curriculum has created a gap in the educational system at the Junior Secondary School level.
This may have contributed the non-attainment of some of the Junior Secondary education objective slated in the national policy on education. The problem on the effectiveness of instructional material in teaching business study vis-à-vis team teaching instructional mode.
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