INFLUENCE OF INSTRUCTIONAL MATERIALS ON SENIOR SCHOOL

STUDENTS’ PERFORMANCE IN YORUBA IN ILORIN SOUTH,

KWARA STATE

KATAYEYANJUE, Solihu Adewale

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 CHAPTER ONE

INTRODUCTION

  Background to the Study

This project work will focus on the Influence of Instructional Materials on Senior

Schools Students’ performance in Yoruba in Ilorin South L.G.A. Kwara State. The study

will employ a survey and descriptive design. Questionnaire will be used to carry out the

investigation and 100 respondents will be used to carry out the research. The data will be

collected from the different items in the questionnaire. Instructional resources are defined

as anything which is read, listen to, manipulate, observed or experience by students as

parts of the instructional process. (Newble & Cannon, 2000). Effective use of

instructional materials for teaching Yoruba in senior secondary schools will eager

students to learn more. Education is used as an instruction of change in any nation

especially in Nigeria, so for education to achieve its objective there is the need to plan

and design instructional materials in teaching Yoruba in senior secondary schools in

order to contribute to the national goals. Also, resource assessment is an aspect of

evaluation task required of teachers for the selection of relevant and appropriate teaching

and learning resources for use during instruction.

2
 Man learns through his senses. Some learn better by one or the other of the

senses. To some, seeing is believing and to others, the senses of hearing, touch, smell and

taste dominate in the acquisition of knowledge. For the intended learning to take place,

the teacher must communicate effectively to the learner. The best way of helping pupils

to learn is to bring them face to face with the world which education intends to introduce

to them.

This is done by using real things in real life situations. Where real life situations are not

possible, the alternative is for the teacher to use representations of real life situations.

These are materials, devices and techniques that help teachers to make realistic approach

to his or her job. Whether real or substitute, these representations have a common goal.

They help the teacher to convey the intended learning effectively and meaningfully to the

learner so that the learner receives, understands, retains and applies the experiences gain

to reach overall educational goal (Onwuka, 1981). And the schools by which this

research work will be based on are some secondary schools in Ilorin South LGA.

In Nigeria and other countries of the world, qualified and trained teachers have always

been exposed to instructional technology, which emphasizes the importance of the use of

instructional materials in the teaching/learning process. More often than not, these

certified professionals are found guilty of ignoring, probably as a result of inadequacy of

use or an erroneous belief that their use is not as significant as it is stressed, they avoid

utilization of instructional materials in their teaching/learning process with their students.

3
This situation is further compounded by the fact that every year, more sophisticated

instructional materials are being introduced for classroom teaching or learning. As a

matter of fact, some of these instructional materials are very complex to use.

Instructional materials play vital roles in the teaching of Yoruba in senior secondary

schools. Bassey (1984) conclusively elucidated the fact that instructional materials play a

central role in the process of lesson planning. When teachers plan, usually their first

concern is with the instructional materials and resources they have available and

accessible. But according to him, teachers do not have adequate knowledge about the

selection of these instructional materials.

Statement of the Problems

Immense factors contribute to the student’s negligence toward learning Yoruba in

senior secondary schools. Among them is employment of quack teachers pretending to

have qualification to teach Yoruba, but very unfortunate, they end up degrading the

students instead of upgrading them. Another factor which cannot be over emphasized is

the ineffective use of instructional materials. This can be proving because of the

advancement of technology whereby Yoruba teachers are not exposed to the

technological training which hinder the way to convey huge message to the students like

using of projector and the like. Also, Christopher (2016) of Walden University

investigates the Effect of Class Size on Student’s Achievement in Secondary Schools.

4
 Furthermore, the religion of the teacher and the school type has great influence in

teaching Yoruba in senior secondary schools. In a Muslim or Christian owned school,

there would be a set of topics overlooked not to teach because of their creed and believe

that this may affect the philosophy of their students in the nearest future, and this will not

help the students to be well equipped in their academic. Some important aspect of

Yoruba (cultural aspect) are been overlooked in some schools like: Egungun, Oro, Ifa

etc., hoping that it will change the students’ orientation. And what leads me to this topic

is the mass failure of some students in Yoruba during their S.S.C.E examinations

(WAEC, NECO, etc.)

Tyler and Dike defined Instructional materials as those alternative channels of

communication, which a classroom teacher can use to concretize a concept during

teaching and learning process. Traditionally, classroom teachers have relied heavily on

the 'talk-chalk' method during their teaching. But recently, instructional materials help to

provide variations in the ways in which messages are sent across. In using instructional

materials teachers and students do not only extend the range of sense organs we use but

also extend the range of materials used for convening the same message through the same

organ. For instance, in teaching a topic a teacher can manipulate real objects or use their

stimulators. Instructional materials therefore constitute the media of exchange through

which a message transaction is facilitated between a source and a receiver. In addition to

extending the range of materials that can be used to convey the same instructional

5
message to learners’ instructional materials also facilitate the 'process' nature of

communication. In this passage, the process nature of communication implies that both

the source and the receiver of a message are actively involved in a communication

encounter. Infact, it means that both the receiver and the source share and exchange

ideas, feelings in any communication (Tyler, 1987, Dike 1989).

Kadzera also explained that these instructional materials bring life to learning by

stimulating students to learn. The use of instructional materials in the classroom has the

potential to help the teacher explain new concepts clearly, resulting in better student

understanding of the concepts being taught. However, they are not ends in themselves but

they are means to an end (Kadzera, 2006). It is held that good teaching resources can

never replace the teacher but the teacher uses them to achieve their teaching and learning

objectives. Some of the instructional materials necessary for effective teaching and

learning of Social Studies include the chalkboard, models, graphs, charts, maps, pictures,

diagrams, cartoons, slides, filmstrips, radio, and television (Kochhar, 1991). The

importance of the use of these materials cannot be underscored.

This has been emphasized by a number of scholars. Lockheed (1991) says that

instructional materials are critical ingredients in learning and that the curriculum could

not be easily implemented without them. Kochhar (1991) adds that a teacher who has

adequate and relevant teaching facilities is more confident, effective and productive.

Similar sentiments are shared by Steel (1983) who asserts that relevant instructional

materials enable the learners to have a clear understanding of Conflict and Conflict

6
Resolution. Instructional materials are essential since they help the teacher and learners

avoid overemphasis on recitation and rote learning that can easily dominate a lesson.

Resource materials allow learners to have practical experiences which help them to

develop skills and concepts and to work in a variety of ways. The work of Sampath

(1990) graphically explains that people learn more through the senses of sight and

hearing compared to other senses.

Steven Adaliku, and Isaac described instructional materials as a materials serve as a

channel between the teacher and the students in delivering instructions. They may also

serve as the motivation on the teaching-learning process. It is use to get the attention of

the students and eliminate boredom. Instructional materials are highly important for

teaching; especially for inexperienced teachers. Teachers rely on instructional materials

in every aspect of teaching. They need material for background information on the

subject they are teaching.

Young teachers usually have not built upon their expertise whenever they enter into the

field. Teachers often use instructional materials for lesson planning. These materials are

also needed by the teachers to assess the knowledge of their students. Teachers often

assess students by assigning tasks, creating projects, and administering exams.

Instructional materials are essential for all of these activities.

7
 All these aforementioned problems would be solved in this research work if

critically examined, and the attempt would be made to fill the gap that exists between

teaching and learning Yoruba in Senior Secondary Schools in Ilorin South L.G.A.

Purpose of the Study

The main purpose of this study is to assess the influence of Instructional Materials on

Senior School Students’ performance in Yoruba in Ilorin South L.G.A Kwara State.

Specifically, this study intends to:

1. examine the availability of instructional material for teaching Yoruba in senior

secondary schools in Ilorin South L.G.A

2. investigate the influence of instructional materials on students’ performance in

Yoruba on the basis of teachers’ gender

3. Investigate the influence of instructional materials for teaching senior school

Yoruba on the basis of teachers’ qualification.

4. Ascertain the influence of instructional materials for teaching Yoruba on the basis

of the school type.

Research Questions

The following research questions are raised to guide this study.

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 1. Are instructional materials available for teaching Yoruba in senior school in Ilorin

South L.G.A?

2. What is the influence of instructional materials on senior school students’

performance in Yoruba on the basis of teachers’ gender?

3. What is the influence of instructional materials on senior school students’

performance in Yoruba on the basis of teachers’ qualification?

4. What is the influence of instructional materials on senior school students’

performance in Yoruba on the basis of school type?

Research Hypotheses

The following hypotheses are formulated to guide this study:

H01: There is no significant difference in the influence of instructional materials on

the senior school students’ performance in Yoruba on the basis of teachers’ gender.

H02: No significant difference in the influence of instructional materials on the senior

school students’ performance in Yoruba on the basis of teachers’ qualification.

H03: No significant difference in the influence of instructional materials on the senior

school students’ performance in Yoruba on the basis of school type.

Scope of the Study

9
 This study is designed to assess the influence of instructional materials on the

senior school students’ performance in Yoruba in Ilorin South L.G.A. The study aims at

finding whether variable like instructional materials, teachers’ gender, qualification and

school type are related to students’ academic performance; the study shall be delimited to

seven secondary schools (both public and private) in Ilorin South L.G.A. The instrument

that would be use in order to elicit information from the respondent is questionnaire.

Operational Definition of Terms

The following terns and variables are operationally defined as used in this study:

Influence: an action exerted by a person or thing with such power on another to cause

change. The power to affect, control or manipulate something or someone; the ability to

change the development of fluctuating things.

Instructional materials: the collection of materials including animate and inanimate

objects, human and non-human materials that a resourceful teacher utilizes in the

teaching and learning process to enhance learning and make it more interesting,

interactive and exciting to all categories of learners with the aim of achieving

instructional objectives or outcomes.

Teaching: an activity aimed at bringing about meaningful learning through a method that

is morally and pedagogically acceptable.

Secondary school: an organization that provides secondary education and the building

where it takes place. It consists both upper basic and senior secondary school.

10
Yoruba: descendants of Oduduwa, and majorly, the stay at the South West of Nigeria

(Lagos, Ogun, Ondo, Osun and Oyo state), 90% of Yoruba’s are black. And also as a

language being speaking in those mentioned states.

Significance of the Study

Findings of this study will be significant to students, teachers, curriculum

planners, ministry of education and the society at large.

To the students, the availability and use of instructional materials will enable them to

effectively learn and retain what they have learnt and thereby advancing their

performance in the Yoruba, learning is a process through which knowledge, skills, habits,

facts, ideas and principles are acquired, retained and utilized; the only means of

achieving this is through the use of instructional materials. The availability and use of

instructional materials will give the learner opportunity to touch, smell or taste objects in

the teaching and learning process. Consequently, knowledge passed unto the students at

difference levels of educational instructions should be well planned and properly allied

with relevant instructional materials for clarity and comprehensibility.

Also, the significance of this finding to the teacher is that it will enhance teachers’

teaching effectiveness and productivity. The availability and use of instructional

materials provides alternative channels of communication which a teacher can use to

compress information and make them more lucid to his learners. It also provides the

teacher with interesting and compelling platforms for conveying

information since they motivate learners learn more and more. Also, by

11
providing opportunities for private study and reference, the learner’s interest and

curiosity are increasingly stimulated. As a result, teacher who makes use of appropriate

instructional materials to supplement his teaching will help enhance students’

innovative and creative thinking as well as help them become plausibly spontaneous

and enthusiastic on the curriculum.

The finding of this study is also significant to the society at large. This is because when

teachers solidify their teaching with instructional materials and the learners learn

effectively, the knowledge acquired will reflect in the society positively. Students will

be able to understand the concept of Yoruba, Yoruba’s belief about the gods, concept of

reincarnation, the Obas and chief, social relationship etc. Finally, this research work will

contribute to knowledge as a reference material for scholars in the research field.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

In this chapter, relevant literature is reviewed under the following sub-headings:

a) Status of Yoruba in Nigeria Education System

b) Concept and Nature of Instruction materials

c) Selection of Instructional Materials in Teaching activities

d) Influence of Instructional Materials in Teaching Senior School Yoruba

e) Appraisal of the literature reviewed

13
Status of Yoruba in Nigerian Educational System

It is necessary to begin by quoting Fafunwa (1989) on the need for mother tongue

education in Nigeria primary schools:

If the Nigerian child is to be encouraged from the start to develop

curiosity, manipulative ability, spontaneous flexibility, initiative, industry,

manual dexterity, mechanical comprehensive and co-ordination of hand

and eye, he should acquire these skills and attitudes through the mother

tongue as the medium of education which after all is the most natural way

of learning

Fafunwa would be regarded as stating the obvious because, apart from being the architect

of the Ife Six Year Primary Project (SYPP) which proved right the 1953 resolution of

UNESCO on the use of mother tongue in education, he contributed immensely to the use

of mother tongue as a medium of instruction at the primary level of education. Although

the 1969 National Conference on Curriculum Development stated in one of its

recommendations that “the Nigerian primary school child should be well grounded in his

mother tongue as well as learning English and or any other language as a second or

third language of instruction” (Adaralegbe, 1972), nothing was done to implement it

until 1977 when the statement re appeared in the National Policy on Education. Despite

the fact that the language of a child’s immediate environment has been accorded due

recognition in the policy, nothing was visibly done either by the Federal Ministry of

14
Education or its counterparts at the state level until 1982 when the Unity secondary

schools began teaching the three major Nigerian languages. In some Yoruba speaking

states like Oyo and Ogun, it became compulsory for trainees at Teachers’ Colleges to

offer and pass Yoruba before they could be certified to have passed the state papers. It

was when a pride of place was accorded this Nigerian language that student teachers

attached importance to it and awareness in it increased, hence more teachers pursued and

still pursue higher education in Yoruba. Innovations that have taken place in the basic

and senior secondary Yoruba curriculum over the years: At the initial stage of the

colonial era, Yoruba language witnessed a virtual removal from the school curriculum.

The 1962 Educational ordinance recommended reading in mother tongue only in

standard I and II as part of the curriculum. In 1945, Department (later Ministry) of

Education recommended Yoruba language as a medium of instruction during the first

four years of primary education. Government of the regions set up a committee in 1952

to work new curriculum for the primary schools based on six years to replace the existing

eight years, this curriculum was published in 1954 and has two parts: the first two years

of the proposed six-year course, and the second, the succeeding four-year of the course.

The aim of the first part was to teach mechanics of reading and writing skills, while the

second was to enable children to express themselves fluently, correctly and effectively in

Yoruba language.

The UNESCO meeting of specialists of 1951 had submitted that pupils should begin

their schooling through the medium of the mother tongue and that the use of the mother

15
tongue should be extended to as late a stage in education as possible (UNESCO, 1953). It

should be stressed that the LIC of a child would help such a child to discover his

personality in his/her environment and acquire knowledge and understanding. Thus, the

mother tongue as a medium of instruction at the primary level of education has

advantages because it is the key to the success or failure of the whole system

A Yoruba Orthography Committee was set up in 1960 and the teaching of the

language was made compulsory in all secondary schools. The National Language Policy

in Education Awoniyi (1978) stressed that the best way to develop an African child to

become very useful members of their community is to teach them in their mother tongue.

Emenanjo (1988) corroborates this when he writes that scientific and technological

innovations are most effortlessly and spontaneously done in the language in which people

eat, dream, love and curse - in fact the language in which their personality is enmeshed

and immersed. The above assertions are valid because the mother tongue is the language

through which the child has been relating with members of his community and he/she

reasons, dreams, talks, loves and does everything in it. As Awoniyi has aptly observed,

the mother tongue a Nigerian child learns in his/her first six years of life is ‘not a garment

that he/she can put off when the school uniform is removed; rather it is part of the stuff of

which his/her mind is built. It embodies the ideas and attitudes he/she has gained from

the environment. Psychologists have also stated that the first 12 years are the most

formative ones in the life of a child because attitudes are developed at this period and if

the child is helped to lay the foundation of future development in his/her mother tongue,

16
he/she will likely be in a position to build upon it in later years, even in another language

(Fafunwa et al, 1989). The National Policy on Education (2004) endorses the importance

of the mother tongue at the primary level of education by requiring that the medium of

instruction at this stage should be the language of the immediate environment after which

there will be a switch over to English. The essence of adopting the mother tongue as the

language of instruction at this stage is to enable the child fit in easily in the classroom

and allow for effective interaction with the environment. The mother tongue therefore

constitutes an instructional area and a medium of instruction. Thus, the National Policy

on Education (2004) stipulates that:

(i) The mother tongue or language of the immediate community

would serve as the medium of instruction at the junior primary

level of education.

(ii) English would serve as the medium of instruction at the seni6r

primary, post-primary and higher levels of education. In short,

English will be the official language of the country.

(iii) The three major Nigerian languages, that is Yoruba, Igbo and

Hausa would serve as languages of national culture and

integration. Easy as the above analysis seems, it is beset with poor

implementation

Concept and Nature of Instructional Materials

17
 Instructional materials can be described as instructional aids, educational tools,

educational media, teaching resources, curriculum materials, instructional resources,

educational device etc.

According to Obiagwu and Ezeugo (2009) instructional material includes all

materials, devices, equipment that is adopted during the teaching – learning processes to

pass across information effectively to the audience such that the hearer receives,

comprehends, retains and apply the knowledge acquired to attain the educational

objectives. There are resources used by both the teachers and students in ensuring

effective teaching and learning processes.

Ofoefuna (2008) opined that educational media are also called instructional

material that the teachers need to incorporate into the teaching/learning process to help

students benefit maximally from hearing experience. Instructional materials make the

teacher to be at advantage, because it reduces over-verbalization and use of words on the

part of the teacher.

Abdu Raheem (2016) stated that instructional materials are essential and

significant tools needed for teaching and learning of school subjects to promote teacher’s

efficiency and improve students’ performance. Instructional materials help the students to

acquire skills, knowledge, and development of self-confidence and self-actualization.

Instructional resources are defined as anything which is read, listen to, manipulate,

observed or experience by students as parts of the instructional process. (Newble &

Cannon, 2000).

18
 Kochher (2012) opined that instructional materials are very significant teaching

and learning tools. Isola (2010) stated that instructional materials are objects or devices

that assist the teacher to present their lesson logically and sequentially to the learners.

Furthermore, Oluwagbohunmi and Abdu Raheem (2014) realized that instructional

materials are such that are used by teachers to explain and make learning of subject

matter understandable to the students during teaching and learning process.

According to Aggarwal (2014) technological instructional materials provide the

means for student with special needs to communicate with e-mail and use the internet for

research and can help teachers to accumulate student’s varying learning style. He further

explained that through technology, gifted students can work at their own pace and

explore subject in more depth than the basic curriculum

Abdullahhi (2010) vindicated that instructional materials are tools locally made or

imported that help to facilitate the teaching and learning process.

Abolade (2009) asserted the advantage of instructional materials that they are

cheaper to produce, useful in teaching large number of students at a time, encouraging

learners to pay proper attention and enhance their interest.

Selection of Instructional Materials in teaching activities

Before I discuss this, it should be known that there are many Instructional Materials

selection models, but the ASSURE MODEL will be examined in this study, the way it

influences the use of instructional materials most especially in teaching Yoruba.

19
Utilization of media is core to teaching according to the ASSURE model. Its

manipulation, however, depends upon the teachers’ personality, interests, attitudes and

experience.

The ASSURE MODEL concentrates on:

i- Analysing trainees’ characteristics: the first step in planning is to identify

the learners. The learners’ demographics need to be analyzed in order for the

teacher to select the best medium to meet the objectives. The audience can be

analyzed in terms of their general characteristics, specific entry competencies

(knowledge, skills and attitudes about the topic), and their learning style.

ii- Well stated objectives and their classification: the objectives may be

derived from a need assessment stated in a textbook, course syllabus taken

from a curriculum guide or developed by the instructor. They should be stated

in terms of what the learner will be able to do as a result of instruction. The

conditions under which the students or trainee is going to perform and the

degree of acceptable performance should be included.

iii- Selection, modification or design of material and relating these materials to

methods of teaching.

iv- Utilization of materials, which includes previewing, practicing, presentation,

preparing the environment, the audience and the final presentation of the

materials. The teacher adequately plan on how the media will be used and

how much time will be spent on them. Necessary equipment and facilities

20
 needed for proper functioning of the media are prepared in anticipation for the

class. The teacher afterwards conducts the lesson using the prepared

techniques and media.

v- Learner response and participation: to be effective, instruction should be

require active mental engagement by learners. There should be activity that

allows learners to practice the knowledge or skill and to receive feedback on

the appropriateness of their efforts before being formally assessed. Learners

must practice what they are expected to learn and their learning should be

reinforced in appropriate practical and theory expertise in what they have

learnt should not be in the final examination. Instead, there should be

activities within the lesson that allow learners respond and to receive feedback

on the appropriateness of their performances or responses. Practice may

involve student self-checks, Computer Assisted Instruction, internet activities

or group games. Feedback may be provided by the teacher, a computer, other

students or self-evaluation

vi- Evaluation: this includes the evaluation of media and methods; evaluation of

the instructional processes and evaluation of learners’ achievement. It is

necessary however to evaluate lesson and instructional media impact and

effectiveness, such as evaluating the entire instructional process, to assess the

learners’ achievement of the objectives. After instruction, it is necessary to

21
 evaluate its impact and effectiveness and to assess student learning. (S.A

Onasanya 2017)

Influence of Instructional Materials in Teaching Senior School Yoruba

The factors that influence the use of instructional materials for teaching Yoruba are:

i- Teacher’s personality: the quality of a teacher’s personality, his

gentleness, diligence, friendliness and orderliness are capable of invoking

similar qualities of his students. Students should be attracted to the

teacher’s personality in order to bring about good quality.

ii- Teaching method: no matter how intelligent a teacher may be, his choice

of teaching method is very important. Most of the Yoruba teachers while

teaching Yoruba in senior secondary schools use ineffective method and

this make students to show signs of restlessness and will seek to escape

routes to vent their energies. A good teaching method helps in maintaining

attention and concentration and consequently order and discipline.

iii- Interaction between the teacher and the students: students cannot

remain idle, they must be involve in doing something, most Yoruba

teacher don’t engage their students while teaching, if they are not kept

busy by teacher, they will find things to do for themselves which may not

be the interest of the class.

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iv- Supervision: the teacher needs to be very vigilant to keep students

constantly at their work. He or she should be able to see the whole class at

a glance and ginger those whose attention has started to wane.

23
Appraisal of the Literature Reviewed

Language for wider communication serves as a means of interacting with people

in or from other nations. For example, English, French, and Arabic are languages used

internationally at conferences, meetings, workshops, sporting activities etc. Language is

used as a medium of instruction in schools at certain levels of primary education in

different areas and English as medium of instruction in later stages. In Tanzania, for

instance, three educational stages are marked by the use of three separate media of

instruction. The first language is used at the primary level with Swahili taught as a

subject. Swahili is the medium of instruction at the secondary level with English as

subject and English becomes the medium of instruction at the tertiary level. For religious

purposes, some communities use specific language for public worship. For example,

Latin is the language of worship for the Roman Catholic and Arabic is used by Muslims

for prayer purposes. The above being the case, the roles of language in education could

be said to be dual. It constitutes an instructional area and serves as medium of instruction.

It is therefore, necessary at this juncture to examine reasons for teaching the mother

tongue in education. Given that the language of a child’s immediate environment allows

for effective interaction with the environment. Solarin (1991) points out that the man who

is indigenous to this land but insists that his children be reared in English language is a

slave.

24
There is no doubt that private primary schools are needed in order to allow for

competition in our society but the issue is that even though public and private schools use

the same curriculum, many private schools do not use the language of the immediate

community as a medium of instruction for all subjects except English, as the National

Policy on Education (2004) stipulates. Thus, efforts should be made by curriculum

planners to ensure that the objectives of any level of education are achieved through the

right methods and subjects. It is believed that the necessary understanding and the

various concepts embedded in each curriculum area of the school which the child will be

exposed to will, be better enhanced through the teaching of the mother tongue (Fafunwa,

1989).

Instructional materials on the other hand should include printed materials and multi-

media materials, and should include materials used in the classroom and available in the

libraries.

As classroom teachers, it is essential that we become conversant with the type of

instructional materials, which can be used in any teaching/learning situations.

Instructional materials as it is said are synonymous with what we call “teaching aids”

here in Nigeria. Instructional materials constitute alternative channels of communication,

which a teacher can use to convey more vividly instructional information to learners.

They represent a range of materials which can be used to extend the range of vicarious

experience of learners in a teaching/learning situation. Recently, in Nigeria, Educationists

have realized the importance of these instructional materials for effective classroom

25
teaching. Hence in 1945 and in 1985, the federal ministry of Education organized an

exhibition of improvised materials by instructional developers all over the federation. A

major aim of these exhibitions was to identify materials which teachers have improvised

as preclude hopefully, to their further refinement through the process of formative

evaluation. Though a Center for Educational Technology has sprung up in Colleges of

Education and Universities all over the country, it is doubtful if practicing teachers in

Nigeria are aware of procedures for selecting appropriate instructional materials.

However, this research study presents an overview of the influence of instructional

materials on Senor School Students’ performance in Yoruba in Ilorin South L.G.A. that

the use of several kinds of instructional materials to explain one particular concept must

also take cognizance of individual differences among the learners. Instructional materials

refer to those alternative channels of communication, which a classroom teacher can use

to concretize a concept during teaching and learning process. Traditionally, classroom

teachers have relied heavily on the “talk-chalk” method during their teaching. But

recently, instructional materials help to provide variations in the ways in which messages

are sent across. In using instructional materials teachers and students do not only extend

the range of sense organs we use but also extend the range of materials used for

convening the same message through the same organ. For instance, in teaching a topic a

teacher can manipulate real objects or use their stimulators. Instructional materials

therefore constitute the media of exchange through which a message transaction is

facilitated between a source and a receiver. In addition to extending the range of

26
materials that can be used to convey the same instructional message to learners,

instructional materials also facilitate the process of communication. In this passage, the

process of communication implies that both the source and the receiver of a message are

actively involved in a communication encounter. Infact, it means that both the receiver

and the source share and exchange ideas, feelings in any communication (Tyler, 1987,

Dike 1989).

In conclusion, though instructional materials are not the backbone of teaching and

learning but it is one of the vital elements of teaching. According to Obielodan (2014)

instructional resources are collection of materials including animate and inanimate

objects, human and non-human materials that a resourceful teacher utilizes in the

teaching and learning process to enhance learning and make it more interesting,

interactive and exciting to all categories of learners with the aim of achieving

instructional objectives or outcome. The sufficient provision and utilization of

instructional materials tend to richly enhance the participation of students in the class and

improve their performance in Yoruba language.

27
 CHAPTER THREE

RESEARCH METHODOLOGY

This chapter of this research work explains the steps and methods to be used in

collecting and analyzing data for the study. The research methodology would be

discussed under the following headings:

1- Research Type

2- Population, Sample and Sampling Techniques

3- Instrumentation

4- Procedure for Data Collection

5- Data Analysis Techniques

Research Type

This study uses a descriptive research method. According to Daramola (2006),

descriptive research is a systematic attempt to describe the characteristics of a given

population on areas of interest. Using this method, relevant information would be

obtained from the representative sample of the targeted population to be able to

generalize the findings.

Nworgu (2001) defined descriptive survey as those studies which aim at

collecting data on, and describing in a systematic manner, the characteristics, features or

facts about a given population. That is why this method is deemed appropriate for this

study.

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Population, Sample and Sample Techniques

The study will be conducted in some secondary schools (public and private) in

Ilorin South L.G.A. The samples for this study are secondary school teachers. The

subjects for the study are 100 teachers, which would be purposively sampled. The sample

would comprise the male and female teachers. Questionnaire will be also administered to

teachers in these selected schools: Government Day Secondary School, Taoheed

Seconday School, Ile-Apa Community Grammar School (public schools) Al-Mawrid

International School, Chaste Intellect International School, Taofeequlah Group of School

and Ma Sha Allah Academic Group of School (private schools) in Ilorin South L.G.A

Instrumentation

A researcher designed questionnaire will be used. In the process of carrying out

this study, questionnaire will be the only source of gathering information. 100 copies of

questionnaire will be administered to the respondents during the normal school hours.

Each questionnaire will be divided into 2 parts: section A and B

Section A: deals with the demographic data of the respondents based on teacher’s gender,

qualification and school type

Section B: related to the influence of instructional materials on senior school students’

performance in Ilorin South L.G.A.

Procedure for Data Collection

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 In this study, questionnaire would be used to collect data. The researcher would

visit the seven selected secondary schools in Ilorin South L.G.A. The researcher would

distribute questionnaire to the teachers in secondary section on the influence of

instructional materials on senior school students’ performance in Ilorin South L.G.A.

Data Analysis Techniques

The demographic data would be described using the percentage, Research

question 1 would be answered using the mean rating, while the research question 2, 3,

and 4 with their corresponding hypotheses 1,2,3 will be tested and analysed using t-test at

0.05 level of significance.

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 CHAPTER FOUR

DATA ANALYSIS AND RESULTS

In this chapter, the data collected were analyzed to answer the relevant research

questions and to test the research hypothesis respectively. The one hundred (100) copies

of questionnaire that were administered were all retrieved. This gave a response return

rate of 100%.

Demographic Characteristics of the Respondents

Table 1: Gender Distribution of the Respondents

Gender Frequency Percent

Male 37 37.0

Female 63 63.0

Total 100 100.0

From table 1, result shows that the male respondents are 37.0% (37) while the

female respondents are 63.0% (63) which makes the total number of respondents to be

100. The result implies that female respondents are more than the male respondents. This

is also shown graphically in figure 1.

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Figure 1: Graphical Illustration of Respondents' Gender

Table 2: Educational Qualification of the Respondents

Qualifications Frequency Percent

N.C.E Yoruba 12 12.0
B.A (Ed.) Yoruba 13 13.0
B.A. Yoruba 17 17.0
M.A. Yoruba 2 2.0
B. Agric 1 1.0
Others 55 55.0
Total 100 100.0

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 Table 2 showed distribution of respondents by qualifications. Teachers who had

NCE Yoruba are 12(12.0%). Those with B.A (Ed.) Yoruba followed with 13(13.0%),

B.A. Yoruba with 17(17.0%), M.A. Yoruba had 2(2.0%), while those with B. Agric are

1(1%).While other certificate holders are 55(55%). This indicated that majority of

Yoruba teachers were from other field of studies. This is also shown graphically in

figure 2.

Figure 2: Graphical Illustration of Respondents' Qualification

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Table 3: Distribution of respondents by School Type

Schools Frequency Percent

Public 51 51.0

Private 48 48.0

Total 100 100.0

Table 3 showed the distribution of respondents by school. It indicated that

51(51.0%) were public schools’ teachers and 48(48.0%) were private schools' teachers.

This revealed that there were more public schools than private schools as respondents in

the study area. This is also shown graphically in figure 3.

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Figure 3: Graphical Illustration of Respondents' School Type

Data Analysis and Findings

Research Question One

Are instructional materials available for teaching Yoruba in senior school in Ilorin South

L.G.A?

Table 4. Mean rating of instructional materials available for teaching Yoruba in

senior school in Ilorin South L.G.A

Descriptive Statistics

Agree Strongly Disagree Std. Ranking

Agree N Mean Deviation

The availability of use of 38(38%) 57(57%) 5(5%) 100 1.6700 .56951 1st

instructional materials

appeal to capture the

student's attention in

Yoruba senior secondary

school students
Instructional available 38(38%) 59(59%) 3(3%) 100 1.6500 .53889 2nd

materials provide

sensory experience in the

class.

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Making use of available 43(43%) 53(53%) 4(4%) 100 1.6300 .54411 3rd

Instructional materials

can enhance easy

comprehension in

Yoruba in senior

schools.
Valid N (listwise) 100
Table 6, revealed the respondents’ response to the availability of instructional materials

for teaching Yoruba in senior school in Ilorin South L.G.A. Item 1 is having Strongly

57(57%) and Agree of 38(38%) while 5(5%) Disagree. Item 2 is with Strongly agree of

59(59%) and Agree of 38(38%) while 3(3%) Disagree. Item 3 on the table is with

Strongly agree of 53(53%) and Agree 43(43%) while 4(4%) Disagree.

Hypothesis Testing

Research Hypothesis One: There is no significant difference in the influence of

instructional materials on the senior school students’ performance in Yoruba on the basis

of teachers’ gender.

Table 5.

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 Std.Deviatio Std. Error Sig. (2- T df

Teacher's Gender N Mean n Mean tailed)

Academic Male 37 5.8378 1.32316 .21753
Female 63 5.8571 1.28084 .16137
Performanc 0.943 -.072 98

Table 5, revealed that df=98, t=-.072, p>0.05. This means that the hypothesis was

accepted. This was as a result of t-value of -.072, resulting in 0.943 p value greater than

0.05 significant alpha value level. By implication, the stated hypothesis established that

there is no significant difference in the influence of instructional materials on the senior

school students’ performance in Yoruba on the basis of teachers’ gender.

Research Hypothesis Two:

H02: No significant difference in the influence of instructional materials on the senior

school students’ performance in Yoruba on the basis of teachers’ qualification.

Table 6.

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 Std. Std. Error Sig. (2- T df

Qualification N Mean Deviation Mean tailed)

Academic_ N.C.E 12 5.4167 1.44338 .41667

Performance Yoruba .087 -1.787 23

B.A (Ed.) 13 6.3077 1.03155 .28610

Yoruba

Table 6, revealed that df=23, t=-1.787, p>0.05. This means that the hypothesis was

accepted. This was as a result of t-value of -1.244, resulting in .087 p value greater than

0.05 significant alpha value level. By implication, the stated hypothesis established that

there is no significant difference in the influence of instructional materials on the senior

school students’ performance in Yoruba on the basis of teachers’ qualification.

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H03: No significant difference in the influence of instructional materials on the senior

school students’ performance in Yoruba on the basis of school type

Table 7.

Std. Std. Error Sig. (2- T df

School Type N Mean Deviation Mean tailed)

Academic Public 51 5.8431 1.44738 . 20267

Performance .903 -.122 97

Private 49 5.8750 1.12278 . 16206

Table 7, it can be deduced that there was no significant difference in the influence of

instructional materials on the senior school students’ performance in Yoruba on the basis

of school type. This is reflected in the findings of the hypothesis tested df (97), t=-.122,

p>0.05. Thus, the hypothesis which state that “there is no significant difference in the

influence of instructional materials on the senior school students’ performance in Yoruba

on the basis of school type is accepted.

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Summary of findings

The summary of the findings of this study based on the research questions and hypothesis

were as follows:

1. The use of instructional materials enhances lesson delivery in teaching of Yoruba

language in senior secondary school.

2. The use of instructional materials in the classroom has the potential to help the

teacher explain new concepts clearly, resulting in better student understanding of

the concepts being taught.

3. The sufficient provision and utilization of instructional materials richly enhance

the participation of students in the class and improve their performance in Yoruba

language.

4. Promoting meaningful communication in Yoruba class will be highly improved

with the use of instructional materials.

5. It was established that there is no significant difference in the influence of

instructional materials on the senior school students’ performance in Yoruba on

the basis of teachers’ qualification.

6. There is no significant difference in the influence of instructional materials on the

senior school students’ performance in Yoruba on the basis of school type.

7. It was established that there is no significant difference in the influence of

instructional materials on the senior school students’ performance in Yoruba on

the basis of teachers’ gender.

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 CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

This chapter contains the discussion of the findings, conclusions from the findings

and the recommendations as well as suggestions for further studies. This study examined

the influence of Instructional Materials on Senior School Students’ performance in

Yoruba in Ilorin South L.G.A Kwara State; it also examined the influence of instructional

materials on the senior school students’ performance in Yoruba on the basis of teachers’

gender, school type and qualification.

Discussion of Findings

The findings of this study revealed that The use of instructional materials

enhances lesson delivery in teaching of Yoruba language in senior secondary school.

This is in line with Steel (1983) who asserts that relevant instructional materials enable

the learners to have a clear understanding of Conflict and Conflict Resolution.

Instructional materials are essential since they help the teacher and learners avoid

overemphasis on recitation and rote learning that can easily dominate a lesson. Resource

materials allow learners to have practical experiences which help them to develop skills

and concepts and to work in a variety of ways. The work of Sampath (1990) graphically

explains that people learn more through the senses of sight and hearing compared to other

senses.

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 The outcome of this study revealed that the use of instructional materials in the

classroom has the potential to help the teacher explain new concepts clearly, resulting in

better student understanding of the concepts being taught. This corroborate the study by

Kadzera, (2006) who established that the use of instructional materials in the classroom

has the potential to help the teacher explain new concepts clearly, resulting in better

student understanding of the concepts being taught. However, they are not ends in

themselves but they are means to an end. It is held that good teaching resources can never

replace the teacher but the teacher uses them to achieve their teaching and learning

objectives. Some of the instructional materials necessary for effective teaching and

learning of Social Studies include the chalkboard, models, graphs, charts, maps, pictures,

diagrams, cartoons, slides, filmstrips, radio, and television (Kochhar, 1991).

The study of the research revealed that there is no significant difference in the

influence of instructional materials on the senior school students’ performance in Yoruba

on the basis of teachers’ qualification. This is in conflict with that of Ayinnode (2004)

who asserted that academic achievement of the learners depends on the well-qualified

teachers because they play a major role as the implementers of the curriculum. Ayilara

(2015) submitted that qualified teachers have the ability implement and evaluate a

curriculum more effectively than their counterparts that are unqualified. This is because

the qualified teachers have acquired a maximum training in the field of teaching and have

a grasp of the curriculum objectives, scheme of work, lesson plan as well as appropriate

and suitable teaching methods.

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 The outcome of this there showed that is no significant difference in the influence

of instructional materials on the senior school students’ performance in Yoruba on the

basis of teachers’ gender. This was against the study of John (2005) who reported that

students taught by male teachers achieve higher than those taught by female teachers, this

was in with Rodriguez (2002) that reported a conflicting finding in which students are

taught by female teachers performed significantly better than those taught by their female

counterparts. However, this finding indicated that teachers’ gender has less significant

influence on students’ performance when instructional materials are used.

Conclusion

1. Based on the findings from this study, it can be concluded that sufficient

provision and utilization of instructional materials richly enhance the

participation of students in the class and improve their performance in

Yoruba language.

2. It was revealed that promoting meaningful communication in Yoruba class

will be highly improved with the use of instructional materials.

3. It was established that there is no significant difference in the influence of

instructional materials on the senior school students’ performance in Yoruba

on the basis of teachers’ qualification.

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 4. The outcome showed that there is no significant difference in the influence of

instructional materials on the senior school students’ performance in Yoruba

on the basis of teachers’ gender.

Recommendations

Based on the findings and conclusions drawn in this study, the following

recommendations are made:

1. There is need for availability of instructional materials for selection and

utilization by instructors. Thus, richly improve the participation of students in the

class and improve their performance in Yoruba language.

2. The proper utilization of instructional materials should be emphasized to teachers’

in the various workshops organized.

3. Gender biasness should be highly discouraged as this has less significance to the

performance of students in Yoruba language.

4. There should be serious promotion of meaningful communication in Yoruba

language during instructional delivery which will be highly improved with the use

of instructional materials.

Suggestions for Further Studies

Prospective researchers can expand the frontiers of knowledge by taking the

following suggestions from this study.

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1. Although, the influence of Instructional Materials on Senior School Students’

performance in Yoruba in Ilorin South L.G.A Kwara State was investigated in

this study, other constructs such as Effect of Instructional Materials on Senior

School Students’ performance in Yoruba should be studied by other researchers

2. This study should be replicated in other Local governments in Kwara state and

other state in Nigeria.

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