Effects of Lack on Instructional Materia (1)

8/18/2019 Effects of Lack on Instructional Materia (1)

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ABSTRACT

Instructional materials enhance the teaching/learning process by exhibiting

information necessary to acquire knowledge and skills. The acquisition of basic vocational

knowledge, skills and attitudes to facilitate occupational efficiency requires skill oriented

teaching and learning activities. Over the years, the poor performance of students in public

examinations has been blamed on the wrong choice of teaching methods by teachers.

Teaching and learning activities have a lot to do with other variables, such as instructional

materials, school environment variables, students factors and so on.

In this study, instructional material utili!ation is the main focus in order to determine

their effects on the performance of the students. Instructional materials are the devices

developed or acquired to assist or facilitate teachers in transmitting, organi!ed knowledge

skills and attitudes to the learners within an instructional situation.

Teachers use different instructional materials to motivate learning. The success in the

skill and knowledge acquisition in an instructional situation depends on the suitability of the

instructional material, adequacy and effective utili!ation of the available materials. "lso, the

relevance of instructional materials to the ob#ective of the lesson and the ease of use of the

instructional materials are serious considerations in instructional materials utili!ation to better

the learners performance.

The role of instructional materials in the teaching/learning process cannot be

overemphasi!ed. They facilitate and encourage self$study or independent study in students.

The finding of this study has shown that inadequate use or lack of use of instructional

materials in the teaching/learning situation %lecture method& negates the ob#ective of teaching.

Teachers who do not make use of instructional materials hide in the cover of none supply of

the teaching resources. Therefore, as a matter of policy implementation, the governments at

all levels should supply regularly standardi!ed instructional materials, some useful hard and


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soft wares for use in schools. The vocational, technology and science teachers should be

trained retrained and exposed regularly to make them to be up to date in the effective

selection and utili!ation of instructional materials for effective teaching.


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CHAPTER I

THE PROBLEM IN EACH BACKGROUND

Introduction

'ack of classroom materials is one of the problems that our public school has.

(ecause of these problems, teachers are spending their own money in buying materials that

will sustain the productivity of the classroom. 'ack of classroom materials has a big impact

in the process of Teaching and 'earning. Through this problem teaching learning process will

not become productive and conducive. )lassrooms lack basic materials that the teacher need.

*any classroom lacks of enough books, art supplies and technology to provide same

instruction offered at schools with greater resources. 'ack of books translates into an inability

for students to take books for homework. 'ack of classroom materials is a negative cycle.

+ithout materials, the work doesnt get done, and without the work there is little incentive to

buy into school at all supplies dont get purchased.

-verything sends a message. +hen school doesnt have supplies, the message is that

the students are not important people doing important work. Our students already have doubts

about their importance and the value of school. The children without pencil learn to pretend

that they dont care about being prepared, but it is clearly a source of stress. +hen youve lost

your last pencil, its hard not to feel like a loser. )onversely, having a pencil to lend is a social

plus. I have purchased countless supplies for my student over the years. eceiving these

things from a teacher feels special to students. Its a practical and tangible expression of care

and affection. 0aid by 'ynn 1ellen. It means that these problem calls an attention to our

government. +e must be a resourceful teacher to find out alternate solution. In this case we

are the one who provides the materials that are not available to maintain a learning

environment of the classroom.


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-lementary teachers spend more of their own money on materials and resources than

middle and high school teacher. This is because they do more hands on activities that involve

the construction paper, paint, glue, and much more. Teachers already arent the most paid

workers, but they spend the most money out of their pocket. This is true dedication. They see

the need that these students need. Teachers are taking away from their selves and their family

to pay for your students. They are provided the supplies that your children need and the

parents arent picking up the slack. +hen the economy is in a recession like it is now, the

schools systems are lacking more and more. Teachers today are buying supplies for their

student in order for their student to get the best education that they believe that their students

deserve.

This research will be an avenue for the reader to know the lack of school supplies in

the school. The students personal school supplies and the teachers access to supplies are

both included in this research. I want to discuss how by not having certain school supplies the

students are not receiving the best possible education that they could be. I choose this topic as

my main focus for my research because I am studying to be a teacher and to know the effects

of it happening. This topic is very dear to me and I see the effects on the students. I hope to

influence all who read my research to think about helping the school system and how one

supply in the school could change the learning experience for a student. I suggest in this

problem is to have a Teacher *ini 2rants 3rogram. In this program or charitable it gives a

funds for them to buy the needed classroom materials. In a practical way our government

should focus on this issue and to find solution in this problem. 0o we can be able to have a

quality education.


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Statement o t!e Pro"#em

The 2eneral 3roblem of this study4

5ow does lack of school supplies affect Teaching 'earning 3rocess6

0pecifically the study will seek to answer the following question4

7. +hat are the condition of pupils in 8aypian -lementary 0chool in facing lack of

school supplies in terms of4

7.7 (ooks

7.9 )hairs

7.: ;isual aids

7.< =irst aid kit

7.> Technology

9. +hat is the level of the mode of manifestation of lack of school supplies as to4

9.7 -xamination

9.9 3erformance

9.: Interest

9.< Other outputs

:. Is there a significant effect between lack of school supplies and the process of

teaching and learning6

Si$niicance o t!e %tud&

The purpose of this study is to determine the effect of lack of school supplies in

teaching learning process.

The following will be benefited the study like students, parents, administrators,

teacher and future researcher.

Student% are the most important person in teaching. +ithout students teaching

learning process will not take place. 0tudents are the one who receives information and

knowledge on their teacher. (ut if the school is facing lack of school supplies, then education

will not become market place of idea. -ven we lack school supplies if the students are not


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listening to their teacher, then they cannot be able to learn. Thats why the teacher tells to

his/her students to pass different materials like cartolina, *anila paper, colored paper etc.

Through this strategy, lack of school supplies is being sustained with the help of his/her

students. The students should know the importance of education. -ven we encounter different

problem in school like lack of school supplies. The students should have a right values and

work, so they can gather lots of information.

Parent% are the one who provide the needs of her children. In school parents are

monitoring the growth and development of their child. The parents can help the school by

donating different instructional materials. In this way they are showing their support. The

parents should know these problems. In a sense that they are aware that lacking of school

supplies is the most problem that the school have. Through this way there are not #ust aware

on their childs performance but rather the school condition. It is important that they know

this, so at least they can help the school in a simple way. These small things are a big help for

the improvement of the school. The involvement of the parents to the teacher up to the school

is an important matter that they should know.

Admini%trator% are the one who administer the school. The role of administrators is

to know, the problems that the teacher encounter. "dministrators are the one who make

solution on a particular problem. " good administrator will lead to a good school. -ven

though we have good administrator, lack of school supplies is the hardest problem to solve.

+e know that we also lack funds to buy the needed materials in teaching. If the administrator

will call help to other person, then this problem will be possible to solve. In this thing, the

administrators are doing something to sustain the needs of the school. "dministrators are the

one who maintain the productivity of the school. Thats why they are called administrators,

because they are the one who leads the improvement of education in their school.

Teac!er% are a key factor in teaching. +ithout teacher the learners will not gain and

gather information. In this problem the teacher is the most affected person. If the teacher is a


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resourceful person, then this problem will be solved. It is important that we us a teacher must

make an alternate solution or ways on how to sustain our needs in teaching. Through this

ways teaching learning process will become productive and conducive. The teacher is the one

who buy materials that are not available in school. Teachers are spending their own money

not #ust for the materials, but also the things of her pupils. Through this way the teacher are

showing love and care to his/her students and to the profession that he/she have now. +e

know that classroom supplies are the important material in teaching. +ithout these materials

learning cannot take place.

'uture re%earc!er is the one who gather and know the problems that he/she seen in a

public school. The future researcher can use this study to become his/her guide in conducting

research work. It is important that this study will know the future teachers, so they can easily

embrace and accept teaching as their profession.

Sco(e and Limitation

The purpose of this study is to determine the effect of lack of school supplies in

teaching learning process. The condition of pupils in 8aypian -lementary 0chool in facing

lack of school supplies in terms of books, chairs, visual aids, first aid kit and technology. The

level of the mode of manifestation of lack of school supplies as to examination, performance,

interest and other outputs.

The respondent of the study is the grade five %;& of 8aypian -lementary 0chool.

The study will be conducted for five months %>& from ?ovember to *arch.


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C!a(ter )

RE*IE+ O' RELATED LITERATURE

RELE*ANT THEORIES


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2agne@s work has been particularly influential in training and the design of

instructional materials. In fact, the idea that instruction can be systematically designed can be

attributed to 2agne and a handful of others. 2agne@s instructional theory has three ma#or

elements. =irst, it is based on a taxonomy, or classification, of learning outcomes. 0econd, it

proposes particular internal and external conditions necessary for achieving these learning

outcomes. "nd third, it offers nine events of instruction, which serve as a template for

developing and delivering a unit of instruction.

"ccording to 2agne@s theory, the way to determine the prerequisites for a given

learning ob#ective is to conduct a learning hierarchy. " learning hierarchy %sometimes called

a task analysis& is constructed by working backwards from the final learning ob#ective.

2agne and others thought it was important for teachers and instructional designers to

think carefully about the nature of the skill or task they wanted to teach, then to make sure

that the learner had the necessary prerequisites to acquire that skill. 2agne also stressed that

practice and assessment should match the target skill. "n instructional material is one of the

important components of teaching. Through the use of these materials teaching learning

process will become productive. It also, develops the skill and abilities of each individual.

" central notion in 2agne@s theory is that different kinds of learning outcomes have

different internal and external conditions that support them. The external conditions are

things that the teacher or instructional designer arranges during instruction. The internal

conditions are skills and capabilities that the learner has already mastered %such as those that

would be revealed by a learning hierarchy&.

0o 2agnes, says that the teacher must prepare the entire thing that he/she need before

and during the instruction. The learners already have the skills and a capability, what the

teacher does is to enhance and develop all of these skills and capabilities of his/her students

have.


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2agne@s nine proposed Aevents of instructionA are a sequence of steps to guide the

teacher or instructional designer. "ccording to the theory, using this sequence should help to

insure that the learner masters the desired ob#ective. The framework has been adapted for use

in a variety of classroom settings, including college teaching. 5owever, you can probably see

that adapting the AeventsA to many classroom settings is problematic. *ost teachers do not

use the kind of language contained in this framework %e.g., terms such as Apresenting the

stimulusA, or Aeliciting performanceA&. In fact, the whole idea of framing a course as a series

of skills that can be practiced and performed by students is an unfamiliar concept to many

teachers.

*errill %7BBC& states that a A. . . content analysis focuses on components, not

integrated wholes. ..A in describing the limitations of what *errill terms =irst 2eneration

Instructional Design %ID7&.The components that result from a content analysis are individual

items, such as facts, concepts, principles and procedures. Instruction derived from this form

of content analysis may allow students to pass tests, but is not effective in helping students

integrate information into meaningful wholes. These integrated wholes are essential for

understanding complex and dynamic phenomena and for using knowledge in complex

problem solving situations. That is, a well$developed cognitive structure %schema& is

necessary for new information to be learned meaningfully and for accurate recall later.

*errill suggests that this cognitive structure consist of mental models, but that no ID7

content analysis procedure takes this notion of mental models %cognitive structure& into

account. *ost of these task and content analysis procedures were developed before

interactive media that were widely available and resulted in passive, rather than interactive,

instruction. It follows that these task and content analysis procedures are not well suited to

highly interactive instructional situations, such as computer based simulations %(reuer

E8ummer, 7BBF&.


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Instructional design theories are design oriented, they describe methods of instruction

and the situations in which those methods should be used, the methods can be broken into

simpler component methods, and the methods are probabilistic. +hile groups like the

'earning Technology 0tandards )ommittee exist to promote international discussion around

the technology standards necessary to support learning ob#ect$based instruction, and many

people are talking about the financial opportunities about to come into existence, there is

astonishingly little conversation around the instructional design implications of learning

ob#ects.

This instructional design theory will be developed through a theory$building process

that includes %7& a review of literature focusing on instructional design theories that provide

scope and sequence guidance and %9& the development of taxonomy of learning ob#ects. The

literature will be synthesi!ed into a theory of content analysis and synthesis that will end in

the content scope specification and sequence specification of learning ob#ects. "ccording to

their instructional function as identified in the content analysis and synthesis, these

specifications will be linked to a specific type of learning ob#ect as identified in the taxonomy

of learning ob#ect types. Design guidelines for each of the types of learning ob#ects in the

taxonomy will be outlined.

2agnG and (riggs %7BCB& early on incorporated cognitive theory into their

instructional theory for conceptuali!ing instructional design. Their instructional theory was

based on a set of capabilities, or learning outcomes, that students would acquire through

instruction. These outcomes were classified into five categoriesH verbal information,

intellectual skills, cognitive strategies, motor skills, and attitude. Instead of emphasi!ing

generali!ed factors such as practice and reinforcement in the learning process, their theory

required that the conditions of external events and internal processes must be specified

separately for each learning outcome. "lso important to their instructional design theory was

the interaction of instruction with the student@s previously acquired learning.


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There is currently a lot of interest in the concept of learning ob#ects. 'earning ob#ects

are discrete units of learning resources based on agreed standards. The idea behind learning

ob#ects is to promote greater reuse of resources within new instructional systems

development. The main work in learning ob#ects has primarily focused on defining the

technical requirements and standards for computer based learning ob#ects. The technology

itself is not likely to bring the benefits promised by reusable ob#ects without a change in

methods used by practicing instructional designers. The instructional design implications of

the learning ob#ect approach is examined to determine the adaptation required in instructional

design methodologies. Ob#ect$oriented software engineering is proposed as a useful basis for

new thinking in instructional design methodology.

The )omponent Display Theory developed by *. David *errill was a prescriptive

instructional design theory rooted in 2agnG@s theories and directed toward improving

instructional quality. *errill and his collaborators worked to develop taxonomy of

instructional presentation types for conveying information and asking questions. 0eparating

performance level from the content type extends the system of outcome classification

%*errill, 7BBC&.

"usubel@s *eaningful eception Theory is concerned with how students learn large

amounts of meaningful material from verbal/textual presentations in a school setting. "usubel

proposed that learning is based upon the kinds of super ordinate, representational, and

combinatorial processes that occur during the reception of information. " primary process in

learning is subsumption in which new material is related to relevant ideas in the existing

cognitive structure on a non$verbatim basis. *eaningful learning results when new

information is acquired by linking the new information in the learner@s own cognitive

structure.

"n instructional design theory for concept teaching is presented. The theory is based

on direct empirical validation from a programmatic line of instructional systems research.


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)oncept learning is viewed as a two$phase processH %a& formation of conceptual knowledge

and %b& development of procedural knowledge. Two fundamental components of the proposed

theoretical model are content structure variables and instructional design variables. " rational

combination of these components, based on a content analysis that takes into account the

learning model, provides the means for the selection of one of four basic instructional design

strategies. esearch studies that contribute to the model are reviewed, and the model is

described with reference to instructional methods and cognitive processes.

This literature review summari!es research on online teaching and learning. It is

organi!ed into four topicsH course environment, learners outcomes, learners characteristics,

and institutional and administrative factors. The authors found little consistency of

terminology, discovered some conclusive guidelines, and identified developing lines of

inquiry. The conclusions overall suggest that most of the studies reviewed were descriptive

and exploratory, that most online students are nontraditional and "nglo "merican, and that

few universities have written policies, guidelines, or technical support for faculty members or

students. "synchronous communication seemed to facilitate in$depth communication %but not

more than in traditional classes&, students liked to move at their own pace, learning outcomes

appeared to be the same as in traditional courses, and students with prior training in

computers were more satisfied with online courses. )ontinued research is needed to inform

learner outcomes, learner characteristics, course environment, and institutional factors related

to delivery system variables in order to test learning theories and teaching models inherent in

course design.

" ma#or instructional mechanism proposed by "usubel is the use of advance

organi!ers. "usubel emphasi!es that advance organi!ers are different from overviews and

summaries which simply emphasi!e key ideas and are presented at the same level of

abstraction and generality as the rest to the material. Organi!ers help to link new learning

material with existing related ideas.


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"usubel indicates that his theory applies only to reception %expository& learning in

school settings. 5e distinguishes reception learning from rote and discovery learning. ote

learning does not involve subsumption and discovery learning requires the learner to discover

information through problem solving.

"usubel believed that children have a natural tendency to organi!e information into a

meaningful whole. )hildren should first learn a general concept and then move toward

specifics.

RELATED LITERATURE

*ontague, +ulfrek and -llis %7B:& highlighted that the best design does not

compensate for the lack of skills needed to develop quality instruction. "n instruction is a set

of events that facilitate learning whilst design means a creative pattern or a rational, logical,

sequential process intended to solve problems. Thus, instructional design can be defined as

the systematic process of translating principles of learning and instruction into plans for

instructional materials and activities. 5owever, there are many different definitions for

instructional design and all of them are an expression of underlying philosophies and

viewpoints of what is involved in the learning process %0iemens, 9FF9&.

"ccording to "lbion et al., instructional design can be defined as a process, a

discipline, a science, or reality as belowH io 0umarni0hariffudinB

Instructional Design as a 3rocessH ID is the systematic development of instructional

specifications using learning and instructional theory to ensure the quality of instruction. It is

the entire process of analysis of learning needs and goals and the development of a delivery

system to meet those needs. It includes development of instructional materials and activities

and try$out and evaluation of all instruction and learner activities.


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Instructional Design as a DisciplineH ID is that branch of knowledge concerned with

research and theory about instructional strategies and the process for developing and

implementing those strategies.

Instructional Design as a 0cienceH ID is the science of creating detailed specifications

for the development, implementation, evaluation and maintenance of situations that facilitate

the learning of both large and small units of sub#ect matter at levels of complexity.

Instructional Design as ealityH ID can start at any point in the design process. Often a

glimmer of an idea is developed to give the core of an instruction situation. (y the time the

entire process is done the designer looks back and she or he checks so that all parts of the

Jscience have been taken into account. Then the entire process is written up as if it occurred

in a systematic fashion.

(ecker %7BB


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Dyson %9FF:& stresses the complex social nature of classrooms and the synergies that

exist among these three spheres in order to analy!e literacy learning and use of computer as

an instructional material. "s teacher use computer as an instructional material and children

establish their various relationships %e.g. son, daughter, student, and friend etc.& they learn to

negotiate membership within these different, yet intersecting, 9: social spheres. " key to

negotiating membership is student@s ability to draw upon Adiverse social resourcesA.

"bolade %9FFB& emphasi!ed that it is when original materials are not available for use

in teaching and learning that other types and forms of instructional can be applied.

0upporting the notion of small, reusable chunks of instructional media, eigeluth and

?elson %7BBC& suggest that when teachers first gain access to instructional materials, they

often break the materials down into their constituent parts. They then reassemble these parts

in ways that support their individual instructional goals. This suggests one reason why

reusable instructional components, or learning ob#ects, may provide instructional benefits. If

instructors received instructional resources as individual components, this initial step of

decomposition could be bypassed, potentially increasing the speed and efficiency of

instructional development.

"bolade and Olumorin %9FF


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C#a%%iication o In%tructiona# Materia#%

The Instructional *aterials could best be )lassification in to three formsH audio,

visual and audiovisual aids


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TETBOOKS as a medium of instruction have two distinct functions$that of a

reference source of information and that of a sequenced medium of instruction or learning.

=ew standard textbooks are approximately sequenced for independent study, and written in a

self$instructional style. 0o, those access devices, study guides, self assessment materials,

recapitulations, learning ob#ectives and so on will be needed6 +hen the student is studying

will be need to have both the text and the supplementary material side by side and continually

oscillate from one to the other. This may be inconvenient and frustrating. If the student is

required to read large extracts of the book before and after parallel comment, at what stage

does he get a chance to practice his learning by trying out self$assessment questions and

exercise6

Pro"#em% acin$ in t!e Se#ection o in%tructiona# Materia#%

In spite of the advantages of instructional materials, there are problems confronting their

selection in Islamic 0tudies. "mong these problems are

Lac/ o 'und, There is no adequate support or patronage from the government and

school administrators to encourage teachers of Islamic 0tudies in preparing instructional

materials/resources. 0ome of the materials are very expensive to provide by teachers. = o r

example, pro#ected, electronic mass media and media that are retaining permanent knowledge

to the students

Teac!er0% Attitude, *any of the school teachers are ignorant of using, those

instructional materials and induction course, lectureH and seminars are not organi!ed in

teaching profession as they are organi!ed in the civil services to up$grade knowledge and to

facilitate the use of sophisticated instructional materials. Teachers also do not make

maximum use of the few instructional materials at their disposal, because many of them do

not have the knowledge of operating them.

Learner1% Attitude, *any learners are not interested in choosing Islamic 0tudies as a

3career, hence, they are ashamed and feel unconcern in supporting the teachers in the


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necessary training on the use and preparation of instructional materials. "lso, the stealing of

those instructional materials and problem of the students mishandling those instructional

materials while teachers are not in the classroom, there is the problem of not leaving the

instructional materials in the classroom, so that student can make use of them at their leisure

and convenient time

Lac/ o aci#itie%, 'ike resource room, $ prostration room and library. *any schools

have no good building to store materials@ for safety and on the part of those who have neglect

Islamic 0tudies and held the belief that it is not essential part of its teachings

RELATED STUDIES

Instructional materials, including textbooks, educational media %library media print,

nonprint, and electronic resources&, computer software, videotapes, films, D;Ds, and

instructional television programs represent fundamental resources for schools for enhancing

instruction, furthering the pursuit of knowledge, and providing experiences of educational

significance for class groups or for individual students. It is the shared responsibility of the

0tate and District to provide an adequate number and range of instructional materials and

resources in a variety of formats that are appropriate, timely, and essential to the attainment

of specified educational ob#ectives. It is also the responsibility of the 0tate and District to

provide instructional materials that are free of bias, stereotypes, distortions, and pre#udices.

%*erriam and )affarella,

7BBB, p. 9>9&.

The instructional materials have emerged in a variety of resources, and equipment,

which can be used to supplement or complement the teachers efforts in ensuring effective


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learning by students. It is recogni!ed that conventional media technologies can no longer

meet the needs of our teaching and learning processes4 as a result they are being replaced by

multimedia technology. This technology provides a learning environment that is self$paced,

learner$controlled and individuali!ed. *ultimedia is now permeating the educational system

as a tool for effective teaching and learning. +ith multimedia, the communication of

information can be done in a more effective manner and it can be an effective instructional

medium for delivering information.

Instructional techniques are important, but the use of instructional materials also

influences student achievement, use of process skills, and other outcomes. Instructional

materials provide the physical media through which the intents of the curriculum are

experienced %TalmadgeE-ash, 7BCB&.

It is important to say that the use of multimedia technology has great significance in

colleges, universities and research institutions in the +estern countries. In these countries, the

technology is being seen as a key player to development in all ramifications and essential

component of education. There is a wide variety of instructional media which could be

profitably and effectively used in the second language classroom learning situation. They

could be broadly classified into four groups namely visual aids, audio$visual aids, audio aids

and resources %human and materials&. ;isual aids are resource materials and devices that

appeal to the sense of sight and touch as well as sense of smell.

" 7BCK survey conducted by the ?ational 0urvey and "ssessment of Instructional

*aterials contained data indicating that students are involved in learning activities with

instructional materials more than BF percent of the time in classrooms %TalladgeE-ash,

7BCB&.

'earning resources that fall under audio$visual aids appeal to the senses of sight,

hearing and touch. They include line sound film, sound strip pro#ector, television and video

tape$recorders and tapes. The audio aids are instructional materials that appeal to the sense of


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hearing and touch too. They include records and record players, tapes and tape recorder, radio

and language laboratories. esources could be human or materials. 5uman resources include

the teacher, the pupils and other resource persons in the community. *aterials include all

those physical ob#ects mentioned earlier such as chalkboard and realia %real ob#ects such as

bottle, yam, cup, stone, spoon and knife&. They can be borrowed by the school or the teacher

or obtained free of charge by him/her. 0ome can be donated freely by individuals or non$

governmental organi!ation %?2O& to school%s&.

Ogunbote and "desoye %9FFK& expressed that multimedia technology adds new

dimension to learning experiences because concepts were easier to present and comprehend

when the words are complemented with images and animations. 0tating further that it has

been established that learners retain more when a variety of senses are engaged in impacting

knowledge4 and the intensity of the experience aids retention and recall by engaging social,

emotional and intellectual senses.

The instructional media to be selected must be relevant to the ob#ectives as well as to

the target population %i.e. learners& for whom the materials are to be used. This is important

because the ob#ectives that the materials are designed to achieve should be similar to those

that the teacher and the learners are trying to achieve. (eing relevant to the learner means that

the characteristics of the learner such as the age, level of attainment or maturation, ability,

aptitude and capability, should all be borne in mind to enable the teacher to select relevant

materials for their needs, interest and aspirations. +hen resources are relevant to the learners

they make for easy and meaningful teaching and learning activities. This criterion could be

put in a question form thusH +hat are the educational and instructional ob#ectives set out to be

achieved using the materials.

*ultimedia is defined as the combination of various digital media types such as text,

images, sound and video, into an integrated multi$sensory interactive application or

presentation to convey a message or information to an audience. In other words, multimedia

means an individual or a small group using a computer to interact with information that is


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represented in several media, by repeatedly selecting what to see and hear next %"gnew,

8ellerman and *eyer, 7BBK&.

The teacher, therefore, should endeavor to select appropriate materials from the

community for teaching its learners instead of using materials because they have been used

and found effective in other areas. This is especially important for teaching and learning

language, and some other sub#ects. "ny resources selected for use must be appropriate to the

ob#ectives as well as to the learners.

Ogunbote and "desoye %9FFK& expressed that multimedia technology adds new

dimension to learning experiences because concepts were easier to present and comprehend

when the words are complemented with images and animations. 0tating further that it has

been established that learners retain more when a variety of senses are engaged in impacting

knowledge4 and the intensity of the experience aids retention and recall by engaging social,

emotional and intellectual senses.

The physical features of learning resources are a very important factor for their

selection and use. 3hysical features here means attractiveness, durability, si!e and clarity of

the resources. "lso, considered under quality are accuracy, clarity and usefulness of the

illustrations, drawings and paintings and weight of the materials for ease of handling and

storage. "ll these factors should be considered before selection is made. "s a result of the

present economic recession in the country, efforts should be made to conserve funds by

purchasing resources that are of high quality, and so will last for a long time. The question

under quality isH +hat are the physical features of the instructional materials6

" study by Lbogu %9FFK& supports the view that multimedia resources facilitate

access to all human knowledge, anytime, and anywhere in a friendly, multi$modal, efficient

and effective way, by overcoming barriers of distance, language and culture, and by using

multiple Internet$connect devices.

In many developing countries that are experiencing economic depression, the teacher,

in the selection of instructional materials should be economical. The resources should be


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cheap, but this does not mean sacrificing quality for cost. The teacher and learners should

find ways and means of providing necessary materials which are very expensive by

improvising them, using available local materials. =urthermore, it will be more economical to

invite resource persons to the schools rather than take the learners to the person. (ut when the

use of resource material is inevitable and the attainment of curriculum ob#ective is

#eopardi!ed without it, such a resource material should be purchased at all cost and properly

stored. Other considerations under this criterion are the cost in terms of time and energy to be

expended by the users. The question to be asked therefore isH 5ow much would it cost in

terms of money, time and energy to use the instructional materials6

It is important to say that the use of multimedia technology has great significance in colleges,

universities and research institutions in the +estern countries. In these countries, the

technology is being seen as a key player to development in all ramifications and essential

component of education.

Transfer of learning can be defined as the effective application by students of the

knowledge and skills gained as a result of attending an educational program. This transferring

of learning occurs when learning in one context or with one set of materials impacts on

performance in another context or with other related materials. Transfer of learning occurs

whenever prior learned knowledge and skills affect the way in which new knowledge and

skills are learned and performed %)ormier E 5agman, 7BC&.

+ith the use of instructional materials learning takes place. Thats why transfer of

learning is the effective way to become classroom discussion a market place of idea and a

productive learning environment. Transfer of learning happen between the teachers and

students by means of sharing their ideas, thoughts and expression in a particular issue.


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The transfer of learning %transfer of training& is a key concept in adult theories of

learning, because most education and training instruction aspires to transfer this knowledge to

Areal worldA situations. The context of learning usually differs somewhat from the actual

context of application4 thus the end goals of education and training are not achieved unless

this transfer takes place. %)ormier E 5agman, 7BC&.

In transfer of learning the teacher uses the different theorist that he/she gathered. 0o at

the end, we can be able to attain our ob#ectives. It is important that all the theorist and

principles of education that we gathered must be applied in teaching. 0o teaching learning

process will become productive and conducive.

+ork by 3erkins and 0alomon %7BBK& in the area of transfer theory suggest that

transfer is a multi$faceted phenomena of at least two distinct mechanisms$ the low road and

the high road. 'ow road transfer occurs when conditions in the transfer context are similar to

those in a previous context of learning to trigger well developed semi$automatic responses.

This type of transfer would occur, say for example, in a person who rents a truck to move

their household belongings. They find that the familiar steering wheel, shift and other features

evoke useful card riving responses. Driving the truck is an almost automatic response even

though it is a different task, which varies in only several minor ways.

'earning ob#ects need not all be the same si!e4 while some will be small, they should

be combined into learning ob#ects large enough to teach either the epitome or current

elaboration. 'earning ob#ects should be presented in order of increasing complexity,

beginning with the epitome or simplest case. 'earning ob#ects should be sequenced in an

order that simulates the real$world performance with increasing fidelity. (ecause more than

one learning ob#ect can be created from a single work model, and because the learning

ob#ects thus produced will function in instructionally equivalent ways, instructionally

equivalent learning ob#ects can be substituted for each other in the sequence.


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Summar&

The importance of Instructional *aterials in any teaching/learning process cannot be

over emphasi!ed. This is for the fact that such materials enhance, facilitate and make

teaching/learning easy, lively and concrete. The aim of this paper therefore, is to look in to

the significance of Instructional materials in the effective teaching/learning.

It also attempts to shed more light on the way teaching/learning should be made to

benefit from the modern technological advancement at all levels of educational institutions. It

also investigates the point of view on instructional materials in the teaching/'earning process.

esources centers should be established at strategic locations and be well equipped

with instructional materials from where teachers could loan from. To this end, the resource

centers should be brought near teachers, suffice is to say the centers should be developed in

all the 0chools. The availability of reference texts and instructional materials are very vital to

high academic performance, while, teachers should make efforts to improvise some of these

materials, the educational authority should play their own role by making these materials

available in schools if the set ob#ective of the new educational system is to be achieved.

The paper revealed that teaching/learning with instructional aides is not a new

phenomenon it has been traced that that used Instructional materials at several occasions in

the process of imparting knowledge to his followers. It also discovered that, Instructional

technology or instructional media is introduced to the system with a view of promoting


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effective teaching/learning. It recommended that, teachers need to select or improvise suitable

Instructional materials or aids to facilitate teaching/learning and motivate their students. It

finally offers some suggestions on how to make good use of Instructional materials for a

better teaching/learning.

CHAPTER III

RESEARCH DESIGN METHODOLOG2


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This chapter presents the research design, distribution of respondents, research

instrument, and data gathering procedure and the statistical treatment and interpretation of

data for the completion of the study.

Met!od% and Tec!ni3ue% o t!e Stud&

This study will use the simple descriptive research method utili!ing applied research

design. "quino %9FF9& defines descriptive research as a fact$finding method with adequate

interpretation. That it is something more and beyond #ust data$gathering4 the latter is not

reflective thinking or research. The true meaning of the data collected should be reported

from point of view of the ob#ectives and the assumption of the pro#ect underway. This follow

logically after careful classification of the data. =acts obtained may be accurate expression of

central tendency, or deviation, or of correlation4 but the report is not research unless

discussion of those data is not carried up to the level of adequate interpretation. Data must be

sub#ected to the thinking process in terms of the ordered reasoning.

Loca#e o t!e Stud&

The respondents of this study are, grade < , grade > and grade K students .

in(agong(uhay " -lementary 0chool . *inuyan 0an #ose del *onte .

Ta"#e 4

Di%tri"ution o t!e Re%(ondent%


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Re%(ondent% Po(u#ation Sam(#

e

2rade I; students

7


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29

3art II is a questionnaire designed to assess the availability of instructional materials

and equipment. "nd the availability of physical facilities

Data Gat!erin$ Procedure

=or this purpose, a formal letter requesting permission to administer the questionnaire

that will be given to the )ity 0chools Division 0uperintendent in 0an Mose del *onte. The

Division 0upervisor allowed the researcher distributes the questionnaires through the school

administrators and Department 5ead.

Data Proce%%in$ and Stati%tica# Treatment

The gathered data was organi!ed, tallied and treated statistically. In treating the data

various statistical tools were used.

7. =or the profile of students and teachers frequency count and percentage were used to

treat data statistically.

9. =or the availability of instructional materials and equipment. "nd the availability of

physical facilities

:. The effect of lack of instructional materials, equipment and physical facilities in

teaching.


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30

CHAPTER I*

PRESENTATION O' 'INDINGS

Di%tri"ution o Re%(ondent% a% to Gender

Gender 're3uenc& Percenta$e

Ma#e >> and having a > in percentage. The

phenomenon of this distribution is most of the teachers in the school is female. The lowest

distribution is the male having a >> in frequency and


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Di%tri"ution o re%(ondent a% to A$e.

A$e 're3uenc& Percenta$e

54 a"o6e > <

78-59 >C

)9 "e#o: 7F

Tota# 7:F 7FF

The table 9 represents the distribution of respondent as to "ge. The highest

respondent of the distribution is at the age of 97$:> having a > in frequency and in

percentage. The phenomenon of this distribution is most of the teachers in the school are let

passer. The second one is at the age of :K$>F having a >C in frequency and


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In a Re#ation%!i( :>

+ido: > <

Tota# 7:F 7FF

The table shows the distribution as to *arital 0tatus. The highest respondents of the

distribution is *arried in which the frequency is >F and the percentage is :. The

phenomenon of this distribution is even though they are married, they chose to teach students.

The second one is In a elationship having a in frequency and :> in distribution. The

phenomenon of this distribution is the teachers who are in a relationship are inspired to teach

students. The third one is the single having a distribution of :F and the frequency of 9:. The

phenomenon of this distribution is the teachers are still teaching even though they are single,

because being single is not a hindrance in teaching. "nd lastly the lowest respondents is the

widow having a frequency of > and a percentage of


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Item Re%(ondent Mean *er"a#

Inter(retation

Boo/% and C!air%>

%0D&

<

%D&

:

%0"&

9

%"&

7

%?"&

• There are enough books in

the classroom.

7FF :9F F F F F


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34

The table reveals the ma#ority of the items got the verbal interpretation of 0trongly

"gree, as follows4 Lsing books is an effective way in teaching, (ooks can use by students in

doing their assignments, research and pro#ects, (ooks are distributed equally in individual,

)hairs have functional furniture design that makes the students more comfortable, eading

books inside the classroom is important, 'ack of book is the most problem inside the

classroom, and 'ack of chairs is the problem in this classroom.

The table reveals the ma#ority of the item got the verbal interpretation of Disagree and

0trongly Disagree, as follows4 there are enough books in the classroom, (ook inside the

classroom is one is to one, and there are enough chairs inside the classroom.

On this table it only says that instructional materials are important thing that makes

teaching and learning possible. (ut it shows also on how lack of instructional materials

affects the process of teaching and learning.

Ta"#e )

're3uenc& De%cri(ti6e o Lac/ o In%tructiona# Materia#% in term% o *i%ua# Aid%


Inter(retation

*i%ua# Aid%

>

%0D&

<

%D&

:

%0"&

9

%"&

7

%?"&


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35

• Lsing visual aids is an

effective way in instruction.

F F 7>F KF F 9.B 0trongly "gree

• ;isual aids catch the

attention of the students.

F F 7F F 7F 9.C 0trongly "gree

• ;isual aids is important

than 3ower3oint.

C> 9F F F < Disagree

• Lsing the chalkboard is

very important.

F F 97F KF F 7.: ?ot "gree

• 3roducing visual aids

requires too much time.

F F 79F 79F F 9.< "gree

The table reveals the ma#ority of the items got the verbal interpretation of 0trongly

"gree, as follows4 using visual aids is an effective way in instruction, and ;isual aids catch

the attention of the students. "nd also they disagree that ;isual aids is important than

3ower3oint and not agree on using chalkboard and last they agree that preparing and

producing requires too much time.

Ta"#e 7

're3uenc& De%cri(ti6e o Lac/ o In%tructiona# Materia#% in term% o In%tructiona#

Tec!no#o$ie%


Inter(retation

In%tructiona# Tec!no#o$ie%

>

%0D&

<

%D&

:

%0"&

9

%"&

7

%?"&

• Overhead pro#ectors are

easy to operate.

F F 9


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36

• 'earning about computers

is very difficult.

7>F 9F F F F

%0D&

<

%D&

:

%0"&

9

%"&

7

%?"&


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37

• 'ack of books affects the

interest of the student.

F 79F 79F KF F : 0trongly "gree

• 'ack of chairs affects the

interest of the student.

F 79F BF F F 9.B 0trongly "gree


performance of the teacher.

C> F KF 7FF 7> 9.> 0trongly "gree

• 'ack of chairs affects the

student in doing their

examination.

>F 0trongly "gree


process of teaching andlearning.

F F 7 9 "gree

• Lsing technology help the

student to perform well in

classroom

F F 9F


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On this table it only presents on us that it is possible that using e$book is one of the

ways to have an interaction between the students and the teacher. (ecause nowadays students

are very engage in using technology. It not only help the performance of the students but also

the productivity and performance of the teacher.

C!a(ter *

SUMMAR2< CONCLUSIONS AND RECOMMENDATIONS

Summar& o 'indin$%

"fter all the data and information were gathered, the researcher has formulated

summary of findings in order to understand more of the result of the researcher.

The purpose of this study is to determine the effect between ineffective teacher and

the academic performance of the students.

'ack of classroom materials has a big impact in the process of Teaching and 'earning.

Through this problem teaching learning process will not become productive and conducive.

)lassrooms lack basic materials that the teacher need. *any classroom lacks of enough

books, art supplies and technology to provide same instruction offered at schools with greater

resources. 'ack of books translates into an inability for students to take books for homework.

'ack of classroom materials is a negative cycle. +ithout materials, the work doesnt get

done, and without the work there is little incentive to buy into school at all supplies dont get

purchased.

This research will be an avenue for the reader to know the lack of school supplies in

the school. The students personal school supplies and the teachers access to supplies are

both included in this research. I want to discuss how by not having certain school supplies the


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students are not receiving the best possible education that they could be. I choose this topic as

my main focus for my research because I am studying to be a teacher and to know the effects

of it happening. This topic is very dear to me and I see the effects on the students. I hope to

influence all who read my research to think about helping the school system and how one

supply in the school could change the learning experience for a student. I suggest in this

problem is to have a Teacher *ini 2rants 3rogram. In this program or charitable it gives a

funds for them to buy the needed classroom materials. In a practical way our government

should focus on this issue and to find solution in this problem. 0o we can be able to have a

quality education.

POLIC2 IMPLICATION

The role of instructional materials in the teaching/learning process cannot be

overemphasi!ed. They facilitate and encourage self$study or independent study in students.

The finding of this study has shown that inadequate use or lack of use of instructional

materials in the teaching/learning situation %lecture method& negates the ob#ective of teaching.

Teachers who do not make use of instructional materials hide in the cover of none supply of

the teaching resources. Therefore, as a matter of policy implementation, the governments at

all levels should supply regularly standardi!ed instructional materials, some useful hard and

soft wares for use in schools. The vocational, technology and science teachers should be

trained retrained and exposed regularly to make them to be up to date in the effective

selection and utili!ation of instructional materials for effective teaching.

CONCLUSION


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It is clearly evident that emerging private primary teacher training colleges lacked

adequate facilities and learning resources. The status of instructional materials, equipment

and facilities are inadequate, obsolete, dilapidated and unsuitable for preparing competent

teachers. This state of affairs raises concern about the quality of teachers from emerging

private primary teacher training colleges serving in the school system. The proliferations of

training institutions in such conditions are a manifestation of the ineffectiveness or near to

total collapse of the systems of monitoring and regulation of teacher training institutions.

"lthough the situation might improve, inadequate instructional materials and resources in

teaching and learning prevent these institutions from contributing to the production of up$to

date and speciali!ed knowledge for their trainees.

The results indicated that students taught practical agriculture using instructional

charts, pictures and filmstrips performed significantly better than students taught without

instructional materials. In the process of teaching/learning, instructional materials that were

used facilitated students understanding by supplementing, clarifying, revitali!ing and

emphasi!ing the teachers verbal efforts. This finding suggests that teachers should encourage

the acquisition of knowledge, ideas, skills and attitudes in each learning activity.

RECOMMENDATION

Teacher quality has long been and will continue to be an important issue to parents,

educators and policymakers and to that extent therefore, there will be need for a legislation

framework to be enacted to act as a watch dog over the teacher preparation programmes

across the nation. In the light of the findings and conclusions of this research its

recommended that, the 3rincipals and the management of emerging private primary teacher

training colleges should provide adequate instructional materials and learning facilities to

their institutions of learning for effective teaching and learning. *ore so the *inistry of

-ducation should enhance and enforce regular inspection of private primary teacher training

colleges to ensure conformity to standard guidelines.


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)onsequent upon the conclusion of this study based on the findings, the following are

recommendedH

7. 0cience, vocational and technology teachers should be resourceful in the selection

and utili!ation of instructional materials that are useful in the concepts that they teach in each

lesson.

9. The teachers should be made to update their knowledge and skills in improvisation

of instructional materials through seminars, workshops and conferences organi!ed by

governments and professional bodies.

:. Teachers should develop positive attitudes towards the selection and use of

instructional materials for teaching/ learning.

BIBLIOGRAPH2

2agne@s theory. Design of Instructional *aterials

"mbrose, David +. %7BB7/December&. The -ffects of 5ypermedia on 'earningH " 'iterature

eview. -ducational Technology, :7%79&, >7$>>.

*c)owin, TammG -. %no year&. " Nuest for Instructional Design )ompetencies, *ethods,

and Tools to 0upport -ffective 3erformance "ssessment. "vailable online atH

httpH//www.iparesearch.org/bl og/articles/ipa"rticle9FFC"- )Tmccowin.pdf .

*ergel, (renda %7BB&. Instructional Design E 'earning Theory. +ebsiteH

httpH//www.usask.ca/educatio n/coursework/F9papers/mer gel/brenda.htm.

http://www.iparesearch.org/bl%20og/articles/ipaArticle2007AE%20CT_mccowin.pdfhttp://www.usask.ca/educatio%20n/coursework/802papers/mer%20gel/brenda.htmhttp://www.iparesearch.org/bl%20og/articles/ipaArticle2007AE%20CT_mccowin.pdfhttp://www.usask.ca/educatio%20n/coursework/802papers/mer%20gel/brenda.htm


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2agnG and (riggs %7BCB& incorporated cognitive theory into their instructional theory for

conceptuali!ing instructional design.

The )omponent Display Theory developed by *. David *errill.

*orton, Maosn. Teachers lament lack of money for needed school supplies. Tuscaloosa

News. Tuscaloosa ?ews, 9FFC. +eb. 9 Mun 9F79.

PhttpH//www.tuscaloosanews.com/article/9FFCFF/?-+0/CFFF:


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important.

B. 'ack of book is the most problem inside the

classroom.

7F. 'ack of chairs is the problem in this classroom.

*i%ua# Aid%

7. Lsing visual aids is an effective way in

instruction.

9. ;isual aids catch the attention of the

students.

:. ;isual aids is important than 3ower3oint.

. 3roducing visual aids requires too much

time.

In%tructiona# Tec!no#o$ie%

7. Overhead pro#ectors are easy to operate.

9. 'earning about computers is very difficult.

:. The challenge of learning about computers

is exciting.

. 'ocal resources are a good substitute for

some commercial teaching materials..

Learnin$ S(ace ?C!ec/ t!e num"er o &our re%(on%e@

5 0trongly Disagree ; Disagree 7 0trongly "gree ) "gree 4 ?ot at all

Intere%t< E=amination and Perormance 5 ; 7 ) 4

7. 'ack of books affects the interest of the student.

9. 'ack of chairs affects the interest of the student.

:. 'ack of books affects the performance of the teacher.


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Effects of Lack on Instructional Materia (1)

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