1

MANAGEMENT OF INSTRUCTIONAL MATERIALS

FOR EFFECTIVE IMPLEMENTATION OF THE

UNIVERSAL BASIC EDUCATION (UBE) PROGRAMME

IN ENUGU METROPOLIS

M.ED PROPOSAL PRESENTED TO

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

UNIVERSITY OF NIGERIA

NSUKKA

BY

OKPALAOKA HULDA CHINYERE

PG/M.ED/04/35508

SUPERVISOR: DR. (MRS.) C. U. ONWURAH

NOVEMBER , 2009

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APPROVAL PAGE

This project has been read and approved for the Department of

Educational Foundations, University of Nigeria, Nsukka, for the award of

Masters Degree in Education (M.ED.)

……………………… ………………………..

Supervisor Internal Examiner

……………………… ………………………..

External Examiner Head of Department

…………………………..

Dean, Faulty of Education

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CERTIFICATION

OKPALAOKA, HULDA CHINYERE, a postgraduate student in

the Department of Educational Foundations and with Registration No.

PG/MED/04/35508, has satisfactorily completed the requirement for

course work and research work for the Master Degree in Educational

Administration and Planning in Education Foundations Department.

This work embodied in this project is original and has not been

submitted in part or full for any other Diploma or Degree of this or any

other university.

……………………… ………………………..

Supervisor Student

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DEDICATION

I dedicated this project work to the Almighty God; and to my great

Redeemer and Saviour, my Lord Jesus Christ.

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ACKNOWLEDGMENT

The successful completion of this project work had been through

the help of some concerned individuals.

I am greatly indebted to all that rendered help in various ways or

the other in the accomplishment of this research project.

My unquantifiable intense gratitude goes to the Almighty God, for

His protection, direction, provision and inspiration throughout the period

of this study.

The researcher, wishes to express her great appreciation to her

lecturer and project supervisor, Dr. (Mrs.) C. U. Onwurah whose

motherly advice, suggestions, guidance, patience and supervision

contributed immensely towards the success of this project.

My undescribable thanks goes to Rev. Fr. I. K. Ejionueme, a

lecturer in the Department of Educational Foundations, whose advice,

direction and encouragement, sky-rocketed the commencement of this

project work.

The researcher also wishes to express her appreciation to Dr. K. O.

Usuman a lecturer in Institute of Education Department University of

Nigeria, Nuskka, Mr. L. Anieke lecturer at Ebonyi State University, and

Prof. Nelson Ogbonnaya, Head of Department Educational Foundation in

University of Nigeria, for their advice and contributions toward the

success of this study.

The researcher equally wishes to express her immensurable thanks

to all those who contributed in several ways toward the successful

completion of this project. Such persons like the external examiner, the

Dean, Faculty of Education, University of Nigeria, Nuskka and all her

lecturers especially, Prof. A. Ali.

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I remain indebted to my beloved husband and mentor, Mr.

Emmanuel Ezinwa for his sacrifice, patience, prayers, encouragement and

financial support without which the completion of this project work would

not have been possible. My beloved daughters Miracle and Sopurchukwu

were also remembered.

I wish to acknowledge my brother, Mr. Emmanuel Okpalaoka, my

mother- Mrs. C. C. Okpalaoka and all my brothers and sisters for their

sincere prayer that saw me through this project work.

The researcher expresses her appreciation to all and sundry,

especially her friend Mrs. Faith Omeke for her sincere concern.

Finally, the last but not the least is the computer operator, Mr. Paul

Adikea who patiently transformed this project work into black and white.

I wish to say may the Almighty God bless and bountifully reward you all

in Jesus name.

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TABLE OF CONTENTS

Title Page i

Approval page ii

Certification iii

Dedication iv

Acknowledgment v

Table of Contents vii

Abstract x

CHAPTER ONE: INTRODUCTION

Background of the Study 1

Statement of the problem 14

Purpose of the study 15

Significance of the study 16

Scope of the study 19

Research questions for the study 20

Hypotheses for the study 20

CHAPTER TWO: REVIEW OF LITERATURE

Conceptual framework 21

Concept of Management 21

Concept of Instructional Materials 24

Sources and Production of Instructional Materials 31

Rationale for Production of Instructional Materials 37

Importance of Materials in Teaching Learning Process 40

Concept of Universal Basic Education (UBE) Programme 44

Strategies for Provision of Instructional Materials for

Effective Implementation of Universal Basic Education

(UBE) Programme. 54

Management of Instructional Materials in schools 59

Constraints in Management of Instructional Materials

for (UBE) programme. 59

Some core subjects offered in schools and their suggested

instructional materials 71

Measures for improving the availability and provision of

instructional materials in schools 73

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Measures for improving the utilization of instructional

materials in schools 76

Constraints in Management of Instructional Materials for UBE

Programme 78

Theoretical Framework 79

The System Theory 79

The Scientific Management Theory 82

Review of Empirical Studies 86

Summary of Literature Review 88

CHAPTER THREE: RESEARCH METHOD

Design of the Study 90

Area of Study 91

Population of the Study 91

Sampling and Sampling Technique 92

Instrument for Data Collection 93

Validation of the Instrument 93

Reliability of the Instrument 94

Method of Data Collection 94

Method of Data Analysis 95

CHAPTER FOUR: RESULTS

Research Question One 96

Research Question Two 98

Research Question Three 99

Hypothesis One 102

Hypothesis Two 105

CHAPTER FIVE: DISCUSSION, CONCLUSIONS,

IMPLICATION AND RECOMMENDATIONS

Discussion of Findings 108

Conclusions 115

Implications 117

Recommendations 118

Limitation 121

Suggestions for further research 122

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REFERENCES

QUESTIONNAIRE

APPENDIX I: Names of Schools in Enugu Metropolis

APPENDIX II: Computations of Sample sizes for different local

government area in Enugu metropolis

APPENDIX III: Computation of Reliability Coefficients for the

management of instructional materials for

effective implementation of UBE programme.

APPENDIX IV: Computation of t-test for hypothesis one

APPENDIX V: Computation of t-test for hypothesis two

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ABSTRACT

The study investigated the Management of Instructional Materials

for Effective Implementation of Universal Basic Education Programme in

Enugu Metropolis. The need for this study arose because there is problem

of delivery of a sound basic education of which UBE is meant for in

Enugu metropolis. The detoriating nature of teaching and learning process

in primary education system calls for investigation. There is attitude of

complete negligence by teachers on effective management of instructional

materials to improve teaching-learning process amongst primary schools.

Thee rate of acquisition, and utilization of instructional for effective

implementation of UBE programme in primary school in Enugu

metropolis is very low.

Four research questions were posed and two null hypothesis were

formulated to guide the study. A 23-item research questionnaire was

developed and administered to 114, 340 and 546 primary school teachers

in Enugu-East, Enugu-North and Enugu-South respectively in Enugu

metropolis. The data collected were analysed with respect to each

research questions using mean scores and standard deviation. A mean

score of 2.50 was adopted as the acceptable mean or cut-off point for the

items on the four point scale of the questionnaire. The t-test statistics was

employed in testing the two null hypothesis formulated for the study. The

analysis of the data shows that teachers (administrators and classroom

teachers) procure instructional materials majorly by improvisation. Other

sources include, donation, gifts, from philanthropists, spirited people and

international organizations. They utilize instructional material to

demonstrate learning concepts in the classroom, they have certain way of

maintaining these instructional materials for teaching and learning

purposes. However, problems such as poor maintenance culture of school

heads, inadequate funds, inexperience in the use of instructional materials

by some teachers, lack of in-service training for teachers, poor storage,

facilities, lack of interest of some administrative heads and teachers over

instructional materials and diversion of funds meant for maintenance of

instructional materials by school administrators militates against effective

maintenance of instructional materials.

Moreover, the findings of the study has some educational

implications among which are, the availability of these instructional

materials in schools does not really mean that these materials are

effectively managed and cared for to bring about effective implementation

of UBE programme; some classroom teachers were not using instructional

11

materials to bring about effective learning in the classroom because of

fear of damaging them simple proves these teachers still adopt the

traditional system of teaching. The school administrators divert funds

meant for acquisition and maintenance of instructional materials revealed

certain level of inadequacy and low maintenance of instructional materials

for teaching and learning process in State owned primary schools.

Inadequate security facilities in primary schools over the instructional

materials showed that these materials are constantly stolen by external

agents. This affects the smooth flow of instructional process in primary

schools leading poor implementation of UBE programme.

Recommendations are made base on the findings among which are

seminars, in-service training and workshop should be organized for

teachers and administrators on the management of instructional materials

in teaching and learning process. There should be supervision and

monitoring of teachers by the school administrator during instructional

process under classroom condition. On the other school administrators

should be strictly supervised by the adequate supervisory body on the

appropriate use of funds in order to avoid diverting it for their own selfish

interest. For proper implementation of UBE, the Federal, State and Local

Governments; Parents Teachers Association; Parents and other concerned

organizations should support UBE programme in primary schools with

sufficient funds, functional instructional materials. This will help in

achieving the objectives and broad goals of UBE programme in the State.

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MANAGEMENT OF INSTRUCTIONAL MATERIALS

FOR EFFECTIVE IMPLEMENTATION OF THE

UNIVERSAL BASIC EDUCATION (UBE)

PROGRAMME IN ENUGU METROPOLIS

BY

OKPALAOKA HULDA CHINYERE

PG/M.ED/04/35508

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

UNIVERSITY OF NIGERIA

NSUKKA

NOVEMBER, 2009

Appendix III

Computation of Reliability Coefficients for the Management of

Instructional Materials for Effective Implementation of UBE

Reliability Coefficient for Cluster B

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Item Statistics

Mean Std. Deviation N

B1 2.1600 .89815 25

B2 3.7600 .66332 25

B3 2.9200 .49329 25

B4 3.6000 .57735 25

B5 1.8000 .95743 25

B6 1.4400 .58310 25

Reliability Statistics

Cronbach‟s

Alpha

N of Items

.549 6

Reliability Coefficient for Cluster C

Item Statistics

Mean Std. Deviation N

C7 3.5600 .50662 25

C8 3.1600 .94340 25

C9 3.2400 .83066 25

C10 1.8800 1.16619 25

C11 2.8800 .99129 25

Reliability Statistics

Cronbach‟s

Alpha

N of Items

.649 5

Reliability Coefficient for Cluster D

Item Statistics

Mean Std. Deviation N

14

D12 3.1200 1.12990 25

D13 2.8000 .86603 25

D14 2.8800 .66583 25

D15 3.0400 .84063 25

D16 3.3200 .94516 25

Reliability Statistics

Cronbach‟s

Alpha

N of Items

.546 5

Reliability Coefficient for Cluster E

Item Statistics

Mean Std. Deviation N

E17 2.7917 1.17877 24

E18 2.9167 1.13890 24

E19 2.5833 1.10007 24

E20 3.0000 .72232 24

E21 2.7917 .97709 24

E22 2.4167 1.17646 24

E23 2.9167 1.34864 24

Reliability Statistics

Cronbach‟s

Alpha

N of Items

.668 7

Reliability Coefficient for the Overall

Item Statistics

Mean Std. Deviation N

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E17 2.7917 24

B1 2.2083 24

B2 3.7500 24

B3 2.9167 24

B4 3.6667 24

B5 1.7917 24

B6 1.4167 24

C7 3.5833 24

C8 3.1667 24

C9 3.2083 24

C10 1.9167 24

C11 2.9167 24

D12 3.1250 24

D13 2.7917 24

D14 2.8750 24

D15 3.0417 24

D16 3.3333 24

E18 2.9167 24

E19 2.5833 24

E20 3.0000 24

E21 2.7917 24

E22 2.4167 24

E323 2.9167 24

Reliability Statistics

Cronbach‟s

Alpha

N of Items

.735 23

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CHAPTER ONE

INTRODUCTION

Background of the Study

Education has remained a social process in capacity building and

maintenance of society for decades. It is a weapon for acquiring skills,

relevant knowledge and habits for surviving in the changing world. It is

the cornerstone of any country‟s development. Indeed, education

continues to be the instrument for achieving economically, scientific and

technological growth and development of any nation.

The Federal Republic of Nigeria (2004) in her National policy on

Education viewed education in Nigeria as an instrument “par excellence”

and that which effects change and development both for the individual

and for the nation. The envisaged change and development are to be

brought about through carefully planned and well implemented

curriculum at all levels, especially the primary school which is the

bedrock of other levels of education. Primary education amongst other

things, prepares the child for life outside the classroom. It develops the

child‟s latent skills and equally provides basic skills for literacy and

numeracy.

Primary education emphasizes basic education for the average

Nigerian child of school age. There is no gain saying that basic education

is crucial to overall development of any nation. It is not just an instrument

for enhancing the life of individuals, it lays the foundation for

transforming the social, political and economic life of any nation. The

country‟s greatest desire and aspiration towards the eradication of

illiteracy, promotion of functional education, reduction of poverty and

unemployment, attainment of an enlightened economically, viable

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democratic society calls for adequate educational system for their

realization.

However, the level of basic education in the nation‟s educational

system falls below the standard required for national survival and

development. Decay is evident at all levels of educational system

(primary, secondary and tertiary) ranging from menace of “expo”,

lobbying for marks, bribery and corruption, poor funding to poor and

collapsing educational infrastructure, poorly trained and poorly motivated

teachers, extremely high rate of illiteracy. There are also substantial short

comings in Nigeria institutional and personnel capacities for the delivery

of a sound basic education for all citizens. Moreover, there is wide spread

disparities both in quality and access to education across the whole nation.

Available infrastructural facilities, instructional materials, qualified

teachers are grossly inadequate for the effective implementation of the

UBE programme in Nigeria.

The problem appears worse at the basic stages, that is primary,

adult and non-formal education (Nomadic education) where solid

foundations ought to have been laid for higher forms of education and life

long learning. For instance, in 1996, educational statistics revealed that

only 14.1 million children are enrolled in primary schools out of 12

million children of primary school age. The completion rate was 64%

while the rate of transition to junior secondary was 43.5% whereas the

nation‟s literacy rate at present is estimated to 52%. There is

overwhelming evidence that these vital literacy indicators have not

improved (UNDP 1993).

Again, the detoriating nature of teaching and learning process in

primary educational system needs immediate remedy especially those in

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Enugu metropolis. In Enugu metropolis there is complete negligence on

the effective management of instructional materials to enhance teaching-

learning process amongst primary schools. The rate of acquisition,

maintenance and utilization of instructional materials in primary schools

is very low. This makes it impossible for learners to obtain quality,

functional education. Thus the wholistc development of the learner‟s

cognitive affective and psychomotor aspects of intelligence is

jeopardized.

One the other hand, the primary school authorities, school

administrators as well as classroom teachers have not gotten enough

vision on the importance of instructional materials in teaching-learning

process. Therefore they give little or no room towards the procurement of

these materials for teaching process in primary schools. Obviously, the

effective and efficient management of instructional materials in

instructional process will not mar the child‟s ability to understand learning

concepts, rather it acts as catalyst which boost the child‟s tendency to

understand concepts to be taught. It also enables him to obtain basic life

skills for the future challenges within the society at large.

Having observed all these, the government felt that it is time to

check the drift. This gave rise to the launching of the Universal Basic

Education (UBE) scheme in 1999. The overall aims of Universal Basic

Education Scheme is to make education accessible to every Nigerian child

of school age. Therefore, for Nigeria to attain the desired hundred percent

(100%) national literacy level soon it is imperative that provision be made

and action taken, towards fulfilling certain conditions so as to make the

implementation of UBE programme possible in our primary schools.

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These conditions include: providing conducive learning

environment, improving the quality and standard of instructional process,

provision of instructional materials, providing in-service training for

teachers, giving incentives and allowances to teachers, and regular

payment of teachers‟ remunerations.

The Universal Basic Education (UBE) in its effort to eradicate

illiteracy in Nigeria within the shortest possible time specifically spelt her

objectives as:

- developing in the entire citizenry a strong commitment

to its vigorous promotion,

- provide free, compulsory universal basic education for

every Nigerian child of school age,

- reducing drastically drop-out rate from the formal

school system through improved relevance and

efficiency.

- catering for out-of-school children (adolescent)

through varied forms of complementary approaches to

the provision and promotion of basic education and

- ensuring the acquisition of the appropriate levels of

literacy, numeracy, manipulative communication and

life skills (as well as ethical, moral and civic values)

needed for laying the foundation for long-life learning

(UBE Digest, 2004:8)

In line with this, the Universal Basic Education Scheme in her

commission paper (UBEC 2004:2) annual report sated its vision and

mission statement as thus: At the end of nine years of continuous

education, every child that passes through the system should acquire

appropriate levels of literacy. Other skills include numeracy,

communication, manipulation of life skills and be employable, useful to

himself and society at large by possessing relevant ethical, moral and

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civic values. The scope include programmes and initiatives for early

childhood education and developments, the six year primary education

and the three year junior secondary school. Nevertheless the schemes‟

determination to achieve the already stated objectives and visions has

been beset by problems, and the solution to these problems can only be

found under the auspices of good and functional educational management.

The term management has been defined in a variety of ways. A lot

of people refer to it as a group of people (team of individuals in an

organization), a profession, discipline such as business management,

hospital management or educational management. It is the coordination of

all the resources of an organization through the process of planning,

organizing, directing and controlling in order to attain organizational

objectives (Nwachukwu 1988). Judging by the definition of management

provided above, it is clear that the concept is concerned with organization,

that is with a group of individuals who have been brought together for the

attainment of obvious goals. Also one can infer from the definition of

management provided above that a “manager” is a person who performs

four basic responsibilities; planning, organizing, directing and controlling

or leading.

Management in education is concerned with the planning and

formulation of educational policies or programmes with a view of

achieving educational goals. It is the application of the process of

planning, organizing, coordinating, controlling and evaluating human and

material resources. Educational management is equally referred to as

school management which has to do with the management of staff, pupils,

school finance and other educational facilities. Educational facilities

include, the school site, the equipment and other material resources

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provided in the school for effective teaching and learning operations.

Another name for educational facilities is the school plant which

embraces the scope of the curriculum and methods (mode) of instruction

(Onwurah 2003). In other words, school plant can be described as those

plans that are geared towards managing the school environment,

instructional facilities such as instructional materials, science laboratory

and its equipment, library with the aim of promoting teaching and

learning in primary schools. It equal cut across protecting the physical

well-being of the learners as well as staff (tutorial and non-tutorial) within

the school. It also involves plan, strategies for the upkeep and

maintenance of school environment, the machines, teaching and learning

equipment supplied to the school for effective instructional process.

Educational management involves adequate provision and maintenance,

availability of infrastructure such as administrative equipment and

instructional materials to promote the smooth flow of instructional

process.

Therefore, the need for management in education, especially

primary education cannot be neglected since the overall achievement and

total existence of any primary school system lies in its effective and

efficient management of its human and material resources. Hence the

major task of managers otherwise refer to as teachers and school

administrators is to establish a conducive environment under which

teaching and learning can efficiently and effectively take place. It has

been observed that the physical appearance and general condition of

school physical facilities are striking basis upon which many parents and

friends of any educational institution may make initial judgments about

the totality of what goes on in the school. (Ezewu, 1983; Bloom, 1978)

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noted that properly designed and fully utilized instructional facilities such

as instructional materials, enhance the effective delivery of school

curriculum thereby increasing the academic performance of the pupil in

any learning package. The importance of good instructional materials in

any educational system cannot be over emphasized. This implies that

when there is provision and proper maintenance and utilization of

instructional materials during teaching and learning exercise, it will help

to achieve the optimum goals of primary education in Nigeria.

The role of instructional materials and its management towards the

effective implementation of Universal Basic Education (UBE) programme

in Basic (primary) schools in Nigeria is indispensable. Thus, instructional

materials provide concrete and realistic experiences that make learners

develop faster understanding of the concepts to be learned. Instructional

materials are those items which the teacher uses to make his teaching and

illustrations real and enjoyable. They refer to the totality of materials,

devices and real life objects, improvised or look - alike materials

employed in teaching and learning to facilitate the instructional process.

Instructional materials are scattered everywhere even in our homes. It

falls under three major categories. They are:

- Audio- Visual Material: This categories of instructional materials

make use of both sight and hearing senses. The audio-visual

materials produce sound and motion. Examples are: televisions,

videos, overhead projectors, computers slides and film strip

projectors with sound accompaniment and such like.

- Audio materials: These are the second category of the

instructional materials. The audio materials stimulate the senses of

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hearing only in teaching and learning. Examples include, radios,

cassette/tape recorders and language laboratory.

- Visual materials: This is the third and largest category of the

instructional materials that largely appeal to senses of touch and

sight. These include; models, charts, maps, pictures, real objects,

flannel boards, posters, bulletin-boards, chalk boards and such like.

The effectiveness of any of these instructional materials depend

largely on a number of factors such as relevance to the topic,

appropriateness of introduction and the teachers‟ resourcefulness in

using them to accomplish his/her instructional objectives among

learners.

Instructional materials bridge the gap between the teacher and the

learner. It reduces the chalk-talk syndrome that involves only the learner‟s

sense of hearing which makes him loose interest after sometime.

However, utilization of instructional material during instructional process

is necessary because primary school pupils learn more by direct

involvement with concrete materials than through abstraction. This calls

for adequate provision, availability as well as management of instructional

materials at this level of educational system. Instructional materials ensure

effectiveness in teaching and learning since the learner not only hears but

also see and does.

The effective implementation of UBE programme required proper

management of instructional materials by the school administrator and

teachers in primary schools so as to enhance teaching and learning

process. It entails developing positive attitude towards the use of these

materials in the classroom for illustration and demonstration of concepts

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among the learners. Management of instructional materials involves the

use of instructional media (educational media) to promote the

understanding of teaching-learning process between the instructor

(teacher) and the learner. In managing the instructional materials, a good

teacher should be able to understand that varieties of materials exist for

different subjects at different levels in the educational system. However,

whatever is the nature of the instructional material used by teachers, these

materials should serve to concretize the abstract. Instructional materials

equally make teaching and learning more interesting, more real and lively

too.

The utilization of instructional materials in teaching and learning

situation involves not only the sense of hearing but also the senses of sight

and touch. Looking at the instructional process one easily calls to mind a

famous ancient Chinese adage which says “I hear, I forget, I see I

remember, I do I understand” Eneh (2004). This adage emphasizes the

need for practical activities in teaching and learning during instructional

process. Management of instructional materials entails the ability of

the school administrators as well as teachers to acquire and maintain these

instructional aids (available) in the school for effective teaching-learning

activities to take place. Some instructional materials such as projectors,

videos, films, computers, needs proper care and maintenance when they

are acquired.

Instructional materials when managed effectively in primary

schools provide concrete and realistic experience that help the learner

develop faster understanding of concepts to be learned. One of the

advantages of using instructional materials especially with primary school

pupils is that it gives them opportunity to learn through more senses their

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one. They are more likely to learn faster and more easily as well as being

able to remember the materials learnt for much longer time than without

it.

The quest for quality and functional education on science and

technology, vocational and non-vocational, nomadic education calls for

the integration of instructional materials during teaching-learning process.

The world itself generally is becoming a global village due to

development of science and technology. Therefore the use of computer

(information technology) in primary schools must be greatly emphasized

by the curriculum planners and implementers. The truth is that insipte of

the usefulness of this machine to primary education, many government

owned primary schools do not have them whereas private owned schools

use them effectively. At times these instructive machines may be

available in school but teachers develop poor attitude towards its

implementation during teaching and learning process. Not only this,

maintenance of these instructional gadgets seem to be a forgotten issue

among school administrators and teachers.

Maintenance of these instructional materials is a very important

aspect of its management since majority of these materials such as science

equipment and some instructional gadgets wear out and equally depreciate

in outlook as a result of factors like age, weather, atmospheric conditions,

usage and carelessness. Some if not all get rusted and spoil. Some school

administrators do not repair these instructional materials when they get

damaged rather, they often show a lazie –affair attitude, by abandoning

and forgetting about them wherever they are kept. In maintaining these

instructional materials for effective teaching and learning they should not

be kept where thieves will vandalize and make away with them thereby

26

interrupting the effective flow of teaching-learning in the primary schools.

In other words good security facilities need to be provided by the

authority concerned.

Management of instructional materials embraces the act of

improvisation of such material by teachers in order to enhance the

teaching-learning process. Improvisation is the act of using materials or

equipment obtainable from local environment or designed by either the

teacher or with the help of local personnel to enhance instruction (Bomide

1985). The improvisation of instructional materials is generally

recognized as an important skill which every primary school teacher in

Nigeria and indeed other developing countries of the world must acquire

if they are to function effectively in the classroom environment. This is

because schools in developing countries, such as Nigeria are poorly

funded, equipped in terms of availability and adequacy of teaching-

learning materials, examples of such materials include; text-book audio,

visual and audio-visual materials.

Improvisation of adequate instructional materials by primary school

teachers is very important since it goes a long way to concretize

instruction. Undoubtedly, it has been discovered that the difficulties

encountered by teachers in purchasing as well as improvising instructional

materials have caused significant changes in the attitude of primary school

teachers toward this important practice. Ugwuayi (2004) observed that

ignorance and lack of proper guidance in community schools and colleges

are major factors that contribute to little or no interest in the production

and utilization of improvised materials by teachers. The use of

instructional materials to facilitate teaching and learning is very necessary

for the attainment of education objectives in our primary schools.

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Instructional materials are the key for good implementation of the

Universal Basic Education Programme. Instructional materials help to

present ideas, facts and information. It can arouse the enthusiasm of

learners, teach concepts and principles, impress pictures and images

vividly in the minds and memory of learners and also help in transfer of

learning. The negligence of these instructional materials during learning

process may cause more harm than good to the future of learners. It is

important to note that any established school curriculum calls for ways or

means of implementing it in order to reach the various levels because no

discussion of curriculum is complete without suggestion about methods

and means of implementation.

Moreover, educational system especially at primary level faces

some problems which range from high rate of illiteracy, school dropout,

poor teaching and learning environments, lack of educational facilities

poor maintenance and insecurity of science equipment (if any), to poor

planning, lack of finance, lack of regular supervision and monitoring, low

curriculum implementation, lack of instructional materials to mention but

a few. The attempts at solving these problems lead to the use of

innovative teaching-learning methods. These innovative learning methods

involve the use of organized combination and utilization of people,

materials, facilities, equipment and procedures to achieve the desired

instructional objectives. The question is; are these new innovations

applicable in today‟s educational system?

Infact, the condition of primary schools system (government-

owned) in Nigeria is not what to take home about. These primary schools

seem to be abandoned. Teaching and learning process is still going on

without instructional materials to the detriment of the learner. The level of

28

availability and the rate of utilization, maintenance of these instructional

materials in primary schools is greatly very insignificant. This was

affirmed by Akubue (1993) who noticed that most of these instructional

materials mentioned are not available in schools and even where they are

available they are scarcely used. Classroom observation of teachers while

they teach revealed that Social Studies teachers do not use instructional

materials. Thus, primary schools in Enugu metropolis are not an

exception. At the primary school levels, greater percentage of

instructional process is based on rote memorization. Many classroom

teachers still prefer the traditional chalk-talk or telling mode of instruction

to concrete-oriented practical method of using instructional materials

during teaching and learning process.

In Enugu metropolis, the adverse effect of non-availability and

application of these instructional materials is widely observed in the 68

government primary schools. The researcher took time to visit some of

these primary schools in Enugu metropolis and discovered that the level

of availability of these instructional materials is very scanty. Since this is

the condition of the primary schools, how can the curriculum of the

Universal Basic Education (UBE) be well implemented for the attainment

of the already stated goals. How are these instructional materials

acquired? Are they effectively utilized during teaching-learning

processes? Are they properly stored and maintained where available? To

what extent do teachers make improvisation of these materials when they

are not available for effective teaching learning to take place in their

schools? These questions invoke the interest of the researcher to embark

on this research study.

29

Statement of the Problem

The need for proper management of instructional materials to

promote functional and quality education has been the prime target for

Nigeria ever since the inception of UBE programme. Many attempts have

been made in this direction but no appreciable positive result have been

recorded in primary schools. The problem of implementation continues to

be perennial position to the fulfillment of UBE broad goals and specific

objectives.

In Enugu Metropolis many State owned primary schools lack

instructional materials for teaching and learning purposes. Noticeably, not

even one school in Enugu metropolis could boast of being well equipped

with necessary instructional materials. Where these instructional materials

exist at all, the rate at which school administrators and classroom teachers

manage them is not encouraging. This has become a problem to primary

school authorities, such as State Universal Basic Education Board

(SUBEB), Universal Basic Education Commission (UBEC), Universal

Basic Education Board (UBEB), and parents too. The primary school

administrators have lamented bitterly about the inadequate provision of

instructional materials in their schools. According to them, this has been

the cause of poor management of instructional materials by classroom

teachers during teaching-learning process. As a result of this pupils are

denied the opportunity of learning with these materials in the classroom.

Moreover, primary school administrators have strongly pointed that

problem of poor learning environment, insecurity, insufficient fund affects

the effective management of instructional materials in schools. This

makes it difficult for them to purchase any instructional materials if the

need arises. Also the problem of maintenance is equally affecting the

30

good management of instructional materials in primary schools.

Classroom teachers on the other hand, complained that they have not been

exposed to conditions that will help them to procure instructional material

for teaching and learning purposes. However, they resort to the traditional

method of chalk-talk syndrome as the only means of explaining concepts

to their pupils.

Finally, the level at which instructional materials are managed for

teaching learning process in primary school needs to be re-examined if

UBE programme must be successfully implemented. Otherwise, UBE

being the newest educational programme will continue to suffer the

problem of implementation in the nation. I deem it necessary therefore, to

investigate the Management of Instructional Materials for effective

Implementation of UBE programme in primary school in Enugu

Metropolis of Enugu State. This is as regard to possible source of

instructional material, the extent of utilization, maintenance and problems

affecting the maintenance of instructional materials for teaching and

learning process.

Purpose of the Study

The main purpose of the study is to ascertain the management of

instructional materials in teaching and learning process for effective

implementation of the Universal Basic Education (UBE) programme in

Enugu Metropolis of Enugu State. Specifically the researcher intends to;

1. Find out the possible source of instructional materials for teaching

and learning purposes in primary schools in Enugu metropolis.

31

2. Investigate the extent to which instructional materials are utilized

by classroom teachers during instructional process in primary

schools in Enugu metropolis.

3. Identify the problems militating against effective maintenance of

instructional materials.

4. Find out how instructional materials are maintained by the school

administrators and classroom teachers in primary schools in Enugu

metropolis.

Significance of the study

The study is hinged on the system theory. A system theory explains

existence of different parts which perform different functions in such a

way that each part interacts with and is interdependent on the other parts.

In every organization there is an input, process, output system. The

quality of the input in this case, the entry behaviour of the pupils and both

physical and material resources available and in use will essentially

predict the quality of the act. The educational system as an organization

has similar characteristics with other systems.

The primary education is a typical system which is characterized by

an Input component (consist of teacher characteristics, student/pupil

characteristics, school characteristics, curriculum) that is a component

which enters from the outside, Conversion/instructional process (consists

of teacher-pupil- material interaction) and an Output component (consists

of cognitive achievement, attitude development and motor skill

development) which leaves the system for the outside/environment. The

input in this case are educational resources while instructional/conversion

process involves management strategy employed to transform the output

32

which describe skills acquired and quality of the output or

graduate.(Zelvys, 2004) described a system as series of interrelated and

interdependent parts such that the interaction of any part affects the whole

system.

Similarly, Okebukola (1997) presented a simplified schema for

determining actions and results in teaching and learning which he termed

“input - process - output model”. According to him the output is largely

dependent on the input and process model. That if the input and process

variables are wobbly, it leads to ineffective output. It equally suggests that

given qualified teacher, normal and interested pupils, good school

environment and well articulated curriculum cannot in themselves

produce positive learning outcome without much consideration to the

process components. Teaching and learning is an active interactive

process involving both the classroom teacher and the learner in well

planned activities using carefully selected materials. Hence, the above

theory and model emphasized greatly the importance of good

management of instructional materials in instructional process. It is the

quality and variety of instructional materials utilized in teaching and

learning process that will enhance the teacher-student interactions,

transforming of the input component into meaningful experiences and

ultimately determine the level of cognitive achievement, attitude

development and motor skill development of the learner.

The findings of this study will be beneficial to primary school

authorities such as the State Universal Basic Education Board (SUBEB),

Universal Basic Education Commission (UBEC) and Universal Basic

Education Board (UBEB) because it will help them to appreciate the need

as well as importance of instructional materials in teaching-learning

33

process thereby increasing its availability in primary schools. The school

administrators will benefit from the findings of the study since it will help

them to intensify their effort towards supervising and monitoring of

classroom teachers on the use of instructional materials during teaching-

learning process. The findings of the study will help the school

administrators to develop the habit of acquiring more instructional

materials in the schools for instructional purposes since it enhances

learning among the pupils. The findings of the study will expose both the

school administrators and classroom teacher to different sources and ways

of maintaining instructional materials for effective teaching-learning

process. This is because instructional materials represent all the

alternative channels of communication which a teacher uses to compress

as well as represent situation in a more concrete way to the child. It will

equally reveal to school administrators and teachers certain problems,

affecting the effective management of instructional materials in primary

schools and solutions to these problems.

Pupils too will benefit from the findings of this study because

proper application of these instructional materials by their teachers during

teaching and learning exercise will reduce the abstract teaching method.

This surely will increase the effectiveness and general performance of the

child. There will be general development in the cognitive, affective and

psychomotor domains of the child since all the domains of achievement

will be put to test by exposing the child to instructional material during

learning exercise. The teachers and school administrators will benefit

from the findings of the study because it will help them to know the

importance of devising and creating means of preventing instructional

materials in schools from being damaged. This is because prevention they

34

say, is better than cure. The findings of this study (if implemented) will

make the goals and objectives of UBE programme to be realizable in

primary schools.

Finally, the study will provide information to Federal Government

on the necessity of releasing enough funds for the procurement and

supplying of relevant instructional materials to primary schools in order to

achieve the general objectives of the UBE, which emphasizes more on

activity based instructional process. Also it will help them to appreciate

the need for regular workshop on the importance of instructional materials

in classroom teaching and in-service training for teachers in primary

schools.

Scope of the Study

The study focuses on the management of instructional materials in

government primary schools in Enugu metropolitan cities of Enugu State.

The content scope will cover sources of instructional materials, extent of

utilization of instructional material in teaching and learning process,

extent of maintenance of instructional materials by the school

administrators (head teachers) and classroom teachers for teaching and

learning, problems militating against effective maintenance of

instructional materials for effective implementation of Universal Basic

Education (UBE) programme. While the geographical scope will cover

the government owned primary schools in Enugu North, Enugu South and

Enugu-East metropolis of Enugu State.

35

Research Questions for the Study

The following research questions will guide this study.

1. What are the sources of instructional materials for teaching and

learning purpose in primary schools in Enugu metropolis?

2. To what extent do teachers utilize instructional materials in

teaching and learning process in primary school in Enugu

metropolis.

3. In what ways are instructional material maintained by the school

administrators/head teachers in government owned primary

schools in Enugu metropolis?

4. What problems militate against effective maintenance of

instructional materials in primary schools in Enugu metropolis.

Hypotheses for the Study

The following null hypotheses formulated will be tested at P<0.05

level of significance.

H01: There is no significant difference between the mean ratings of

school administrators/head teachers and classroom teachers on the

sources of instructional material.

H02: There is no significant difference between the mean ratings of

school administrators and classroom teachers on the extent of

utilization of instructional materials in government owned primary

schools in Enugu metropolis.

36

CHAPTER TWO

REVIEW OF LITERATURE

The review of literature for the study is presented under three major

sub-headings; Conceptual framework, Theoretical Framework and

Review of Empirical Studies.

Conceptual Framework

- Concept of management

- Concept of instructional materials

- Sources and production of instructional materials

- Rationale for production of instructional materials

- Importance of materials in teaching learning process.

- Concept of Universal Basic Education (UBE) programme.

- Strategies for provision of instructional materials for effective

implementation of Universal Basic Education (UBE) programme.

- Management of instructional materials in schools.

- Constraints in management of instructional materials for (UBE)

programme.

Theoretical Framework

- The System Theory

- The Scientific Management Theory

Review of Empirical Studies.

Conceptual Framework

Concept of Management

The Encyclopedia Americana (2001) defined the word management

as the art of coordinating the elements of factors of production towards

37

the achievement of purpose of an organization. It is the accomplishment

of objectives through the use of human labour, materials and machines.

Management can be seen as a process which involves the effective

utilization of human and material resources in a particular system for the

purpose of achieving pre-determined goals. To this end, United Nations

Economic Scientific and Cultural Organisation (1999) defined

Management as a social process which is designed to ensure the

cooperative participation, intervention and involvement of others in the

effective achievement of a given or pre-determined objectives.

Adesina (1990) saw management as the organization and

mobilization of all human and material resources in a particular system

for the achievement of the identified organizational objective.

Management consist of many functions such as planning, organizing,

staffing, directing, coordinating, reporting and budgeting. According to

(Akpala, 1990; Griffin 1984), the main management functions are

planning, organizing, directing and controlling. Konotz, Bonnes &

Weihilh, (1980) similarly wrote that basic functions of management and

planning organizing, staffing, leading and controlling. From the above

definitions one could say that management functions entails the

following; planning, organizing, staff, directing/leading, controlling and

coordinating.

Onodugu (2000) in his own perspective sees the term management

to consist of two groups, the first group is a group of persons who are in

the helm of affairs in any organization. They are those who work with and

through others towards the realizing of organizational goals for instance,

the management of University of Nigeria Nsukka. This perspective gives

us a biploa group in any organization comprising managers (members of

38

management ) on one hand and non-managers or operatives on the other

hand. Operatives are those who perform the tasks for which the

organization exists for example, teachers, doctors, lecturers in the

University and such like.

Hicks (1987) maintained that managers are those who get things

done through and with others. In other words they supervise the

operatives. For example, the headmistresses in primary schools, vice-

chancellors in universities and provosts in colleges of education. The

second group sees management as a process of activity of managing. In

this case it means the process through which organizational resources

(human and material resources) are continued in a way that the goals and

objectives of the organization are realized on effective and efficient

manner.

Conclusively, a good analysis of the above contribution of various

management experts in defining the term “management” reveals basic

common underlining denominator. These are;- human resources, material

resources and desired objectives. That is, management involves the

utilization, application, mobilization of human and material resources

through the process of certain managerial functions (planning organizing,

staffing, directly, controlling, and coordinating) in an organization for the

purpose of achieving the desired organizational objectives and goals

effectively and efficiently. In any case, the optimum purpose of

management in an establishment, be it government or non-governmental

organization, must be geared towards. The realization of clear-cut

objectives.

39

Concept of Instructional Materials

Instructional materials have borne several nomenclatures from the

colonial concepts of apparatus to teaching aids, teaching aid to

educational media, educational media to instructional technology,

instructional technology to curriculum materials, curriculum materials to

its modern nomenclature-instructional materials. Each of these

conceptional stages depict the scope of its usage and application in the

classroom. But according to Eya (2005), the general acceptable

nomenclature by professionals of education is the term “Instructional

materials.”

Instruction materials are indispensable in the teaching and learning

process at all levels of educational system. They are referred to as a

veritable channel through which instructions can be impacted in the

classroom. Koffar (1999) identified these instructional materials to

include audio-visual material of various types, pictures, or charts, books,

radio, television, type writing machine, computer, chalkboard, and

projectors. Okorie (1986) defined instructional material as that branch of

pedagogy which treats the production, selection and utilization of

instructional materials that do not depend solely on printed words but

instructional technologies employing both materials and devices used in

learning situation to supplement the written or spoken word with

transmission of knowledge, attitude, and ideas. Offorma (1994) see

instructional material as materials that facilitate teaching and learning

activities and consequently the attainment of lesson objectives. Hence one

can rightly say that instructional materials are those items which the

teacher uses in teaching in order to make his teaching and illustrations real

and meaningful. Infact, anything a teacher uses to achieve instructional

40

objectives. As tedious as teaching primary school pupils is, one must have

to admit that its effectiveness compulsorily requires the use of

instructional materials. This is because these materials help to bring about

variety which arouses and maintains the interest of the pupils/learners.

Instructional materials can also be seen as instructional media. This

simply refers to some of the devices which both teachers and learners can

use to enhance the quality of instruction (Offoefuna; Eya; 1999) used it to

refer to all those materials that the teacher needs to incorporate in the

teaching –learning experience. These materials include all forms of

information carriers that can be used to promote and encourage effective

teaching –learning exercise.

An effective and efficient teacher always strives as much as

possible to understand his/her learners, the subject, all the tested

approaches, methods techniques and materials before making choice of

any instructional materials. These factors enable him/her to interact,

facilitate and consolidate the teaching procedures. In support of the above

idea, Lawal (2004) affirmed that both instructional aim and approaches

occupy the highest level of idealization as they cover a long term of

attainment and implementation respectively. This implies that a teacher

must first of all understand the broad and specific objectives of his

teaching, what to be taught (subject), component of curriculum,

approaches and methods, instructional materials to be used in his teaching

because these factor form the basis with which to accomplish the

predetermined goals of primary education.

41

Instructional materials can be referred to as those materials that

appeal to the senses. These senses are sight, smell, taste, touch and

hearing. During instructional process, pupils employ one or more of these

senses while learning. Also some learn better by seeing, touching, tasting

and others by hearing and smelling. These include visual aids, audio -

visual aids, and audio aids (Ene, 2004). The relevance of instructional

materials in realizing the objectives of Universal Basic Education in

Primary Schools cannot be overemphasized. Their management for

instructional purposes depends on what the teacher or instructor makes of

them. This implies, according to Onyejiemezi (1981) that instructional

materials do not achieve any of the attribute values on their own; rather

their usefulness depends on what the teacher makes of them. For example

if a social studies teacher does not have the knowledge and manipulative

skills of using any of the materials relating to the subject, the learner

(pupil) will definitely find it difficult to understand the concept from him.

The neglect over the use of instructional materials in primary

schools for effective implementation of UBE programme is highly

grievous because the approach used for conveying what is taught to the

pupils also matters. In primary schools, the strategy and instructional

materials used for teaching are extremely important. Kindler (1983)

asserted that learners comprehend and retain more of what they are taught

when adequate and appropriate instructional media is employed. Learners

are said to remember ninety nine percent (99%) of what they see as they

do a thing, as against only twenty percent (20%) of what the hear

(Omeiza, 2003). A famous psychologist, Jean Piaget said that, “the more a

child has seen and heard, the more he wants to see and hear.” Experience

beget experience intelligence is not only something one is born with, it is

42

also learned. Most pupils and teachers may not travel to some other part

of the world throughout their life time but they can learn about its through

films, pictures, maps. Thus through the skillful learning process, one can

bring the whole world to the classroom thereby making abstract things to

come into reality.

If these assertions are correct and if instructional materials play an

important role in making teaching and learning effective in primary

schools, then it is inevitable for teaching since that level of education

covers the wide range of people who are more delicate and complex o

handle, when compared with the secondary and tertiary levels of

education. Instructional materials deny itself one specific classification.

The list of the materials are in exhaustible, its limit is the teacher‟s level

of resourcefulness, creativity and imagination. Instructional materials

have been classified in different categories by different scholars.

Adelabi (2000) classified instructional material as, audio-media,

visual media and audio-visual media. He defined audio media as teaching

and learning devices that mostly appeal to the sense of hearing. Examples

are public address system, tape recorder, taking drum. According to

Adelabi (2000), visual media are teaching and learning devices that

mostly appeal to the sense of seeing only, which can be further divided

into projected and non-projected visuals, examples are films slides

(projected) and postures, regalia, globes and pictures (non-projected). He

referred to those instructional materials which provide the learners with

the opportunity of seeing and equally learning at same time as audio-

visual. Examples are educational television, videos and film.

43

Umo (2005:131-132) did an elaborate classification and description

of instructional materials. He classified instructional materials into six

groups, viz:

Visual materials – these are materials which appeal to the sense of

seeing only, examples are pictures, diagrams, flannel boards,

chalkboard, building, graphs, charts made by teacher himself.

Audio-materials – these refer to those materials that appeal to the

sense of hearing, examples are tape recorders, cassette cartridges,

radio, dises, language labs, and such like.

Audio-visual materials – these are those materials that appeal to the

sense of hearing and seeing. These produce both sound and visuals.

Examples, television, motion pictures with sound, slide and film

strip projectors with sound accompaniment.

Software – these include graphic materials, printed materials,

slides, films and strips, overhead transparencies, cassette tape.

Hard wares- These are the devices used in presenting materials. For

example, board, chalkboards, tape recorders, projectors, and video

recorders. While video tape is a material the video recorder is the

equipment.

Projected materials: include those materias, which require

projections viewing. There are two types transparent and non-

transparent (opaque) projections. Example of non-projected

materials are books, models, mock-ups graphic materials, bulletins

chalkboards, simulation.

44

Azikiwe (1994) classifies instructional materials into groups, human and

material resources. According to her, human resources consists of the

teacher/resource persons, the learners and the entire tutorial and non-

tutorial (supporting) staff. The material resources are grouped into

tangible resources and intangible resources.

She classified the tangible resources into three main groups: visual,

rural and audio-visual aids. She further identified six types of visual aids,

namely:

projected aids

non-projected aids – chalkboard, bullets board and flannel board

pictorial instructional materials such as wall charts, still pictures,

(photographs), graphs, maps, posters and manuals.

three dimensional aids – these, include realia (real objects) models

and specimen.

mobiles – laboratory equipments, apparatus and chemicals.

books.

Ukoha (1996) saw instructional materials as educational media. He

divided them into two broad categories; printed and non-printed media.

The printed media include all educational information carriers printed on

paper such as textbooks, reference books, workbooks, handouts, journals,

among others. While the second group is the non-printed media. This

group is further sub-divided into low cost media and electronic media.

The low cost media includes wall charts, slip charts, models, diagrams

posters, pictures, sketches and graphic.

45

Electronic media; according to Ukoha (1996) are further divided

into software and hardware materials. Softwares include computer

programmes, 16mm and 8mm films, slides, microfilms and

transparencies, video films, audio cassettes. The hardware materials

include, overhead projectors, opaque projector, slide projectors, camera,

computer sets, radio, cassettes recorders, microfilm recorder, television

set, transparency maker and radio cassettes.

Instructional materials can also be referred to as teaching aids. Ene

(2004) defined teaching aids as the totality of material and real life objects

employed in the instructional process. He maintained that instructional

materials usually exist in form of real life objects, improvise or look alike

materials. He grouped them into three main types, these are:

Visual aids; examples, charts, maps, pictures, objects and other

improvised materials.

Audio aids; These stimulates the sense of hearing only in learning.

Example are; radios and cassette radios.

Audio-visual aids. They produce sound and motion effects.

Example, television videos, overhead projectors, computers and

among others. According to him, the effectiveness of any of these

instructional materials depends on number of factors. These factors

include: Relevance to the topic, appropriateness of introduction and

timing. Similarly, Azikiwe (1994) stated that selection and use of a

particular instructional material by a teacher depends on a number

of factors which she highlighted to include; relevance to the

objective of the lessons, availability, quality, cost, simplicity of use

and learners characteristics such as age, interest, aptitude and

development level.

46

So far, one can see that instructional materials have undergone

several conceptional definitions and classifications from various

intellectuals. Its application and utilization by the teacher during

instructional process enhance teaching and learning process and equally

makes teaching and learning exercise to be more meaningful, enjoyable

both to the teacher and the learner. Therefore, its usefulness to the teacher

and the learner depends on how relevant he/she finds them towards the

attainment of pre-determined instructional objectives.

Sources and Production of Instructional Materials

Instructional material production is the most and compulsory task

teachers, teaching-practice teachers and instructors undertake during the

study of education technology. This activity provides the student-teachers

as well as the instructors an opportunity to test out their ideas, and

suggestions presented in different text-books and equally apply what they

are learning to a concrete instructional problem.

In third world countries such as Nigeria, production of instructional

materials is found to be a very stressful, frustrating and arduous task.

Instructional material producers encounter numerous problems in the

course of producing it. Some of these problems are identified as; high cost

of procuring needed materials for use in constructing improvised

materials, limited raw materials and tools for use in production, low

production skills possessed by teachers, problem of storage and

maintenance, low capacity of the already existing ones. There are several

stages that are involved in the production of instructional materials. Eya

(1999) identified four basic stages in instructional material production to

47

include; choice stage, statement of objectives stage, prototype and final

production stage.

In line with this, Ughamadu (1998) stated six guidelines for the

production of educational media as; selection of specific instructional

objectives, identification of the characteristics of the learners, selection of

the content of the information which the media will convey, selection of

media for the presentation of the information, estimation of the cost or

financial implications, and taking account of essential rules. Production of

instructional materials by teachers requires a lot of skills that will enhance

and equally guide them in the production. Eya (1999) considered these

skills, to involve; lettering skills, illustrating skills, manipulating skills

and mounting and/or photography skills if it is still and motion aids. This

disposition maintained equally that producers of instructional material

have to access the quality of their products before choosing and utilizing it

in the instructional producers. In this regard Ali (2005) remarked that it is

very important that teachers know the characteristics of a good quality

instructional materials before choosing them for use in teaching. Just

because the instructional materials are there commercially, produced in

neat and nice package or because they are recommended for instruction

may not necessarily mean that they are good or that their use would

enable the learner attain the objective of interaction.

Ali (2004:142-143) opined that instructional materials produced for

teaching and learning process may be said to be ideal or good if it meets

the following conditions:

48

cognitive content coverage and structure

language of instructional materials are clearly understood void of

colloquial vocabulary jargons.

visuals content materials are often interspersed with illustrations

include reviews, drills, activities and assignments.

there are inter-diplomacy approach in coverage of content

a good instructional materials should be one relevant to the content

of the subject, curriculum, and its objectives.

the last but not the least is readability. That is, its content must be

readily readable and understandable at the level of the learner for

whom the material (especially books) is meant for. Consequently,

good instructional materials should be appropriate, free of bias, up-

to-date, easily obtainable and should not be too expensive.

Eya (1999), stipulated the guidelines for quality assessment of

instructional material to include; ensure that the product is appropriate to

the age of the learner and that it is simple in presenting just the essential

details, ensure that it is clear in illustration, ensure that the size is

adequate, ensure that the materials are durable, readily improvisiable,

truthful, simplifications of the concept and interest. Instructional material

production is done in two broad ways; By improvisation, which is often

by teacher and occasionally the learners, By publishers and instructional

material development centers/industries such as National Education

Technology Centres (NETC) and the Science Material Development

Centres (SMDC) located in Enugu, Awka, Akure, Lagos (Ali 2005).

49

The improvisation of instructional materials is generally recognized

as important skill which every primary school teacher in Nigeria and

indeed in other developing countries must acquire if they are to function

effectively in classroom. This is because schools in the developing

countries are generally poorly equipped in terms of availability and

adequacy of teaching-learning materials, especially pupils‟ textbooks,

audio-materials, audio-visual and visual materials. A recent nation-wide

survey on “condition of teaching the four core subjects” conducted by the

National Teachers Institutes (NTI) Kaduna in April 2006, revealed that

most primary schools lack instructional materials such as textbooks,

maps, charts, computers, and laboratory equipment. Also the majority of

teachers have failed to demonstrate the requisite skills for improvisation

and use of instructional materials.

Omotunde (1996) suggested improvisation of teaching aids by

teachers to make the aids available in the schools. The Federal Republic

of Nigeria (2004) in their National Policy on Education stated that

„teachers will be required to participate more in the production and

assessment of education materials which the teacher will use in the

classroom situations”. The essence of producing instructional materials is

to facilitate the teaching process and if science as well as art subjects can

be learned properly, it must be experienced. Hence improvisation of

some, if not all the materials from locally available materials will, to a

greater extent help to provide enough learning materials for the growing

number of primary school age children in Nigeria. Nevertheless, it has

been discovered that the difficulties encountered by primary school

teachers in purchasing and improvising instructional materials have called

50

insignificant changes in the behaviour and attitude of these teachers

towards this vitals practice.

Asiegbu (1985) stressing on the problems of effective utilization of

instructional materials said that in our present educational system,

untrained teachers are employed to teach in our secondary schools,

colleges and of course primary schools. As a result of insufficient

training, many teachers do not recognize the potentials of many simple

teaching materials available at a very little cost talk-less of how to use

them. In addition to this, Aburime (2005) stated that lack of knowledge

and technique in the production of instructional aids; and the type of

teaching method adopted by teachers in primary schools during classroom

teaching are the major problems that hinder the production of teaching

materials in schools. Other major obstacles include; insufficient number

of instructional materials experts or resource persons. This is supported by

Fafunwa (1994) who lamented that the ugly situation of unavailability of

instructional materials in primary and secondary schools was as a result of

lack of funds and shortage of experts.

Olarewaju (1984) equally observed that the inadequacy of funding

science teaching is acute, especially this time that the country is struggling

to get out of the quagmire of economic recession. The cost of science

equipment and other teaching materials are very high. Nigeria is

seemingly poor country and many primary and secondary schools are

without laboratories. Hence, for science teachers as well as art teachers to

use their meager salary in buying science and teaching materials is quite

impossible.

In view of this, Balogun (1982) noted that improvisation when

applied to science teaching is often used synonymously with local

51

production of science equipment. He opined that both concepts have to do

with provision of relatively cheaper alternatives to imported science

equipment. This is supported by Bomide (1985) who saw improvisation

as the act of using materials or equipment obtainable from local

environment or designs by either the teacher or with the help of local

personnel to enhance instruction. Instructional materials, whether

improvised locally or foreign have one common usefulness of

concretizing the teaching and learning experiences.

However, teachers ought to know the procedures for designing

alternative instructional materials with which they can help their learners

to visualize whatever topic they want to teach. Again, if instructional

materials are to be improvised, emphasis should be laid on using cheap

and locally available materials. A classroom teacher must be conversant

with types, characteristics, and advantages of instructional materials

before he could improvise. Some science equipment that could be

improvised are transparent plastic cups as beakers and conical flask,

empty milk-cans to serve as germinated seed can, plastic jerry cans and

pots for stacking solution in place of reagent bottles.

At times most school heads (administrators) and classroom teachers

pose ignorance of some possible sources of instructional materials and

even their existence. As a result of this, the National Teachers Institute

(NTI) in her manual for retaining primary school teachers discussed a

detailed sources of instructional materials for effective primary school

teaching. These sources of instructional materials include; collection of

items from the immediate locality of schools, production process by

teachers and learners. Distribution of instructional materials to school by

government and non-governmental organization (NGOs), such as United

52

Nations Development Programme (UNDP), Untied Nations International

Children‟s Educational Fund (UNICEF), Donations from several sources

such as philanthropists and public sprinted people within the school

community, town unions, old pupils Association, Parent Teachers

Associations, Board of governors and other similar bodies; distribution of

productions by students in tertiary institutions and creation of resource

center. A resource centre is a place where varieties of teaching-learning

materials exist for use by teachers, learners, and other interested persons

within a school or an area. Resource center can be created by institutions,

a local or state government, and an individual or non-governmental

organization.

The modern society is in a continuous flux which led to changes in

our educational systems. Hence the need for inculcating instructional

materials into teaching learning process in order to enhance learning both

in primary and secondary schools. Edger (1996) maintained that the need

for innovative materials in schools was due to great quest for education to

meet up with the changes in the society. Not withstanding, some teachers

instead of understanding instructional materials as tools for making

teaching and learning process more effective, easier and enjoyable, see

instructional materials as instrument for decoration and not as tools to be

used in teaching or that they are only meant for teaching practice student

teachers of various categories.

The Rationale for Production of Instructional Materials

Most people seem not to be convinced on the need for production

of instructional materials for teaching and learning purposes in primary

schools. The principles (rationale) behind the production and use of

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instructional materials for teaching and learning activities in primary

school is derived from effective planning and scientific method which

emphasizes on clear identification of problems and proffers solutions

towards the achievement of the objectives.

Other rationales are drawn from the numerous psychological,

philosophical and educational theories propounded over the years.

(Okwor; Ike, 1995) highlighted some of the theories in psychology that

has been of relevance to the application of instructional materials in

teaching and learning. They include, the behaviorist psychologist

associated with skinner and their stimulus-response associations, the

humanistic psychologists associated with Carl Rogers and Jane

Abercrombie, the ideas of John Comenius who popularized the use of

pictures and images in teaching, and pragmatic philosophers like Jean

Jacque Rousseau, Heinrich Pstealozzi and John Dewey.

Some of the rationales/principles drawn from the above theories as

regards to instructional materials production in schools for teaching and

learning activities include:

- Principle of statement of objective specifying clearly

enough what the learners are intended to learn, which must

take into account their peculiarities.

- Principles of feedback: This implies that immediate feed

back has to be given to the learner after being assessed, to

enable him know his areas of weakness and strength.

- Principle of utility: The principle of utility emphasizes the

need to make learning content relevant and meaningful to a

learner to arouse his interest.

- Principle of transfer of learner: This stresses the need to

relate learning experiences with the real life situation, to

facilitate the use of the knowledge gained in school or

outside the school.

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- Principle of repetition: This principle emphasizes that the

more an individual practices an act, the more he improves

his performances. Constant learning facilitates mastery and

retention of what has been learnt.

- Principle of reinforcement: A behaviour that is reinforced

has an increased likelihood of occurring again.

- Principle of individual differences: This implies that no

two individual are the same, and learning is improved

when these differences are recognized during teaching and

learning process among the pupils.

- Principle of sequence: It is recognized that learning is

facilitated when learning experiences are presented

following certain order, depending on the learner and what

is being taught. This can be from simple to complex,

known to unknown, chronological, amongst others.

- Principle of learner involvement: learning is facilitated

when the learner participated actively in the learning

experience than being a mere observed (Ani, 1999: 14).

In addition to this, instructional materials production is necessary

because these materials are lacking in our primary schools. According to

Onyejiemezi (2002) the basic facilities in the primary schools are far from

adequacy. She observed that the situation in the primary schools is equally

dismal. The national report of Federal Government of Nigeria/United

Nations International Childrens‟ Fund (UNICEF) research on situation

and policy analysis of Basic Education in Nigeria (SAPA 1993) show that

there is severe shortage of teaching and learning materials as indicated by

teachers, parents, and community leaders surveyed. Observation data

indicates that 52% of the teachers use less than 25% of locally made

instructional materials. While 31% of teachers, observed use no

instructional material for their lesson.

There are often good reason for engaging in the instructional

material production. Such activities frequently resolved in the production

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of instructional materials (media) resources that would otherwise be

unavailable to the teacher and her pupil. Also properly conducted

instructional material production provides realistic problem - solving

activities that simulates the learner and add meaning to studies. Another

important reason for instructional material production is that these

materials developed by teachers and pupils in their own classroom are

often more suitable than commercial materials for meeting up individual

needs. Again locally produced activities permit pupils to gain experiences

in thinking and communicating through essentially non-verbal means and

this surely improve their literacy. Instructional materials generally makes

teaching and learning process easier and effective. The effectiveness of

instructional materials in learning process has been illustrated by several

models of instructional process in education.

The Importance of Instructional Materials in Teaching and Learning

Process

The role of instructional materials in teaching and learning process

cannot be over emphasized. The World Book Encyclopedia Americana

indicated that one of the principles teachers have to continually bear in

mind is that man learns through his senses. Some learn better by one or

more senses, to some seeing is believing, to others, the sense of hearing,

touch, smell and taste dominate in acquiring knowledge. Hence for the

intended learning to take place, the teacher must communicate effectively

with the learner. Instructional materials such as television, motion

pictures, carefully prepared tape sequence, helps the teacher in extending

his learners‟ horizon of experience. They also help the teacher in

providing meaningful information to the learner. When learners make use

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of resources in the school library, educational technology center,

laboratories and in their community environment, they get meaningful

information that will help them solve their problems. Their interaction

with primary visual sources (realia or real objects) will also provide them

with useful information.

In order to achieve effectiveness and efficiency during instructional

process between the teacher and the pupils, the classroom teacher must try

as much as possible to illustrate the subject matter with appropriate

instructional materials to the learner. This is done by using real things to

represent real life situation. In view of this, Onwuka (1981) maintain that

common sense taught us that in the present phase of development the

child will be faced with insurmountable difficulties if left to learn

unaided. Besides there is much to learn in so little time that utmost

economy should be practiced in effect the learning. Instructional material

stimulate learners‟ interest. It is to be noted that when the child‟s interest

is stimulated, the teacher has to sustain such interest. The teacher needs to

seek better, more life long realistic functional and significant problem

solving activities for learners to sustain their aroused zeal and interest. For

instance, when a classroom teacher takes her pupil out for field work,

their interest will likely be stimulated. Instructional materials are used as

checks to the teacher‟s knowledge and means of transmission.

Instructional materials help both the teacher and the learner to

overcome physical limitation during the presentation of subject matter.

For example the use of films, television, slide, tape and programs in

presenting information help greatly in overcoming physical difficulties.

Nwoji (2002) asserted that instructional materials assist a teacher to

transmit to a learner the facts, skills, attitude and knowledge that aid the

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understanding and appreciation of concepts. Instructional material serves

as diagnostic and remedial tools for the teacher. When instruction

becomes individualized and practical, teachers are placed in a better

position to observe, analyze learning process and learning outcome.

Hence he discovers that every learner needs one assistance or another.

The teachers‟ role will shift from presentation role to that of diagnostics,

testing, research and remedial work. Thus, the learners weakness are

corrected and their strong points enhanced and sustained.

Globally, effort is being made in the field of academic towards

making teaching – learning process more effective and permanent in the

minds of learners through the use of instructional materials. This was

affirmed by Barton (1982) who stated that the use of aids in teaching and

learning are germane to good teachings. Individual difference exist

amongst learners of varying categories. Every learner is disable in one

way or the other. some do not hear clearly, some do not see very well

while some are too slow in understanding. Hence the use of instructional

materials help him in discovering some or all the above in his learners and

equally know how to manage the materials to make learning process to be

more effective and interesting.

Instructional materials like audio-visual materials (television,

video, slides films and film strips, multimedia) heighten motivation for

learning through its concreteness and interest, provides freshness and

variety in teaching learning process. This is because these appeal to the

students or pupils at variety of abilities. A systematic use of audio-visual

materials can make the subject matter clearer and appealing to the pupils

of diversified background and different abilities. Thus, audio-visual

materials can foster effective learning not only for the child who reads and

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writes easily but also for the pupil who is not verbally gifted. Audio-

visual materials encourage active participation, give needed

reinforcement, widen the range of pupils experiences, ensure order and

continuity of thought and also improve the effectiveness of other

materials.

Visual materials like, diagram, charts, realia, photographs, slides,

amongst others present more realistic approach in education and equally

provide opportunity for class participation in groups or individually and

when used, many senses are appealed to which will result to increase in

the learner‟s performance. Some of these instructional materials are very

good for the preservation of records and other documents. They enrich

learning and make it more pleasurable.

The use of instructional materials is an eye opener to the teacher

and promotes their better planning and scheduling. It gives the teacher

enough guidance, co-ordination, supervision and more time for correction.

Oyeyemi (1991) discussed the inherent advantages of improvisation and

use of instructional materials. Thus, it makes lessons real, useful for the

ever teeming population of pupils/students in our schools. He stated that

when materials used are easily available within the environment, the

teacher plans, uses and evaluates the materials and such materials can

easily be improved upon and can be used efficiently and effectively since

they are designed to meet specific instructional objectives.

Instructional material brightens the classroom and brings variety in

the class lesson. They aid the slow learn to brighten up and bright

students/pupils learn faster. They are very effective in establishing sense

or spirit of team work among learners. For example the use of computer

during instructional process. Cook (1995) noted that with the computer

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relevant aspects of the target communicative situation can be modeled and

the pupils can take in that which they are likely to meet latter. He equally

recognized that adding a computer component to arts, science, language

instruction introduces variety to the resources and learning styles used.

learning becomes fun and the learners can be divided into small groups or

pairs to work on the projects either collaboratively or competitively.

Instructional materials spur learners to learn and develop better and

effective skills. The last but not the least, instructional materials help to

promote the understanding of teaching and learning process, among

others.

Concept of Universal Basic Education (UBE) Programme

The Universal Basic Education was an outcome of the World

Conference on Education for All (EFA) held in Jomtien (Thailand) early

in 1990. in its declaration and framework of action, the conference

stressed that “basic education” should be made available to all and should

equally emphasize on the following values:

- access (making education physically, socially and economically

available to all)

- equity (ensuring that sex, social status, economic conditions,

geographical location should in no way be excuses for

discriminatory provisions of education opportunities);

- equality (ensuring that the pupils‟ process, and output factors of

education are of the type that should purpose real learnings);

- efficiency (emphasize on learning and on success in the pursuit of

learning.

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- Also, the declaration further states that Basic Education should

emphasize literacy, numeracy and life skills, and particular the

skills of learning how to learn.

- Basic education is not necessarily synonymous with schooling, nor

does it have to take place exclusively within a school setting;

- Every society should (according to its needs and circumstances)

define its own basic education package;

- The package itself should be content specific and should be

regularly reviewed to take charge of each Nation‟s Changing

political, cultural and socio-economic situations (Obanya 2000).

According the (Obanya 2000) UBE has both international and national

antecedents; and more importantly, the term “basic education” itself has a

universally accepted definition and its set of particularization (that is,

national, regional, local) applications. The International antecedent of

UBE can be traced to the Universal Declaration on Human Rights (1948)

which embodies the right of every world citizen to education, and with

strong emphasis on the right to compulsory and free basic education. The

UBE being the newest educational programme in Nigeria was officially

launched at Sokoto state on 30th

September, 1990. The broad aim of

Universal Basic Education is to lay the foundation for life-long learning

through the inculcation of appropriate learning-to-learn, self-awareness

citizenship, and life-skills (FRN 2000). Universal Basic Education is the

transmission of fundamental knowledge to all facets of the Nigerian

society from generation to generation. It has three main components –

Universal, Basic and Education.

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Universal connotes a programme that is meant for all facets of the

society this includes, the rich, poor, the physically fit and physically

challenged, the brilliant, the dull and regular students and the dropouts

including every other individual that is ready to acquire knowledge. The

term “Basic” depicts the base, take-off points, fundamentals, essential,

springboard, bottom-line, the required and of course expected. This

implies that basic education is the starting point in the acquisition of

knowledge. Without basic education, higher education cannot be

acquired. It therefore meant that this basic education is mandatory for all

citizens. Basic education does not only imply years of schooling but it

sees education (in a broader sense) as a close articulation of formal, non-

formal and informal approaches to mechanisms for awakening and all

round development of the human potential (FME 2000). Obayan (2000)

describes basic education as that level, type and form of learning needed

to build firm roots for literacy and numeracy, to inculcate basic life skills

and more importantly, to consolidate the skills of learning how to learn.

Universal Basic education can be defined as that type of education

that can help an individual function effectively in the society (Adwole,

2000). It is equally the form of education which is essential for life and

that which must equip an individual with necessary skills to survive in his

environs. It should be practical and functional education in all aspect

(Enochi; Okpede, 2000). In the Universal Basic Education programme, it

is expected that theoretical as well as practical knowledge will be

transmitted to the learner in its simplistic form. This involves starting

from the scratch and being able to carry the learners along. This education

is the “aggregate of all the process by which a child or young adult

develops the abilities, attitudes and other forms of behaviour, which are of

62

positive value to the society in which he lives. Literacy is the bedrock on

which education is built. The federal government noticed the high

illiteracy rate and decided to curb it by considering the need for basic

education which is the foundation for attenable life-long learning among

the citizen. Teaching and learning is the rudiment of any educational

system. Learning itself is a complex process which can however be

defined as a change in disposition, a relatively permanent change in

behaviour overtime and that is brought about by experience. It can occur

as a result of newly acquired skills, knowledge, perception, facts,

principles, new information at hand which equips, the learner to face the

reality of life. Learning prepares one to survive life in his environment.

Therefore “basic education” is education for life rather than for

livelihood. Basic education is education for survival. It is education that

makes one a full-fledge member of his society.

Universal Basic Education is an educational system with a wider-

scope and better coverage. It provides a nine years universal, free and

compulsory education covering primary and junior secondary education,

as well as, rural populace, nomadic population, persons in physically

isolated settlements, urban slums, adult illiterates, street children, „or

popularly known as “almajirai” children and adolescents with special

needs and other special areas of need (FRN 2004:13).

One of the fundamental reasons for introducing Universal Basic

education programme in Nigeria is to make educational opportunity equal

to all citizens of school going age. In other words, education today is no

longer a “privilege” but a “right” to any bonafide child of this country,

Nigeria. That is, education for all. This was affirmed by (Gidado 2002)

who stated that Universal Basic Education is a reformed measure which

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aims at addressing the irregularity in educational opportunity at the basic

levels and improving the quality of that provision through modernizing

infrastructure, supplying instructional materials, building the capacity of

existing teachers and producing additional ones, quality assurance through

monitory and evaluation, social mobilization; for popular participation,

reviewing the curricular offering in order to be in line with the nations

visions and aspirations.

Similarly, Long (2000) noted that Universal Basic Education

programme implies that appropriate type of opportunities will be provided

for basic education to every Nigerian child of school going age. That

parents have an obligation to ensure that children in their care avail

themselves of such opportunities and that sanctions will be imposed on

persons, societies or institutions that prevent children, adolescent and

youths benefiting from the programme. Thus, it can be seen that the

concept of Universal Basic Education (UBE) is an attempt to democratize

education and achieve equal education opportunities for all citizens.

Universal Basic Education (UBE) is a modified version of the

Universal Primary Education (UPE) which was launched in Nigeria in

1976 under the Olusegun Obansanjo regime. Basic education is very

necessary in the third world countries like Nigeria where the level of

illiteracy is still very high. This illiteracy rate keep on rising despite the

efforts of individuals, state, national and international organization to

wage war against it. Universal Basic Education (UBE) has been seen as a

promising education programme for the nation. Its curriculum therefore

requires a regular review to meet up with the challenges of the changing

times that characterized the turn of the 21st century.

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The country Nigeria consists of several multi-ethno cultural groups.

This pluralistic nature of our country makes it imperative that certain

policy decisions have to emanate from the centre in order to promote

uniformity of this system of education in both primary and secondary

schools in the nation. To this end, section 18(1) of the 1999 constitution

provides that “government shall direct its policy towards ensuring that

there are equal and adequate educational opportunities and uniformity at

all levels. Therefore „UBE‟ is an attempt to satisfy this provision.

Ever since the inception of this basic educational programme by the

Federal Government, a lot have been done to see its effective

implementation at the primary school levels, but no reasonable impact of

the new programme has been recorded and even in secondary school level

in terms of quality education. This is apparently due to some factors.

Various factors have been identified which may likely lead to the

failure of Universal Basic Education programme in Nigeria. Denga (1999)

identified the following factors as current problems hindering the

successful implementation of UBE scheme.

-Funding: The intent as declared in the policy is that the Universal Basic

Education, like its predecessor Universal Primary Education (UPE)

should be free. It is however, true that the financial burden on government

often forces parents to get involved in funding the basic level of education

and since most parents are poor, the children remain poorly equipped to

learn. Funding is central to the overall development of education in

general and primary education in particular. According to Olaitan (1996)

no educational programme can be successful in the face of inadequate

funding. Educational funding in Nigeria has been dwindling in recent

times.

65

Okoh (2002) stressed that the inability of the federal government to

effectively sustain educational funding demonstrates lack of adequate

government planning. It is hoped that the federal government will provide

the bulk of funds, with the state government assisting sufficiently to

ensure that poverty-stricken parents contribute minimal funds for the level

of education in the new dispensation.

- Irregular payment of teachers’ salaries: it is well known that the

teacher‟s morale drops with tardiness in payment of salaries. Irregular

payment of teachers‟ salaries by State or federal government affect

teachers effectiveness in teaching and learning in our primary schools.

Hence they pay little or no attention to their duty.

- Provision and maintenance of infrastructural facilities.

Infrastructural facilities refer to the physical and spatial enablers of

teaching and learning in primary schools. They include, buildings like,

classroom blocks, libraries, laboratories, workshop, equipments and

instructional materials. Others are, playfield, school farms and garden, as

well as provision for water and sanitation facilities. These things are

inadequate both in quality and quantity. Our children sits under trees and

open fields for instructional purposes. Classroom facilities are inadequate

especially in rural communities where the number of school children may

outstrip the institutional space for learning.

- Poor planning: Poor planning as expressed by (Ezeocha, 1990), is one

of the major constraints to successful implementations of UBE

programme. Supporting his view, Adamaechi, and Romaine (2000)

maintained that proper planning has been found to be at the helm of

success of every good educational policy or programme. Without proper

planning the best educational programme is bound to fail. For example,

66

the UPE of the previous years suffered from lack of planning. This view is

in consonance with Denga (1999) who observed that poor planning was

one of the problems responsible for the unsuccessful implementation of

the UBE programme. He equally affirmed that lack of appropriate

statistical data on children enrolment, number of teachers, their

qualification and demographic characteristics of buildings and other

learning facilities were as a result of poor planning.

- Problem of supervision and monitoring of what goes on in basic

education centres; Regular inspection by the inspectorate division is

lacking and some teachers catch in on this to do some quick money

generating activities such as farming, butchering, petty-trading, private

lessons, among others, even during the school hours. This unprofessional

behaviour creates disciplinary problems as children remain unsupervised.

- The problem of walking long distance from home to school. This is

very common in rural areas where most children trek for more than 2

kilometters from home to school. This practice is likely to affect the

vitality of children and result in lateness to school, absenteeism and

treasury. Basic education centres should be established within 1 (one) or

1.5. kilometers. treking distance from home.

- There is no clear-cut programme or the interfaces between parents

and the school to facilitate childcare basic education. This partnership

is crucial and basic to the total development of the child. The parent-

teachers-association (PTA) is a necessary agency. But its scope does not

go deep enough to ventilate the child-care concept. The role of the home

in basic education is crucial.

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- Competition between private basic education centres (nursery &

primary schools) and public (government owned) centers. In a

democratic era such as ours, individuals have a right to operate school just

as parents have right to seek the best education for the children. There is

no legislation on private basic education centres especially as regard to

their excessive charges.

- Poor implementation: The previous UPE scheme as well as other

education policies in Nigeria have suffered the problem of ineffective

implementation. In most case, the policies and programmes were sound in

terms of targets to be reached and means of reaching those targats but as

the implementation is being carried out, there will be a breakdown

somewhere along the line. Cox (1996) argued that the main problem

confronting education in less developed countries is the inability to

coordinate and effectively manage available resources.

In this vein, Uko (2005) observed that some of the constraints to

effective implementation of Home Economic curriculum at the primary

school levels include; poor funding of course/subjects, inadequate

facilities, mismanagement/diversion of funds, attitude of teachers, attitude

of pupils, attitude of parents, attitude of school heads, school population

and inadequate number of gratified teachers.

Obviously speaking, one of the greatest problem facing any

educational policies and programmes in Nigeria is its level of

implementation. The Universal Basic Education as the most recent

educational programme in Nigeria has been subjected to this omen of

poor implementation in various Sates of the federation. Also equally

recognized are certain contrast to the successful implementation of

educational programme in Nigeria to be inaccurate statistical data,

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influence of politics, poor communication between the ministry of

education/supervising agency and schools, financial constraints, personnel

constraints, indiscipline, bribery and corruption.

The last but not the least is the problem of population explosion in

term of increase in pupils enrolment. The size of the class will definitely

affect the proper implementation of UBE programme. Ohuche and Ali

(1989) observed that if the class is too large less attention will be paid to

each pupil. Nowadays, there is population explosion in our primary

schools. This was affirmed by (Okoh, Salami & Uko-Aviomoh, 2000)

who maintained that increase in class size also affects the effective

implementation of UBE programme in primary schools in Nigeria.

The Universal Basic Education scheme emphasizes greatly on

providing qualitative, functional and effective teaching learning activities

at the primary level of education. This requires teachers, the learners and

of course instructional materials for effective interaction. Teachers make

use of instructional materials to make teaching more interesting, enjoyable

and easier so that the learner will acquire the knowledge and skills

required. But where both the teacher and materials needed for imparting

knowledge are inadequate in supply, the problem of low standard, poor

achievement of objectives would set in. Therefore to avoid such situation,

there is need for good inculcation and effective management of this

instructional materials during teaching and learning process by primary

school teachers. Also to achieve the desired objective cum visions of the

Universal Basic Education (UBE) programme for every Nigeria child of

school going age, certain strategies have to be adopted.

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Strategies for the provision of instructional materials for the

Universal Basic Education (UBE) Programme

Apart from government effort in the funding and providing both

human and material resources for achieving school objectives, it is

necessary that parents, individuals and corporate bodies should involve

themselves in provision of teaching materials for schools in their locality.

Much as the schools are part of the society, so also is the society part of

the schools. The two maintain a symbiotic role toward achieving the

objectives of the UBE scheme. This would to a greater extent help in

promoting sustainable development of the individual and the society at

large.

One of the greatest problem confronting policy making and policy

realization is implementation. This is because if the policy is not

translated into practice, the policy/makers would remain frustrated. On

this Amina (2003) suggested certain strategies that could be used to make

the provision of adequate teaching (instructional) materials feasible for a

more efficient and functional management of the UBE programme. These

include:

- Proper funding of the UBE programme. Alternative arrangement

will be instituted by the government through the establishment of

strong mobilization center that would reasonably compliment

government financial policy so as to achieve the stated objectives.

The funding will be geared towards the provision of physical

facilities like instructional/learning materials for teaching and

learning purpose in our primary schools.

- Principal/head teachers will try as much as possible to solicit

from the community certain instructional materials for the schools

70

in their locality when necessary. They will not just wait for the

school board or the ministry of education to supply them.

- Effective mobilization of the private sector participation.

Education officials at all levels need to enlighten and orientate the

public and educational stakeholders such as parent, community

members and even philanthropic, organizations about the roles they

can play in contributing toward the success of UBE programme.

This will help to ease the problem or disparity between available

resources and the population of users.

- Motivation of teachers: Teachers will be adequately motivated for

UBE programme to yield the desired results especially in the area

of professional growth. They will be given opportunities for

professional growth such as in-service training, workshop, seminar.

They will be supplied with teaching materials to enable them put in

their best so that the desired objective of the UBE programme can

be achieved. This implies that teachers supply and retention,

distribution of teaching materials has to commiserate with school

population.

- Participatory leadership style:- Collaborative management

approach is further suggested as one of the best strategies for

implementing the objectives of Universal Basic Education scheme.

This is organizing parents, community leaders, non-governmental

organisation and other stakeholders in managing problem of

funding, provision of teaching materials, and such live in their

community. Many nation have used this approach to effectively

implement such educational programmes in the wake of level of

literacy. Paul (2005) equally suggested some strategies which can

71

be used to reduce the problems of not implementing the UBE

programme to its fullest. These include,

Proper planning: Proper planning in terms of ascertaining the target

population through data currently available in Nigeria is another strategy

that will enhance the implementation of UBE programme. This will help

in the allocation of Funds as well.

Finance: For the successful implementation of the UBE scheme, there is

need to avoid pitfalls which bedeviled the previous efforts to provide free

and universal education. Adequate funding leading to improved

laboratories, infrastructural facilities, teachers‟ salaries, has to be

encouraged. The funding will be geared towards; firstly, the provision of

physical facilities/infrastructure, instructional and learning materials such

as textbooks, chalkboards, chairs, tables and other facilities like school

building, libraries, laboratories equipment, electricity, water and vehicles.

Secondly, regular payment of teachers salaries. This will help to curtail

constant strike action by teachers at all levels of education in the country.

- Regular supervision and monitoring: Regular supervision, monitoring

and evaluation of the UBE scheme while it is in progress will go a long

way to help the programme to out-live other previous educational

programme. Adamaechi and Romaine (2000) defines supervision as a

process of exercising authority, responsibility for planning, controlling

work, overseeing subordinates by close contacts, provides guidance and

leadership to workers. The officers of the Ministry of Education, whether

state or federal will ensue that teachers and heads of these schools are

performing the duties for which they are paid. They will equally monitor

the progress of the scheme and give important advice that will enhance

further progress. Failure to carryout regular supervision and monitoring of

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the scheme will affect the following areas of the UBE; curriculum

implementation, effective leadership, and conducive teaching learning

environment.

One of the objectives of UBE scheme is to engender a conducive

learning environment. There are environmental factors that could hamper

or facilitate learning activity. On this Ivowi (2000:12) observed that:

“Provision of adequate facilities for education ensures

that proper teaching goes on and as a result meaningful

learning takes place. The facilities should include

human and material resources that are vital for

teaching and learning as well as other goods and

services that are required to create a conducive

atmosphere for learning .For proper implementation of

the scheme, the federal, state and local governments,

the Parents Teachers Association (PTA) and all other

concerned bodies will provide schools with teaching

and learning resources. Teachers could also learn to

use local material to produce learning or instructional

materials. Again, decentralization in administration

could be recommended as problem-solving method at

the grassroots for making for easy identification,

assessment and solution. The effective implementation

of the UBE programme in primary schools can be

determined by how the teacher carry out the curriculum

activities”.

Amina (2005:365) strictly suggested fourteen possible ways of how to

carry out the UBE curriculum activities. Some of these ways are as

follows:

- The UBE programme should be popularly equipped with modern

devices, equipped with facilities to enable the teacher use them to

teach the pupils for maximum productivity.

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- Government should provide junior libraries for all UBE primary

schools.

- Government should make available material and man power for

instruction.

- For health services to be meaningful in Universal Basic Education

programme, government through the Ministry of Education in each

State should ensure that school authorities maintain a high degree

of sanitation in school environment.

- Government should conduct a documentation of social norms of

various communities and distribute the result to each State ministry

of education or information. This will encourage inter-state visit

and school excursion by the UBE pupils.

- With regard to women education, special effort should be made by

the government to let the parents know the value of women

education for the enrollment of their daughters in UBE programme.

- Audio-visual material should be used in the classroom instructions

at all stages in the UBE programmes, and amongst others.

Universal access to education has been the prime target for Nigeria

since the middle of the 1970s when the Universal Primary Education

(UPE) scheme blasted off predictably, the pupils enrolment burgeoned

rapidly from 6.2 million in the 1975/76 session to 14.8 million in 1992.

As usual, this burst of educational activity brought in its wake a plethora

of changes, some positive, others problematic. The UBE in its bid to

survive as an education programme has been encountering certain

problems especially in the area of managing instructional materials. It is

very important to fully integrate instructional materials into teaching

process. This is because these materials play significant roles in making

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teaching more effective especially at the primary level of education; as a

matter of fact, the level of provision and usage of these materials in

primary schools is very low.

Management of Instructional Materials in Schools

Management of instructional materials in schools is very essential

for inculcating and developing functional knowledge and skills in

learners. Olaitain, Nwachukwu; Igbo; onyemachi; and Ekong (1999)

pointed out that instructional materials are devices developed or acquired

to assist primary school teachers in transmitting organized knowledge,

skills and attitude to learners within an institutional situation directed

toward learning acquisition of skills for work. Nwandu (1994) added that

instructional materials are resources which may be used by the teacher

and the learner either in isolation or in combination, formally to facilitate

the acquisition of knowledge, skills and morals. Mkpa (1997) maintained

that instructional materials include all the material or resources, which the

teacher and in fact the entire class utilize for the purpose of making

teaching-learning more effective. Its effective management in schools has

to do with the teachers ability to see it as communicative gadgets, tools,

equipment that can be manipulated and utilized for effective and efficient

teaching and leaning during instructional process.

The scope of management of instructional materials in schools be it

primary, secondary or tertiary institution cut-across the extent of

availability, adequacy, and utilization of such instructional materials in

those schools. The availability and adequacy of suitable instructional

materials for teaching and learning process in primary schools is crucial

for the attainment of broad and specific objectives of primary education

75

(basic education). Thus its effective management whether improvised or

already made ones has to be encouraged in schools for maximum and

efficient learning activities among teachers and pupils. Availability has

been defined by Olaitan, Nwachukwu, Igbo, Onyemachi & Ekong (1999)

as a state of making provision for teaching resources to enhance effective

activities in teaching process in schools. A solid foundation for teaching

and learning process in schools depend upon adequate provision of

instructional materials. The federal government in recognition and

appreciation of the need for adequate provision of instructional materials

in schools to enhance instructional purpose have established a National

Educational Technology Centre at Kaduna State. Many states of the

federation have equally established curriculum resource development

Centres. The universities are not left out most of them have incorporated

curriculum development programmes in their facilities of education. A

good example is the Curriculum Development and Instructional Material

Centre (CUDIMAC) in the Faculty of Education in University of Nigeria

Nsukka of Enugu State. Many communities and individuals both in rural

and urban areas do at times donate some of these instructional materials

for teaching to schools. The Parents Teachers Associations (PTA), Old

Students‟ Association and other governmental and non-governmental

organisations are not left out in the charitable and humanitarians gifts to

schools.

A resourceful and creative teacher can construct most of the needed

instructional materials and at the same time teach her pupils students how

these material could be constructed; thus helping them to related their

textbook learning to the environment. According to Akpan (1988) a good

strategy for the acquisition of instructional material lies in preparing a list

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of these materials needed, make requisitions, proposals and plans coupled

with sheer persistence. This strategy would help to an extent in acquiring

instructional materials in schools. The need for making certain electronic

devices like radio, television, computers, film strips and film slides

available in schools for the teaching-learning process has been observed

as an unavoidable issue. Anyanwu (1998) and Ofoefuna (1990) regretted

that these important instructional materials are not made available in

schools.

On the need for availability and adequate provision of instructional

materials in schools, Idika (1997), identified that one major problem

which could mar the proper management of instructional materials to

enhance instructional process in schools is the inadequate provision of

basic facilities such as workshops, tools and equipments to facilitate

learning process. Nwachukwu (2001) buttressed this point when he

asserted that availability and effective utilization of instructional

materials, tools, equipment and facilities will help students/pupils to

acquire manipulative skills required to prepare them for immediate

employment in the world of work.

The provision of adequate instructional materials during

instructional process in schools is very important. Olaitan et al (1999)

lamented that without the provision of adequate learning materials in

schools for teaching purposes, the achievement of educational objectives

might be quite impossible. This view was supported by Obodo (1990)

who stressed that the use of inadequate materials for teaching does more

harm than good to the learner especially at primary school level. For

instance, using computer in explaining learning concepts, one computer is

left under the mercy of fifteen to hundred pupils, thereby making the

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interactive process very tedious, unpleasant and unenjoyable to both the

learners and the teacher. Whereas under normal circumstances, the

computer suppose to be assigned to one child per one so that the learner

can have close interaction with the material. Otherwise, the pupils or

students would resort to noise making thereby achieving nothing at the

long, run. Infact, there as nothing the classroom teacher teaches that the

pupils would understand since they are actually disorganized. On the

other hand, if this teaching gadgets as well as other instructional materials

are set in place adequately, teaching and learning would be interesting,

enjoyable and motivating too to both the teacher and the learner.

However, Alele (1990) observed that when these materials are not

provided adequately, they cannot be used by teachers. This therefore sets

back the growth and development of learners in schools. Okorie (1997)

therefore advocated for adequate provision of instructional materials in

both primary, secondary and territory institutions. This is because when

these instructional materials are adequately available in schools, the job of

teaching is made easier while learning is facilitated. Eshiet (1996) stressed

that when these instructional materials that facilitated teaching and

learning process are inadequately provided, learners‟ morale are killed,

interest are dampened and skills are not properly developed.

Consequently, students/pupil also resort to rote learning and what is learnt

cannot be applied to real life situations, learning will not be permanent as

what is learned is forgotten immediately. Much time is wasted by the

teacher in explaining abstract concepts and principles. Students are

frustrated as they are not much involved in the interactive process instead

they become passive listeners who have nothing to contribute during

instructional process in their classroom.

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In addition, Salami (1992) discovered that inadequate provision of

instructional materials and poor method of teaching physics for instance,

could cause student‟s low performance in the subject. He stated that when

materials for teaching are not adequately provided, the teaching of the

subject seeming so abstract that an average student hardly differentiate it

from a mathematics class, therefore many students run away from

physics. The few ones that remain cannot found any applicable

relationship between what they learn in the classroom and what they

encounter daily in the physical science world and therefore regard some

things as magic of the „whites‟. This problem is not peculiar to physics

alone it is also applicable to other science subjects as well as art subjects

in any institution of learning. Farombi (1997) asserted that the teaching

and learning of science subjects in secondary and primary schools as well,

cannot be improved if the teaching materials are not available. This is

because students/pupils learn fast when they interact with materials

relating to the topic of the lesson to be taught. He therefore advised that

for effective teaching and learning especially of sciences, simple teaching

models should be made not only available but adequately available so as

to enhance instruction.

In support of Farmbi‟s view, Alonge (1990) asserted that for the

effective teaching of science in schools, there must be adequate provision

of instructional materials. He advised that were these instructional

materials are lacking, teachers should resort to improvisation as most of

the materials for teaching the subjects could be improvised. In line with

the above idea, Ikwukam (1997) remarked that creative teachers can

construct materials in schools for their own utilization. Dike (2002) stated

that a resourceful classroom teacher can always improvise materials for

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teaching his subjects. He therefore advised teachers to improve their

school‟s visual aids which would help the students recall and understand

their learning experiences. Dike (2002) equally was of the opinion that

teacher made materials will be easier manipulated by the teacher and

pointed out that teacher should also involve learners who then will require

little explanation to understand and apply the materials.

The need for adequate provision of materials for teaching all

subjects in schools was recognized by Ezegbe (2005) who noted that

unless the primary and the post primary school teachers adopt the culture

of teaching with aids especially in most abstract concepts, learning will be

very much unrealistic. Hence, he advised that school authority should

make it compulsory that teachers should always submit their lesson plan

(lesson note) alongside with materials of instruction. Seminars and

workshop should be regularly organized for teachers intimating them the

importance of instructional materials in teaching and learning.

The utilization of instructional materials is as important as its

availability. Okoro (2005) pointed out that the production, availability and

utilization of instruction materials activities must be directed towards

achievement of the set curriculum and objectives. Instructional materials

must be put to proper used in order to achieve the aim of the new system

of education. Effective utilization of instructional materials will depend

on the teachers ability to employ the appropriate materials expertly and at

the right time in order to achieve instructional objectives. Eshiet (1996)

discovered that the use of local materials and practices in teaching has

been advocated by many educators especially the sciences but the extent

of involvement of teachers in their utilization has not been given a closer

study. The availability and adequate provision of instructional materials is

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important but of more importance is the extent to which teacher utilize

these materials in teaching-learning process to bring about improved

instruction. According to Ike (1997) instructional materials alone do into

achieve values unless when utilized in the teaching-learning process by a

competent teacher. In line with the above assertion, (Azikwe in Offorma

1994) stressed that under no circumstances should instructional materials

substitute the teacher or replace the teacher rather that instructional

material are there for the teacher to utilize them in making the teaching

and learning process more meaningful and effective.

Mkpa (1989) stressed the necessity in the utilization of instructional

materials for teaching and learning in schools. He was of the opinion that

instructional materials increases the rate of learning, save the teachers

time and effort, increase learners interests and facilitates the retention of

what is learned. He equally added that instructional materials help pupils

to grasp intellectually many things which would be almost impossible for

them to comprehend fully by any amount of mere story telling and

explanation, hence the need for teachers to utilize these materials

effectively. This have been rightly illustrated by Ike (1997) who pointed

that a teacher can explain and describe a bucket to the pupils but it is very

hard to tell them exactly what a bucket looks like without the picture of a

bucket or the bucket itself for clarification.

In line with the above, Onyejemezi (1992) illustrated the

importance of utilizing audio-visuals in teaching by referring to a Chinese

saying that “a book is worth a thousand words”. She maintained that the

use of instructional materials in teaching results in more effective learning

of factual information and skill in less time though the effectiveness of

these materials is a function of the teachers‟ proper use of them, she

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added. Again, materials alone cannot achieve any purpose unless utilized

effectively and efficiently by competent teachers.

Alaneme and Okeke (1988) was of the opinion that teaching

materials like diagrams, figures and real objects play vital role of helping

to eliminate the difficulty associated with abstract study of ideas. They

asserted that no matter how effective and efficient a teacher is in both

knowledge and methodology, the utilization of instructional materials

makes him more efficient. Alaneme and Okeke (1988) lamented a

situation where a graduate of secondary school is unable to differentiate a

“spade” from a “shovel”, or cannot identify common farm tools.

Furthermore, effective classroom learning and practical demonstration can

only be achieved if every school should stock the basic tools or materials

and teachers then make efficient use of them in teaching. Farombi (1997)

strictly warned that under no circumstance should any subject (whether

science or arts subjects) be taught in schools by teachers without a proper

and efficient utilization of instructional materials. And of course, no

meaningful learning or transfer of what has been learned will take place if

such learning occurs in a situation devoid of relevant activities and

concrete experiences.

The ability of the teacher to use instructional materials for teaching

serves to strengthen the degree of students understanding. The implication

of instructional materials usage during instructions procedures lies in

making teaching and learning real, interesting and full of activities both

for the learner and the teacher. Obodo (1990) discovered that efficient

utilization of instructional materials help students/pupils to develop

originality, creativity and clarity. The use of such concrete materials in

teaching contributes greatly to the learners retention of knowledge long

82

after it has been acquired. He emphatically maintained that the

effectiveness of any instructional material depends upon the extent to

which it is properly selected for a given purpose. Assertedly, the

appropriate use of instructional material impairs learning. He therefore

concluded that a good teacher is one who takes into serious consideration,

the level of the cognitive development of the learner, their background,

relevance of the material, suitability and appropriateness of instructional

materials before using them in the instructional process.

The appropriate utilization of instructional materials is an important

points of its management in schools. There are certain criteria for the

successful utilization of instructional materials in teaching. Onyejemezi

(1996) stated that for the successful and intelligent handling of teaching

materials, teachers must posses knowledge and skills, they must be

competent and be seriously committed to their works.

Anyakoha (1992) indicated the necessity of teachers to organize

and utilize these materials in such a way that every learner has an equal

opportunity to profit from the learning experiences. The utilization of

different types of instructional materials in teaching and learning process

makes different impact on the learners. Ike (1997), asserted that when

graphic materials related differently to the facts described in the text,

those facts becomes more clearly remembered. He noticed that although

pictures may distract a child‟s attention from what he may be readily,

pictures can as well stimulate and help further study in helping children

take active interest in the topic presented, pictures can have emotional

impact on the children and affect their attitude towards what is portrayed;

impress children and give them clear ideas of the topic. Ike, therefore

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advised teachers to utilize these graphic materials in teaching and

considering their inherent benefits.

The use of the electronic media in teaching learning process in

schools is of recent origin in our educational system. Ofoefuma (1990),

defined the new media as those materials that have not been seen as part

and parcel of our educational process that are in most case electrically

powered. He listed such media to include, radio and tape cassettes,

television, film slide and film strips, the video tae, overhead projectors

programmed instruction and computer. These media according to

Ofoefuna (1990) posses a lot of potentials which if tapped could promote

teachers‟ effectiveness. As he put it, “such utilization of education media

will enable the students to learn with minimum fears and tears and will

eliminate frustration”. He lamented that the new media in spite of their

potentials for making teaching-learning process make meaningful and

functional have not been put to adequate utilization in our formal

educational process.

Anyanwu (1988) asserted that radio is not used in Nigeria schools

despite the fact that it is one of the media systems which could be used to

bring knowledge to the classroom. He observed that the use of radio had

been very effective in other developed countries like United States of

America, for teaching and learning purposes. The television, he said, can

be linked to motion pictures. It supplier a combination of vision and

auditory stimuli if effectively use. He stated that the television is very

effective particularly for distant learning. It can bring the world of

knowledge together with the best teachers into the classroom. It stimulates

and sustains interest. It tends to humanize learning and makes learning

look like fun”.

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Anyanwu, further argued that even though the television, radio and

other forms of telecommunication may be primarily perceived as means

of entertainment, their utilization in educational programmes make the

instructional process easier and less stressful. He further stated that

appropriate application of instructional materials in education is capable

of individualizing, humanizing, personalizing and optimizing instruction

and learning. On the place of film slides and film strips, as instructional

materials in teaching and learning process, Offoefuna (1999) maintained

that they add variety to teaching and learning process. They are attention

commanding being the only “source of light in semi-dark room” as he

puts it. They also encourage discussion and stimulate interest and permit

detailed study and should therefore be efficiently utilized in teaching

learning process.

According to Azikiwe (1992), the need for efficient utilization of

instructional materials make teaching and learning more effective and

less time consuming. They help the classroom teacher to solve particular

problem with ease. They stimulate several senses thus making the learner

more involved in the learning process. This is very important as man

learns through senses. It should be realized that the use of the senses in

learning vary from person to person. Some learn better by one or the other

of the senses. According to Azikiwe, learners are saved from frustrating

situation and a lot of obstacles are eliminated when the teacher uses

relevant instructional materials. In the National Policy of Education

(2004), it could be discovered that one of the objectives of education is to

make learning permanent, the utilization of instructional materials in

teaching becomes a sure way of achieving the objective when real objects

or their representative are used in teaching, students see, touch and

85

interact with these materials. And it is a well known fact that such

interaction with learning materials will help students not to forget easily.

Specifically, the importance of adequate utilization of instructional

materials for effective teaching and learning in schools, especially the

primary schools has seen the paramount emphasizes ever since the

inception of the new system of education. It could equally be noted that

effective teaching and learning in schools depends on how best the

available materials are harnessed and utilized. This is because,

instructional materials help to secure the learners‟ attention and make

them ready to learn. It makes learning a more pleasant and an enjoyable

exercise and aids learners to assimilate and use what is learnt.

Instructional materials utilization in schools elicit group interaction. As

teachers and pupils or students work together, questions are asked,

comments and suggestions are made and these activities will give rise to a

healthy group interaction as well as growth and development of

knowledge, skills, and positive attitude among learners. Onwuka (1996)

maintained that the utilization of instructional materials in schools help

the teacher to convey intended message effectively and meaningfully to

the learner who will receive, understand, retain and apply experience

gained to attain the overall educational goals.

The effective utilization of instructional materials restores

confidence in the teacher and motivated learners to investigate a problem

thereby increasing in voluntary reading. Olaitan (1984) asserted that the

utilization of materials in teaching will go along way in helping students

in the development of night attitudes, interest and skills required in both

theoretical and practical subjects. Despite the usefulness of these materials

in teaching and learning process, they are not maximally used during

86

instructional procedures. Oranu (1988) pointed out that despite the

importance of instructional materials, they should not replace or compete

with the teacher belt should rather be utilized by the teacher to

complement his teaching. He said that instructional materials are a means

to an end and not ends in themselves. They do not achieve any of their

values on their own rather their usefulness depends on what the teachers

makes out of them. Teachers in all levels of education system were

therefore advised on skillful and intelligent handling of instructional

materials. They should focus on the utilization of instructional materials

through appropriate arrangement of the techniques of presentation of the

lesson and its objectives with the intended skills to be developed.

Some core subjects offered in schools and their suggested

instructional materials

The Educational Research and Development Council (NERDC)

(2001) in her National Curriculum for primary schools in their Nigeria

highlighted some subjects with the related instructional materials to

include the following; English language: Some of the common

instructional materials for English language includes, pictures, toys real

objects, tape recorders, flash cards, flannel boards, wall charts, wooden

and plastic letters, dictionaries, children encyclopedia, newspapers, course

books magazines, toy telephone, cardboard papers, recorded cassette,

employ cassette and other approved course book.

Mathematics: The instructional materials for this subject includes;

models, pencils, stick, desks, match boxes, sets of concrete objects of

equal sizes, markers, coloured pencil or crayon, counters, charts, and

Abacus, 10 x 10 square chart and back of exercises book with

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multiplication table, cut outs of squares, rectangles and teachers table,

sticks, bottle taps and many more.

Social Studies: Some suggested materials associated to teaching of social

studies in schools include; pupils text books, pictures of related topics.

Charts, Brooms, Buckets, Bins, Cans , cutlasses resources objects at

school, concrete objects stored at school, posters, slip charts, pupils at

resources, home resources persons, community resource, locally available

materials for making models, radio, television, samples of many bank

pass books, cheque books, and debit forms, cartooned pictures, audio tape

and play back.

Igbo Language: The instructional materials are, drawing, charts and

textbooks, teachers resourcefulness.

Health and Physical Education (HPE):

The instructional materials associated to the subject includes the

following; video clips, charts and pictures, mats, rope, pings, first aid box

and its contents, textbooks, posters, newspaper/magazines, chalkboard

and stand, stop watch, basket ball court, basket bal, wistles, mid-day day

time table, slip charts, vauting box, GYM House, camera, food item

parks, playground, spot wears, poles, crossbass, measuring tape, hackey

sticks, film shows, cartoons, costumes, video displays.

Christian Religion Knowledge (CRK): The materials which teachers

can easily lay hand on while teaching in the school includes, pictures of

related topics to be taught, flip charts, bible, film slides showing the topic

of discussion hymnbook, drama materials and resource persons.

Agricultural Science: The materials for teaching includes relate objects,

charts, pictures and posters of content under discussion, pictorial displays,

88

samples, live/or preserved specimens of useful insects/things (especially

living things and non living sketches, and teachers resourcefulness.

Home Economics: Some common instructional materials includes;

illustrated pictures of parts of the human body, tables, towels, brush,

sponge, cream, charts showing different kinds of clothing and foot-ware

clothes, peg, rope for making cloths, line banks posters, first aid box, nail

file, polish, textbooks and such like.

Integrated science: The course text, charts, pictures of different kind

related to the topic, models, human skeleton, globle, diagrams, sketches,

real objects, resource persons such like. The scope of these instructional

materials in primary as well as secondary schools depends on the

teachers‟ resourcefulness and his readiness to achieve the instructional

objective among learner of various categories.

Measures for improving the availability and provision of

instructional materials in schools

The measures of improving the availability and provision of

instructional materials for effective lesson delivery in schools is as

important as the lessons itself. The Federal Government encourages the

participation of local communities individuals and other organizations in

the financing education and education related matters in the country.

Although the federal and state government indicated their interest in the

providing the instructional material to schools but the problem lies in its

adequate provision without involving other external bodies.

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In view of this, Enemale (1993) was of the opinion that government

should sponsor all capital projects and pays staff salaries as at when due

so as to encourage teachers active participation in schools. In addition,

Olaitan (1996) remarked that education in general is expensive and that

the situation is much more critical for the vocational and technical

education which its programme out across wide range of human

endavours. The huge capital requires to establish vocational, technical and

educational programmes calls for more aggressive solutions for financial

support from sources other than the government he concluded. Omile

(1993) suggested that government should establish educational loan banks

to grant loans to educational institutions for the procurement of

educational facilities. The interest rate charged by these banks should be

as low as possible and there should be good management for the

achievement of educational objective buttressing more on making

materials available for teaching and learning in schools, Egwuja (1999)

suggested that management of secondary, primary as well as tertiary

schools should launch appeal fund programmes to finance the purchase of

materials and also solicit generous donations of instructional materials

from philanthropists and political office aspirants. These people may

deemed it as an honour to be associated with such donation. Holding the

same view, Dyiuk (1997) suggested that well to do individuals and

philanthropists could be encouraged to donate materials for teaching for

which they would be remembered. The wealthia ones within the society

can be made to build instructional material centres, worships or

technological centres or buildings named after them. (Aransiola 1999,

Uzokwe, 2000) in their contributions on measures towards improving

availability of materials to enhance functional skill acquisition in schools

90

stated that parents should try to give government moral and financial

support concerning vocational education. Parents should contribute

towards provision of necessary resources that would be needed for the

training of their children, so that in their adult lives these children may use

the skill they acquired and do jobs which would give them money to take

care of them (parents). Also these children with the skills they acquired

takes up occupations in different areas of specialties to face life

challenges.

Ikwukam (1997) in his own point of view added that because of the

prohibitive cost of some instructional materials and the need to achieve

the objectives of education, primary as well as secondary school teachers

should resort to improvisation. He maintained that teachers should use

inexpensive materials within the locality to produce some of the materials

they needed for teaching different subjects in their schools. In support of

the above view, Ayinde (1997) stated that improvisation is the only way

out of the scarcity of teaching materials both in the primary and secondary

schools. He stated that improvisation is the provision of a substitute made

from locally or readily available raw materials for a real or original

equipment or material. Since some of these locally available raw materials

are not bought at times, using them to improvise original materials will go

a long way solving the problem of inadequacy of these instructional

materials. Following the above assertions, the National Teachers Institute

(1990) pointed out the objectives of improvisation to include; to get

something suitable to replace the original material where you cannot find,

to get something not too expensive but effective and to get some materials

that can last for sometime.

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At this juncture, it could be asserted that improvisation by teachers

is readily a solution to the problem of inadequate provision or low level of

availability of these instructional materials in the schools. The school

administrators as well as classroom teachers are therefore advised to

resort to attitude of improvisation of instructional materials for effective

and efficient teaching-learning process in their respective schools. And

when these are procured, effort should be made towards their maximum

utilization in the classroom discussion.

Measures for improving the utilization of instructional materials in

schools

The effective utilization of instructional materials is necessary in

the teaching-learning process, since these materials do not achieve any of

their values alone unless when utilized effectively by competent teachers.

There are certain principles, plans and skills required for effective

utilization of instructional materials in the teaching and learning process

which classroom teachers must know and acquire. Surprisingly, not many

teachers have this basic knowledge and skills. This view was expounded

by (Onyjejemezi, 1992; Olaitan 1994) as they pointed out that lack of

necessary skills and techniques to operate some resource materials

militate against their use. They cited examples in schools where these

materials are locked up in school stores and left at the mercy of certain

atmospheric conditions, rats, cockroaches and termites. As a panacea,

Onyejemezi and Olaitan advocated the establishment of resource

(instructional) material centres in teacher-training institutes, colleges of

education where teachers in training will receive adequate instruction on

the appropriate utilization of necessary instructional materials. In support

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of the above views, Olowookere (2004) suggested that for effective

utilization of instructional materials, only qualified teachers of various

subjects offered in schools should be used to teach the subject in both

primary and secondary school as well. Non-qualified teachers should be

discouraged from teaching these subject since they lack vision towards the

utilization of instructional materials to enhance teaching and learning

process among learners. Furthermore, she suggested that teachers should

be encouraged to attend conferences, workshops and seminars in order to

improve themselves academically and skillfully. Government on the other

hand should give incentives in the form of hazard allowance and extra

load allowances to teachers especially those who utilize instructional

materials in teaching. Government should also provide these materials

adequately in schools for their provision pressure in every school would

motivate teachers into using them for teaching and learning purposes.

Conclusively, instructional materials are essentially needed for

appropriate practice demonstrations in schools to enable the learners

acquire the needed employable skills for gainful employment or to be

self-relevant economically for which UBE is meant for. Unfortunately,

instructional materials are grossly inadequate in our schools system due to

certain problems such as poor funding of the educational system by the

government, lack of enough local materials for producing local

instructional materials, inadequate skill personnel in the production and

utilization of instruction materials and poor maintenance culture among

the educational/school administrators and their subordinates.

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Constraints in Management of Instructional Materials for UBE

Programme

Omezia (2003) identified some of these factors that pose hindrances

to effective management of instructional materials during teaching and

learning exercise. These include:

- Lack of conscious effort by instructors to integrate instructional

materials into instructional process. This could be because of the lip

service attention by the government. Presently there is no frantic

effort by the government to enforce the use of instructional

materials in schools (especially at primary level).

- Non-availability of funds: Non-availability of funds is one of the

problems affecting the effective management (procurement) of

instructional materials in primary schools. As a result of this, most

of these instructional materials are scarce in these schools.

- Lack of experts to assist instructors (teachers). Some of the

instructors are not skilled enough in the art of managing

instructional materials; As such they find it difficult to use them in

the classrooms.

- Lack of innovation and creativity on the part of the teacher. Some

instructors/teachers are still naive and attached to the old methods

thereby finding innovation and creativity unnecessary.

- Non-availability of basic Instructional materials: Where the

instructor is skilled and ready to embark on utilization of the

materials, they sometimes do not have access to them.

- Lack of incentive and proper remuneration: Lack of incentives such

as allowances and non-payment of teachers salaries as when due

affect teachers effectiveness in the use of instructional materials for

teaching and learning purposes in primary school.

Obviously speaking, the role of instructional materials in the

effective and efficient implementation of Universal Basic Education

programme cannot continue to be a negligence issue. Since easy

understanding of subject matter increases the learner‟s classroom

performance and achievements, teachers should not play lazier-affair

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attitude toward its implementation in primary schools. Not only this,

when teachers form the habit of using these materials while teaching, it

will drastically reduce the level of illiteracy and high level of drop-out

among youths.

Dave; Pereva and Quane (1985) asserted that illiteracy is a serious

impediment to the individual growth and the country‟s socio-economic

programme. This statement is a true picture of any country whose

illiteracy level is very outrageous. When the level of illiteracy is high in

any society, it will remain backward given room to anti social actions. To

avoid this, there is need for good management of instruction materials by

teachers during teaching and learning in primary schools.

Theoretical Framework

Theories of Educational Administration and Management

In Educational Administration and Management, theories are

usually classified according to their historical development. Based on this,

two main classes of theories are identified in relation to this study. These

are;

- The systems theory

- The scientific management theory.

The Systems Theory

In this theory an organization is seen as a social system which can

be further sub-divided into subsystems each having a supra system which

constitute its environment. There is the believe that the only meaningful

way to study an organization is to study it as a system. That is why

Nwankwo (1982) defined a system as a unit with series of inter-related

and inter-dependent parts such that the interplay of any part affects the

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whole. A system can therefore be regarded as a structure with inter-

dependent parts. For example, with the educational system, there are other

sub system as primary, secondary, and tertiary sub-systems. It is based on

the concept of system that the system theory was developed.

Consequently looking at educational system, the system theory is

relevant to educational administration because, the entire educational set-

up is a system, where the concept of interaction and interdependence of

parts with the others is applicable. The educational system, like other

social systems, has identical properties such as open nature, input,

process, out-put, feedback, cycle of events, dynamic equilibrium

negethropy, differentiation and equi finality.

According to Edem (2006), in any social system, all the subsystems

work toward the maintenance of the life of the social system as a whole,

the survival of which depends on its capacity to maintain constancy in the

processes and relationship within and outside the system. To survive, the

system and its subsystems must be open, that is, they must have the

capacity to relate to and exchange matter with their environments, unlike

a closed system which cannot do so. He clearly pointed out that open

system is like human body with different biogical systems (example,

respiration, digestive and circulatory system) which have a common task

to perform in order to maintain life through an exchange of inputs and

outputs mechanism. In the human body system although the activities of

the body system are complementary and interdependent, each system is

free to pursue its activities which ensure the survival of the organism.

Thus, an open system must tend to yield itself in a state of equilibrium

and dynamism in order to maintain its state of balance, and to prevent

entropy it must have adequate feedback which is the self regulating

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mechanism through which the organization gather information about the

quality of its output to the environment, in the absence of which the

survival of the system is at stake.

As applied to educational administration, an educational system can

be seen as an open social system, the society in which it operates

constitute its supra system, and the preprimary and primary schools,

secondary schools, vocational and technical schools, teacher-training

institutions, amongst other are subsystems.

According to Edem (2006) three main levels can be identified in the

administration of a school, first, the technical function which are the

actual processes of teaching. Second, the managerial system or

administration whose functions are to mediate between the school and

outside world as well as to administer the schools internal affairs; and

third, the community system, a wider social system, which prescribes

conditions for the control of the activities of the school so that it can reach

its goals and be acceptable to the public.

For example, in a primary school, the technical functions are the

actual teaching done by the classroom teachers. The managerial or

administrative subsystem is the responsibilities of the head of

administration (headmistress/headmaster) and the community subsystem

corresponds to the Ministry and the Board of Education (example,

Universal Basic Education Board, State Universal Basic education

Board). It is the responsibility of the community subsystem to initiate a

code of conduct and policies which direct the activities of the school. It

also maintains standards by providing the school with adequate resource

both human, materials and regular supervision.

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The primary school administrators (headmaster/headmistress), on

the other hand, translates the policies laid down into action and co-

ordiantes, evaluates the day to day activities of his school. He enforces

standard and resolves conflicts arising between staff in the school and the

ministry of education. Finally, the primary school teachers as a unit

perform the actual teaching operation, and all the units together co-

operate to attain the overall goal of the school.

The Scientific Management Theory

The scientific management being one of the earliest administrative

theories emphasized productivity at the expense of the human worker. All

actions are intended to increase the productivity of the worker, for

example, encouraging overtime work and pressurizing people to work

harder. A worker is seen only as a worker who has no independent

decisions about his/her work. The manager (school administrator) had the

overall authority and control over him.

Indeed, the manager is incharge of all organizational affairs,

exercising control and making all decisions about the worker. The

worker‟s interests and aspirations are completely suppressed, and left

outside organizational programmes. According to Nwankwo (1988) it is

believed that man can be so managed that he can work as fast and

efficient as a machine. A proponent to this school of thought is Frederick

W. Taylor. He is regarded as the “the father of scientific management”

because of his pioneer works in this area. Taylor‟s main concern was the

achievement of efficiency of workers by maximizing their outputs

through the application of what he called principles of scientific

management. He believed that the best way to run organizations is for the

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administrators to know what to expect from the workers, and ensure that

the workers achieve those things in the cheapest way possible.

Accordingly, Taylor proposed six management principles which were

summarized and highlighted by Ukeje; Akabogu and Ndu (1992: 28-29)

as seen in the subsequent paragraphs.

Time-study principle

The emphasis here is that any work to be done must be accurately

measured by time, and that standard time should be established for all

works. In other words, there must be a fixed time frame for executing any

given type of work. This means that any given work must be finished

within a stipulated period of time.

Piece-rate principle

The implication of this principle is that the amount of money to be

earned by a worker should be determined by the amount of work done. In

other words, payment should be by result.

Separation of planning from performance principle

This principle stipulates that planning should be the sole

responsibility of the administrators and not the workers; that planning

should be based on time-study and other production factors which are

scientifically determined; and that working tools and facilities should be

standardized in order to facilitate planning.

Scientific method of work principles

In this principle, the management is expected to identify the best

way to perform any organization‟s jobs and train workers accordingly.

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Managerial control principle

Within the context of this principle it is expected that management

should be knowledgeable in scientific management principles through

training and should be able to apply them accordingly.

Functional management principles

This principle advocates the special designing of industrial

organizations to be free from strict military principle and in the process,

enhance coordination of activities among the various specialists in the

organization.

On the whole, it could be said that the scientific management

theory has a narrow view of organizational management. Among other

things, they neglected the decentralization of administration by

concentrating powers on the administrators who are erroneously believed

to posses all the administrative know-how. Workers were completely

avoided in the decision making process. Again, the theory side-tracked the

issues of work-motivation and conducive working environment as

contributive factors to worker productivity. It is however interesting to

note that the theory had provided the basis for subsequent theories on

organizational management to make improvement on the best way to

management organization.

Notwithstanding, scientific management theory evoked public

disapproval being criticized as an attempt to reduce human beings to

machine, nonetheless his idea that administrator should foster the

attainment of organizational goals and objectives and make provision for

the selection and training of staff remains indisputably important. Edem

(2006) stressing further, Taylor‟s idea of efficiency demands that an

organization must attain its objective and that those responsible for its

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administration must aim at a result to achieve. It also advocates the award

on benefits merit and stresses the need to keep on working until the result

is achieved.

However, educational administrators and teachers must note that

some of Taylor‟s ideas cannot work in school. For example, the

standardization of work means that it should be done in the same way by

every worker. In a school, subjects cannot and should not be taught in the

same way. There are as many methods of teaching as there are teachers.

Different subjects too need different approaches. To advocate like Taylor

that teachers should use only one method of techings would breed

ineffective teaching and boredom in the school, and there would be no

room for curriculum modification or innovation.

Taylor was an engineer, so he wanted work to go on regardless of

what happened. Teaching cannot go on without a break. Children and

teachers have to rest. The teaching – learning process is complex and so to

sustain its goal it must be focused on the learners, whose individual

differences must be considered and adequately catered for. The teacher‟s

health must also be considered. They need to rest physically as well as

mentally in order to be able to continue. Another advocate of the scientific

management is Henry Fayol who also focused his study on how to

increase the productivity of the workers. As his model, he conceptualized

administration as being able to plan, to organize, to command, to

coordinate and to control (Edem 2006).

101

Finally, the concept of systems theory and scientific management

theory in Educational Administration has been fully explained. Therefore

one has realized from the discussions that a successful school

administrator is the one who, not only has a good knowledge of all the

classes of theory but the ability to apply the right ones at the appropriate

situation.

Review of Related Empirical Studies

This section reviews some research studies carried in educational

institutions that have direct relevance with the present study.

Eboh (2005) investigated the level of knowledge and use of

instructional materials by nursery school teachers in Nuskka Urban. The

population comprised of all the teachers in all government approved

nursery schools in Nsukka Urban. Data obtained from the State school

management Board, Nsukka showed that there are nine such schools with

a total of forty-two teachers (24 less experienced and 18 more

experienced).

The instrument for data collection was a structured questionnaire

which was face validated by three-main fury experts in instructional

materials and educational foundations at the University of Nigeria

Nsukka. The questionnaire was personally distributed to all the 42 nursery

school teachers in the area of study and collected by the researcher. The

data collected were analysed using statistical methods that include,

frequency, mean and standard deviations. While t-test was used to test the

hypotheses.

The study revealed that the nursery school teachers in Nsukka

urban (both less experienced and more experienced) have adequate

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knowledge of some of the instructional materials like posters, slip charts

chalkboard, photographs, still pictures, maps and manuals. They however,

have low knowledge of the following instructional material flannel

boards, models, computer sets, video cassette players and projectors. The

low knowledge of some of the instructional materials by nursery school

teachers, was attributed to their low availability due to their high cost.

The analysis of the study also revealed that nursery school teachers

do not frequently use most of the instructional materials. The study

equally revealed that there is significance difference between more

experienced and less experienced nursery school teachers on their level of

knowledge and frequency of utilization of some instructional material.

Edikpa (2005) did a study on the production and utilization of

instructional material by senior secondary school teacher of Christian

Religious Knowledge. The study identified instructional materials

produced and utilized for teaching and learning Christian Religious

Knowledge in senior secondary schools. A descriptive research method

was adopted. Data was collected using twenty (20) item questionnaire

which was administered on 160 Christian Religious Knowledge teachers.

These data collected was analysed using frequency and simple

percentages. The finding revealed that teacher do not produce

instructional material for teaching and learning Christian Religious

Knowledge.

Another research work was conducted by Ugwu (2005) on

determining the level of availability, extent of improvisation and possible

hindrances to improvisation of instructional materials in teaching

Agricultural science in secondary schools in Enugu State. five hundred

and seventy-two (572) agricultural science teachers in two hundred and

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sixty-five public owned secondary schools in Enugu State constituted the

population of the study. The findings of the study showed that

instructional materials were not adequately available in most of the

secondary schools and that teachers are not putting in enough efforts at

improvisation. He concluded that “Classroom instruction without

adequate instructional materials has the capability of changing all the

teachers‟ instruction from teaching to cheating”.

Freeman (2005) studied the importance of instructional material to

the successful implementation of social studies curricular at junior

secondary school level in Udi Educational Zone Enugu, comprised eighty

students from two arms of junior secondary schools class III that were

randomly selected from two co-educational schools in Udi Educational

Zone of Enugu State. The findings of his study revealed that students

taught with instructional materials performed better than students taught

without instructional materials. There is inadequate trained teachers of

social studies, the shortage of relevant instructional material and lack of

improvisation of the material by teacher and student are among factors

militating against effective implementation of social studies curriculum in

junior secondary schools.

Summary of Literature Review:

Instructional materials play vital roles in teaching and learning

process in the field of education. Its management for effective

implementation of Universal Basic Education (UBE) scheme in primary

school level cannot be over emphasized. The concept of instructional

material management was fully expounded and it was discovered that the

effective management of instructional materials depend on how relevant a

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teacher find it towards the achievement of pre-determined instructional

goals and objectives.

A significant number of literatures were reviewed on the concept of

management and instructional materials, sources and productions of

instructional materials, rationales for production of instructional materials,

importance of instructional material in teaching and learning process,

concept of Universal Basic Education (UBE) programme, strategies for

provision of in instructional materials for effective implementation of

UBE programme, management of instructional material in schools,

constraints to management of instructional materials for UBE programme.

The literature revealed that effective management of instructional

materials for teaching and learning is the key for quality and quantitative

education in primary school. Theoretical frame work in educational

Administration and Management was done which consists of the system

theory and the scientific management theory. Four empirical studies

related to the present topic were reviewed.

It is observable that some research works have been carried out on

the level of knowledge and use of instructional materials, products and

utilization of instructional material, level of availability, extent of

improvisation of instructional material and the importance of instructional

materials. However, no known research work has been carried out on the

effective management of instructional material for the purpose of

achieving the pre-determined goals of the UBE scheme in primary schools

in Enugu Metropolis. Hence, the interest of the researcher and the need

for the present work which investigates the management of instructional

material for effective implementation of UBE programme in primary

schools in Enugu metropolis of Enugu State.

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CHAPTER THREE

RESEARCH METHOD

This chapter discusses the research method that was used in the

study. They are presented under the following subheadings, design of the

study, area of the study, population of the study, sampling and sampling

technique, instrument for data collection, validation of the instrument,

reliability of the instrument, method of collection of data, and method of

data analysis.

Design of the Study

The research design for this study is descriptive research design.

This is a type of research design that is mainly concerned with describing

events as they are, without any manipulation of what caused the event or

what is being observed. A descriptive study seeks to find out „what is‟ and

describes the event as it is while a survey is a type of descriptive study

which seeks or used the sample data of an investigation to document,

describe, and explain what is existent or no-existent on the present status

of a phenomenons being investigated. In a survey study, views, facts,

pubic opinions are collected, anlaysed and used for answering research

question (Ali 2006).

Therefore the researcher adopted the descriptive survey design for

the study since it yielded to the above characteristics. That is, descriptive

survey design was chosen to enable the researcher investigate, and equally

ascertain the views, facts, opinions of the people and information about

the instructional material management in teaching and learning process

towards the effective implementation of UBE programme in government

owned primary schools in the metropolitan cities of Enugu State.

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Area of Study

The study was carried out within government owned primary

schools in Enugu metropolis of Enugu State. Enugu metropolis consist of

three major Local Government Areas with a total of sixty eight (68)

primary schools. That is in Enugu-East 12 schools, Enugu-North 31, and

Enugu-South 25 primary schools respectively.

This area of study was chosen because; first, no work has been

done in the past years on the management of instructional materials for

effective implementation of UBE programme in government owned

primary schools within Enugu metropolis. Secondly, the metropolis has

the greater concentration of primary schools within the state. Thirdly,

there is generally low academic performance of pupils in the assessment

tests, internal and external examination which makes the good

implementation and realization of UBE goals and objectives impossible in

the state. Fourthly, teaching and learning is going on without instructional

materials in these primary schools within the Enugu metropolis.

Finally, there seem to be total neglect on the side of teachers

towards the effective management of instructional materials for teaching

and learning purposes in State owned primary schools in Enugu

metropolis.

Population of the Study

The population of the study comprised, all the head teachers,

assistant head teachers and classroom teacher in government owned

primary schools in Enugu metropolis. This includes one hundred and

eighty-even (187) teachers in Enugu-East, five hundred and fifty-eight

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(558) teachers, and eighty hundred and ninety-five (895) teachers in

Enugu-South respectively. See appendix II (Table I).

Sampling and Sampling Technique

The sample for the study consist of 1000 government owned

primary school teachers in Enugu mettropolise. The sampling technique

used for the study is the proportionate stratified random sampling.

Proportionate stratified random sampling is a type of probability sampling

techniques which ensure greater representative of the sample relative size

to the population and guarantees that the minority consistent of the

population are represented in the sample. The sample characteristics

therefore are better approximates (estimates) of the population

characteristics and the associated sampling error is correspondingly

reduced (Nworgu 1991).

In determining the sample size that was drawn from the population

of one thousand, six hundred and forty (1640) teachers within the Enugu

Metropolis, the researcher first of all computed the proportion of the

sample to the population or what is called the sample fraction to be 0.61

or 61%. The sample size in each stratum (metropolitiation city) will

therefore be made up of this proportion or percentage of the population in

the stratum. Hence in Enugu-East 61% of 187 was drawn to be 114.07

approximated to 114 teachers, Enugu-North, 61% of 558 was drawn to be

340.38 approximated to 340 teachers, and in Enugu-South, 61%% of 895

was drawn to be 545.95 approximated to 546 teachers. Therefore the

grand total of the sample size drawn from the study is 1000 teachers

(including head teachers, assistant head teachers and classroom teachers).

See appendix II (Table II.)

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Instrument for Data Collection

The instrument for data collection was a structured likert-type

questionnaire with the title, Management of Instructional Materials for

Effective Implementation of Universal Basic Education programme

(MIMEIUBEP) in Primary schools in Enugu Metropolis. The instrument

was developed through extensive reviewed literature and based on the

four research questions.

It consists of Cluster A containing the personal data of all the

respondents. Cluster B to E containing twenty-three (23) researchable

items which was be used to collect information on the responses from the

respondents on the management of instructional materials for effective

implementation of UBE programme in government owned primary school

sin Enugu metropolis. The responses was be rated on the four point

numerical scale of Strongly Agree (SA), Agreed (A), Disagree (D) and

Strongly Disagreed (SD).

Validation of the Instrument

The face validation of the instrument was done to ensure that

questionnaire items were relevant to the purpose of study and the research

questions. The initial drafted copy of the instrument was given to the

researcher‟s project supervisor, who then forwarded the copies of the

instrument to three other experts in the field of education. That is one in

the Department of Measurement and Evaluation while the other two

experts were in the Department of Educational Administration and

Planning in University of Nigeria Nuskka.

The experts carefully studied and vetted the items in the

questionnaire by given preference to suitability, adequacy and relevancy

109

of its language in answering the research questions as well as purpose of

study. The comments, observations and corrections made by these experts

were effected. These modifications gave rise to the final researchable

items in the questionnaire used for the study.

Reliability of the Instrument

The reliability of the instrument used for the study was determined

through trial testing. This was done by administering the questionnaire to

two (2) head teachers, four (4) assistance head teachers, and nineteen (19)

classroom teachers which was randomly selected from primary schools in

Oji-River and Udi Local Government Areas. Two weeks later, the

instrument was readministered on the same respondents. Since the

research questions were in clusters, the reliability coefficient was

computed in cluster by cluster; using the correlation statistical technique

known as Cronbach‟s Alpha (&). This helped the researcher determine the

extent of co-variation/ associations of the two raw scores. Thus, the

reliability coefficient for cluster B is 0.549, C is 0.649, D is 0.546 and E is

0.668.

The internal consistency measures of the two scores was computed

through the overall reliability coefficient of B, C, and E, and it yield a

high consistency measure of 0.735 approximately 0.74, which indicated

that the instrument is reliable. See appendix III.

Method of Data Collection

One thousand copies of the validated questionnaire was personally

administered to the respondents in the primary schools during working

hours and 581 was collected back after responses. The researcher made

110

make use of five research assistants who helped her in administering and

collecting the instrument from all the schools. The researcher instructed

the research assistants on what they should do when they get to the

schools. For instance, effort should be made to explain the questionnaire

to the respondents on the items that appeared vague to them. The

completed copies of questionnaire was collected and equally analyzed.

Method of Data Analysis

The data was statically analyzed using mean (x) scores and

standard deviation in answering the four research questions for the study.

A four point nominal rating scale was used with nominal values assigned

to them. The frequency scores for all the options from the respondents for

a particular item was determined and its mean computed. The cut-off

mark/point is 2.50. This means that any item with a mean of 2.50 or above

acceptable mean was accepted while those items which its mean is less or

below 2.50 were rejected. The t-test statistics was used to test the two null

hypotheses.

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CHAPTER FOUR

RESULTS

This chapter presents the results obtain from the data analyzed for

the study. These results are presented in accordance with the four research

questions and the two null hypotheses formulated to guide the study.

Research Question One

What are the sources of instructional materials for teaching and

learning purposes in primary schools in Enugu metropolis?

The response of the subjects on the sources of instructional

materials in primary schools are presented in the table 1 below

Table 1: Mean and Standard Deviation ratings of classroom teachers

and school administrators on sources of instructional materials

S/N

Item

School Administrators and

Classroom Teachers

Mean

X

Standard

deviation

(s)

Decision

1 Collection of items like computers, radios,

film, projectors from the immediate locality

of the school 2.86 1.04 A

2 Production of charts, models, flannel boards,

drawings by the teachers and pupils

(improvisation) 3.24 0.69 SA

3 Donations of instructional materials from

philanthropists and other public spirited

people within the community such as; town

unions, women association, parent teacher

association (PTA) and board of governors 3.10 0.98 SA

4 Gift to school from government and non-

governmental organizations such as UNICEF,

UNESCO, Religious organization and

SUBEB 3.25 0.77 SA

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5 Donation of instructional materials from

charitable organization like Rotract and Red

cross society 2.94 1.01 A

6 Borrowing instructional materials from

neighbouring schools when they find it

necessary 2.67 1.13 A

Cluster mean 3.01 0.54 SA

Table 1 above showed that the mean of each of the items is greater

than 2.50 (working or acceptable mean). Therefore, the respondents

agreed that all the items listed are the sources of instructional materials for

teaching and learning purposes in primary schools in Enugu metropolis.

According to them, instructional materials can be acquired in schools for

teaching and learning purposes through collection of item such as

computers, radios, film, projectors from immediate locality of the schools.

Production of charts, models, flannel board by the teacher and pupils,

Donation of instructional materials philanthropists and other spirited

people within the community. Other sources include; gift of instructional

materials to schools by government and non-governmental organizations;

donations from charitable organization, and borrowing of instructional

materials by teachers from their neighbouring schools when the need

arises for teaching and learning to take place. The overall or cluster mean

is 3.01. This affirmed that both the school administrator and classroom

teachers strongly agreed that the above items on the table I constitute the

possible sources of instructional materials for instructional purposes in

primary schools.

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Research Question Two

To what extent do teachers utilize instructional materials in

teaching and learning process in primary schools in Enugu metropolis?

Table II showed the response of the subjects on the extent of

utilization of instructional materials in primary schools.

Table II: Mean and standard deviation ratings of classroom teachers

and school administrators on the extent of the teacher’s utilization of

instructional materials

S/N

Item

School Administrators and

Classroom Teachers

Mean

X

Standard

deviation

(s)

Decision

7 Teachers use instructional materials to

demonstrate and motivate learner‟s interest

and readiness for instructional process 3.46 0.68 SA

8 Teachers use instructional materials to

enhance learner‟s aptitude towards

instructional process 3.45 0.72 SA

9 Learner‟s ability to understand is increased by

the use of instructional materials by the

teacher 3.40 0.70 SA

10 Teachers do not use instructional materials

for teaching and learning for fear of

damaging them 2.90 1.14 A

11 Time spent by the teacher using instructional

materials is determined by effort of the

teacher and perseverance of the learner 3.08 0/74 SA

Cluster mean 3.26 0.43 SA

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Table II above showed that the mean of each of the items 7, 8, 9, 10 and

11 is greater than 2.50. This implies that the teachers uses the instructional

materials to a great extent to demonstrate and motivate learner‟s interest

and readiness for instructional process, to enhance learner‟s aptitude

towards instructional process, increase the learner‟s ability to understand

any learning package. They equally agreed that the time spent by the

teacher while using instructional materials in the classroom teaching is

determined by the teacher‟s effort and the perseverance of the learner. The

cluster mean is 3.26 which indicate that the subject utilizes instructional

materials during instructional process in primary schools.

Research Question Three

In what ways are instructional materials maintained by the school

administrators/head teachers in government owned primary schools in

Enugu metropolis?

Table III showed the response of the subjects on ways of the

instructional materials maintenance by the school administrators in

government owned primary schools.

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Table III: Mean standard deviation rating of classroom teachers and

school administrators on the ways the instructional materials are

maintained

S/N

Item

School Administrators and

Classroom Teachers

Mean

X

Standard

deviation

(s)

Decision

12 Instructional materials such as audio-visual

and audios are given regular services to avoid

total breakdown. 3.10 0.95 SA

13 Damaged and worn-out ones are replaced

with new ones 2.88 1.04 A

14 These materials are left under the care of a

staff 2.98 0.99 A

15 Lubricant are often applied on them to avoid

rusting and tight knots 3.01 0.96 SA

16 Adequate security is provided by the school

heads over the instructional materials to avoid

stealing them by the external or internal

agents 2.92 1.04 A

Cluster mean 2.98 0.67 A

Table 3 showed that the mean of each items 12, 13, 14, 15 and 16 is

more than 2.50. This implies that the respondents agreed that each of the

items constitute ways of maintaining instructional materials by the school

administrators in government owned primary schools in Enugu

metropolis. However, school administrators strongly agreed that

instructional materials are given regular services to avoid total broken

down of such instructional materials and lubricant are equally applied on

them to reduce rusting and tight knots of such materials. This is confirmed

from the cluster mean which is 2.98.

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Research Question Four

What problems militate against effective maintenance of

instructional materials in primary schools in Enugu metropolis?

Table IV present the response of the subjects on the problems

militating against the effective maintenance of instructional material in

primary schools in Enugu metropolis.

Table IV: Mean and standard deviation ratings of classroom teachers

and school administrators on the problems militating against the

effect maintenance of instructional materials

S/N

Item

School Administrators and

Classroom Teachers

Mean

X

Standard

deviation

(s)

Decision

17 Poor maintenance culture of school heads 3.23 0.89 SA

18 Inadequate funding 3.38 0.72 SA

19 Inexperience in the use of instructional

materials by some teachers 3.32 0.82 SA

20 Lack of in-service training and retaining of

teachers by the appropriate authorities 3.30 0.75 SA

21 poor storage facilities 3.36 0.83 SA

22 Lack of interest of some administrative heads/

teachers over the instructional materials 3.10 0.86 SA

23 Diversion of funds meant for maintenance of

instructional materials by the school

administrators 3.31 0.87 SA

Cluster Mean 3.29 0.47 SA

The mean response of each of the item 17, 18, 19, 20, 21, 22 and 23

is greater than 2.50. This implies that all these items constitute the

problems militating against the effective maintenance of instructional

materials in primary schools in Enugu metropolis. The data in table IV

117

also showed that the school administrators strongly agreed that poor

maintenance culture of school heads, inadequate funding inexperience in

the use of instructional materials by some classroom teachers, lack of in-

service training and retraining of teachers by the appropriate authorities,

poor storage facilities in their school, lack of interest of some

administrative head over the instructional materials and diversion of funds

meant for maintenance of instructional materials by the school

administrators affects the effective maintenance of instructional materials

in the primary schools in Enugu metropolis.

The cluster mean of 3.29 still confirmed that the school

administrators strongly agreed that the above items constitute problems

over the effective maintenance of instructional materials in primary

schools in Enugu metropolis.

Hypothesis One

There is no significance difference between the mean ratings of

school administrators/head teachers and classroom teachers on the sources

of instructional materials in government owned primary schools in Enugu

metropolis.

Table V showed the mean of both the school administrators and

classroom teachers as well as their corresponding standard deviation and

t-test calculated.

118

Table V: Summary of t-test for school administrators and classroom

teachers on sources of instructional materials.

S/N Item Post N Mean

X

S.d df t-cal 2 (tail)

signif.

Decision

1 Collection of items like computer, radio,

film, projectors,

from the immediate

locality of the school

School administrators

230 2.66 1.04

578 -3.67 0.00 S Class teacher 350 2.98 1.02

2 Production of chart,

models, flannel board, drawings by

teacher and pupils

(improvisation)

School

administrators

230 3.21 0.71

578 -0.78 0.44 NS Class teacher class room

teacher

350 3.25 0.68

3 Donations of from

philanthropists and other public spirited

people within the

community such as town unions,

women association,

parent teachers

associations (PTA and Board of

governors

School

administrators

230 3.08 0.99

578 -0.36 0.72 NS Class teacher

350 3.11 0.97

4 Gifts to school from government and

non-governmental

organizations such

as Unicef, Unesco, Religious

organizations and

SUBEB

School administrators

230 3.24

0.78

578 -0.08 0.94 NS Class teacher 350 3.25 0.76

5 Donations of

instructional

materials from charitable

organizations like

Rotract and Red

Cross Society

School

administrators

230 2.89 0.97

578 -0.96 0.34 NS

Class teacher 350 2.97 1.25

119

6 Borrowing

instructional materials from

neighbouring

schools when they

find it necessary

School

administrators

230 2.65 1.19

578 -0.43 0.67 NS Class teacher 250 2.69 1.09

Overall School

administrators

230 2.95 0.52

578 -1.90 0.06 NS Class teacher 350 3.04 0.55

Table V showed the t-test calculated for school administrators and

classroom teachers for each of the items. From this table, only item one

(1) showed that there is significance difference between the mean of

administrators and classroom teachers. This is because the 2-tail

significance level (0.00) calculated is lower than the significance level

(0.5) set for the hypothesis. However, for items 2, 3, 4, 5 and 6, there is no

significance difference between the mean of school administrators and the

classroom teachers. This is because the 2-tail significance level (0.44,

0.72, 0.94, 0.34 and 0.67) for each of the t-test calculated respectively is

greater than the significance level (0.05) set for the hypothesis.

Finally, on the overall, there is no significant differences between

the mean of the school administrators and the classroom teachers. This is

because the 2-tail significance level (0.06) calcite is greater than the

significance level (0.05) set for the hypothesis.

120

Hypothesis Two

There is no significant difference between the mean ratings of

school administrators and classroom teachers on the extent of utilization

of instructional materials in government owned primary schools in Enugu

metropolis.

Table VI below showed the mean and standard deviation of both

school administrators and classroom teachers as well as their

corresponding t-test calculated on the extent of utilization of instructional

materials.

Table VI: Summary of t-test for mean of school administrators and

classroom teachers on the extent of utilization of instructional

materials.

S/N Item Post N Mean

X

S.d df t-cal 2 (tail)

signif.

Decision

7 Teachers use

instructional

materials to

demonstrate and

motivate

learner‟s interest

and readiness for

instructional

processes

School

administrators 230 3.53

0.65

578 1.95 -0.52 NS Class teacher 350 3.41 0.69

8 Teachers use

instructional

materials to

enhance learners

aptitude towards

instructional

process

School

administrators 230 3.40

0.79

578 -1.41 0.16 NS Class teacher 350 3.49 0.67

121

9 Learner‟s ability

to understand is

increased by the

use of

instructional

materials by

teacher.

School

administrators 230 3.28

0.75

578 -3.30 0.01 S Class teacher 350 3.47 0.65

10 Teachers do not

use instructional

materials for

teaching and

learning for fear

of damaging

them.

School

administrators 230 2.80

1.19

578 -1.67 0.10 NS Class teacher 350 2.97 1.11

11 Time spent by

the teacher using

instructional

materials is

determined by

effort of the

teacher and

perseverance of

the learner

School

administrators 230 3.03

0.77

578 -1.54 0.13 NS Class teacher 350 3.12 0.72

Overall

School

administrators 230 3.21

0.47

578 -2.37 0.02 S Class teacher 350 3.29 0.39

Table VI above showed the t-test calculated for administrators and

classroom teachers on the extent of utilization of the instructional

materials. From the table, only item 9, shows that there is significant

difference between the mean of administrators and classroom teachers.

This is because the 2-tail significance level (0.01) calculated is lower than

the significance level (0.05) set for the hypothesis.

122

On the other hand, items, 7, 8, 10 and 11 shows that there is no

significance difference between the mean of school administrators and

classroom teachers. This is because 2-tail significance level (0.52, 0.16,

0.10 and 0.13) respectively is greater than 0.05 significance level set for

the hypothesis.

However, the overall showed that there is significant difference

between the mean of the school administrators and the classroom

teachers. This is also because the 2-tail significance level (0.02) calculated

is lower than (0.05) level of significance set for the hypothesis.

123

CHAPTER FIVE

DISCUSSION, CONCLUSIONS, IMPLICATION AND

RECOMMENDATION

Discussion of Findings

This chapter presents the discussion of the result of the study, the

conclusion, implications, recommendation, limitation of the study and

suggestions for further research.

Sources of Instructional Materials

With reference to the first research question, which dealt with the

possible sources of instructional materials for teaching and learning

purposes in primary schools in Enugu metropolis. The respondents agreed

that instructional materials are obtained as gifts and donations from

government and non-governmental organizations, philanthropists and

other public sprinted people within the community, the charitable and

religious organizations are not left out. They equally agreed that the most

common and widest sources of instructional material in their school are

through improvisation and production of such materials by the teacher and

her pupil. Also instructional materials are collected from immediate

locality of the school or they are borrowed from neighbouring schools

when they find it necessary.

The high cluster mean ratings showed that the school administrates

and classroom teachers are not only aware of the sources of these

instructional, they also procure them for the purpose of effective teaching

and learning in primary schools.

In the null hypothesis one (Ho1) both the classroom teachers and

school administrators showed a high mean rating response. This indicated

that both had they knowledge of possible sources of instructional

124

materials and as well procures these materials for teaching and learning

purposes in their school. There is an overall corresponding 2-tail

significance level calculated which is greater than the significance level

set for the null hypothesis. This showed that there is no significance

difference between the mean ratings of the school administrative them the

classroom teachers on the sources of instructional materials for teaching

and learning purposes in primary schools. Therefore the null hypothesis is

rejected.

The findings with regard to the research question are quite

interesting. This is because it is in agreement with the views and opinions

ever made in the field of education by some researchers in this aspect of

study. It agreed with the view of Balogun (1982) that improvisation and

production of instructional materials is a relatively cheaper alternative

means of acquiring instructional materials into the schools for teaching

and learning purposes. The findings equally agreed with the opinion of

Bomide (1985) that improvisation of instructional materials enhances the

teacher‟s instructional process and equally concretizes learning

experiences of the learner.

The findings also agreed with the finding of Edger (1996) that the

need for innovative materials in schools was due to great quest for

education to meet up the challenges in the society. It agreed with the

findings of Omotunde (1996) who suggested that improvisation of

instructional materials by teachers will help to make these materials

available in schools. The findings from the above research question

supports the Federal Republic of Nigerian‟s (2004) Educational Policy

that encourages classroom teachers to participate more in the producing,

procuring and assessment of educational materials which they will use in

125

the classroom situation. The essence being that these materials will

facilitate teaching-learning process and if science as well as art subjects

should be learned properly, it must be experienced. Therefore

improvisation of instructional materials from locally available materials

will to a greater extent boost the provision and sources of enough learning

materials for the growing number of primary school age children in

Nigeria.

Extent of Utilization of Instructional Materials

With reference to the second research question which dealt with the

extent of teacher‟s utilization of instructional materials in teaching and

learning process in primary schools in Enugu metropolis. The respondents

agreed that they use instructional materials to demonstrate and motivate

learner‟s interest and readiness for instructional process; that they utilize

instructional material to enhance learner‟s aptitude towards instructional

process. Both classroom teachers and school administrators agreed that

learner‟s ability to understand any learning concept is increased when

teachers use instructional materials. They equally agreed that the time

spent by the teacher while using instructional material for teaching and

learning process is determined by the effort of the teacher and the

learner‟s perseverance. That is, the more the classroom teacher determines

to demonstrate and illustrate her instructional package with instructional

materials, the higher the understanding, interest and attention of the

learner is the lesson.

There is a high clusters mean rating response of the respondents.

This implies that both the classroom teacher and the school administrator

agreed that instructional materials are utilized in school during teaching

126

and learning processes. Notwithstanding, they agreed equally that most

often, some class teachers do not use instructional materials during

instructional process in school because of fear of damaging any of them.

That is the reason for their low mean rating response in item number 10

(ten) on the result analysis.

In the null hypothesis two (Ho2), it was discovered that the overall

mean rating response of the classroom teacher on extent of utilization of

instructional materials in primary schools is higher than that of school

administrators. The high response of classroom teachers indicated that

there is a significance difference when compared with the response of the

school administrators. This is not surprising since it is the class teacher

that utilizes these materials more during instructional exercise in the

classroom than the school administrators who normally spend most of

their time in the office. However, the 2-tail significance level calculated is

lower than the significance level set for the hypothesis which indicates a

significance difference. Hence, the null hypothesis is not rejected.

The findings of this study with regard to research question two

agrees with the opinions, facts and contributions of Nwachukwu (2001)

that availability and effective utilization of instructional materials helps

students/pupils to acquire manipulative skills needed to prepare them for

immediate employment in the world of numerous challenges. The

findings agreed with the views of Obodo (1990) that efficient utilization

of instructional materials in schools help the pupil to develop originality,

creativity and clarity of a given learning package. The finding are in

agreement with the views and contributions of Azikiwe (1992) that the

need of efficient utilization of instructional materials make teaching and

learning more effective and less time consuming. Effective instructional

127

material utilization helps classroom teachers to solve particular learning

problem with ease and equally stimulates several senses of the learner

thereby making him/her to be involved in the learning process. She also

added that when instructional materials are effectively utilized, learners

are saved from frustrating situation, and a lot of obstacles are eliminated

when the classroom teacher uses relevant instructional materials in her

teaching. The finding also agreed with Mkpa (1989) that instructional

materials increases the rate of learning, save the teacher‟s time and effort,

increase learner‟s interest and facilitate the retention of what is learned.

The study also revealed that instructional materials enables the pupils

grasp intellectually many things which would have been almost

impossible for them to comprehend fully by any amount of mere story

telling and explanation. The finding, supports the assertion of Ezegbe

(2005) that unless the primary and post primary school teachers adopt the

culture of teaching with aids especially in most abstract concepts, learning

will be very much unrealistic. To this end, he advised that seminars,

training and workshop should be organized regularly for primary school

teachers of various categories in order to intimate them the importance of

teaching with instructional materials during teaching and learning process

in their schools.

Ways of Maintaining Instructional Materials

The third research question has to do with ways of maintaining

instructional materials by the school administration/head teachers in

government owned primary schools in Enugu metropolis. The school

administrators agreed that they maintain instructional materials such as

Audio-visuals and audios by making sure that those materials did not

128

breakdown totally, by given regular services to them and by replacing the

damaged ones with new ones for maximum efficiency during learning

exercise. They equally agreed that instructional materials as maintained

by applying lubricants regularly so as to prevent them from rusting and

forming of tight-knots. Consequently, they agreed that they provide

adequate security services to avoid stealing and destroying of these items

by the external or internal agents like thieves and by keeping these

materials under the custody of either tutorial or non-tutorial staff of the

school who may give proper account of them.

The finding of this study with regard to this research question three

is quite appreciating. The findings agreed with the views of Forbis (1985)

that instructional materials and other special equipments in the school

should be given regular maintenance, emergency maintain as well as

preventive maintenance by the school administrators to enable those

learning materials function effectively during instructional process in the

school. The findings also agreed with the view of Onwurah (2003) that

Federal Government of Nigeria had continued to advocate better

maintenance culture of Nigerians, school administrators inclusive, since

this will help to avoid incurring heavy expenses in replacing damaged or

worn-out items with new ones.

Problems militating against effective maintenance of instructional

materials

Regarding the research question four which dealt with problems

militating against effective maintenance of instructional materials in

primary schools in Enugu metropolis. The respondents are of the opinion

that poor maintenance culture and inadequacy of funds are problems

129

affecting the effective maintenance of instructional materials for proper

implementation of Universal Basic Education programme in primary

schools in Enugu metropolis. They agreed also that inexperience in the

use of instructional materials by some classroom teachers, that lack of in-

service training and retraining of classroom teachers by the appropriate

authorities, and poor storage facilities in the school are among problems

affecting the maintenance of instructional materials in school for smooth

flow of instructional process. They equally agreed that lack of interest on

the side of school administrators on how the teacher uses instructional

materials during teaching and diversion of fund meant for the

maintenance of instructional materials by the administrators hinders the

effective maintenance of instructional materials for UBE programme in

state owned primary schools in Enugu metropolis. There is no doubt why

the respondents responded high in all the items. The simple truth is that

when these instructional materials are procured there is no proper

maintenance for effective teaching and leaning process.

The findings agreed with the view of Olaitan (1996) that funding is

central to the overall development of education in general and primary

education in particular. That no educational programme can be successful

in the face of inadequate funding. Universal Basic Education as one of the

educational programme suffer the problems of effective maintenance and

poor implementation due to lack of funds in our primary schools. The

finding also agrees with Omezia (2003) that non availability of funds is

one of the problem affecting the effective management of instructional

materials by school administrators and classroom teachers in primary

schools. As a result of this, these instructional items are scarce in those

primary schools in Enugu metropolis.

130

The finding is still in accordance with Omezia (2003) that some

instructors are not experts in art of harding and managing instructional

material to bring about effectiveness in their teaching and learning

processes. Hence they avoid using them entirely during teaching in the

classroom situation. Also the idea of not given incentives inform of

allowances and non-payment of teachers‟ remunerations as at when due

affects their effectiveness in the use and maintenance of instructional

materials for teaching and learning in primary schools. The findings

agrees with Okoh (2002) that the inability of the Federal Government to

effectively sustain educational funding demonstrates lack of adequate

government planning towards the maintenance and implementation of

educational programmes such as UBE. That is, as a result of inadequate

financial support to primary schools from government, funds meant for

management, procuring and maintenance of instructional materials for

UBE programme are diverted to other things inform of virement

expenditure by school administrators.

Conclusion

From the results obtained from this study and observations made,

some interesting conclusions can be drawn:

1. The donations of instructional materials from partanthropist and

other spirited people, donation from charitable and religious

organizations, gifts from government and non-governmental

organizations, borrowing of instructional materials from the

neighbouring schools and from immediate locality of the school,

the act of improvisation by teachers and pupils are the major

sources from which instructional materials can be obtained for

131

teaching and learning purposes for effective implementation of

UBE programme in primary schools in Enugu metropolis.

2. The classroom teachers in government owned primary schools

utilizes instructional materials during classroom instruction.

However some of these teacher do not use instructional

materials during classroom instruction because they are afraid of

damaging any of them.

3. Awareness of the problem associated with the maintenance as

well as management of instructional materials for effective

implementation of Universal Basic Education programme in

primary schools will make a resourceful teacher and school

administrator know how to improvise, procure and maintain the

available instructional materials that could improve classroom

instructions. It will equally enable the Universal Basic

Education authorities to create a means to improve and profer

solutions to these existing problems.

4. Inadequate funds to manage instructional materials, lack of in-

service training for teachers by the appropriate authorities, poor

storage facilities, lack of interest of some administrative heads

over the instructional materials, diversion of funds meant for

maintenance of instructional materials by the school

administrators militate against the maintenance and utilization of

instructional materials for teaching and learning process in

primary schools. Many strategies like proper channeling of

available funds for management of instructional materials in

schools and organizing seminars, in-service training and

workshops on maintenance and utilization of instructional

132

materials in schools for classroom instruction could help to

solve the problems.

5. Finally, Universal Basic Education is a welcomed educational

programme. Therefore, for the objectives of the UBE to be

achieved, there is need for proper planning, supplying of

adequate finance, regular supervision and monitoring,

curriculum implementation, experienced leaders should be

placed in various levels of the implementation and conducive

teaching and learning environment should be provided.

Implications

Based on the findings of the study the following implications can

be discovered.

The study revealed that there are different sources from which

instructional materials can be obtained for teaching and learning process

as it was indicated by the school administrators and classroom teachers.

This implies that instructional materials are available for teaching and

learning purposes in government owned primary schools in Enugu

metropolis. Since these instructional materials are available in schools it

does not realty showed that they are properly managed to bring about

effective implementation of UBE programme in primary schools.

Where these instructional materials are available, teachers utilize

them extensively during teaching and learning process. The implication of

this is that teachers in government owned primary schools engage more in

practical demonstration of learning concepts in the classroom instruction

than the mere story telling method. In doing this, they ensure that pupils

acquire appropriate levels of literacy, numeracy manipulative,

133

communication and life skills needed for laying the foundation for long

life learning, which is one of the objectives of UBE programme.

There are lots of problems militating against the effective

maintenance of instructional materials. This implies that school

administrators may not see the need of purchasing talk less of maintaining

these instructional materials in the school. This eventually hampers the

effective utilization of instructional materials during teaching and learning

process leading to ineffective implementation of UBE programme in

primary schools within the Enugu metropolis.

The school administrators may not have interest on how these

instructional materials should be maintained needless of supervising and

monitoring the classroom teachers on the level of utilization during

classroom instructions therefore they divert the funds meant for it to other

things.

Some teachers do not use instructional materials to teach because of

fear of damaging them. This implies that teachers in this categories have

not find it necessary the need to use these instructional materials during

classroom instructions therefore they still adopt the traditional method of

chalk-talk system of teaching to the detriment of the learner.

The school administrators have problem of poor maintenance

cultures over the available instructional materials in their schools. This

implies that these materials are abandoned without being cared for to the

mercy of destructive insects and certain weather elements.

134

Recommendations

It is therefore, recommended that,

1. Seminars, inservice training and workshops should be organized

for teachers by the appropriate authorities on the management of

instructional materials to enable them understand the importance

of using these materials during teaching and learning process in

the school.

2. The school administrators should supervise and monitor teacher

to ensure that instructional materials are used simultaneously in

demonstrations of learning package during classroom

instruction. On the other hand, there should be strict monitoring

and supervision of school administrators by the required

supervisory authorities on the management of funds meant for

purchasing and maintenance of instructional materials so as to

avoid mishandling of such funds through diverting it to other

expenditures within the school or elsewhere.

3. Adequate security facilities should be provided in the primary

schools to enable the school administrators keep those materials

from damaging and attack of thieves.

4. The government should endeavour to pay teachers remuneration

and allowances as at when due to enable them embrace the art of

improvisation of these instructional materials when it is

insufficient in the school for teaching and learning purposes.

5. The government should be able to provide adequate financial

support to primary school management to enable them manage

the new educational programme (UBE) as it relates to

maintenance and procurement of these instructional materials as

135

well as other educational facilities since this helps for effective

implementation of UBE programme.

6. The state government should endeavor to send instructional

experts regularly to primary schools to educate both the school

administrators and classroom teachers on the art of handling and

managing instructional materials for effective and efficient

teaching-learning process.

7. The non-governmental organizations, charitable organization as

well as parents should assists schools with funds for special

projects on instructional material management in primary

schools while on the other hand, teachers and pupils should be

encouraged to go on excursion as well as engage in assignment,

projects that can expose them to several ways of managing

instructional materials for the purpose of achieving the goals and

objectives of UBE.

8. The Federal Government of Nigeria should recommend and

develop a good maintenance culture to school administrators in

primary schools. This will help them (school administrators)

avoid incurring heavy expenses in replacing damaged and worn-

out items with new ones.

9. For proper implementation of UBE programme, the Federal,

State, and Local government, the PTA, parents and any other

concerned bodies should provide schools with enough and

functional instructional materials. This will enhance the level of

teaching and learning in primary schools thereby fulfilling the

purpose of adopting UBE as a new educational programme in

Nigeria.

136

Limitation

Although the study has accomplished the purpose for which it is set

out to achieve. The researcher encountered certain limitations during the

course of the study.

1. Some of the information provided by the respondents were

discovered to be faked. This automatically affected the

authenticity and validity of the result during it analysis.

2. The sampled instrument get choked up along the line of

distribution because some of the respondents deemed it

unnecessary to provide the required data hence they turn the

instrument as wrapping paper.

3. The cost is really tremendous considering the global economy

melt-down.

Suggestions for Further Research

In view of the findings of this study the researcher suggests that

further research be undertaken in such areas as:

1. The effect of instructional materials production and utilization in

teaching and learning process in public primary schools in

Enugu metropolis.

2. The level of availability and management of instructional

materials for teaching science and arts subjects in secondary

schools in Enugu state.

3. Problem and strategies for effective implementation of UBE

program in primary schools in Enugu metropolis.

137

4. The attitude of school administrators and classroom teachers

towards proper maintenance and utilization of instructional

materials for classroom instruction. A case study…

5. The same study should be carried out in rural primary schools of

Enugu state or in another State.

138

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151

QUESTIONNAIRE

Management of instructional materials for Effective

implementation of UBE Programme in Enugu Metropolise

Dear Sir/Madam,

LETTER TO RESPONDENTS

I am a postgraduate student of the department of educational

foundation university of Nigeria Nsukka. I am currently carrying a survey

research study on the above topic. This questionnaire is aimed at helping

me to ascertain, the management of instructional materials by teachers

during teaching and learning processes for effective implementation of

UBE programme in primary schools in Enugu metropolise of Enugu state.

Please carefully read and respond to the following items in the

questionnaire to enable me carry out the research work successively by

making use of the responsive scales provided. Your responses are purely

for academic use and will be highly treated confidential.

Thanks for your usual-cooperation

Yours Sincerely,

Okpalaoka, H.C. (Mrs)

School of Post graduates Studies

Faculty of Education

Dept. of Education Foundations

(Educational Administration and Planning)

University of Nigeria, Nsukka

152

APPENDIX I

Names of Schools in Enugu Metropolis

Enugu East Local Government Area, Uwani

Name of Schools

1. CPS Amokpo

2. CSP I Amorji

3. CPS Ibagwa

4. CPS Obinagu Amokpo

5. Trans-Ekulu Primary School 1

6. Trans-Ekulu Primary School III

7. Trans Ekulu R. Primary School I

8. Trans Ekulu R. Primary School III

9. Ugbo Odogwu Primary School I

10. Ugbo Odogwu Primary School III

11. CPS III Amorji

12. Hillside Primary School Agubor

153

Enugu North Local Government Area, Uwani

Name of Schools

1. Aria Road Primary School

2. Asata Primary School

3. Brodrick Primary School

4. Carter Primary School

5. Cathedral Primary School

6. CITV Primary School

7. Coal Camp Primary School

8. Colliary Primary School

9. Hill side Primary School I

10. Hill side Primary School II

11. Hill side Primary School III

12. Iva Valley Primary School I

13. Iva Valley Primary School II

14. Iva Valley Primary School III

15. Market Road Primary School I

16. Market Road Primary School II

17. Moore House Primary School

18. Obiagu Road Primary School

19. Ogbete Primary School

20. Ogbete River Primary School I

21. Ogbete River Primary School II

22. Ogui Primary School

23. Ogui Nike Primary School I

24. Ogui Nike Primary School II

25. Ogui Nike Primary School III

154

26. Special Edu Central

27. W.T.C. Primary School I

28. W.T.C. Primary School II

29. W.T.C. Primary School III

30. W.T.C. Primary School IV

31. W.T.C. Primary School V

155

Enugu South Local Government Area, Uwani

Name of Schools

1. Achara Layout Primary School 1

2. Achara Layout Primary School 2

3. Achara Layout Primary School 3

4. Achara Layout Primary School 4

5. Central School Amechi

6. Central Primary School 1 Amechi

7. Central Primary School 2 Amechi

8. Igbarian Street Primary School 1

9. Igbarian Street Primary School 2

10. Igbarian Street Primary School 3

11. CPS Ndiagu Amechi

12. Niger Close Primary School 1

13. Niger Close Primary School 2

14. CPS 1 Obeagu

15. CCS Obeagu Nain

16. Roberson Street Primary School 1

17. Roberson Street Primary School 2

18. Central School Ugwuaji

19. CPS Ugwuji

20. Uwani River Primary

21. Zik Avenue Primary 1

22. Zik Avenue Primary 2

23. Zik Avenue Primary 3

24. Zik Avenue Primary 4

25. Ekeaku Model School

156

University of Nigeria

Nsukka Campus

Department of Educational

Foundations

Dear Sir/Madam

Request for Test of Reliability of a Research Instrument

The writer a Post-Graduate student of the above named Department

currently undertaking a research study. The topic of the study is

Management of Instrument Materials for Effective Implementation

of Universal Basic Education (UBE) Programme in Primary Schools

in Enugu Metropoliss of Enugu State.

Could you please respond to the following items to enable me determine

the reliability of the instrument. Your response are purely for academic

use and will be treated confidential.

Thanks for your usual cooperation.

Yours‟ faithfully,

Ezinwa Chinyere (nne: Okpalaoka)

157

Questionnaire on the Management of Instrument Materials for Effective

Implementation of Universal Basic Education (UBE) Programme in Primary

Schools in Enugu Metropoliss of Enugu State.

CLUSTER A

PERSONNAL DATA

INSTRUCTION (1) Fill in the blank space and tick ( ) in the box as applicable

Name of School:…………………………………………………………………..

Post: Head Teacher ( )

Assistant Head Teacher ( )

Classroom teacher ( )

Experience: 1-5 yrs ( ) 10 years and above ( )

INSTRUCTION (2) AGAINST EACH STATEMENT BELOW, FOUR

OPTIONS ARE PROVIDED.

Tick ( ) on the space that is most appropriate to you in the column provide using the

following responses:

Strongly Agree (SA) Agree (A)

Disagree (D) Strongly Disagree (SD)

CLUSTER B: SOURCES OF INSTRUMENTAL MATERIALS

S/N ITEMS SA A D SD

1. Collection of items like computer, radio, film,

projectors, from the immediate locality of the school.

2 Production of chart, models, flannel board, drawings

by teacher and pupils (improvisation)

3 Donations of instructional materials from

philanthropists and other public spirited people

within the community such as Town Unions Women

Association, Parent Teachers Associations (PTA)

and Board of Governors.

4 Gifts to school from government and non-

governmental organizations such as UNICEF,

UNESCO Religions organizations and SUBEB.

5 Donations of instructional materials from charitable

organizations like Rotract and Red Cross Society.

6 Borrowing instructional materials from neighouring

schools when they find it necessary.

158

Cluster C: Extent of Utilization

7 Teachers use instructional materials to demonstrate

and motivate learner‟s interest and readiness for

instructional processes.

8 Teachers use instructional materials to enhance

learner‟s aptitude towards instructional process.

9 Learner‟s ability to understand is increased by the

use of instructional materials by teacher.

10 Teachers do not use instructional materials for

teaching and learning for fear of damaging them.

11 Time spent by the teacher using instructional

materials is determined by effects of the teacher and

perseverance of the learners.

Cluster D: Maintenance of Instructional

Materials

12 Instructional materials such as audio-visual and

audios are given regular service to avoid total

breakdown.

13 Damaged and worn out ones are replaced with new

ones.

14 These materials are left under the care of a staff.

15 Lubricant are often applied on them to avoid rusting

and tight knots.

16 Adequate security is provided by the school heads

over the instructional materials to avoid stealing

them by these external or internal agents.

CLUSTER E: PROBLEMS IN THE

MAINTENANCE OF THE INSTRUCTIONAL

MATERIALS

17 Poor maintenance culture of school heads.

18 Inadequate funding

19 In experience in the use of Instructional material by

some teachers.

20. Lack of in-service training and retraining for

teachers by the appropriate authorities.

21 Poor storage facilities

22 Lack of interest of some administrative

heads/teachers over the instructional materials.

23 Diversion of funds meant for maintenance of

instructional materials by the school administration.

159

APPENDIX II

Computation of sample sizes for different local government areas in Enugu

metropolis. Using proportion stratified random sampling technique.

Table 1: Distribution of a population of teaching staff in Enugu metropolis before

sampling.

Local government

area

No of

headmasters

headmistress

No of assistance

HMS

No of

classroom

teacher

Total no of

Teachers

East-East (EE) 12 25 150 187

Enugu North (EN) 31 77 450 558

Enugu-South 25 50 820 895

68 152 1420 1640

Source: Universal Basic Education Board Statistical Office 2007.

To determine the population (sampling fraction), Thus:

Sampling fraction = Sample (n)

Population (N)

Where

Sample (n) = 1000 (estimated sample)

Population (N) = 1640

Hence 1000

1640

= 0.6097560 = 0.61

Or change to percentage = 0.61 x 100 = 61%

The sample size is each local government (EE, EN & ES) will therefore be made up of

this proportion of percentage of the population of teachers in that local government

area. Based on this, the sample size for each local government is computed as thus:

Enugu East (EE) = 0.61 x 187 = 114.0 Teaching

Enugu North (EN) = 0.61 x 558 = 340.38 staff

Enugu South (ES) = 0.61 x 895 = 545.95

Total = 1000.33

Alternatively,

Enugu East 61/wo x 187 = 114.07

Enugu North (NT) 61/100 x 558/1 = 340.38

Enugu-South (ES) 61/100 x 595/1 =545.95

Therefore, the total sampled size of teaching staff in Enugu metropolis will be

(EE, NE, ES)

Hence, sum total of sampled teachers = 114 + 340 + 546 = 1000 teaching staff. (This

number include the school heads)

160

Table II: Distribution of Teaching Staff in Enugu Metropolis after sampling

Local government

area

Percentage

distribution

Number of

teaching staff

Total number of

teaching staff

Enugu East (EE) 61% 183 114

Enugu North (EN) 61% 558 340

Enugu South 61% 895 546

Total 1000

Thus, 1000 teaching staff will be used as samples for the study.

161

Appendix III

Computation of Reliability Coefficients for the Management of

Instructional Materials for Effective Implementation of UBE

Reliability Coefficient for Cluster B

Item Statistics

Mean Std. Deviation N

B1 2.1600 .89815 25

B2 3.7600 .66332 25

B3 2.9200 .49329 25

B4 3.6000 .57735 25

B5 1.8000 .95743 25

B6 1.4400 .58310 25

Reliability Statistics

Cronbach‟s

Alpha

N of Items

.549 6

Reliability Coefficient for Cluster C

Item Statistics

Mean Std. Deviation N

C7 3.5600 .50662 25

C8 3.1600 .94340 25

C9 3.2400 .83066 25

C10 1.8800 1.16619 25

C11 2.8800 .99129 25

Reliability Statistics

Cronbach‟s

Alpha

N of Items

.649 5

162

Reliability Coefficient for Cluster D

Item Statistics

Mean Std. Deviation N

D12 3.1200 1.12990 25

D13 2.8000 .86603 25

D14 2.8800 .66583 25

D15 3.0400 .84063 25

D16 3.3200 .94516 25

Reliability Statistics

Cronbach‟s

Alpha

N of Items

.546 5

Reliability Coefficient for Cluster E

Item Statistics

Mean Std. Deviation N

E17 2.7917 1.17877 24

E18 2.9167 1.13890 24

E19 2.5833 1.10007 24

E20 3.0000 .72232 24

E21 2.7917 .97709 24

E22 2.4167 1.17646 24

E23 2.9167 1.34864 24

Reliability Statistics

Cronbach‟s

Alpha

N of Items

.668 7

163

Reliability Coefficient for the Overall

Item Statistics

Mean Std. Deviation N

E17 2.7917 24

B1 2.2083 24

B2 3.7500 24

B3 2.9167 24

B4 3.6667 24

B5 1.7917 24

B6 1.4167 24

C7 3.5833 24

C8 3.1667 24

C9 3.2083 24

C10 1.9167 24

C11 2.9167 24

D12 3.1250 24

D13 2.7917 24

D14 2.8750 24

D15 3.0417 24

D16 3.3333 24

E18 2.9167 24

E19 2.5833 24

E20 3.0000 24

E21 2.7917 24

E22 2.4167 24

E323 2.9167 24

Reliability Statistics

Cronbach‟s

Alpha

N of Items

.735 23

164

APPENDIX IV

COMPUTATION OF T-TEST FOR HYPOTHESIS ONE

Hypothesis I

Group Statistic

Post

N Mean Std. Deviation

Std.

Error

Mean

Item1 School

Administrator

Classroom Teacher

230

350

2.6609

2.9800

1.03971

1.01685

.06856

.05435

Item2 School

Administrator

Classroom Teacher

230

350

3.2087

3.2543

.70551

.68208

.04652

.03646

Item3 School

Administrator

Classroom Teacher

230

350

3.0783

3.1086

.99911

.96926

.06588

.05181

Item4 School

Administrator

Classroom Teacher

230

350

3.2435

3.2486

.7731

.75961

0.5125

.04060

Item5 School

Administrator

Classroom Teacher

230

350

2.8870

2.9686

.97358

1.02498

.06420

.05479

Item6 School

Administrator

Classroom Teacher

230

350

2.6478

2.6886

1.18667

1.08790

.07825

.05815

Overall School

Administrator

Classroom Teacher

230

350

2.9543

3.0414

.52355

.54977

.03452

.02939

Independent Samples Test

t-test for Equality of Means

t

df

Sig. (2-tailed)

Mean

difference

Std.Error

Difference

Item1 Equal variances

assumed

-3.665 578 .000 -.31913 .08709

Item2 Equal variances

assumed

-777 578 .438 -.04559 .05869

Item3 Equal variances

assumed

-.364 578 .716 -.03031 .08329

165

Item4 Equal variances

assumed

-.078 578 .938 -.00509 .06508

Item5 Equal variances

assumed

-.957 578 .339. -.08161 .08530

Item6 Equal variances

assumed

-.426 578 .671 -.04075 .09575

Overall Equal variances

assumed

-1.901 578 .058 -.08708 .04580

APPENDIX V

COMPUTATION OF T-TEST FOR HYPOTHESIS ONE

Hypothesis I

Group Statistic

Post

N Mean Std. Deviation

Std.

Error

Mean

Item7 School

Administrator

Classroom Teacher

230

350

3.5261

3.4143

.65198

.69160

.04299

.03697

Item8 School

Administrator

Classroom Teacher

230

350

3.4000

3.4857

.79078

.66735

.05214

.03567

Item9 School

Administrator

Classroom Teacher

230

350

3.2783

3.4714

.74819

.64947

.04933

.03472

Item10 School

Administrator

Classroom Teacher

230

350

2.8043

2.9657

1.19350

1.10688

.07870

.0517

Item11 School

Administrator

Classroom Teacher

230

350

3.0261

3.1229

.77020

.72158

.05079

.03857

Overall School

Administrator

Classroom Teacher

230

350

3.2070

3.2920

.47242

.38792

.03115

.02074

Independent Samples Test

t-test for Equality of Means

t

df

Sig. (2-tailed)

Mean

difference

Std.Error

Difference

Item7 Equal variances 1.948 578 .052 .11180 .05740

166

assumed

Item8 Equal variances

assumed

-1.405 578 .161 -.08571 .06101

Item9 Equal variances

assumed

-3.297 578 .001 -.19317 .05859

Item10 Equal variances

assumed

-1.665 578 .097 -.16137 .09693

Item11 Equal variances

assumed

-1538 578 .125 -.09677 .06292

Overall Equal variances

assumed

-2.366 578 .018 -.08504 .0359