Instructional Materials
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2021 ◽  
Vol 4 (6) ◽  
pp. 82-101
Author(s):  
Nsengumuremyi Didace ◽  
◽  
Dr. Hesbon Opiyo Andala ◽  

The effective usage of instructional materials plays a significant role in promotion of teaching and learning outcomes. The usage of relevant material stimulates students to become more attentive and motivated in classroom setting. The purpose of this study was therefore to find out the relationship between instructional materials and learning outcomes. The study employed correlation research design. The target population was 621 respondents out of which 244 were used as the sample size. Simple random and purposive sampling techniques were used in the study to obtain the sample size. Questionnaire, interview guide and desk review was used data collection instruments. SPSS was used in data management. The findings revealed that visual aids are used at moderate level at which 49.9% strongly agreed that instructional materials used are pre-determined 47.2% strongly agreed that teaching methods are well prescribed in the lesson planning. The study indicated that a big number of students got the grades lying in division IV and Division U (Unclassified). The study found that 81% of the respondents agreed that students participated in history lesson and 70.0% agreed that students understood history. Results also revealed that holding instructional material usage constant to a constant zero, attendance from Monday to Friday would be at .116 for lesson plan. An increase in instructional material usage stimulates adequate ratio by a factor of 0.11 standardized significance at learning process. The study recommended that the government should allocate sufficient budget that would be given to ameliorate libraries in secondary schools and laboratories. The government should find resource centers to facilitate teaching staff borrow instructional materials which cannot not available in secondary schools. Further, the government should conduct workshops, conferences and meeting to stimulate their skills on using instructional materials. School principals should follow up their teaching staff to be sure with the availability of instructional materials are effectively applied. The community should encourage parental involvement in providing instructional material usage in secondary schools in order to enhance learning outcomes. Keywords: Instructional materials, Teaching and learning outcomes and usage of instructional materials.


2021 ◽  
pp. 019874292110500
Author(s):  
Chelsea E. Carr ◽  
John Umbreit ◽  
Rebecca Hartzell

This study examined the effects of adjusting the difficulty level of instructional materials on the time on-task and comprehension of four students with emotional and behavioral disorders. All participants previously exhibited low rates of on-task behavior during reading assignments. Students were presented with reading materials at their instructional, frustration, and independent levels to assess the effect on time on-task and comprehension. All four students demonstrated the highest percent of on-task behavior when presented with reading materials at their instructional level. Comprehension scores were highest for all four students at the independent level and lowest at the frustration level.


Author(s):  
Muhammad Asif Chuadhry

This paper was aimed to examine the factors affecting enrollment in early childhood education in Punjab, Pakistan. The objectives of this paper were to find out the effect of early childhood education on enrollment in Punjab and to observe the implementations of early childhood education methodology in early childhood school. There were three categories of the literacy rate highest (47.4% to 70.5%), middle9 36.8% to 47%) and lowest (20.7 % to 36%) in Punjab. Stratified random sampling techniques were used and strata were made concerning the literacy rate. One district choose form each category of the literacy rate. 25 school heads were taken as a sample from each region. It was concluded from the results of the respondents that multiple factors affect the enrollments in these schools. It was recommended from the conclusions that the government of Punjab may provide facilities (classroom, instructional materials, and equipment) for enhancing enrollment at the primary level in Punjab.


2021 ◽  
Vol 11 (3) ◽  
pp. 399-404
Author(s):  
Mbaegbu Nnamdi O ◽  
Unamma Anthony O ◽  
Okorie Ikechukwu D ◽  
Ohuakanwa Onyedimma S ◽  
Odupute Colman N ◽  
...  

This study was conducted to assess the factors affecting the selection of instructional materials in the teaching and learning of basic science in secondary schools, Imo State Nigeria. The study employed a descriptive survey design to find out how factors affecting the selection of instructional materials in the teaching and learning of basic science in public secondary schools in Owerri Municipal Council, Imo State. Two hundred (200) respondents comprising teachers and students from seven (7) public secondary schools in the council were interviewed using a modified five-point Likert instrument (questionnaire). The data collected were coded into SPSS and analyzed with descriptive statistics. The results showed that 103 persons strongly reported they don’t have availability instructional materials, 68 persons agreed that unfavourable time allocation affects instructional materials used by teachers to develop lesson plan, 69 persons strongly agreed that lack of skills is one of the factors affect instructional materials used in the teaching and learning of basic science in secondary schools. Also, 148 persons strongly agreed that instructional materials should be made available in schools and teachers should be encouraged in using materials during teaching. Then, lack of instructional materials/facilities and non-utilization were among the major causes of poor performance of students in basic science in Owerri Municipal Council. In conclusion, it was understood that non availability of instructional materials, unfavourable time allocation, lack of skills, lack of facilities like basic science laboratory were major factors affect teachers, school administrators and government in teaching and learning of the basic science. Therefore, Government or public school authorities should help to provide instructional materials such as modern textbooks, charts, posters, computers, flip chart, and audio recordings, because basic science in secondary schools cannot be adequate learned without instructional materials.


2021 ◽  
Vol 2 (Issue 3) ◽  
pp. 29-36
Author(s):  
Waziri Mzinga ◽  
Daniel Oduor Onyango

The purpose of the study was to establish the role of Instructional Materials in the Learning of Geography Subject in Secondary Schools of Busega District. The study adopted the mixed research approach under which convergent parallel design was used. The study involved 23 secondary schools in Busega District whereby four secondary schools were purposively sampled to participate in the study because the schools had exhibited a severe declining performance trend in Geography at the National examinations for last five years. The study used purposive, stratified and simple random sampling techniques to select 1 DEO, 4 Heads of Schools, 4 Heads of Geography Department, 8 Geography Teachers and 80 students to participate in the study. Questionnaires and interview guides were used for data collection. Quantitative data was analyzed using descriptive statistics with the help of the SPSS software while the qualitative data was analyzed thematically. The study concluded that the use of learning materials in geography contributed to enhanced creativity and innovativeness in learners. Learning materials further assisted learners to comprehend difficult topics in Geography. It also made learning very interesting and this motivated learners to fully participate in the learning process. The study recommended that the use of instructional material should be emphasized in public secondary schools as they played a key role in enhancing productive learning of geography.


2021 ◽  
Vol 10 (3) ◽  
pp. 336-345
Author(s):  
E. Ortega-Torres ◽  
J. J. Solaz-Portolés ◽  
V. Sanjosé-López

Evidence has been found that some students seem to have learning obstacles associated with particular sensory preferences when dealing with instructional materials. Therefore, knowing students’ sensory preferences could help teachers improve instructional resources. Our objectives were: (1) to describe Secondary students’ sensory preferences according to gender and age; (2) to analyse the possible association between students’ sensory preferences and their general academic achievement in science. We conducted a synchronic, cross-sectional descriptive study in a sample of 582 male and female students from 7th to 11th grade using the VARK questionnaire. There was a significant predominance of sensory preferences containing the Kinesthetic mode, and the preferences containing the Visual mode were the least frequent. Girls or boys showed similar distributions of sensory preferences. Using linear regression to predict students’ general academic achievement from VARK scores, we obtained a significant contribution of the Kinesthetic score, and a minor but still significant single contribution of the Reading/Writing score.  


Author(s):  
Deki Peldon

Contact teaching has always been a common practice in Bhutanese Education System. But the COVID-19 pandemic threatened its stability and has mandated the shift in the way to cater to the need of learners. In the face of such adversity administration of online education came as an appropriate antidote. The transaction to online teaching took place in March 2020 with the detection of the first case of COVID -19 along with rising number of imported cases owing to the return of Bhutanese from abroad. This article portrays the ability of Bhutan to continue education in the midst of lockdown through online learning platforms and reaching out the unreached through distribution of SIM (self-instructional materials) for various key stages. This modus operandi took care of every individual student. No one was left behind in terms of their achievement of the expected learning outcomes. Bhutan’s experiences can intensify everyone’s attention towards sensitizing both teachers and learners on different modes of online delivery to engage learners meaningfully during unforeseen times. Furthermore, it can serve as a catalyst in bettering future preparation through teacher professional development.


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