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The Importance of Instructional Materials in Our Schools, an Overview Amadioha
THE IMPORTANCE OF INSTRUCTIONAL MATERIALS IN OUR SCHOOLS AN OVERVIEW:
BY
SAMUEL W. AMADIOHA, Ph.D
RIVERS STATE UNIVERSITY OF SCIENCE AND TECHNOLOGY
Abstract:
As classroom teachers, it is essential that we become conversant with the type of instructional materials, which can be
used in any teaching/ learning situations. Instructional materials as it is said are synonymous with what we call 'teaching
aids' here in Nigeria. Instructional materials constitute alternative channels of communication, which a teacher can use
to convey more vividly instructional information to learners. They represent a range of materials which can be used to
'extend the range of vicarious experience' of learners in a teaching-learning situation. Recently, in Nigeria, Educationists
have realized the importance of these instructional materials for effective classroom teaching. Hence in 1945 and in
1985, the federal ministry of Education organized an exhibition of improvised materials by instructional developers all
over the federation. A major aim of these exhibitions was to identify materials, which teachers have improvised as
preclude hopefully, to their further refinement through the process of formative evaluation. Though a center for
educational technology has sprung up in colleges of education and universities all over the country, it is doubtful if
practicing teachers in Nigeria are aware of procedures for selecting appropriate instructional materials. This paper
however, presents an overview of the relevance of instructional materials in our school system and thus recommended
among others that the use of several kinds of instructional materials to explain one particular concept must also take
cognizance of individual differences among the learners.
Meaning/definition of instructional materials:
Instructional materials refer to those alternative channels of communication, which a classroom teacher can use to
concretize a concept during teaching and learning process. Traditionally, classroom teachers have relied heavily on the
'talk-chalk' method during their teaching. But recently, instructional materials help to provide variations in the ways in
which messages are sent across. In using instructional materials teachers and students do not only extend the range of
sense organs we use but also extend the range of materials used for convening the same message through the same
organ. For instance, in teaching a topic a teacher can manipulate real objects or use their stimulators. Instructional
materials therefore constitute the media of exchange through which a message transaction is facilitated between a
source and a receiver. In addition to extending the range of materials that can be used to convey the same instructional
message to learners instructional materials also facilitate the 'process' nature of communication. In this passage, the
process nature of communication implies that both the source and the receiver of a message are actively involved in a
communication encounter. Infarct, it means that both the receiver and the source share and exchange ideas, feelings in
any communication (Tyler, 1987, Dike 1989)..
How do instructional materials accentuate this ’process' nature of communication?
Instructional materials do so because they constitute tangible products, which can be used by learners. During such
usage, a learner interacts with the material. Such interaction may entail that a leaner manipulates the instructional
material and expresses his/her views about the problem and idea encapsulated in the material. Then, any feedback
obtained from such usage informs the teacher (which is the source) the extent to which a learner has attained an
instructional objective. Besides, Nigeria is aware of the importance of instructional materials for effective communication
in her school system. In 1975 for instance, the federal ministry of education organized an exhibition of improved
instructional materials by classroom teachers all over the federation in four centers- Lagos, Ibadan, Kaduna and Enugu.
During these exhibitions participants displayed various type of instructional materials, which they improvised to help
learners concretive instruction in different subject areas. As for people that participated in this exhibition, they thought
that a follow-up to these exhibitions could have been comp odium of all improvised instructional materials with a view to
establishing infrastructure to encourage the mass production of suitable ones. Unfortunately, this follow-up was not
encouraged. Despite, the federal ministry of education in keeping with its realization of the importance of instructional
materials established a National Education Technology Center (NETC) in Kaduna. Also then, states ministries of education
have also established units responsible for instructional materials many colleges of education, polytechnics and
universities have set up Departments of Educational Technology, at training mechanics in the production and use of
different soft ware/hardware materials (Federal Republic of Nigeria, 1977,1991,2004). . But despite these increased
awareness on the part of educationists, an awareness that led to these establishments, I discovered
New Era Research Journal of Human, Educational and Sustainable Development, Vol.2, Nos. .3 & 4, March 2009
The Importance of Instructional Materials in Our Schools, an Overview
Amadioha
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that Nigerian teachers still rely on the traditional 'talk-chalk' method of teaching. This accounts for why the federal
ministry of Education in 1985 organized another exhibition of instructional materials improvised by classroom teachers.
As a new dimension, 1985 is exhibition took the form of completion among the nineteen (19) states of this federation.
In Rivers state for instance, a Task force on National festival of instructional materials was created. These task force
organized competitions in each local government headquarter with a view to selecting winners to represent the state at
the national level in kaduna. Hopefully, the outcome of this competition will be the establishments of other
infrastructures which will eventually lead to mass production, distribution and utilization of these instructional materials-
since it (instructional materials) provide a wide range of alternative Avenue through which the same unit of instruction
can be presented to an audience.
Type of instructional materials:
Invariably, I have observed that before a teacher can design or produce an instructional material, he has to know what
these instructional materials are, their advantage and disadvantage, characteristics and limitations etc. Therefore, some
types of instructional materials could be outlined as thus- Graphic materials, Three- dimensional materials, still pictures,
still projected pictures, motion pictures and Audio materials (NAPTEA, 2003) etc.
(1) Graphic materials: - This represent these charts, graphic, posters and diagrams, cartoons, comics, maps and globes
which we draw on a cardboard paper or on a piece of cloth and present to our learners to help them visualize what we
have been laboring so hard o explain verbally. Graphic materials belong to the finally of two- dimensional material and
proportional relationships that may exist among variables in a phenomenon. Graphic materials are used to compress
information, to focus and captivate attention, to vary stimuli presented and as an aid to recall. Graphic materials when
properly produced can help in attaining all processes in the information processing model of learning as well as serve as
avenue for applying principles from other learning theories.
(2) Three - Dimensional Materials:- They are different from charts and graphs which are illustration of two- dimensional
materials because of the incorporation of a third element- department. Thus, whereas graphs and charts embrace the
width and height of a visualized object, a three-di mensional embraces this third element department, a feature that
makes the three- dimensional material a replica of the real thing. Different types of three-dimensional materials exist,
namely: Models and mock-ups, realia, specimen, kits and dioramas-which is the creation of a scene in an event.
(3) Still pictures:- This refers to flat opaque pictures which we take during festivals or when we are commemorating an
event. They also refer to pictures we fined in journals and magazines. They are called still pictures because in admiring
them, we hold them in our hands or place them on a surface, which is we do not view them with the aid of projector, as
is the case with motion pictures or still projected pictures. Like graphic materials, still pictures belong to the group of
two -dimensional materials.
(4) Still projected pictures:- Still projected pictures is a class of instructional materials which our learners may not be
familiar with. Therefore in order to assist then to better understand what is meant by still projected pictures, is the
negative format. Still projected pictures can be projected with a projector. The projector has powerful electronic bulbs,
which throw light on to the image on the negative, and image is finally projected on to a screen or wall. Therefore, when
dealing with still projected pictures, one is automatically dealing with a whole range of materials (such as slides,
overhead transparency, filmstrip etc) whose image are imprinted in a negative/film and which has to be projected using
different types of projector. A major characteristics is still projected pictures is that the images are projected one frame
at a time. This is a major difference between still projected pictures and motion pictures. This characteristic enables a
still projected picture to stay for as long as a learner wants it on a screen.
(5) Motion pictures:- Motion pictures are distinct from the other types of pictures because of the speed at which they are
projected. It is this speed of projection that intact gives the impression of motion. Motion pictures range from the 8 mm
standard format to 8 mm supper and finally to the 16 mm format. The width of the film thus constitutes a basic for
classifying them. Motion pictures films have sprocket holes along both edges or along only one edge. The presence of
sprocket holes facilitates projection. Motion pictures can be projected at 16 or 24fps (frame per second.) They can be
silent or accompanied with sound. Sound films use either a magnetic tape or optical sound track for sound recording. If
a film is sound, only one edge bears the sprocket holes while the other edge bears the sound components.
(6) Audio Materials:- This is a class name for tape recordings and discs. A disc or record as it is popularly called here is a
round and flat acetate containing grooves, which produces sound vibrations through the action of a needled. Discs
usually come in different sizes and play at different speeds. The clarity of sound production from
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The Importance of Instructional Materials in Our Schools, an Overview
a disc rests on the quality of needle, the speed and state of the grooves. Obviously, in oversea countries records exist
for almost all subjects. People in music department appreciate the importance of records in their studies. Special effects
such as the sound of thunder the cry of owl at night, the noise produced in a factory during work can all be recorded in
disc and synchronized with other events to create special effects during production. To use a record, a teacher has to
specify his objectives thoroughly. Hence, students can listen to a record as a group or individually.
Importance of instructional materials:
1. The essence of producing instructional materials, is to facilitate the teaching learning process. The
essence is not to use such instructional materials as objects of decoration in our classroom or as
objects to be presented during award wining national exhibitions on improved instructional materials.
If the essence of producing instructional materials is to use such materials to facilitate teaching
learning, it therefore seems logical that the best approach to adopt in any production exercise is to
predict out production on research findings on how individuals learn. Besides, there are for instance,
many factors that affect attention of human beings. There are also ideas about how we perceive
objects. Hence, for a classroom teacher, who wants .to produce instructional materials, his production
has to be on sound principles.
2. While presenting various learning theories, one has to be sure that a classroom teacher is guided by
expert ideas during his production and utilization of instructional materials.
3. They supply a concrete basis for concept ional thinking and reduce meaning less work responses for
pupils as it makes learning more permanent.
4. Instructional materials have a high degree of interest for the learner; for they offer a reality of
experience, which stimulates self-activity on the part of pupils.
5. Instructional materials develop a continuity of thought, this is especially true of motion pictures, as
they provide experiences not, easily obtained through other materials and contribute to the
efficiency, department and variety of learning.
Therefore, the use of instructional materials in teaching/learning process exposes the learner to primary experiences
and this enriches learning.
Conclusion and Recommendations:
Conclusively, in order to use instructional materials and aid more effectively, i therefore suggest the following guidelines:-
• Instructional materials must make learning more real and meaningful to the learner.
• The materials should not be substitute for learning but must contribute to the learning process itself.
• It is suggested that the time spent on the use of instructional materials to facilitate learning should
commensurate with the lesion period,allowed. Instructional materials should be useable and not so ' complex
that the time is spent on just learning to use them (instructional materials).
• Instructional materials to be used must make learning more real and meaningful to the learner.
• And finally, the use of several kinds of instructional materials to explain one particular concept must also take
cognizance of individual difference among the learners.
References.
Mkpa, A. Mkpa (1987). Curriculum development and implementation 1st edition; 1987.
Tyler, Ralph. W. (1986); Basic principles of curriculum and instruction. 7th edition.
Dike, H. I. (1989); Strategies for producing instructional materials ,1st edition, 1989
Gbamanja, SPT (1990). Essentials of curriculum and instruction theory and practice. 1st Edition, 1990.
Durkin, D. (1993) Teaching them to /?eac/(6*h Ed.). Boston, MA: Allyn and Bacon.
Federal Republic of Nigeria (1977, 1981, 2004) National Policy on Education, Lagos/Abuja, NERDC
Jones, J. (2003) Literacy assessment systems. Princeton, NJ: Educational Teaching Services (ETS) Publication.
NAPTEA (2008) "Educational Toys and Games in Nigerian Nursery Schools". Journal of Childhood and Primary Education, 5(1 July
pp. 50-57, Abuja: NAPTEA publication.
UNESCO (2004) Guide on norms and standards for early childhood education. Abuja: Unesco Publication
