CHAPTER ONE

GENERAL INTRODUCTION

Instructional resources are considered important in teaching and learning in all levels of education because textbooks and other resource materials are basic tools. Absence or inadequacy makes teachers handle subjects in an abstract manner, portraying it as dry and non-exciting (Eshiwani, 1984).

For example, textbooks, charts, maps, audiovisual and electronic instructional materials such as radio, tape recorder, television and video tape recorder contribute much in making learning more interesting (Atkinson, 2000). The importance of instructional materials is also evident in the performance of students (Adeogun, 2001).

Instructional materials greatly influence education quality and standards (Okobia, 2011) and they affect the teaching and learning process, especially the learning of History. Instructional materials and learning resources are associated with objects, persons or other aspects of the environment which can be used to impact, or help in any learning activity. Instructional materials are intermediate or mediating materials used in instruction or teaching learners so as to make the learning

objectives clearer and teaching easier. A careful explanation of a subject may not absolutely lead to a better understanding of that particular subject by learners, whereas, the use of teaching aids or instructional materials provides clarity on issues that are oflearning interest to the learners especially adult learners (Knowles, 1996).

Instructional materials in teaching generally make the teaching process easier in History teaching. For the teaching of History to be effective, it is necessary for teachers to make and use different types of instructional materials.

History focuses on disciplinary change and paradigm shift which makes the use of instructional materials important in teaching and learning. History as one of the subjects at the secondary schools will be better facilitated when suitable and relevant instructional materials are prepared and utilized during its teaching and learning (Dhakal, 2014).Instructional materials are essential since they help the teacher and learners avoid overemphasis on recitation and rote learning that can easily dominate a lesson.

Resource materials allow learners to have practical experiences which help them to develop skills and concepts and to work in a variety of ways. The work of Sampath (1990) explains that people learn more through the senses of sight and hearing compared to other senses. The implication here is that for more knowledge to be internalized, more of the learner’s senses have to be stimulated other than hearing alone.

In learning and teaching, the various senses can be stimulated through the use of audiovisual materials. In teaching History especially conflict and conflict resolution, the Non-Violence Education Programme asserts that the flip chart teaching tool is a stand-alone material that can be used in any classroom without the expense of additional resource. At the same time, Walkin (1982) says that instructional materials have to meet the learning objectives, be validated and their impact be evaluated.

But Jarolimek and Parker (1993) are of the view that instructional materials for Social Studies need to be evaluated carefully before, during and after they have been used. This is because it is the teacher and not the media who produce exciting programmes for children.

As such, apart from being available and adequate, instructional materials should also be used appropriately. No material is entirely self-teaching; they all require a teacher to set the stage for learning to take place because materials of instruction can be no better than the teachers who use them.For teaching and learning activities to be effective and purposeful, the teacher has to make and use of the appropriate instructional materials. The teacher must know the instructional materials that are available for teaching History and be able to utilize them for achieving the educational objectives (Dhakal, 2014).

This implies that the use of instructional materials is inevitable if effective teaching and learning must be achieved. It is said that one picture is equal to one thousand words. This agrees with the Chinese proverb that state: The thing which I hear, I may forget, the thing which I see, I may remember, the thing which I do, I cannot forget (Dhakal, 2014). When instructional materials are properly used, they help to consolidate learning in the learner’s mind.

The use of instructional materialstherefore, becomes very crucial in improving the overall quality of the learning experiences of students. Therefore, the selection and use of instructional materials inteaching and learning history are determined by the particular aspect of history that the teacher intends to teach at a particular point in time. This study throws light onthe availability of instructional resources and examines the extent of utilization of the available instructional materials in teaching and learning of history.

Visual learning aids such as pictures, drawings or dynamic video is often designed to facilitate learning and have a positive effect. From the learning and instruction point of view, the effectiveness of the visual information is concerned with cognitive learning and retention. Moreover, the performance criteria of learning materials are mainly focused on comprehension and recall.However, Watson et al.(2010) state that, the performance criteria should be focused on the effect of the actual action than on the retention if the learning aids real applied to a procedural motor task. Then, when preparing and using visual learning aids, teachers should think in terms of how they will promote learning. It is therefore more correct to refer to them as learning aids rather than teaching aids.

Surveys show that many teachers in developing countries stop using visual learning aids after leaving college. This is probably because they tend to be involved in extra work and more demanding organizational techniques on the part of the teachers. Macharia and Wario (1989) provide that; “I hear and I forget, I read and I remember and I see and I understand”.Robert (1996) cited by Sofowora and Egbedokun (2010) suggested that teachers should be discouraged from using didactic method of teaching to a more creative experimental learning involving project method. He added that teachers should be encouraged toward the utilization of visualteaching and learning materials. Arundele (1965) also cited by Sofowora and Egbedokun(2010) explained that children learn in two ways: orally and visually. Many students, however, learn more rapidly when oral teaching is linked with somethingthey can see, touch or handle. Arundele further explained that a teacher cannot be certain that his or her verbal description will convey the correct impression especially if he or she finds it difficult to compare the things being described with those things the students are already familiar with. He suggested that such difficulty could be removed if mediated instructions are available.

Historical Background of Instructional resources

Statement of the Problem

There have been increasing criticisms on the teaching of History in secondary schools in Cameroon, especially with regard to the teaching methods and instructional materials. The teaching of History in secondary school  classrooms in Cameroon, particularly in Fako has been dominated by lecturing and giving of notes, accompanied by use of the chalkboard only and prescribed textbooks.

Moreover, observes instructional materials are inadequate and at the same

time, teachers are not adequately prepared. Some teachers, in the absence of instructional resources are not creative enough to improvise and come up with resources that will enable them teach the subject in a way that will not only be understandable to the students but that will draw their interest and attention.

Teacher’s often wait for ready-made instructional materials to be able to teach. They are often unaware that they can make use of locally fabricated resources from their environment, especially in the absence of ready-made instructional materials. Improvised teaching materials facilitate teaching and learning activities in history class.

Moreover, there are many history teachers who are not aware of, or do not make use of community resources like persons with vast historical knowledge and skills, as well as important historical sites. In addition, the use of information and communication technology (ICT) in Cameroon education is lagging behind expectation and desire.

This is revealed by the fact that while most secondary schools have some computer equipment; only a fraction is equipped with basic ICT infrastructure necessary for teaching and learning. Finally, print materials have a paramount role to play on students’ academic performance. Unfortunately many people (educationalist) as well as students seems to neglect the important role of print materials. It was against this background that the study was carried out to investigate the impact of instructional resources on the academic performance of secondary school students in History.

Research Objectives

General Objective

To investigate the impact of the use of instructional resources on the academic performance of secondary school students’ in history in Fako Division.

Specific Objectives

1. To examine the impact of the use of improvised material on the academic performance of history students
2. To ascertain the impact of the use of community resources e.g (historical sites) on history students’ academic performance
3. To determine the impact of information and communication technology (ICT) on the academic performance of history students
4. To examine the impact of the use of print materials on the academic performance of history students.

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