CERTIFICATION

I certify that this project was carried out by Abolarin,Ganiyu Olarewaju of the
Department of Teachers Education, Faculty of Education,University of Ibadan,
Nigeria

…………………… ………………………
Date Supervisor
Rev. (DR) B.O Ogunleye

1
 DEDICATION

This project is dedication to Almighty Allah in the highest, who has granted me
the knowledge, wisdom and understanding in making this course a real success. I
also dedicate it to my lowing and caring parents.

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 ACKNOWLEDEMENT

Special thanks to Almighty Allah for his mercy and protection upon me
throughout the duration of the course.
My profound gratitude goes to my project supervisor, Rev.{Dr}
Ogunleye,B.O.an energetic and committed man who despite his tight schedule had
worked tirelessly, supervising this work and offering useful suggestions and
comments and ensuring that the project is of high standard.
I acknowledge the positive assistance of other lecturers who helped in various
ways to make this work a success.
I appreciate especially the contribution of the Head of department of Teachers
Education an intellectual woman Dr{Mrs}Olagunju ,A.M.I also appreciate the
contribution of Dr Ajitoni,S.O.Mr Salam, Dr.Salami,S.O., Mr. Alabi J.O for their moral
support and their advice.
I also appreciate the contribution of Mr.L .O. Ogunlade {H.O.D}Mathematics
Kwara state college of Education, Oro, Mr. S.O. Olaitan, Principal Alla Grammar
School for their contribution toward. The success of my course.
I also wish to express my reserved gratitude to my colleagues in selected
Secondary School in Kwara State for their co-operation in giving adequate responses
on the questionnaires

Thanks and Allah Bless {Amen}.

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 TABLE OF CONTENT
CERTIFICATION................................................................................................................................................1
DEDICATION......................................................................................................................................................2
ACKNOWLEDEMENT.......................................................................................................................................3
TABLE OF CONTENT........................................................................................................................................4
ABSTRACT..........................................................................................................................................................5
CHAPTER ONE...................................................................................................................................................6
INTORDUCTION................................................................................................................................................6
1.1 BACKGROUND TO THE PROBLEM.....................................................................................................6
1.2 STATEMENT OF PROBLEM..............................................................................................................11
1.3 RESEARCH QUESTIONS......................................................................................................................12
1.4 NULL HYPOTHESES.............................................................................................................................12
1.5 SCOPE OF THE STUDY.........................................................................................................................12
1.6). SIGNIFICANCE OF THE STUDY.......................................................................................................12
1.7). DEFINITION OF TERMS.....................................................................................................................13
CHAPTER TWO................................................................................................................................................16
REVIEW OF LITERATURE.............................................................................................................................16
2.1 MEANNING OF INTRUCTIONAL MATERIALS..............................................................................16
2.2. TYPES AND USES OF INSTRUCTIONAL MATERIALS ................................................................17
2.3 STUDIES ON TEACHING AND LEARNING MATHEMATICS........................................................24
2.4 Attitude of secondary school students toward instructional materials. ...................................................27
AVAILABILITY OF INTRUCTIONAL MATERIALS AND THEIR EFFECTS .....................................28
ON THE LEARNING OF MATHEMATICS........................................................................................28
2.6 APPRAISAL OF LITERATURE REVIEW:...........................................................................................31
CHAPTER THREE............................................................................................................................................32
METHODOLOGY.............................................................................................................................................32
3.1 RESEARCH DESIGN .............................................................................................................................32
3.2 POPULATION........................................................................................................................................32
3.3 SAMPLE AND SAMPLING TECHNIQUES:........................................................................................32
3.4 RESEARCH INSTRUMENTATION......................................................................................................33
3.5 VALIDATION AND RELIABILITY OF THE INSTRUMENT: .........................................................33
3.6 PROCEDURE FOR DATA COLLECTION:..........................................................................................33
3.7 DATA ANALYSIS:.................................................................................................................................33
CHAPTER FOUR...............................................................................................................................................34
RESULTS...........................................................................................................................................................34
4.1 Socio – Demographic Data.......................................................................................................................34
4.2 Presentation of Results Based on Research Questions ............................................................................35
CHAPTER FIVE................................................................................................................................................41
Discussion, recommendation and conclusion.....................................................................................................41
5.1 Discussions:....................................................................................................................................41
5.2 RECOMMENDATIONS....................................................................................................................43
5.3 CONCLUSION ................................................................................................................................44
REFERENCES...................................................................................................................................................45

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 ABSTRACT

This study make an attempt to investigate, Availability and utilization

of instructional resources for teaching and learning of Mathematics Senior
Secondary School in Kwara State. The study is descriptive ex-post facto
type. The sample comprised one hundred and fifty {150}senior secondary
school Mathematics teachers randomly selected from thirty senior secondary
school in Kwara State.
The instrument used for the study was questionnaire. Data colleted were
analyzed using frequency count, mean count, percentage mean and standard
deviation. The result shows that some materials are available in the schools
which also revealed that the materials are not properly put into use.
The hypothesis was tested by using correlation analysis which revealed
that there is no significant relationship between teacher’s qualification and
utilization of instructional materials it also showed that there is no significant
relationship between teacher’s gender and utilization of instructional resources.
On the basis of the findings the researcher recommendation that teacher
should see the need to appreciate the use of instructional materials to aid
classroom teaching and learning to foster and promote better understanding of
the subject matter among the students.

5
 CHAPTER ONE
INTORDUCTION

1.1 BACKGROUND TO THE PROBLEM

In the Nigeria society mathematics is a directed subject which people believe
is not associated in any way within the real life of the learner. It is the inherence in the
aspiration of many students even some might want to avoid operation like common
addition and subtraction majority never succeed in understanding the real meaning of
mathematical concept. Mathematics is pre-eminently the science of what is general
and arts of deducing another sense, many regard mathematics as a puzzle and when
they achieve understanding and solve the puzzle they feel successful.
Mathematics is a science of pattern and order .This wonderfully simple
description of mathematics challenges the popular social view of mathematics as a
discipline dominated by computation and rules without reasons. Mathematics is a
science of things that have pattern of regularity and logical order .Finding and
exploring this regularity or order and then making sense of it is what mathematics is
all about. And pattern is not just in numbers and equations but also in everything
around us .The world is full of patterns and order: in nature, in art, in buildings, in
music, pattern and order are found in commerce, science, medicine manufacturing
and sociology mathematics discovers this order, making sense of it and uses it in a
multitude of fascinating ways, improving our life and expanding our knowledge.
Ojo (1986) said that mathematics deals a lot more with number, shape, sizes,
arrangement, pattern and models, order, change, variation graph and probability, and
is therefore largely abstract. Mathematics entails calculations and secondary schools
mathematics is divided into 5 major parts arithmetic’s, algebra, geometry,
trigonometry and statistics, so all factors responsible for the effective teaching, and
learning of mathematics should be well catered for.
6
 The architectural design and accuracy of angles of pyramid of Egypt is an
eloquent testimony to the amiable position in which mathematics is held all over the
worlds. Moreover, mathematics is the main tool of astronomer in the accurate
determination of the relative solar system virtually every vocation on mankind hinges
directly or indirectly on and benefit immensely from mathematics, surveying,
medicine, architecture, engineering and business all utilize the knowledge of
mathematics (Dighton 1977)
Walter (1968) describes mathematics as one of the most important cultural
components of every modern society. It’s influence on other cultural elements has
been so fundamental and widespread as to warrant the statement that our most
modern ways of life would hardly have been possible with out mathematics that is
why the importance of mathematics has become a requirement of most discipline in
higher institutions of learning. It also serves as the basis for its compulsion in
secondary schools all over Nigeria.
Mathematics can be seen as ‘’a science of size and numbers of which
arithmetic, algebra, trigonometry, are branches’’ (oxford learners Dictionary). The
importance of mathematics in human life cannot be over emphasized. The fact
remains that you do not even need to be mathematician before you applied
mathematical ideal in your daily activities. The application of mathematics cut across
areas of human life, So much so that we can say that mathematics is part of human
life.
In almost everything we do daily. We either measure or compare measurement
you want to cross a road and a car is coming, you are able to compare the speed of
the car to your own speed and find that you can cross successfully before car can set
there or not. It is a great deal of mathematical innate; you may want to eat and you
are able to compare the size of the morsel of pounded yam or the level full of spoon
of rice to your throat. You buy something in the market you are able to know what

7
should be your change. All these are part of the various ways we can appreciate
Mathematics in our day to day life.
Mathematics is very important subject we need to study in schools and colleges
as it embraces many sciences of size and numbers. As important as the subject,
there is poor performance of students in mathematics at the secondary school
examination. There is need to search for reasons or cause of students failure in the
subject which include :–non availability of instructional materials, Inadequate use of
instructional resources, inadequate qualify teachers, poor teaching and the expensive
nature of some of these instructional materials and many others. As a result of the
above, there is need for investigation into the availability and utilization of instructional
resources for teaching and learning mathematics in senior secondary school.
Instructional materials: are information carrier designed specifically
to fulfill the objectives of educational communication as in the teaching and
presentation of learning and this serve as aids to instruction. They are materials that
are used to aid in the transference of information from one person to another ‘’in
assisting’’ students learning , as defined in administrative regulations promulgated by
the Kentucky Board of Education. The need for instructional aid or resources at
secondary school level is supported by the Federal Republic of Nigeria. It was
recommend that each state and local government authority should establish teachers’
resources center. Where teachers will meet for discussion, investigation, study
workshop and conference. These centers shall also be used for the development and
testing of teaching materials.
The important part of this research includes self – supporting materials, which
are used by the teachers to present a complete body of instruction. These
instructional materials are normally used by teachers during teaching to ensure
effective teaching – learning, situation and also to enhance students academic
performance, it also enhance encourages or fosters retentions while availability and

8
maintenance of this materials and major concern in curriculum implementation
(Ibrahim 1993).
Selection of appropriate instructional materials become very crucial and
important during classroom instructions or teaching. The main aim or goal of
designing and developing of instructional materials for teaching is to ensure that
teacher supplement their teaching in the classroom. In other words, such
supplements are to enhance effective teaching and not just for novelty. Instructional
materials are not meant to replace teaching by teachers, but it is to help teacher in
better explanation and illustration of what they are teaching, and also to standardized
students performance.
A teacher uses this education medium i.e. instructional material to physically
extend his/her message and more especially communicate well to the learner through
it effective usage. Instructional materials are very useful in teaching every subject in
the schools curriculum and would help in developing and stimulating student’s
interest for effective learning and also have a way of enhancing their academic
performance.
Some materials for teaching mathematics are: Compasses, Ruler, Pencil,
Plane sheet, Mathematical set, Data charts, Demographic Data, Frequency Table
chart, Model of right angle, Cube, Cuboids, Trapeziums, Rectangles, Squares, Circle,
Parallelogram, Trigonometric Table, Graph board, Chards of tables of value, Charts
of solved simultaneous equation, Using elimination and substitution method, Coin,
Dice, Pack of Cards, Probability boards, Protractor, Clinometers, Graph Paper, Table
value chart, inequalities symbol charts, Set square, Display Board, Textbook e.t.c.

ADVANTAGES OF INSTRUCTIONAL MATERIALS

 They provide a concise source of material for previews. Tables , definitions,

formulas, and graphs

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  They give a foundation for achievement testing
 They promote independent study by the students.

 They saves the time of the teacher as well as of the taught.

 They stimulate interest in the students, thus creating an avenue for motivation.

 They are a means of relating past experience to a new situation.

 They may be used as devices with which the student builds accuracy,

understanding and efficiency, e.g., folding paper provides exercises useful in

illustrating the sum of the angels of a triangle.
 They enable you and your students to have grounded conversations.
 Their use provides something concrete about which you and they can talk.

 They develop critical thinking because they could see what is been display.
They provide experiences not otherwise available. E . T .C.
ROLES OF INTRUCTIONAL MATERIALS:
Teachers- presentation of information was accurate;
 There was a climate of respect for students ideas, questions, and
contribution.
 Students were intellectually engaged with important ideas relevant to the
focus of the lesson.
 Intellectual rigor, constructive criticism, and the challenging of ideas were
valued;
 The degree of closure or resolution of conceptual understanding was
appropriate for the development levels need of the students and the purpose
of the lesion.
 The teacher’s questioning strategies were likely to enhance the development
of students conceptual knowledge (e.g. emphasized higher order questions,
appropriately used “wait time,” identified prior [mis]conceptions).
 Professional development program to prepare teacher to guide students
 Assessment methods that are consistent with the goals of the lesion .e.t.c.
10
 BENEFIT OF INTRUCTIONAL MATERIALS
 They concretized learning of concept and save pupils from headaches
arising from learning abstract things.
 They make learning enjoyable and practical.
 Learners become active participants in the teaching/Learning processes.
 Teaching resources aid memory.
 On the part of a teacher, teaching resources help to save is voice, time, and
lots of energy.
Phillip J. (1986) when materials are integrated in to the traditional learning
process, that equal amount learning which are preferred by student when compare
with traditional instruction. This assumption, that instructional material can increase
interest comprehension and retention is based on the hypothesis that, the more
abstract the content of a message the more difficult it to comprehend it. Thus the
theoretical rationale for use of instructional materials lies in their ability to aid reality to
any learning situation.
Ogunmilade (1979) enumerate the advantages of using instructional resources.
He also states that using instructional materials can bring closer to the learning what
looks far-fetched or imaginary, enrich learning, allowing student to learn at their own
rate and allowing suitable material to carry message effectively to receivers or
learners.

1.2 STATEMENT OF PROBLEM

Teaching and learning of mathematics is faced with a lot of problems
especially in Nigeria schools. This problem are inadequate of instructional
resources, unqualified teachers, administration of the school by Ministry of
Education, inappropriate use of instructional resources and among others has
been identified as contributing factors to the falling standard of mathematics in our
secondary school level.
11
1.3 RESEARCH QUESTIONS
The following research questions are raised to guide the study:
(1) To what extent are instructional materials available in the teaching of
mathematics in secondary schools?
(2) To what extent do teacher’s utilized the instructional materials in the
teaching of mathematics in secondary school?

1.4 NULL HYPOTHESES

From the proceeding research questions, the following hypotheses were
formulated.
Ho1:- There is no significant relationship between teacher gender and utilization of
resources that are available in the teaching of mathematics
Ho2 :- There is no significant relationship between teacher qualification and
utilization of instructional materials in the teaching of mathematics.

1.5 SCOPE OF THE STUDY

This study will be limited to thirty senior secondary schools In Kwara
State. The researcher will sample opinion of teachers as regard the availability
and utilization of instructional resources for Teaching and learning mathematics
through the use of questionnaire.

1.6).SIGNIFICANCE OF THE STUDY

It has been observed in secondary schools that instructional resources have been
limited to the chalkboard only such otherwise theoretical mode of teaching has only
succeed in bringing out the robots in student . According to Fakomogbon (1999), we
received 75% of what we learn through sight ,13% of what we learn through hearing
6% of what we learn through touching 3% of what we learn through feeling it follows
that we remember 10% of what we read 20% of what we hear 30% of what we see ,

12
 5% of what we see and hear,80% of what we say and 90% of what we say and do at
the same.
Therefore; the importance of such aids to students learning can not be
overemphasized. To the teachers instructional material make his/ her work much easier.
Concepts of what would underwise have been difficult can be easily taught using
instructional materials. Conception of topic taught especially concrete objective is
enhanced by teaching materials.
The significant of this study to the teacher is to make his/ her acquainted with
the use of instructional materials in teaching mathematics and to eradicate most
areas perceive difficulties in using instructional materials so as to make teaching and
learning of mathematics effective. For effective teaching this study will help the
teacher to know the need to draw on the pupils home experience with which the
teacher should be acquainted. It would also enhance effective learning for students
due to the fact that instructional resources such as textbooks, qualified teacher audio-
visual aid like slide projector, audio-tape recorder, overhead projector, monitor
television etc motivate students to learn.

1.7).DEFINITION OF TERMS
This section is to define terms use in this write up. The meanings of the
terms are as follows:
Instructional Materials: - Can be define as the aids to learning which motivate
the learners during lesson. Instructional materials can also be defined as the
materials that help in the facilitation of human learning through the identification,
development, organization and utilization of those processes. It can also be view
as the materials which the teacher use to illustrate the point he/she wishes to
emphasize in his/her teaching, these materials should be those the students can
13
see and which is relevant to what is being taught. Instructional materials include
printed materials such as picture charts or other devices used by a teacher’s to
fortify classroom instruction. The truth is that instructional materials are teacher’s
and also pupils aids.
Teaching: - The concept of teaching involves sharing experience
between the teachers and the learner. It is the expression of an intent with an
aim of bringing about desirable change in the behavior of the learner. Teaching
is the art of getting into the mind of the learner, making him to think, and
appreciate and accept the experience being shared and therefore accept that
learning is possible in his own case too. Teaching is an activity aimed at
bringing about meaningful learning through a method that is morally and
pedagogically acceptable. Teaching therefore involves actions, reactions, and
interactions. The individual feeling is accepted and integrated only when
communication is effective.
Mathematics: - Which can be defined as the science of quantity and space
expressed in numbers and figurers has for long been dreaded by many that
have direct or indirect contact with it. Mathematics which is the act of imparting
is not without its own fears and problems. Though these problems are world
wide, they are more severe and in some instance defy an optimal, improved or
even a starting solution in the development nation. Mathematics is the language
by which we describe the order in nature and which in turn leads to a clearer
understanding of that order. We can not discuss technology without learning
heavily on mathematics and of course science.
Learning: - The process by which attitudes, knowledge, understanding,
skill and capabilities are acquired when there is change in behavior of the
learner.
Gender: - This refer to the social attribute and opportunity associated
with being male and female and the relationship between women and men and

14
girls and boys as well as the relationships between women and those between
men. This attributes, opportunities and relationship are socially constructed and
learned through socialization process.

15
 CHAPTER TWO
REVIEW OF LITERATURE
The chapter presents the review of related literature related to this study. The
key areas that are pertinent to this study are:-
2.1 Meaning of instructional Materials
2.2 Type and uses of instruction resources.
2.3 Studies on teaching and learning of mathematics.
2.4 Attitude of senior secondary school towards instructional materials.
2.5 Availability of instructional materials and their effect on learning of mathematics
2.6 Appraisal of literature

2.1 MEANNING OF INTRUCTIONAL MATERIALS

Yusuf (2003) refers to instructional aid or resources as human and
non-human material employed by teachers for the purpose of effective communication and
learning. It therefore consist of the process of designing. Utilizing and evaluating
instructional process so as to achieve instructional objectives.
Olumorin (2001) opined that instructional material refers to the human and
non-human material and facilities that can be used to ease, encourage, improve and
promote teaching and learning activities, while according to Abinbade (1997)
instructional material are whatever material used in the process of instruction. They are
broad range of resources which can be used to facilitate effective instruction. They
indicate a systematic way of designing, carrying out and employing the total process of
learning and communication and employing human and non-human resources to bring
out a more meaningful and effective instruction.
Abolade (2001) defined instructional materials as human and non-human
materials that a teacher uses to pass information to the learner in his/her class
Edwer (1982) opined instructional material as the resources that a teacher
employs when teaching to supplement oral explanation description and to use
demonstration.
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 Meduabum (1984) define instructional material as the material which made a
tremendous enhancement of lesson if intelligently used. He explains further that they are
the material, which the teacher use to illustrate the point he wishes to emphasize in his
teaching those material may be those which the children can use and there are others,
which supply sound.
However, instructional material are those human and non-human resources
that are considered as indispensable requirement, personnel and infrastructure in the
form of non-projected and others form of telecommunication gadgetry-radio, television,
video tape recorder (V T R) and the like (percivial and Ellington).
The production of these instructional materials has been made easier in
recent time due to the rapid development in modern technology despite this, however it
is interesting to note that teachers are almost ignorant of the availability and the
relevance of the instructional materials

2.2. TYPES AND USES OF INSTRUCTIONAL MATERIALS

Instructional aids or materials can be classified in several ways depending on
the choice or motive of such classification whatever the grouping or classification it is
paramount to know which resources or materials appeals to which senses. This will
further help us to choose the resources that will appeal to as many of the senses as
possible for the teaching. Basically the two main sense through which we gain most of
our knowledge are those of sight and hearing. That how ever, his not to say that other
senses – touch, smell and taste could not reinforce the others, the types or classification
of resources or materials according to its application to human sense is therefore
executed under the sub-headings, Audio, Visual and Audio – Visual Materials.
Audio: These are instructional materials that appeal to only the sense of hearing
[ear] in enhancing leaning process. They are reffered to aural material, these
materials are available in the form of sound and voices.
Examples of audio or aural materials are:
(a) Human sounds and voice e.g teacher voice and learner voice e.t.c
17
 (b) Microphone and loud speaker/Gramophones.
(c) Language laboratories
(d) Cries of animal and other creature such as early morning crying of cock
night time cries of bush creature e.t.c
(e) warning sound e.g found from air craft or air plane sound of vehicle horse
and making train
(f) The sound such as factory or industrial sounds

And sound for commercial houses and other establishment and markets.
(g) Radio Broadcast
(h) Magnetic and records player this examples reveal that audio or aural

materials could readily be made available either in the natural (Real) or

representational (Recorded) forms.

VISUAL MATERIALS: These are teaching and learning materials that appeal
mainly to the sense of sight or vision (eye) alone. They could be made
available either in their representational or real Visual Forms, (Farrant 1998)
some examples of visual forms are:
a. Different kinds of model e.g Museum materials, puppet take apart model of
human for so.
b. Experiment
c. Some specimens e.g farming and hunting implement clothing and
building materials, cooking, utensils money stamps , animals etc
d. Some real object and life situation in the classroom environment e.g teacher
students, food items etc.
e. Still picture e.g real photograph or photographic prints, books illustrations, hard-
draw diagrams and printingschart,graphs, poster, map etc
f. Chalkboard diagrams and sketches, bulletine/noticeboard. Display, flame,
flannel/magnetic/ plastic graphs board material display.

18
g. Still picture from slides and tilonstrips, over-head transparences, 16mm silent
confirms, opaque projectors printed words and illustration from micro-films 8mm silent
film etc.
h. All kinds of printed or hand written materials e.g text books, handout, magazine
etc.
i. Dioramas etc
AUDIO-VISUAL MATERIALS: These are instructional material that appeal to the
two senses of hearing and seeing simulteouly, such materials often appeal also to
other human senses- touch, smell and taste as well. It is observes that audio-visual
materials are probably the most effective resources materials in the teaching process.
Example of audio-visual materials includes:
1. Recording of some real life situation and substitutes preserved and reproduced
for educational purpose where needed by using the following means;
a. The 18mm cine-sound film and 16mm cine projector.
b. Television program
c. Videotape recording (VTR) and play back equipment
d. sound films trips projector/synchronized tape/slide materials.
e. Open channel and closed circuit television.
f. Video disc
g. Below are the diagram showing tape or classification of institutional resources
according to senses.

19
 AUDIO PLAYER/
RECORDERS FEEL TAPE Cassette & real Tape
AUDIO PLAYER/RECORDER

RECORD PHONOGRAM
COMPACT DISC
CHANGERS/TURN TABLES Record disc
Electronic waves
RADIO

PUBLIC ADDRESS Electronic waves

SYSTEM
Microphone Amplifier.
Over head projector still.
PROJECTED
Opaque Projector Still.

VISUA NON-PROJECTED
L Slides and slide projector still etc.
PRINTED Charts, Flannels, Boards et.c.
Books, Journals, Photographs,
OTHERS
Magazines Posters and pictures etc..

AUDIO Computer (Program instruction)

VISUA TELEVISION Numeric program
L
VIDEO TAPE PLAYER MONITOR Electronic Audio Visual Program

CINEMATOGRAPH Video Cassette

10mm, 8mm, Film frames reel for
reel

Classification of Learning Materials and their software

Source: Olumorin (2000): Lecture Mimeograph, (CSET, Unilorin).

20
Another classification can be conceived to concrete abstract experience. Edger dates
(1946) some experiences can be used for these type of classification, this are
enactive experience. Iconic experience and abstract experience. Many of the media
developed or selected can be categorized such as, model, real objects, exhibits
specimens and so forth are included among those that provide concrete experience
(enactive) pictures, audio recording, drawing, motion, films etc are those that
represent the real or concrete experience (iconic). Spoken words or written words are
regarded as abstract experience. The above classification can be illustrated
diagrammatically as shown.

Abstract

Iconic

Enactive

FIG2: Classification of instructional material according to enactive, iconic and abstract

Experience sources: Olumorin (200) lecture mimeograph CSET unilorin.
USES OF INSTRUCTIONAL MATERIAL: The use of Instructional materials by the
teacher must be based on careful and sound rationale.
Perhaps, it is relevant to say that the advancement in modern technology and
recognition in educational institution have broadened the horizon of some teachers in
the use of instructional materials. Much teaching could be carried out with out the

21
teacher being accused of over-verbalization – excessive use of words in teaching –
learning process (Ofune 1981).
Ralph while writing on the uses of instructional materials, had this to say ‘’no
material should be used haphazardly there is a right and a wrong way introducing it
into the lesson.
i. The aids may be a mean of introducing a subject wetting the appetite or exciting the
curiosity or simulating interest.
ii. It may be attended as the main body of the lesson i.e the chief vehicle for
transmitting the new information
iii. It may be a piece of recapitulating materials designed to assist in the process of
knowledge he then suggested four main steps of using instructional materials during
the course of exciting the lesson, they are as follows: Preparation, presentation,
evaluation and follow –up ‘’
The child’s mind must be so prepared as to obtain the full benefited from
the cub. Any questions which the teacher hopes or expect the materials to answer
should be discussed.
Olarisade (2000) explains the importance of instructional materials as
follow:
1. To attract and hold the attention of pupil in the class.
2. Makes hearing permanent.
3. It gives room for students – teachers interaction
4.it adds variety to what might otherwise be a monotonous lesson .
5.it make concept clearer.
According to Abimbade (1997) some of the reason for the use of instructional
materials includes
1. To reinforce verbal and visual messages
2. To focus attention
3. To provide source of information and authority.

22
4. To save teacher preparation time.
5. To provide experiences not otherwise available.
6. Elucidate verbal concept.

In addition instructional materials have the advantages or supplying up to date

or latest information about invetion, scientific advances, current historical
account and the like before appear in print, through educational broadcasting.
They also increase learning possible by interrelating the symbolism. Also they
provide a group value advantages and make it possible for more to be learn in
less time with improved retention. They also have the advantage of
transcending through the use of educational broad casting .cinema film and the
like.
Teaching in particularly made more interesting to show the learners by the use of
adequate instructional materials, beside ,the concretized materials, for instance if a
group of student go to a location where ogogoro local gin is brewed this will enhance
effective learning process. In the sense that that the learners will be able to see and
observe the process of brewing of the products
The use of instructional materials assist student in seeing applicator of what is being
taught. By and large, the use of instructional material enhance effective learning
“videre est credere” is a latin maxim which means seeing believing where by the
students are able to see important party of the topic taught (Abolade 2001).
One important point to note on the use of instructional materials is that it makes what
students learned unforgettable in the memory of the students. A judicious use of
instructional materials can develop learners power of observation which enhancing
clear thinking and precise interpretation Abolade (1994) study showed that the
subject who use instructional material through pre-observation did better in
descriptive narrative writing than the control group.

23
 In conclusion, it can be observed that the use of instruction material in Teaching
and learning especially in mathematics is indispensable.

2.3 STUDIES ON TEACHING AND LEARNING MATHEMATICS

Having examined the meaning of mathematics let us now discuss the meaning
of teaching and learning before examining some of the past studies on teaching and
learning of mathematics.
Oladosu (2001) defined teaching as activity aimed at bringing about meaningful
learning through a method that is morally and pedagogically acceptable. It involve a
teacher, a learner content inform of knowledge facts information and skill to be
imparted, a deliberate intention on the part of the learner to learn, and finally a
method that respect the learner cognitive intertgrity and freedom of choice.
This is to say that in education context teaching cannot be imagined without a teacher
a learner, content must not be imposed otherwise, and the criterion of willingness and
voluntaries in the part of the learner would be violated.
The concepts of teaching involve sharing experience between the teacher and the
learner.
It is the expression on intent with an aim of bringing about desirable change in the
behavior of the learner. Teaching is the art of getting into the mind of the learner,
making him to think and appreciate and accept the experience being shared and
therefore accept that learning is possible in his own case too. Teaching there fore
involves action reaction and iteration. It is therefore, important that teaching must be
presented in it most interesting, factual and simplest form for it to be effective and for
learning to take place Ajayi, (2004).
Learning according to Oladosu (2001) is the process by which altitudes knowledge;
understanding, skill and capabilities are acquired and retained. The deviation adds
that whatever is so acquire should not be alterable to inherited behavior pattern or
physical growth. A critical examination of this deviation shows that learning could
24
involve knowledge of facts or knowledge of skill that learning is deliberate activities
involve the leaner and can not be done for him or forced on him that it should not
result from inheritance or maturation and that whatever is learn must be something
new.
Learning also connotes a relatively stable in specified change in an organization that
makes change in behaviouur possible, that is due to experience and cannot be
accounted for in terms of reflexes, maturation or the influence of fatigue, injury or
drug. It can also be divined as a mental activities by new of which knowledge, skill
attitude are acquired, retained and utilized (Jimoh 2001)
Ajayi (2002) defined learning as a process by which individuals invest cultural contact
with meaning, therefore becoming capable of acting differently towards those items of
another of the behavior.
A meaningful teaching and learning of mathematics can be said to take place if
significant possible change is observed in the behavior of the learner as a result of
his/her adequate exposure to appropriate learning experiences for instance if after
the process of teaching and learning of the concepts of equation, a student is now
able to recognize equation and solve equations using different methods.
In other words, the teaching of mathematics should satisfy certain principles
principle of validity, principle of comprehensiveness, of suitability and principle of
relevance among others.
The teaching of mathematical concept could be said to be valid if learners are
able to attain or achieve the objective of teaching and leaning of the concept as a
result of providing them with adequate opportunity.
Teaching of mathematical concepts is said to be balance (comprehensive) if its
provide learners with those learning experience which enable him to acquire different
skills. Such as information processing, intellectual skills, social skills and motor skills
Capabilities.Leaners should know both the theory and application of the mathematics
concept for mathematics teacher to teach the concept of constructions for instance

25
only in the paper will not be balance. The teacher needs to explain and also perform
on the black board or chalk board as the case may be these enables the learners to
balance their theoretical knowledge with reality
It is important that leaners are exposed to suitable and relevant concept that are
useful to the attainment of their set goals and aspirations some concept may be
appropriate for some level of learners and not of some other . The background and
age difference of learners must always be considered. Not only those mathematics
teachers should always endeavor to start with sample concepts and then graduate to
harder ones and application.
The fact remain that a major educational objective for teaching mathematics at
the secondary school level is to generate interest in the subject and provide solid
foundation for everyday living for this reason teachers of mathematics should try to
make the subject attractive to the learners. Students could be made to love
mathematics if the (teacher) make it seems useful to the application of the subject to
other subject especially science make students to see the relationship between
mathematics and other subjects with a lot of example.
This will help the learners to develop understanding and mastery of the
concepts; principles, relationship and skills, it will also help them to maintain
understanding and skills already attained and enable them to secure maximum
transfer and learning to other subjects and their social environment.
For learners to archive these, that method of presentation of the subject is very
important. There are many methods that mathematics teacher can employ. These
include among others discussion methods, lecture methods, demonstration or
experimental method etc.
It is one thing to teach mathematics and another to teach it professionally.
Professional teaching has to do with imparting the knowledge in such a way that it
would affect the learners both the affective, cognitive and psychomotor domain. By
way of definition teaching is the act of imparting knowledge, skills, ideas, information

26
etc. in order to bring about learning. It goes beyond giving instruction but contain
giving instruction (what to do and what not to do ). Impact knowledge, skills, idea,
guide and give examples in order to bring about learning in the process of teaching
learner are helped toward the acquisition of particular knowledge skills, ideas etc.
It follows therefore that a professional mathematics teacher should be able to
touch the subject with a view to imparting the required concept and ides, skills
needed in mathematics manipulation. He/she should marry instruction and examples
at all times. He is at a better position to arrange, the subject sequentially with a view
of making them logical and meaningful to the learners

2.4 Attitude of secondary school students toward instructional materials.

Generally, many students run away for mathematics in secondary school
having the wrong impression that mathematics is difficult. Some of these students
have even made up their minds that they could not know this subject hence, no
matter how good the teacher is, very little is imparted in the classroom.
On the other hand, students love displays and most especially anything on
the screen (that is why they can be watching television from morning till night).
Through devote it is easy to communicate with them for example such programmes
as inter-school quiz and teaching of mathematics through screen.
Students love doing things themselves i.e manipulating objects or representing them
in the form of drawing. It makes the class more interesting to them rather than have a
boring teacher stating a theorem and the proof there by. Talking on and we can see
that people tend to forget what they are told in the classroom but are more likely to
remember the experience gained through viewing, examine and manipulating objects
or representing them in the form of drawing and photograph sing. Not only will they
remember, ther are likely to have deeper understanding of the part particular objects,
situation or phenomena. Radio and television are used to deliver instruction in
developing countries and remote parts of the united state of America ands so on.
27
Students like listening to information through materials and they can be affected in
this way for example a programme of information about the History of mathematics.
In case of serious students who loved and know the advantage of self –
instruction, such students pick their textbook after school to get more fact and
familiarized with the topic in question. For example students working problems given
by themselves on a particular topic learn in school.

AVAILABILITY OF INTRUCTIONAL MATERIALS AND THEIR EFFECTS

ON THE LEARNING OF MATHEMATICS.

The availability of instructional materials makes students recognized the use of
the materials in teaching them especially in teaching mathematics.
Schallor and Wittich (1976) asserted that materials meant for learning should be
having seeing, touching and listening. They believe that materials for learning should
be presented in a manner to provide students with the opportunity to become actively
involves intellectual, perpetually and this will help the student to know exactly what
instructional materials are doing.
Adedoyin (1991) stressed the effectiveness of Audio Visual materials estimated
about 40% of learning are base upon visual experience 25% auditory, and also
provide simple authentic information. Instructional materials give the learner true
mental impression at the time they first learn the objects. He also recognized the
important of instructional materials when he stated that a person who has seen a
picture of an object can remember it more easily that if the picture has been
described to him six hundred times.
As already pointed out, teaching aids, if properly handed by teachers,
add/stimulated interest and make classroom activities more meaningful and lively
Leaver (1985, P.5) outlines three specific element of the importance of teaching
resources as follow:-
1. An interesting picture or object attracts and retain attention. So improving
perception and memory.
28
 2. An object or shape appeals to more senses than just hearing and may even
involve torching and tasting as well as seeing.
3. Teaching materials must also enhance the leaning situation but also encourage
children’s power of observation and encourage them to notice things for
themselves.
Akinmuyiwa (1995) in his work suggested that the Audio- Visual valve of materials
is contingent in their degrees of realism teaching materials occupy a place of
importance in teaching and learning, apart from making the lesson real and practical,
He believed that Audio – Visuals ensure individual and group participation.
According to Ajani, he made it clear that children entered into school with varying
abilities and teacher need teaching materials in the form of Audio – Visual materials
to help them cope effectively with the differences in children abilities. There may be
pupil who would learn without any difficult from the printed words. In the same class
there may be pupils for whom the printed words is not enough to grasp a concept. As
a result there is a need for the use of materials other than traditional chalkboard and
textbook to motivate, communicate to and other wise be effective with individuals of
many different educational backgrounds.
It will amount to wasteful exercise if a teacher decides to use instructional
materials that are not readily available. Of curse some instructional materials may be
available but the cost may be too high for the school to afford. In this type of situation
the issue of improvision or local production set in.
Curson (1980) noted that a lot of instructional materials can be improvised or
developed by the available resources centres all over the countries. Universities,
faculties of technology and science could be properly founded and commissioned to
produce instructional materials. Industries too should be encouraged by the
Government, Schools and class teachers should be motivated and rewarded for
producing materials to be used for instruction. The efforts of professional associations
such as Nigeria Association for Education Media and Technology should be

29
encourage along this line. Annual Festival of Audio – Visual should be o0rganized.
The forum should serves as exhibition where materials developed are brought for
display.
Moreover, the researcher is restricted to available instructional materials in the
selected schools they are textbooks, supplementary book, maps, globes, graphs,
charts, diagram, posters, any kind of three dimensional displays and chalkboard
displays. But the commonest are the textbooks and blackboards. While instructional
materials like micro – computer is absent.
Akinmuyiwa (1994) realized the important of Visual aid when he outline some
instructional purpose served by picture as follows:
i. Picture help to motivate learners and develop insight and appreciate.
ii. It fosters individual interest, invite participation, help learners to understand
themselves and stimulate creative effort. It also build new experience that is
extend horizon by first hand experience, it give meaning to word symbol and
bring explanation. Can make even the most difficult words a meaningful part of
the child. It helps to recall experience when picture of every day activities are
selected.
Many students learn mathematics better when they are being taught with
instructional materials, therefore, instructional materials make lesson realistic and
practical and also aids memory of the students’ learning in mathematics. Adeife
(1992) add his own joint contribution by postulating that the teaching resources is
needed to help the learners in understanding fully what is taught.
Finally, Edger has stressed the importance of concrete objects in learning and
teaching with instructional resources materials when integrated into instruction can
enhance students’ performance. Instruction cannot be boring and un - stimulating to
learners when materials are used. Furthermore, teacher’ efficiency can be improved
while learner can be provided with richer experience.

30
2.6 APPRAISAL OF LITERATURE REVIEW:
Behavioural control models of teaching, stress control over students behaviour
and over the conditions of learning. The teacher is a manager who seek to
accomplish specific objectives as quickly and behavior are seen as a network of
stimuli such as knowledge of results. Directly the teacher as given an active and
appropriate response to the stimuli materials. Therefore the teacher must control the
selection and arrangement of contents and task so that the required responses are
elicited.
The teachers also control the type of feed back and other reinforcing stimuli
used to maintain and regulate effort. And the shape more complex learning behaviors
by building up response chain.
Hence the various sections in this chapter have discussed the meaning of
instructional materials, types and uses of instructional materials, studies on teaching
and learning of mathematics, attitude of senior secondary schools teacher towards
instructional resources this investigation into the availability and utilization of
instructional resources for teaching and learning mathematics in senior secondary
schools.

31
 CHAPTER THREE
METHODOLOGY
This chapter is primarily concerned with the methodology and procedure used in
collecting and analyzing the data for the study.
This chapter contains information on the following sub-headings.
3.1 Research design.
3.2 Population
3.3 Sample and sampling technique.
3.4 Instrumentation
3.5 Validation and reliability of the instruments
3.6 Procedure for data collection
3.7 Method of data analysis

3.1 RESEARCH DESIGN

Descriptive survey design of the ex-post facto research type was used to
seek the opinion of teacher in some selected Senior Secondary Schools on the
availability and utilization of instructional materials and their effects in teaching
mathematics. It is based on information gathered through the use of questionnaire

3.2 POPULATION
The population of the study comprises the Senior Secondary School
Mathematics teachers in Kwara state.

3.3 SAMPLE AND SAMPLING TECHNIQUES:

The target samples for the study consist of ten senior secondary schools
in each senatorial districts which were randomly s selected from the state. The
samples consisted of one hundred and fifty mathematics teachers, five in each
school.

32
3.4 RESEARCH INSTRUMENTATION
The instrument used in this study is questionnaire; the instrument is meant for
mathematics teachers only. The questionnaire consist of three section A, B, and C.
Section A deals with respondent personal data, such as name of school, sex,
Educational qualification and class taught. Section B and C consist of validated
and typed questions which were designed and adopted for these research work
after necessary amendment, correction and scrutinizing by supervisor to the
study.

3.5 VALIDATION AND RELIABILITY OF THE INSTRUMENT:

The instrument was validated by given it to expert in mathematics
education and my supervisor for face and content validity.
The reliability was determined by pilot testing the instrument on twenty Senior
Secondary school mathematics teachers’ in the area of study.

3.6 PROCEDURE FOR DATA COLLECTION:

The researcher visited thirty secondary schools during the school hours
the research instrument were administered to the respondent after explanation of
aim of the study

3.7 DATA ANALYSIS:

Data collected in this study were analyzed by using descriptive statistic i.e.
simple percentage. Such as frequency count, percentages mean Score and Standard
Deviations.
The hypothesis were tested by making use of correlation analysis

33
 CHAPTER FOUR
RESULTS
This chapter deals with the summary of the results of findings from
questionnaire administered to 150 mathematics teachers of 30 selected senior
secondary schools in Kwara State.

4.1 Socio – Demographic Data

Table 1: Sex Distribution of Mathematics Teachers.

Sex Frequency Percentage
Male 108 72
Female 42 28
Total 150 100

Table 1 shows the number of mathematics teachers in the School under

investigation. The table revealed that, 108 Male teachers was involved and 42
Female teachers was also involved meaning that 72% of the respondents were
Males while 28% of the respondent were Females.
The results shows that the number of Females who pursued careers in
mathematics are extremely low. This result was in line with Opare (1996). Who
said number of the girls no longer study mathematics and those who do
continue to attain lower achievement scores than boys.

Table 2:- Educational Qualification of the respondents

Qualification Frequency Percentage

N.C.E 38 25.3
H.N.D. 25 16.7
B.Sc 10 6.7
B.Sc (Ed) 72 48.0
Masters 5 3.3
Total 150 100
Table 2 shows the educational qualification of the mathematics teachers under
investigation. The table revealed that 38 has N.C.E certificate, 25 of the
respondents has HND, while 10 has B.Sc, 72 of the respondents with B.Sc (Ed)
and 5 of the respondents have master degree. Which replies that 25.3% of the
respondents are N.C.E holders, 16.7% of the respondents have HND, while
6.7% have B.Sc, 48.0% of the respondents have B.Sc. (Ed) and 3.3% with
master degree Certificate.

34
 The sum of the percentage of those that are qualify to teach the subject is
51.3% and 49% for those that are not qualify to teach the subject.
This mean that, the number of those that are not qualified to teach the subject
in secondary school is still high.

4.2 Presentation of Results Based on Research Questions

Research Questions 1: To what extent do instructional materials available in
the teaching of mathematics in secondary school?
Table 3:- Availability of instructional materials in teaching mathematics in
senior secondary School.
No INTRUCTIONAL AVAILABLE NOT __ Standard
MATERIAL AVAILIABLE deviation
1 Data Chat 53 97 1.35 .48
(35.3) (64.7)
2 Coins 118 32 1.79 .41
(78.7) (21.3)
3 Dice 100 50 1.67 .47
(66.7) (33.3)
4 Park of Cards 80 70 1.53 .50
(53.5) (46.7)
5 Probability Board 44 106 1.29 46
(29.3) (70.7)
6 Clinometers 43 107 1.29 45
(28.7) (71.3)
7 Graph paper 140 10 1.93 .25
(73.3) (67)
8 Inequality symbol 51 99 1.34 .48
chart (33.0) (66.0)
9 Set – square 126 24 1.84 .37
(84.0) (16.0)
10 Text book 147 3 1.98 .14
(98.0) (2.0)
11 Display board 133 17 1.87 .32
(88.7) (11.3)
12 Table of value chart 62 88 1.41 .49
(41.3) (58.7)
13 Chart of solved 38 112 1.25 .44
simult.eqn (25.3) (74.7)

14 Graph board 134 16 1.89 .31

(89.3) (10.7)
15 Chart of table of value 59 91 1.39 .49
35
 (39.7) (60.7)
16 Demographic data 16 134 1.12 .31
(10.7) (89.3)
17 Frequency table chart 65 85 1.43 .50
(43.3) (56.7)
18 Protractor 137 13 1.91 .28
(91.3) (8.7)
19 Compasses 143 7 1.95 .21
(95.3) (4.7)
20 Ruler 149 1 1.99 .8.17
(99.3) (0.7)
21 Pencil 149 1 1.99 .8.17
(99.3) (0.7)
22 Plane sheet 137 13 1.91 .28
(91.3) (8.7)
23 Trigonometric table 111 39 1.74 .44
(94.0) (26.0)
24 Concrete model of 95 55 1.63 .48
right angel (63.3) (36.7)
25 Concrete model of 98 52 1.65 .48
rectangle (65.3) (34.7)
26 Concrete model of 93 57 1.62 .49
square (62.0) (38.0)
27 Concrete model of 64 86 1.43 .
trapezium (42.7) (57.3) 50
28 Concrete model of 44 101 1.33 .47
parallelogram (32.7) (67.3)
29 Concrete model of 69 81 1.46 .50
circle (46.0) (54.0)
30 Concrete model of 60 90 1.40 .49
cube (40.0) (60.0)
31 Concrete model of 69 81 1.46 .50
cuboids (46.0) (54.0)
32 Concrete model of 53 97 1.35 .47
polygon (36.3) (64.7)
33 Programmable 70 80 1.47 .50
calculator (46.7) (53.3)
34 Measuring tape 109 41 1.73 .45
(72.7) (27.3)
35` Map globes 134 16 1.89 .31
(89.3) (10.7)
Weighted average 1.61
36
 Table 3 shows that the following instructional materials are available in teaching
of mathematics in some senior secondary school in Kwara state they are: Coins
(X=1.79), Dice (X=1.67), park of cards (X=1.53), Graph Paper(X=1.93), set –
square (X=1.84), Textbooks(X=1.98), Display Board(X=1.87), Graph
board(X=1.89), Protractors(X=1.91), compasses(X=1.95), ruler(X=1.99) others
are pencil(X=1.99), plane sheet(X=1.91), Trigonometric table(X=1.74), concrete
model of right angle(X=1.63), concrete model of rectangle(X=1.65), concrete
model of square(X=1.62), as well as measuring tape(X=1.73), and map
globes(X=1.89).
The table also revealed that the following materials are not available in some
secondary schools. These are, data chart(X=1.35), probability board (X=1.29),
clinometers (X=1.29), inequality symbol chart(X=1.34), table value chart(X=1.41),
chart of solved simultanevns equation(X=1.25), Demographic data(X=1.12), chart
of table of value frequency table chart(x=1.43). Others are concrete model of
trapezium(x=1.43), concrete model of parallelogram(x=1.33), concrete model of
circle(x=1.46), concrete model of cube(x=1.40), concrete model of
cuboids(x=1.46), concrete model of polygon(x=1.35) and programmable
calculator(x=1.47).

From the table above, greater numbers of instructional materials are available
in teaching mathematics in senior secondary schools in Kwara state.
Research Question 2:- To what extent do teachers utilized the instructional
materials in the teaching of mathematics in secondary school?
Table 4:- Utilization of instructional materials in teaching mathematics in senior
secondary schools.
Instructional martial Often Some Rarely Never X Std
used time used used used
1 Data chart 30 39 14 67 2.21 1.21
{20.0} (26.0) (9.3) (44.7)
2 COINS 61 52 30 7 3.11 .89
(40.7) (34.7) (20.0) (4.7)
3 Dice 58 44 30 18 2.95 1.03
(38.7) (29.3) (20.0) (12.0)
4 Park of card 44 31 36 39 2.53 1.17
(29.3) (20.7) (24.0) (26.0)
5 Probability board 19 47 35 49 2.24 1.05
(12.7) (31.3) (23.3) (32.7)
6 Clinometers 19 45 26 60 2.15 1.09
(12.7) (30.0) (27.3) (40.0)
7 Graph Paper 100 34 2 14 3.47 92
(66.7) (22.7) (1.3) (9.3)
37
8 Inequalities symbol 42 24 29 55 2.35 1.24
chart (28.0) (16.0) (19.3) (36.7)
9 Set – Square 81 42 17 10 3.29 92
(54.0) (28.0) (11.3) (6.7)
10 Text Book 140 3 1 6 3.85 .62
(99.3) (2.0) (0.7) (4.0)
11 Display board 121 13 2 14 3.61 .91
(80.7) (8.7) (1.3) (9.3)
12 Table value chart 43 39 22 46 2.53 .1.20
(28.7) (26.0) (14.7) (30.7)
13 Chart of solve 36 28 27 59 2.27 1.21
simultaneous. (24.0) (18.7) (18.0) (39.3)
Equation
14 Graph board 99 24 3 24 3.32 1.11
(66.0) (16.0) (2.0) (16.0)
15 Chart of table of 23 47 22 58 2.23 1.13
value (15.3) (31.3) (14.7) (38.7)
16 Demographic data 13 37 27 73 1.93 1.04
(8.7) (24.7) (18.0) (48.7)
17 Frequency table chart 37 37 22 54 2.38 1.21
(24.7) (24.7) (14.7) (36.0)
18 Protractor 108 29 01 12 3.55 .86
(72.0) (19.3) (0.7) (8.0)

19 Compasses 117 24 0 9 3.66 .77

(78.0) (16.0) (0.00) (6.0)
20 Ruler 134 9 0 7 3.80 .69
(89.3) (6.0) (0.00) (4.7)
21 Pencil 134 10 0 6 3.81 .63
(89.3) (6.7) (0.00) (4.0)
22 Plane sheet 104 40 2 4 3.63 .65
(69.3) (26.7) (1.3) (2.7)
23 Trigonometric table 79 44 9 18 3.23 1.01
(52.7) (29.3) (6.0) (12.0)
24 Concrete model of 67 41 11 31 2.96 1.16
right angel (44.7) (27.3) (7.3) (20.7)
25 Concrete model of 66 37 15 32 2.91 1.18
rectangle (44.0) (24.7) (10.0) (21.3)
26 Concrete model of 68 28 20 34 22.87 1.22
square (45.3) (18.7) (13.3) (22.7)
27 Concrete model of 54 28 18 50 2.57 1.28
38
 trapezium (36.0) (18.7) (12.0) (33.3)
28 Concrete model of 43 28 22 57 2.38 1.26
parallelogram (28.7) (18.7) (14.7) (38.0)
29 Concrete model of 53 31 11 55 2.55 1.30
circle (35.3) (20.7) (7.3) (36.7)
30 Concrete model of 42 40 5 63 2.41 1.29
cube (28.0) (26.7) (3.3) (42.0)

31 Concrete model of 38 48 5 59 2.43 1.24

cuboids (25.3) (32.0) (3.3) (39.3)
32 Concrete model of 28 39 16 67 2.19 1.20
polygon (18.7) (26.0) (10.7) (44.7)
33 Programmable 34 40 14 62 2.31 1.23
calculator (22.7) (26.7) (9.3) (41.3)
34 Measuring tape 48 60 12 30 2.84 1.09
(32.0) (40.0) (8.0) (20.0)
35 Map globes 66 53 13 18 3.11 1.00
(44.0) (35.3) (8.7) (12.0)
Weighted average 2.85

Table 2 shows the utilization of instructional materials in teaching mathematics

in senior secondary schools in Kwara state. The table revealed that the following
materials are often used: - Textbooks(X=3.85), Display board(X=3.61), protractors(X=
3.55), compasses(X= 3.66), rulers(X=3.80), pencils(X= 3.81) and plane
sheet(X=3.63); on the other hand,
The following materials are sometimes used. These are, coins(X=3.11), dice(X=2.95),
park of cards(X= 2.53), Graph paper (X= 3.47), set – square(X= 3.29), Table value
chart(X= 2.53), Graph board(X=3.47), Trigonometric table(X=3.23). Others are
concrete model of right angle(X= 2.96), concrete model of rectangle(X= 2.91),
concrete model of square(X=22.87), concrete model of trapezium(X= 2.57), concrete
model of circle(X=2.55), measuring tape(X= 2.84) and map globes(X=3.11).
The table also revealed that, the following materials are rarely used, they are: -
Data chart(x= 2.21), Probability board(x=2.24), clinometers(x=2.15), inequalities
symbol chart(x=2.35), chart of solved simultaneous equation(x=2.27), chart of table of
value(x=2.23), others are Demographic data(x=1.93), frequency table chart(x=2.58),
concrete model of parallelogram(x=2.38), concrete model of cube(x=2.41), concrete
model of cuboids(x=2.43), concrete model of polygon(x=2.19) and programmable
calculator(x=2.31).
The table also shows that none of the materials was never used.
From the table two above, the number of materials that are often used is low
when compared with those that were sometime used and those that are rarely used.
This is an indication that, those materials that are available in the schools are not properly utilized.
39
4.4 Presentation of results based on hypothesis
HO1:- There is no significant relationship between teacher’s gender and
utilization of instructional resources that are available in teaching of
mathematics.
Table 5:- Relationship between teacher’s gender and utilization of instructional
materials

Mean Std deviation N r df Significant Remark

Sex 1.2800 4505 150 Not
Utilization 99.6400 18.7328 150 -.075 149 359
significant

Table 5 shows that the relationship between teacher’s gender and their
utilization of instructional materials in teaching mathematics is negative, weak and not
significant.(r=-.075, df=149, p>0.05). this implies that male teachers utilized
instructional materials better than their female counterparts. Hence, Ho1 is not
rejected.
Hence, there is no significant relationship between teacher’s gender and
utilization of instructional resources
HO2:- There is no significant relationship between teacher’s qualification and
utilization of instructional material.

Table 6:- Relationship between teachers qualification and utilization of

instructional materials.
Mean Std deviation N r df Significant Remark
Qualification 2.8733 1.3376 150 Not
Utilization 99.6400 18.7328 150 -027 149 745
significant

Table 6 shows the relationship between teachers qualification and utilization of

instructional materials in the teaching of mathematics is negative, week and not
significant (r = -.027, df = 149, p> 0.05). This means that teachers with lower
qualification utilized the instructional material more than the teachers with higher
qualification. Hence, hypothesis is not rejected.

40
 CHAPTER FIVE
Discussion, recommendation and conclusion

5.0 This chapter is mainly concerned with the Discussion, Recommendation and
conciussion of this research project

5.1 Discussions:
From the research findings, it has being established or deduced that
instruction Materials have significant impact on the effective teaching of
mathematics at senior secondary school level. Instruction materials enhance
effective teaching and learning of mathematics.
Also, instructional materials are very much relevant in promoting students
understanding in mathematics at senior secondary school level.
It was discovered that instructional materials are not provided in some schools
and they are not adequate in some school for teacher’s use and library facilities
for mathematics were not in existence in the schools. Teaching can not be
successful without the use of the instructional materials in the teaching of some
topics in mathematics. * it become nearly impossible for teachers to relate the
topic with instructional materials.
Abolade (2001) said. Teaching is particularly made more interesting to learner
by the use of adequate instructional materials, for instance, if a group of students
go to a location where ogogoro local gin brewed this will enhance effective
learning process. In the sense that the learners will be able to see and observed
the process of brewing of the product.
The uses of instructional materials assist students in seeing application of
what is being taught. By and large, the use of instructional materials enhance
effective learning ‘’vider est credere’’ is a latin maxin which means seeing is
believing these means that the students are able to see important part of the
topic taught.
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 Jasso (2001) explain that instructional materials also increase learning
possibility by interrelating the symbolism. Also they provide a group value
advantages and makes it possible for more to be learn in less time with
improved retention. They also have the advantage of transcending through the
use of educational broad casting, slide, film and the like.
Olorisade (2000) explains the importance of instructional materials as
follows, attract and hold the attention of pupil in the class, makes hearing
permanent, it gives room for students – teachers interaction as well as adds
variety to what might otherwise be a monotonous lesson and make concept
clearer.
Ralph C (1979) While writing on the uses of instructional materials, had
this to say no material should be used haphazardly there is a right and wrong
way of introducing it into the lesson the aids maybe a mean of introducing a
subject, wetting the appetite or exciting the curiosity or stimulating interest it
may be attended as the main body of the lesson i:e the chief vehicle for
transmitting the new information. It may be a piece of recapitulating material s
designed to assist in the process of knowledge. He then suggested four main
steps of using instructional materials during lesson, these are preparation,
Presentation, Evaluation and follow – up’’
According to Abimbade (1997) some of the reasons for the use of
instructional materials include reinforcement of verbal and visual message, to
focus attention, to provide experience not otherwise available to save teachers
preparation time and elucidate verbal concept.
In addition instructional materials have the advantages of supplying up to
date or latest information about invention, scientific advances, current historical
account and the like before appear in front through educational broadcasting.
Finally without the use of some of these instructional materials. Students may
not be able to understand some concept and topics in mathematics. Also it can be

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 observed that the use of instructional materials in teaching and learning especially in
mathematics is indispensable.

5.1.1 It was observed that the use of these instructional materials has not been very
encouraging by those involved in the task of teaching materials. Teacher often
try to disregard the use of these instructional materials either ignorantly or
deliberately, because of the energy, time and risk involve as well as
administrative bottlenecks, financial involvement and the like. Therefore, the
use of instructional materials is never problem free and a lot have pose problem
to the teaching and information dissemination in mathematics.
5.1.2 It was discovered that some unqualified teachers are still teaching mathematics
in our senior schools. This is an indication that the government is yet to live up
to it expectation in the provision of competent teachers at senior secondary
level. Once the subject is allowed to be handle by an unqualified teachers, the
interest of the pupils in the subject may be killed, therefore, the issue of
provision of qualified be accorded with high priority

5.2 RECOMMENDATIONS
For promotion of better understanding and also for an effective usage of
instructional materials at the senior secondary school level, the following
suggestions are recommended.
Acquisition of correct and up-to-date instructional materials, which is very
essential for students learning and improved performance in mathematics.
It is also very essential for school authorities to provide adequate storage
facilities to enhance longer life span of the materials in the school.
Provision of opportunity for educational development for teachers will also
go a long way in enhancing their efficacy, efficiency and effectiveness. This will
equally motivate them towards the use of modern materials to enhance
student’s academic performance at the senior secondary school level.
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 Also teachers should be adequately trained for instance, through training
and re – training programmmes, they should be well groomed and well voiced
in handling teaching/learning process in classroom.
Teacher should also see the need to appreciate the use of instructional
materials to aid classroom teaching and learning.
Government as a mather of priority must employ adequately qualified and
competent mathematics teachers to complement the efforts of the existing
ones, this is highly essential.
Also the atmosphere on the environment of teaching should be made
conducive. The amenities and also utilities needed to foster adequate or healthy
teaching and learning situation should be provided.
The willingness of teachers to teaching as profession is also very
essential. This in turn commands their total dedication and commitment

5.3 CONCLUSION
From the discussion above, it can be inferred of concluded that the importance
of the instructional materials in mathematics and to the mathematics teacher’s
and students alike, cannot be overemphasized. It enhances effective teaching
and learning. It also promotes effective performance of students and also allows
effective students learning experience in mathematics.
The role of instructional materials is manifested in the enhancement of
qualitative performance of students in the subject matter. It can also be
concluded that it’s non – availability or non – usage can greatly hinder the
qualitative academics performance of students in mathematics. It also promotes
the retentive skill in students and saves the teachers the need of spending
much time in explaining, re – explaining, describing and unnecessary
explanation on the subject matter.

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