ASSESSING THE AVAILABILITY OF INSTRUCTIONAL MATERIALS USED IN

THE TEACHING AND LEARNING OF BASIC TECHNOLOGY IN BAUCHI

LOCAL GOVERNMENT AREA OF BAUCHI STATE

BY

ODESANMI ATINUKE EMMANUEL

DECEMBER, 2014.
ASSESSING THE AVAILABILITY OF INSTRUCTIONAL MATERIALS USED IN
THE TEACHING AND LEARNING OF BASIC TECHNOLOGY IN BAUCHI
LOCAL GOVERNMENT AREA OF BAUCHI STATE

BY

ODESANMI ATINUKE EMMANUEL

09/22934U/6

A PROJECT SUBMITTED TO THE DEPARTMENT OF VOCATIONAL AND

TECHNOLOGY EDUCATION, FACULTY OF TECHNOLOGY EDUCATION
ABUBAKAR TAFAWA BALEWA UNIVERSITY BAUCHI

IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF

DEGREE OF BACHELOR OF TECHNOLOGY (B.TECH)
BUILDING TECHNOLOGY EDUCATION

DECEMBER, 2014.
 DECLARATION

I hereby declare that this project was written by me and it is a record of my own
research work. It has not been presented before in any previous application for a degree.
Reference made to published literature have been duly acknowledge.
 APPROVAL PAGE

This project thesis entitled “Assessing the availability of instructional materials used

in the teaching and learning of basic technology in Bauchi Local Government Area of Bauchi

State” meets the regulation governing the award of the Bachelor Degree of Technology

(B.Tech in Building Technology Education) Abubakar Tafawa Balewa University Bauchi

and is approved for its contribution to knowledge and literature presentation.

............................................... Date:.................................
Mallam Muhammad Galadima
(Project Supervisor)

............................................... Date:.................................
Dr. Ismail Y. Sheshu
(HOD Vocational and Technology Education)

............................................... Date:.................................
Prof. Danjuma
(Dean, Faculty of Technology Education)

............................................... Date:.................................
(External Supervisor)
 DEDICATION

This project is dedicated to my Mother, my brother and Sisters. And also Mrs Abiola

Olanrewaju and my Uncle and Aunty [Mr and Mrs Sunday]. May God bless you all (Amen).
 ACKNOWLEDGEMENT

I am grateful to God Almighty who gave me the ability, health, wisdom and

knowledge to complete this project. I wish to express my appreciation to my supervisor

Mallam Muhammad Galadima who despite his tight schedules find time to guide me through

this work to make sure i give and bring out the best. I also want to acknowledge my mother in

person of Mrs. Funke Odesanmi, my brother Goke Odesanmi and my sisters, Ronke, Bola,

Bamidele, Yemi Nwosu and uncle Abdullahi who supported me with their finances, prayers

and time.

My profound appreciation also goes to my colleagues most especially Ekene Uta,

Ezekiel Maikano, Abdulganiyu Balogun, Polycarp, Austin, Jamal and Mardiya Mohammad

for their support towards the success of my study.

 ABSTRACT

Basic technology is a JSS subject structured to assist learners to develop interest in both
science and technology later in their future educational pursuit. The study focused on
assessing the availability of instructional materials used in the teaching and learning of basic
technology in Bauchi Local Government Area of Bauchi State. Three research questions were
formed in order to collect and analyse data for the study. A questionnaire containing 24 items
was structurally design and used to collect data from a total sample of 159 students and 30
teachers involved in teaching and learning of Basic Technology. Data collected was analyse
using mean and percentage. The findings showed that most instructional materials
recommended for teaching basic technology are not adequate due to the large number of
students and it was recommended that government should make available instructional
materials used in teaching basic technology.
 TABLE OF CONTENTS

Cover Page - - - - - - - - - -

Title Page - - - - - - - - - -

Declaration - - - - - - - - - -

Approval page - - - - - - - - - -

Dedication - - - - - - - - - -

Acknowledgement - - - - - - - - -

Abstract - - - - - - - - - -

Table of Contents - - - - - - - - -

List of Tables - - - - - - - - - -

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study - - - - - - -

1.2 Statement of the Problem - - - - - - -

1.3 Purpose of the Study - - - - - - - -

1.4 Research Questions - - - - - - - -

1.5 Significance of the Study - - - - - - -

1.6 Scope of the Study - - - - - - - -

CHAPTER TWO

LITERATURE REVIEW

2.0 Concept of Instructional Materials - - - - - -

2.1 Criteria for Selection of Instructional Materials- - - - -

2.2 Types of instructional Materials Available for Teaching Basic Technology

2.3 Functions of Instructional Materials in Teaching in the Promotion of

 Learning of Basic Technology - - - - - -

2.4 Problems Teachers Encounter in the Teaching and Learning of Basic

Technology - - - - - - - - -

2.5 Strategies for Improving the Teaching and Learning of Basic Technology

2.6 Roles of Improvisation in Teaching and Learning - - - -

2.7 Summary of Literature Review - - - - - -

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction - - - - - - - - -

3.1 Research Design - - - - - - - -

3.2 Area of the Study - - - - - - - -

3.3 Population of the Study - - - - - - -

3.4 Sample and Sampling Techniques - - - - - -

3.5 Instrument for Data Collection - - - - - -

3.6 Validation of the Instrument - - - - - - -

3.7 Reliability of the Instrument - - - - - -

3.8 Method of Data Collection - - - - - - -

3.9 Method of Data Analysis - - - - - - -

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.0 Result and Discussion - - - - - - - -

4.1 Research Question One (1) - - - - - - -

4.2 Research Question Two (2) - - - - - - -

4.3 Research Question Three (3) - - - - - - -

 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction - - - - - - - - -

5.1 Restatement of the Problem - - - - - - -

5.2 Summary of Procedure used for this Study - - - - -

5.3 Summary of Major Findings of the Study - - - - -

5.4 Conclusion - - - - - - - - -

5.5 Recommendations - - - - - - - -

5.6 Suggestions for Further Study - - - - - -

References - - - - - - - - -

Appendix - - - - - - - - -
 LIST OF TABLES

Table 4.1: Lists of instructional materials available for teaching basic technology for

Junior Secondary School (JSS3) in Bauchi Local Government area of

Bauchi State.

Table 4.2: Mean responses on the problem teachers encounter in the use of instructional

materials in teaching and learning of basic technology.

Table 4.3: Mean responses of strategies that could be adopted to improve the use of

instructional materials in the teaching and learning of basic technology.

 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Basic technology before now known as “introductory technology” was structured to

assist learners to develop interest in both science and technology later in their future

educational pursuit. The aim is that at the end of junior secondary school, technological

appreciation would have been attained and a solid foundation laid for students’ entrance into

a vocation of their choice. This is a statement in the National Curriculum for Junior

Secondary School (Uwaifo, 2011).

The major problem of many technical and vocational education subjects is the

unavailability or insufficient material and equipment for workshop and classrooms; hence the

subject is tough with little or no aids. In any teaching and learning process, there is the need

to produce and utilise instructional materials in order to make teaching and learning effective.

As it is in the definition of instructional materials by various scholars as one of the

primary tools in the hands of a teacher for effective teaching in the classroom, Ikerionwu (in

Isola, 2010) perceived instructional materials as objects or devices, which help the teacher to

make a lesson much clearer to the learner. Therefore, one can simply say that instructional

materials are materials, which the teachers use to facilitate and assist them in teaching and

learning process. Instructional materials aid to facilitate and assist in teaching and learning.

It is worthy of note that the mere use of instructional materials does not guarantee

effective communication and effective teaching and learning, it is the teacher’s careful

selection and skilful handling of instructional materials that renders them useful in facilitating

learning. The child needs to involve all or some of the sense organs before proper learning
can take place and this can better happen through the use of the instructional materials. The

materials will involve the active participation of the child, thus reinforcing learning.

Instructional materials are in various classes, such as audio, visual or audio-visual;

thus, audio instructional materials refers to those devices that makes use of the sense of

hearing only like radio, audio tape recording. Visual instructional materials on the other hand

are those devices that appeal to the sense of sight only such as chalkboards, charts, slides, and

filmstrips. An audio-visual instructional material however, is a combination of devices, which

appeal to the sense of both, hearing and seeing such as television, motion picture and the

computer. Among the instructional materials the classroom teacher uses, the visual

outnumbered the combination of the audio an audio-visual.

The fact that basic technology is more of practical course requires that the student be

given opportunity to gain firsthand experience on the field through the use of effective

strategies of teaching basic technology. A Chinese proverb cited by Confucius in Ukaini

(2004) in Kingsley (2010) says, “what we hear, we forget; what we see, we remember; and

what we do, we understand.” The author explained further that in teaching, seeing is being

regarded as more important than hearing. Therefore, as much as possible, students should be

able to see what is been taught to them, hence the use of laboratory equipment is important in

a teaching and learning situation.

1.2 Statement of the Problem

The major aim of basic technology education in Nigeria is to explore the

fundamentals and develop vocational competencies among youths so that they can appreciate

the technological world and contribute maximally to the nation’s economic growth. The basic

technology curriculum provides that the teaching and learning of a subject should be both
theoretical and practical in nature because it will enable the students’ to gain awareness,

appreciation, and orientation into technology that will enable them develop further or choose

a trade (NPE, 2004; V. O. Uwaifo, 2011).

In spite of the desire for technological development coupled with the fact that basic

technology is a very vital subject for technological development and as such its teaching and

learning have become a source of concern to all stakeholders. The problem of the present

study is to carry out a survey on assessing the availability of instructional materials used in

teaching basic technology in Bauchi local government area of Bauchi State.

1.3 Purpose of the Study

The purpose of the study is:

1. To determine the availability of instructional materials for the teaching of Basic

technology.

2. To identify the problems teachers’ encounter with the use of instructional materials in

teaching and learning of basic technology in Bauchi local government area of Bauchi

State.

3. To determine the strategies that could be adopted to improve the use of instructional

materials for teaching and learning of basic technology.

1.4 Research Questions

The following research questions will guide this research work

A. Which instructional materials are available for teaching basic technology in secondary

schools?
B. What are the problems teachers’ encounter with the teaching and learning of basic

technology in Bauchi local government area of Bauchi state?

C. What are the strategies that could be adopted for improving the use of instructional

materials in the teaching and learning of basic technology?

1.5 Significance of the Study

It is expected that this study would help enhance the achievement of students’ basic

technology through teachers’ using instructional materials in the class. Also, this research

could help the Ministry of Education and other educational sectors in knowing some

problems or constraints faced by teachers towards utilization of instructional materials in the

teaching of basic technology, if solved; it will simplify and enhance teaching quality which

will lead to better students’ achievement in their academic pursuit.

1.6 Scope of the Study

The study was restricted to assessing the availability of instructional materials used in

teaching basic technology in Bauchi local government area of Bauchi State. The respondents

for the study were restricted to basic technology teachers’ in junior secondary school in

Bauchi local government area of Bauchi State in Nigeria.

 CHAPTER TWO

LITERATURE REVIEW

2.0 Concept of Instructional Materials

To make learning of basic technology become pleasurable for the students, there is

need for teachers’ to appeal to the students’ sense of seeing, hearing, smelling, tasting, and

touching; it also helps to raise learners’ interest. From the above explanation, one can say that

instructional materials are information carriers designed specifically to make learning more

retentive so as to fulfil the objectives in teaching and learning situations.

According to Agina-Obu and Isola (2011), instructional materials are concrete or

physical objects, which provide sound, visual or both to the sense organs during teaching.

Ikerionwu (Isola, 2010) referred to instructional materials as objects or devices, which help

the teacher to make a lesson very practical and lively to the learners. This means that

instructional materials enhance effectiveness in teaching and in learning.

Instructional materials when properly used help to make ideas and concepts clear,

they can raise learning from the verbalization to the understanding and also make learning

more vivid. According to Ogwu (in Kingsley, 2010) he observed that “a teacher that uses

teaching aid to deliver his or her lesson will cover more facts at short intervals than one who

used only oral speeches for lesson delivery.” He further stated that when instructional

materials are used, students can see and conceptualize what is being taught much easier than

when nothing is been used.

Instructional materials facilitate teaching and learning activities and consequently,

the attainment of the lesson objective, however, this depends on the adequacy and

appropriateness of materials selected. This in effect means that learning resources are not

selected haphazardly. Indeed, resource materials to be used should be carefully selected by

the teacher; this is an aspect of the teachers’ duty where special skill in educational

technology and psychology of learning will come to be his assistance.

Azikiwe (in Kingsley, 2010) defines instructional materials to be “all the five

senses, which are sight, hear, touch, smell, and taste.” He further said that these five senses

are very important in language teaching, especially the foreign language because they

facilitate the direct association between sound and their symbols and also words and the

objects they represent. Ayaukagbu (in Kingsley, 2010) is of the view that instructional

materials are those materials or resources employed by the teacher to make teaching and

learning effective and productive. Instructional materials can also be seen as a means of

instruction, which must be selected on the basis of its objective.

Teachers meet a lot of problems in the cause of using instructional materials; this

is because the excitement usually generated by the instruction can generate a lot of noise,

undue movement of pupils, chairs, and tables in order to see the teacher. All instructional

materials play a significant role in the life of students. Aguokagbua (in Kingsley, 2010) states

that instructional materials help learners’ to come face to face with the real things or objects.

Above all, the use of instructional materials reduces the problem of interference and

translation in teaching basic technology.

2.1 Criteria for Selection of Instructional Materials

Care must be taken when selecting instructional materials; this is because some of

these materials are locally made while others are commercially produced. Whatever may be

the case, some criteria must be followed in the selection which is as follows.

1. Behavioural Objectives and Structure of Subject Matter

 The teacher is expected to think of the topic, age of the students, materials the students’

will benefit from in order to identify the objective an analyse the subject matter.

2. Individual Student Learning Styles

The fast and slow learners can be grouped to learn together and use materials that suit

their levels. Materials that are too simple should not be used; this makes the students not

to be actively involved intellectually, perceptually, and physically.

3. Practicability

The teacher should ensure that students conduct practicals along with him/her, i.e. the

materials should have some practical experience on the life of the learners.

4. Availability

The materials should be available in the environment but when not available, the teacher

should improvise.

5. Teacher’s Capability

Certain materials may be available in the school environment but the teacher may not

have the knowledge of using them for teaching his learners. In this case, he or she should

not shy away from contacting an expert for the benefit of his students.

2.2 Types of Instructional Materials Available for Teaching Basic Technology

Instructional materials available in teaching basic technology are available from many

sources. According to Agu Okogbuo (2010), instructional materials in teaching could be

classified into:

1. Visual Materials: Such as picture, diagrams, buildings, projectors, teachers themselves,

charts, real objects (realia) studies etc. materials such as books, newspapers, journals,

magazines, pamphlets, handouts, etc. are also involved.

2. Audio Materials: Such as tape recording cassette, cartridge, radio, dices, teleconferencing

language laboratories, teachers voice. They all appeal to the sense of hearing.

3. Audio-Visual Materials: These include television, video recording motion picture with

sound tracks, slide and filmstrips projection with sound tapes, films, and multimedia.

They appeal to both the sense of hearing and sight.

4. Materials/Software: These include graphic materials, printed materials, slide, filmstrips,

tapes, cassettes, and motion pictures.

5. Equipment/Hardware: These include blackboards, tape recorders, projectors and video

recorders. They are used in presenting materials, static or display such as chalkboard,

flannel graph, flipcharts, magnetic board are also used in presenting materials or lectures.

6. Electronics: These comprise of radio, computer education, e-mail, multimedia; these

teaching materials make teaching and learning more easy and concrete.

7. Two-Dimensional Instructional Materials: These include flat picture, graphs, chart,

diagram posters, cartoons, slides, films. They are also non-projected materials with

characteristics of being flat and light and may be either in opaque or transparent form.

They have length but no height, hence they are two-dimensional aids.

8. Three-Dimensional Instructional Materials: They are models, specimens, simulation and

games. They are non-projected materials. Characteristically, they have length, breadth,

height; hence they are called three (3) – dimensional.

Below are the common types instructional materials available for teaching basic

technology in Nigeria schools (junior secondary schools).

a. Chalkboard

b. Books and other printing materials.

c. Real objects.
d. Models.

e. Electronics: radio (cassette tape), television, video (cassette recorder (VCR), computer)

f. Graphics

g. Overhead projector.

At all level of education, instructional materials in teaching basic technology are very

important in the attainment of desired goal and objectives. In Nigeria, the desired goals and

objectives most times are not achieved because teachers of this subject (basic technology)

teaches the subject using chalkboard and textbook and in doing so, the students will end up

having limited idea or knowledge about the subject because it only involves the sense of

hearing and this can make the students lose interest. However, the utilization of instructional

materials in teaching and learning situation should not just involve the sense of hearing only

but the sense of sight, touch, smell, and taste. Looking at educational practices, the Chinese

proverb concludes that:

I hear, I forget

I see, I remember

I do, I understand

Kindler (1993) in Emmanuel (2013) stated that people generally remember

10% of what they read

20% of what they hear

30% of what they see

50% of what they hear and see

70% of what they say; and

90% of what they say as they do a thing.

For this reason, it was concluded that instructional materials in teaching ensure more

effective learning since the learner not only hears but also sees and does.

2.3 Functions of Instructional Materials in Teaching in the Promotion of Learning of

Basic Technology

Instructional materials in teaching generally, make the teaching process easier.

However, in order to appreciate the importance of instructional materials in the teaching and

learning process, Rhert Heinich (2001) suggested the reasons for using them which are to:

1. Gain and hold the attention of learner

2. Provide usual aspects to process or technique.

3. Focus attention on highlight of key points.

4. Create impact

5. Facilitate the understanding of abstract explanation

6. Stimulate reality

Okwudiba (2005) in Emmanuel (2013) highlighted the function of instructional

materials in the teaching in the promotion of learning of basic technology, they include the

following:

i. Provide increased interest in learners.

ii. Hold the learner’s attention.

iii. Provide the learner with opportunities of interacting with their social and physical

environment.

iv. Offer learners’ opportunity for independent and individualized learning.

v. Supply concepts basis for conceptual thinking.

vi. Offer opportunities for learners’ to develop their abilities and skills.
 vii. Promote the acquisition and longer retention of knowledge.

For this point, instructional materials in teaching help to promote the understanding of

the teaching and learning process among other function. Below are the functions of

instructional materials in the teaching process.

i. Assists teachers to provide his pupils with meaningful source of information.

ii. Helps teachers to widen the scope of their pupils learning experience.

iii. Allow class members to share equally from the same teaching process.

iv. Enable the teacher with the means of exposing pupils to a wide range of learning

activities.

v. Increase the efficiency of the teacher by providing tutorials and response guidance for

individual pupils.

2.4 Problems Teachers Encounter in the Teaching and Learning of Basic

Technology

Basic technology seems to be clouded with problems and challenges, which deter its

effective teaching and learning. During the interviews teachers that I carried out in finding

the problems they encounter in teaching and learning of basic technology, four problems

emerged. These include: shortage of instructional materials, congested syllabus, lack of funds

for educational excursions, and shortage of specialists.

1. Shortage of Materials: A teacher from Command Day Secondary School and

another from Urban College, here in Bauchi State, Nigeria indicated that there was

generally shortage of teaching resources such as maps and books. Another teacher

from Command Day Secondary School complained that they do not have enough

materials although resources such as radio are provided but with no source of power
 to operate them since electricity is inconsistent and it is not always available when

needed. According to her, students suffer as they end up falling victims and

consequently perform poorly. Kulen (2006) in (Journal of Educational Studies, 2011)

has made the same observation on the shortage of instructional materials in schools by

indicated that; “the issue of resources may not be easy to resolve, but the important

thing is that teachers should not use lack of resources as an excuse for not teaching

well.”

The implication is that alternatives are out there and teachers should refrain

from being solely dependent on the local council for ready-made materials, they

should reach out for local materials and improvise whenever the need arises.

2 Congested Syllabus: Teachers expressed concern that basic technology syllabus is so

congested such that they are not able to complete the objectives before the students’

sit for the Junior Secondary Certificate Examinations. As an attempt to make a

balance between the congested syllabus and limited time, a teacher from International

Secondary School explained:

This leaves us rushing through the objectives and end up giving notes to save

time. This implies that we compromise the use of instructional materials under the

pretext we are saving time. This leaves us with no choice but to complete the syllabus

with too many objectives in a short period of time.

3 Funds for Educational Excursions: Educational excursions help bridge the gap

between the classroom and the outside world and provide students with real life

situations. School heads and teachers equally mentioned lack of funds for educational

trips as one of the major challenges faced by teachers in the teaching of basic

technology. This also contributes to poor performance of the students.

 4 Shortage of Basic Technology Specialists: The basic technology teachers

interviewed revealed that they are teaching the subject because they do not have any

other choice. Amongst the teachers from the different schools interviewed, only one

was a specialist which means that the rest of the schools do not have a single

specialist, which ultimately affects students since they are taught by unqualified basic

technology teachers.

2.5 Strategies for Improving the Teaching and Learning of Basic Technology

The role required of a basic technology teacher as strategies for improving teaching

and learning are:

i. The teacher of basic technology should be a master of his subject.

ii. The teacher should make use of well-developed syllabus.

iii. Basic technology teachers should make effective use of instructional materials in

teaching basic technology.

iv. The teacher should develop well-planned lesson prior to their delivery.

v. The basic technology teacher should work hard to generate interest in the students in

technological subjects.

The role government should play as strategies for improving the teaching and learning

of Basic technology are as follows:

i. Government should provide sufficient tools and equipment for teaching Basic

technology.

ii. Sufficient number of technical teachers should be trained for the programme.

iii. Basic technology should be divided into different sections namely: woodwork,

electrical/electronics, building, etc.

iv. Government should encourage co-operation between schools and industries to enable

students acquire practical experience.

v. Adequate workshop should be provided in our schools and qualified technical teachers

should be appointed to teach the subject.

2.6 Roles of Improvisation in Teaching and Learning

Improvisation simply means making use of substitutes form of local material when

the real material is not available at that moment or point in time. Improvisation is not just to

provide a piece of material as a substitute of what is not available, but the materials must

necessarily serve the purpose for which it is intended. (Awotunde, 2004 in Kingsley, 2010).

He added that improvised instructional materials are used to provide the richest possible

learning environment, which helps the learners and the teachers to achieve their specific

objectives. Improvisation therefore plays a major role in teaching and learning situations, the

roles improvisation plays include the following:

i. It helps in arousing and holding attention of learners.

ii. It helps in bringing about effective instructions in a particular environment.

iii. It makes learning possible in the absence of the original teaching aids.

iv. It is effective and can last for some time.

v. It makes the students to participate in creating and analytical thinking when they are

involved in making the needed instructional material.

The teacher can make effective use of improvisation in his teaching when he is

imaginative, creative, cleaver, and skilful because the use of locally available materials as

substitutes for the real things are not a mere guess work. The teacher must know what he

wants and be quite sure of what he is doing by observing and identifying materials he can
easily use around him. Improvisation therefore remains an effective teaching aid to basic

technology in junior secondary schools.

2.7 Summary of Literature Review

One of the major problems of basic technology has been the lack of

equipment/instructional materials for the teaching and learning process. The idea of

improvising instructional materials is very necessary especially with the economic crunch;

that government thinks it is difficult to provide instructional materials in secondary schools

for effective teaching and learning.

The review indicated that there are criteria for selection of instructional materials and

they are behavioural objectives and structure of subject matter, individual student learning

styles, practicability, availability, and teacher’s capabilities. It also reviews the common types

of instructional materials available for teaching basic technology in junior secondary schools

which are; chalkboard, books, models, graphics, and other printing materials.

The review further observed some of the problems teachers encounter in the teaching

and learning of basic technology, which are; shortage of materials, congested syllabus, funds

for educational excursion and shortage of basic technology specialists.

 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter deals with the research design, area of study, population of the study,

sample and sampling techniques, instrument for data collection, validation, method of data

collection and method of data analysis.

3.1 Research Design

The study adopted survey research design, Survey research design in the opinion of

Nwafor and Eze (2014) is that in which the same information is gathered from an unbiased

representative group of interest. It is a very valuable tool for assessing opinion and trends

from representative group of population been investigated. Uzoagbu (2011) asserted that

survey research design in considered the best design as it is interested in collecting original

data for the purpose of describing conditions as they exist in their natural forms.

3.2 Area of the Study

The study area is Bauchi local government area of Bauchi State. Bauchi local

government was created in 1976 when Bauchi State was carved out of the former North-

Eastern State. Bauchi LGA is the capital seat for the government of Bauchi State and also

most popular commercial and urban centre in the state. Bauchi local government area (LGA)

lies along latitude 1’17” North and longitude 9’49” East with an altitude of 6902 metres

above sea level (NPC, 2006).

The local government shares common boundaries with Ganjuwa LGA to the

northwest, Alkaleri LGA to the east, Toro LGA to the west and Dass LGA to the south.
According to the NPC (2006), Bauchi LGA stood at over 900, 000 population. The area has

four major tribes namely; Hausa-Fulani, Gerawa, Sayawa. Others include Yoruba, Igbo,

Idoma, and four districts namely: Galanobi, Kangere, Miri, and Zungur districts.

3.3 Population of the Study

The population of this study consists of 32,346 students from fifty-three (53) junior

secondary schools in Bauchi local government area of Bauchi State. The number of teachers

teaching basic technology in the junior secondary schools in Bauchi local government area is

thirty (30) in number. The junior secondary schools are chosen because at their level, basic

technology is compulsory for all students.

3.4 Sample and Sampling Techniques

There will be no sampling in the case of teachers because the researcher involved all

the thirty (30) teachers who teach Basic Technology subject within Bauchi Local

Government Area in the study. In the case of students, the researcher used the stratified

random sampling method to select nine (9) students each from the fifty three schools. Two

(2) students were chosen to represent each level of the junior secondary school thus, making a

total number of one hundred and fifty nine (159) students.

3.5 Instrument for Data Collection

The instrument used for data collection was a structured questionnaire. The

questionnaire used was a close-ended type whereby the respondent were restricted to the

alternative given. The questionnaire consists of two sections: Section ‘A’ and ‘B’

respectively. Section A covers the bio-data of the respondents such as age, marital status, sex,
educational qualification, etc. Section B, is to sort data that determines the problems, and

strategy of using instructional materials in the teaching of Basic technology.

Strongly Agree SA 5

Agree A 4

Undecided UD 3

Disagree D 2

Strongly Disagree SD 1

3.6 Validation of the Instrument

The questionnaire was validated by two lecturers in the department of Vocational and

Technology Education. Faculty of Education, Abubakar Tafawa Balewa University, Bauchi.

3.7 Reliability of the Instrument

The reliability of the instrument was determined by plot-testing the instrument in five

junior secondary schools in Ganjuwa LGA, using test-re-test method. The result obtained was

collated and analysed thereafter using the Spearman’s Rank Order of Correlation Coefficient

which was discovered to be 0.72.

3.8 Method of Data Collection

The questionnaire was administered and collected by the researcher and five of the

researcher assistants. The instrument was collected after one week duration to enable the

respondents to respond accordingly.

3.9 Method of Data Analysis

 The appropriate statistical tool for analysing data for this study was the mean and

percentage. The point was determined by finding the mean of the values assigned to the

opinion. These are:

Strongly Agree SA 5

Agree A 4

Undecided UD 3

Disagree D 2

Strongly Disagree SD 1

3.0 mean scale will be used as moderate, agreed or accepted; if any response is below 3.0,

the response is then regarded as disagreed or rejected.

 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.0 Result and Discussion

This chapter presents an analysis of the data collected for this study, means (x) and

percentage (%) were used in the presentation. Each table contains information on the

responses to the research question.

4.1 Research Question One (1)

To determine the availability of instructional materials for teaching of basic

technology.
 Table 4.1: percentage of instructional materials available for teaching basic technology for Junior Secondary School (JSS) 3 in Bauchi

Local Government Area of Bauchi State.

Instructional materials Instructional materials available at Government Girls College Azare, Government Day Secondary School, Kofar Wambai, Bauchi, Government Day
recommended for JSS 3 by Secondary School Barrack Cantonment Bauchi, Federal Government Girls College Bauchi and General Hassan Usman Katsina Unity College, Bauchi.
NERDC and quantity
S/

Percentage (%)

Overall remark
FGGC Bauchi
GDSSWambai

Unity College
GDSS Bauchi
recommended
GGC Azare

percentage
Remark

Remark

Remark

Remark

Remark
N

Bauchi
visual materials

Mean
No

%
1 Pictures and charts 2 1 50 adequate - 0 Not - 0 Not 1 50 adequate - 0 Not 20 Not
showing safe work habits available available available adequate
& attitudes
2 Fire extinguishers 1 1 100 adequate 1 100 adequate - 0 Not 1 100 adequate 1 100 adequate 80 adequate
available

3 Oil cans 10 - 0 Not - 0 Not - 0 Not 2 20 Not -- 0 Not 4 Not

available available available adequate available adequate

4 chalkboard 1 1 100 adequate 1 100 adequate 1 100 adequate 1 100 adequate 1 100 adequate 100 adequate

5 journals 15 2 13.33 Not - 0 Not - 0 Not 8 53.33 adequate - 0 Not 13.33 Not
adequate available available available adequate

6 newspapers 15 3 20 Not 10 66.67 adequate 1 6.67 Not 10 66.67 adequate 2 13.33 Not 34.67 Not
adequate adequate adequate adequate

7 Pictures of male & 2 - 0 Not 1 50 adequate 1 50 adequate 1 50 adequate 1 50 adequate 40 Not

female working in available adequate
industry
8 Tee- square 15 1 6.67 Not 5 33.3 Not - 0 Not 10 66.67 adequate -- 0 Not 21.33 Not
adequate adequate available available adequate

9 Try-square 15 5 33.3 Not 10 66.67 Adequate 2 13.33 Not 12 80 adequate - 0 Not 34.65 Not
adequate adequate available adequate
10 Hammer 15 - 0 Not 10 66.67 adequate 5 33.3 Not 6 40 Not 5 33.3 Not 34.65 Not
available adequate adequate adequate adequate

11 Fan 2 2 100 adequate 1 50 adequate 2 100 adequate 2 100 adequate - 0 Not 70 adequate
available

12 Regulators 10 - 0 Not 3 30 Not 7 70 adequate 10 100 adequate - 0 Not 40 Not

available adequate available adequate

13 Electric bulbs 10 2 20 Not 5 50 adequate 8 80 adequate 10 100 adequate - 0 Not 50 adequate

adequate available

14 bicycles 2 - 0 Not 2 100 adequate 2 100 adequate 2 100 Adequate 2 100 adequate 80 adequate
available

15 Resistors 10 - 0 Not 5 50 adequate 8 80 adequate 8 80 adequate - 0 Not 42 Not

available available adequate

16 Capacitors 10 - 0 Not 5 50 adequate 6 60 adequate 8 80 adequate - 0 Not 38 Not

available available adequate

17 Diodes 10 - 0 Not 5 50 adequate 8 80 adequate 7 70 adequate - 0 Not 40 Not

available available adequate

18 Building plan 2 - 0 Not 1 50 adequate 2 100 adequate 2 100 adequate - 0 Not 50 Adequate
available available

19 Screw driver (set of 6) 10 1 10 Not 5 50 adequate 8 18 adequate 5 50 adequate 2 20 Not 42 Not

Adequate adequate adequate

20 Car batteries 2 1 50 Adequate 2 100 adequate 2 100 adequate 1 50 adequate - 0 Not 60 Adequate
available

21 Screw jack 2 - 0 Not - 0 Not 2 100 adequate - 0 Not - 0 Not 20 Not

available available available available adequate

22 Drawing and pictures of 2 - 0 Not 1 50 adequate - 0 Not - 0 Not 1 50 Adequat 20 Not

technological products available available available e adequate
and processes
23 Louver frame (4 in each 4 4 100 Adequate 4 100 adequate 4 100 adequate 4 100 adequate 4 100 Adequat 100 Adequate
class) e

24 Pepper grinder 1 - 0 Not - 0 Not - 0 Not 1 100 adequate - 0 Not 20 Not

available available available available adequate
25 Rags 2 2 100 adequate 2 100 adequate 1 50 adequate 2 100 adequate 1 50 adequate 80 adequate

26 First aid box 1 1 100 adequate 1 100 adequate - 0 Not 1 100 adequate 1 100 adequate 80 adequate
available

27 Electric iron 1 1 100 adequate 1 100 adequate - 0 Not 1 100 adequate - 0 Not 60 adequate
available available

28 Immersion heater ( 2 2 100 adequate 1 50 adequate - 0 Not 2 100 adequate - 0 Not 50 adequate
boiling ring) available available

29 Kerosene stove 1 1 100 adequate - 0 Not - 0 Not 1 100 adequate 1 100 adequate 60 adequate
available available

30 Charcoal iron 2 2 100 adequate - 0 Not - 0 Not 1 50 adequate 1 50 adequate 40 Not

available available adequate

31 Pictures of technology 2 1 50 adequate - 0 Not 1 50 adequate 2 100 adequate - 0 Not 40 Not

practitioners on site available available adequate

32 Refrigerator 1 1 100 adequate 1 100 adequate - 0 Not 1 100 adequate - 0 Not 60 adequate
available available

33 Insulators 10 - 0 Not 5 50 adequate 8 80 adequate - 0 Not - 0 Not 26 Not

available available available adequate

34 Aluminium cables 10 - 0 Not 7 70 adequate 5 50 adequate 1 10 Not - 0 Not 26 Not

available adequate available adequate

35 Fuses 10 - 0 Not 7 70 adequate 9 90 adequate 6 60 adequate - 0 Not 44 Not

available available adequate

36 Chain saw 10 - 0 Not 9 90 adequate 1 10 Not 5 50 adequate - 0 Not 30 Not

available adequate available adequate

37 Wood machine 1 - 0 Not 1 100 adequate 1 100 adequate - 0 Not - 0 Not 40 Not
available available available adequate

38 Grinding machine 1 - 0 Not 1 100 adequate - 0 Not 1 100 adequate - 0 Not 40 Not
available available available adequate

39 Models of shaped blocks 2 1 50 adequate 2 100 adequate 2 100 adequate - 0 Not - 0 Not 50 adequate
available available
40 Potter’s wheel 1 - 0 Not 1 100 adequate - 0 Not - 0 Not - 0 Not 20 Not
available available available available adequate

41 Ceramic products 15 5 33.33 Not 10 66.67 adequate - 0 Not 10 66.67 adequate 1 6.67 Not 34.67 Not
adequate available adequate adequate

42 Kiln 1 1 100 adequate - 0 Not - 0 Not 1 100 adequate 1 100 adequate 60 adequate
available available

43 Flux and solder 35 36 100 adequate 35 100 adequate 35 100 adequate 36 100 adequate 36 100 adequate 100 adequate

44 Glass wood equipment 10 - 0 Not 10 100 adequate 5 50 adequate - 0 Not - 0 Not 30 Not
available available available adequate

45 Adhesive (in can or 10 1 10 Not 8 80 adequate 1 10 Not 2 20 Not 2 20 Not 26 Not

tubes) adequate adequate adequate adequate adequate

46 Nails (set of 3) 10 6 60 adequate 8 80 adequate 10 100 adequate 3 30 Not 10 100 adequate 74 adequate
adequate

47 Screws 35 19 54.29 adequate 31 88.57 adequate 30 85.71 adequate 8 22.86 Not 20 57.14 adequate 61.71 adequate
adequate

48 Hinges (set of 6) 35 20 57.14 adequate 32 91.43 adequate 30 85.71 adequate - 0 Not 25 71.43 adequate 61.14 adequate
available

49 Wood finishes 5 3 60 adequate 4 80 adequate - 0 Not 1 20 Not 5 100 adequate 52 adequate

available adequate

50 Centre lathe 1 1 100 adequate - 0 Not - 0 Not - 0 Not 1 100 adequate 40 Not
available available available adequate

51 Power hacksaw 10 1 10 Not 5 50 adequate - 0 Not - 0 Not 5 50 adequate 22 Not

adequate available available adequate

52 Pedestal drilling 1 - 0 Not - 0 Not - 0 Not - 0 Not - 0 Not - Not

available available available available available available

53 Sewing machine 1 1 100 adequate - 0 Not - 0 Not 1 100 adequate 1 100 adequate 60 adequate
available available

54 Motor cycle 1 1 100 adequate 1 100 adequate - 0 Not 1 100 adequate 1 100 adequate 80 adequate
available
55 Cardboard 35 25 71.43 adequate 5 14.29 Not - 0 Not 30 85.71 adequate 20 57.14 adequate 45.71 Not
adequate available adequate

56 Old clock 1 1 100 adequate 1 100 adequate 1 100 adequate - 0 Not 1 100 adequate 80 adequate
available

57 Gear box 1 - 0 Not 1 100 adequate 1 100 adequate - 0 Not 1 100 adequate 60 adequate
available available

58 Fan plates 2 2 100 adequate 2 100 adequate 1 50 adequate - 0 Not 2 100 adequate 70 adequate
available

59 Digger 3 - 0 Not 3 100 adequate 3 100 adequate 1 33.33 Not 1 33.33 Not 53.33 adequate
available adequate adequate

60 Cable phone 1 - 0 Not - 0 Not 1 100 adequate 1 100 adequate - 0 Not 40 Not
available available available adequate

61 Pliers 35 5 14.29 Not 30 85.71 adequate 35 100 adequate 7 20 Not 29 82.86 adequate 60.57 adequate
adequate adequate

62 Charts showing milling, 2 - 0 Not - 0 Not 1 50 adequate 1 50 adequate - 0 Not 20 Not

shaping and grinding available available available adequate
machine
63 Pictures of chain and belt 2 - 0 Not 1 50 adequate - 0 Not 1 50 adequate - 0 Not 20 Not
driven machine available available available adequate

64 Old shafts of cars, brakes 1 - 0 Not 1 100 adequate - 0 Not - 0 Not - 0 Not 20 Not
and clutches available available available available adequate

65 Pictures of crank shaft, 2 - 0 Not - 0 Not - 0 Not 1 50 adequate - 0 Not 10 Not

kites available available available available adequate

66 Models of hydraulic and 2 - 0 Not - 0 Not - 0 Not - 0 Not - 0 Not - Not

pneumatic available available available available available available
devices,hydraulic jack
67 Accessories lamp holder, 15 5 33.33 Not 10 66.67 adequate - 0 Not 10 66.67 adequate - 0 Not 33.33 Not
switches, joint boxes adequate available available adequate

68 Zinc 1 1 100 adequate 1 100 adequate 1 100 adequate 1 100 adequate 1 100 adequate 100 adequate

69 Blowing machine 1 - 0 Not - 0 Not - 0 Not - 0 Not - 0 Not - Not

available available available available available available
70 Roof models 2 - 0 Not 1 50 adequate - 0 Not 1 50 adequate - 0 Not 20 Not
available available available adequate

71 Drilling machine 1 - 0 Not - 0 Not 1 100 adequate 1 100 adequate - 0 Not 40 Not
available available available adequate

72 Radio (cassette tape) 1 1 100 adequate 1 100 adequate 1 100 adequate 1 100 adequate - 0 Not 80 adequate
available

73 Microphone 1 - 0 Not - 0 Not - 0 Not 1 100 adequate - 0 Not 20 Not

available available available available adequate

74 Tape recording cassette 1 - 0 Not 1 100 adequate - 0 Not 1 100 adequate - 0 Not 40 Not
available available available adequate

75 Teleconferencing 1 - 0 Not - 0 Not - 0 Not - 0 Not - 0 Not - Not

language laboratories available available available available available available

76 Television 1 1 100 adequate 1 100 adequate - 0 Not 1 100 adequate 1 100 adequate 80 adequate
available

77 Films 2 - 0 Not 1 50 adequate - 0 Not 2 100 adequate - 0 Not 30 Not

available available available adequate

78 Video ( cassette recorder 1 1 100 adequate - 0 Not - 0 Not 1 100 adequate 1 100 adequate 60 adequate
“VCR”) available available

79 Computers 35 15 42.86 Not 2 5.71 Not 1 2.86 Not 21 60 adequate 25 71.43 adequate 36.57 Not
adequate adequate adequate adequate

80 G.S.M 1 1 100 adequate - 0 Not 1 100 adequate 1 100 adequate 1 100 adequate 80 adequate
available

Source: Field Study December, 2014

Table 4.1 shows the percentage of instructional materials used in the teaching and learning

and learning of basic technology in five (5) different junior secondary schools. Some of the

instructional materials are adequate, few are not available while most are inadequate. The

mean percentage of most of the instructional materials in all the schools aren’t adequate and

the instructional materials with items number 2, 4, 11, 13, 14, 18, 20, 23, 25, 26, 27, 28, 29,

32, 39, 42, 43, 46, 47, 48, 49, 53, 54, 56, 57, 58, 59, 61, 68, 72, 76, 78, and 80 with the mean

percentage of 80, 100, 70, 50, 80, 50, 60, 100, 80, 80, 60, 50, 60, 60, 50, 60, 100, 74, 61.71,

61.14, 52, 60, 80, 80, 60, 70, 53.33, 60.57, 100, 80, 80, 60 and 80 are adequate while four (4)

were not available and they are pedestal drilling, models of hydraulic and pneumatic devices,

hydraulic jack, blowing machine and teleconferencing language laboratories.

4.2 Research Question Two (2)

What are the problems encounter in the use of instructional materials in teaching and

learning of basic technology?

Table 4.2: Mean responses on the problem teachers encounter in the use of instructional

materials in teaching and learning of basic technology.

S/N Items Statements (X) Mean Remarks

1 Teachers do not frequently use instructional materials 2.9 Disagreed
because they are not supervised
2 Teachers are not adequately trained to use some of the 2.8 Disagreed
sophisticated instructional materials
3 The school lacks enough money to buy instructional 2.6 Disagreed
materials
4 Teachers are not encouraged to improvise instructional 3.0 Agreed
materials in your school
5 Due to complexity of the subject, the instructional 2.9 Disagreed
 materials available are not adequate
6 Students seldom go on excursions which will enable 2.8 Disagreed
them see the real instructional materials
7 Basic technology teachers find using instructional 2.9 Disagreed
materials simply and time consuming
8 There is no adequate power supply in your school so it is 3.1 Agreed
impossible to use some audio-usual instructional
materials
9 Teachers used instructional materials for teaching and 3.0 Agreed
learning only when they are interested
10 Improvise materials are not easy to locate when there is 2.6 Disagreed
need of it
11 Teachers find it difficult to organise practicals and use 3.0 Agreed
instructional materials due to time factor
Source: Field Study, December, 2014

Table 4.2 above shows that the respondents agreed with four (4) of the eleven (11)

items statements and disagreed with item number one (1), two (2), three (3), five (5), six (6),

seven (7) and ten (10). The mean score for the agreed items statements range from 3.0, 3.0,

3.0, to 3.1 respectively. The responses of the respondent agreed that teachers are not

encouraged to improvised instructional materials in their school, teachers used instructional

materials for teaching and learning only when they are available and there is no adequate

power supply in their school so it is impossible tom use some audio-usual instructional

materials and finally teachers find it difficult to organise practicals and use instructional

materials due to time factor.

4.3 Research Question Three (3)

What are the strategies that could be adopted to improve the use of instructional

materials in the teaching and learning of basic technology in your school?

Table 4.3: Mean responses of strategies that could be adopted to improve the use of

instructional materials in the teaching and learning of basic technology.

S/N Items Statements (X) Mean Remarks

12 Educational inspectors from the ministry of 2.1 Disagreed
education should regularly visit the school
13 Organizing workshops, seminars helps to improve 2.3 Disagreed
teachers performance in teaching
14 Government should help in providing adequate 2.3 Disagreed
instructional materials
15 When teacher improvise instructional materials, it 2.1 disagreed
encourages learning
16 Government should provide money for educational 2.2 Disagreed
excursion
17 Adequate workshop should be provided in the school 2.3 Disagreed
and qualified technical teachers should be appointed
to teach the subject
18 There should be regular power supply to carry out 2.2 Disagreed
practicals
19 Teachers should be interested in using instructional 3.2 Agreed
materials in teaching
20 Government should provide sufficient tools and 2.2 Disagreed
equipment to be used in the teaching and learning of
basic technology
21 Enough time should be allocated on the time table for 3.2 Agreed
practical lessons
22 Teachers should develop a well planned lesson for 2.2 Disagreed
their delivery
23 Government should encourage co-operation between 2.2 Disagreed
schools to enable students acquire practical
experience
24 Basic technology should be divided into three (3) 3.0 Agreed
 different sections namely: woodwork,
electrical/electronics, building etc
Source: Field Study, December, 2014

From the table 4.3 above, the items 19, 21and 24 have the mean of 3.2, 3.0, and 3.0

respectively. These shows that few of the respondents agreed with adopting strategies that

could help to improve the use of instructional materials in the teaching and learning of basic

technology, with items 19 and 21 having the highest mean(x) of 3.2 while items 12, 13, 14,

15, 16, 17, 18, 20, 22, and 24 disagreed on the other hand.
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This chapter presents the summary of the procedures used in this study. Findings as

well as conclusion, recommendations and the problem of the study was also restated as well

as suggestion for further studies.

5.1 Restatement of the Problem

Basic technology education is to explore the fundamentals and develop vocational

competencies among youths so that they can appreciate the technological world and

contribute maximally to the nation’s economic growth. The basic technology curriculum

provides that the teaching and learning of a subject should be both theoretical and practical in

nature because it will enable the student’s gain awareness, appreciation and orientation into

technology that will enable them develop further or choose a trade (NPE, 2004; Uwaifo, V.O

2011).

In spite of the desire for technological development coupled with the fact that basic

technology is a very vital subject for technological development and as such its teaching and

learning have become a source of concern to all stakeholders. In light of the above, this study

will assess the availability of instructional materials used of Bauchi State.

5.2 Summary of Procedure used for this Study Survey Research

The study was carried out using survey research design. A total number of 30 teachers

were selected and 159 students from the fifty three (53) schools in Bauchi local government
area of Bauchi State. A stratified random sampling technique was used to sample the teachers

from each school and 9 students also from the fifty three (53) schools.

Three research questions guided the study, related literature were reviewed which was

based on the concept of instructional materials. The instructional adopted for the study was a

structured questionnaire, the instrument was based on five (5) point scale of strongly agree

(SA), Agree (A), Undecided (UD), Disagree (D) and Strongly Disagreed (SD).

Two experts validated the instruments in the department of vocational and technology

education. The data collected with the instrument were analysed using mean (x) and

percentage statistical tools. The decision rule for the mean (x) was based on the theory of real

upper and lower limits of numbers. Any mean score from 3.00 and above was agreed below

as disagreed. The researcher administered 35 questionnaires but only 30copies were returned.

5.3 Summary of Major Findings of the Study

1. Instructional materials available for teaching basic technology were not adequate.

2. Adequate power supply and use of improvise instructional materials helps reduce the

problems teachers encounter in teaching the subject (basic technology).

3. Time allocated for practicals encourages learning and the division of basic technology

into three (3) sections such as woodwork, electrical/electronics and building improves

the use of instructional materials in teaching and learning.

5.4 Conclusion

The findings of this study serve as a guide and basis for drawing the following

conclusion.
1. The frequent use of simple and improvise instructional materials by teachers of basic

technology encourage learning so it should therefore be provided or made available

for them by the school head or the federal government.

2. Adequate power supply for carrying out practicals should be made available which is

the sole responsibility of the federal government

3. To improve the use of instructional materials in the teaching and learning of basic

technology, teachers should be interested in using instructional materials.

5.5 Recommendations

The following recommendations were made based on the findings and conclusion of

this study.

1. Instructional materials for teaching basic technology in Bauchi Local Government

Area of Bauchi State should be made available by the federal government.

2. Enough or adequate time on the time table should be allocated for practical lesson for

the effective teaching and learning of the subject.

3. Basic technology should be divided into three (3) different sections (woodwork,

electrical/electronics and building). In order to improve the use of instructional

materials in teaching and also to encourage learning.

4. Simple and improvise instructional materials should be use by teachers in their lesson

delivery so as to improve and encourage fast learning.

5.6 Suggestions for Further Study

The following topics have been suggested for further studies.

1. Assessing the importance of instructional materials used in teaching and learning of

basic technology in Bauchi Local Government Area of Bauchi State.

2. Strategies for improving the teaching and learning of basic technology in Bauchi

Local Government Area of Bauchi State.

3. Roles of improvisation in teaching and learning of basic technology in Bauchi

metropolis.

4. Functions of instructional material in teaching in the promotion of learning of basic

technology in Bauchi State.

REFRENCES

Abolade, A.O. (2009). Basic Criteria for selecting and using learning and instructional
materials. In J.O. Abimbola and A.O. Abolade (Eds), Fundamental principle and
practice of instruction. Department of Science Education and Arts and Social Sciences
(Education, University of Ilorin, Ilorin, Nigeria).

Adegbija, M.V. (2000). Instructional Media: A Basic Book. Ilorin: Intermac Communication.

Agina-Obu, T.N. (2005). The Relevance of instructional materials in teaching and learning in
Robert-Okah. I and Uzoeshi, K.C (Ed). Theories are practice of teaching, Port-
Harcourt: Harey Publication

Balogun, T.A. (1985). Interest on Science Technology Education in Nigeria. Journal of

Teachers Association of Nigeria 23(1&2), 92-99

Imosie, I. (2002) improving teaching and learning: An Introduction to Instructional

Technology Benin City. Josses Press.

Isola, O.M. (2010) Effects of standardised and improvised instructional materials students
academic achievements in secondary school. M. Ed Thesis, university of Ibadan,
Ibadan.

Mundi, N.T (2008) Using the video tape instruction technique in teaching “saving your
energy” Science Teachers Association of Nigeria Integrated Science Education Series
No 6(36)

Olaitan S.O (1984) Agricultural Education in the Topics: London Macmillan Publishers.

Onasanga, S.A. 2004 Selection and utilization of instructional media for effective practice
teaching. Institution Journal Student Education 2:127-133. Direct links

Owens, L.K (2002) introduction to survey research design. Survey Research Laboratory
(SRL) fall Seminars Series. Retrieved from http://www.srl.uc.edu on 11th November,
2014

Saskatchewan, E. (1988). Instructional models, strategies, methods and skills. Understanding

the common essential learning. Retrieved on August 3rd 2014 from
http://www.sasked.gov.sk.co./doc/policy/aproach/instrapp03.html#methods.
 APPENDIX

Questionnaire for Teachers

Abubakar Tafawa Balewa University

Faculty of Education,
Department of Vocational and Technology
Education
Building Education
26th November, 2014

Dear Respondent,

I am a student of the above mentioned institution currently undergoing an

undergraduate research project on the topic: “Assessing the Availability of Instructional

Materials used in the Teaching and Learning of Basic Technology in Bauchi Local

Government Area of Bauchi State”.

Attached is a questionnaire item seeking for your opinion. Kindly assist by

objectively responding to the given options by ticking the appropriate ones. All information

obtained will be treated confidentially and strictly used for the study only.

Thanks for your co-operation.

Odesanmi Atinuke Emmanuel

09/22934U/6
SECTION A: Demographic characteristics of the respondent
INSTRUCTION: Please tick [√ ] the appropriate box in the option provided below
i. Name of School................................................................................................
ii. Educational qualification: [ ] OND [ ] NCE [ ] HND [ ] B.Ed [ ] B.Sc
iii. Teaching Experience: [ ] Less than 5years [ ] 5-10years [ ] 10-15years
[ ] 15-20years [ ] above 20 years

SECTION B
INSTRUCTION: Read the following statement carefully and choose by ticking [ √ ] the
appropriate option that best describe your opinion
Key:
1 = Strongly Agree (SA),
2 = Agree (A),
3 = Undecided (UD),
4 = Disagree (DA),
5 = Strongly Disagree (SD).

QUESTION 1:
What are the problems teachers encounter in the use of instructional materials in
teaching and learning of basic technology?
S/N ITEMS SA A UD D SD
1 Teachers are not frequently using instructional materials
because they are not supervised.
2 Teachers find some of the instructional materials are
sophisticated.
3 The school do not have enough money to buy
instructional materials for teachers of basic technology
4 Teachers hardly improvise instructional materials in
your school.
5 Due to the complexity of the subject, the instructional
materials available are not adequate.
6 There is no enough funds for educational excursion
7 Students are taught by unqualified basic technology
teachers.
8 There is no adequate power supply in your school
9 Teachers used instructional materials for teaching and
learning only when it is available
10 Improvise materials are easy to locate when there is
need of it.
11 Teachers find it difficult to organise practicals due to
time factor

QUESTION 2:
What are the strategies that could be adopted to improve the use of instructional
materials in the teaching and learning of basic technology in your school?
S/N ITEMS SA A UD D SD
12 Supervisors from the ministry of education should
regularly visit the school
13 Organizing workshops, seminars help to improve
teacher’s performance in teaching.
14 Government should help in providing adequate
instructional materials.
15 When teachers improvise instructional materials, it
encourages learning.
16 Government should provide money for educational
excursion.
17 Adequate workshop should be provided in the school
and qualified technical teachers should be appointed to
teach the subject.
18 There should be regular power supply to carry out
practicals
19 When teachers improvise instructional materials, it
encourages learning.
20 Government should provide sufficient tools and
equipment to be used for the teaching and learning of
basic technology
21 Enough time should be allocated on the time table for
practical lessons
22 Teachers should develop a well planned lesson for their
delivery.
23 Government should encourage co-operation between
schools to enable students acquire practical experience.
24 Basic technology should be divided into three (3)
different sections namely: wood work,
electrical/electronics, building etc.