The application of instructional materials in the instruction of English language reading
CHAPTER 1
INTRODUTION
When instructional materials are used effectively and efficiently in a classroom teaching setting, teaching and learning activities are engaging. In order to make their lessons more engaging and capture the students’ interest and maintain their attention for efficient learning, teachers in Nigeria must use visual aid materials as instructional tools. But the issue is that instructional materials like audio and visuals are often not available in secondary schools in OSUN State and elsewhere in Nigeria, and even when they are, the teachers often do not effectively utilize them.
Teachers’ involvement in so many other relevant or irrelevant activities may be the cause of their attitude. the haste and desire of some teachers to finish the curriculum or work plan rather than improving the quality and impact of their instruction.
A lot of the time, certain teaching objectives rely on the planning and use of instructional material. For some teachers, the creation of instructional material is solely for the purpose of passing their training college examinations and not for actual use in the classroom.
Another issue is the lack of audiovisual materials, which teachers alone cannot be held responsible for. The heads frequently fail to encourage the teacher to provide instructional materials.
Additionally, most schools are underfunded, making it challenging for them to buy the necessary audiovisual equipment.
The absence of audio/visual materials in the teaching of the English language typically results in students losing interest in learning activities, which has an impact on their academic performance, as well as students being unable to assimilate lessons at their own rate and pace.
STATEMENT OF THE PROBLEM
Finding out more about the use of visual aids in teaching English in a few chosen secondary schools in Iyedarade Local Government Area, Osun State, is the study’s secondary goal.
It has been noted that few secondary school English language teachers use audio or visual aids to encourage student learning of this important subject.
QUESTIONS FOR RESEARCH.
The following inquiries were made in order to carry out this study.
1. Are audiovisual aids available for use in the classroom when teaching English?
2. Is the aid provided by the government or the relevant school authority, or both?
LIMITATION OF THE STUDY’S PERIOD
The Iyedarade Local Government Area in Osun State is where this study was carried out in a few selected secondary schools. The schools were chosen at random from among all the schools.
Iwo Road Grammar School in Gbongon, for example.
b. Ile Ife’s Oduduwa Grammar School.
c. Ile Ife St. Peter Anglican Secondary Commercial Grammar School.
d. Anglican elementary school Ile Ife Grammar School, Gbongon Odeomum.
OBJECTIVE OF THE STUDY
The following are to be identified as the goal of this project work.
1. Increasing student participation and making teaching and learning more interesting.
2. Analyzing how audio and visual aids affect students’ performance.
3. Specify a few issues that prevent the use of audio-visual materials.
4. Making recommendations for how to use audio and visual content effectively and efficiently.
NECESSITY OF THE STUDY
This study’s significance lies in its examination of the role that audiovisual aids play in secondary school reading curricula.
This research will help students’ reading fluency, pronunciation, and spelling.
It will make meaningful recommendations for how to provide assistance in order to change students’ reading habits for the better. Additionally, it will be helpful to suggest pertinent resources to use for each class in question. It will also be helpful to suggest any gaps in the school’s resources and how to fill them.
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The application of instructional materials in the instruction of English language reading