Ilorin Journal of Education, 4(1), March, 1993
EFFECTS OF INSTRUCTIONAL RESOURCES ON THE ACADEMIC
PERFORMANCE OF STUDENTS IN HISTORY IN NIGERIA
BY
Dr. (Mrs.). A. A. Jekayinfa
ABSTRACT
This study was carried out to find out the effects of instructional resources on the
academic achievement of secondary school students in History. For the purpose of the
study, data were collected from five hundred and five (505) form IV history students,
eleven (11) History teachers and seven (7) principals in eleven (11) selected secondary
schools in Ogbomoso North and Central Local Government areas of Oyo State.
Teachers and students in the sampled schools were administered, an investigator –
constructed questionnaire. History Achievement Test was also administered on the
students in the selected schools. Results of the study indicated that adequate supply of
instructional resources have significant effects on students’ performance in history.
Furthermore, the results revealed that schools with adequate teacher quality and
material resources in History showed superiority in achievements on the history test than
schools without adequate teacher quality and material resources.
Ilorin Journal of Education, 4(1), March, 1993
INTRODUCTION
Education, according to Coombs (1970) consists of two components.
He
classified these two components into inputs and outputs. According to him, inputs
consist of human and material resources and outputs are the goals and outcomes of the
educational process. Both the inputs and outputs form a dynamic organic whole and if
one wants to investigate and assess the educational system in order to improve its
performance, effects of one component on the other must be examined.
Instructional resources which are educational inputs are of vital importance to the
teaching of any subject in the school curriculum. Wales (1975) was of the opinion that
the use of instructional resources would make discovered facts glued firmly to the
memory of students. Savoury (1958) also added that, a well planned and imaginative use
of visual aids in lessons should do much to banish aparthy, supplement inadequacy of
books as well as arouse students interest by giving them something practical to see and
do, and at the same time helping to train them to think things out themselves. Savoury
(1958) suggested a catalogue of useful visual aids that are good for teaching history i.e
pictures, post cards, diagrams, maps, filmstrips and models.
He said that selection of materials which are related to the basic contents of a
course or a lesson, helps indepth understanding of such a lesson by the students in that
they make the lesson attractive to them, thereby arresting their attention and thus,
motivating them to learn. He suggested a catalogue of aids which could be used to teach
history. He advocated the use of pictures which will help children in grounding their
thoughts and feelings. He said that pictures are used as alternatives to real objects where
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Ilorin Journal of Education, 4(1), March, 1993
it is impossible to show students the real objects, and they do serve effectively in tan
imagined activities.
It is also very vital to have sufficient and adequate human resources in terms of
teacher quality for the teaching of all subjects in the school curriculum. Without the
teachers as implementing factors, the goals of education can never be achieved. In order
to achieve a just and egalitarian society as spelt out in the Nigerian National Policy of
Education (1981), schools should be properly and uniformly equipped to promote sound
and effective teaching. Suitable textbooks, qualified teachers, libraries which are
adequate should also be provided for schools. Scarcity of these, according to Coombs
(1970), will constraint educational system from responding more fully to new demands.
In order to raise the quality of education, its efficiency and productivity, better learning
materials are needed. Knezewich (1975) also stressed the importance of having
appropriate personnel plan and adequate physical facilities to support educational effort.
REVIEW OF LITERATURE
Several people have written on the importance of instructional resources to
teaching, Oluyori (1986) while stressing the importance of instructional technology
commented that if the recently introduced system (6-3-3-4) in accordance with the
National Policy on Education is to be a success, then instructional technology has a role
to ply. Balo (1971) commented that “Audio-visual materials, as integral part of teachinglearning situations help to bring about permanent and meaningful experience. He said
that, they provide first-hand experience where possible or of vicarious one where only
that is feasible.
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Ilorin Journal of Education, 4(1), March, 1993
In enumerating the factors that could be responsible for varying intra-and interschool/academic achievement, Coombs (1970), listed four important factors including the
acute scarcity of instructional resources which he said constrained educational systems
from responding more fully to new demands’. He claimed that, in order to do their part
in meeting the crisis in education, educational systems will need real resources that
money can buy, they will need a fuller share of the nations’ manpower, not merely to
carry on the present work of education, but to raise its quality, efficiency and
productivity. They will need buildings, equipments and more learning materials.
On human resources, various educators for example, Ukeje (1970) and Fafunwa
(1969) have written extensively on the prime importance of teachers to the educational
development of any nation be it simple, complex, developed or developing. From the
writings of these educators, one can infer that whatever facilities are available, whatever
content is taught, whichever environment the school is situated and whatever kind of
pupils are given to teach, the important and vital role of the teacher cannot be overemphasised.
Assuming that necessary facilities are adequately provided for, the
environment is condusive to learning, the curriculum satisfies the needs of the students
and the students themselves have interest in learning, learning cannot take place without
the presence of the teacher.
Teachers represent a large proportion of the input of an educational system.
Coombs (1970) observed that “the problem of teacher supply is not one of simple
numbers. It is first and foremost a problem of quantity and of getting the right quality.
Fayemi (1991) also observed that “it is a truism that teachers are the hubs of any
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Ilorin Journal of Education, 4(1), March, 1993
educational system” that upon their number, their quality and devotion depend the
success of any educational system”.
Fafunwa (1979) in his paper “The purpose of teacher education” commented on
the importance of teachers when he said:
“The demand for more and better schools, the need to relate
curriculum to the needs of the child and the environment,
the crying needs of the child and his other instructional materials,
the desirability of training in vocational and technical skills, and
indeed the overall problem of preparing the future citizens of Africa
who will be fully oriented to their environment cannot be fully
accomplished without the aid of competent teachers” (page 36 – 37).
Fagbamiye (1977) noted that schools with stable, experienced and qualified
teachers usually have better school facilities in terms of school buildings, books and
equipments than those schools which have difficulty in attracting experienced and
qualified staff. Numerous investigations have also been carried out to find the effects of
instructional resources on students’ academic achievement. Eminent scholars have also
contributed immensely to report the effect of one variable on the other. Consequently,
there have been many reports from these studies which had served as useful guides to the
present one.
Akintayo (1980) did a survey of the learning and teaching problems of history in
the secondary schools in Ekiti central local government area of Ondo State. She made
use of 100 students and all history teachers in 6 secondary schools. Questionnaires were
distributed to them to respond to. 44% of the students agreed that one of the factors
affecting poor performance in history is lack of qualified teachers to teach the subject.
Momoh (1980) carried out a research on the effects of instructional resources on
students’ performances in WASC examination in Kwara State. He correlated material
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Ilorin Journal of Education, 4(1), March, 1993
resources with academic achievements of students in ten subjects. Information were
collected from the subject teachers in relation to the resources employed in teaching in
five schools. The achievements of students in WASC examinations for the past five
years were related to the resources available for teaching each of the subjects. He
concluded that material resources have a significant effect on students’ achievement in
each of the subjects.
In the same manner, Moronlola (1982) carried out a research in Ilorin local
government of Kwara State. She also used questionnaires to tap information on the
material resources available for the teaching of ten subjects in ten secondary schools.
She collected WASC examination results for the past five years and related these to
students’ achievements in each of the ten subjects and to the amount of resources
available for the teaching of the subjects. She also reported a significant effect of
material resources on the academic achievements of students in each of the subjects.
In the same vein, Popoola (1990) investigated the effect of instructional resources
on the academic achievements of students in Ogun State. Five secondary schools in
Abeokuta were used for his study. Questionnaires were designed to elicit responses on
instructional materials that were available for the teaching and learning of each of the
three school subjects he examined. He collected WASC examination results for five
years and compared achievements of students in schools with adequate material resources
and achievements of students in schools with inadequate material resources. He found a
significant difference in the achievements of the two sets of students.
Akolo (1978) conducted a survey of audio-visual materials for eight Teacher
Training Colleges in Kwara State and for twelve Teachers’ Colleges in Plateau State of
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Ilorin Journal of Education, 4(1), March, 1993
Nigeria. His study considered such elements as equipment and materials owned by each
of the selected teachers colleges, utilization of equipments and materials owned, and the
number of teachers that had some measure of audio-visual related training. The study
revealed that there was under-utilization of instructional equipments in some areas and
non-utilization in other areas where the research was conducted.
Purpose of the Study
The purpose of this study were:
1.
To find out if there can be differences in the scores, on the test of history, of
students in schools with adequate supply of qualified history teachers and the
scores of students in schools with inadequate supply of qualified teachers.
2.
To find out if there can be differences in the scores, on the test of history, of
students in schools with adequate material resources in history and scores of
student in schools with inadequate material resources in history.
Hypotheses Tested
In order to identify the variables and to accomplish the purpose of this study, the
following hypotheses were tested.
1.
There is no significant difference in the scores, on the test of history, of
students in schools with adequate supply of qualified history teachers and the
scores of students in schools with inadequate supply of qualified teachers.
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Ilorin Journal of Education, 4(1), March, 1993
2.
There is no significant difference in the scores, on the test of history of
students in schools with adequate materials resources and the scores of
students in schools with inadequate material resources.
METHODOLOGY
Sample
The study sample consisted of eleven (11) history teachers, seven (7) principals
and five hundred and five (505) Form IV history students, drawn from eleven selected
secondary schools in Ogbomoso North and Central local government areas of Oyo State.
Instruments
Two instruments developed by the researcher were used for the study. One of the
instruments was a questionnaire designed to tap information on instructional resources
that were available in each of the schools for the teaching and learning of history. The
questionnaire was designed for the principals, history teachers and history students. It is
a 23 item questionnaire. Three (3) of the items were designed to tap information on the
quality of history teachers in each of the schools in terms of their qualification, teaching
experience and work loads. Ten (10) of the items were designed to tap information on
materials for the teaching of history. The ten (10) items were of the Likert type with a
three point scale ranging from mostly used (MU) on the one end of the continuum, to
absolutely not available (NA) on the other. The remaining ten (10) items were designed
to tap information on library facilities demanding the respondents to answer Yes or No.
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Ilorin Journal of Education, 4(1), March, 1993
The students questionnaire comprised of (20) items on textbooks, visuals and
audio-visual aids and library facilities that were in the teachers/principals questionnaires.
The questionnaire has two sections:
Section A deals with general information which include the name and type of schools, the
sex, nationality and status of the respondents.
Section B (i) deals with the teacher quality in terms of the qualification, teaching
experience and work loads. Teachers only were to respond to the section.
Section C (ii) deals with a check list of textbooks that were recommended and useful for
the teaching and learning of history in secondary schools.
Section D (iii) deals with visuals and audio-visual aids that might be available for the
teaching and learning of history in a particular school and Section B (iv) deals with
library facilities which the researcher feels are helpful for the teaching and learning of
history. The questionnaire was given to some history teachers in Ogbomoso and some
lecturers at the departments of history and Curriculum Studies, University of Ilorin to
check. After some of the items were reframed, they all attested that the questionnaire
was good for the purpose it was meant to serve.
The second instrument was the investigator constructed History Achievement
Test (HAT) which initially contained forty (40) objective questions of the multiple choice
and True or False types. The test was based on some aspects of West African History
from 1800-1840 A.D. The pilot testing of the instrument was done in two secondary
schools that did not take part in the research. A sample of fifty-six (56) form IV history
students were used for pilot-testing. In the item analysis that was done on the test, item –
total correlation ranged from .33 to .67. Ten (10) items whose correlations with the total
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Ilorin Journal of Education, 4(1), March, 1993
test scores on the test were less than .35 were removed from the test. The final test which
contained thirty (30) items were then retested on the same fifty-six (56) students who did
the former test of forty (40) items. The test-rested correlational analysis yielded a coefficient of .68 which was regarded as adequate for the stability and validation measures.
Procedure
The first instrument (questionnaire) was administered to the subjects personally
by the researcher and their response rate was high.
Out of the 22 questionnaires
administered to the history teachers and principal, 18 were returned and all were found
useable for the study. Out of the 505 history students used for the study, 55 were given
questionnaires to respond to. All the 55 questionnaires administered on History students
were returned.
The second instrument – History Achievement Test was administered on the five
hundred and five (505) History students and it was supervised by the researcher with the
help of the history teachers in each school. Two schools did the test in a day for a period
of one hour (1 hour) in each school. Statistical analysis was based on percentages, mean
scores and t-test.
Data Analysis Procedure
Teachers’ questionnaires were collected and analysed so as to obtain data on both
teacher quality and material resources available for the teaching of history. Students’
questionnaires were not analysed but were used to ascertain the sincerity of the teachers
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Ilorin Journal of Education, 4(1), March, 1993
in filling the questionnaire. The methods used in scoring the items of the questionnaire
was as follows.
Teacher Quality
The analysis of data on teacher quality was based on the assumption that teachers
with the National Certificate on Education (NCE) are required to teach up to Form III in
schools. Where there are not enough graduate teachers, they can teach the upper classes
of a secondary school.
This assumption is in line with the Ashby recommendation of 1960 in Fafunwa
(1976) which recommended the establishment of N.C.E. programme to produce
intermediate teachers in senior primary school classes and junior secondary school
classes, Ashby recommendation has since been accepted and used by the Federal and
State Governments of Nigeria.
Graduate teachers are expected to teach the upper secondary school classes i.e.
Form IV and V.
It is also assumed in this study that university graduates without
teaching qualification cannot teach effectively and efficiently as university graduates with
teaching qualifications. In this study, an appropriate higher degree is a higher degree in
Education. This include Ph.D, M.Ed or B.A. Ed of their (equivalent) plus M.A. in
History with PGDE. There are some other categories of teachers who may be found in
the secondary schools teaching history. These other categories of teachers include Grade
II; Assoicateship diploma in education, Higher School Certificate (H.S.C.) holders.
G.C.E. O/A level certificate holders; H.N.D., O.N.D. certificate holders.
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Ilorin Journal of Education, 4(1), March, 1993
For the various categories of teachers that might be available for the teaching of
history in each school, a five-point rating scale was used for analyzing the data in this
study (Table 1).
It was further assumed by the researcher that the teaching loads of history
teachers can have a direct effect on their teaching efficiency and effectiveness and this
can reflect in the academic achievement of their students in history. It was assumed that
the lesser the teachers’ work loads, the more efficient and effective they are. The
researcher assumes that 18 periods or below is about the moderate number of teaching
periods to make a teacher very effective in his teaching. For this reason, a four point
rating scale was used for the teaching loads of history teachers. (Table 2).
TABLE 1
RATING FOR TEACHERS QUALIFICATIONS
TEACHER CATEGORY
POINTS
Ph.D/M.Ed/M.A (History)
5
B.Ed/B.A.Ed (History)
4
N.C.E. (History)
3
B.Sc./B.A
2
Others
1
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Ilorin Journal of Education, 4(1), March, 1993
TABLE 2
RATING FOR TEACHERS’ WORK LOAD
NO OF TEACHING PERIODS PER WEEK
POINTS
18 Periods and below
4
Between 19 and 21 periods
3
Between 22 and 30 periods
2
Above 30 periods
1
The researcher further assumes that experience of the teachers counts much on their
teaching effectiveness and also on the students’ understanding of what is taught. It is
assumed that the more experienced a teacher is in the teaching of a particular subject, and
the higher will his students score on a test. For this reason, a four-point rating scale was
used to quantify the teaching experience of history teachers in each school (Table 3).
TABLE 3
RATING FOR TEACHING EXPERIENCE
TEACHER CATEGORY
POINTS
Over 6 years
4
Between 5 and 3 years
3
Between 2 and 1 year
2
Below 1 year
1
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Ilorin Journal of Education, 4(1), March, 1993
Material Resources
On material resources, a check-list of textbooks recommended for the teaching
and learning of history by both the Oyo State government and the Conference of
Principals in the state was prepared. The researcher believes that some of the listed
textbooks are good as teachers’ references. So also, visual and audio-visual materials
that are thought necessary for the effective teaching of history were listed.
The scale ranged from mostly used on one end of the continue to absolutely not
available on the other. It was assumed that materials that are mostly used contribute most
to the teaching and understanding of history. Those materials that are rarely used have
better effect on understanding of history than those that are not used at all. It is also
assumed that materials that are available in the schools can be made use of when
occasion calls for it, so, they are then better than those materials that are not available at
all in the school.
Resources that are not available in the schools have no contribution whatsoever to
the teaching and learning of history. For this reason, 3 points was awarded to materials
mostly used; 2 points was awarded to those rarely used; 1 point was awarded to materials
not available. On library resources, respondents were requested to answer Yes or No.
‘Yes’ was scored 1 point each and ‘No’ was scored zero.
Results
In order to test hypothesis which states that there is no significant difference in the
scores, on the test of history, of students in schools with adequate supply of qualified
history teachers and the scores of students in schools with inadequate qualified teachers,
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Ilorin Journal of Education, 4(1), March, 1993
data collected were analysed. It was assumed that schools that scored 60% and above on
the question on teacher quality have adequate supply of qualified teachers in history. On
the other hand, schools that scored less 60% on teachers quality were assumed to have
inadequate supply of qualified teachers in history. In this regard, the schools used for the
purpose of the study were grouped into two. Group 1 consisted of six (6) schools that
have adequate teacher quality while the four (4) schools in Group 2 were those that have
inadequate teacher quality for the teaching of History. For the fact that the number of
students that fall under each of the groups were unequal, the scores of one hundred
students were randomly selected for computation in each group. The results are shown in
Table 4.
TABLE 4:
The Difference between the mean scores on History Test for Group 1,
(students with adequate Teacher quality) and Group 2 (students with inadequate
Teacher quality) and its t value
Group
No. of Subjects
Mean-Scores
Difference
100
41.57
5.65
100
35.91
t value
1. (With adequate teacher
quality in History
2.
(With
3.49**
inadequate
teacher quality in History)
Note ** P < .01
Degree of freedom 198.
The table revealed that there is a significant difference between the two groups on
history achievement scores. The table provided enough justification for rejecting the
hypothesis and thereby accepting that there is significant difference in the scores, on the
test of history, of students in schools with adequate teacher quality and the scores of
students in schools with inadequate teacher quality in history.
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Ilorin Journal of Education, 4(1), March, 1993
In order to test hypothesis 2, the same procedure explained above was used.
Schools used for the study were grouped into two. Schools that fall under group one (1)
were those that have adequate material resources for the teaching and learning of history
by scoring 60% or above on materials resources. Schools that scored below 60% were
categorized under group 2. The computation of t test showed a statistically significant
difference between the two groups in terms of academic achievements of their students in
history. The results are shown in Table 5.
The Differences in the Students’ Academic Achievements in a test of
TABLE 5:
History between Schools with Adequate Material Resources and Schools with
inadequate Materials Resources
Group
No. of Subjects
Mean-Scores
Difference
100
44.72
6.92
on 100
37.80
t value
1. (With adequate material
resources on History
2.
(With
material
3.99**
inadequate
resources
History)
Note ** P .001
Degree of freedom 198.
The calculated t-value was 3.99 and was significant at (p < .01). The table thus
revealed that schools having adequate material resources obtained a mean score which
was significantly greater than that of the schools without adequate material resources. In
other words, the table revealed that there are statistical significant differences in the
scores, on the test of history, of students in schools with adequate material resources and
the scores of students in schools with inadequate material resources on history.
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Ilorin Journal of Education, 4(1), March, 1993
Discussion and Recommendations
The outcome of the analysed data showed that both adequate supply of teachers
and material resources greatly influenced students’ academic performance in History.
These results confirmed the views of some writers like Walberg (1974). Fafunwa (1979),
Fagbamiye (1977), Fayemi (1991), Moronfola (1982), Momoh (1980) and Popoola
(1981).
On the basis of the findings of this study, it is recommended that one way to
improve the achievements of students in history is to provide more qualified teachers in
the secondary schools to teach the subject. Another way is to increase the provision of
adequate material resources for the teaching of the subject.
Bearing in mind the importance of material resources to teaching and learning,
adequate instructional aids should be provided for the teaching of history in order to
increase students’ performance in the subject.
Both teacher quality and material
resources are intimately related. Teachers can be frustrated without adequate supply of
materials needed to teach their subjects.
It is therefore highly essential to provide
adequate and relevant materials for the teaching and learning not only of history but of all
other subjects in the secondary school curriculum.
History teachers are advised to always attend workshops, seminars, vocational
courses to make them be abreast of the current development in the subject. There is also
the need for history teachers to be creative and resourceful. Materials that are very costly
to purchase can be improvised. Provision should be made to establish and equip library
in every school. There should also be provision for the training of the students in the use
of library.
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Ilorin Journal of Education, 4(1), March, 1993
Parents should be encouraged to buy recommended textbooks on history for their
wards to supplement teachers’ notes.
The Federal Ministry of Education and the
Nigerian Education Research Council (NERC) should establish or if it has been
established should make functional, centre for the provision of locally developed teaching
aids and its function should include the evaluation and recommendations on specific and
relevant instructional materials.
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Ilorin Journal of Education, 4(1), March, 1993
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