The role of instructional resources become clearer as Olayiwola (1996) summarized the importance of instructional resources to include:
-
Making
instruction more powerful and immediate
-
Speeding
up learning by saving time through scientific mode of instruction.
-
Enrichment
of teaching and curriculum and making instruction scientific.
The author
further added that it is worthwhile for teachers to utilize them in day-to-day
instruction. In the same vein, NTI (1996) FGN/UNICEF (1993) in her situation
and
policy analysis (SAPA) report, pointed out that the quality of learning is
determined among other things by.
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-
The
curriculum content
-
The
instructional processed
-
The
competence of the teacher and the availability of instructional materials.
Also UNESCO
(1962), writing on the need to use learning resources, stated the importance of
instructional resources to includes:
-
Inspiring
student to be curious in learning
-
Serving
to make concepts more read to students
-
Serving
as a source of finding answers to questions
In his own view,
Onyejemezi (1991) maintained that one of the principles teachers have to
continually bear in mind is that man learns through his sense. To some, seeing
is believing and to others the sense of touch, hearing, smell and taste
dominate in acquiring knowledge for intended learning to take place. The
teacher must communicate effective communication process that enhance speedy
understanding, a wide range of choice of channel of transmitting his message to
the student must be selected also justifying the importance of instructional
resources.
Berkey (1996) wrote that rational selection
of instructional resources is a necessary step for effective teaching. He
further added, that the ability to select and utilize methods and materials are
important qualities of a master of professional teacher. He outline the
criteria for selecting resources are as follows:
1.
Instructional
objective to be achieved by students
2.
The
teaching resources available for use
3.
The
characteristics of students to be taught
4.
The
teacher’s ability and experience
In the same
vein, Invensor (1997) recommended the use of instructional material in schools
for effective teaching and said further that premium should be paid on the use
of audio-visual aids in teaching in order to stir the spirit of observation,
inquiry, experimenting and findings out facts. In his conclusion, he
recommended the adoption of problem solving method of teaching in preference to
chalk and talk. In related development, Mekeanshiel (1998) asserted that his
attempting to assess teaching effectiveness have led him to think that
availability of teaching, resources more than any other thing in learning
process is more effective. It determine student rate of learning. Still
supporting the vital role of instructional resources, Vernon (1999) opined that
the availability of instructional material enhance productivity hence learning.
Adeniyi (2001) declared that the
purpose of using teaching aids and material is to communicate more permanent information
that are incidental to the process of teaching because facts and information
are retained better when supplemented with aids. He further added that it is
most certain, that if materials are carefully selected and skillfully used,
they make earning more meaningfully. The centrality of instructional resources
in teaching and learning situation is so convincing that Assenugo (1991) said
that if any subject is to be taught well, it should be taught practically while
Burne (1990) asserted that the use of teaching aids by the teacher in the
course of teaching should be strictly adhered to, for learning to be result
oriented and teaching more effective.
Similarly, NTI (1994) commenting on
the importance of teaching aids in programmes asserted that teaching aids are
important because they help learners understand the language used, and
interest, colour and variety to the lesson. This it explained motivates
learners and allows for individual differences in learning styles.
Also writing on the importance of
resources Njoku (1997) stresses the need for resources materials for the
expansion of knowledge. He noted that even though text books, and classroom
teaching supply the care of instruction the school library materials and other
resources which include non-book material can supplement and extend the
education career of children and learners generally.
Butter and Wren (1998) stated that
most people gain new impression more readily and vividly through multi-sensory
experience than they do through reading and abstract reasoning. This further
buttresses the point that learning through sensory experience is the most
natural way of learning which makes a permanent impression in the learners.
Commenting specifically on the
facilities necessary for a successful performance in the programme. Bankole
(1996) noted that well equipped library is required for effective teaching and
learning in the programme. He further explained that schools libraries provide
books and others useful materials for school educational programme and that it
helps the learners to develop interest in reading and stimulating their interest
in many other subjects. This idea coincides with Paker and Datty (1998) who
postulated that films strips should be included in the teaching aids used in
teaching courses in the programme. In a related study by Lacey (1992) on film,
he maintained that film is part of a widening movement towards sensitivity
training in its broadest positive meaning in the teaching and learning
programme. It is as a result of these roles that this study has focused on
instructional resources in teaching of all courses to ascertain its
availability and utilization in the teaching programme of NTI in Eboynyi State.
However, Nwalor (2004) argued that it
is difficult for effective teaching and learning to take place without relevant
and adequate instructional resources and called for their improvement where
they are not available in their original form, while Awe (2000) opined that for
teaching an learning to succeed, the teacher must ensure availability and
utilization of instructional resources (materials and human). He suggested that
all stakeholders in education should see to it that instructional resources are
duly put in place to enhance effective teaching and learning. Nwafor (1997)
asserted that availability of instructional resources does not guarantee their
utilization and called on teachers to be up and doing in the classroom
especially with regards to proper utilization of needed resources as a means of
realizing the objectives in view.