The
need for the use of teaching resources, not only for social studies is
emphasized by various authors both in the area of social studies and other
subject. The Nigeria journal of education (2004) stated that for an effective
delivery of the education curriculum, the teacher should be able to select
relevant adequate and appropriate resource materials. These materials have been
shown for instance, as vehicles through which the curriculum is delivered to
students in order to change their behaviour. A teacher who properly selects his
resource materials and uses them well will achievegreater success than the one
who doesn’t care about them.
Students who are taught with resource materials show more interest in the lesson and are better motivated. It could then be concluded that the use of resource material facilitate and enhance effective curriculum delivery in schools.
Students who are taught with resource materials show more interest in the lesson and are better motivated. It could then be concluded that the use of resource material facilitate and enhance effective curriculum delivery in schools.
Ball (2000) noted that it is
sometime useful to use diagrams to give quick, clear ideals of a series of
facts and figures. In his opinion, the teacher his skills in explaining
constantly but explaining a matter in speech different from explaining it in
writing where words only are used, if a teacher has to explain how to ride a
bicycle to a person who had not seen one before, would it be more effective to
show him how to do it or to give him a written explanation? What would make one
easier than the other? From the above, it is clear that things that are
practical in nature are better taught with physical objects. No doubt, to a
large extend words are being supplemented by diagrams, pictures, instructional
manuals, objects etc, while help to make them more understandable.
Nuttall
(1990) pointed out that to use together verbal and non-verbal information
support each other as an observed section of a text and it may be clarified by
studying a diagram or the significance of that diagram. This is because, it
makes it possible for that number of technique to promote and check its
comprehension. Transfer of information activities (as they have been called)
not only interesting themselves, but also may enable the students to
demonstrate the meaning of the text in ways that in ways that do not involve
the use of words.
Bishop (1995) expressed the view
that if there will be change and improvement in education, there must to
adequate resource. Basic to the success of any attempt at curriculum
improvement is the preparation of suitable textbooks, teacher’s guide and other
teaching and learning materials. Teachers occupied with the immediacy of the
classroom, coping with larger and sometimes difficult classes need to have at
hand the tools required for the job. He further stated that the excellence of
the teaching materials and resources provided by a central development agency
is often a considerate incentive to innovation.
But if innovation is to be more just a passing fancy, it is essential that there is already and containing supply of teaching and learning equipment and adequate support services. This is one of the supremely critical conditions of successful innovation and implementation. Finally, he observed that when a teacher has tools at hand, his confidence, effectiveness and productivity all increase with better tools, his professional capabilities are more fully utilized and he accomplishes larger and better results.
But if innovation is to be more just a passing fancy, it is essential that there is already and containing supply of teaching and learning equipment and adequate support services. This is one of the supremely critical conditions of successful innovation and implementation. Finally, he observed that when a teacher has tools at hand, his confidence, effectiveness and productivity all increase with better tools, his professional capabilities are more fully utilized and he accomplishes larger and better results.
Brooke (1992) emphasized the
materials produced by the teacher are timely and develop directly out of the
students specific needs and interests. Only these materials created in the spot
can relate to the local score. A good picture collection with a variety of
pictures mounted on durable cardboard is an invaluable device in teaching words
recognition and association skills. He advised that when possible the teacher
should bring meaningful real life objects into the classroom for demonstration
purposes. Application forms, income tax, mail order catalogues with order
forms, blank cheques etc should be used to correlative reading and writing
activities in a concrete way.
The students can then see the practical application of what they have been learning. Pictures are used to stimulate interest, to enhance meaning, to convey meaning, to demonstrate how an action is to be performed, to stimulate thought and discussion. Filmstrips and slide provide for many changes of the pictures with the attention of all students focussed on one picture simultaneously, with no chance to look ahead if this is not desirable, the filmstrips adds the possibility of synchronize sound to the ordinary possible possibilities provided by a book film loops repeat themselves endlessly until the projector is turned off.
This permits the students individually or collectively to see and hear an explanation as many times as may necessary, without the embarrassment of asking to have it repeated and without consuming the teacher’s time for repetition. In conclusion, he stated that the teaching of technical subjects requires the use of appropriate equipment and instructional materials; this is because more than anything else, these objects help the teacher to make a lesson explicit to the students.
The students can then see the practical application of what they have been learning. Pictures are used to stimulate interest, to enhance meaning, to convey meaning, to demonstrate how an action is to be performed, to stimulate thought and discussion. Filmstrips and slide provide for many changes of the pictures with the attention of all students focussed on one picture simultaneously, with no chance to look ahead if this is not desirable, the filmstrips adds the possibility of synchronize sound to the ordinary possible possibilities provided by a book film loops repeat themselves endlessly until the projector is turned off.
This permits the students individually or collectively to see and hear an explanation as many times as may necessary, without the embarrassment of asking to have it repeated and without consuming the teacher’s time for repetition. In conclusion, he stated that the teaching of technical subjects requires the use of appropriate equipment and instructional materials; this is because more than anything else, these objects help the teacher to make a lesson explicit to the students.
Adeyemo (1998) pointed out that
without active instructional materials, the objectives of the curriculum can
hardly be achieved. Hence, the teacher uses educational resources to accomplish
the task of curriculum delivery. He regretted that despite the importance of
resources in curriculum been delivered, many teachers hardly use them.
Consequently, practical subjects are usually poor. Many teachers ignore the use
of educational resources in their classroom practices, they probably do not
recognise the potential of many simple educational resources available at very
little or no cost in the environment which can facilitate curriculum delivery
in the classroom.