THE EXTENT OF USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEACHING – LEARNING OF CHRISTIAN RELIGIOUS STUDIES IN JUNIOR SECONDARY SCHOOL
1.1 Background of the study
In teaching, it is highly desirable to know exactly what one aims to achieve as it is in all great undertaking. Instructional materials according to Wiki (1998), are kind of tools or equipment that can help the instructor effectively in theory teaching classroom or in practical assessment. They are also materials that aid in the transference of information from one to another. Also Ilori (2000) pin-pointed that instructional material are aids the teacher uses to arouse the interest of the learner there by enabling the learner to gain direct experience. Instructional materials are assumed to have being in place right from the primary school level but if not properly utilized, enhancement of learning is thwarted. Teaching at any level requires that the students be exposed to some form of simulation. Adekunle (2008) in Dr. (Mrs) E.O kobia (2011) noted that teaching resources means anything that can assist the teacher in promoting teaching and learning. When the students are given the chance tolearn through more senses than one they can learn faster and easier. According to NwaforC. E and Eze, S.O (2014) instructional materials refer to materials that are used to facilitate teaching and learning. It enables the teacher communicate ideas or concepts with ease as they appeal to many senses at a time. The learner can see touch, smell or taste thereby making learning more meaningful. This agrees with the Chinese proverb that state: I hear, i forget, i see, i remember and i do, i understand. The use of instructional materials provides the teacher with interesting and compelling platforms for conveying information since they motivate learners to learn more. Furthermore the teacher is assisted in overcoming physical difficulties that could have hindered his effective presentation of a given topic. Larson (2001) quoted Lane (1994) who noted that the use of electronically mediated instruction to duplicate the traditional face to face classroom has resulted in a shift from teacher3 tostudent3centred classes. In this situation the responsibility for learning is shifted to the students. The teacher facilitates the learning by acting as a coach resource guide and companion in learning. The use of instructional materials does not only encourage teachers and students to work collaboratively but also results in more cooperative learning activities among the students.
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