Assessment on how teaching and learning materials (library and laboratory) are influencing academic performance of secondary students

 

STELLA MARIS MTWARA UNIVERSITY COLLEGE

(A Constituent College of St. Augustine University of Tanzania)

FACULTY OF EDUCATION

 

Assessment on how teaching and learning materials (library and laboratory) are influencing academic performance of secondary students

A case study Mtwara Mikindani Municipality

A Research proposal Submitted in Partial Fulfillment of Requirements for the Award of Bachelor Degree of Arts with Education of Stella Maris Mtwara University College

ELIADA F MSONGOLE

STE/BAED/164303

 

CHAPTER ONE

1.0 Introduction

This chapter contains the historical back ground of the problem, statement of the problem, research objectives, research question, significant of the study, definition of key terms and the scope of the study

Education is very important within the society it is the basis for the prolongation of culture for instruction of individual, for the evolution of the society and for other purposes education is divided into levels which are preprimary, primary schools, secondary schools, and tertiary level.

Education is teaching and learning system aiming to socialize individuals and maximizing development.

Educations a lifelong process of human intellectual growth hand the bedrock of any nation's development. Education consists of two components, inputs and outputs. Input consist human and material resources and output are the goals and outcomes of the educational process .Availability of Teaching And Learning Resources (TLR) enhance the effectiveness of school and these are basic things that can bring about good academic performance to the students, Sifuna, (2014).

Instructional materials as education resources used to improve students’  knowledge, abilities and skills to monitor their assimilation of information and to contribute to their overall development and upbringing ,also are any collections of materials including animate and inanimate objects and human and non-human resources that a teacher may use in teaching and learning situation and to help achieve desired learning objective.  

According to Esu (2004) Instructional materials refers to all the resources within their teacher and the learners which are employed to facilitate teaching and learning. Instructional materials include books, audio-visual, software and hardware of educational technology. the availability, adequacy and relevance of instructional materials in classrooms can influence quality teaching, which can have positive effect on students’ learning and academic performance. The  instructional resources to students’ academic performance serve critical in the provision of quality education. The title of this thesis, role of instructional materials in academic performance in Mtwara mikindani municipality originates from such ideas. Efficiency and high productivity in teaching and learning transaction. In my views, start from the access to quality and adequate instructional materials, and these should be prepared well before the class interaction.

Instructional materials have been observed as powerful strategies to bring about effective teaching and learning. The importance of quality and adequate instructional in teaching and learning can occur through effective utilization during classroom teaching, it include all the tools that a teacher can use to make the learning more interesting and memorable.

Olumorin, Yusuf, Ajidagba and Jekayinfa (2010) observed that instructional materials help teachers to teach conveniently and the learners to learn easily without any problem. They asserted that instructional materials have direct contact with all sense organs. Kochhar (2012) supported that instructional materials are very significant learning and teaching tools. He suggested the needs for teachers to find necessary materials for instruction to supplement what textbooks provide in order to broaden concepts and arouse students ‘interests in the subject. According to Abolade (2009), the advantages of instructional materials are that they are cheaper to produce, useful in teaching large number of students at a time, encourage learners to pay proper attention and enhance their interest.  According to Boron and kalsher (2005:128) psychologist define learning as any relative permanent change in behavior, or behavior potential, proceeded by experience. There are three   basic types of learning which are classical conditioning, operant conditioning and observation learning. Therefore learning refers to changing behavior though conditions used to guide behavior of an individual.

Learning is a process or experience of learning knowledge and skills, attitude, behaviors  and values  for example a student understanding and remembering what they have studied.  Learning. Human learning starts at birth and continuous until death as consequence of ongoing interactions between people and  their  environment it may occur consciously or unconscious awareness. According to Lyons (2012) learning is a complex activity that involves interplay of students’ motivation, physical facilities, teaching resources, and skills of teaching and curriculum demands. Availability of teaching and learning resources therefore enhances the effectiveness  of schools as they are the basic resources that bring about good academic  performance in the students. The necessary resources that should be available for teaching and learning include material resources, human resource such as teachers and support staff and, physical facilities such as laboratories and libraries.

According to Department for International Development (DFID) in guidance note ,a practice paper(2007) research confirms the most consistence characteristics in improving  students’ performance are availability of textbooks, and supplementary teaching and learning materials( TLM) ,well trained prepared supervised and motivated teachers human resources and adequate physical facilities Instructional materials such as the size of classroom, sitting position and arrangement, availability of tables, chairs, chalkboards, shelves on which instruments for practical’s, are important in the teaching transaction .  Availability of instructional materials can work best if other conditions are met such as the quality of classroom. I would add the quality of teachers to use these resources. While acknowledging the importance of instructional materials, there is little agreement on their roles on academic performance and this difference in understanding, is the focus of this study. Studies have been conducted mainly focusing on pedagogical and curriculum trends. However, studies on the role of instructional materials in academic performance for a country like Tanzania are highly needed due to the importance discussed above and the challenges facing the education system.

Academic performance according to the Cambridge University Reporter (2003) is frequently defined in terms of examination performance. Academic performance is normally measured by the examination results because this is one of the major goals of a school are built in order to provide knowledge and skills to those who go through them and behind all this is the idea of enhancing good academic performance. In this study, academic performance was characterized by performance in classroom tests, in course work and performance in the final examinations.

1.2 Statement of the Problem

Teaching and learning materials are most important components of the government educational and their absence is often noted by stakeholders. The Tanzania government takes a number of measures to improve and promote secondary education, this is evident in increases expenditure channel to the program. National policy of Education (NPE) if this policy should be, there must be enough teaching and learning materials in most secondary schools.

Most studies that look into the state of instructional resources in schools, rarely do scholars attach poor performance with lack of, or inadequacy of these materials. As the studies above indicate instructional materials are important in teaching and learning and are inadequate in many schools (Kerr, 2003). 

Makombe et al, 2010) have lamented on poor performance, they did not link this situation with inadequate quality instructional resources. These studies are clear state that  there is a strong link between adequate and quality instructional materials and quality teaching and learning process have shown that learners who are provided with safe, modern and environmentally controlled situation learn much better and their academic performance are high. School finance trends in Tanzania have shown a notable decrease in funding for educational facilities (MoEVT, 2014). However, studies are needs to draw a clear comparison between the quality of instructional materials in Mtwara municipal secondary schools and academic outcomes. In order for the government to support educational reform that will boost student performance

Therefore, this study is to  examine on how the teaching and learning materials(Instructional materials) influence academic performance for secondary Schools in Mtwara municipal although teaching and learning materials has been there

1.3 Objectives

 1.3.1 General Objective

The general objective of this study is to examine the assessment on how teaching and learning materials are influencing academic performance of secondary students in Mtwara Mikindani municipality

1.3.2 Specific Objectives

The study will guide the following research objectives.

a)      To explore the views of teachers and students on the extent to which instructional materials affect student performance.

b)      To examine the challenges that teachers and students in Mtwara mikindani municipal secondary schools face in accessing instructional materials.

c)      To explain the measures and solutions to be used to minimize the challenges of attaining and using quality instructional materials.

1.4 Research questions

The research questions of this study as follows;

(a)What are the views of teachers and students on the extent to which instructional materials affect students’ performance?

(b)What are the challenges that teachers face in accessing instructional materials?

 (c) What is the solution to minimize the challenges of attaining and using quality instructional materials?

1.5 Significance of the Study

This study is significant to teacher, students and education manager and planners. It intends to find the impact of inadequate instructional materials in. The knowledge would help the government most especially local government and educators to reflect and make evaluation on the requirements of other instructional materials apart from class-rooms alone. Since the government and local communities have been putting more emphasis on the construction of new class-rooms, and recently, construction of laboratories.  However, provision of quality secondary school education requires more than just class-rooms and laboratory buildings. Also the knowledge acquired from this study would be very important to other researchers who have interest in demographic dynamics of school age going children in relation to planning of school facilities.

1.6 Scope of the study

The study will be conducted under the case study of Mtwara municipal which found in southern part of Tanzania under Mtwara. Among of those schools are Shangani, Rahaleo and Bandari secondary school in Mtwara municipal.

1.7 Definition of Key Terms

The following are terminology used which are as follows education, teaching and learning, performance, and instructions materials.

 Instruction materials are facilities given to students, so that they can use every opportunity to develop full potential. Instructional materials include fixtures, equipment, and buildings necessary for the effective and efficient operation of the program of public education (uslegal.com, 2015).Such a materials also may be both human and manmade which facilitate the acquisition and evaluation of knowledge, skills, attitude moral and values.

Kind of instructional materials are visual materials such as three dimensions, printed materials, and chalkboard, still pictures, non-projected, graphic like charts, graphs, maps and globes.

Audio materials are materials used in teaching and learning through hearing of sounds such as radio, record player, tape recorder,

Audio visual materials these are electronic materials such as computers, video, television.

The instructions materials are important to students because they encourage active participation, it create effective communication to teacher and provide meaning and usefull sources of uptodate information to teacher and learner.

Education is a lifelong process of human intellectual growth and the bedrock of any nation development, Nnadi & Ugochukwu (2016). Education can be transferred from one generation to another generation

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER TWO

LITERATURE REVIEW

2.0General Introduction

This chapter presents the relevant literature for this study. The first part presents theoretical literature. This is focused on two theories: Instructional material theories and Socio-cultural theory of teaching, learning, and development. The second part presents empirical literature that revolves around the objectives developed in chapter 1 and the last is research gap .

2.1 Theoretical Review

 2.1.1Sociocultural theory of teaching, learning and development

Learning is relative permanent products of experiences that come out as a result of the interaction between individual and environment. A part of a person’s all learning’s occur incidentally while an important part of it occurs in a specially structured learning environment in a planned and programmed manner. The concept of learning which is of vital importance in terms of explaining human behaviors’ is one of the important subject areas whose questions are tries to be answered in the body of literature such as how and through which processes learning occurs. In the historical process, there have arisen many theories that are still acceptable despite of some criticism. Learning theories that are interested in learning and ways of learning in order to understand and explain learning process explain learning as a process in which behavior changes, is shaped or controlled. These theories may be classified under different headings according to some criteria. On the other hand, although these theories have some common views, they also have different points of view, which have been developed considering biological, psychological, physiological, neurological structure of human. Some of these theories are stated below. Behaviorist learning approach, measurability and observability of human behaviors’ are considered important while unobservable and immeasurable human behaviors’ are ignored to the extent that they are disregarded completely. In behaviorist approach, learning is explained as a process in which a stimulus and a response are matched, and a response given to a stimulus is reinforced. Behaviorist theory results from the idea that learning occurs mostly through repetition, motivation and reinforcement. According to this approach, there are basically two types of learning. In classical conditioning, which is the first of them, a neutral stimulus is matched with an unconditioned stimulus. On the other hand, operant conditioning is behavior is reinforced and so is more likely to repeat. As some situations about learning could not be explained with the principles of behaviorist theory, researchers headed towards re-defining human learning and as a result of this situation, cognitive learning theories started to gain importance.

Cognitive approach, which claims that learning cannot be explained through the connection of stimulus-response, claims that learning is determined by the mental processes of learner, and states that student is not a passive receiver of external stimuli, but is an individual who internalizes them and thus actively shape behavior. Cognitive learning theories examine mental processes of human while making sense of the world. According to this theory, learning is the change of mental structure of an individual, and it is emphasized that with this change, behaviors’ of a person are also changed or a person acquires new behaviors’. Cognitive theorists are also interested in internal structures of individual as well as observable behaviors’ while explaining learning. Another approach, which researches learning, is constructivism. This theory claims that knowledge is produced by learner’s value judgments and experiences. Those who defend constructivism explain learning as finding and structuring knowledge by means of associating them with previous experiences and knowledge. . According to constructivism, learning is an internal process that takes place in a person’s mind. A person is not passive, receiver of external stimuli, but is an individual who internalizes them and thus actively shape behavior. Constructivism is a learning approach that states "that learners learn something by means of using and structuring their own experiences instead of receiving knowledge in an organized form as given to them”. Learning is a process in which students construct their own knowledge in their mind related to a certain object, event, phenomenon or concept or at least, in which students interpret the truth grounding on their previous can say that views of constructivist theory and cognitive theory are similar to each other to a great extent. Brain-based learning theory which deals with the concept of learning in a neuro-physiological context accepts and explains the process of learning as a bio-chemical or electro-chemical change. According to this approach, the process, which is called, learning, is a process of establishing a connection between brain cells and an intercellular connection, and a new connection is established between brain cells with each new learning (Jensen, 2000).

According to Hebb (1980) who is famous for his studies on brain, if learning occurs in brain and if brain is a live structure, the related part of brain must experience a change through learning when compared to the state previous to learning. Mention two concepts about these changes, which are cell assembly and phase sequences. Cell Assembly: Each event or object faced by the individual activates a group of cells that are related to each other. The number and size of cell assembly change according to object or event. For example; the number of cells activated in relation to pen is less than the number of cells activated in relation to car, because a car has more details than a pen and each detail requires more connections to be established between cells. Phase Sequences: It is explained as the series of cell assemblies that are related to each other. In these cell assemblies, one can be trigger or cause of other. According to brain-based learning approach, the focus point of learning is brain. In this context, it is useful to explain some concepts such as awareness, conscious, automatization (unconscious behavior), feeling, sense and attention which are all known to originate from brain and which can be called the factors of learning.

2.1.2Instructional Material Theories 

Instructional material theories assume that there is a direct link between the materials that the teachers use, and the students’ learning outcomes. These outcomes include higher abilities to learn, quality strategies to learn and perform classroom activities and positive attitude towards learning. Further, these theories assume that instructional materials have the capacity to develop into students the highest order of intellectual skills as they illustrate clearly, step by step how to follow the rules/principles and elaborate on the concepts, all of which have positive impact on solving new problems by analyzing the situation and formulating a plan (Gagné et al. 2005).

Instructional material can be used to develop higher learning abilities to the learners through self-teaching or guided learning. This implies that the instructional materials mainly comprise “eliciting performance” and “providing feedback on performance correctness,” in addition to “providing learning guidance” for guided discovery learning. Many of Gagné’s 9 ideas have broad implications for secondary teachers in Mtwara mikindani  secondary schools . Many of these ideas have capacity building undertones with themes of students’ acquisition of critical thinking and problem-solving skills. However, the theory does not relate to whether or not students can think critically in what aspects or how they can solve a particular problem by themselves. However, I have the opinion that the purpose of instructional materials or technology in education is to stretch students’ imagination and to encourage them to solve problems in their lives. Similar ideas are held by Lev Vygotsky, a Russian psychologist who held a view that tools and signs, which are in a form of instructional materials, have the capacity to develop in higher level of thinking, which is important in problem-solving activities. However, since they are considered to be domain-specific, the ways instructional materials can start cognitive development is yet to be studied with respect to classroom. (Gagne et al 2005).

How to apply learning theories in teaching

Teacher can create specific strategies and techniques to apply these learning theories in their classroom. Teachers need to first focus on getting a well-rounded education to learn about all kinds of techniques for teaching and classroom management. Teachers need to understand learning theories to be prepared to utilize them in their classroom. An understanding of learning theories helps teachers connect to all different kinds of students. Teachers can focus on different learning styles to reach different students, creating teaching that focuses directly on student needs and aptitudes.

2.3Empirical Literature

2.3.1 The Extent to which Instructional Materials Affect Student Performance

Adeogun, (2001) revealed a strong positive link between instructional resources and academic performance schools that possess more instructional resources performs better than schools that have less instructional resources. This finding supports that private schools performs better than public schools because of the availability and adequacy of teaching and learning resources. There was a low level of instructional resources available in public schools and hence commented that public schools had adequate shortages of both teaching and learning resources. He further comments that effective teaching and learning cannot occur in the classroom environment if essential instructional resources are not available.

The quality of instructional processes experienced by a learner determines quality of education. In their view they suggest that quality instructional materials create into the learner’s quality learning experience. Also students’ performance is affected by the quality and quantity of teaching and learning resources. This implies that the schools that possess adequate teaching and learning materials such as textbooks, charts, pictures, real objects for students to see, hear and experiment with, stand a better chance of performing well in examination than poorly equipped ones, John, (2010).

2.3.2 Challenges that Teachers Face in Accessing Instructional Materials

Another challenge that teachers face in accessing instructional materials is lack of clear policy and monitoring mechanisms to ensure that enough funds are provided to secondary schools for purchasing instructional materials and also

these funds are used for the intended purpose. As Onche (2014) comments, government’s Policy towards efficient provision of these aspects of educational resources has not been encouraging and has always not been well planned, monitored, supervisor and evaluation.

2.3.3 Solution to solve the problem of attaining and using quality instructional material

There are a number of strategies, which can be used in order to minimize the challenges of attaining and using quality instructional materials. According to studies done in different parts of the world including Africa, one of the strategies is improvisation of instructional materials. Improvisation involves sourcing, selection and deployment of relevant instructional materials into the teaching-learning focus in the absence or shortage of standard materials for learning and teaching.

2.3 Research gap

From various literature reviewed by a researcher, it is clear that many studies have been conducted on causes of poor academic performance, factors influencing academic  performance but those researcher have been reported that inadequate of teaching and learning materials influence poor academic performance to secondary School. There fore there was a need to conduct research on how teaching and learning materials influence academic performance on secondary students in Mtwara municipal.

 

 

 

 

 

 

 

 

 

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter provides a description of the methodology, which will be used in this study. It includes description of the research design, sampling procedures, description of the study location, data collection procedures and targeted population.

 3.1 Research Design

Aaker et al (2002) defines a research design as the detailed blue print used to guide a research study towards its objectives. Method design, sample design and analysis design were used. Cross section studies were used during data collection. According to Saunders et al (2004) a cross sectional design allows data to be collected at a single point in time without repetitions from a sample selected to represent some large population and therefore using minimum time and resources. In this study, the design was favorable because of limited resources like time, labor (personnel) and transport.

A research design is the ‘procedures for collecting, analyzing, interpreting and reporting data in research studies’ Creswell & Plano Clark (2007, p.58). It is the overall plan for connecting the conceptual research problems with the pertinent (and achievable) empirical research. In other words, the research design sets the procedure on the required data, the methods to be applied to collect and analyze this data, and how all of this is going to answer the research question Grey, 2014).

 According to Kothari (2011) descriptive survey research design studies were designed to obtain pertinent and precise information concerning the current status, phenomenon and where possible to draw conclusions from the field facts obtained facts obtained. This study design therefore enables the researcher to collect data more appropriately. This is the influence of selected factors that affects student’s academy performance. Similarly,

According to Kothari, (2011) survey as a descriptive design is referred because:  i) It enables the researcher to examine various data and the relationship between various other unknown situations in the circumstances.  ii) It enabled the researcher to collect data from a wide area in a short time.

3.2 Area of the study

The study will in the case study of Mtwara municipal which found in southern part of Tanzania under Mtwara the study will be conducts in Rahaleo, shangani and Bandari secondary school in Mtwara municipal.

3.3 Targeted population

Targeted populations of the study are students, teacher, parents and educational Manager in Mtwara municipal.

3.4 Sample size

A sample size is a count of the Individual samples or observation in any statistical setting such as a scientific experiment. In selecting sample size, should be obtained from total targeted population. Therefore, the population in this research including educational managers, teachers, parents and students.

3.5Sampling

Refers to the process of selecting a number of individual or object from the population such that the selected group contains elements representative of characteristics found on the entire group Orodho and Combo, (2002).In this study the researcher use the following sampling technique  simple random sampling for students and convenience for parents, teachers and education manager and purposeful sampling.

The purpose of sampling is to draw conclusion about population from sample by using inferential statistic, to enables as to determine population characteristics by directly observing only a portion (sample of a population).

3.5.1 Simple random sampling

Is a sub set of individual (sample) chooses from a large set (a population) Combo (2002). In these techniques each and every member of the population has an equal chance of being selected do as to avoid biasness, and also to get the data.

3.5.2 Convenience sampling

This is the type of non-probability sampling method that relies on data collection from population members who are conveniently available to participate in the study. This sampling will be useful for teachers, parents and educational manager.

3.5.3. Purposeful sampling

Is a sampling taking where by a sample are chosen on the basis of their purpose or judgment of their typical. Is the non-probability sample based on characteristics of a population and the objective of the study.

3.6 Data collection techniques

Data collection refers to the gathering information to serve or promote some factors  kombo and Tromp (2010:99) source of data are primary and secondary data .The study work in this section a researcher use  four types of data collection techniques which are interview, questionnaire, observation and documentary analysis.

3.61 Interview

Interview is a form of data collection in which questions are asked orally and subjects responses are the recorded Kombo (2010).

Interview is a conversation between two people (the interviewer and the Interviewee) where questions are posed by an interviewer to obtain information from the interviewee to get more information concerning the particular study Rampur, (2010).

In this study the interview guide will construct questions to capture supplementary information and for triangulating information that will be obtain from respondent. The researcher use unstructured interview to parents and educational manager

3.6.2 Questionnaire

Are written documents containing statement or questions that are used to obtain subjects, values and attitude, believe and other traits Jack and Noran, (2002). Therefore, there searcher will use two types of questionnaire the closed form and open ended questionnaire so as to get information of the research  problem.

 

3.6.3 Observation

This refers to the method of collecting data in the field were by a researcher write on what she or he observe. It may be participatory or non-participatory observation

3.6.4 Documentary research

Is the systematic procedure for reviewing documents related to the issue under investigation of the topic. This is the secondary source of data collection  in research , this method employs to the teachers, head of school and educational manager based on examination done and other data concerning performance in certain school.

 

 

 

 

 

 

 

 

 

 

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