ABSTRACT
This study was on “Extent use of instructional materials in teaching and learning of integrated science and computer science in junior secondary school, A case study of Enugu North L. G. A in Enugu State. Four research questions were answered and the population of this study is fourteen (14) schools in Enugu North L. G.A and nine (9) school were selected.
Data were presented in table and were analyzed using the mean. The sampling technique used for this study is random sampling and total sample size is fourteen (14). It was found out by the researchers that the significance of this study serves several parties and this includes: the teachers, the society, the students, the curriculum planners etc.
It was concluded among others that there are no adequate instructional materials in teaching and learning of integrated science and computer science. The researchers recommended among others, that local government and state government should encourage teachers and provide sufficient instructional materials for junior secondary school in Enugu North.
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Instructional materials are variety of materials in various formats which influence student’s learning and instructors teaching which have evolved in recent years to include computer and VCR play /recorder technology, text books, pictures, transparencies, films, computer software, CDROMS, and electronic resources.
Varrella (2001) stated that several available instructional materials will serve their purposes if effectively accessed and effectively used. Instructional materials enhance effective and appropriate developmental experience quality of instruction, instructional methods and techniques.
There has been rapid expansion of Nigerian secondary education system in a bid to equip a good number of people with basic knowledge and skills, which will facilitate their interactions with members of the wider society. Awoyimi in Ugama (2000) attributes this rapid expansion to a number of factors which include. Politics, expansion of primary/secondary schools, government report on the need to increase the number of secondary schools, revision of the curriculum and the provision of science & technical education.
Before Nigerian independence, in 1960 and ten years after, there was what Government and the voluntary agencies could regard as joint management of secondary schools. After the civil war, however, the East Central State Government in 1970 passed the public education edict, which took over the control of secondary schools, in the state. Other states in the federation quickly followed suits. This culminated in what could be described as the dawn in rapid expansion in secondary education as many communities and wealthy individuals established secondary schools, which they handled over to various instructors, governments to manage.
However, education is a valuable tool for human development and improvement is seen by Durkheinn in Ugama (2000). It is a means of organizing the individual self and the social self, into a discipline, stable and meaningful being. Bebell etal (2004) states that education is the sum total of culture that a society deliberately gives its younger generation in order to qualify them and raise the level of improvement it has attained.
Educationists in the country have not relented in their effort to make sure that educational system and standards are maintained or reformed. This is done through the ministry of education or other government bodies. The introduction of 6 – 3- 3 – 4 system of education in Nigeria which was amended by 9 – 3 – 4 system as also stipulated in the National Policy on education (2004). These policies were aimed at enhancing qualitative education to the citizenry.