ABSTRACT The study attempted to investigate the appraising instructional materials as being used in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study equally reviewed some important and extensive literatures under sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions towards the subject matter. In this study, four null hypotheses were formulated and tested with the application of the independent t-test and the Pearson Product Moment Correltional Coefficient Statistical tools at 0.05 significance level. Also, the simple percentage frequency counts was used to analyse the questionnaire response of the selected respondents together with the research questions. A total of 100 (one hundred) respondents, 50 (fifty) male and 50 (fifty) female teachers were selected for this study. At the end of the data analyses, the following results were obtained: there is a significant relationship between teaching materials and teaching effectiveness among teachers in Akwa Ibom State public schools, there is a relationship between the availability of instructional resources and academic performance of students in public secondary schools in Akwa Ibom State, there is a significant relationship between teaching methods and students’ academic performance in Akwa Ibom State public schools and there is a significant gender in the academic performance of students due to the use of teaching materials in Akwa Ibom State public schools. Based on the conclusions reached at the end of this study, the following recommendations are made by the researcher: There should be allocation of more time to the practical aspects of educational technology in secondary schools, government should subsidise the cost of students’ practical work on Education Technology and graduates from other disciplines coming into teaching profession as a last resort due to high rate of unemployment; should be discouraged. This is because they are not well equipped for the tasks which they are to perform.

1. IMPACT OF AUDIOVISUAL AIDS IN TEACHING HOME ECONOMICS
IN SECONDARY SCHOOLS (A CASE STUDY OF UYO LOCAL
GOVERNMENT AREA AKWA IBOM STATE)
ABSTRACT
The study attempted to investigate the appraising instructional materials as being
used in secondary schools in Uyo Local Government Area of Akwa Ibom State,
Nigeria. The study equally reviewed some important and extensive literatures
under sub-headings. The descriptive research survey design was applied in the
assessment of respondents’ opinions towards the subject matter. In this study, four
null hypotheses were formulated and tested with the application of the independent
t-test and the Pearson Product Moment Correltional Coefficient Statistical tools at
0.05 significance level. Also, the simple percentage frequency counts was used to
analyse the questionnaire response of the selected respondents together with the
research questions. A total of 100 (one hundred) respondents, 50 (fifty) male and
50 (fifty) female teachers were selected for this study. At the end of the data
analyses, the following results were obtained: there is a significant relationship
between teaching materials and teaching effectiveness among teachers in Akwa
Ibom State public schools, there is a relationship between the availability of
instructional resources and academic performance of students in public secondary
schools in Akwa Ibom State, there is a significant relationship between teaching
methods and students’ academic performance in Akwa Ibom State public schools
and there is a significant gender in the academic performance of students due to the
use of teaching materials in Akwa Ibom State public schools. Based on the
conclusions reached at the end of this study, the following recommendations are
made by the researcher: There should be allocation of more time to the practical
aspects of educational technology in secondary schools, government should
subsidise the cost of students’ practical work on Education Technology and
graduates from other disciplines coming into teaching profession as a last resort
due to high rate of unemployment; should be discouraged. This is because they are
not well equipped for the tasks which they are to perform.

2. TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives
1.4 ResearchQuestions
1.5 ResearchHypotheses
1.6 The Significance of the Study
1.7 Scope of the Study
1.8 Definition of Terms
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Concept of Teaching
2.3 Teaching and Related Concepts
2.3 The Concept of Learning
2.4 Factors that Affect Learning
2.5 Concept of Instructional Materials
2.6 Types of Instructional Materials
2.7 The Importance of Instructional Materials
2.8 The Effect of Disuse of Instructional Materials

3. 2.9 Function of Instructional Resources
2.10 Teacher-Factor and Students’ Academic Performance
2.11 Teaching Methods and Students’ Academic Performance
2.12 Teachers’ Qualification and Students’ Academic Performance
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Technique
3.4 Research Instrument
3.5 Procedure for Data Collection
3.6 Procedure for Data Analysis
CHAPTER FOUR
DATA ANALYSES AND INTERPRETATION OF RESULTS
4.1 Introduction
4.2 Descriptionof Data According to Sex, Age, Marital Status, Religion,
4.3 Analyses of Participants’ Reponses to Answer the Research Questions
4.4 Testing Hypotheses
4.5 Summary of Findings

4. CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary of the Study
5.3 Conclusions
5.4 Recommendations
REFERENCE

5. CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
For thousand years, man had been seeking ways by which he could increase the
effectiveness of his communication. Twenty-three centuries ago, Aristotle
identified those important elements in the process of communication. According to
him, communication consists of a communicator, the message and the receiver of
the message. He further suggested that the oral communicator must not only try to
make the assignment of his speech (message) demonstrative and worthy of belief.
Lesswell (1998), talked about ingredient of communication in the form of this
simple question; “who”? says “what”?, with what purpose? To whom?In what
situation?By what means?With what effect? The age of books and chalkboard
dragged on over the centuries in electronics (hardware) and communication
bringing longevity to this age and its technology in the classroom.
Meanwhile, the radio cassette and tape recorder have been developed to enable
millions of masses learn anywhere and anytime. The “visual” first came into
prominence in educational scene during the first two decades of the 20th century
and such visuals includes all materials generally used in classroom instructions. As
from 1947, ideas developed in favour of combining the library with visual
development. It is on this ground that the term “instructional materials” evolved.
The introduction of technology into education has thrown light into technological
innovation e.g. (hardware) machine and (Software) materials or transparencies,
which are used as instructional materials in the classroom teaching.
Davies (1990) maintained that all media to varying degrees helps perception,
understanding, transfer of training, provide reinforcement, and extension. Some

6. media are essential to the attainment of goals and objectives, such media must be
obtained and used if the objectives are to be achieved. Media like maps and
pictures are described as criterion media and are also used to learn and achieve
skill of mastery in any kind of subject in the classroom in teaching / learning
situation. According to Hoben (1991), there is little from evidence in the research
literature. A single medium of instruction will suffice ever if only because it will
become unbearably monotonous, but variety among instructional media can make
the teaching in the classroom more effective.
Modern researchers have tried its ability of using varied media to see successful
attainment of their goals and objectives. For instance, a study of programmed–
instruction journalism course at Marshall University, USA showed that students
prefer tape recoding while others preferred materials. Audio-visual materials can
provide a rich variety of sensory experience to amplify and reinforces the concepts
that have been presented in textbooks. For certain types of learning, some students
may grasp the flow and structure of ideas more easily through films or television
programmes than through textbooks assignments and lectures (Anyanwu, 2000). In
a collection of varied and integrated learning activities, each method of teaching
makes particular contribution in cooperation with several other media of
instruction.
Modern research therefore are no longer, studying the effects of isolated
educational materials, they are considering integrated system that involve many
variables of instructional media on the teaching-learning situation. Schram (1996),
proposed that each medium should be considered as part of teaching/learning
system. Thus, for example, certain ways of combining these media such as
television with tutorial media may be immensely more effective than one alone. In
evaluating the combination of instructional materials effectively, they should be

7. tried out in the environment where they will be properly utilized.
View from the angle of the contributions, ways of definitions, history and
perception of the instructional media on teaching in Junior Secondary School could
broaden or widen the horizons of the users on its impact in the teaching in classes
(Adeleke, 2001). According to Aina (2002), instructional materials are those
materials or resources used in any teaching exercise to promote greater
understanding of the learning experiences. They are used to “provide the richest
possible learning environment which help learners and the teachers to achieve
specific objectives”. They also assist the teacher to communicate more effectively
and the learner to learn more meaningfully and permanently.
Instructional materials form a vital aspect of teaching and learning in secondary
schools, hence its importance in school curriculum. Nwagbara (2002) notes that
instructional materials enhance retention and permanence in learning. According to
her, enormous benefits accrue from teaching and learning with the aid of culturally
relevant and adequate instructional materials, especially, for the primary and
secondary school levels of education.
Instructional materials which are educational inputs are of vital importance to the
teaching of any subject in the school curriculum. Wales (1995) was of the opinion
that the use of instructional materials would make discovered facts glued firmly to
the memory of students. Savoury (1998) also added that, a well planned and
imaginative use of visual aids in lessons should do much to banish aparthy,
supplement inadequacy of books as well as arouse students interest by giving them
something practical to see and do, and at the same time helping to train them to
think things out themselves.
Like other teaching subjects in the school curriculum, the teaching and learning of
any subject in school cannot be effectively achieved without the aid of

8. instructional materials. According to Savoury (1998), for long, instructional
materials have not really been used in schools. Most teachings are done verbally
without really making use of the few available materials. It is proper for teachers to
make use of instructional materials needed in every situation for their teaching.
Savoury (1998) suggested a catalogue of useful visual aids that are good for
teaching such as pictures, post cards, diagrams, maps, filmstrips and models.
It is interesting to note that a large percentage of trained teachers and those
undergoing professional training course can teach with some of the instructional
materials. They do so consciously because they know that the use of instructional
materials have positive effect on learning outcomes as their cognate experience
during teaching practice supervision reveals (Adeyanju, 2003). Adeyanju also
reveals that in an on-going action research by investigators in Winneba District, a
survey sample of teachers with several years of teaching experience of between (3)
and twenty five (25) years, claim that learning aid improves methodology. They
also claim that learning aids reduce their talk and chalk method.
1.2 Statement of the Problem
Instructional materials inspite of their numerous advantages are now witnessing
serious neglect by both the teachers and educational administrators. This is not
limited to the government alone, but also private educational administrators such
as those who teach Home Economics, where such materials are provided, they are
grossly, inadequate, obsolete or totally out of use. Even the functional ones are not
put into proper use by the teachers in the classroom. It has been observed that there
is only display of such materials by various secondary schools by the officials of
the Ministry of Education in AkwaIbom State.
The effect of this neglect, mismanagement, poor maintenance and inadequate
supply of these instructional materials has created the following problems to the

9. teaching and learning processes:
1) Students tend to learn slowly in class.
2) What is learnt is not easily recalled.
3) Poor academic performance of students in internal and external
examinations.
4) Inability of student to practicalize what is learnt especially, things having to
do with technical or vocational skills.
The identified problems gave rise to the examination on appraising instructional
materials as being used in secondary schools in UyoLocal Government Area of
AkwaIbom State, Nigeria.
1.3 Objectives
The objectives of this study were:
1. To find out whether there is any relationship between teaching materials
and teaching effectiveness among Home Economics teachers in public
secondary schools in AkwaIbom State.
2. To examine the relationship between adequacy/inadequacy of teaching
materials and teaching effectiveness in public schools in AkwaIbom State.
3. To assess the relationship between teaching methods and students’
performance in AkwaIbom State secondary schools.
4. To find out whether the is any gender difference in the academic
performance of students due to the use of teaching materials in the public
schools in AkwaIbom State.
5. To investigate whether students’ academic achievements depend on the
teaching materials available in the public schools in AkwaIbom State.

10. 1.4 ResearchQuestions
Answers were sought to the following research questions:
1. Is there any relationship between teaching materials and teaching
effectiveness among teachers in AkwaIbom State public schools?
2. Will there be any relationship between the availability of teaching resources
and students’ performance in AkwaIbom State public schools ?
3. Will there be any relationship between the use of teaching materials and
students’ academic performance in AkwaIbom State public schools?
4. Will there be any gender difference in the academic perfprmance of students
due to the use of teaching materials in AkwaIbom State public schools?
5. Will there be any relationship between the teaching meth and students’
academic performance in AkwaIbom State public schools?
1.5 ResearchHypotheses
The following hypotheses were tested for this study:
1. There will be no significant relationship between teaching materials and
teaching effectiveness among teachers in AkwaIbom State public
schools.
2. There will be no relationship between the availability of instructional
resources and academic performance of students in public secondaryschools
in AkwaIbom State.
3. There will be no significant relationship between teaching methods and
students’ academic performance in AkwaIbom State public schools.
4. There will be no significant gender in the academic performance of students
due to the use of teaching materials in AkwaIbom State public schools

11. 1.6 The Significance of the Study
This study is specially designed to educate the operational administrator both
public and private on the need to ensure adequate supply and utilization of
instructional material in the teaching / learning process.
Teachers on their own part will have a better understanding of the roles played by
instructional materials and therefore have a change of attitude towards the non-use
of instructional materials.
Student-teachers having gone through this research work will realize the need for
continuous use of instructional materials when they actually become classroom
teachers, when they have left the schools.
The society will also benefit from the findings of this study, as it will help them to
have an insight into the use of teaching aids in teaching and learning processes in
the school.
1.7 Scope of the Study
The study covered the Impact Of Audiovisual Aids In Teaching Home Economics
In Secondary Schools (A Case Study Of Uyo Local Government Area Akwa Ibom
State).
1.8 Definition of Terms
1) Curriculum: A course of study offered in schools.
2) Audio Mats: These are instructional resources that send out sound signal.
3) Visual Mats: These are the resources that send out light signals in form of
symbols and light signs which can be received only through the sense of
sight.
4) Instructional Materials: Anything that assists teachers to teach well in the
classroom. Also, those things that help students to learn well in the
classrooms.

12. 5) Environment: Surrounding, that is everything and everyone with whom the
individual comes in contact.
EDITOR’S SOURCE: https://researchwap.com/education/impact-of-audiovisual-aids-in-
teaching-home-economics-in-secondary-schools/index.html