Submit your papersSubmit Now
For Enquiries: [email protected]
IIARD LogoIIARD

The Duty of Pedagogical Resources in Competent Teaching of English Language in Nursery School in Rivers State Eleme LGA

Beauty Onyekachi Garricks, Prof. Michael Alozie Nwala, Prof. Daniel Ogum, Prof. Ibiere Ken-Maduako

Abstract

The study examined the Duty of teaching aids in Competent teaching of English Language in Nursery schools in Eleme Local Government Area of Rivers State. The study was guided by four research questions and one hypothesis. A descriptive survey research design was adopted for the study. The population of the study comprised 150 teachers in selected Nursery schools in Eleme Local Government Area, from which a sample of 100 teachers was selected using a multistage sampling technique. Data were collected using a structured questionnaire titled “The Duty of Teaching Aids in Competent Teaching of English Language in Nursery Schools in Eleme Local Government Area Questionnaire.” The data collected were analyzed using frequency, percentage and mean, while the hypothesis was tested using Pearson Product Moment Correlation at the 0.05 level of significance. The findings revealed that textbooks, storybooks, pictures, charts, flashcards and word cards were relatively available in the schools, while audio-visual and technological materials such as computers, projectors, videos and audio recordings were less available. The findings also showed that teachers utilized conventional teaching aids to a relatively high extent, whereas the utilization of technological teaching aids was low. The study further revealed that teaching aids make English Language lessons clearer, increase pupils’ interest, attention and participation, and improve learning and retention of English Language concepts. However, inadequate funding, insufficient provision of teaching aids, inadequate teacher training, large class sizes, inadequate electricity and poor maintenance were identified as major challenges. The hypothesis test showed a significant positive relationship between the utilization of teaching aids and Competent teaching of English Language. The study concluded that teaching aids are essential for Competent English Language instruction and recommended improved provision of instructional materials, regular teacher training, adequate funding, proper maintenance and increased access to technological teaching resources in Nursery schools.

References

Abubakar, D., & Adetimirin, A. E. (2015). Influence of computer literacy on postgraduates' use of e-resources in Nigerian university libraries. Library Philosophy and Practice, 2015, 1–16. Adegbija, M. V., Fakomogbon, M. A., & Daramola, F. O. (2013). The new technologies and the challenges of teaching and learning in Nigerian tertiary institutions. International Journal of Advanced Research in Management and Social Sciences, 2(5), 61–72. Adekunle, A. A., & Akinyemi, A. F. (2017). Availability and utilization of instructional materials for teaching and learning of English Language in Nigerian secondary schools. International Journal of Education and Research, 5(6), 1–12. Adu, E. O., & Olantundun, S. A. (2007). Teachers' perception of teaching as correlates of students' academic performance in Oyo State Nigeria. Essays in Education, 20, 57–63. Agunwa, J. C. (2019). Availability and utilization of instructional materials for Competent teaching and learning in Nigerian Nursery schools. International Journal of Education and Research, 7(4), 115–126. Akinola, B. M. A. (2012). The effects of teaching aids on the Competent teaching and learning of English Language in Nigerian schools. Journal of Education and Practice, 3(7), 1– 7. Akinyemi, A. F., & Adekunle, A. A. (2018). Instructional materials and the teaching of English Language in Nigerian schools. International Journal of English Language Teaching, 6(5), 45–56. Akinyemi, O. A. (2016). Effect of instructional materials on the teaching and learning of English Language in Nigerian Nursery schools. Journal of Education and Practice, 7(8), 1–8. Anderson, R. C. (1977). The notion of schemata and the educational enterprise: General discussion of the conference. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 415–431). Lawrence Erlbaum Associates. Bandura, A. (1977). Social learning theory. Prentice Hall. Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press. Clark, R. C., & Lyons, C. (2011). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials (2nd ed.). Pfeiffer. Dale, E. (1969). Audiovisual methods in teaching (3rd ed.). Dryden Press. Eze, T. I., & Chijioke, R. N. (2019). Availability and utilization of instructional materials for Competent teaching and learning in Nursery schools. International Journal of Education and Evaluation, 5(2), 23–34. Federal Republic of Nigeria. (2013). National policy on education (6th ed.). NERDC Press. Federal Republic of Nigeria. (2014). National policy on education (6th ed.). NERDC Press. Gagne, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). Holt, Rinehart and Winston. Ibrahim, M. A., & Sani, A. (2018). The Duty of instructional materials in teaching and learning of English Language in Nigerian schools. International Journal of Innovative Research and Development, 7(4), 112–118. Iheanacho, R. A. (2015). Psychology of learning. El'Demak Publishers. Ikerionwu, J. C. (2000). Importance of aids and resources in classroom teaching. In A. O. E. A. N. U. (Ed.), Nursery education studies. University of Nigeria Press. Isola, O. M. (2010). Effects of standardized and improvised instructional materials on students' academic achievement in secondary school physics. International Journal of Educational Research and Technology, 1(1), 1–6. Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press. Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59. https://doi.org/10.1007/BF02505024 Nwachukwu, P. O. (2016). The availability and utilization of instructional materials in the teaching of English Language in Nigerian Nursery schools. Journal of Education and Practice, 7(20), 1–8. Ogunleye, B. O. (2018). Instructional resources and Competent teaching and learning of English Language in Nigerian schools. International Journal of Education and Literacy Studies, 6(4), 45–52. Olaitan, S. O., & Ali, A. (1997). The making of a curriculum: A practical guide for teachers. Cape Publishers International. Olayinka, A. R. B. (2016). Effects of instructional materials on secondary schools students' academic achievement in social studies in Ekiti State, Nigeria. World Journal of Education, 6(1), 32–39. https://doi.org/10.5430/wje.v6n1p32 Onasanya, S. A., & Omosewo, E. O. (2011). Effect of improvised and standard instructional materials on secondary school students' academic performance in physics. European Journal of Educational Studies, 3(2), 337–344. Onwuka, U. (2009). Curriculum development for Africa. Africana-FEP Publishers. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press. Tomlinson, B. (Ed.). (2011). Materials development in language teaching (2nd ed.). Cambridge University Press. UNESCO. (2020). Global education monitoring report 2020: Inclusion and education: All means all. UNESCO. UNESCO. (2023). Global education monitoring report 2023: Technology in education: A tool on whose terms? UNESCO. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Westwood, P. (2008). What teachers need to know about teaching methods. ACER Press. Yusuf, H. O., & Balogun, M. R. (2017). Availability and utilization of instructional materials for teaching and learning English Language in Nigerian secondary schools. International Journal of Education and Research, 5(5), 1–12.

More Articles from INTERNATIONAL JOURNAL OF ENGLISH LANGUAGE AND COMMUNICATION STUDIES

The Effect of Patois English on Students Academic Performance in English Language Among Secondary Schools in Port Harcourt

Author: Beauty Onyekachi Garricks, Prof. Michael Alozie Nwala, Prof. Daniel Ogum, Prof. Ibiere Ken-Maduako

The Significance of Jargon for Productive Teaching and Learning of Oral English in Junior Secondary School

Author: Beauty Onyekachi Garricks,Prof. Michael Alozie Nwala, Prof. Daniel Ogum, Prof. Ibiere Ken-Maduako

Impact of Mother Tongue on Scholars Speaking English Language as A Second Language

Author: Beauty Onyekachi Garricks, Prof. Michael Alozie Nwala, Prof. Daniel Ogum, Prof. Ibiere Ken-Madueke

A Realistic Analysis of Lingo and Buzzword Used in Some Selected Nigerian Hip-Hop Songs

Author: Beauty Onyekachi Garricks, Prof. Michael Alozie Nwala, Prof. Daniel Ogum, Prof. Ibiere Ken-Maduako