Effectiveness of Instructional Materials as Perceived by selected students
INTRODUCTION
Effectiveness is an elusive concept when it considers the complex task of teaching. Some researchers define teacher effectiveness in terms of student’s achievement, other focus on high performance ratings from supervisors. Still others rely on comments from students based on the effectiveness of instructional materials or media used by teacher in teaching (Cotton, 1999).
Instructional Materials (IM) are considered to be forms of communication and must therefore be delivered in a manner that is equally effective for persons with disabilities. Communication is considered to be equally effective when it is: comparable in quality to those received by students without disabilities, comparable in timeliness of delivery and availability, provided in a manner and medium appropriate to the significance of the message and the abilities of the person receiving the material (Adeyanju, 2006).
The use of instructional materials or media during instruction can facilitate learning so careful attention should be given to planning and using this media. An instructional material refers to audiovisual materials, books, and duplicated materials that serve instructional functions in education. Instructional materials are carriers of information between a source and a receiver. The use of these materials can facilitate and enhance student learning. This material are not used in a vacuum, they are selected by teachers to help achieved very specific instructional objectives. Furthermore, the nature of the learner, the learning process, the subject matter being presented, and the instructional activities being used all have a bearing on the teacher selection of the most appropriate instructional media for a given situation. Therefore it is important for teachers to recognize how these related issues affect the selection and used of instructional materials or media (Heinich, 1999).
METHODOLOGY
This chapter presents the method used or the research design, the
Effectiveness is an elusive concept when it considers the complex task of teaching. Some researchers define teacher effectiveness in terms of student’s achievement, other focus on high performance ratings from supervisors. Still others rely on comments from students based on the effectiveness of instructional materials or media used by teacher in teaching (Cotton, 1999).
Instructional Materials (IM) are considered to be forms of communication and must therefore be delivered in a manner that is equally effective for persons with disabilities. Communication is considered to be equally effective when it is: comparable in quality to those received by students without disabilities, comparable in timeliness of delivery and availability, provided in a manner and medium appropriate to the significance of the message and the abilities of the person receiving the material (Adeyanju, 2006).
The use of instructional materials or media during instruction can facilitate learning so careful attention should be given to planning and using this media. An instructional material refers to audiovisual materials, books, and duplicated materials that serve instructional functions in education. Instructional materials are carriers of information between a source and a receiver. The use of these materials can facilitate and enhance student learning. This material are not used in a vacuum, they are selected by teachers to help achieved very specific instructional objectives. Furthermore, the nature of the learner, the learning process, the subject matter being presented, and the instructional activities being used all have a bearing on the teacher selection of the most appropriate instructional media for a given situation. Therefore it is important for teachers to recognize how these related issues affect the selection and used of instructional materials or media (Heinich, 1999).
METHODOLOGY
This chapter presents the method used or the research design, the