INSTRUCTIONAL MATERIALS

1.   ________ is an example of learning task with direct authenticity.

A. Simulation
B. Role playing
C. Small group discussion
D. Filling in the blank application form

2. ________ is the process of organizing materials to make it clear for the

learners.
A. Structuring
B. Elaborating
C. Sequencing
D. Balancing

3. Instructional materials must be connected with __________.

A. The course guide
B. The curriculum
C. The teaching technique
D. The level of students

4. Which is not a reason why it is not important for a teacher to know how to
evaluate instructional materials?
A. Writings one’s material is time consuming
B. Teachers area able to identify learners need
C. Teachers area able to use the material properly and effectively
D. Not all books are error-free

5. It is important to _______ to ensure the relevance of instructional materials

to the curriculum.
A. Base them on a textbook used
B. Include test evaluation
C. Consider the grade/year level
D. Have a list of goals and objectives

6. Under which phase/s of curriculum development do setting goals and

objectives falls?
A. Planning
 B. Implementation
C. Implementation and evaluation
D. Planning and implementation

7. Which is not a teacher’s personality factor that may influence the production
of instructional materials?
A. Financial status
B. Philosophy in life
C. Teaching style
D. Beliefs and values

8. A teacher is doing _________ when he studies skills covered, and activities

presented in a book.
A. Internal evaluation
B. Content evaluation
C. External evaluation
D. Physical evaluation

9. Which is not considered in designing instructional materials?

A. Socio-economic environment
B. Teacher’s creativity
C. Students and their schema
D.  Teacher’s pedagogical principles

10. Materials are considered _______ if they are brought from the real world
to the classroom to expose learners to language in real use.
A. Authentic
B. Graded
C. Suitable
D. Appropriate

11. _________ Materials provides learners with communicative samples to

different context.
A. Learner-authentic
B. Graded text
C. Learner centered
D. Textually authentic
12. Which is not under external evaluation?
A. Blurbs
B. Activities
C. Table of contents
D. Introduction

13. The communicative approach emphasizes _________.

A. Students interaction in real life situations
B. Students sharing of personal experiences
C. Listening and speaking
D. Correct pronunciation

14. ________ is an example of sequencing materials.

A. Whole to parts
B. By stages
C. Top to bottom
D. Bottom to top

15. What must be included in instructional materials?

A. Teaching strategies
B. Learning texts and tasks
C. Reference material
D. Material instruction

16. Which is correct about textually authentic materials?

A. Improve learner’s vocabulary
B. Promote interest in language learning
C. Interactive in character
D. Not written for teaching

17. This principle in preparing for an instructional material provides

continues and cumulative learning.
A. Pacing
B. Sequencing
C. Balancing
D. Evaluating

18. Preparation for instructional material falls under what phase/s of

 curriculum development?
A. Planning and implementation
B. Implementation and evaluation
C. Planning
D. Evaluation

19. _________ is an instructional material that a student can do without any

help from the teacher.
A. Pictograph
B. Word paragraph
C. Module
D. Video tape

20. It is needed to make a list of what learners’ ________ in preparing the

aims, goals and objectives of the curriculum.
A. Do in make-believe situation
B. Should do as citizens in a democratic country
C. Are expected to do in school
D. Are required to do in real world

ANSWER KEY
1. D
2. A
3. D
4. A
5. D
6. D
7. A
8. B
9. A
10. A
11. A
12. C
13. A
14. B
15. B
16. D
17. D
18. A
19. C
20. D
PROBLEMS OF INSTRUCTIONAL MATERIALS IN TEACHING
The persistent problem of non-availability or inadequacy of most instructional materials in teaching
in NTI/NCE programme has been of great concern to the entire society.
This situation coupled with ineffective utilization of the available instructional materials in teaching
tends to generate a deep gulf in the programme. The level of availability and utilization tends to
generate doubt as to whether these instructional materials in teaching are provided, if so, how are
they utilized?
In fact, it raises questions as to whether some instructional materials in teaching are available while
others are not and why they are over utilized or underutilized. It is this uncertainty as to the extent
of instructional materials in teaching provided and utilized that raises doubt on the quality of
graduates of NTI/DLS programme.
Some of the products of this programme find it difficult to effectively teach the subjects they
majored in and one begins to wonder as to whether their apparent non-performance is because they
were not properly taught due to the non-availability or utilization of instructional materials in
teaching in the various centres. This situation leads to poor primary education.
The problem of this study wishes to address is; what is the extent of availability, adequacy and
utilization of instructional materials in teaching in the NCE programme of the National Teachers
Institute in Ebonyi State.
IMPORTANCE OF INSTRUCTIONAL MATERIALS IN EFFECTIVE TEACHING PROCESS
Another significance of the study is that it would help to make the NTI programme in the various
centers more effective. This is because the result of the study will sensitize the NTI authorities
towards providing those resources that are not available and also ensuring that the ones provided are
effectively used.
TYPES OF INSTRUCTIONAL MATERIALS IN TEACHING OR RESOURCES
Instructional materials in teaching or resources are available from many sources. Modern education
faces lots of problems. The attempts at solving these problems, which involve the use of, organized
combination utilization of people, materials facilities, equipment and procedures to achieve the
desired instructional materials in teaching, instructional media and educational media virtually
mean the same thing.
They all involve media materials derived from communication revolution, which can be used to
promote teaching learning process.
According to Agu Okogbuo (2000) instructional materials in teaching could be classified into:
1. Visual material-such as picture, diagrams buildings, projectors, teachers themselves (s) chart,
real objects (realia) studies etc. these materials such as books, newspapers journals, magazines,
pamphlets, handout or NTI modules were also involved.
2. Audio materials – such as tape recording cassette, cartridge, radio, dice, teleture,
teleconferencing, language laboratories, teachers voice. They appeal to the sense of hearing.
3. Audio-visual materials which include the television, video recording motion pictures with
sound tracks, slide and films trips projection with sound tapes, films and multimedia. They appeal
to both sense of hearing and sight.
4. Materials/software include graphic materials, printed materials, slide, filmstrips, overhead
transparency, tapes cassettes, and motion pictures.
5. Equipment/hardware: examples include: black boards, tape recorders, projectors and video
recorders. They are used in presenting materials, static or display such as chalkboard, flannel graph,
flip charts, magnetic board are also used in presenting materials or lectures.
6. Electronics: this comprises of radio, computer education, e-mail, multimedia. These teaching
materials makes teaching and learning process more easy and concrete.
7. Non-projected media include books and other printed materials, objects, specimens. Models
mock-up graphical materials bulletin boards that exhibits black boards, buildings, field trips
simulation and games.
8. Two-dimensional instructional materials in teaching include flat pictures, graphs, chat,
diagrams posters, conics, cartoons, slides, films, trips and films. They are also non-projected
materials with characteristics of being flat and light and may be either in opaque or transparent
form. They have length but no height, hence they are 2 dimensional aids.
9. Three-dimensional institutional materials include: models, mock up objects, specimens,
laboratories, simulation and games. They are non-projected materials. Characteristically, they have
length, breath, height, hence they are called 3 dimensional.
Instructional materials in teaching generally make the teaching process easier. However in order to
appreciate the importance of instructional materials in teaching -learning process, Rhert Heinich –
et al (2001) consider the reasons for using them. They include to help:
1. Gain and hold the attention of the learner
2. Provide visual aspects to a process or techniques
3. Focus attention on highlight of key points
4. Create impact
5. Facilities the understanding of abstract explanations.
6. Provide a common fretwork of experience to a large number of learners
7. Stimulate reality
With this, instructional materials in teaching help to concretize the learning process. Hoban and
Zizzman (2006) stated that the value of audio-visual materials is function of their degree of realism.
The authors arranged various teaching methods in a hierarchy of greater abstraction beginning with
the total situation and culminated in words t the top of the hierarchy. These include words, diagram,
maps, flat pictures, slide, films, models and objects. For this, total situation involves much
concreteness of the teaching-learning situation.
Words only convey little or no concreteness in the teaching-learning process. In effect, the type of
instructional materials in teaching used depends on what the tutor wants to demonstrate; for
instance, the reasons for media is to create clear idea of something e.g. real object (realia) models as
follows:
1. To give visual access to something which may be inaccessible to clarity abstract information
which may be difficult to communicate verbally. Examples are model picture, photo, posters and
diagrams.
2. To condense large qualities of information e.g. diagram and handout
3. To promote mental activities of students; examples are handout, textbooks, films and picture
4. To teach language pronouncement e.g. audiotapes.
5. To support work of the tutors e.g. sound recordings
Common types of learning resources instructional materials in teaching include the following:
a. Chalkboard
b. Books and other printing materials
c. Graphics
d. Real objects
e. Models
f. Overhead projector
g. Electronics: radio (cassette tape), television, video (cassette recorder (VCR), computer.)
Olahimola (1996) stating different subjects at different levels in the educational system show that
instructional materials in teaching, used by tutors serve to concretize abstract concepts and ideas.
They make learning more interesting, more real and lively.
At all level of education, instructional materials in teaching are very important in the attainment of
desired goal and objectives.
The traditional chalkboard method of teaching involves only the learning sense of hearing and the
easily lose of interest after some time. However, the utilization of instructional materials in teaching
and learning situation involves not only the sense of hearing but also the sense of sight and touch,
looking at educational practices, the Chinese proverb conclude that:
I hear – I forget
I see – I remember
I do – I understand
Kindler (1993) stated that people generally remember;
10% of what they read
20% of what they hear
30% of what they see
50% of what they hear and see
70% of what they say and
90% of what they say as they do a thing.
For this reason, it was concluded that instructional materials in teaching ensure more effective
learning since the leaner not only hears but also sees and does. Instructional materials in teaching
play a very big role in teaching and learning process as enumerated below:
a. It helps the tutors to provide his students with meaningful sources of information.
b. Help the tutors by providing him with means of wildering his students of information
c. Being experts with learning resources in the classroom
d. Allow members of a group or class to share equally the same teaching experience.
e. Provide the tutors means of exposing the students to a wide range of learning activities.
Okwudiba (2005), Nnoli et al; highlighted the function of instructional materials in teaching in the
promotion of learning.
I. Provide increased interest in learning
II. Hold the leaner’s attention
III. Provide the leaner with opportunities of interacting with their social and physical environment
(excursion)
IV. Offer learners opportunity for independent and individualized learning
V. Supply concepts basis for conceptual thinking
VI. Offer opportunities for leaner to develop their abilities and skills
VII. Promote the acquisition and longer retention of knowledge.
For this point, instructional materials in teaching help to promote the understanding of the teaching
learning process among other function.
Good availability and utilization of instructional materials in teaching should be appropriate, free of
bias, up tp date, easily obtainable and should not be too expensive. It also leads to more
understanding and retentive memory in students in the teaching and learning process.