Chapter ONE
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the research
1.9 Definition of terms
Chapter TWO
2.1 Overview of Instructional Materials
2.2 Importance of Instructional Materials in Teaching
2.3 Types of Instructional Materials
2.4 Theoretical Frameworks on Instructional Materials
2.5 Factors Influencing Availability of Instructional Materials
2.6 Role of Technology in Instructional Materials
2.7 Innovations in Instructional Materials
2.8 Challenges in the Use of Instructional Materials
2.9 Best Practices in Utilizing Instructional Materials
2.10 Future Trends in Instructional Materials
Chapter THREE
3.1 Research Design
3.2 Sampling Techniques
3.3 Data Collection Methods
3.4 Data Analysis Procedures
3.5 Ethical Considerations
3.6 Research Instruments
3.7 Pilot Testing
3.8 Validity and Reliability
Chapter FOUR
4.1 Overview of Findings
4.2 Availability of Instructional Materials
4.3 Utilization of Instructional Materials
4.4 Comparison of Different Types of Materials
4.5 Impact of Technology on Instructional Materials
4.6 Challenges Faced by Teachers in Using Materials
4.7 Student Engagement with Instructional Materials
4.8 Recommendations for Improvement
Chapter FIVE
5.1 Summary of Findings
5.2 Conclusion
5.3 Implications of the Study
5.4 Contributions to Knowledge
5.5 Recommendations for Future Research
Project Overview
NTRODUCTION
1.1 Background of the Study
The emergence and production of instructional materials had undergone several reviews and processes by different professionals in various fields of learning. These experts have developed and produced such materials in line with the needs of their areas of specialization and the resources available in their locality. Experience over the years has shown that teachers have been depending on excessive use of words to express and to convey ideas or facts in the teaching-learning process. This practice is termed the "chalk-talk" method. In modern times, advances in technology have made it possible to produce materials and devices that could be used to minimize the teachers talking all the time, make the message clearer, more interesting and easier for the learners to assimilate. (Onasanya, 2008). According to Soetan (2010), graphics materials include charts, posters, sketches, cartoons, graphs and drawings. Graphics communicate facts and ideas clearly through combination of drawings, words and pictures. The use of graphics in teaching creates greater understanding of the materials being studied. They also help learners to visualize the whole concepts holistically showing the relationships with one another. The role of graphic materials in visual communication is therefore very unique and significant.
Olumorin (2009) in the simplest term defines instructional materials as those materials that help the teacher to teach with ease and the learners to learn without stress. The author explained that instructional materials appeal to the senses of seeing, touching, smelling, feeling and hearing. They include projected, non projected audio visual, printed and others. It also includes three dimensional objects that are produced through locally sourced materials, programme instruction, and instruction package. Natoli (2011) states that instructional materials are also referred to as Audio Visual (AV or A/V) which works with both sound and visual components. The production or use of such works or equipment to create and present works.