African Journal of Educational Studies in Mathematics and Sciences Vol. 17, No. 2.

2021

Assessment of Availability and Utilization of Instructional Resources for

Teaching Primary School Pupils’ Mathematics in Ilorin Metropolis, Nigeria
Onweazu Olufemi Okoji1 & Michael Abiodun Olubayo2
Abstract
Instructional resources are teachers’ strategic factors in organizing and providing education
or pupils. It aids students to learn more comfortably and it influences students positively in
their academic performance. The study adopted descriptive survey research design. The
population for this study comprised of primary school teachers in private and public
schools. 150 teachers were selected from public and private primary schools in Ilorin
metropolis through simple random sampling technique. Two research instruments which
comprised of self-designed questionnaire and checklist. The first instrument questionnaire
with reliability value of 0.74 tagged “Availability and Utilization of Instructional Resources
Questionnaire (AUIRQ) while the checklist was tagged Availability of Instructional
Resources Checklist (AIRC). The hypothesis tested at 0.05 were analyzed using t- test and
analysis of variance (ANOVA). Findings from the study indicated that there was no
statistically significant difference in the use of instructional resources for teaching primary
school pupils’ Mathematics in Ilorin Metropolis based on gender (t{148} = 1.714, p>0.05),
there was no statistically significant difference in the use of instructional resources for
teaching primary school pupils’ Mathematics in Ilorin Metropolis based on teaching
qualifications (F {2, 147} = 1.775, p>0.05), there was no statistically significant difference
in the use of instructional resources for teaching primary school pupils’ Mathematics in
Ilorin Metropolis based on teaching qualifications (F {2, 147} = 1.775, p>0.05), there was
no statistically significant difference in the use of instructional resources for teaching
primary school pupils’ Mathematics in Ilorin Metropolis based on teaching experience (F
{2, 147 = 2.033, p>0.05). Thus, it was recommended that Teachers should be encouraged
to search for necessary instructional materials that can appeal to the senses of pupils, arouse
their interest, encourage their participation, make learning more meaningful and promote
academic standard.
Key words assessment; improvisation; instructional resources; teaching and
utilization
Introduction
Educational materials are the specially dedicated classroom teacher feels satisfied
prepared materials intended to be used during when s/he realizes the objectives s/he has set
the processes of teaching and learning, in out to achieve for every lesson. To achieve
other words, when studying specific this, a good teacher employs a number of
educational contents and achieving specific methods, design and actions. One of which is
educational goals as they are specified in the use of instructional resources. For
syllabuses. Instructional resources are crucial effective teaching and learning to take place,
to teaching and learning processes. A there is the need for adequate instructional

1
Onweazu Olufemi OKOJI (Ph.D), Department of Adult and Primary Education, Faculty of Education, University
of Ilorin. Email: [email protected]
2
Michael Abiodun OLUBAYO, Department of Adult and Primary Education, Faculty of Education, University of
Ilorin.
Open Access article distributed under the terms of the Creative Commons Attributions License [CC BY-NC-ND 4.0]
http://creativecommons.org/licenses/by-nc-nd/4.0. DOI: https://dx.doi.org/10.4314/ajesms.v17i2.1
1
Assessment of Availability and Utilization of Instructional Resources for Teaching Primary
School Pupils’ Mathematics in Ilorin Metropolis, Nigeria
O. O. Okoji & M. A. Olubayo
materials. Therefore, instructional resources and their limit is the teacher's level of
are referred to as the resources which both the resourcefulness, creativity and imagination.
teachers and pupils use for the purpose of Instructional materials are print and non-print
effective teaching and learning, instructional items that are designed to impart information
resources are crucial to teaching and learning to students in the educational process.
processes. Instructional materials include items such as
kits, textbooks, magazines, chalkboards
Schools are established for the purpose of
newspapers, pictures, recordings, slides,
teaching and learning. It is also more
transparencies, videos, video discs,
important that the teachers and learners are
workbooks, and electronic media including
properly accommodated to facilitate the
but not limited to music, movies, radio,
teaching and learning that go on there, this is
software, CD-ROMs, and online services
the essence of the school plant and facilities
(Dahar and Faize, 2011).
(Alimi, 2004). The concept of school facilities
had received great attention from the public as Traditionally, classroom teachers have relied
well as educators in recent times. heavily on the talk-chalk method during their
Aguokogbuo (2000), asserted that the teaching. But recently, instructional materials
responsibility of every administrator is to help to provide variations in the ways in which
ensure that every child had access to quality messages are sent across. In using
education and also ensure that school facilities instructional materials, teachers and students
are available to enhance teaching and promote do not only extend the range of sense organs
quality education. Also, implementation of we use but also extend the range of materials
educational policies that resulted in high used for convening the same message through
quality, high performance, and maintenance the same organ. For instance, in teaching a
of school facilities had a direct and indirect topic, a teacher can manipulate real objects or
impact on the teaching and learning process. use their stimulators. Instructional materials
therefore constitute the media of exchange
According to Oni (2014), instructional
through which a message transaction is
resources are teachers’ strategic factor in
facilitated between a source and a receiver. In
organizing and providing education. This is so
addition to extending the range of materials
because they help to elaborate a concept that
that can be used to convey the same
the teacher could not, without an instructional
instructional message to learners, instructional
material. This allows the students to learn
materials also facilitate the process nature of
more comfortably, as such have positive on
communication. Thus, the process nature of
their students’ academic performance. They
communication implies that both the source
consist of books, encyclopedias, atlases,
and the receiver of a message are actively
dictionaries, textbooks, etc.; that is, mostly
involved in a communication encounter. Thus,
written materials, which can be either printed
it means that both the receiver and the source
or available in electronic form (on digital
share and exchange ideas, feelings in any
media or on-line). Both printed and electronic
communication (Adeogun and Osifila, 2018)
educational materials are indispensable in the
teaching process. Also, Ogwo (2006) defined Nigeria is aware of the importance of
instructional resources as those materials that instructional materials for effective
teachers can use in teaching to facilitate the communication in her school system. In 1975
learning of a particular subject or lesson. The for instance, the federal ministry of education
list of instructional resources is inexhaustible organized an exhibition of improved

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 African Journal of Educational Studies in Mathematics and Sciences Vol. 17, No. 2. 2021

instructional materials by classroom teachers Agricultural Science in secondary schools in

all over the federation in four centers- Lagos, Kwara State, he pointed out the following
Ibadan, Kaduna and Enugu. During these salient points. He asserted that the essence of
exhibitions, participants displayed various producing instructional resources is to
types of instructional materials, which they facilitate the teaching learning process. The
improvised to help learners’ concretive essence is not to use such instructional
instruction in different subject areas. Those materials as objects of decoration in our
who participated in this exhibition, they classroom or as objects to be presented during
thought that a follow-up to these exhibitions award winning national exhibitions on
could have been compendium of all improved instructional materials.
improvised instructional materials with a view Furthermore, he pointed out that utilization of
to encourage the mass production of suitable instructional resources will enhance a
ones. Unfortunately, this follow-up was not concrete basis for conceptual thinking and
encouraged. makes learning more interesting. Instructional
resources also enhance students’ interest in
However, despite this awareness on the part of
their academics, they offer a reality of
educationists, it was discovered that Nigerian
experience, which stimulates self-activity on
teachers still rely on the traditional 'talk-chalk'
the part of pupils. Instructional resources
method of teaching. This accounts for why the
develop a continuity of thought, this is
federal ministry of Education in 1985
especially true of motion pictures, as they
organized another exhibition of instructional
provide experiences not, easily obtained
materials improvised by classroom teachers.
through other materials and contribute to the
As a new dimension, 1985 exhibition took the
efficiency and variety of learning.
form of competition among the nineteen (19)
states of the federation. In Rivers state for The quality of education received at the
instance, a Task force on National festival of primary level is very fundamental to other
instructional materials was created. These task levels of education, as it lays the foundation
force organized competitions in each local upon which educational progress is built upon
government headquarter with a view to (Nsa, 2012). In view of this, the challenges
selecting winners to represent the state at the faced in the educational sector in Nigeria
national level in Kaduna. Hopefully, the today is traceable to lack of qualitative
outcome of this competition will lead to the primary education, which are attributed to
establishments of more instructional resources school owners, teachers, parents, government,
which will eventually lead to mass production, and other stakeholders in the field of education
distribution and utilization of these including the non-academic staff found in the
instructional material (Adeogun and Osifila, school system. There are many factors which
2018) Also, states ministries of education serve as hindrances to availability and
have also established units responsible for the utilization of instructional resources,
provision of instructional materials, many especially at the primary school level.
colleges of education, polytechnics and Osaghae and Irabor (2012) pointed out that in
universities have set up Departments of a situation whereby the authentic resources to
Educational Technology (Federal Republic of be used are not found accessible in a particular
Nigeria, 2004). place due to the nature of that environment,
that could be a hindrance to availability and
In a study conducted by Umaru (2011) on the
utilization of instructional resources in
influence of instructional materials on the
primary schools. Sheu and Ijaiya, (2016)
academic performance of students in
asserted that culture encompasses norms,

3
Assessment of Availability and Utilization of Instructional Resources for Teaching Primary
School Pupils’ Mathematics in Ilorin Metropolis, Nigeria
O. O. Okoji & M. A. Olubayo
traditions, belief system, customs and values cases, those who even have the instructional
of people living in a particular society. facilities are not judiciously making use of it
Therefore, the value placed on education by due to lack of appropriate knowledge of its
people living in a particular society has a long usage by the teachers, especially electronic
way to go in determining the interest their aided facilities like computer and other
children would have in education and the internet enabling devices. There have been
availability and utilization of instructional several studies on instructional resources and
resources in schools located in such areas. academic performance. Isola (2010),
Since, the teachers who are expected to search conducted a research on the effects of
for and utilize the instructional resources as instructional resources on students’ academic
well are likely to be the products of such performance in West Africa School
society or influenced by their culture during Certificate Examinations (WASCE) in Kwara
acculturation process. Usman (2016) affirmed State. Nwoji (2006), conducted study on
that money is an important economic factor effect of instructional resources on the
that fast track or slow down the availability academic achievements of secondary school
and utilization of instructional resources. The students in Ilorin local government of Kwara
cost implications of getting some instructional state. Aguokogbuo (2000) investigated the
resources like resource persons or electronic effect of instructional resources on the
devices to be used in achieving instructional academic achievements of students in Ogun
objectives is expensive. Thus, shortage of State. In view of the various studies on the
money poses a threat to accessibility of instructional facilities and the utilization of
schools to instructional resources. There are such in schools, there are dearth of studies on
various ways of reinforcing teachers towards the availability and utilization of instructional
optimal performance in the classroom. facilities for teaching primary school pupils
Motivation could come from school owners, Mathematics. Thus, this study is on the
parents and government. Naturally, when availability and utilization of resources for
teachers are motivated, whether in terms of teaching primary school pupils Mathematic in
cash or kind, they tend to put in every measure Ilorin metropolis, Kwara State, Nigeria.
in order to achieve efficient and effective
The result of this research will be of
impartation of worthwhile knowledge into the
inestimable benefits to all stakeholders in
pupils. On the contrary, when teachers are not
education, such as, the government, school
well remunerated, they feel unconcerned
administrators, head teachers, teachers, pupils,
about quality academics performance of the
parents and the society at large. The
pupils.
government will benefit from this research
Primary school pupils learn faster with what because it will help to shape its future policy
they can see and also aid their cognitive level formation in regards to administration,
of reasoning, thereby reducing the stress of the supervision and in channeling and directing
teachers. Many school proprietors still find it their attention towards education especially in
difficult to make available some instructional primary schools/
resources probably due to cost implications or
This study is guided by the constructivist and
the stress embedded in acquisition of those
Bruner 1966 theories of instruction.
resources at the detriment of pupils’ optimal
Formalization of the theory of constructivism
academic performance if aided with
1966 is generally attributed to Piaget 1937, a
appropriate instructional resources. In some
Swiss psychologist who articulated

4
 African Journal of Educational Studies in Mathematics and Sciences Vol. 17, No. 2. 2021

mechanisms by which knowledge is 2018). The learning environment should also

internalized by learners. He suggested that be designed to support and challenge the
through the processes of accommodation and learner's thinking (Vista, 2017). The critical
assimilation, individuals construct new goal is to support the learners in becoming an
knowledge from their experiences. When effective thinker.
individuals assimilate, they incorporate the
Research Objectives and Questions
new experience into an already existing
framework without changing that framework. The study focuses on assessment of
This may occur when individual experiences availability and utilization of instructional
are aligned with their internal representations resources for teaching primary school pupils
of the world, but may also occur as a failure in Ilorin metropolis. Specifically, the study is
to change a faulty understanding; for designed to:
example, they may not notice events, may 1. Find out the extent at which the
misunderstand input from others, or may instructional resources are being utilized
decide that an event is a fluke and is, for teaching primary school pupils’
therefore, unimportant as information about mathematics in the Ilorin Metropolis
the world (Okeke, 2007). Constructivists based on
emphasize that individuals make meanings 2. Explore the influence of some teacher
through interactions with each other and with demographic factors (i.e., gender, school
the environment they live in. Knowledge is type, qualification and teaching
thus a product of humans’ interaction with experience) on the use of instructional
t h e environment (Chepkemoi, 2012). Misoy resources for teaching primary school
(2007) agrees that learning process is greatly pupils’ mathematics in the Ilorin
enhanced by improving the environment. Metropolis.
According to Floden (2006), constructivism is To achieve the objectives the following
based on observation and scientific study questions were formulated to guide
about how people learn. People construct the study:
their own understanding and knowledge of the
world, through experiencing things and RQ1 What are the types of instructional
reflecting on those experiences. In the resources available for teaching
classroom, the constructivist view of learning primary school pupils’ Mathematics in
can point towards a number of different Ilorin Metropolis?
teaching practices. In the most general sense, RQ2 What is the influence of teacher
it usually means encouraging pupils to use demographic factors (i.e., gender,
active techniques (experiments, real-world school type, teaching qualifications
problem solving) to create more knowledge and teaching experience) on the use of
and then to reflect on and talk about what instructional resources for teaching
they are doing and how their understanding mathematics in Ilorin Metropolis?
is changing. The teacher makes sure she
understands the pupils' preexisting Research Methods
conceptions, and guides the activity to The research design adopted for this research
address them. Various approaches in teaching is a descriptive survey type. The population
and learning derive from constructivist for this study comprises primary school
theory. The constructivist paradigm views teachers. The teachers were selected based on
the context in which the learning occurs as their gender, qualification, age and years of
central to the learning itself (McMahon, experience. Ten private primary schools were
5
Assessment of Availability and Utilization of Instructional Resources for Teaching Primary
School Pupils’ Mathematics in Ilorin Metropolis, Nigeria
O. O. Okoji & M. A. Olubayo
selected out of the private primary schools in review, and the corrections pointed out were
Ilorin metropolis using simple random made before it was administered. Thus, this
sampling technique. Fifteen (15) teachers helped to ensure face, content and construct
were randomly selected from each school, validity. A pilot study was conducted in two
making a total of 150 respondents. The primary schools, which were quite different
research instrument used in the study was a from the schools selected for the study, and the
questionnaire that was in two parts. The first instrument was administered to forty teachers
part, tagged “Availability of Instructional in those schools. The data collected were
Resources Checklist” (AIRC), is a checklist analyzed for the Cronbach’s Alpha coefficient
which comprised of items that the teachers are (α) for grouped questions to assess their
expected to tick if those resources are reliability (internal consistency). The
available or not. The second part tagged Cronbach’s Alpha coefficient for the MCDT
“Utilization of Instructional Resources was found to be 0.74. Hypothesis formulated
Questionnaire (UIRQ), comprised four-point on the second research question was tested
Likert scale items on the frequency of using using t-test and analysis of variance
the instructional materials in teaching. That is, (ANOVA) statistical techniques at 0.05 alpha
the UIRQ required the teachers to rate on a level.
scale of 1 – 4 (1 = Never, 2 = rarely, 3 =
Results
sometimes, 4 = most of the time), how
frequently they use each material in RQ1 What are the types of instructional
mathematics instruction. The mean ratings of resources available for teaching primary
the UIRQ items were taken as proxy measures school pupils’ mathematics in Ilorin
for the extent of utilization of the materials. Metropolis?
The instrument was given to the experts in the
field of measurement and evaluation for

Table 1 Availability of print, reference and graphic materials for teaching

mathematics in primary schools Ilorin Metropolis

Not
SN Items Available Available Total Remark
1. Textbooks 150 (100%) - 150 (100%) A
2. Newspapers 150 (100%) - 150 (100%) A
3. Journals 42 108 150 (100%) NA
4. Pictures 150 - 150 (100%) A
5. Workbooks 150 150 (100%) A
6. Pamphlets 92 58 150 (100%) A
7. Leaflets 107 43 150 (100%) A
8. Graph board 150 (100%) - 150 (100%) A
9. Charts 150 (100%) - 150 (100%) A
10. Diagrams 150 (100%) - 150 (100%) A
11. Maps 150 (100%) - 150 (100%) A
12. Globes 150 (100%) - 150 (100%) A
A → Adequate NA → Not Adequate

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 African Journal of Educational Studies in Mathematics and Sciences Vol. 17, No. 2. 2021

The teachers’ responses on the availability of primary school pupils in Ilorin Metropolis (see
print and reference materials for teaching Table 2)
mathematics in the Ilorin Metropolis at the

Table 2 Availability of Display, Projected and Audio and/or visual materials for
teaching mathematics in primary schools Ilorin Metropolis

Not
SN Items Available Available Total Remark
Display Materials
15. Chalkboard 150 (100%) - 150 (100%) A
16. Bulletin board 37 113 150 (100%) NA
17. Flat pictures 150 (100%) - 150 (100%) A
18. Magnetic board 27 123 150 (100%) NA
19. Flannel board - 150 (100%) 150 (100%) NA
Projected Materials
20. Television 150 (100%) - 150 (100%) A
21. Video tape 150 (100%) - 150 (100%) A
22. LCD projector 19 131 150 (100%) NA
Audio and Other Materials
23. Radio 150 (100%) - 150 (100%) A
24 Models 36 114 150 (100%) NA
25 Computer 87 63 150 (100%) A
26. Tape recorder 150 (100%) - 150 (100%) A
A → Adequate NA → Not Adequate

time of the study are presented in Table 1; and RQ2 What is the influence of teacher
their responses on the availability of demographic factors (i.e., gender, school
technology materials (including display, type, teaching qualifications and
projected and audio and/or visual materials) teaching experience) on the use of
are presented in Table 2. instructional resources for teaching
mathematics in Ilorin Metropolis?
As shown in Table 1, instructional resources
that were available for teaching primary The second research question raised in this
school pupils in Ilorin Metropolis were study was to find out the extent to which
textbooks, newspapers, government primary school teachers use of instructional
documents, bulletins, pictures, work books, resources for teaching mathematics in the
pamphlets, leaflets, graphs, charts, diagrams, Ilorin Metropolis. To answer this question, the
maps, globes, chalkboards, flat pictures, teachers’ ratings of the each of the resources
television, video tape, radio, computer, tape were analyzed. As indicated in the
recorder and resource persons. However, methodology above, the mean ratings from the
journals, bulletin boards, magnetic boards, UIRQ instrument were taken as proxy
flannel boards, LCD projectors, slide and measures for the extent of utilization of the
models were instructional resources the materials. The mean and standard deviation
teachers indicated as not available for teaching

7
Assessment of Availability and Utilization of Instructional Resources for Teaching Primary
School Pupils’ Mathematics in Ilorin Metropolis, Nigeria
O. O. Okoji & M. A. Olubayo
Table 3 Descriptive statistics of the teachers’ utilization of the instructional
resources

Factors Categories N Mean Std. Dev.

Gender Male 43 16.821 3.409
Female 107 17.975 3.454
School type Public 90 17.551 2.722
Private 60 17.428 3.001
Qualification NCE 93 15.471 2.142
BSc/BSc(Ed) 48 16.933 3.979
M.Sc/M.Ed 9 16.803 3.570
Experience in teaching 0-5 years 51 15.81 3.06
6-10 years 72 17.53 2.19
11 years and above 27 16.72 2.21
Source: Field Data, 2020
scores of 16.68 and 2.33 respectively were statistical tests were ran to test the null
obtain for the sample and Table 3 shows the hypothesis that “there is no statistically
descriptive statistics (mean and std. div) of the significant’ difference in the categories
mean use of instructional resources among the within each of the teacher demographic
various categories within the teacher factors”. The results of the independent t-test
demographic factors. (for gender and school type) and variance
(for qualifications and experience) are
To determine whether or not the teacher
presented in Table 4
demographic factors influenced the teachers’
utilization of the instructional resources,
Table4 Results of the independent sample t-test and analysis of variance (ANOVA)
on the factors influencing teachers’ utilization of the instructional resources
Std.
Factors Categories N Mean Dev. t df Sig.
Gender Male 43 16.821 3.409
1.714 148 .122
Female 107 17.975 3.454
School type Public 90 17.551 2.722
Private 0.278 148 .201
60 17.428 3.001
Qualification NCE 93 15.471 2.142
BSc/BSc(Ed) 48 16.933 3.979 1.775 147 .714
M.Sc/M.Ed 9 16.803 3.570
Experience 0-5 years 51 15.81 3.06
in teaching 6-10 years 72 17.53 2.19 2.033 147 0.062
11 years and 27 16.72 2.21
above
Source: Field Data, 2020 p < 0.05 is significant

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 African Journal of Educational Studies in Mathematics and Sciences Vol. 17, No. 2. 2021

On the basis of gender, the mean scores p-value of 0.06 obtained is greater than 0.05
obtained for male and female teachers’ level of significance (F {2, 147 = 2.033, p>0.05).
utilization of instructional resources were
Discussion of Findings
16.821 and 17.975 respectively. Thus, the
mean score of female teachers was slightly Findings from this study revealed that the
higher than that of male teachers. Therefore, instructional resources that were available for
there was no statistically significant difference teaching primary school pupils’ Mathematics
in the use of instructional resources for in Ilorin Metropolis were textbooks,
teaching primary school pupils’ Mathematics newspapers, government documents,
in Ilorin Metropolis based on gender since p- bulletins, pictures, work books, pamphlets,
value of 0.122 is greater than 0.05 level of leaflets, graphs, charts, diagrams, maps,
significance(t{148} = 1.714, p>0.05). globes, chalkboards, flat pictures, television,
video tape, radio, computer, tape recorder and
On the basis of school type, the mean scores resource persons. However, journals, bulletin
obtained for public and private school boards, magnetic boards, flannel boards,
teachers’ utilization of instructional resources overhead projectors and slide projectors were
were 17.551 and 17.428 respectively. The instructional resources not available for
mean scores of public and private school teaching primary school pupils in Ilorin
teachers were almost the same. Thus, there Metropolis. This finding correlates Cohen,
was no statistically significant difference in Raudenbush and Ball (2012) whose study
the use of instructional resources for teaching found that textbooks, instructional charts,
primary school pupils in Ilorin Metropolis posters, flashcard, graphs, maps, slides,
based on teaching school type since the p- overhead projector, white board, flipchart,
value of 0.201 is greater than 0.05 level of worksheet, newsletter, newspaper/magazines,
significance (t{148} = 0.278, p>0.05) instructional pictures, resource person,
On the basis of teaching qualifications, the television, radio, field trip, art works and
mean scores 15.47, 16.93 and 16.80 obtained drawing, drama/songs and a script of play lets.
for the teachers with NCE, BSc/BSc(Ed) and However, cartoon, film strips, documentaries,
M. Sc. /M. Ed holders respectively. Hence, video clips and role cards are instructional
there was no statistically significant difference resources not available for teaching History in
in the use of instructional resources for Senior Secondary Schools in Ilorin South
teaching primary school pupils’ Mathematics Local Government Area, Kwara State.
in Ilorin Metropolis based on teaching However, this result disagrees with Okeke
qualifications since the p-value of 0.71 (2007) who found that lack of textbooks and
obtained is greater than 0.05 level of training manuals was one of the challenges
significance (F {2, 147} = 1.775, p>0.05). facing successful implementation of
introductory technology in Nigerian
On the basis of teaching experience, the mean secondary schools.
scores 15.81, 17.53 and 16.72 obtained for the
teachers with 0 – 5years, 6 – 10years and In addition, findings of this study showed that
11years and above teaching experience there was no statistically significant difference
respectively. Therefore. there was no in the use of instructional resources for
statistically significant difference in the use of teaching primary school pupils’ Mathematics
instructional resources for teaching primary in Ilorin Metropolis based on gender. This
school pupils’ Mathematics in Ilorin signifies that the use of instructional resources
Metropolis based on teaching experience the by male and female teachers in primary
schools are the same. Amoo (2013) observed

9
Assessment of Availability and Utilization of Instructional Resources for Teaching Primary
School Pupils’ Mathematics in Ilorin Metropolis, Nigeria
O. O. Okoji & M. A. Olubayo
that utilization of instructional materials will while majority of the primary school teachers
enhance effective teaching/learning activity sampled moderately used the instructional
and when this is so, there is higher educational resources in Ilorin Metropolis. However,
attainment by pupils. Furthermore, it was teachers have not been able to effectively use
found from this study that there was no the instructional resources due to a number of
statistically significant difference in the use of problems which include inaccessibility to
instructional resources for teaching primary instructional resources; teacher’s lack of
school pupils in Ilorin Metropolis based on knowledge of information and communication
teaching school type. The finding of this study technology (ICT); cost of instructional
indicated that there was no statistically resources; teachers poor in-service training;
significant difference in the use of economic factors; among others. It could also
instructional resources for teaching primary be concluded that no discrepancy exists in the
school pupils in Ilorin Metropolis based on use of instructional resources for teaching
teaching qualifications. This implies that primary school pupils in Ilorin Metropolis by
instructional resources are being used by male and female teachers of private schools
teachers of different educational qualifications irrespective of teaching qualifications and
in Ilorin Metropolis, Kwara State, Nigeria. experience.
Uyagu (2009) observed that the readiness of Recommendations
instructional facilities can be used to enhance
or improve educational programmes and With respect to the findings of this study, the
promote teaching and learning. This result following recommendations are proffered;
supports the study of Digolo (2013) whose 1. Government should supply
findings indicated inadequate qualified instructional/teaching aids and finance
teachers coupled with shortage of teaching schools to improvise unavailable
infrastructural facilities hindering the use of instructional materials to make
instructional resources. teaching and learning easier, practical,
Lastly, findings from this study revealed that appealing and enjoyable
there was no statistically significant difference 2. Teachers should always try their best
in the use of instructional resources for to make use of available instructional
teaching primary school pupils in Ilorin materials where necessary to make
Metropolis based on teaching experience. This their lessons more concrete and
indicates both teachers of less and more interesting to the pupils
teaching experience found the use of
3. Teachers should be encouraged to
instructional resources indispensable for the
search for necessary instructional
teaching of primary school pupils.
materials that can appeal to the senses
Conclusion of learners, arouse their interest,
Based on the findings of this study, it could be encourage their participation, make
concluded that textbooks, newspapers, learning more meaningful and
government documents, bulletins, pictures, promote academic standard.
work books, pamphlets, leaflets, graphs, 4. Parents should be ready to cooperate
charts, diagrams, maps, globes, chalkboards, with teachers in the provision and
flat pictures, television, video tape, radio, improvisation of visual instructional
computer, tape recorder and resource persons

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 African Journal of Educational Studies in Mathematics and Sciences Vol. 17, No. 2. 2021

materials for better instructional Cohen, D.K., Raudenbush, S.W & Ball, D.B.
delivery in schools. (2012). Resources Instruction and
Research. Educational Evaluation and
5. School headmasters should provide
Policy Analysis. 25.119-142.
teachers with enabling environment
for the use of available instructional Dahar, M.A and Faize, F.A (2011) Effect of
material to give room for effective the Availability and the Use of
participation of pupils and make Instructional Materials on Academic
learning more meaningful. Performance of Students in Punjab
(Pakistan). Middle Eastern Finance
6. School headmasters should also
and Economics Journal 53, 110-120.
encourage improvisation of
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teachers, the schools, parents and the Entitled; Education Sector Review;
government to enhance How far have we come since
teaching/learning in schools and independence and what still needs to
promote academic standard. be done to meet the needs of all
Kenyans; Paper presented in
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