The Use of Instructional Materials in the Teaching and Learning of Environmental Studies in Primary Schools: A Case Study of Winneba

Abstract

The study sought to examine the extent to which instructional material have been used in the teaching and learning of Environmental Studies in the Primary Schools in Winneba. Purposive sampling was used to select 80 respondents comprising 60 Environmental Studies teachers and 20 pupils drawn from six public schools in Winneba. The main instruments used for data collection were questionnaire and an observational guide. Findings were coded and given qualitative interpretation with the support of frequency counts and percentages. Major findings indicate that about 83% of teachers in the primary schools rely heavily on the use of only chalkboard and textbooks for lesson delivery on Environmental Studies as opposed to the use of at lasses, globe, resources persons, objects or artifacts, radio, television and computers. Again, the study revealed that inability of teachers to use instructional materials leads to: pupils becoming passive listeners in class, boredom, poor participation in lesson, lack of interest in the subject, absenteeism and finally poor performance in the subject matter. Some suggestions are made to enhance the effective use of instructional materials.

Keywords: Instructional materials; Environmental Studies.

International Journal of Educational Research Vol. 4 (1) 2008: pp. 135-140