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USES OF INSTRUCTIONAL MEDIA IN TEACHING MATHEMATICS IN THE BASIC SCHOOL

ABSTRACT

This research work based on the uses of instructional media in teaching mathematics in the basic school in Abeokuta South Local Government Area of Ogun State. The responses from the questionnaire revealed that the uses of instructional media in teaching mathematics is an instructional materials use by teaching for an effective learning and teaching process. The five (5) selected basic schools used for the study were randomly selected from the local government area. One questionnaire was designed for the fifty (5) students that were randomly selected from the selected schools. Some recommendations were made following the deduction that came with the findings.

CHAPTER ONE

INTRODUCTION
1.1     BACKGROUND OF THE STUDY

The word media comes from the Latin “medias” which means “middles” in general all forms media is the intermediary for the spread carry of convey something to the recipient of message and ideas.

Media means – meaningful, engagement done in appreciation.

Media is refers to various means of communication, for example televisions, radio and the newspaper are different types of media. The television can also be used as collective noun for the press or news reporting, agencies in the computer world “media” is also used as a collective’s noun but refers to different types of data and storage options.

Media are four board classes

Audio media, Visual media, Audio-visual media, and Interactive media.  

Instructional media can be broadly defined as follows: “any/person” material, equipment or event that establish the condition if the student acquire knowledge skills, and attitudes.

Schramn (1965) stated that:

“The use of instructional media for instruction, has be demonstrated to be as effective as direct instruction in teaching mathematics in the basic schools”.  

National Research Council (2000)

“The instructional media is used in concert with teacher-directed instruction. Instructional media can help learners in practicing the visualization of a problem. It can motivate learners to explore mathematics by showing the value of math in careers Instructional media can also model positive student and teacher behaviour”.

Hodgins (2004)

“Media resources to support math instruction are scarce and few address motivation, visualization of the problem, and modeling persistence by student”.

“A review of current products available to teachers in advance of the study revealed that current products tend to be longer format documentary-style materials. At the same time, delivery systems for media are evolving, allowing teachers to use media more spontaneously, or to incorporate media into presentation software”

Johnson (1996), Pogrow, S. (1996) National Research Council (2000)

“Yet existing media resources tend to be longer format; at least 10 minute and often 30 minute, video are the norm. Stories of video on network servers allow teachers to find segments more easily, but extracting a useful segment can be time consuming or may require technical video-editing skills”.

“Media resources such as video, computer games, animations or simulations can provide useful context for learning abstract concepts. These technologies can also accomplish an important task in instruction: to present the concepts in a new way so that learner retain more information and gasp new concepts more readily (NTT, 2007)”

1.2     STATEMENT OF THE PROBLEM

            Problem based on learning is a method which allow students to learn about a subject by exposing them to multiple problems so they will be able to construct, their understanding of the subject through these problems. This kind of learning can be very effective for mathematics, where students try to solve the problems in many different ways which allows the student’s brain to be stimulated.  

1.3     PURPOSE OF THE STUDY

            The purpose of this study based on the uses of instructional media in teaching mathematics in the Basic School (A case study of Abeokuta Local Government Area, Ogun State).

1.4     SIGNIFICANCE OF THE STUDY

            This study is very significant because it is intended to help math teachers to know how to consider their choice related to instructional media.

            It will help to identify some major problem of improvisation and uses of instructional media.

            The providers of instructional media will be able to identify useful strategies that will encourage more math teachers to utilize visual technology for the benefits it offers to instruction and learning.

1.5     RESEARCH QUESTIONS

(i)                 What hurdles or perceived hurdles adversely impact a teacher’s inclination to use instructional media?

(ii)               Are some basic school math teachers innately averse to using media for instruction?

(iii)             What are the problems of improvisation and uses of instructional media in Nigerian schools?

1.6    SCOPE OF THE STUDY 

            The study is limited to Abeokuta Local Government Area Ogun State. This is due to some constraints limited time and transportation problems among others.

1.7     DEFINITION OF TERMS

1)      Convey – To take or carry from one place to another “transport”.

2)      Media – The main means of mass communication.

3)      Instructional – It is what people use to teach (instructional materials (video).

4)      Intermediary – A person who acts as a link between people in order to try to bring about an agreement or reconciliation.

5)      Recipient – A person or a thing that receives or is awarded something.

6)      Broadly – Widely and openly.

7)      Even – A thing that happen.

8)      Latin – The language of ancient Rome and official language of it empire.  

Establish – Set up can organisation system or set of rules) on a firm or permanent basis.

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