USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEACHING AND LEARNING: RESEARCH PROPOSAL
Instructional materials are used by teachers to facilitate effective teaching and better quality of learning by students. Instructional materials are created to suit the different ways that students learn. While some students learn and retain information that are fed to them through a lecture, others learn better by reading. Other students however absorb information with the aid of visual cues in addition to the lecture and reading. The use of different instructional materials assures and provides the student with different learning aids to maximize learning and retain the information given to them. (Bone. n.d.)
Review of Related Literature and Studies
The guideline in the use of instructional materials emphasizes that they should be based on the fundamental concepts and principles involved in the specific subject or course that is taught. The purpose of this is to align the students understanding of the topic with current knowledge. It also teaches them to control and monitor their thought processes to facilitate learning. (Van Hooser, 2010) The method of instruction also determines the choices of instructional materials. The teaching methods can be divided into mass instruction techniques, individualized learning techniques, and group learning techniques. For mass instruction, audiovisual and instructional materials are used, worksheets, hand-outs and visual aids. They are illustrative and supplementary material to increase motivation or to integrate the lesson. In individualized learning, the material is the vehicle where instruction takes place. This material should be designed and created with utmost care as it facilitates exercises or used for diagnostic purposes. Group learning on the other hand, requires no specialized instructional learning because the emphasis on this avenue of learning is on the approach and technique. Nevertheless, booklets, worksheets and briefing materials are used. Like individualized learning they should be designed carefully to make sure that the learning exercise runs smoothly. (Ellington, 1987)
There are seven types of instructional materials: printed and duplicated materials, non-projected display materials, still-projected display materials, audio-materials, link-audio and still video materials, cine and video materials and computer-mediated materials. Printed and duplicated materials consist of hand-outs, assignment sheets, individualized learning materials, and resource materials for group exercises. Non-projected display materials are chalkboard displays, marker board displays, feltboard displays, flipcharts, hook and loop, magnetic board, wallcharts, charts, posters, photographic prints, mobiles (3D objects hung on the roof), 3D models, dioramas, and realia. Still-projected display materials are overhead projectors, slide shows, film strips, microforms. Audio materials are radio, gramophones, and audiotapes. Link audio and still video materials include tape slide programs, tape-photograph programs, film strips with sounds, radio-vision programs, tape-text, tape-model and tape realia. Cine and video materials are cine films, loop-films, tape-films, television broadcasts, videotape recordings, video-disk recordings. Computer-mediated materials are number crunching and data processing package, substitute tutor packages, data base systems, computer-managed learning systems, and interactive video systems. (Ellington, 1987)
The method of teaching and student learning styles determine the type of instructional materials used. Further the use of different instructional materials designed within the 5E model is most effective in enhancing student learning. The 5E instructional model is based on the constructivist approach to learning. This model approaches learning by constructing new knowledge and skills by building on prior knowledge and experience. The 5E model follows five stages: engage, explore, explain, elaborate, evaluate. Studies have shown that there is a high statistical link between the use of the 5E model and high achievement of students. (Van Hooser, 2010) The use of the 5E model is associated with high test scores and positive attitudes and feelings among first graders towards science. (Edey and Gomez, n.d.)
Statement of the Problem
This study will find out the effectiveness of the use of instructional materials within the framework of the 5E constructivist model of learning. This study measures effectiveness through test scores and satisfaction level of the students on the instructional materials and method used.
Methodology
An experimental group and control group will be utilized in the conduct of the study. The experimental group is the group that is given instructional materials that are adapted using the 5E model. The control group is the group that are given instructional materials but do not use the 5E instructional model. Both groups take a pre and post test. Their level of satisfaction of the technique used is also measured at the end of the experiment. The results of the tests are then compared using statistical tools to measure correlation or cause and effect relationship.
A Review of the Different Types of Instructional Materials Available to Teachers and Lecturers. Teaching and Learning in Higher Education, 10. Abstract only. 1 – Available on microfiche Scottish Central Institutions Committee for Educational Development. [online] Available at:< http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED289493&ERICExtSearch_SearchType_0=no&accno=ED289493> [Accessed 26 May 2011].
A Review of the Different Types of Instructional Materials Available to Teachers and Lecturers. Teaching and Learning in Higher Education, 10. Pdf. [online] Available at:<
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