Assessment of Instructional Materials in English Language Teaching among Secondary Schools in Ede Educational Zone Area of Osun State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026256Keywords:
Instructional Materials, Teaching, Learning, Students & TeachersAbstract
This study investigated the Assessment of instructional materials in English Language teaching and learning activities among secondary schools in Ede Educational Zone Area of Osun State, Nigeria. The research sought to determine the perceived importance of these materials among educators and identify the best practices for their pedagogical integration. Employing a descriptive survey research design, the study utilized a purposively selected sample of 20 English Language teachers. Data were collected using a self-designed questionnaire titled "The Impact of Instructional Material on Teaching of English Language in Secondary Schools." The findings revealed a unanimous consensus (100%) that instructional materials are vital for improving students' comprehension and long-term retention. Results further indicated that 90% of the respondents believe these tools simplify complex linguistic concepts and significantly enhance classroom interactivity. Regarding instructional delivery, 90% of teachers emphasized the necessity of explaining the relevance of materials prior to use, while 85% advocated for follow-up assessments to evaluate the effectiveness of the tools employed. The study concludes that while instructional materials are indispensable for effective language instruction, their success is largely dependent on systematic planning, regular usage, and alignment with lesson objectives. Based on these findings, the study recommends that school administrators prioritize the provision of diverse instructional resources and organize periodic training to update teachers on modern integration techniques.
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