Effects of Instructional Materials on Pupils’ Participation, Literacy and Numeracy Development, and the Formation of Scientific and Reflective Thinking in Primary Schools

Abstract

This study investigated the effects of instructional materials on pupils’ participation, literacy and numeracy development, and the formation of scientific and reflective thinking in primary schools. The study adopted a descriptive survey research design. Primary data were collected from one hundred (100) public primary school teachers in Nkanu East Local Government Area of Enugu State using a 35-item structured questionnaire. The instrument was validated, and data were analyzed using mean scores, with a criterion mean of 2.50 for decision-making. Mean scores equal to or above 2.50 were regarded as acceptance of an item, while mean scores below 2.50 indicated rejection. Findings of the study revealed that the effective use of instructional materials significantly enhances pupils’ active participation in classroom activities, facilitates the development of permanent literacy and numeracy skills, and contributes meaningfully to the development of scientific and reflective thinking among primary school pupils. The study further established that instructional materials improve the overall teaching-learning process at the primary school level. The study concluded that the consistent use of relevant instructional materials is indispensable for achieving the objectives of primary education. Based on the findings, it was recommended that the government and providers of education at the primary school level should sponsor primary school teachers for periodic in-service training to improve the skills of the teachers at this level of education. The study also suggested further research on the availability and utilization of instructional materials in rural primary schools.