Saturday, 15 August 2015

Lack of Teaching Aids in Secondary Schools

Teaching aids is anything that is applied in instruction of improved comprehension. It facilitates, motivates and assures successful teaching and learning. It stimulate, captivate students interest, secure students attention in the classroom as well as bringing about proper understanding of the subject or topic taught.

Many of our secondary school lacks instructional materials which are supposed to make mathematics class more of practical class rather than theoretical and abstract display of some mathematics laws.
Ozigi (1998) stated that teaching aids do the following to both teachers and students:
1.    It serves to make teaching and learning easier and more effective.
2.    They stimulate the interest of the learners, gives tactful information and facilitate understanding.
3.    They create variety in the teaching attention of the lesson etc, but when these materials are not available, the reverse is the case.
Sekerci and et al (2008) establish that most students in faculties of science use information and communication technologies for learning purposes, but they also think that the use of these aids by their lecturers in the class is insufficient. The results also show that the students have a positive attitude towards the use of technology in the classroom, and that they especially welcome the use of the technology through which they can become more active during the lessons and have easy access to resources.
The report of National Curriculum Conference of (1989) recommended that (34) states that are in adulation to the need for better trained teachers for the country school. The government of any country should try their best to provide facilities for teaching of mathematics in which Derek (1990) says that students learn better when they see and handled that instructional materials for teaching the student, examples include cube, rectangles, triangles, polygons e.t.c.
Absence of instructional materials makes mathematics instructions difficult and boring to learners and effecting of the curriculum in accordance with the aims and objectives of the National Policy on Education is not easy and they end up in some cases not understanding its contents.

2.4. Mathematics Education and Utilizing Materials

Usage of symbols, shapes, mental images, concrete models and such kind of demonstrations in expression of concepts in mathematics is highly significant in terms of learning process. In teaching, utilizing just one or two of these types of demonstrations and ignoring the others will not support the process of children’s having the concept of mathematics sufficiently. Providing diversity in types of demonstration and utilizing concrete models, notably in teaching towards children, will facilitate the meaningful instruction of mathematics on a large scale.
In this respect, it is thought that material supported mathematics education, will be able to concretize most of mathematics concept for students and help them to comprehend these concepts more easily. The importance of material supported mathematics education is realized better when the studies in this area are examined: the study carried out by Ozturel (1987) and Sezer (1989) has put forward that computer supported mathematics teaching makes a significant difference on student’s success in mathematics.
The study conducted by as Furoglu (1990) on students at primary school has indicated that material supported geometry teaching has a positive effect upon developing concepts of triangle, circle and square in students and increases their success.
The study conducted by Dander (1997) has shown that education with supplementary materials in fourth year at primary schools has significantly enhanced the comprehension of mathematics.
The study carried out by Toluk, Olkum and Durmus (2002) has analyzed the effects of problem oriented and visual model supported geometry teaching upon the geometrically thinking levels of pre-service class teachers and has shown that there has been a significant development in the geometrically thinking levels of students.
These results have shown that if the attention of students who have implemented the activities concerning the classification of quadrangles and triangles which are suitable for first and second levels, is not drawn to the relations between shapes and characteristics, students cannot establish these connections themselves, besides, it has been helpful for students to establish such relations in forming their own definitions. It has been observed that dynamic models such as master ruler have been effective in student’s creating those definitions. It has been provided that success in mathematics has been high when materials are utilized.
The importance of material supported education in mathematics has increased the need for well equipped and well informed teachers in this area. Arousing interest among students, teaching in accordance with their interest and wishes, showing them how to gain information and enabling them to transfer the gained knowledge to the areas necessary for them and to share them, should be the objectives of educational system.

Teachers in the system of education are thought to be the most important factors to realize those goals. Besides having enough knowledge and skills in this area, the teachers who will realized the material supported education using educational technologies, should also believe in the benefits of utilizing material in lessons and should be interested, willing towards this area and develop a positive attitude towards it. Within this context, the aim of this study is to determine the effect of teaching aids in the teaching of mathematics. It is believed that this will be able to give as an idea about prospective teacher’s integrating their future lessons with instructional materials and technology. 

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