The teacher, some finds it difficult to carry out or
present the instructional materials or the teaching aids to their students in
teaching and learning process because the time they put in their various businesses
is more than the houses they
spend in carrying out their lesson notes. One of
the most important factor which affects the implementation of a programme is
the teacher’s attitude towards the teaching aids and also teaching skills, that
can fascinate the areas of the students and they should be well presented to
the teacher. Teacher should also try to organize well conducive environment for
learning and also presenting of teaching aids or materials.
When learning/teaching are practically done the teacher
should also ensure or present different kinds of teaching skills for the
motivation of students. If the teacher cannot do what is illustrated above, the
teacher will be mopping when presenting them and they will be frustrated and
the student will dislike the teacher through the way he/she presents its lesson
note to the students.
Generally, instructional materials are used to perform
a more permanent and effective teaching by facilitating learning in teaching –
learning process.
Oguntade (2000) defined attitude as the effective
disposition of a person or group of persons to display an action towards an
object based on the belief that such a person or group of persons has about the
object.
The attitude of a person towards an object tends to
influence the behaviour of that person towards that object. Therefore, it will
be right to say that the attitude of the teachers towards teaching materials
will influence his/her disposition towards learning.
Attitude towards a concept greatly affects achievement
as revealed in Okpala, (1988), Abe, (1995) and Olagunji (1996).
Odebunmi and Balogun (1985), Emina (1986) asserted
that a person would generally perform better in any task which he/she is favourably
disposed. It follows that a student’s attitude may be a particular of his/her
performance in mathematics only if there are good and sufficient materials to
enhance learning.
Odogwu (2002) maintained that positive attitude will
lead to persistence and better achievement in a study. Ogedokun (2002)
discovered a significant relationship between students/teachers attitude and
school academic performance. He therefore suggested that if teacher’s attitude
can be changed, it could bring about an improvement in their performance in the
science subjects. By extension a positive attitude will bring about improvement
in the learning outcome in mathematics only if there are better facilities to
enhance learning.
Amoo and Efunbago (2004) opined that attitude plays a
major role in the comprehensibility of mathematical concepts. Bolaji (1996)
equally found out that attitude influence how well teachers adjust and how they
behave towards mathematics and materials in teaching of the concept.
Goodman (1989) established that there are links
between pupil’s performance and teaches effectiveness and between performance
and classroom atmosphere.
Odili (2006) sees the teaching of mathematics as a
means of enhancing learning with the aid of mathematics laboratory and asserted
that mathematics laboratory as a resource centre for the learning of
mathematics, consists of a specifically equipped room in the building where
mathematics classes meet on a regular basis or a corner of the regular
classroom with tables and equipments of a collection of teaching aids
equipment, but they agree in spirit and intent.
Odili (2006) recommends that every school should have
a mathematics laboratory as its grass root in order to make mathematics
learning exciting, interesting and meaningful for students.
No comments:
Post a Comment