An Inquiry into the Utilization of Instructional Materials and Quality learning in  Selected Secondary Schools in Bweyale Town Council Kiryandongo District

GENERAL INTRODUCTION

1.0    Introduction

The study is an inquiry into usage of instructional materials and its effect on the quality learning in selected secondary schools Bweyale Town Council in Kiryandongo District (BTCKD).  In a strict sense, utilization is to make good use of something or to put into use something to benefit from it or to have a good result. For example, making proper use of a library make research or write a good report which in turns qualifies a researcher for an award.  It can also mean the action or process of using something effectively and practically using it for the best outcome. In this study utilization of the instructional materials (IMs) will be used to determine quality learning (QL) in selected secondary schools in BTCKD. This chapter will discuss the background to the study, historical, conceptual, theoretical, and contextual perspectives; problem of the statement, purpose of the study, research objectives of the study, research questions, scope, significance, justification, conceptual framework and definitions of operationalization terms/variables.

1.1   Background to the Study

Teaching is a systematic presentation of facts, ideas, skills, and techniques to learners. It is the responsibility of the government, parents and teachers to see that the young people are educated to a certain level that can benefit the society and country at large. The success of these tasks, therefore, depends largely on the utilization of appropriate instructional materials (IMs): objects that serve as instruments in education and containing information which present systematically a programmed sequence of instruction to learners. It also implies planning, preparation, and use of instructional materials (IMs) (visual, audio and audio visual) for educational purposes (Dahan, 2011).

Among the devices that can be used are pictures, filmstrips, television, audiotapes, records, teaching machines, computers, and Video discs and others; they contribute in making learning more interesting and motivating. (Atkinson, 2000) The typical IMs are the textbooks which are nucleus to all teaching and learning material. These teaching aids play a very important role in impacting knowledge to the learners in the third world (McEwan, 2013).

The use of textbooks is still very much employed in teaching and learning in our educational system in Uganda; though there is now a growing trend in the use of varieties of IMs as substitute to the traditional textbooks (2008, Annex 8, page 54.). It is important that the contents of textbooks and other IMs, from which students derive their bulk of knowledge, should be of high quality so as to provide satisfactory remedies to the queries of learners.

IMs are powerful tools which bring about effective teaching and learning. This can only be realized through their acquisition, quality and effective utilization during classroom teaching and outside classroom activities. According to Olagunju & Abiola (2008) the availability, adequacy and utilization of the relevant IMs in classrooms can have a positive influence on quality teaching and learning, hence positive effect on students’ learning and academic performance.

The extent of acquisition of knowledge, skills and attitudes relevant to life altogether depends on the quality of teaching and learning activities that teachers provide for learners to interact with and the quality of the interaction factors largely dependent on the nature and the quality of resources at the teacher’s disposal (Okeke & Okoye (2013).

This shows that when instructional materials are well utilized, they increase the achievement level of the learners and also stimulate positive changes in the field of education of any society or country. Learners can change their approaches to learning according to demands of each situation and the extent to which the changes is affected by each learner’s disposition and the events in the class.

A study by Biggs (2003) reveals that these events can include the materials provided by the teacher and how they are effectively selected during instruction delivery. For example, adequate and appropriately used instructional materials by a physics teacher will enable physics students to develop positive attitude and healthy self-concept because successes in carrying out the activities make physics students believe they can do it; they will be able to enjoy and appreciate their subjects of study, develop understanding and judgment, and develop functional knowledge and manipulative skills. Founded on the assumptions, among other factors low acquisition of knowledge and skills, students’ progression in secondary schools in BTCKD should be blame on the utilization of IMs to produce quality learning.

1.1.1   Historical Perspective

The utilization of instructional materials in the teaching and learning process is dated back to the ancient times. A period characterized by Greeks and Latin people, especially during early 150 BC when people were taught and learned things practically. At the very beginning when reading and writing had not been invented, children were taught by means of very simple local tools (Callahan, 1988).

The use of those simple tools brought the quality outcomes in teaching and learning processes, because the learners observed physically and practically on the learning materials related to the particular lesson or issue. For example, boys were taught how to hunt wild animals such as elephants using spears and arrows while girls were taught how to prepare food. Parents also taught their children about the world location using local maps drawn on the ground, religion was taught using pictures drawn either on walls or caves. All these gives an image that IMs influences the teaching and learning processes in schools; be it formal or informal. Any kind of an instruction whether in formal or informal education is an existing activity which is in need of enhancement of educational atmosphere especially IMs (Anderson, 2009).

“In the 20^th century, the primary means of instructions (and still common update) were the teacher, chalkboard and textbook. It was at that time that school museums came into existence. These museums served as the central administrative unit(s) for visual instruction by (their) distribution of portable museum exhibits, stereographs (three-dimensional photographs), slides, films, study prints, charts, and other instructional materials. The first school museum was opened in St. Louis in 1905, and shortly thereafter, school museums were opened in Reading, PA, and Cleveland, OH. Although few such museums have been established since the early 1900s, the district-wide media centre may be considered a modern-day equivalent” (Reiser, 2001, p.89).

Instructional materials at the very early time of Missionaries in Uganda were a big challenge and they had to invent some local resources to use. These invented resources were to be utilized to convey information and to make them concrete to learners. Wilson and Mackay, some of the famous missionary teachers invented the use of sticks for counting and charcoal for writing. He too used this to write on pieces of wood and painted large type of syllables on sheets with brushes in order to provide reading materials for pupils. The experience in relation to the utilization of Instructional materials is that locally made materials for teaching and learning should be ignored and teachers must use them to convey concepts a well. For instance, locally produced charts for art subjects (spears, ant-hills, round houses wooden models, clay, craft work, sketch maps etc) reflect objects they can easily be seen in the learner’s environment.

These hard and laborious methods were taken off in February 1879 when the British Missionary brought up a small printing press and they were also the first providers of (formal) Western Education in Uganda Then Wilson started to print in Luganda vocabulary folk tales and few excerpts from the Bible.

On the other hand, rather than simply regurgitating factual information, the modern-day learner is expected to work toward solving open-ended “real world” problems and tasks by actively demonstrating higher-order cognitive competencies, such as critical and reflective thinking. The use of varieties of Instructional materials contributes greatly to the realization of that. A research conducted by Mutebi (1996, p.2) revealed that the aim of education of this present time is to impact knowledge at different levels (cognitive, affective and psychomotor) into learners for the benefit of the learner and the society at large. 

In the year 1910, there was an increased interest in the use of visual media and instructional films and in the same year the first catalogue of instructional films was developed to be used in classrooms. In 1913 Thomas Edison did make a statement predicting that ‘the obsolescence of books in public schools. It is possible to teach every branch of knowledge with the motion picture’. As a result, five national professional organizations were established for the visual instruction; five journals began to publish information about visual instruction.

Uganda started importing textbooks especially for agriculture around 1937 from industrial Britain and teachers who were academically trained in that field. This was because when the de la War Commission sent to East Africa by the Colonial Office in London found out that it was difficult to put into practice the approach without textbooks, the commission then recommended that textbooks should be printed and rural in outlook, containing stories about plants and animals, farmers, hunters and others.

Traditionally, classroom teachers relied also heavily on the talk-chalk method and in the recent years, variety and availability of IMs have helped in the ways of conveying the messages across; making education more interesting and attractive to the society. With the passage of time, different methods and techniques have entered in the field of education and teachers use variety of IMs to make effective teaching and learning.

Using variety of IMs also extends the range of senses of students and helps them in the manipulation of real objects. Generally, varieties of teaching materials helps students to get reality of experience, stimulates self-activity on their part and arouse the interest of students to think critically and interpret and analyse concepts with the help of their teachers (Maniruzzaman, 2008).

In this contemporary epoch, educationists contend that IMs are key in determining students’ achievement and progress. Besides, their utilization also determines whether or not the successful transmission of knowledge to learners accurately; as well as the general success of the school curriculum (Ornstein & Hunkins, 2004, p.352).

A successful utilization of instructional materials (UIMs) needs a systematic organization of IMs into three main types, namely; visual aids which appeal to the sense of seeing (charts, maps, objects, pictures), audio aids which appeal to the sense of hearing (radios, radio cassette, record player), gramophone,); and audio-visual aids which appeal to the sense of sight and hearing (television, computers, projectors, video films (Agina, 2005).

There is a very strong positive significant relationship between usage of IMs and QL and schools which are equipped with more quality instructional materials perform better than schools that are less endowed. And for proper learning to take place, learners must have access to necessary information resources and to interact with tangible and intangible resources to ensure quality learning. Adeogun (2001) and Papoola (2011) understand that learning can only be strengthened when there is enough reference materials like the textbooks, exercise books, teaching aids like charts, pictures, videos and their correct use to enhance academic achievement per excellence.

Based on the assumption that quality learning depends heavily on proper of UIMs as experience has shown in the past and in the recent times; IMs therefore, do play vital roles in the teaching and learning processes in education.  They enhance the memory level of learners since oral teaching is not the only key to a successful pedagogy. Teachers should make use IMs to make teaching and learning process more interesting to learners NIC Hulls (2003) and Raw (2006).

1.1.2   The Conceptual perspective

In this study there are two major concepts; the utilization of instructional materials (UIMs) and quality learning (QL. The independent variables for this study will be conceptualized as the UIMs which is the putting into use the materials designated for teaching and learning processes to achieve the end results. IMs are materials meant to be used in the teaching and learning process; as textbooks, host of visual, audio and audio-visual teaching materials and of course Information Communication Technology (ICT)which affect the academic quality (Mapederm, 2002).

Instructional materials (IMs) are facilities set for students to use for full development of potentials such as fixtures, equipment and buildings necessary for the effective and efficient operation of the program of education. Usman (2007) highlights that IMs include both visual materials, audio materials and audio-visual materials which can either be concrete or non-concrete.

In the using IMs where a pictorial device like the “the cone of experience” are well integrated, a school become an interesting place; because learners will have interesting experiences where they see, hear, touch, taste, plan, make, do and try. These rich experiences can promote quality learning and carry on the kind of education that fosters “permanent” learning for the future (Ng’ang’a, 2008).

Instructional material can be used to develop higher learning abilities in learners through self-teaching or guided learning. According to Gagné et al (2005), this implies that the IMs mainly comprise “eliciting performance” and “providing feedback on performance correctness,” in addition to “providing learning guidance” for guided discovery learning.

Olagunju & Abiola, (2008) stated in their research paper that proper use of IMs in the teaching and learning can bring about fruitful outcome and will inspire students’ sense as well as motivating them to curiously search for more information about a particular phenomenon. Their use in classroom has the potential to help the teacher to explain new concepts clearly, resulting in better understanding of the concepts being taught thus simplifying the teaching.

In short, the use of UIMs helps learners to build up their capacity in the acquisition of critical thinking and problem-solving, where they can effectively analyse and evaluate evidence, arguments, claims and beliefs, solve different kinds of non-familiar problems in both conventional and innovative ways. It help them also to learn how articulate thoughts and the use of oral and written communication skills in a various forms and contexts and to demonstrate ability to work effectively and responsibly. In this way, creativity and innovation in learners come to surface because of the wide range of idea they will be able to capture. Learning is complex and can only be well facilitated when the learners make use of IMs involves at least three of the sense organs namely: seeing, hearing, and touching.

The dependent variable is quality learning (QL) which will be measured by the acquisition of knowledge, acquisition of skills attitude of change, student progression, and student practice of the skill. In education settings quality is defined in terms of the inputs that can enable learners to achieve reasonable standards in their academic performance that can open doors for them in the future; an equitable conditions or circumstances within the school or classroom that promote QL to meet the goals of education of a particular country. According to Hailombe (2011), quality includes the provision of curricula, instructional materials, facilities, teachers and instructional experiences that enable learners to achieve high standards.

In 2004 a research on the “Adapting technology for school Improvement” by United Nations Educational, Scientific and Cultural Organization (UNESCO, 2004) has shown that (QL) is that which touches the learners’ cognitive intellect, normative and psychomotor dimensions development as well as social, creative and emotional development. The three dimensions are major explicit objectives of virtually all education systems, which are the degree in which the system achieves its education aims.

According to Nicholson (2011) quality learning is that which manifests transformation in the life experiences of learners and it empowers them for the future. The presence, availability and UIMs is the core to quality learning processes because they make learning concrete and attractive to learners. The researcher can agree and disagree with Nicholson the UIMs being core to quality learning.  Making learning concrete and attractive is not enough, the presence, availability and UIMs should making learning permanent in learners’ lives for future applicability.

Quality learning enables learners to have control over their own learning.  They know how to self-regulate and reflect on their learning.  They know how their brains function and are able to understand the process of learning which is made explicit to them. Whitebread (2012) highlights that the ability to self-regulate predicts academic and social outcomes far more accurately than IQ tests!  Collaboration and cooperation are key parts of quality learning. Learners learn best in different interactions with other fellows. Denise (2016) asserts that once learners have clarified their vision of what quality in learning is, it becomes easier to work on a process to ensure that they make quality learning a reality. An example can be using a globe or introducing learners map reading as part of quality learning.  It builds lasting skills and can promote internal motivation and sparks curiosity for more learning as learners prepare for the formal testing. It also helps them remain creative, and that is a skill which, if lost, is not easy to retrieve in later life.

The attitude of learners and teachers is critically important to quality learning because it promotes innovation and flexibility.  Derek (2016) understands that if teachers don’t believe in the changes that are needed to drive quality systems; they will not become real facilitators of teaching and teach. Therefore teachers should find possible ways in which learners can self-reflect and monitor their own mental processing, encourage them to think about the mental strategies that they use to solve problems and do mental tasks such as solving a particular problem in mathematics.

Quality learning is about providing learners with the skills to navigate knowledge which can make them to be on the cusp of knowledge and not just the receiver of knowledge. In short, acquisition of knowledge, skills and other values and prepares students for future outcomes (Whitbread, 2015).

Quality learning can also take place when teachers are determined that students achieve well by encouraging them to try hard, recognize their efforts and ensure that they take pride in all aspects of their own work; it can further take place when students love the challenge of learning and become resilient to failure. As Whitbread et al (2015) puts it, this will make them become more curious, interested and to seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. The researcher can agree with Whitbread on this point for the reason that, when students fail at things, they can learn lessons from those failures and this will enable them to develop and think more critically to ensure that they are part of a lifelong learning journey.

Quality learning in schools is closely connected to utilization and adequacy of teaching and learning materials in different ways. Johan (2004) highlights that poor utilization, underutilization, and unqualified teachers bring forth low educational achievement which can affect the society in a very negative way. For example, a well-trained teacher demonstrates deep knowledge and understanding of the subjects he/she teaches by utilizing the instructional materials appropriately, using questioning effectively and demonstrating understanding of the ways learners think about subject content; there the teacher is likely to identify students’ common misconceptions, act upon them and ensure they are corrected.

In schools, achievements in examinations as Malekela (2000) puts it, and students’ capabilities as Hakielimu (2007) understands, are used as standards to assess quality. In other words, high achievements are used as standards to improve or upgrade the performance of individuals, both teachers and students in institutions supported by the above idea. Another point which had not appeared clearly is that when teachers set challenging homework in line with the school’s policy according to the age and stage of students, it can consolidate quality learning, deepen understanding and prepare students very well for the future.

To sum up, quality learning takes place when leaners are continually aware of where they are in their learning, where they can or need to get to, and, most importantly, how best to get there. Therefore, it is the responsibility of students to own their learning so as to work independently or collaboratively. They need to evaluate their own work, reflect on the outcomes, get stimulated and inspired, and work towards targets that are understood and achievable now and in the future. At the same time it is also the responsibility of the teachers to ensure that students own their learning through the appropriate use of the materials needed.

The mediating variables constitute the socio-economic, parents’ level of education and Government policy. This will be ignored by the researcher for the purpose of establishing the relationship between the independent and dependent variables.

1.1.3    Theoretical Perspective

The study will be guided by the theory of instruction derived from Dale’s Original Cone of Experience 1946 &1954 where he believed that the researcher ought to have the opinion that the purpose of IMs or technology in education is to stretch students’ imagination and to encourage them to become problem solvers in their lives (Dale, 1954, p. 3).

This theory is based upon the principle that all teaching can greatly be improved by use of IMs because they make teaching and learning experience memorable and when used intelligently, they promote QL. Dale (196, p.69) further encourages the maximum use of varieties of IMs in teaching and learning to avoid monotony and says that; human beings seem to need variety and change in order to get full “flavor” out of life’s experiences and situation.

According to Dale (1969, p. 25), a school will become an interesting place if it proves to be a place where students have interesting experiences where they see, hear, touch, taste, plan, make, do and try. He says when a school provides many of these rich experiences, it will promote effective learning.Dale is an activist for variety of instructional materials in a teaching situation because of the following:

1. a) They offer a reality of experience which stimulates self-activity on the part of the pupils.
2. b) They develop a continuity of thought this is especially true of motion pictures.
3. c) They contribute to growth of meaning and hence to vocabulary development.
4. d) They add a high degree of interest and involvement among the pupils.

Dales’ belief aligns well with this study which looks at variety of IMs such as audio, visual and audio-visual materials which once get well then QL in terms of knowledge and skills acquisition, student progression, attitude of change and student practice of skill can definitely be is realized. Dale suggests that when choosing an instructional method, it is important to remember that involving students in the process strengthens knowledge retention, and that instructors should design instructional activities that build upon more real-life experiences. In this view, the researcher sees no linkage to the study because the study desires to look at IMs in as much as the two are pertinent aspects for teaching and learning. This therefore renders Dale’s theory of instruction being one that the researcher feels ought to guide the study.

This theory therefore, is significant to the study because it emphasizes the importance instructional materials in the process of teaching and learning and on use to promote effective and permanent learning.

1.1.4    Contextual perspective

The study will be conducted in Bweyale Town Council (BTC) which is located in the Mid-Western part of Uganda, Kiryandongo District; 226kms north of Kampala City on Kampala-Gulu highway (Dan, 2018). BTC is one of the three Town Councils in Kiryandongo District and was created in July 2010 where available data has shown that acquisition of knowledge, skills attitude of and student progression is low, that is, 2% to meet quality learning (School Board Meeting Minutes). Students in this area takes time to acquire the skills and to apply in real life, as a result, many of them drop out of school and resort to cheap businesses such as selling sugar canes, motor bike cycling (bodaboda). Very few students in most secondary schools in BTC show reasonable progression and are able to meet the standards and continue with their studies.

1.5     Scope of the Study

The scopes of the study considered in this research are of threefold:

1.5.1        Geographical Scope

Geographically, the study will be conducted in secondary schools within BTC which is found and located in the Bunyoro Sub-Region of Western part of Uganda, Kiryandongo District. BTC is one of the three Town Councils in Kiryandongo District. Six secondary schools will be visited to collect information for the study because of resources. The choice for this particularly place is because of the convergence in performance of schools within it; the level of academic performance does not differ much between schools in BTC. This has triggered the curiosity of the researcher to find out utilization of instructional materials on quality learning in selected secondary schools in BTC.

1.5.2        Content scope

The study will be focused on the utilization of instructional materials (UIMs) and quality learning (QL) in Selected Secondary School in BTC where the researcher will look at visual, audio, and audio-visual instructional materials as definitions of the independent variable and what they contribute to the dependent variable, quality learning (QL) which is defined in terms of low acquisition of knowledge, attitude of change, and students’ academic progression. 

1.5.3   Time scope

The study will cover a period of five years that is, from 2014-2018. This time period is chosen because these are the years that BTC has experienced very limited progression or close to stagnation in the grades not exceeding beyond three percent (3%). for example, Panyadoli Self-Help Secondary School in these years ranged from 02 to 08 (2% representing) for first grades.

1.2    Statement of the problem

Utilization of instructional materials (UIMs) in teaching and learning is important and it makes teachers and learners to have the practical knowledge hence making learning concrete. The proper use of IMs in the teaching and learning processes bring about quality learning (QL) because it inspires students’ sense as well as motivating them to curiously search more information about a particular phenomenon. In the Uganda Education System, government and the parents share the costs of providing secondary schools with IMs to facilitate the teaching and learning processes to enhance QL in the country and beyond (Education Act 2008, Annex 8, p. 54.).

However, there has been deteriorating progression or close stagnation in the grades in secondary schools in BTCKD not exceeding beyond 3% for first grades in the last six years failing to meet the academic standard (School Documentaries, 2019). In Panyadoli Self Help Secondary School for example, The UNEB results for first graders have been represented by 2% from 2014- 2018 (Head/teacher’s office results’ chart, 2019). This study therefore sought to examine critically the use of instructional materials and their influence on quality learning with a view to making recommendations on how this can be improved.

1.3   General Objective of the study

To assess how the utilization of quality instructional materials contribute to quality learning in selected Secondary Schools Bweyale Town Council, Kiryandongo District (BTCKD)

1.4   Specific Objectives of the study

1. To explore how utilization of visual instructional materials contributes to quality learning in selected Secondary Schools in BTCKD.
2. To find out how utilization of audio instructional materials contributes to quality learning in selected Secondary School in BTCKD.
3. To explore how utilisation of audio-visual instructional materials contributes to quality learning in selected Secondary School in BTCK

1.5   Research Questions

1. How does utilization of visual instructional materials contribute to quality learning in selected Secondary School of BTCKD?
2. How does utilization of audio instructional materials contribute to quality learning in selected Secondary School in BTCKD?
3. How does utilization of audio-visual instructional materials contribute quality learning in selected Secondary Schools in BTCKD?

1.6   Significance of the study

This study will generate knowledge and value to already existing stock of knowledge of the utilization of instructional materials on quality learning process in secondary schools.  It is also expected to help the researchers as literature while conducting similar research in the education field.

The head teachers, teachers, and other development partners like UNHCR, UNICEF will use the results of the study to provide rightful instructional materials so as to improve on the quality learning process in Kiryandongo District.

It is further hoped that findings will also help the curriculum planers and educational policy makers to formulate appropriate policies that will strengthen utilization of instructional materials in the teaching and learning process.

This study will contribute to new knowledge by revealing more gaps on low acquisition of knowledge, student progression, and change of attitude and practice in correlation to utilisation of instructional materials and provoke further studies. Other researchers can then use the findings of the study as a basis for future research especially in exploring the relationship between utilization of instructional materials on quality learning.

The findings of this research will be useful to the Ministry of Education and Sports while developing framework to provision of relevant instructional materials required in schools and even offer to train secondary schools teachers on how to utilize the available resources for in a proper way to foster quality learning.

1.7    Justification of the study

The success of education depends upon the utilization of Instructional materials (UIMs) to realize quality learning. That is why both government and parents share important duty in providing IMs to secondary schools in Uganda. Literature reveals that little effort has been made to examine the contribution of these materials to quality learning. This study therefore will close this gap by exploring this area and generating knowledge and evidence. Policy makers, teachers need to understand and appreciate the contribution of IMs to quality learning process in order to decide its adoption; as well as how to integrate new ones like ICT in order close existing gaps. BTC is particularly chosen because of the challenges it is experiencing in low acquisition of knowledge, acquisition of professional skills, acquisition of life skills, student progress, and change of attitude towards education, practice and mastery of skills. The study findings will generate new debate and add to the existing body of knowledge on applicability of quality learning in particular.

1.8   Conceptual Framework

Utilization of instructional resources               Quality learning

              (Independent Variable)                                  (Dependent Variable)

Source: Adopted from Expectancy theory by (Victor Vroom, 1964,) and modified by the researcher
Figure 1.1: A Conceptual Framework showing the contribution of utilization of instructional materials to quality learning.

Conceptual framework presents the concepts or variables of a study and shows how they are connected. A conceptual framework clearly illustrates the different study variables and shows their interaction. Conceptual framework presents the concepts or variables of a study and shows how they are connected. A conceptual framework clearly illustrates the different study variables and shows their interaction. According to Amin (2005) and Bosco (2014), a conceptual framework employs the use of drawings/diagrams to explain the interrelationships. The variables and other related factors are put in boxes with arrows indicating the interconnections between them. A conceptual framework is also both a process and a framework that helps to direct and ground researchers as they work through research challenges (Orodho, 2009).

The independent variable that has been conceptualized is the utilization of instructional materials (UIMs) measured by the use of visual materials, audio-materials and audio-visual materials. While dependent variable is the quality learning seen in acquisition of knowledge, acquisition of skills, change of attitude, student progression, and practise of skills. The mediating variable include the socio-economic background, government policy, parents’ level of education; which influences and have the bearing on both the independent and dependent variables. Other factors such leadership challenges, unfavourable working conditions, overcrowded classrooms which affects quality leaning in secondary schools but the availability and efficient use instructional materials seem to be the major factor.

1.9   Definition and operationalization of key terms/variables

Instructional materials: Are human and non-human materials such as print and non-print items that are rested to impact information to students in the educational process. These include items such as: books, pictures, photographs, flash cards, maps, posters, chalkboards, drawings, cartoons, recorded materials, radios, cassette players, globes, diagrams, charts and graphs, television, motion picture, computers, tape recorder, overhead projector, smart board, slides, real objects, specimen and others.

Utilization of instructional materials: Making proper use of the instructional materials which in turn will give learners the opportunity to touch, smell or taste the objects in the teaching and learning process in order to produce effective outcomes.

Learning: Any activity which leads to a change in our behaviour; be it formal or informal with the dispositions of acquiring new or modifying exiting knowledge, skills, values and concepts.

Quality learning: Is about providing learners with the skills to navigate knowledge which can make them to be on the cusp of knowledge and not just the receiver of knowledge.

CHAPTER TWO

LITERATURE REVIEW

• Introduction

In this section, literatures related to utilization of instructional materials and quality learning will be reviewed in order to provide an in-depth understanding of the research at hand. While acknowledging the scope of the sources arguments, this review will seek to extend and contextualize what is claimed. The main concern here is to garner new insights that might be helpful in the improvement of teaching and learning process. The major focus is on the effective use of instructional material in the Ugandan education system and, in particular, in Bweyale Town Council – Kiryandongo District which is the study catchment area. And since this study is contextual in nature, this review will also purpose to establish gaps, if any, in those scholarly works, thereby enriching the study. The various sources of literature review will include; past research dissertations, textbooks, journals, conference papers and magazines. The chapter is organized in accordance with the specific objectives of the study.

2.1   How Visual Instructional Materials (VIMs) Contribute to Quality Learning (QL)

Visual instructional materials are those devices that appeal to the sense of sight. These include textbooks, pictures, photographs, flash cards, charts, maps, posters, chalkboards, drawings, cartoons and others. VIMs are important in education system and they are used in classrooms to encourage students’ learning process. These visual instructional materials are aimed at making the teaching and learning process easier, interesting and effective. They are tools that can contribute to the best dissemination of knowledge and skill. This understanding has been supported in the work of (Agina, 2005).

According to Kunari, VIMs are devices that concretize the information to be obtainable and help in making learning practice apple real, active and vital and they supplement the work of the teacher. VIMs arouse the interest of learners and help the teachers to explain the concepts easily (Kunari, 2006). Another source by Mary (2009) submits that visual instructional materials covers a wide range of non-text and non-audio material, everything from original art, prints, photographs and films, cinemas, video film, paintings drawings, cartoons and designs. Some can be categorize as fine art and others as documentary record. All these learning materials are also known as teaching aids and educational media.

Nasibi and Kiio (2005) assert that instructional materials are important in education because they motivate learners by linking instructions with reality; they encourage learners to utilize more than one sense thus increasing their attention and retention capacity. As well, visual instructional materials (VIMs) help teachers to clarify, establish, and correlate and co-ordinate precise conceptions, understandings and appreciations and support them to make learning more actual, active, motivating, encouraging, significant and glowing. Therefore, As Cuban (2001) puts it, proper use of VIMs helps to retain more concepts permanently. An alternative to these VIMs which Cuban has not emphasized on is that information needs to be presented also in a narrative form; this requires learners to read or listen to a text carefully, assimilate the facts and develop a mental image of them to enable the facts to be remembered.

Singh (2005) defines visual materials as: those instructional devices which are used in the classroom to encourage learning thus making it easier and motivating. The materials such as models, charts, posters, photographs, maps and others inspires learners and remind them afterward of what the lesson was all about. Besides being helpful to the learners, these VIMs also help teachers to plan and deliver lessons more effectively. For example, hanging a poster on classroom walls, will not only invite colour into the environment, they also act as helpful reminders and learning resources for learners.

According to Rather, VIMs are effective tool that invests the past with an air of actuality into learners. They help learners to obtain true knowledge at the same time in the understanding of the ancient marvels. When VIMs are properly used as teaching aid, they bring about the aspects of concrete idea and root participation of students in the lesson because when students see VIMs practically, they will be able to retain a certain percentage of what they have learnt (Rather,2004).

VIMs also encourage the body movement and they strengthen the control and if used in a right way for the right purpose, they do manifest the famous Chinese proverb that “one sighted is worth, a hundred words.” It is a fact that we acquire knowledge through our intellect. There is another maxim that “if we hear we forget, if we see we remember, and if we do something we know it” so it means that use of visual materials make teaching learning process more effective thus leading to excellent performance of the students (Jain,2004).

Kunari offers a word of caution in the use and employment of VIMs in the teaching-learning process. He posits that it is true that the VIMs concretize the information and make learning practical which is needed in any teaching and learning process, but at the same time, both the teachers and learners may be taken up and go beyond the time for a particular lesson obstructing the next lesson especially when the teacher tries to explain a VIMs word by word to the learners (Kunari, 2006)

In the earlier research of Andersen (2009) it has been shown that, the UIMs such as VIMs make students participate effectively in the learning process, thus leading to quality education that enable them to fit into the current society of technological changes. It is also understood that participation in the teaching and learning process is the key issue.

            On the above piece of work by Anderson, the researcher critique is that, it is not automatic that quality learning is gained, it needs time. Some VIMs need time and practice for quality learning to be realized in learners. For example, to use a projector as a teaching and learning aid, the learners need time to learn how to connect a projector, how to operate it and to learn how to prepare the presentation slides and to fit them for projection. By and large, the effectiveness of this visual aid and its use can only be achieved by those with basic computer knowledge.

The quality of education can only be enhanced by the availability of relevant teaching resources; the general function of VIMs is to deliver message and to create a sense of understanding between the teacher and the learners. Makyikyeli (2003) argues that once both the teachers and learners are aware of this common function, then there will be a successful end result.

Kishore (2003) in his research found out that when visual materials are available to student for use, they stimulate “thinking and cognize.” This means that they widen the thinking ability of the students by helping the learner to see beyond the abstract. Therefore, the availability of VIMs to students is important because the more they get familiar with them the more they will widen their thinking ability not only for answering questions and doing exams in class but for their application once they are out of school. This argument is premised on the understanding that learning is not only for the present but also for the future.

The use of VIMs in teaching is one mode that enhances lesson plans and gives learners additional ways to process subject information. They are important tools because they supplement the work of the teacher and help in the research of the textbooks. This is true especially in the teaching of a practical subject like Geography, which requires the use of these materials more often than theory. The teacher can hardly introduce students to, grid references without having a map as part of the lesson plan (Kunari, 2006)

VIMs play an important role in the students’ academic performance but this can only be verified clearly when these tools stimulate, encourage and make students to understand the subject matters. VIMs are also used to clarify non-verbal symbols and to promote interaction among students and their subject teachers as well. These teaching and learning aids make lessons enjoyable and enhance full participation of the students when properly used. VIMs should be used as an important and integral part of the learning process. They should be used to create interest; to help learners understand the information being given; to help them recall major points that they must remember; and to help them develop a mental perception of the information.

The use of visual instructional materials such as pictures, posters, postcards, word calendars, regalia, charts, graphic organizers, picture books, television, and computers can help young learners to easily understand and realize the main points that they have learned in the classroom. When learners are able to utilize more than one sense, their attention and retention capacity is increased. Konomi (2015) states that when textbooks and pictures are utilized by the teachers to convey messages to the learners such as drilling, communication, understanding, predicting and discussion, they can remain as the learners’ confidant throughout the course or term.

Visual materials such as pictures, Films and videos help the visualization of various situations in the classroom. He also adds that visual materials support written texts in all disciplines. Another visual material, he emphasizes on is the PowerPoint presentations, an ideal tool for course presentation. This allows teachers to collect important information in one single file and then present it. These interesting presentations teach the learners key concepts in particular. They as well help them to increase their attention in the lesson (DenBeste, 2003).

Ogbandah (2008, p.12) researched on the appraisal of instructional materials used to teach migrant fishermen’s children in River State in Nigeria. He learnt that instructional materials such as visual, audio, audio-visual supplement and complement the teacher’s verbal explanation thereby enriching learning experience. He noticed also that these materials motivate learners to learn more, help to broaden their knowledge and increase their level of understanding.

Anderson (Ibid) notes any kind of an instruction whether in public schools, private schools or informal education is an existing activity which is in need of enhancement of educational atmosphere particularly visual instructional materials.  This gives a clear picture on how the visual instructional materials influence the process of teaching and learning in Secondary Schools

Visual instructional materials give chance to speakers to make a more professional and consistent performance. Mohanty (2001) argues that the teaching career is full of limitless opportunities to enrich the academic survival of students; and while some ideas and educational goals will be easy for students to hold, others will need you to think productively to ensure that important learning aims are met.

2.2   How Audio Instructional Materials (AIMs) contribute to Quality Learning (QL)

Audio instructional materials refer to those models devices that make use of the sense of hearing only and can give an image of something, somebody and some situations. They include recorded materials, radios, cassette players and other. They all make teaching and learning more effective and interesting, and help the learners to have maximum benefit (Agina, 2005).

AIMs add a life-like effect to the textbook and other printed materials used in teaching and learning. For example, when a cassette is played, and the material is presented, this can automatically draw the learners’ attention and learners would have felt that there is another teacher (Cassette Player) in the classroom. Richards and Rodgers (2002) believe that AIMs also help and encourage the teacher to act as a facilitator by helping the learner become an interested, active and efficient participant in the whole learning process.

Maniruzzaman & Rahman, (2008) in their research paper found that AIMs are models and devices that can be heard and give an image of something, somebody and some situations in the teaching and learning processes. they are likely cheaper (recorded materials, radios, cassette players, cassettes)and available and need only the teacher to have a little training on how he/she can use them to make the teaching methods, techniques and materials considerably effective and interesting, and to help the learner have maximum benefit. They attract the learners’ attention, stirs up their imagination, reduces exhaustion, motivates them to be engaged in the learning process, and thus helping them to acquire expected proficiency in the language skills especially listening and speaking.

Audio instructional materials enable teachers to modify the teaching method and techniques, and change the classroom situation quickly and immediately as necessary, and on other hand, they attract the learners’ attention, stirs their imagination, reduces their exhaustion, motivate them to be engaged in the learning process, and thus helping them to acquire expected proficiency skills especially in listening and speaking (Shukla, 2019).

In other words, AIMs also add a life-like effect to the text books and other printed materials used to teach. For example, as soon as a cassette player is played and the material is presented, the learner is immediately drawn to it and feels the presence of another teacher in the classroom.

AIMs function as learning facilitators and teaching machines, and motivate the learners and arrest their attention during the instructional process. Though such AIMs are greatly helpful in teaching and continually expanding the scope with the availability and development of technology, their use in secondary schools are still limited. For example, the native speaker’s voice and accent through the audio tape make the learners enthusiastic and excited. This can greatly facilitates the learner’s understanding of the linguistic as well as the communicative aspects. Maniruzzaman (2008) notes that different teaching materials devised and recommended by experts are intended to make the learners interested and motivated.

With the help of AIMs, the teacher can, moreover, successfully deal with the weak and indifferent learners. These aids are seen to reduce the teacher’s talk and the chalk method, and reversely increase the learner’s interaction and active participation. Rahman (2008) highlights that the teacher can also provide as much practice as is necessary by using audio tapes; but it is to be remembered that AIMs should be purpose oriented as well.

There are some significant reasons for carefully designing and using AIMs; motivating the learner, attracting and maintaining the learner’s attention, reinforcing the main ideas of the lesson, illustrating and supporting the spoken literature, minimizing misunderstanding of the learner, increasing retention, adding a touch of realism, saving both class time and expenses, helping the teacher to communicate more dearly and quickly so that the learner can understand the content clearly and easily, and helping the teacher clarify the thinking and provide a logical path for communication (Agina, 2005).

2.3   How Audio-Visual Instructional Materials (AVIMs) contribute to Quality Learning (QL)

Audio-visual instructional materials (AVIMs) are a combination of devices which appeal to the sense of both hearing and seeing; and are categorized into five categories: display boards (chalkboard, flannel board, collage and mural three dimensional materials; (models, mobiles, sand tables, dioramas and salt maps) graphic materials; (maps, globes, diagrams, charts and graphs) electronic aids; (radio, television, motion picture and the computer tape recorder, overhead projector, smart board, slides and the Internet) and real objects and specimen (Heinich, 2002).

The term AVIMs) is commonly used to refer to those IMs that may be used to convey meaning without complete dependence upon verbal symbols or language. Anzaku (2011) highlights that AVIMs include materials and equipment alike, and materials are considered to be system, or body of content of potential value when put to work, while equipment or instructions, often referred to as hardware, components, are the means of presenting such content.

According to the two definitions by Heinich and Anzaku, a textbook or a reference material for example, does not fall within this grouping of instructional materials but an illustration in a book does. Some audio-visual components are in the nature of process and experience, dramatizing an event or a procedure, and some of the audio-visual in motion forms, for example, the motion pictures require the use of equipment to release their latent value.

Natoli (2011, p.102) stated that “audio-visual materials are rich opportunities for students to develop communication skill while actively engaged in solving meaningful problems”. In other words, learners definitely like it more and learn better if they are engaged in important and appealing activities. For example, when the teacher involves them in bulletin board display, this will enhance their choice of colour and aid their understanding of the concept in question or when they join the teacher in dramatization of an event or a process.

The use of AVIMs in teaching and learning process has revealed that they are useful tools that can convey complicated concepts and ideas in an interesting and interactive manner as well as facilitating procedural demonstration. Jarosievitz (2011); Zheng, Warschauer, Lin and Chang (2016); De Sousa, Richter and Nel (2017) highlight that animation and information presented onscreen provides a different learning experience from that of printed text which are beneficial to the development of critical thinking.

The study carried out by Mathew and Alidmat (2013) on the Usefulness of Resources in English as a Foreign Language Classroom shows that textbooks and other audio materials are often viewed to be an inspiration and to provide motivation in classroom instruction. They also found out that the use of AVIMs in teaching stimulates thinking and improves learning environment in a classroom. Arora (2013) notes that AVIMs such as motion pictures can develop a continuity of thought and provide experiences not easily obtained through other materials and contribute to the efficiency, department and variety of learning.

The researcher therefore, concur with the above points adding that, the effective use of AVIMs substitutes monotonous learning environments and helps students to develop and increase personal understanding of the areas of learning when they experience a successful and pleasant learning in classroom.

The AVIMs provides significant gains in informal learning, retention and recall, rethinking and reasoning, activity, interest, imagination, personal growth and development. AVIMs are very important in teaching and learning processes because information obtained from their good use makes learners develop positive attitude toward their own environment, especially when they are locally made and used in the class. Gopal (2010) asserts that their familiarity also gives a background for understanding the information. For instance, map of Africa or East Africa drawn and well labeled for a Geography class, from local materials cartoons or manila papers.

The effectiveness of visual materials in learning can be estimated in percentages, that is to say; about 40% of our concepts are based upon visual experience, 25% upon auditory, 17% on tactile, and 15% upon miscellaneous organic sensation and 3% upon taste smell (Swank, 2011).

The use of AVIMs helps learners to retain about 85% of what is learnt in classroom session. The above explanation shows and makes it clear why AVIMs are critical in the teaching and learning processes, and if properly used can bring the different contributions from the senses together to get 100% clarity (Jadal, 2011).

Audio-visual instructional materials are very useful teaching and promotional aids. They provide rich experiences and contribute to the depth and variety of learning, making it permanent. As McNaught (2007) states, audio-visual materials also facilitate the acquisition, retention and recalling of lessons learned because they seem to arouse the maximum response of the whole organism to the situations in which learning is done.

It is also important to note that the AVIMs do not only play role in the propagation of information, data, facts and clues but also they influence the mentality, psychology, and the grasping level of the learners in the classroom. On the other hand, they greatly motivate and inspire the teachers to adopt the latest creative and innovative aids.

Chukwuemeka and Aneale (2008) in their research found that acquisition of skill is at the heart of teaching and learning and generalization and transferable intellectual and physical capabilities needed to learn concepts and broad principles used in making valid inductive inference. For example skills in science subjects like physics, needs observation, inquiry, organization, inferring controlling variable. Therefore, in order to focus learners’ attention and sustain their interest, thereby acquiring the skill of observation in a learning session, the teacher can use materials such as film strip projector, slide projector and so on.

The recently technology in the world today and most especially in the field of education in general is converting more rapidly a common phenomenon to integrate textbooks with AVIMs as additional or supplementary resources for classroom setting; hence making learning activities more productive and more individual-focused. For example, learners can read in books about ‘Animal Farm’ and is able watch it on Television, this helps them to produce the materials needed thus opening ways of individualizing instruction (Kochhar, 2004).

According to Howard Gardner’s Theory of Multiple Intelligences, students learn in a variety of different ways including through listening or auditory input. Some students are better auditory learners than others and may see more academic improvement when AVIMs are used in the classroom. The research concur with Howard on this point for the reason that, when learners learn at different paces and through different methods, using AVIMs teaching, it become one way for them of achieving engagement and better retention of ideas rather than relying solely on speech through direct instruction.

The essence of this chapter is that teaching and learning that involves utilization of various instructional materials (textbooks, pictures, photographs, flash cards, maps, films, slides, charts, television globes, diagrams, charts, radio, television, motion picture and video and others) help both teachers and students to accomplish the objectives of Education. When learners interact with different types of instructional materials, they can easily comprehend words associated with the learning material. Teaching and learning method that heavily rely on talking and listening or writing and reading do not convey the message sufficiently unless accompanied by the sensory presence of the objects and events to which words stand for.

CHAPTER THREE

METHODOLOGY

1.0    Introduction

This chapter presents the methodology the researcher used in inquiring how the utilization of instructional materials contribute to quality learning in selected secondary schools in Bweyale Town Council, Kiryandongo District (BTCKD). The chapter constitutes description of the research design, study population, sample size, sampling techniques and procedures, data collection methods, data collection instruments, procedures of data processing and analysis explaining how each was used in the study, validity and reliability of instruments, ethical consideration and limitations of the study.

3.1   Research Design

This research was carried out following a combination of quantitative and qualitative research designs with an aim of taking into account both quantitative and qualitative analysis approaches in relation to the research objectives. Since the study used both quantitative qualitative means of data collection, analysis interpretation it deserves to be a mixed research design.  Quantitative research design helped the researcher to compute the data into frequency counts and percentages while the qualitative research design helped the researcher in organizing the data that cannot be experimentally examined or measured in quantity or frequency into themes for narratives

3.2   Area of study

The research was carried out in Bweyale Town Council (BTC) found in Kiryandongo District in the Bunyoro sub-region of Western Uganda of about 220 kms north of Kampala-Gulu highway. It is made up of (3) parishes, the central, northern and southern wards. The central ward has a population of 20,047 people. The northern ward as a population of 3,342 people while the southern ward has a population of 7,784 people. The parishes are further divided into 7 villages. BTC is composed of diverse ethnic backgrounds. These include Ugandan IDPs, Bududa survivors, as well as refugees from Kenya, Democratic Republic of Congo (DRC), South Sudan, Burundi and Rwanda. The diverse ethnic people are divided into more than 50 tribes (Dan, 2018).

There are 19 secondary schools in Bweyale Town Council (BTC). The central ward has 7 schools, the northern ward has 4 schools while the southern ward has 8 schools. Some of these schools have less than 50 students in total while others have more than 1,000 students. The distribution of number of teachers is more or less the same as the number of students as indicated in Table 3.1.

Source: Head/teachers of the 19 schools

3.1 Study Population

The study focused on Secondary schools in Bweyale Town Council which is made up of 3 wards (Northern, Southern and Central). It comprises of 19 secondary schools making up a total population of 7,253 of which are 19 head teachers, 283 teachers and 6951 students. And out of the 19 secondary schools, there are only 10 schools at this particular time of COVID-19 with S4 students present totaling to 176. The teacher population of the 10 schools with S4 present was 126, head teachers inclusive.

The researcher chose only 6 secondary schools out of the 10 secondary schools basing on the administrative division into wards. The actual study population for this study comprised of 6 head teacher, 44 teachers and 118 S4 students. Focusing on the research problem and objectives, both teachers and students were relevant participants in this study and hence their selection for inclusion in this study.

3.4   Sampling procedure

Sampling is the process of selecting a number of individuals for study in such a way that the individuals selected represent the large group from which they are selected (Mugenda and Mugenda (2003). The main target group of sampling were the head teachers, teachers and Senior Four students in selected secondary schools BTCKD. The sampling procedures that were used to get a true representation of the entire population included purposive and convenience and simple random sampling technique. 2 secondary schools from Central ward, 2 secondary schools from the Northern Ward and 2 secondary school from Southern Ward were selected.

This sampling comprised of the 6 head teachers, 7 teachers per school and 19 students per S4 class. This selection for head teacher was purposive. This technique was preferred because the head teachers held information considered indispensable for the study. The teachers were selected using convenience sampling technique. Those found at schools received the questionnaires to fill in. This is because they were the first to be visited by the researcher. And they were directly involved in the teaching/learning process and hence come in direct contact with the instructional materials.

Therefore, they were in a position to answer on how instructional materials were used in the respective schools and thus relationship with quality learning. The senior four students were selected through simple randomization to participate in the study because homogeneity and most importantly, because they were the direct recipients and were able to give information on how the utilization of instructional materials had affected their learning towards quality results in the past four years.

3.4.1    Sample size

The sample size for this study included; 6 head teachers out of 10 head teachers, 44 teachers out of the 54 teachers and 118 students of ‘O’ Level out of 176. The total population of the participants will therefore be two hundred fourty six (168).

The sample size appropriate for this population as determined by Morgan and Krejcie (1970) table was therefore 246 respondents. The table below illustrates the distribution of the sample among the population of the study (Small Sample Techniques, 1970).

Table 3.2. Sample Size Determination

The sample size for this study will include 6 head teachers out of 10 head teachers, 36 teachers out of the 180 teachers and 48 students of ‘O’ Level. The total population of the participants will therefore be ninety (90).

3.4.2         Sampling technique

A multi-stage sampling design was used in this study. The head teachers were selected purposively, teachers were selected conveniently and the Senior Four students were selected randomly. The stages were selection at ward level, school level as well as level of actual participants (teachers and students). At ward and school levels, a proportional approach was considered to ensure proportional representation of wards and schools in the sample space. To obtain the samples, the names of the schools in each ward was written on pieces of papers, put in a container and then 2 pieces of papers will be drawn randomly. The schools whose names were picked were the ones to participate in this study. This technique helped the researcher to ensure that all the elements in the population had equal chance of being selected and there was be no biases

3.5      Data collection methods and Instruments

The study adopted a range of data collection methods in order to collect data on utilization of instructional materials and quality of learning in secondary schools in Bweyale Town Council. The primary data from the teachers and students were collected using questionnaire with the help of questionnaire instruments in order to get the first hand information. Interviews were used to collect data from the head teachers to complement the information that was generated from the questionnaires with the help an interview guide. Observation was used to capture data that may not have been captured using questionnaires and interviews and was used to complement and triangulate during the data analysis.

3.5.1 Questionnaire

Questionnaire was used to gather data from teachers and students. The questionnaire consisted of both closed and open-ended questions. The closed ended questions helped the researcher in the classification of classes taught by a particular teacher.  This later helped in data analysis. While the open-ended questions were intended to permit greater depth of responses by stimulating respondents to give their insights on utilization of instructional materials and quality learning (Mugenda &Mugenda, 2003). The researcher prefers this because of the nature of the respondents being large in number and it is affordable. As well, it was easy to collect the data within a limited time framework.

The questionnaire for the teachers consisted of two sections. Section one consisted of  background information on classes and year of experiences and section two collected data on the utilization of instructional materials on quality learning with close and open-ended questions. The questionnaire was administered to the teachers because they are directly involved in the teaching/learning process and hence come in direct contact with the instructional materials. Therefore, they were in a position to answer on how instructional materials were used in the prospective schools and thus relationship with quality learning.

The questionnaire for the students consisted of two sections. Section one collected data on student’s identity because the some of the schools are mixed and others are not, this later helped in the data analysis. While Section two of the questionnaire, collected data regarding the utilization of instructional materials for quality learning. Questionnaire is preferred for students because they come into direct contact with Instructional Materials and they are the recipients. As such, they will be able to respond on the effect of utilization of Instructional materials in respect to whether this utilization has been effective on them or not.

The researcher developed the questionnaire on a Likert scale with a five-response continuum of strongly agree, Agree, Undecided, Disagree and strongly disagree. The respondent then selected responses that best described his/her reaction to the statement (Bosco, 2014).

• Interviews

Both structured and unstructured interviews were administered to the Head teachers. Interviews were used because they have the advantage of ensuring probing for more information, clarification and capturing facial expression of the interviewees, Amin (2005). In addition, they also gave an opportunity to the researcher to revisit some of the issues that had not been thorough in the other instruments and yet they deemed indispensable for the study. The interview guide was used to collect data from the head teachers. They were interviewed because they were the overall administrators of the school and they are fully in charge of acquisition and maintenance of the instructional materials. The researcher assumes that they were in a position to give information which covers the research questions on the utilization of instructional materials on quality learning. The data collection tool was the interview guide. The unstructured interviews were used to bring out some preliminary issues so that variables that need further investigation could be identified.

• Observation

Questionnaires and interviews were accompanied with observation approaches, which were done at an agreed date with the subject teachers.

Observation was used to assess the actual situation on the ground, implementation of teaching using utilization of instructional material. Observation was particularly used in trying to analyse the availability of instructional material. Amin (2005) asserts that observation provides additional unexpected information which may be encountered during observing sessions.The researcher had an observation checklist which was used to observe directly and indirectly the teaching and learning process in the schools thus observing the different types of instructional materials used for obtaining quality learning.

Observation approaches is preferred to this study because it helped in establishment of the validity of data that was collected using questionnaires and interviews. It was also used to collect data about utilization of the different instructional materials (visual, audio and audio-visual) by teachers for the production of quality learning.

3.6 Quality Control Methods

According to (Amin, 2005), to ensure validity and reliability of data collection instruments, Questionnaires and interview guide were designed and pre-tested with Head teachers, teachers and students in other secondary schools in Bweyale Town Council who were not be part in the study. A test-retest was done in a lapse of (2) weeks to establish the consistence in responses. Amin (2005) states that test-retest reliability is used to measure the extent to which the instrument produced consistent scores when the same group of individuals were repeatedly measured under same conditions. The same results of pre-test was used to modify the items in the instruments. All the data collected using the methods above was subjected to errors arising from omissions, administering of interview schedules, sampling and many others.

Data quality control measures was adapted to ensure near error free data analysis. To ensure quality questionnaire answers, the researcher checked and compared the replies given by the respondents at different times. The questions was pretested on selected population to obtain the relevancy of the questions to this study. This was done two (2) weeks before data collection exercise. The quality control methods for this study was determined by calculating the content validity index for the questionnaire as seen below;

Content Validity Index (CVI) (1) = Number of relevant questions as per consultant 1

                                                             Total number of questions/statements

The validity of the questionnaire was tested using the content validity test (CVI).

CVI     =   R            

R+N+IR

Relevant (R), Neutral (N), to Irrelevant (IR).

Or

Content Validity Index (CVI) (1) = Number of relevant questions as per consultant 1

Total number of questions/statements

The closer to one the CVI the more valid is the instrument. The results of the CVI are shown in table 3.4 below.

Table3.4: Showing the Content Validity Index of the study variables

Source: From expert judgment

Table 3.4 above show that all variables had a high CVI suggesting that they were valid in measuring what they were supposed to measure.

Cronbach’s alpha coefficient was used to test for internal consistency of the research variables to test for the reliability of the questionnaire considering only variables scoring a coefficient from 0.70 and above as acceptable for social research (SPSS Module guide) and the findings are shown in table 3.3 below.

Table3.3: Showing the reliability analysis

Sources: From primary data reliability test in SPSS

Table 3.3 a above show the alpha values of Visual  instructional materials = 0.96;  Audio instructional materials =  0.76; Audio-visual instructional Materials = 0.95 and Quality of learning = 0.87 which are higher than 0.70 recommended for social sciences; meaning that all the items used to measure each variable were consistent in measuring the variable.

Reliability of the questionnaire form as an instrument, that is the extent to which the instrument yields consistent results on repeated trials (Creswell, 2003: Mugenda and Mugenda, 2003), was be guaranteed by re-administering the same instruments of data collection to a sample of respondents from two schools in the neighbouring Kiryandongo Town Council( not part of the study respondents), (i.e Kigumba High School and Kiguma Royal High school). This test-retest technique of assessing reliability of instrument was conducted after an interval of two weeks. This was done in order to compare the responses obtained and find out the similarity of results and the consistency in the findings as established by the test-retest method of determining instruments reliability. A Correlation Co-efficient between the first and second results was computed using the Pearson product correlation coefficient which will be generated using the statistical package for social scientist (SPSS) software to determine reliability. According to Nachmias and Nachmias (2009) positive coefficient of over 0.7 is considered to be reliable, and the higher the coefficient the more reliable the instruments. This reliability test paved the way for data collection from the area of study. In order to get the Pearson product correlation coefficient, the researcher also used the formula below (Kombo & Tromp, 2006).

r=         NΣxy – (Σx) (Σy

√[NΣ(xy2) – (Σx2)] [NΣ(y2) – (Σx)2]

Where

r = pearsons correlation coefficient

x = values in first set of data

y = values in second set of data

N = total number of scores

Reliability of the questionnaire form as an instrument, that is the extent to which the instrument yields consistent results on repeated trials (Creswell, 2003: Mugenda and Mugenda, 2003), will be guaranteed by re-administering the same instruments of data collection to a sample of respondents from two schools in the neighbouring Kiryandongo Town Council( not part of the study respondents),  This test-retest technique of assessing reliability of instrument will be conducted after an interval of two weeks. This will be done in order to compare the responses obtained and find out the similarity of results and the consistency in the findings as established by the test-retest method of determining instruments reliability. A Correlation Co-efficient between the first and second results will be computed using the Pearson product correlation coefficient which will be generated using the statistical package for social scientist (SPSS) software to determine reliability. According to Nachmias and Nachmias (2009) positive coefficient of over 0.7 is considered to be reliable, and the higher the coefficient the more reliable the instruments. This reliability test will pave the way for data collection from the area of study. In order to get the Pearson product correlation coefficient, the researcher will use the formula below (Kombo & Tromp, 2006).

r=        NΣxy – (Σx) (Σy

√[NΣ(xy2) – (Σx2)] [NΣ(y2) – (Σx)2]

Where

r = pearsons correlation coefficient

x = values in first set of data

y = values in second set of data

N = total number of scores

3.7 Data management, processing

Data management shall be carried out after the data collection process. This will be done by editing the data collected, coding it and preparing it for data analysis. Specifically for data editing, focus will be put on how well the response is understood. For items that are not well understood and those that are not well responded to shall be set aside and will not be included as good data for analysis. The data collection forms that will be less than 40% filled will be set aside as well. Data from interview and observation shall be further checked to establish understand-ability of the data.

3.8  Data processing and Analysis

The researcher used both qualitative and quantitative methods of data analysis. Quantitative data got from questionnaires was computed into frequency counts and percentages. Qualitative data got from interviews and open ended questions from the questionnaires was arranged into themes according to the stated objectives, content analysis was performed from the narrative forms. Multiple regressions was later used to determine the degree and nature of relationship between the independent and dependent variables, and to assess the strength and direction of relationship between the variables.

The data gathered from interviews, related literature from previous related research was used to offer additional interpretation of the data. The interpretations from the data analysis was used to draw conclusions and make recommendations. The suggestions from the participants was used to draw recommendations on how to improve on the utilization of instructional materials and quality of learning.

3.9   Ethical consideration

Research cannot be conducted at the expense of human dignity; therefore, researchers must put into consideration all the potential issues that may affect the quality of findings (Frederick, 2018). However, the researcher  followed all the professional guidelines of research including official introduction from the Uganda Martyrs University (obtaining permission to conduct the study in the selected secondary schools in BTCKD, a covering letter was attached on to the questionnaire containing a brief introduction of who the researcher is and of the study, explanation of confidentiality to be observed, stating that names of participants were not recorded on the questionnaire and interview guides. The researcher distributed the questionnaire personally and respondents were given a period of five days to fill them. Once completed, the questionnaire were collected and checked for completeness and clarity).

An informed consent was sought for before engaging any respondent in the study. This involved explaining the study objectives to the respondents before an interview was conducted. The researcher notified the respondents about the objectives, risks, benefits, confidentiality or records (Mugenda, 2011).

The searcher also made it open to them that it is completely voluntary to participate in the research study.  The researcher assured the respondents that the research is voluntary and was used for academic purposes; and their participation or withdraw from it was at liberty. In the case of this study, disclosure may lead to job insecurity especially where the answers are in the negative and the supervisors of the respondents my not be agreeable. In order to safeguard these ethical concerns, the researcher employed a research assistant from outside UMU environment to assist in the process of data collection.

3.10 Limitation of the Study

These are the characteristics of design or methodology that hinders the application or interpretation of the results of a research problem. Theofanidis et al (2019), states that, being aware of the limitation helps the researcher to avoid the setback over viewpoint in course of study.

The researcher chose 6 Secondary Schools within BTCKD at ward level, school level as well as level of actual participants (head teachers, teachers and student); this was enough to gather the researcher’s requisite in this study. The study involved head teachers, teachers and students of S4 who have been directly involved in the use of instructional materials for the last four years. The research findings therefore were only be generalized to other areas with similar characteristics; that is generalization should be done with a lot of caution.

Uganda at the moment is undergoing the outbreak of Cvid-19 pandemic which has greatly affected its education system and the very academic year in which the research was to be carried out. This affected the intended time for research and the research variables since most learning moved from being in person to virtual in the so called e-learning.

At the time this research was carried out, the researcher had to convince the head teachers and the teachers and assured them of the confidentiality and intentions of the research so as to yield into their acceptance for the collection of the Data to meet the objectives.

CHAPTER FOUR 

PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS

4.0       Introduction

This chapter presents the result of the data analysis and interpretations of the findings according to the study objectives. The type of analysis conducted to answer the research questions were descriptive statistics, which provided responses to research questions one and two and the correlation and regression analyses which provided answers to research question three.

The presentations of the findings are organized around the key variables of the study; utilization of instructional materials contribute to quality learning in selected Secondary Schools in Bweyale Town Council, Kiryandongo District (BTCKD. Bio-data has been analyzed and presented to provide relevant characteristics of the respondents.

4.1. Characteristics of the Respondents

This section gives the characteristics of the respondents in form of cross tabulations on age, gender, their education level, teaching experience since graduation and their teaching experience in current Schools. This is based on the information provided on the questionnaire by the respondents themselves.

 4.1.1 The Sample Response Rate

The research targeted ….respondents from  6 secondary schools within Bweyale Town Council in Kiryandongo District, ….teachers , and …. senior four students. The teachers and students responded to the questionnaire. Six head teachers were also interviewed. The response rates are summarized below.

Table 4.1: The Sample Response Rate

Source: Field Data (2021)

Findings in table 4.1 above indicate that the targeted number of respondents and those that actually participated in the study were equal. This implies that the study realized 100% response rate.

4.2.1. Gender of Respondents

The characteristic of the respondents the study sought to find out was gender of the students. This was done to establish the extent to which the study represents the voices of the different sexes. Findings relating to the gender of the respondents are captured in the table below.

Table 4.2: Gender of the Respondents

Source: Field Data (2021)

According to table 4.2above, majority of the respondents (….%) were male and the rest (…%) were female. and …% were male students; and …0% were female students. The finding indicates that the study represents at least a third of the female voices and two third of the male voices. The findings further indicate that the study brings out the voices of the students.

4.1.4 Teaching Experience since Graduation

The study also sought to establish the teaching experience of the teachers on ground that this is the yardstick for judging whether or not the respondents were adequately experienced in teaching and therefore speak from an informed perspective. The respondents‟ teaching experience since graduation is captured in table 4.4 below.

Table 4.4: Teachers’ Teaching Experience since Graduation

Source: Field Data (2021).

The study established that those below 5 years constituted 28.2%, respondents who had taught between 5-10 years, 48.7%, while 7.7% of the respondents have worked 10-15 years and 15 above years constituted 15.4%. The findings above indicate that the respondents of the study had adequate experience in teaching given the number of years spent in the job. Their responses are therefore considered valid and reliable.

4.1.5 Teaching experience in the current schools

The study was also intent in establishing the teachers’ experience in teaching in their current secondary schools. This was meant to measure their expertise in the utilization of instructional materials as well as the contribution they make to quality learning. Teachers‟ experiences in instructional materials in their current schools is represented by table 4.5 below.

4.5 Teaching experience in the current schools

Source: Field Data (2021).

The study established that those below 5 years constituted 20.6%, respondents who had taught between 5-10 years in the current secondary schools made up 23.1%,  while 5.% of the respondents have worked in the current schools between 10-15 years and 15 above years constituted 2.6%. The findings above indicate that majority of the respondents from selected schools had adequate experience in teaching given the number of years spent in their current job. Their responses are therefore considered valid and reliable.

4.2.1. Distribution of gender by age group of the respondents.

The distribution of gender by age group was arrived at by conducting a cross tabulation of the two items and using Pearson’s chi-square statistics to determine any significant difference between gender and age group of the respondents. The findings are shown in table 4.1.below.

P< 0.05

Chi-square x² = 6.292^a, df = 4, p = 0.178

Source: Primary data

Table 4.1 above shows that the majority of the respondents were males’ constituting 53.3% while the females constituted only 46.7%. Among the male and female respondents the majority (41.1%) were in the age group 16-19years. This was followed by 21.1% who were in the age group 20-29 years, 16.7% who were in the age group 40-49years and 13.3% who were in the age group 30-39 years. Other respondents were of the aged between 50 &  Above years (7.8%%). Pearson’s Chi square statistics revealed no significant difference between age and gender of the respondents (x² = 6.292^a, df = 4, p = 0.178) suggesting that both genders were equally distributed among the age groups.  This study findings on gender and age suggests that both male and female from selected Secondary Schools in Bweyale Town Council, Kiryandongo District (BTCKD)s’ opinions were captured in this study a majority (41.1%) were in the age group 16-19 years. This was followed by by 21.1% who were in the age group 20-29 years and these were the majorly students. and teachers.

4.2.2. Distribution of sex by Category of the respondents.

The distribution of gender by education level of the respondents was arrived at by conducting a cross tabulation of the two items and using Pearson’s chi-square statistics to determine any significant difference between gender and education level of the respondents. The findings are shown in table 4.2.1 and table 4.2.2.  and Figure 4.1 below.

P< 0.05

Chi-square x² = 1.356^a, df =2, p = 0.508

Source: Primary data

Table 4.2  and Fig 4.2 above show that among the male and female respondents the majority of respondents (53.3%) were of students while 40.0% possessed were teachers and 6.7%  constituted the Headteachers. Pearson chi-square statistics revealed no significant difference between SEX * Category of respondents (x² = 1.356^a, df =2, p = 0.508) suggesting that both genders were equally distributed along the Category of respondents . This study finding suggests that this study used respondents who were fairly categorised and most suited to give useful information.

4.2.3. Teaching experience since graduation (reasons (must be establish before the techniques)

The distribution of School by Teaching experience since graduation of the respondents was arrived at by conducting a cross tabulation of the two items and using Pearson’s chi-square statistics to determine any significant difference between School by Teaching experience since graduation of the respondents. The findings are shown in table 4.3 below.

P< 0.05

Chi-square x² = 10.725^a, df =15, p = 0.772

Source: Primary data

Table 4.3 above shows that among the respondents from selected Schools the majority were equally selected constituting 17.9% respectively from Star integrated, Alliance, Dorah Bloch Integrated S.S, Bwelaye Public S.S, Blessed Mother Theresa and only  Panyadoli Self Help Sec Sch constituted 10.3%

Summary Only Teachers  who have teaching experience since graduation  Below 5 years constituted 28.2%,

Those with  teaching experience since graduation  between 5 – 10 years  constituted 48.7%, Those with  teaching experience since graduation  16 and above years constituted 15.4% while the least teaching experience since graduation  between 11 – 15 years  constituted 7.7% . Pearson’s chi-square statistics revealed no significant difference between School * Teaching experience since graduation of the respondents (x² = 10.725^a, df =15, p = 0.772) suggesting that both School * Teaching experience since graduation were equally distributed along the available Schools within this jurisdiction. This study finding suggests that there existed Star integrated, Alliance, Dorah Baloch Integrated S.S, Bwelaye Public S.S, Blessed Mother Theresa and only  Panyadoli Self Help Sec Sch respondents whose opinions  informed this study within Bweyale Town Council, Kiryandongo District (BTCKD).

4.2.4. (Years of teaching experience in the Current School) Distribution of School by how many years have you taught in their respective

school by the respondents.

The years of teaching experience of the respondents in the current school of the respondents was arrived at by conducting a cross tabulation of the two items and using Pearson’s chi-square statistics to determine any significant difference between School by how many years had  taught in their respective  school  of the respondents. The findings are shown in table 4.4 below.

P< 0.05

Chi-square x² = 14.393^a, df =15, p = 0.496

Source: Primary data

Table 4.4 above shows that among the respondents from selected Schools the majority were equally selected constituting 17.9% respectively from Star integrated, Alliance, Dorah Baloch Integrated S.S, Bwelaye Public S.S, Blessed Mother Theresa and only  Panyadoli Self Help

Sec Sch constituted 10.3%. When asked For how many years had taught in these school,  Below 5 years amajority were from Dorah Baloch Integrated S.S, Blessed Mother Theresa (10.3% ) respectively, 5 – 10 years had Alliance (12.8% ), Bwelaye Public S.S (10.3% ), In the racket of 11 – 15 years; Star integrated (2.6% ), Blessed Mother Theresa (2.6% ),  while under 16 & above Yrs constituted only Star integrated, Alliance and Panyadoli Self Help Sec School with  (2.6% ) respectively. Pearson’s chi-square statistics revealed no significant difference between School * how many years they had taught in these schools of the respondents (x² = 10.725^a, df =15, p = 0.772) suggesting that both School * how many years they had taught in these schools were equally distributed along the available Schools within this jurisdiction. This study finding suggests that there existed Star integrated, Alliance, Dorah Baloch Integrated S.S, Bwelaye Public S.S, Blessed Mother Theresa and only  Panyadoli Self Help Sec Sch respondents  in which a majority had taught for Below 5 years  constituting  46.2%, 5 – 10 years  constituted 41.0%,  16 & above Yrs  constituted 7.7% while the least had taught for in between 11 – 15 years constituting 5.1% whose opinions  informed this study within Bweyale Town Council, Kiryandongo District (BTCKD).

4.3. Empirical findings

The empirical findings are presented and analyzed using descriptive, correlation and regression results in relation to the specific objectives. The main aim was to assess how the utilization of quality instructional materials contribute to quality learning in selected Secondary Schools Bweyale Town Council, Kiryandongo District (BTCKD).

In this section the study findings are presented as follows:

To explore how utilization of visual instructional materials contributes to quality learning in selected Secondary Schools in BTCKD;

To find out how utilization of audio instructional materials contributes to quality learning in selected Secondary School in BTCKD;

To explore how utilization of audio-visual instructional materials contributes to quality learning in selected Secondary School in BTCKD and lastly quality learning in selected Secondary School in BTCKD. Not needed here

4.2 How utilization of audio instructional materials contributes to quality learning

To explore how utilization of visual instructional materials contributes to quality learning in selected Secondary Schools in BTCKD was the first objective of this study. The findings of this objective were gathered from questionnaire, documentary reviews, interviews and observations made on spot. The study analyzed how utilization of visual instructional materials contributes to quality learning and the findings on each of this attributes are displayed in table 4.5, table 4.6 and table 4.7 below.

Table 4.5: Showing the mean and standard deviation per utilization of visual

instructional materials attribute as responded to by teachers.

Source: Primary data

Table 4.5 above shows that  in the various Schools  the Teachers  respones  to which instructional materials are available in your school  as follows; Yes textbooks were available (Mean = 1.00, Std. dev = .000), Yes textbooks were available (Mean = 1.00, Std. dev = .000), Yes Study guides were available (Mean = 1.28, Std. dev = .560), Yes Pictures were available (Mean = 1.38, Std. dev = .544), Yes Charts were available (Mean = 1.05, Std. dev = .223) suggesting that on overall, the respondents said yes to having those instructional materials in their schools.

Table 4.5 above shows On the contrary  that some Teachers said No to having  Maps (Mean = 1.62, Std. dev = .493), Hand-outs notes (Mean = 1.69, Std. dev = .468).

This is……………………………………………………………………………………………………………………………………..

Table 4.6: Showing the mean and standard deviation per utilization of visual

instructional materials attribute as responded to by students

Source: Primary data

Table 4.5 above shows that  when the students were asked to  simply tick the box against the response that best described what they knew about instructional materials in their school they responded as follows;

They were undecided on Study guides being provided alongside textbooks for students to use (Mean = 2.96, Std. dev = 1.469), they were undecided on the use of printed materials (e.g. Photographs) by students is regular 2.84, Std. dev = 1.528), suggesting that on overall, the respondents perceived they were not sure of the school providing study guides. Similarly, table 4.5 above shows that the respondents were undecided on  Real objects   (  bones  ) are always during practical lessons (Mean = 2.80, Std. dev = 1.755), However they disagreed that Hand-outs are always given to students for making readings at a given time (Mean = 2.29, Std. dev = 1.460),

Similarly respondents agreed that Charts are always used during teaching and learning (Mean = 3.51, Std. dev = 1.515),

………………………………………………………………………………………………………..

Source: Primary data

Table 4.7 above shows that  when the teachers were asked how often they used the following instructional materials in the teaching and learning process. They were as follows; Respondents very oftenly used Textbooks (Mean = 3.92, Std. dev = 0.354),

Chalkboards, (Mean = 3.62, Std. dev = 1.016). Suggesting that on overall, the respondents perceived they often used text booksand chalkboards as instructional materials in the teaching and learning process.

Similarly, table 4.7 above shows that the respondents oftenly used; Study guides(Mean = .10, Std. dev = 1.273),  Hand-outs notes (Mean = 2.56, Std. dev = 1.294), Charts  (Mean = 3.49, Std. dev = .854),

However other respondents  said they  rarely used; Posters  (Mean = 2.26, Std. dev = 1.294),    Real objects  ( e.g  Human skeleton  )  (Mean = 2.38, Std. dev = 1.184),  Pictures (Mean = 2.26, Std. dev = 0.880),   Maps (Mean = 2.15, Std. dev = 1.136)  it was revealed that Posters, Real objects  ( e.g  Human skeleton  ) , Pictures and Maps were rarely used as instructional materials in the teaching and learning process by teachers in these Schools.

…………………………………………………………………………………………………………………………………….Finally table 4.7  above also shows …………………………………………………..

Piaget theoretically explains that,  (Alice Sterling; 2012).

………………………………………………………………

4.3.1.1. Correlation analysis between Visual Instructional materials and quality learning

in selected Secondary Schools in BTCKD.

To test if there was relationship between Visual Instructional materials and quality learning

in selected Secondary Schools in BTCKD, a correlation analysis was conducted using Pearson’s correlation coefficient and significance at the two tailed level. The findings are presented in table 4.8 below.

Table 4.8: Showing Correlation matrix between Visual Instructional materials and

Quality learning in selected Secondary Schools in BTCKD.

Source: Primary data.

Table 4.8 above shows the Pearson’s correlation coefficient r = 0.506** between Utilization of Visual Instructional Materials and Quality Learning suggesting that the two variables were related. The r = 0.506** and significance p = 0.001 between Utilization of Visual Instructional Materials and Quality Learning in selected Secondary Schools in BTCKD. Suggests that there was a high positive significant relationship between Utilization of Visual Instructional Materials and Quality Learning. This has policy implication in that to achieve the desired Utilization of Visual Instructional Materials for Quality Learning, there was need for increased effective enhancement of practices so as to align and induce Utilization of Visual Instructional Materials and Quality Learning.The study therefore found out utilization of visual instructional materials contribute to quality learning in selected Secondary School of BTCKD. It was also reported that

…………………………………………………………………………..

4.3.1.2. Regression model between utilisation of Visual Instructional materials and quality learning in selected Secondary Schools in BTCKD.

A regression analysis was conducted to measure the extent to which utilisation of Visual Instructional materials was related to quality learning using the adjusted R² values, standardized beta values, t values and the significance measured at 0.05 level. The results of are tabulated in table 4.9 below.

Table 4.9: Showing Regression results between utilisation of Visual Instructional

materials and quality learning in selected Secondary Schools in BTCKD

1. Predictor: (constant), utilisation of Visual Instructional materials

2. Dependent Variable: quality learning

The regression model in table 4.9 above shows adjusted R² value of 0.11 between utilisation of Visual Instructional materials and quality learning suggesting that utilisation of Visual Instructional materials predicted 0.11 of the variance in quality learning. Thus a 11% improvement or alignment of the utilisation of Visual Instructional materials through variouse departments. a 1.10% positive utilisation of Visual Instructional materials leading to quality learning. The R² = 0.110, beta 0.506, t = 0.499, and significance 0.620 suggested that utilisation of Visual Instructional materials was a strong significant predictor of quality learning. The implication is that to achieve the expected utilisation of Visual Instructional materials levels, stakeholders should carry out effective training programs at all times. The stakeholders of Bweyale need to set and communicate  properly and adequately to the teachers and students, analyze the external and internal environment, help them set objectives and deploy ample resources to ensure the achievement alignment of desired utilisation of Visual Instructional materials with their desired goals in a participatory manner to quality learning.

4.3.2    Exploring how how utilization of audio instructional materials contributes to quality learning in selected Secondary School in BTCKD.

To find out how utilization of audio instructional materials contributes to quality learning in selected Secondary School in BTCKD was the second objective of this study. The findings of this   objective were gathered from questionnaires, interviews and documentary review. Utilization of audio instructional materials response is well captured in the conceptual framework. The study found out how utilization of audio instructional materials contributes to quality learning in selected Secondary School in BTCKD and the findings on each attribute are presented in table 4.10 below.

Table 4.10: Showing the mean and standard deviation for each of the utilization of audio

Instructional materials response items

Source: Primary data

Table 4.10 above shows that when the respondents were asked which instructional audio Instructional materials were available in their school,the following were the responses ; Teachers said No to the availabilty of Tape-recorded (Mean = 1.95, Std. dev = 0.510). Disc recordings (Mean = 2.03, Std. dev = 0.428).Sound distribution systems (Mean = 2.03, Std. dev = 0.362).   Radios (Mean = 2.00, Std. dev = 0.397).   This suggests that the teachers indeed face many challenges in attaining quality learning due inadequacies in audio instructional materials .

Similarly Table 4.10 above shows that when the Teachers were asked How often they used the audio instructional materials in the teaching and learning process, they responded as Not all  to; Tape-recorded (Mean = 1.46, Std. dev = 0.643). Disc recordings (Mean = 1.44, Std. dev = 0.641).Sound distribution systems (Mean = 1.33, Std. dev = 0.621).   Radios (Mean = 1.33, Std. dev = 0.621).

Finally  Table 4.10 above also shows that when the students were asked  to best describes what they know about instructional materials in their school ,they expressed the following opinions;

Students strongly disagreed with the Use of tape recordings in the school being  frequent (Mean = 1.45, Std. dev = 0.702), Students equally disagreed on disc recordings in the school  being  frequent, (Mean = 1.48, Std. dev = 0.814),   They also strongly disagreed with the Use of sound distribution (loudspeakers) systems being regular  at School(Mean = 1.35, Std. dev = 0.688),  Students strongly disagreed that Radio is always used (Mean = 1.37, Std. dev = 0.799)

4.3.2.1 Correction analysis between how utilization of audio instructional materials

contributes to quality learning in selected Secondary School in BTCKD.

To test if there was a relationship between utilization of audio instructional materials and quality learning, a correlation analysis was conducted using Pearson’s correlation coefficient and significance at the two tailed level. The findings are presented in table 4.11 below.

Table 4.11: Correction results between how utilization of audio instructional materials

contributes to quality learning.

*Correlation is significant at the 0.05 level (2-tailed).

Source: Primary data

The results in the correlation matrix shown in Table 4.11 above revealed Pearson’s chi-square correlation coefficient r =   .417* between utilization of audio instructional materials and Quality Learning The r = .417* and significance p = 0.008 between utilization of audio instructional materials and Quality Learning suggests that there was a positively significant relationship between   utilization of audio instructional materials and Quality Learning.

This has policy implication in that to enhance utilization of audio instructional materials, there was need for selected Secondary School in BTCKD stake authorities and stakeholders to effectively carry out the functional responses by

establishing, following up  structures and responsibilities, establishment of standard procedures and policies in the selected Secondary School in BTCKD that can foster  utilization of audio instructional materials for quality learning.

The study there confirmed that utilization of audio instructional materials contributes to quality learning in selected Secondary School in BTCKD.

4.3.2.2. Regression model between how utilization of audio instructional materials

contributes to quality learning.

A regression analysis was conducted to findout and measure how utilization of audio instructional materials contributes to quality learning in selected Secondary School in BTCKD. Using the adjusted R² values, standardized beta values, t values and the significance measured at 0.05 confidence level. The results of are tabulated in table 4.12 below.

Table 4.12: Showing Regression results between how utilization of audio instructional

materials contributes to quality learning in selected Secondary School in BTCKD

1. Predictor: (constant), how utilization of audio instructional materials
2. Dependent Variable: quality learning

The regression model in table 4.13 above shows adjusted R² value of 0.008 between utilization of audio instructional materials and quality learning suggesting that  utilization of audio instructional materials predicted 0.008 of the variance in  quality learning. Thus a 8% improvement in utilization of audio instructional materials functional approches would produce a 0.8% improvement in the responses that eliminate quality learning in the in selected Secondary School in BTCKD. The R² = 0.008, beta .417, t = 1.205, and significance 0.232 suggested that utilization of audio instructional materials was a significant predictor of quality learning.

The implication is that to achieve the expected utilization of audio instructional materials levels that help improve in quality learning in selected Secondary Schools Bweyale Town Council, Kiryandongo District (BTCKD) authorities and stakeholders should carry out effective inculcation  of change at all times. In other words achievement of quality learning should be based on clear pedagogical enhancements, structures and follow up of methods , establish standard operating procedures and policies aimed at Knowledge,understanding,skills imparting,Values  and Change of attitudes(KUSVA).

4.3.3    Exploring how how utilization of audio-visual instructional materials contributes to quality learning in selected Secondary School in BTCKD.

To explore how utilization of audio-visual instructional materials contributes to quality

learning in selected Secondary School in BTCKD the third objective of this study. The findings of this   objective were gathered from questionnaires, interviews and documentary review. Utilization of audio-visual instructional materials response is well captured in the conceptual framework. The study found out how utilization of audio-visual instructional materials contributes to quality learning in selected Secondary School in BTCKD and the findings on each attribute are presented in table 4.13 below.

Table 4.13: Showing the mean and standard deviation for each of the Audio-Visual

Instructional Materials response items

Source: Primary data

Table 4.13 above shows that when the respondents(Teachers ) were asked which audio-visual instructional materials were available in their school,the following were the responses ;

The Teachers said NO to the availability of items such as ; Videotapes (Mean = 4.30, Std. dev = 0.845). Tablets (Mean = 1.34, Std. dev = 0.486). Internet (Mean = 1.79, Std. dev = 0.767)., DVDS (Mean = 1.85, Std. dev = 0.432),YouTube channels (Mean = 1.92, Std. dev = 0.422), Movies (Mean = 1.72, Std. dev = 0.560).

However some teachers responded Yes to availabity of Television  (Mean = 1.33, Std. dev = .521), Computers (Mean = 1.34, Std. dev = 0.505) and Projectors (Mean = 1.00, Std. dev = 0.513).

This suggests that………………………………………………………………

From the interviews held with Headteachers It was evident that…………………………………….

4.3.3.1. Correlation analysis between how how utilization of audio-visual instructional materials contributes to quality learning in selected Secondary School in BTCKD.

To test how utilization of audio-visual instructional materials contributes to quality  learning in selected Secondary School in BTCKD, a correlation analysis was conducted using Pearson’s correlation coefficient and significance at the two tailed level. The findings are presented in table 4.14 below.

Table 4.14: Showing Correlation matrix between how utilization of audio-visual

instructional materials contributes to quality learning.

**  Correlation is significant at the 0.01 level (2-tailed

Source: Primary data

The results in the correlation matrix shown in table 4.14 above revealed Pearson’s chi-square correlation coefficient r = -0.199** between how utilization of audio-visual instructional materials and quality learning. The r = -0.199** and significance p = 0.000 between how utilization of audio-visual instructional materials and quality learning suggests that how utilization of audio-visual instructional materials contributes to quality learning.

This has policy implications in that to achieve the desired utilization of audio-visual instructional materials for quality learning there was need for District authorities to

……………………………………………………………………………………………………………………………………………………………………………………………………

4.3.3.2. Regression model between utilization of audio-visual instructional materials contributes to quality learning in selected Secondary School in BTCK.

A regression analysis was conducted measure the extent to which utilization of audio-visual instructional materials contributes to quality learning in selected Secondary School in BTCKD. Using the adjusted R² values, standardized beta values, t values and the significance measured at 0.05 confidence levels. The results of are tabulated in table 4.15 below.

Table 4.15.1-4: Showing Regression results between utilization of audio-visual

    Instructional materials and quality learning

The regression model in table 4.15.1-4; above shows adjusted R² value of 0.013 between utilization of audio-visual instructional materials and  quality learning suggesting that  utilization of audio-visual instructional materials’ predicted 0.013 of the variance in quality learning.Thus a 13% improvement or harmonizing of  utilization of audio-visual instructional materials would contributes to quality learning by 13% improvement.

The R² = 0.013, beta .199, t = 1.232, and significance 0.000 suggested that utilization of audio-visual instructional materials was a significant predictor of quality learning in Bweyale District.

The implication is that to ………………………………………………………………………

Conclusion

FIVE:

IMPLICATIONS,

CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

5.1 Implications of findings

5.2 Conclusions

5.3 Recommendations

5.4Suggestions for Further Research (if any)

References/Bibliography

Appendices

Appendix I

Appendix II

Appendix III

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APPENDICES

APPENDIX I: Proposed Budget for the study

APPENDIX II

Work plan

APPENDIX III

 QUESTIONNAIRE FORM FOR TEACHERS

SCHOOL OF POST GRADUATE STUDIES

UGANDA MARTYRS UNIVERSITY

P.O. BOX 5498, NKOZI,

UGANDA

QUESTIONNAIRE FORM FOR TEACHERS

INTRODUCTION

Sir/ Madam,

I am Aninayote Fulgence (Sr.) a post graduate student at Uganda Martyrs University, pursuing a Master of Education. I am conducting research on “Utilization of Instructional Materials and Quality learning in Secondary Schools in Bweyale Town Council, Kiryandongo District.’’ You have been selected to participate in this study as a stakeholder. Given that the study is purely for academic purpose, I would like to assure you that the information you will give us plus your identity will be treated with utmost confidentiality and will only be used for the purpose of the study. Thank you in advance.

Section A: Background Information

Please tick the correct option in the box provided

1. Indicate your teaching experience since graduation
2. Below 5 years ( )
3. 5 – 10 years (  )
4. 10 – 15 years (  )
5. 0ver 15 years (  )
6. For how many years have you taught in this school?

A   Below 5 years (  )

1. 5 – 10 years (  )
2. 10 – 15 years (  )
3. Over 15 years ( )

Section B

For each of the statements below, simply tick the box against the response that best describes your usage of instructional materials:

3. Which instructional materials are available in your school (please tick where appropriate)?

4. How often do you use the following instructional materials in the teaching and learning process?

5. What are the reasons for using the preferred materials in (7) above?

6. What other Instructional materials do you use apart from the ones in the questions above?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Thanks for your cooperation

APPENDIX VI

Interview Guide

1. Preferred visual materials: What visual instructional materials contribute more to quality learning?
2. Preferred audio materials: What audio instructional materials are more effective for quality learning?
3. Preferred audio-visual materials: What are the most effective audio-visual instructional materials?
4. Most effective instructional materials: According to your experience what are the best instructional materials that contribute more to quality learning?
5. Improved utilization of quality instructional materials: How can the utilization of quality instructional materials in your school be improved?

APPENDIX V

QUESTIONNAIRE FORM FOR STUDENTS

SCHOOL OF POST GRADUATE STUDIES

UGANDA MARTYRS UNIVERSITY

P.O. BOX 5498, NKOZI,

UGANDA

QUESTIONNAIRE FORM FOR STUDENTS

INTRODUCTION

Sir/ Madam, I am Aninayote Fulgence (Sr.) a post graduate student at Uganda Martyrs University, pursuing a Master of Education Degree in Management and Administration. I am conducting research on “Utilization of Instructional Materials and Quality learning in Secondary Schools in Bweyale Town Council, Kiryandongo District.’’ You have been selected to participate in this study as a stakeholder. Given that the study is purely for academic purpose, I would like to assure you that the information you will give us plus your identity will be treated with utmost confidentiality and will only be used for the purpose of the study. Thank you in advance.

Section A

Please tick the correct option in the box provided

1. Age ( )
2. Sex: Male ( ) Female ( )

SECTION B

For each of the statements below, simply tick the box against the response that best describes what you know about instructional materials in your school:

Thanks for your cooperation

Appendix VII

Observation guide checklist

Instructional Materials observed during teaching and learning process