Research consultancy

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:

a) They offer a reality of experience which stimulates self-activity on the part of the pupils.
b) They develop a continuity of thought this is especially true of motion pictures.
c) They contribute to growth of meaning and hence to vocabulary development.
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

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 utilisation of audio-visual instructional materials contributes to quality learning in selected Secondary School in BTCK

1.5 Research Questions

How does utilization of visual instructional materials contribute to quality learning in selected Secondary School of BTCKD?
How does utilization of audio instructional materials contribute to quality learning in selected Secondary School in BTCKD?
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.