THE INFLUENCE OF TEACHER PREPARATION AND USE OF INSTRUCTIONAL MATERIALS ON PRIMARY SCHOOL PUPIL'S PERFORMANCE IN INTEGRATED SCIENCE

By Dr. (Mrs.) Bolanle T. Danmole

Abstract
A total of two hundred {200} Primary five pupils from four selected primary school in four Local Government Area of Kwara State were selected for the study. Four teachers drawn from the four school participated in the study. The study was an experimental one of the pre-test and post-test control group design. A reliability coefficient of 0.84 was obtained from the pilot study scores. The mean gain scores were computed for each group of the pre-test and post-test scores. The pupils were exposed to instruction by the four different categories of teachers. The post test group mean score were compared using a t-test statistical analysis. Findings revealed a statistically significant difference in the mean gain scores of the experimental and control groups. Each group had fifty {50} primary five pupils.

Introduction
Science was Introduced Into the Nigerian Primary School curriculum because of the awareness of its importance and relationship with technology nationwide (Awokoya, 1979; Kusi Achampong, 1980). Also, a number of science curriculum projects for primary schools has been developed and constantly reviewed over the years. Such projects include African Primary Science Programme (APSP) ; later called Science Education Programme for Africa (SEPA) .Midwest (Bendel) Primary School Science. Nigerian Primary School Science Project, Primary Science for Northern States (Balogun, 1975), The Core Curriculum for Primary School Science (FRN, 1980) is the one currently in use in the Nigerian Primary Schools. One of the objectives of the Federal Government as regards primary school education stipulated in the National Policy on Education (FRN, '1981) is that: Government will also make available materials and manpower for the teaching of science. This has already been done by the introduction of science laboratories in the Grade II Teacher Training Colleges in order to increase the supply of elementary science teachers (section 3, 12) However, despite this stipulation and the fact that science curriculum development has come a long way, primary science is still beset with many problems. Empirical evidences with references to shortage of primary school teachers with appropriate science background have been documented (Abdullahi, 1980; Okeke 1986). Yet another .important aspect of primary school science teaching la the non-availability and Inadequacy of instructional materials such as textbooks, other teaching aids and simple science apparatus to demonstrate science phenomena (Jegede, 1982; Gyuse, 1982). The importance of training primary school science teachers in the modern methods of instruction and use of appropriate instructional materials and equipment deserve attention. This would provide an Interesting and meaningful learning situation for pupils, especially at this level of education when

concrete instructional aids are significant for the level of intelligence of pupils in the primary schools. This study was initiated to Investigate the influence of workshop experience .by way of teacher preparation and use of instructional materials on primary school pupils performance in Integrated Science.

Purpose of the Study

Specifically, the study was conducted to find out the influence of workshop experience of teachers and the use of instructional materials (hand out and textbook) on primary five pupils' performance in science. Accordingly, the following null hypotheses were formulated and tested statistically. Ho 1 There Is no statistically significant difference in the mean scores of pupils taught by science teachers with workshop experience and use of handout and those taught by teachers without workshop experience and without handout in the test administration i.e. WK + HT VS NO WK + NO HT. Ho 2 There is no statistically significant difference in the mean score of pupils taught by teachers with workshop experience and use of textbook and those taught by teachers without workshop experience and without the use of textbook in the test administered I.e. WK + TB VS NO WK + NO TB.

Meaning of Symbols
WK = Workshop experience HT = Use of handout TB = Use of textbook NO WK = No workshop experience NO HT = No use of handout NO TB = No use of textbook.

Research Method
The research design is an experimental one of the pre-test and post-test control group type. The instrument used was an achievement test designed, to find out primary five pupils' performance in integrated science after an instruction was given to them by various categories of teachers. The achievement test consisted of fifty (50,) questions of the objective type (multiple choice). The test was prepared based on the Core Curriculum for Primary Science.

Validation of the Instrument

The content of the test was examined by science education experts and modified accordingly. Also, a reliability coefficient of 0.84 was obtained after a test-retest method was applied to the pilot scores to determine the reliability of the test.

Sample and Sampling techniques

The target population for the study was the primary school pupils in four Local Government Areas of Kwara State. These were Ilorin Oyun, Irepodun and Ifelodun. One school was chosen from each of the Local Government Areas. Fifty pupils were chosen from each of the primary schools (both males and females) using a table of random numbers. Thus, a total of two

hundred (200) pupils constituted the sample, made up of 125 males and 75 females. A total of four (4) primary school science teachers participated in the study. These were teachers drawn from the four primary schools. Two of the teachers were exposed to workshop experience in Integrated Science while two were not. The teachers were categorised as follows: (1) One teacher with workshop experience was given a handout; (2) One teacher with workshop experience was given the recommended textbook. (3) One teacher was without workshop experience and without a handout; (4) One teacher was without workshop experience and without the recommended textbook. The two teachers were exposed to a series of workshops /Seminars and demonstrations on selected topics in Integrated Science in their Local Authorities for the two weeks before the study commenced.

Procedure for data collection

A pre-test was given to the selected primary five pupils through the participating teachers to determine their previous knowledge in integrated science. The answer sheets were collected the same day. After the treatment (i.e. exposure of the teachers to the workshop/seminars) and after having taught the pupils for four weeks, the post-test was administered to the pupils with the assistance of the teachers again. The post-test also lasted for one hour. The completed tests sheets were also collected the same day.

Data Analysis and Results

In the study, to find out if any difference existed in the performance of the pupils taught by the different teachers in the test administered, the means of the scores were calculated. In addition, a t-test statistical analysis was employed to determine if the difference in the mean score of each of the experimental and control groups was statistically significant. The tables and discussions that follow illustrate the effect of teacher preparation and use of instructional materials on pupils' performance in Integrated Science in the sampled primary schools. Table one (1) reveals an obvious difference in the mean score of pupils taught by teachers who had workshop experience and handout (experimental group) and those pupils caught by teachers without both workshop experience and handout (control group). The pos^-test mean scores were 64.2 and 56.0 respectively. Similarly, there was a difference' in the mean score of pupils taught by teachers with workshop experience and textbook (experimental group) 'and pupils taught by teachers without both workshop experience and textbook (control group). The Post-test mean scores of the experimental and control groups were 58.0 and 52.0 respectively. Table two (2), shows the result of the t-test statistical analysis to test null hypothesis one (Ho 1) earlier stated. A t-value of 4.571 was obtained at P<0.05. The hypothesis was therefore rejected because a statistically significant difference had been found in the mean scores of the pupils taught by teachers who had both workshop experience and use of handout (experimental group) and those taught by teachers without both (control group). In table three (3), the result of the t-test statistical analysis to test null hypothesis two (Ho 2), was rejected. This is because a t-value of 11.578 which was highly significant at P<0.05 was obtained. The t-value obtained indicated that there was a statistically significant difference in the mean scores of the pupils taught by teachers with workshop experience and use of textbook (experimental group) and pupils taught by teachers without both workshop experience and use of

textbook (control group).

Discussion
From this study, it is clear that preparation of teachers by exposure to workshop experience has been of immense benefit to the teachers. Furthermore, the use of instructional materials such as handouts and textbooks no doubt improved the quality of Table 1 Pre-test and Post-test mean scores of pupils' In Integrated Science test in the four Local Government Areas (Experimental and Control Group).
L. G. A. Experimental WK + HT Pre-test Post-test Ilorin Oyun Irepodun Ifelodun All the four Local Government Areas 56.8 *64.2 50.2 56.0 51.2 *58.0 48.2 52.00 62.5 58.8 48.8 57.1 69.9 63.9 58.9 64.0 Control MW + NO HT Experimental WK + TB Pre-test Post-test 58.6 51.4 46.4 48.1 59.9 59.7 53.8 58.5 Control NW + NO TB Pre-test Post-test 45.0 51.3 51.7 52.0 46.9 47.4 49.1 57.1

Pre-test Post-test 50.0 53.9 45.8 50.9 54.5 59.2 52.5 57.8

* Mean scores obtained by the experimental groups were the highest Table 2 Result of t-test statistical analysis to determine if there is a statistically significant difference in the mean scores of the experimental and control groups on the use of workshop experience and handout. Group Experimental Group WK + HT Control Group NW + NO HT 50.2 56.0 5.8 56.8 64.2 7.4 *4.5714 Pre - Test Mean Score Post - Test Mean Score Mean Gain Score t-value

* Significant at P<0.05; df - 49 Table 3 Result of the t-test statistical analysis to determine If there was a significant difference In the mean scores of the experimental and the control groups on the use of workshop experience and textbook. Group Pre - Test Post - Test Mean Gain t-value

Mean Score Experimental Group WK + TB Control Group NW + NO TB 48.2 51.2

Mean Score

Score

58.0

58.0 *11.578

52.0

58.0

* Significant at P<0.05; df = 49 the teachers' Instruction which was reflected in the performance of the pupils they taught. Thus, the pupils they taught had an edge over pupils taught by teachers who had not had the privilege of a workshop experience and use of instructional materials. The findings of this study, has made it possible to document .the assumption that, It is Important to prepare teachers adequately before they are allowed to teach. Also, the importance of teaching aids such as textual materials cannot be overemphasized. The findings of this study Is in agreement with Ogunniyi (1982) who found that Nigerian Primary school science teachers have to be retrained in the modern methods of instruction and on how to use appropriate learning materials and equipment to harness pupils enthusiasm and maximise learning. Furthermore, firstly, Instructional materials are considered to make the teachers work more effectively and secondly, to provide an enriched classroom atmosphere (Davis, 1972). Further, the findings in this study have some bearing with that conducted by Gyuse (1982) who observed that the school teachers who teach science lack the initiative and Interests to Improvise due to factors such as storage place for science materials and lack of Incentives for teachers. This is a pointer to the need for adequate preparation of the Nigerian Primary School teachers who teach science through constant workshops, orientation courses and seminars as this study has revealed Improved effectiveness In the teachers given such an opportunity.

Conclusion
Despite the improvement In the curriculum and adequate planning, the performance of pupils In the Nigerian Public Primary Schools still leaves much to be desired. The content has changed considerably, thus the methods of teaching cannot remain as the old traditional method. The necessity to provide appropriate training and exposure to constant workshop experience for teachers who teach science has become inevitable. There Is a need to expose them to new methods of teaching and use of simple apparatus for teaching science in the primary schools. The primary school pupils require knowledge of science right from the start in order to provide them with a solid foundation in science. Furthermore, without the use of instructional aids, it would be difficult for this category of learners to grasp or understand what they are taught because at this level most of them are still In the concrete operational stage where they cannot learn without concrete teaching aids.

Recommendations
From the results of the study the following recommendations are made: 1. ministries and education boards should sponsor primary school science teachers to attend workshops In order to acquaint them with new trends in science teaching, use of

simple apparatus and improvisation of instructional materials. 2. The primary schools should be provided with a store or room in which Improvised materials, and other concrete instructional materials such as models and specimens could be stored for the purpose of science teaching. The provision of the recommended textbooks would also go a long way to ease the problems of primary school teachers as most pupils cannot afford to buy them.

3.

References
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