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Uni International 300 N. Zeeb Road Ann Arbor, Ml 48106
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Ibe-Bassey, George Sylvester
AN ANALYSIS OF INSTRUCTIONAL MEDIA COMPETENCY OF THE NIGERIAN CERTIFICATE IN EDUCATION TEACHERS
The Ohio State University Ph.D. 1983
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University Microfilms International
AN ANALYSIS OF INSTRUCTIONAL MEDIA COMPETENCY OF THE
NIGERIAN CERTIFICATE IN EDUCATION TEACHERS
DISSERTATION
Presented in Partial Fulfillment of the Requirements for
the Degree Doctor of Philosophy in the Graduate
School of The Ohio State University
By George Sylvester Ibe-Bassey, B.Sc; M.A.
* * * * *
The Ohio State University
1983
Reading Committees Approved by
Prof. Robert W.Wagner
Prof. Ojo Arewa
Prof. William D.Taylor bp o by) a GjUJihJ
Prof. Robert Sutton Adviser
Faculty of Educational
Foundations and Research Dedication
To my Father, Mr.Sylvester Akpan Bassey Ibe my family, and Mr.James Sam Ekpo, whose faith ,moral support , and financial commit ment , made my education a reality. ACKNOWLEDGEMENT
It is sometimes difficult to find words to describe
ones appreciation of others' efforts towards one another's
progress. However, the writer wishes to express his sincere
appreciation for understanding, and guidance received during
the preparation of this dissertation.
To my adviser, Dr.Robert W.Wagner, for his wise counsel, friendship, understanding, and guidance throughout my docto ral studies at the Ohio State University; without which this study would not have materialised and for allowing me to use the Department of Photography and Cinema resources for both the pilot study and the actual study analyses respectively,
I am specially grateful.
To Dr.William D.Taylor, Dr.Ojo Arewa, and Dr.Robert
(button, a deep ieeixng 01 Lhunhxulness is hereby expressed for the immeasurable influence on my intellectual and profe ssional development for their part in reviewing the disser tation and providing additional materials to improve the quality of this dissertation.
For Dr.John Belland's continuous academic and friendly advice throughout my graduate program at the Ohio State
University, I wish to thank him immensely. I also thank those principals of the secondary schools
and teacher training colleges in Cross River State,Nigeria,
who despite the hard economic situation in Nigeria at the
time of the study, helped me to collect the data from the
teachers with the Nigerian Certificate in Education in their
respective schools.
To the College of Education, Uyo, Nigeria and the Cross
River State School Board, for allowing me to use their faci
lities for this study, I am very grateful.
This study would not have been completed without the help of the Nigerian Federal Ministry of Education Scholar
ship Division, who provided the round trip tickets to Nigeria for the data collection, to it, I am grateful.
To my parents in-law, Mr. and Mrs.A.J.Akpan, especially their son, Mr. Aniedi Asuquo Akpan, and to my friend Mr. V.
Usah, for their moral and financial support to me during my graduate program and the data collection respectvely, I am very grateful.
Special thanks will go to Mr. and Mrs. O.E.Mkpong, Mr. J.
S.Ekpo and his family, for their continuous moral, financial support and encouragement throughout my graduate program and to my family for making this Ph.D. degree a reality.
Finally to my wife, Uduak, I extend my heartfelt love and gratitude. Her love, devotion, and moral support through out my entire course of the graduate study and for the typing of this dissertation have made my graduation a reality. Thanks are also extended to my children, Ifiok, Mfon, and Iquo, for allowing me the opportunity to go forward when I should have spent those good summer outings with them, besides staying home with them.
v VITA
December 29, 1950.Born- Itukho, Ibiono,Cross River State, Nigeria.
1975...... B.Sc. (Hons.), University of Ife, Ile-Ife, Nigeria.
1975-79...... Lecturer, Gumel Advanced Teachers College, Kano, Nigeria.
1979...... Acting Vice-Principal, Community High School, Edem Urua, Ibiono, Nigeria.
1981...... M.A., The Ohio State University, Columbus, Ohio.
FIELDS OF STUDY
Major Fields Instructional Technology
Studies in Instructional Systems Design and Development. Professors Robert W.Wagner, John C.Belland, Keith Hall and John Hough.
Studies in School Media, Management and Development of Media Centers.Professor William D.Taylor and Dr. Betty Cleaver.
Studies in Cinema. Professor Robert W. Wagner.
Studies in Communications of innovations. Professor Ojo Arewa. Minor Fields Educational Research Methodology
Studies in Educational Research Methodology. Professors John Kennedy, E.Novak, James Altschuld, and Donald P. Sanders. TABLE OF CONTENTS
Page
DEDICATION...... ii
ACKNOWLEDGEMENTS...... iii
VITA...... vi
LIST OF TABLES...... ix
LIST OF FIGURES...... xiii
ABBREVIATIONS...... xvi
CHAPTER
I. BACKGROUND OF THE PROBLEM...... 1
Statement of the Problem...... 10 Purpose of the Study...... 12 Hypotheses...... In significance of the Study...... 15 Definition of Terms...... 16 Assumptions...... 19 Limitations of the Study...... 20
TT rm rTm i t>tt *mw\ n Tnc? T? A D TO AlYrn T Trp T?P ArPTTP 17 11 i AliV lltfl \J±' i La-ikv kvii axi'ix/ j-jw * k— ...... • -
Selection of Instructional Materials and Media for the Classroom...... 22 Utilization of Instructional Media and Materials...... 29 Innovation and Instructional Media...... 33 Instructional Design Theories and Models... 38 Lesson Planning...... ^6
III. METHODOLOGY AND PROCEDURES...... 51
Design ...... 52 Development of Instrument...... 5^ Pilot Study...... 6l Population and Sample...... 62
vii CHAPTER Page
Methods of Data Collection and Administration of the Questionnaires...... 64 Analyzing Data...... 69
IV.DATA ANALYSIS AND DISCUSSIONS...... 75
Analysis of Demographic Data...... 76 Analysis of Response Variables...... 84 Analysis of the Relationships between Paired Sets of Measures Using Canonical Correlation Analysis...... 119 Summary of the Analysis of the Relationships between Paired Sets of Variables Using Canonical Correlation Analysis ...... 144 The Interview Data...... 149 Summary of the Interview Responses...... 159
V.THE FUTURE OF INSTRUCTIONAL TECHNOLOGY...... 166
Introduction...... 166 Historical Perspective...... 167 Developed Countries...... 170 Developing Countries...... 172 Summary...... 175 VI. SUMMARY,CONCLUSIONS,IMPLICATIONS,AND RECOMMENDATIONS...... 177
Summary...... 177 Conclusions...... 184 Implications...... 185 Recommendations...... 187 Suggestions for Further Research...... 191
BIBLIOGRAPHY...... 192 APPENDICES...... 200
Introductory Letters...... 201 N.C.E. Teachers' Questionnaires...... 207 Interview Instrument...... 217
viii LIST OF TABLES
TABLE Page 1. Distribution of Nigerian Certificate in Education (N.C.E.) Institutions in Nigeria by Funding Agencies and Student Enrollment 1977-78...... 2
2. Total Number of Teachers with the Nigerian Certificate in Education and Number in Sample Group by Senatorial Districts...... 64
3. Total Number and Percentage of Questionnaires Distributed, Returned and Analyzed by the Senatorial Districts...... 67 4. Paired Sets of Variables Used in the Canonical Correlation Analysis. ..,, ...... »...... 72
5* Number and Percentage of Nigerian Certificate in Education (N.C.E.) Teachers Who Took Part in the Study by Teaching Subject Combinations..... 77
6 . Number and Percentage of N.C.E. Teachers Who Took Part in the Study by Sex...... 77
7 . Absolute and Relative Frequencies of the N.C.E. Teachers in the Study by Age Range...... 73
8 . Absolute and Relative Frequencies of the N.C.E. Teachers in the Study by Entry Qualification...... 79
9» Absolute and Relative Frequencies of the N.C.E. Teachers in the Study by their Graduation Year...... 80
10. Absolute and Relative Frequencies of the N.C.E. Teachers in the Study by Number of the Selection and Use of Instructional Media during Training...... 82
ix Table Page
11. Absolute and Relative Frequencies of the N.C.E. Teachers in the Study by the Inservice and Workshop Attendance in Instructional Media and Materials Selection and Use...... 33
12. Absolute and Relative Frequencies of the N.C.E. Teachers in the Study by Local Government Areas...... 3Zj,
13. Means, Standard Deviations and Number of the N.C.E. Teachers by Knowledge of Selection of Instructional Media and Materials...... 9^
1^. Means, Standard Deviations and Number of Nigerian Certificate in Education Teachers by their Attitudes about the Selection and Use of Instructional Media and Materials...... 93
15. Means, Standard Deviations and Number of Nigerian Certificate in Education Teachers by Perception of the Organization and Administration of the Instructional Media Program in the Schools...... 9^
16. Means, Standard Deviations and Number of Nigerian Certificate in Education Teachers by Availability and Accessibility of Instructional Media, Frequency of Selection and Use, and Skills in Using Instructional Media and Materials...... 95
17. Canonical Correlation between the Past
/ I 0 O d j . m i l Oi 1 0 J- O i i o 1 U 1 U »* J. w o . »-» v— ^ and Present Use of Instructional Media and Materials by N.C.E. Teachers...... 121
18. Structural Coefficients from Canonical Correlation Analysis between Past Attainment of Knowledge of Selection and Present Use of Instructional Media...... 123
19. Canonical Correlation between the Demographic Characteristics of the N.C.E. Teachers and the Knowledge of Selection of Instructional Media...... 126
x Table Page
20. Structural Coefficients from Canonical Correlation Analysis between Demographic Characteristics of the Nigerian Certificate in Education Teachers and Knowledge of Instructional Media and Materials...... 127
21. Canonical Correlation between the Demographic Characteristics of the N.C.E. Teachers and the Frequency of Selection and Use of Instructional Media and Materials...... 129
22. Structural Coefficients from Canonical Correlation Analysis between Demographic Characteristics of the N.C.E. Teachers and the Frequency of the Selection and Use of Instructional Media...... 130
23. Canonical Correlation between the Frequency of Selection and Use of Instructional Media and the Positive Perception of the N.C.E. Teachers about the Selection and Use of Instructional Media...... 132
24. Structural Coefficients from Canonical Correlation Analysis between Frequency of Selection and Use of Instructional Media and the N.C.E. Perception of the Selection and Use of Instructional Media - = .....133
25. Canonical Correlation between the Nigerian Certificate in Education Teachers* Positive about the Organization and Administrative Support for Instructional Media; and the Frequency of Selection and Use of Instructional Media...... 135
26. Structural Coefficients from Canonical Correlation Analysis between Perceptions of the Nigerian Certificate in Education Teaohers on the Administrative Support for Instructional Media and Frequency of Selection and Use of Instructional Media and Materials...... J.37
xi Table Page 27. Canonical Correlation between the Nigerian Certificate in Education Teachers with Knowledge of the Sources of Available and Accessible Instructional Media and Used them; and the Frequency of Selection and Use of Instructional Media...... J_39
28. Structural Coefficients from Canonical Correlation Analysis between the Nigerian Certificate in Education (N.C.E.) Teachers with Knowledge of Sources of Available and Accessible Instructional Media and Used them; and the Frequency of the Selection and Use of Instructional Media...... 1^1
29. Instructional Media, Materials and Equipment by Availability and Accessibility in the College of Education, Uyo, Nigeria...... 156
30. Production Techniques of Instructional Media by the Frequency of Use in the College of Education, Uyo, Nigeria...... 157
xii LIST OF FIGURES
Figure Page
1. The Organizational and Decision-making Chart for Instructional Media Programs in the Ministry of Education, Cross River State, Nigeria...... 6
2. Media Selection Diagrams, Kemp (1971)...... 27
3. A General Model of the Change Process, Woods (1975)...... 3k
k. Basic Communication Model, Shannon et al (19^9)...... 35
5* Communication Model of the Diffusion of Innovation...... 36
6. A Schematic Representation of Instructional Design Model...... kO
7- Instructional System Development Model, Belland (1981)...... ,...... k3
8 . The Four-level Design Process, Rcmiszowski (1982) = k *1
9« Response Variables with the Summary of Items..... 85
10. Summary of Items with the Response Variables...... 88
11. Relative Frequency of the Appropriateness of Instructional Media to Subject Matter as a Criterion for Selecting an Instructional Medium...... 99
.12. Relative Frequency of the Principals' Censorship of Instructional Media and Materials Selection by Nigerian Certificate in Education Teachers...... 100
xiii Figure Page 13* Relative Frequency of Writing Behavioral Objectives when Selecting Instructional Media and Materials by the Nigerian Certificate in Education Teachers...... 101
1^. Relative Frequency of Nigerian Certificate in Education Teachers who Considered Students' Insterest when Selecting Instructional Media for Instruction...... 102
15* Relative Frequency of Nigerian Certificate in Education Teachers who Considered Cost of Instructional Media when Selecting Instructional Media for Instruction...... 103
16 . Relative Frequency of the Nigerian Certificate in Education Teachers' Attitude about Concepts and Ideas being Understood more when Appropriate Instructional Media were Selected and Used...... 10^-
17. Relative Frequency of the Nigerian Certificate in Education Teachers' Attitudes about Fear of Replacement of the Teacher by Instructional Media and Materials...... 105
18. Relative Frequency of the Nigerian Certificate in Education Teachers' Attitudes about Personal Training in the Selection and Use of Instructional Media andMaterials ...... 106
1/-N V> — *1 L » m ------_ -T> 1\T • — ±y • ncxativc ui oxic iugci .lcui Certificate in Education Teachers' Perception on Schools Providing Information on Available Instructional Media and Materials...... 108
20. Relative Frequency of the Nigerian Certificate in Education Teachers' Perception on the State School Board Support and Need for Instructional Media Program ...... 109
21. Relative Frequency of the Availability and Accessibility of Maps andGlobes ...... 110
xiv Figure Page
22. Relative Frequency of the Frequency of the Selection and Use of Maps and Globes by the Nigerian Certificate in Education Teachers...... Ill
23. Relative Frequency of the Nigerian Certificate in Education Teachers' Skills in Using Maps and Globes...... 112
2k. Relative Frequency of the Availability and Accessibility of Filmstrips with Projector . . 113
25. Relative Frequency of the Frequency of Selection and Use of Filmstrips with Projector by the Nigerian Certificate in Education Teachers...... 11^
26. Relative Frequency of the Nigerian Certificate in Education Teachers' Skills in Using Filmstrips with Projector...... 115
27. Relative Frequency of the Frequency of Selecting and Using Planning and producing Bulletin Boards by the N.C.E. Teachers...... 116
28. Relative Frequency of the Skills of the Nigerian Certificate in Education Teachers who Used Planning and Producing Bulletin Board as a Production Technique for their classes...... 117
29. Lesson Planning Models with Components...... 163
xv ABBREVIATIONS
A.T.C. Advanced Teachers College N.C.E. Nigerian Certificate in Education F.G.N. Federal Government of Nigeria F.A.T.C.Federal Advanced Teachers College N.T .T .C . National Technical Teachers College A.B.U. Ahmadu Bello University I.M.T. Institute of Management and Technology
xvi CHAPTER I
BACKGROUND OF THE PROBLEM
The federation of Nigeria has a total land area of 913»
073 square kilometers(356,669 square miles) with a popula
tion of over 80 million people;thus becoming the most populated nation in Africa. Imogie(1979) reported that
Nigeria spent about k-0% of her annual budget on education with the intention of providing quality education to a large number of her citizens. The Implementation Committee for the
National Policy on Education;Blue-Print,1978-79 indicates that over million students are in Nigerian schools,with over 20,000 young people being enrolled at the advanced teachers colleges or colleges of education. The rest of the students are distributed to the universities, polytechnics, high schools, vocational schools and p]pmpntarv schools.
The advanced teachers colleges and/or the colleges of education train the higest non-graduate professional teachers: Nigerian Certificate in Education teachers,for a period of three years,following such teachers graduation from high schools or grade two teachers colleges. The advanced teachers colleges started in Nigeria in 1962 as a result of the federal governments *s acceptance of the recommendation of the Ashby Commission on Higher Education in Nigeria in i960. There were four such colleges located
at Ondo, Lagos, Zaria and Owerri; with an initial enrol
lment of about 150 in each college. These colleges were
supported by the federal and state governments as well as
the UNESCO. However, with the creation of more states in
Nigeria there are now about 48 of such colleges controlled
by the federal or state governments, or by universities,
or polytechnics. Table 1 gives the distribution of such
colleges in Nigeria.
Table 1
Distribution of Nigerian Certificate in Education Institu
tions in Nigeria by Funding Agencies and Student
Enrollment 1977-78*
Institutions Funding Agency Student Enrollment 1. Federal Advanced Federal government 261 fp-1. r> n V V^<1. r*fcw* rO "1 0 rrn (F.G.N.) (F.A.T.C.) Yo'la 2. F.A.T.C.Pankshin F.G.N. 292 3. F.A.T.C.Okene F.G.N. 372 4. F.A.T.C.Katsina F.G.N. 164 5 . F.A.T. C . Abeokuta F.G.N. 227 6 . F.A.T.C .Ibadan F.G.N. 58 7. F . A.T . C.Kontagora F.G.N. -- 8 . National Technical F.G.N. 306 Teachers College Yaba(N.T.T.C.) .9. N.T.T.C.Gombe F.G.N. 144 lO.Alvan Ikoku College Imo State 1,920 of Education,Owerri 11.College of Educa Bendel State 1,500 tion, Abr aka 3 Table 1 (continued)
Institution Funding Agency Student Enrollment 12. College of Educa Rivers State 6l6 tion Port Harcourt 13- College of Educa Cross River State 1,270 tion Uyo 14. Advanced Teachers Sokoto State 537 College Sokoto (A.T.C.) 15* A.T.C. Minna Niger State 431 16 . A.T.C. Katsina-Ala Benue State 1,056 17- A.T.C. Surulere Lagos State 270 18. A.T.C. Ikere-Ekiti Ondo State 506 19* A.T.C. Ilesha Oyo State 156 20. A.T.C. Akwanga Plateau State 530 21. A.T.C. Ijebu-Ode Ogun State 187 22. A.T.C. Kafanchan Kaduna State 127 23. A.T.C. Jalingo Gongola State 127 24. A.T.C. Maiduguri Bornu State 172 25. A.T.C. Oro Kwara State 831 26. A.T.C. Azare Bauchi State 164 27. A.T.C. Awka Anambra State 358 28. A.T.C. Gumel Kano State 403 29. A.T.C. Zaria Ahmadu Bello 1,355 University 30. A.T.C. Kano A.B.U. 1,029 31. A.B.U. A.B.U. 263 (correspondence) 32. Adeyemi College University of Ife 775 of Education, Ondo 33- Institute of University of Lagos 391 Education, Lagos 34. I.M.T. Enugu I.M.T. 276 35* Kaduna Polytechnic Kaduna Polytechnic 145
* Data from Federal Republic of Nigeria Implementation
Committee for the National Policy on Education
Blue-Print 1978-79 The Nation Policy on Education further states that the
Nigerian Certificate in Education will be accepted in future as the minimum qualification for teaching in Nigeria.
Thus the Implementation Committee for the National Policy on Education:Blu.e-Print, 1978-79 recommends that each of the advanced teachers colleges(ATC) must produce a minimum of 400 teachers annually. Most teacher education programs have as one of their main objectives to produce highly motivated and competent teachers, who are intellectually, emotionally, and profes sionally equipped for effective and relevant teaching at all levels of education. These teachers can be described as organizers and managers of instruction as well as diag nosticians of the learning problems of students. It is on the basis of this assumption that most educational systems, and specifically teacher training programs in Nigeria, stress the need for the introduction of educational services to their programs. For instance, the National Policy on
Education 1978-1979 mentions that educational services should facilitate the teaching-learning process by providing the necessary tools such as innovative materials, that is, new instructional materials, to enable teachers to function competently and to encourage children to enjoy learning. Educational services include an educational resource center which can be categorized into: (a) a library,
(b) an audio-visual unit,
(c) a production unit to produce prototype and
materials which could be turned over to commercial
concerns for mass production.
The need for an educational resource center in each of the ' state's Ministries of Education in Nigeria necessitated the introduction of library and audio-visual education courses into all teacher training education courses in the different colleges. The N.C.E. teachers' colleges was no exception.
Figure 1 presents the organizational and decision making chart for the instructional media programs in the
Ministry of Education, Cross River State, Nigeria. The
Commissioner of Education in the Cross River State Ministry of Education accepts the responsibility for the variety of the instructional media programs. The Commissioner of
Education is guided in making this decision by the Chief
Inspector of Education's (C.I.E.) professional expertise.
Such advice is derived from the curriculum development unit with the help of the audiovisual unit in the Ministry of
Education. It is the audiovisual unit that finally decides on the acquisition of the instructional media, materials, and equipment for the different resource centers and public schools in the Cross River State, Nigeria.
The university and the college of education make useful contributions towards the growth of the instructional media COMMISSIONER OF EDUCATION
[h i g h e r e d u c a t i o n | administration !
r " ---- Ipolytechnic I [u n i v e r s i t y )!—
COLLEGE OF EDUCATION
TECHNICAL TEACHER CURRICULUM SECONDARY ELEMENTARY EDUCATION TRAINING DEVELOPMENT EDUCATION EDUCATION VHH.
AUDIOVISUAL UNIT
RESOURCE CENTERS FOR PUBLIC SCHOOLS IN SENATORIAL DISTRICTS
Figure 1 The organizational and decision-making chart for instructional media programs
in the Ministry of Education, Cross River State, Nigeria program in the Cross River State. They train qualified
teachers for the elementary, high schools,grade two teachers
training colleges and curriculum developers for the
state, The polytechnics also trains teachers for the technical education program in the state. Therefore, the audiovisual unit is a centralized instructional media service center in the state. The quality of the instruc tional media programs in the Cross River State also depends on the administrative and financial policies that the administrators in the Ministry of Education will provide.
Hence the successful implementation of the instructional media programs in the state depends on the administrative, the financial and the professional expertise of all those concerned. It should be noted that the effects of such instructional media programs on learning depends on the teachers in the schools who will select the appropriate instructional media, materials and/or equipment in their respective schools.
Most individuals still regard audio-visual materials as "aids" to instruction instead of being an integral part of the learning process. Soremekun (1979) reported that audio-visual aids and their use dates back to 1950 in
Nigeria. This suggests that other Nigerian teachers (grade
11, graduate and auxiliary), besides the N.C.E. teachers might have had training in the use of audio-visual media. Agun (1976) and Dale (1969) have stressed the instruc
tional functions and importance of effective use of audio
visual materials in the teaching-learning process.
Research by Gagne (1965). Briggs and Gagne (197^),
Salomon (1977/, Schramm (1977), Allen (1971), has confirmed that learning can be facilitated significantly by instruc tional materials if the conditions and hierarchies of learning are identified, the instructional events specified, and the intellectual abilities of students matched with the instructional functions of media and materials respectively.
The research emphasizes the need for a systematic approach to the design of instruction through lesson planning that will use instructional media to facilitate learning. This systematic approach involves:
(i) need assessment of the instructional process,
(ii) specification of objectives for the instruction,
(iii) conceptualization of alternative objectives,
(iv) task analysis and sequence of the instruction,
(v) selection of appropriate stimuli and media,
(vi) utilization of instructional materials and media,
(vii) evaluation of instructional effectiveness.
Several theories and models have been developed for both instructional design and instructional media design, which are used by instructional technologists and designers.
Teachers, as managers of instruction, may incorporate these design principles into their lesson planning. Willis(198l) and Coger (1972) noted that instructional media models and
theories were not directed towards practical application by
classroom teachers. What then are teachers doing or what should they be doing, faced with this dilemma?
In the Nigerian situation, the Nigerian Educational
Research Council in 1969 sponsored a national curriculum
conference to examine the philosophy for Nigerian teacher
education specifically, and education in general. The
outcome of the deliberations led to the creation of the
National Center for Educational Technology at Kaduna and
more concentration of audiovisual courses in the advanced
teachers colleges. It seems from the above account that
the Nigerian Certificate in Education (N.C.E.) teachers are
encouraged to use instructional materials in the teaching-
learning process. However, the question of media competency by these N.C.E. teachers remains to be specified. Soremekun
(1979). Balogun (1976), Imcgie (198O) showed that there was low utilization of instructional materials by faculty members in Nigerian universities.
Rosenshine et al (1971) pointed out that the effective ness of a teacher depended on:
(a) the clarity of a teacher's presentation,
(b) variability or use of variety during the lesson,
(c) the teacher's enthusiasm,
(d) the degree to which a teacher is task-oriented,
achievement-oriented, and/or businesslike. 10 There were other non-significant variables which will not
be considered here. Emmer and Evertson (I98O) noted that
effective teachers managed their instruction more during
the beginning of the school year when they described
objectives clearly, used a variety of effective materials, had the materials ready, and gave clear directions. These findings support the earlier research of Rosenshine et al.
However, the question of relating instructional media competency with the effectiveness of teachers remains to be explored.
Statement of the Problem
Research and theoretical work on the development of the principles for selecting media and materials as well as techniques of instruction appropriate for a given instruc tional situation is conflicting, often because such theore tical work is not directed towards practical application in the classroom. Such theories are designed for instructional technologists or designers and only prescribe "what teachers ought to do" instead of describing "what they are doing." Studies have described low utilization of instruc tional materials and media by faculty members in univer sities and colleges in Nigeria. Such studies associate low utilization with lack of materials, funds, trained personnel, and administrative policies, but there is no mention of the production and selection of these materials. Will any of these variables affect the production and selection of
materials and media by the Nigerian Certificate in Education
teachers? Past research in utilization of instructional
materials used university faculty members as a unit of
analysis. Could it be that the use of classroom teachers
as a unit of analysis may make a difference? There is,
therefore, a need for a research on the selection,' produc
tion and utilization of instructional materials and media
with N.C.E. classroom teachers as the unit of analysis
instead of university professors in the Nigerian situation.
This is essential because the instructional process func
tions most at the classroom level where teachers implement
the instructional functions of media through effective
selection, production and use of instructional media and
materials in their lesson planning.
The problem may be stated as follows: ■r 1. Do such factors as: age. years of teaching at the school,
number of formal courses in media and rate of attending
long vacation workshops affect the N.C.E. teachers’
selection and use of instructional media?
2. Do factors such as availability of media equipment, fear
of being replaced,personal training in media selection
and use, affect the Nigerian Certificate in Education
teachers selection of instructional materials and media?
3. What knowledge variables are associated with the selec
tion and utilization of instructional media and 12
materials? The knowledge variables include: education
in the production, selection and utilization of instruc
tional media, frequency of use of instructional media,
perceived effectiveness of instructional media utili
zation, and receipt of assistance from the school media
librarian or teacher-librarian or supervisor.
k. Which instructional design theories and models may be
used to explain how the N.C.E. teachers select and
utilize instructional media and materials in their
schools?
Purpose of the Study
The purpose of this research is to identify and analyze the institutional, attitudinal and demographic factors that influence the Nigerian Certificate in Education teachers' media competency. This is measured by the knowledge and practices of instructional media design, especially the selection, preparation, production techniques, and effec tive utilization of instructional media to facilitate learning. The study will help to explain how instructional design models and theories explain how teachers plan their lessons.
To achieve this purpose the following objectives will be set for the study:
1. to determine how and to what extent the Nigerian
Certificate in Education teachers select and use 13 instructional media and materials in their schools.
2. to determine the extent to which individual
Nigerian Certificate in Education teacher's percep
tions about instructional media, previous skills
and sources of information influence the selection
and use of instructional media and materials.
3. to identify institutional factors, e.g. budgetary
provisions, attendance at workshop, and adminis
trative policies which influence the selection and
use of instructional media and materials.
4. to examine the extent to which principles and models
of instructional media design are being carried out
by N.C.E. teachers in the selection, production,
and utilization of instructional media.
5. to establish the models and theories through the review of the literature that may be used to
PYT l 3 V' V> 4*‘U ^ 1\Tt rr ov> i qto H t -F n P +! P TV) Rfi U H r i "fc 1 D T I -J- CX X i X AXV^/VV U U U * * -*- (—J -L. J. + -
teachers plan their lessons with reference to the
selection and utilization of appropriate media. 1^ Hypotheses
1.The past attainment of the knowledge of the selection of
instructional media such ass characteristics and varieties,
sources of media reviews and criteria for evaluation, by
the teachers with the N.C.E. would not correlate with the
present amount of use of instructional media in schools.
2.There will be no significant difference between demographic
characteristics such ass age,training experience, frequency
of attendance of long vacation workshop in use of instruc
tional media and number of formal courses in media , and
knowledge of selection and use of instructional media by
the teachers with the N.C.E.
3 -There will be no significant relationship between the fre
quency of selection and use of instructional media and ma
terials by the teachers with the N.C.E. and their percep
tions about instructional media and materials.
^.There will be no significant relationship between the
perceptions of the teachers with the Nigerian Certificate
in Education about the organizational and administrative policies support for instructional media,and the frequency
of selection and use of instructional media and materials.
5 There will be no significant relationship between the
teachers with the Nigerian Certificate in Education who
have information about available and accessible instruc
tional media and materials,and used this information 15
and the frequency of the selection and use of instructional
media and materials.
Significance of the Study
Research has shown that clarity of the teacher's presentation, the use of variety of effective materials, the accessibility and availability of the instructional materials, the teacher's enthusiasm and the degree to which a teacher is task-oriented, achievement-oriented, and/or businesslike, are significant variables that describe teaching effectiveness. However, there are no studies that documented how teachers actually select and use instruc tional media and materials in their classrooms. Past studies in the selection and use of instructional media and materials have been limited to models and theories construc tion or selection for building a collection in media centers or school iioraries. This sluuy is therefore unique because it will provide information on how teachers actually select and use instructional media and materials during a given lesson planning. In addition, it will provide the basis for further research.
Research on teachers' attitudes towards the utilization of instructional media and materials have been conducted in the developing countries where all teachers undergo a four- year college or university education. The results of such studies can not be generalized to other teachers with 16
different college education, and where studies documented
in the developing countries use faculty members as the unit
of analysis. Therefore, this study is of significance
because it will serve as a basis for comparison with
developed countries having a different type of teacher training program.
The study will also be useful to the teachers with the
N.C.E., the Nigerian Ministry of Education and to decision making affecting the development of instructional media and materials. In addition, teachers in other developing countries can benefit from the results and recommendations of the study since their curricula and teacher preparation can be reviewed in the light of the present study.
The professional growth of teachers generally may improve because teacher educators will consider instruc tional materials as one of the important variables that
CJctli liiliutJiiue ucauuci ciicctivciiouoi
Definition of Terms
For the purposes of this study the following defini tions of terms are given for clarity.
Advanced Teachers College:
This is a teacher training institution for the training of intermediate level (non-graduate) teachers for the junior high schools in Nigeria. The programs are for three 17 years duration and the diploma awarded is equivalent to the
Associate degree granted in any college in the U.S.A.
Nigerian Certificate in Education(N.C.E.) teacher:
This is the highest professional non-graduate teacher
from the advanced teachers college. Prior to admission into
the college, the teacher should have a high school diploma
equivalent or the teacher's Grade II Certificate. The teacher receives academic preparation in any two accepted teaching subject combinations and professional educational training with 12 weeks intensive or sandwiched teaching practice during the end of the second year of studies or the beginning of the third year of studies.
Media competency:
As used in this study, "competency" refers to knowl
edge and practice of the selection,production,effective use and evaluation of instructional materials and media.
(Ohio Educational Library Media Association's Media Compe tency Project Phase II,developed by Lasher(1982), is the instrument used in this study.)
Instructional design:
This involves the systematic process of analysis of learning needs and goals and the development of a delivery system to meet the needs. It includes the development of 18
instructional materials and activities,and tryout and revi
sion of all instruction and learner assessment activities.
(Briggs and Gagne,1977).
Knowledge of instructional designs
(a) education in the production,selection,and use of
instructional media.
(t>) frequency of use of instructional media and materials.
(c) perceived effectiveness of instructional media use.
(d) receipt of assistance from school librarian or
supervisor.
Attitudinal variables:
These are measured by the perceptions of the teachers on:
(a) availability and accessibility of media resources,
(b) reliability of media equipment,
(c) instructional effectiveness nf media.
(d) job status,
(e) fear of being replaced,
(f) personal training in media selection and use.
Grade Two Teachers Certificate:
This is a professional teaching certificate awarded to
elementary school teachers in Nigeria. The period of the training of these teachers varies from two to five years respectively. West African School Certificates
This is an academic certificate awarded to individuals
who graduate from high schools in Nigeria.
Assumptions
1. The selection of text books and basic audiovisual
materials and media to support mandated curriculum in
Nigerian elementary and secondary schools occurs at the
Ministry of Education and at the school level.
2. Pre-service N.C.E. teachers are not exposed to any
instructional design principles during their college
training.
3. Related research suggest relationships among attitudinal
and demographic variables and media use but there is no
mention of the selection variables.
The instructional design theories and models are too
demanding to be applied in the classroom levels by the
teachers. 20
Limitations of the Study
One of the major limitations of this study is the present state of the art in instructional media and techno logy in the developing countries. Instructional media and technology are innovative practices in developing countries and research in this area reflects this fact. The study is therefore limited to teachers with similar professional and academic training, the duration of such training notwithstanding.
The study also provides data "based on the quality and quantity of instructional materials available for the training of the Nigerian Certificate in Education teachers, hence generalizations can he made only to teachers of similar culture. The study does not relate findings to teachers with university degrees as these are different units of analysis.
The study will concentrate on the selection and utili zation of instructional media and materials, although instructional design will be mentioned.
The study is limited by the sociological and economic situation which the Nigerian society is facing. At the time of the study, the teachers with the Nigerian Certifi cate in Education had not been paid their salaries for three months, and they were grading the final examination for their students, hence the low response of the questionnaires. CHAPTER II
REVIEW OF RELATED RESEARCH AND LITERATURE
Introduction
The research and literature in instructional media design, selection and utilization is diverse, but much remains to be studied especially as this applies to the developing countries. Classroom teachers are managers of instruction as well as diagosticians of instructional pro blems. These are important instructional functions which may facilitate learning. An effective teacher has been described by many researchers as one who uses a variety of media. Is effectiveness related to competency?
This study is designed to identify and explain the knowledge and practice of the selection, production and utilization of instructional media which describe media competency. In order to understand the media competency of N.C.E. teachers that may facilitate learning a review of the literature will be undertaken pertaining to:
1. selection of instructional materials/media for the
classroom,
2. utilization of instructional media,
21 22
3. innovations and instructional media,
4. instructional design theories and models,
5- lesson planning by teachers,
Selection of Instructional Materials and Media for the
Classroom
Haney and Ullmer (1975) identify several roles that a teacher performs in a given classroom. According to them, a teacher as a manager of a given learning situation should be able to organize the circumstances that provide the best opportunity for learning to occur more effectively. The concept of a manager of a learning environment introduces the decision-making policies which a teacher should make in the classroom. Hough (1980) identifies the concepts of authority, power and influence a teacher exercises within a classroom as affecting such decision-making policies.
These no doubt affect the classroom climate which may facilitate learning. One such decision that a teacher makes is the selection of an appropriate medium or material that will be used during a given lesson. It becomes essential that a teacher should acquire the necessary knowledge about the selection process affecting instructional materials and media in order to select effective and appropriate media or materials. Willis (1981) reports that teachers with education in media and materials have greater knowledge about utilization of media and materials 23 in their classrooms . Can this he applied to the selection process ?
The selection of an appropriate medium or material has followed certain models and guidelines. Erickson (1970)
proposed four methods listed below for selecting media: (a) a preview panel, (b) classroom try-outs, (c) individual teachers, and(d) a combination of the above. In using these methods Erickson developed guidelines or stan dards for judging the value of media and materials , including :
(i) portability
(ii) ruggedness
(iii) cost
(iv) ease of operation
(v) quality of performance
(vi) effective design
(vii) ease of maintenance and repair
(viii) local equipment status
(ix) available service
(x) reputation of manufacturers Dale (1969) listed seven guidelines for the selection of an appropriate medium or material :
(i) Do the media reflect a true picture of the idea
they present?
(ii) Is the physical condition of the media
satisfactory? 2^ (iii) Is the medium worth the time, expense, and effort
involved?
(iv) Can the media encourage the students to develop
critical thinking?
(v) Is there a teacher's guide?
(vi) Is the medium suitable for the age, intelligence
and the experience of the learners?
(vii) Do the media contribute meaningful content to the
topic under study?
Brown _et al (1969) pointed out that there is no simple formula for assisting the classroom teacher to select an appropriate medium. They enumerated several variables to be considered in selecting instructional media and materials s
(i) the variety of hardware and software available.
(ii) the physical facilities available for the instruc
tional program.
(iii) the extensive list of experiences from which the
teacher must select to achieve the objectives.
(iv) the number of learning objectives, stated or im
plied, in the course.
(v) the variety of intellectual capacities and the
divergent backgrounds of learning in a given class.
The above standards and guidelines generated by Dale
(1969)» Brown et al (1969) and Erickson (1970) introduce
the element of a teacher matching instructional objectives 25
to instructional media and materials, thus suggesting this
as the basis of selecting an appropriate medium or material
for the classroom. However, it seems these standards are
difficult to measure.
The introduction of a systematic approach to the design
of instructional systems and components led to the develop
ment of more selection models for instructional materials
and media. Briggs (197°) developed a selection model based
on the learners' characteristics as well as the instructional
functions proposed in Gagn£»s (196?) nature of learning.
Briggs' model for media selection involves a media analysis, a media choice, and a media prescription. However, it was too demanding for the classroom teacher but most suitable for the instructional designer or specialist. Tosti and Ball
(1969) introduced the "presentation form" model of media se lection in which six dimensions of presentation of a medium were enumerated. This model, like Briggs' model, is suitable for instructional developers, not classroom teachers.
Bretz (1971) and Anderson(19?6) developed selection models for instructional media and materials that
involved series of flow charts and diagrams. These flow charts raise leading questions that terminate in the choice of a medium or a group of related media. Both Bretz's and
Anderson's models of media selection have practical applica tions but seem more appropriate for the instructional developer than for the classroom teacher. 26
Levie and Dickie (1973) proposed an instructional media selection model based on the "media attributes" which
include those capabilities of a medium that can illustrate motion, color , symbolic representation , simultaneous
picture and sound, etc, and facilitate learning.
Kemp (1971) presented a selection model for instruc
tional media in which answers for three general questions
relate to the :
(a) teaching-learning pattern,
(b) category of learning experiences,
(c) media attributes requiring sensory experiences.
Figure 2 describes this model in detail , but does
not show any presentation , even though it can be
used by classroom teachers . Its practical applica
tion suggests such use.
The above review on the selection of an appro priate instructional medium or material involves the instructional designer or developer more than the the classroom teacher. Woodbury(1979) noted that teachers were in an equivocal position in relation to selecting classroom instructional materials and media because they
Were hampered by censorships by the administrators and parents on one hand, feelings of inadequacy on the other, and possibly by boredom over the entire selection process.
The role of the teacher in the selection process Woodbury 27
Vkonout or 1. Presentation ioni«ry tcpwwnco? to Regular-Six* Class Of lor?* Group only?
mu*ti-imo*o lKta<*w* nocMiory? (plwto/oroeMc}
only?
2. Ptroct eonerofo Self-paced Study for i i y n i m i rtqwind? Individual Students
ton wry oxpooonct? Ottwr pvblicotioni •■pectmentetwn M focKntqvos nocottory? (pho*o/groph<> Otroa cancrm 3. Small Group Interaction •■portonco roquwod? lootory oxpononco? Qvotnen » / on i mm i frobiemi conwdnrad Swtwloiton activity protorrod? fchcmqv nocotwry? (photo/groph*) Sfado/tkdo SJ*dn/OM trantp. Skdo/monon (X Figure 2 Media selection diagram, Kemp(1971) Sources Planning and producing audiovisual materials New Yorks Harper & Row, Publishers, Edition 1980,p.46 28 continued should include: selecting materials for their own students and classroom because of their knowledgeability about students' ability levels, awareness of reading vocabulary and potential difficulties, a feel for whether or not the materials will integrate well with the rest of the curriculum and, perhaps most importantly, whether or not materials are likely to appeal to specific children (p. 198). Further evidence for the teachers to be involved in the se lection of instructional materials comes from the Michigan Cost-Effectiveness study (Washington, Turnkey Systems, 1976) which indicated that the: proportion of materials selected by the teacher is an important factor in reading achievement: the higher the fraction selected by teachers, the higher the reading results. (p. 198) It seems, therefore, that a case has been established for a need for teachers' competency in the selection of instruc tional materials. However, how teachers actually select materials to meet the individual learning needs of the students remains to be explore. For many teachers, selecting materials for their own students is a largely intuitive task. This statement is supported by research conducted by Philip Taylor (1970), McCutcheon (1979) and Yinger (1980) who studied how teachers planned their lessons. Their research illustrated that tea chers do not follow the systematic approach to lesson plan ning, in which behavioral objectives must be stated prior to the specification of content, activities of materials to be used. William Taylor(1980) pointed out that teachers planned from materials not t_o materials "because curriculum develop ment was tied in a very concrete way to the materials that were available in the school building. Taylor suggested that when teachers selected materials, they were providing answers to both specific and general questions related to the curriculum area, preparation time, availa bility of materials, management styles, and interest of students respectively. These are all decision-making policies a teacher makes in a classroom in order to manage the classroom and create the necessary classroom climate that will facilitate learning. If teachers have a knowledge of the selection of instructional materials for their class rooms how do they use these instructional materials for instructional purposes? Utilization of Instructional Media and Materials Allen (1971) reported that instructional media research prior to 1950 was characterised by comparing the use of an instructional film with a conventional face-to-face class room teaching approach. Lumsdaine (1963) described such studies as "evaluative" comparison research. Subsequent studies with television followed similar trend, until Gagne's (1965) task analysis, and Cronbach and Snow’s(1975) Aptitude-Treatment-Interaction, among other studies, reported other alternatives. Studies by Gagn§ (1965); Chu and Schramm (1977) all illustrate that all media can 30 instruct, and that learners can learn from virtually all media. However, the turning-point lies in providing answer to the question: how can we best use a given medium for a given act of instruction? An Educational Information Products Exchange (EPIE, 1977) study on how teachers and students use materials indicates that in about 90-95$ of all K-12 classrooms, instructional materials were used. Imogie (1980) reported that faculty members at the Ahmadu Bello University, Zaria, Nigeria, generally used fewer materials in their teaching, despite the availability of these materials in their departments. Wellington (1980) reported a significant relationship between attitudinal factors and media usage, and between demographic factors and media usage among faculty members at Florida Upper Division Universities. Willis (1981) reviewed the literature on the practices that would measure the knowledge of the utilisation of instructional materials and media by both the teachers and media specialists. According to Willis, practices in utilization of instructional media include: introduction/ cueing, response guidance, informing the learner of objec tive, written practice, distribution of reviews, repetition, and practice and feedback. Heinich, Molenda, and Russell (1982) mentioned other utilization practices and procedures, in addition to those illustrated by Willis which include: preview and preparing the environment in which the intended instruction will occur. They maintained that maximum learn ing could occur if knowledge of the practice of utilization of the media and materials procedures were followed. However, Willis(198l) reported that library media specialists were more knowledgeable than teachers in the area of media utili zation. Furthermore, Willis added that teachers with educa tion in media had greater knowledge of media utilization than those without such courses. Such knowledge might be attribu ted to the assistance from the library media specialists or the attendance at workshop and in-service programs in media use organized by school media districts and cordinators. Laird(19?8) reported that teachers who participated in the Springfield,Oregon,survey study,indicated that they plan ned for the use of instructional media in relation to instruc tional goals and objectives. Furthermore, it was found that both the administrators and the teachers stressed a need for more training in the operation of equipment as well as selection and use of such instructional materials.media and equipment. DiPaolo et al_(1978,a and b) stressed that tea chers' use of materials increased when the teachers have immediate access to extensive collections of nonprint media in their own school media centers. Gueulette (1979) reported that teachers used more locally produced instruc tional materials. This idea is supported by the fact that 32 tight financial restrictions which most school authorities cite for not supporting the acquisition of commercially- produced materials can he circumvented in addition to meeting basic pedagogical ideals. Gueulette continued: using teacher-produced materials can promote the individualization of instruction and involve the teacher more intimately in the instructional process. (p. 23) The implication of Gueulette's assertion is that the teachers can control the instructional media and materials in their schools and thus acquire experiences that can become effective and engaging. Utilization of instructional media and materials can thus be seen as a function of the managerial role of the teacher within a given classroom. How does this apply to teachers in the developing countries, especially the Nigerian Certificate in Education teachers? Will availability, accessibility, and cost, of instructional media and materials as well as knowledge and practice of utilization of instructional media and materials affect the media competency of these teachers with the Nigerian Certificate in Education? It seems the literature is not explanatory enough. 33 Innovation and Instructional Media The use of instructional media and materials in any educational system is aimed at increasing the academic achievement of the learners. Such instructional media and materials when designed through a systematic approach will involve the application of the principles and the techniques of instructional and/or educational technology. Will the introduction of this educational innovation help the teachers with the Nigerian Certificate in Education to select and use instructional media and materials in their schools effectively? Barnett (1953) remarked that an innovation can serve as the basis of cultural change. According to Barnett, innova tion can be described as any thought, behavior, idea or thing that can be perceived as new and qualitatively different from the previously existing forms. Woods (1975) developed a general model of the change process in which a change would occur if a modification in the sociocultural or physical environment would favor new responses as indivi duals adapt to changing circumstances. Figure 3 describes such a generalised model of the change process. This model further indicates that new responses will produce variants of innovation which can take the form of long-term variation, discovery, invention and diffusion. The change process is not unilinear but bidirectional. 34- (Sociocultural) ENVIRONMENTALFAVORS ■VARIATION MODIFICATIONS >NEW^ ^INNOVATION ■> DISCOVERY (Physical) RESPONSES •INVENTION ■DIFFUSION Figure 3 A general model of the change process, Woods(1975) However, Rogers and Shoemaker (1971) while accepting Woods' model noted that innovation can be seen as a new practice which has a measure of time lapse. This newness involves some awareness which can be expressed in knowledge, in attitude, and in accepting the use of such a new idea or practice. Based on this hypothesis Rogers and Shoemaker enumerated the following attributes of innovation which will allow its easy communication. Characteristics of Innovation Innovation can be communicated if it can be shown to be (a) of relative advantage to the users in terms of its utility, and differred from the former conditions. (b) compatible with the value systems of the users as well as their former experience. (c) experimented upon or tried out in practice. (d) observable and showed results that it can work. (e) complex. 35 The adoption or rejection of an innovation depends on these innovative characteristics. Research has shown that cultural change within a social system can he communicated easily through the process of diffusion. Woods (1975) described diffusion as the spread of innovation from the source of invention or creation to a receiver. Therefore, it involves the process of human interaction where the sender communicated the idea to the receiver. Hence diffusion can be explained by a communication model. One such model is that presented by Shannon et al (19^9)» which is presented in Figure k. SOURCE ^MESSAGE * RECEIVER EFFECT Figure k Basic Communication Model, Shannon et al (19^9) This model was adapted by Schramm (195^) "to include some intsrpretation of meaning when two cultures' field of experience overlap. Figure 5 illustrates this model. Diffusion, like innovation, Woods (1975) added is characterised by being: (a) selective, for it is not everything that is adopted. It is based on its utility, value and its compatibility with existing forms; (b) reciprocal and bidirectional; (c) integrated into the receivers culture and social system; (d) overlapped or show similarity within cultures. F IELD OF E XPERI ENCEI ELD OF EXPERIENCE FIELD OF EXPERIENCEI 'Sender j Encodes■jfsignal Decodes Receiver MESSAGE IJW ^ATIOLO jNOISEj FEEDBACK Figure 5 Communication Model of the Diffusion of Innovation The above review shows that instructional or educational technology can be considered as an innovation within the school system especially in the developing countries. Therefore, the selection and use of instructional media and materials, one of the components of instructional technology or systems development is basically an innovative practice for teachers in the schools. Does this constitute a threat to teachers and faculty? Ely (1980) reported that: educational technology should not threaten teachers' self-esteem or their position in relation to professional peers. (p. 20) Wellington (I98O) noted a significant relationship between fear of technological replacement and media usage among faculty members at Florida Upper Division Universities. Dieuzeide (1971) remarked that educational technology seeked to transform the very nature of the educational system by interferring with the professional roles of the teachers and the faculty. The implication is that teachers and faculty have not embraced educational technology as an educational innovation with a utilitarian function in the instructional system. Heinich et al (1982) reported that instructional media can be used effectively in a wide variety of teaching- learning situations including support for teacher-based instruction , student drill and practice, discovery learning and management of instruction. It is important to note that instructional media when used effectively can help teachers manage the learning experiences rather than merely moni toring instructional situations. The selection, and use of instructional media and materials in the developing coun tries is an important educational innovation that both the teachers and the government should introduce into the educational system. However, the crucial question remains whether faculty members and teachers realize the importance and limitations of educational and/or instructional technology. 38 Instructional Design Theories and Models "Instructional design" has been used synonymously with "instructional development" or "instructional systems development." Sprague (1981) enumerated the intellectual roots of instructional design as: (a) system theory (b) educational technology (c) behavioral psychology The systematic theoretical approach to instructional design assumes a step-to-step planning of the instructional process in which instructional inputs will be processed to produce learning outcomes. The educational technology approach grew from the increased utilization of audiovisual aids in education along with the theories of communication. The behavioral psychology approach is derived from learning theory. Essentially, instructional design involves the application of scientific principles to the development or design of instructional process, system or components. These foundation approaches to instructional design have been criticized on the basis of: (i) the systems approach being too rigid and non-humanistic, (ii) too much emphasis has been placed on non-print media, (iii) behavioristic learning theory does not explain 39 complex learning processes, hence the cognitive concept of learning theory, developed by Gagn§ (1975, 1977, 1979). Several models about instructional design have been deve loped and a review of such models will be attempted below. Generally, an instructional design model with the revised systematic approach can be represented by Figure 6. This model assumes that prior to any instructional design there will bes (1) A need assessment for the intended instructional process or events* an audience analysis which will include analysis of both general (age, socioecono mic status, etc) and specific (prior knowledge) characteristics which the learner will bring into the class. (2) There is a conceptualization of objectives and the analysis of the alternative objectives. The ana lysis will be based on the learning capabilities of the learner which Gagne (1977) described as lear ning outcomes, namely: (i) intellectual skill (ii) cognitive strategy (problem solving) (iii) information (iv) motor skill (v) attitude Such analysis will involve content analysis based NEED ASSESSMENT CONCEPTUALIZATION ANALYSIS OF \ OF OBJECTIVES ALTERNATIVES < ----- 7 / EVALUATION OF < PRODUCTION OF PROTOTYPE SELECTIO]N OF <*— FINAL PRODUCT m a t e r i a l /m e d i a MEDIA ' Figure 6 A schematic representation of Instructional design model on task analysis (Gagne,1965)• (3) Instructional events are arranged which Briggs(197^) specified as media and activities selection or production. Such selection of the instructional events,activities and media can follow the: (a)attributes of media as developed by Levie and Dickie(19?3); (b) presentation formats dimension of media as developed by Tosti and Ball(1969); c)administrative consideration that involves cost, availability and accessibility of the instructional media and materials;(d)problems of teaching-learning process as suggested by Kemp's(1971) model,which involves small group,large group,or individualized instruction. (4) Where there is a production of a new medium or mate rial, it will be necessary for a prototype production to start. This is closely followed by, (5) learner verification or developmental testing on a one-to-one basis in which case further revisions can take place. (6) The instructional process or systems can be field- tested with a teacher's guide to be used during the instructional process. Such a model seems very complicated and one wonders if it can be practised in the classroom! Figure 7 shows a non linear instructional system design or development model developed by Belland (1981). This model follows the general pattern of instructional system design involving a systema tic approach except that the packaging and dissemination of the final product is included. This is also specific to the instructional developer or designer not the classroom teacher. This instructional design model meets the criteria of Gagne and Briggs (1979) and Gagne (1977) in which they stressed the importance of internal processing learning principles which also include behavioral learning principles of contiguity, repetition, and reinforcement. The indivi dual learner is stressed in this model as there are important states of mind which the learner brings to the learning task, that is previously learned capabilities. Romiszowski (1982) introduced an integrated approach model towards instructional design. According to Romiszowski (1982) instructional design can be viewed as consisting of levels of analysis and levels of design. The levels of Romiszowski's analysis include: (a) defining the overall instructional objectives (b) defining the detailed objects that have to achieve the overall objectives (enabling objectives); the sequence of interrelationship between these objectives (prerequisites) and entry level. (c) classifying the detailed objectives according to some system or taxonomy of types of learning and assigns specific instructional tactics to ^3 Describe Describe learner content characteristics Design objectives Identify and outcome measures media and instruc tional strategy alternatives Select prototype form(s), content, and instructional strategy Produce Prototype Formative Evaluation Prototype Specify prototype revision Does prototype past? 3^ Package and disseminate product Figure 7 Instructional System Development Model, Belland (1981) 44 each objective or group of similar objectives (d) further analysis of the objectives to ascertain physical and mental skills and finally matching instructional tactics at this 'micro' level. The levels of design are summarized in Figure 8 which essentially include: (a) The course system or course unit or module where learning outcomes, inputs and control mechanism are specified. (b) The lesson level where sequence and interrelation ship of the lessons will be specified. (c) The instructional event level that is specified according to the intended learning outcome. (d) The learning step in which each instructional event is planned in detail and written out in some script or self-instructional material. Does this model lend itself to practical application in the classroom? Teachers in the classroom use this model in their everyday lesson planning but this model has not been empiri cally tested, nor have other instructional design models. Jonassen(19?8) developed a course model for a systema tic instructional design in which an analysis of the instruc tional system occurs, that is, the statement of learning goals and analysis of learner characteristics. This level is followed by a synthesis phase in which analyzed learning outcomes provide the basis for determining instructional strategies and procedures. Finally, there is the i+5 Instructional decisions Chief outcomes commonly made Level of analysis at this level at this level ______of desiCTi______of design_____ 1. Job analysis------Final objectives----- ^>Final evalua- Subject analysis Tasks to teach tion,Syllabus/ Topics to teach curriculum'Over all sequence(of units in the course), Overall choice of prin cipal methods/ media \l/ 2. Task analysis~ — ^Intermediate ob------^Formative eva- Topic analysis jectives, Prere- luation^Diag- quisites, Task/ nostic tests, topic structure Lesson struc ture; Sequence of lessons;Se lection of methods/media for each lesson n/ 3* Knowledge and — -^Enabling objec— — ?>Detailed skills analysis tives, Type of lesson plans learning for Instructional each objective events for each objective Hff ~ -1-1- - -1 /.— - J £ ^ m e o i i u u o / in c m . cl matched to each objective type k. Detailed — ---- Exercise design------^Programmed analysis of the for each learning exer- learning be learning step cises-in any havior/problems suitable media (text, practi cal, audiovi sual , human presenter, ______computer)______ Figure 3 The four-level design process, Romiszowski(1982) 1+6 operation phase that implements the instructional system. Essentially, this instructional design model is similar to the Belland's(198l) model and is most suitable for instruc tional developers not the classroom teachers. What then are teachers doing? Willis (1981) in a review of the literature on the instructional design practices that can measure both tea cher's and media specialist's knowledge, listed the following as being commonly used: (i) development of unit objectives, (ii) development of lesson objectives, (iii) development of behavioral objectives and task analysis, (iv) written lesson Willis illustrated that both library media specialists and teachers do not have adequate knowledge of instructional design. Should teachers and library media specialists be taught basic principles of instructional design? How does this affect the teachers with the Nigerian Certificate in Education who have a different type of professional training? Lesson Planning Planning theory according to Fayol (19^9) has been extensively researched in the administrative sciences and in educational administration. Cook (1982) stated that planning is synonymous with proposal development in which a step-by-step delineation of prescriptive alternatives are used to solve problems. In education, planning models are structured around those found in economics, national and city planning. Irrespective of the area from which we look at planning, it uses a rationale model in which: (1) goals are stated; (2) alternatives are formulated; (3) there is a prediction of the outcomes of those alternatives; (^•) there is evaluation of those predicted outcomes to establish the attainment of goals set already. Therefore planning follows a systematic procedure and is deterministic. Tyler (1950), Taba (1962), Popham and Baker (1970) established guidelines for the teacher's lesson planning. They stated that a rationale or "ob.iective-first" model should be adopted. That is, a teacher in planning his/her lesson should: (a) state learning objectives, (b) select appropriate learning activities and materials, (c) organise these learning activities and materials, (d) evaluate the effectiveness and efficiency of the outcome based on the earlier stated objectives. Mager (i960) in an attempt to shape teacher's behavior and improve learning stated that objectives should be stated in behavioral terms hence the "behavioral objective" dogma. Essentially, such behavioral objectives should be described by an action, performance, and criterion preferences. Therefore, teachers in planning their lessons are faced with presumptions of what "ought to happen" instead of descriptions of what "actually happens." That is, a teacher should first state behavioral objectives; describe the instructional content; analyze the audience or learners characteristics; describe the scope and sequence for which activities will be performed in the classroom; select mate rials that will enable the teacher perform those activities and finally evaluate the attainment of the behavioral objectives. The rationale model insists that this is the only way learning can be accounted for. The rationale model follows closely the systematic approach to the design of instruction. A review of the literature by Coger (1972) and Willis (1981) indicates that there is no empirical evidence to support an instructional design approach to lesson planning over the more traditional non-systems approach. Empirical studies by Jenkins and Deno (1971)* Cook (1970), Oswald (1970), and Martin and Bell (1977) on the importance of behavioral objectives in teacher planning and selection of instructional materials showed a no significant gain in learning. Studies by Hartley and Davies (1978), task 4-9 analysis by Gagn6 , Mayer, and Paradise (1962) and Davies (1973)# indicate that all components of the instructional design models are conflicting and too demanding to be applied by the classroom teacher at the school level. The implication of these studies and research suggest that lesson planning and the selection of instructional materials and media by teachers is still at a theoretical level. This view is supported by Willis (1981), Heidt (1978) and Campeau (197^)- Teachers need a practical approach towards lesson planning and the selection of instructional materials. According to W. Taylor (1980) teachers planned from materials and not ip materials as the "objective first" rationale would want us believe. W. Taylor (1980) stressed that the issue of a teacher plan ning a lesson is centered around the availability, and specifically, the accessibility of instructional materials in the school. This approach is supported by research conducted on teacher planning by Philip Taylor (197°)» McCutcheon (1979)# Yinger (1980) and Kerr (1981). According to this approach when planning a lesson, the teacher will first consider the materials that are available, at hand. The teacher will become involved in mental and intuitive thinking about how to structure the content; scope and sequence, and the activities that the material can be used to effect learning. The above review of the literature does not show whether this would apply to teachers in the developing countries, especially in Nigeria where teacher training assumes different dimensions, and specifically to the Nigerian Certificate in Education teacher with his or her professional training. The literature on the instructional media competency of teachers as measured by the knowledge, and practice of selection, production techniques, and utilization of instructional media and materials, even in the developed countries, is not explanatory enough. What should instructional designers, Ministry of Education officials and other educational service coordinators do? This study may shed some light on possible answers to this question. CHAPTER III METHODOLOGY AND PROCEDURES Introduction This research is both descriptive and analytical. It included interviews at the College of Education,Uyo,Nigeria. Structured mail questionnaires to the teachers with the N.C.E. were also used as research instruments. A stratified sampling survey design was used to collect data that would establish any significant relationships that exist between attitudinal variables and the selection and use of instruc tional media; and between demographic variables and the selection and use of instructional media. A detailed review of the literature on instructional media design theories and models was used as one of the procedures to explain patterns of teachers* selection and use of instructional media and materials. Therefore,this chapter will discuss: (1) the research design used for the study; (2) the development of the research instruments; (3) the pilot study used to establish the reliability and validity of the research instruments; (4) the procedures for selecting the population and 51 52 and sample for the study; (5) the methods of data collecting; (6)the methods of analyzing the data. Design The study was designed to be conducted in three phases. Phase I. Relevant theories and models on the selec tion and use of instructional media and materials, instructional design,and lesson planning with reference to the selection of appropriate media, were reviewed. Phase II. A stratified sampling design was used for this study. This design is suitable because it is based on a sampling theory in which a homogeneous subset of the population,like the one in this study, will produce a sam ple with a smaller sampling error. The teachers with the N.C.E. were employed by the Cross River State Teaching Service Commissi rm. Thpsp toaohors are usually deployed to teach in the different high schools and grade two teacher training colleges in the five senatorial districts of the Cross River State. Therefore, the teachers were identified by two of their certified teaching subject combinations and the geographical areas in which they were deployed to teach. For this study,(1) the teaching subject combinations weres (a) Languages(English,French,Efik,Literature in English) (b) Social Sciences(Economics,political science, 53 government) (c) Science(Biology,chemistry,physics) (d) Mathematics (e) Technical studies(Secretarial studies,welding, building,etc,) (f) Home Economics (g) Agricultural Science (h) Humanities(History,geography,religious knowledge, music) (i) Fine Art (2) the geographical .areas were: (a ) Uyo(Itu,Itam,Ibi ono,Ikono,Ini,Ukpom,Uyo,Uruan,Iman, Ubium,Nsit,and Iftinan) (b) Eket(Eket,Oron,Ikot Abasi,Awa,Onna) (c) Calabar(Calabar,Akamkpa,Odukpani,Akpabuyo,Eburutu) (d) Ikot Ekpene(Ikot Ekpene,Ukanafun,Abak,Otoro,Udim, and Esai an Arinang) (e) Ogoja(Ogoja,Ikom,Obudu,Obubra,Ugep). It is on the basis of thier deployment to the schools and colleges in the different senetorial districts and the different teaching subject combinations that a stratified sampling survey was selected. Babbie(1973) stressed that data collected by using such a research design will be more homogeneous within each stratum than in the whole population. In this study, each 54- stratum constitutes each senatorial district while the whole Cross River State forms the population. Furthermore, Scheaffer,Mendenhall and Ott(1979) reported that separate estimates of the population parameters can be obtained from each stratum(senatorial district) without additional sam pling. Besides, the cost of conducting the actual sampling will tend to be less because of administrative convenience. A homogeneous subset(N.C.E. teachers in each senatorial district) of the population(N.C.E. teachers in Cross River State) will produce a sample of the teachers with a smaller sampling error. Therefore, reduced variability within each stratum will produce stratified sampling estimators with smaller variances. Phase III. Interviews were held at the College of Education,Uyo. The Dean of Education and the head of the educational technology unit of the Faculty of Education were interviewed respectively. Development of the Instrument An instrument for the questionnaires that will produce necessary data for the study from the respondents was deve loped using a Likert-type scale. Such a scale is essential because questionnaire items can be constructed that will measure attitudes and assessment of skills and knowledge 55 of the teachers with the Nigerian Certificate in Educa tion as regards: (1) their attitudes about the selection and use of instructional media and materials; (2) their knowledge of selection and use of instructional media and materials; (3) availability and accessibility of instructional media and materials in their different schools and colleges; (4) their familiarity with materials and equipment (5) the frequency of selection of instructional media and materials; (6) their skills in using instructional materials and equipment; (7) the importance attached to teaching situation; (8) their familiarity with production techniques; (9) their use of production techniques! (10) their skills in using production techniques; (11) the importance of the production techniques to teaching. A Likert-type scale was used to measure attitudes. A media competency instrument was also developed for the study using a modified form of the Ohio Educational Library Media Association Media Competency Project Phase II. An inter view instrument was also developed to examine the media programs in which the Nigerian Certificate in Education 56 student-teachers received while at the College of Education, Each of the items in the different instruments was constructed to reflect appropriate criteria developed by Edwards(1957)• The items in the questionnaires except those for the interview were all structured and close- ended, Each respondent was expected to spend about ^+5 minutes to complete the questionnaire. Questionnaire Content: The attitude and the media competency questionnaires consisted of the demographic information section and the opinion of the Nigerian Certificate in Education teachers about the selection, production techniques and use of instructional media and materials. The demographic section required information about teaching subject combinations, age: s p x . ar'adpmio qualification prior to entry to the college of education, year of graduation from college, in-service training and workshop attendance for instruc tional media and materials; and instructional media courses the Nigerian Certificate in Education teachers had taken while in the college, and the senatorial district (local government area) in which each of the teachers was teaching. Detailed information about this section is contained in Appendix B, 57 The 11 categories in the questionnaire were broken down into 135 items during the pilot study but the final form of the questionnaire had 1^0 items. The item "the selection and use of appropriate media and materials for instruction can improve the quality of large group instruc tion" was to determine the opinion of teachers in the selection and use of instructional media and materials. The respondent was directed to check and "X" on the Likert- type scale below: ( ) strongly agree ( ) agree ( ) undecided ( ) disagree ( ) strongly disagree One of the questionnaire items that measured the knowledge of the teachers' selection, production teohniniifis and use nf instructional media and materials was: "You feel competent to evaluate non-text learning materials (that is, films, recordings, videotapes, graphic materials, slides, etc.) for purchase." The scale to measure this is presented below: ( ) always ( ) frequently ( ) occasionally ( ) seldom 58 ( ) never For availability and accessibility of instructional media, materials or equipment, the typical item was "Is the instructional media and material/equipment (transparency set with overhead projector) available and accessible in your high school or grade two teachers college?" This scale was used to measure it: ( ) available and accessible ( ) available but not accessible ( ) not available ( ) not sure Familiarity with the instructional media and materials and their corresponding equipment had one of these items: "Are you familiar with this materials/equipment?" This scale was used to measure it: ( ) very familiar ( ) somewhat familiar ( ) not familiar ( ) not sure For frequency of the selection and use of instructional media and materials for teaching, one of the items was: "Do you select and use these materials/equipment in your teaching?" The scale used to measure this was: ( ) frequently ( ) occasionally ( ) seldom 59 ( ) never Skill in the use of instructional media and materials in teaching had this type of item: "Your skills in using these materials/equipment." was measured hy this scale: ( ) excellent ( ) very good ( ) fair ( ) have never used The importance of instructional media and materials to the several teaching situations had this item:. "Importance of these materials to your teaching situation" was measured by this scale: ( ) very important ( ) somewhat important ( ) not important ( ) not sure Similar scales were constructed for the knowledge, fre quency of use, skill in using, and the importance, of the several production techniques of the instructional media and materials. One of the production techniques included the planning and producing of a bulletin board, while one of the instructional media and their corresponding equipment inclu ded a transparency set with overhead projector. More details 6o are presented in the final instrument in Appendix B. The items in the questionnaire generally dealt with the affec tive domain although a few were designed to measure the knowledge or skills in the use of instructional media and materials. Non-committal responses were considerably reduced or avoided whenever possible. The interview questionnaire was designed for the head of the educational technology unit, the dean of the faculty of education, and the provost or registrar of the College of Education, Uyo. The interview format was open-ended and unstructured and lasted for about 30-^5 minutes. The purpose of the interview was to: (a) identify the support services provided for the audiovisual center and the nature of the instruc tional media program for the training of the Nigerian Certificate in Education teachers. \ U / -1- V^i 1 U _i_ J. <_Xi 4 j*/ XU J . i l U4J.W I-X v^.414 -i-4 4 -i_ ►—< U J_ >-*. ^ w >_*.x X 4-/ -i. education and registrar of the college) attitude and perception about the role of instructional media and materials in instruction and teaching, as well as the future use of instructional media in the schools and colleges. An interview item for the head of educational technology unit included: "What kinds of instructional media and materials do you have in your department?" A list of these materials and media was given to him to guide his answer to 61 the question. For the dean of education, an interview item was* "Describe briefly the nature of the instructional media and materials program in your faculty " Further details are provided in Appendix C. Pilot Study Fifty Ohio State University undergraduate students in education who posessed the Nigerian Certificate in Education were randomly selected for the pilot study. These students arrived at the Ohio State University, Columbus, Ohio in the Fall Quarter 1982 and the pilot study took place in February 1983- Therefore, these teachers were still new and could remember many of their profes sional practices in Nigeria. Care was taken to exclude teachers with the Grade Two teachers certificate or high school training because their training was different J. i. Willa w 4U11UOO- 1, a a a 1a liUJ-UXlig, a 1 J •! a> 4 - 1-, TvY "C' P r v v t + O T J. -PJ. n-L. ^W n1-4. + u r \^ A ^ t vi rr*1 tr f O«-.* list of the new N.C.E. teachers who were currently in the Nigerian Education Program at the Ohio State University was used as the sampling frame. The students were told»through a covering letter to respond to the items in the questionnaire as though they were Nigerian Certificate in Education teachers teaching at their different schools in Bauchi State, Nigeria. This measure was necessary because their responses helped in writing the final questionnaire items to be used in 62 Nigeria. Furthermore, the writer's dissertation committee examined the items on the questionnaires after the pilot study and helped in selecting the 140 items with the interviewing schedule. Therefore, the pilot study: (i) improved the reliability and validity of the instrument; (ii) deleted any ambiguous and unclear statement in the questionnaire; (iii) determined the appropriate statistical method necessary for the analysis of the data. Thirty-two students returned the pilot study questionnaires and their responses were coded and punched into the SPSS computer program batch 9 for analysis of the data. An item analysis was performed. A Cronbach of .843 was calcula ted as the reliability coefficient for the items in the questionnaire= The final form of the questionnaire "Tor the study and the interview instrument are found in Appendix B and C respectively. Population and Sample The population for the study included those N.C.E. teachers who graduated from the College of Education,Uyo, Cross River State,Nigeria, between 1976-1981- These teachers were employed by the Cross River State Teaching Service 63 Commission. The College of Education,Uyo, was selected on the basis of its location, faculty strength, high student population, and the nature of the instructional media pro gram offered in the college. The college, therefore, has a very high ranking in the training of these teachers. The period 1976-1981 was selected on the basis of the gradual development of the college curriculum generally and instruc tional media program specifically, because it was initially funded by the UNESCO. The physical facilities were also considered. The College of Education,Uyo,graduated about 300 N.C.E. teachers yearly except 1980 when over 500 of these teachers graduated. There were about 2,000 N.C.E. teachers between 1976-1981, out of which 200 were randomly selected after they were stratified by senatorial districts. A sampling frame for this study included the teachers' employment files from the Cross River State School Board, Calabar, and the graduation lists from the Examination Division of the Registrar's office of the College of Educa tion, Uyo. Random systematic samples were drawn from the local government area using a sampling fraction of l/6 from the sampling frames. These samples were based on the proportion of teachers with the N.C.E. in the five senatorial districts. A table of random numbers was used to select the numbers of the teachers for the study in each of the selected schools and colleges of the five senatorial 6 k districts. The two hundred selected teachers with the N.C.E. statistically represented the population of these teachers in the Cross River State,who graduated from the College of Education,Uyo,and were employed by the Cross River State Government. Table 2 illustrates the total population with the selected sample for the study. Table 2 Total number of teachers with the Nigerian Certificate in Education and number in sample group by senatorial districts Senatorial district Population Percentage Sample Percentage Uyo koo 20.00 ko 20.00 Eket koo 20.00 ko 20.00 Calabar koo 20.00 ko 20.00 Ikot Ekpene 500 25.00 50 25.00 Ogo ja 300 15.00 30 15.00 Total 2,000 100.00 200 100.00 Methods of Data Collection and Administration of the Questionnaires The researcher spent two-and-half months in the Cross River State of Nigeria during the months of June, July and August 1983. It should be noted here that economic, sociological and administrative variables affected the 65 responses to the questionnaires. The deteriorating economic situation in Nigeria affected the response rate because the Nigerian Certificate in Education teachers were not paid their salaries through out the period of the research. Therefore, these teachers were reluctant in completing the questionnaires as they should have done. Besides, the schools were holding their final examinations for the school year for their students; hence those teachers who were interested and willing to complete the questionnaires had their professional duties to complete before the research. Some of the school prin cipals felt that the research was meant to reveal their weak points,hence refused their teachers’ participation. Some teachers even demanded monetary reward in order to complete the questionnaires. All these problems were beyond the control of the researcher. Despite all these problems, 120 N.C.E. teachers were excited and readily completed their questionnaires. Letters of introduction were submitted by the resear cher to the Permanent Secretary, Ministry of Education, Calabar; the Provost, College of Education, Uyo and the principals of the selected schools and grade two teachers Colleges. These were the people that gave the initial permission for the researcher to begin the study. The statistical unit of the Ministry of Education (State School Board) and the Examination Section of the College of 66 Education provided the sampling frames from which the samples were drawn. The questionnaires that measured both the attitude and media competency of the teachers with the N.C.E. were mailed to 200 teachers selected for the study through their principals. Each questionnaire had a covering letter that explained the purpose of the research and how the question naires were to be completed.(see Appendix A). Stamped and self-addressed envelopes were included to facilitate early return and response. After two weeks the researcher and his representatives went round the schools and colleges to collect some of the completed questionnaires and urged some of the teachers who had not completed theirs to do so. Because of the grading of the final examination papers by these teachers it was necessary for the researcher and his representatives to visit some of the schools and colleges a second time. Those completed questionnaires were to be submitted to the principals who had to mail them to the researcher's temporary mailing address at the College of Education, Uyo. When schools and colleges closed in July 1983t it was not possible to receive the remaining comple ted questionnaires as many teachers had gone on vacation, without any contact addresses. Out of the 200 questionnaires distributed, 120 were returned, but only 107 were suitable for analysis. This produces a response rate of 53-5#» Table 3 gives the Table 3 Total number and percentage of questionnaires distributed, returned and analyzed by the senatorial districts. Senatorial district Number of Number Percentage Number Percentage question returned returned analyz ed analyzed naires dis tributed Uyo 40 30 75.00 29 72.50 Eket 40 17 42.50 10 25.50 Calabar 40 21 52.50 20 50.00 Ikot Ekpene 50 32 64.00 30 60.00 Ogoja 30 20 66.67 18 60.00 Total 200 120 60.00 107 53.50 Ox 68 details of the distributed, returned and analyzed question naires by senatorial districts. Those questionnaires not suitable for analysis included: (1) those with no responses for half of the questionnaire items, (2) those questionnaires with incomplete demographic information, (3) those teachers who had left for the universities for further studies, (^) those teachers who were transferred to other schools and colleges but their names were still in the list or teachers who were on maternity leave. The high schools and grade two teachers colleges in which the selected teachers participated in the study had to meet the following requirements: (a) such high schools and grade two teachers training colleges must have been established before 1970. (b) they should have source of electricity supply. These conditions took into account the lack of supply of electricity and instructional media and materials, which the new colleges, and high schools do not have. This was an attempt to increase the response rate. Imogie (1980) reported that lack of the supply of electricity to some departments at the Ahmadu Bello University, Zaria, Nigeria; significantly affected the use of instructional materials and media by the faculty members. The interviews with the dean of education and the head of the educational technology unit lasted for a period of 30-^5 minutes. The interviews took place on July 6, 1983 in the office of each of the interviewees. Each of the interviewees was given a brief summary of the purpose of the research, which was followed by questions in the schedule. Follow-up questions were used occasionally to clarify several points. The interviews were taped with an audiocassette recorder. The provost and the registrar of the college of education declined to be interviewed because they lacked authorization from the college council. The council meets twice in a school year. The council had just met before the researcher arrived, hence the provost interview did not take place. The interviews were scheduled during the participants' regular working days and each was by appointment of one week's duration in advance? Tbo interview schedule details are found in Appendix B. Analyzing Data The responses to the questionnaires by the N.C.E. teachers from the five senatorial districts of the Cross River State, Nigeria, were coded and punched on a computer program. The data were analyzed using the Statistical Package for the Social Sciences (SPSS) computer program batch 9- The demographic variables were: 70 (1) sex, (2) age, (3) teaching-subject combination, (^) previous training in the selection and use of instructional media and materials, (5) inservice and workshop attendance in the selection and use of instructional media and materials, (6) academic qualification prior to entering the college of education, (7) year of graduation, (8) local government area in which the school the Nigerian Certificate in Education teachers taught, were all coded using dummy coding. This was necessary because these demographic variables were all categorical variables and had to be converted to continuous and quantitative variables so that canonical and Pearson Product Moment Correlations could be used for some of the analysis. Descriptive statistics of percentage, mean, and standard deviation were used initially to analyze the demographic variables and the response variables so that further analysis can be completed. Canonical correlation analysis was used to examine the overall relationships between sets of: (a) 18 items of knowledge of selection of instructional media and materials, (b) 18 items of frequency of selection and use of instructional media and materials, (c) 10 items of attitudinal opinion of selection and use of instructional media by the teachers, (d) 4 items of perception of administrative support services for instructional media and materials use and selection, (e) 16 items of sources of information and availa bility of instructional media and materials, (f) 10 items of demographic variables of age,qualifi cation prior to entry to the College of Education, in-service and workshop attendance on instructional media selection and use,and number of formal courses in instructional media and materials, taken in pairs. Table k gives the paired arrangement of the sets of variables used for the respective canonical correlation analysis. Each paired set of variables represents one of the relations established in the research hypotheses 1, 2, 3, ^ and 5» Bivariate correlational method, and multiple regression/correlation was not used because each domain or variable has multiple measures, hence canonical correlation analysis was a more appropriate statistical method. According to Cooley and Lohnes (1971) simple correlation analysis between pairs of measures taken one from each domain of interest would produce so many correlation Table k Paired set of variables used in the canonical correlation analysis Hypotheses tested Predictor set Criterion set knowledge of the selection of frequency of selection and use instructional media and materials of instructional media and materials age , entry qualification, inservice frequency of selection and use and worksh op attendance, and number of instructional media and of years c f instructional media and materials- and materi als courses taken at the college 3 attitude c f N.C.E. teachers about frequency of selection and use the select ion and use of instruc- of instructional media and tional med ia and materials materials Li- perception . of N.C.E. teachers' frequency of selection and use administra five support and of instructional media and organizati on for instructional materials media and materials sources of' information about frequency of selection and use and avails bility/accessibility of instructional media and of instruc tional media and materials materials - establish any relationships of the domain/variables it would be very difficult to explain. Multiple regression would produce similar results, hence it was not used. Green and Carrol (1980) state that canonical correla tion analysis is centered on the linear relationships between one set of variables and another set of variables. Essentially, linear combinations or composites of the original set of variables can be formed such that the correlation between the two linear combinations is maxi mized. That is, two sets of canonical weights are produced such that separate composites of these variables sets (canonical variates) are maximally correlated. The values of the canonical weights represent the contribution of the original variables to the corresponding canonical variate. Each canonical analysis computes the canonical corre lation coefficients, the eigenvalues and structure coeffi cients, all of which provide useful interpretive information on the relationship between the pair of sets of the varia bles. The canonical correlation represents the Zero-Order correlation between the corresponding pairs of canonical variables. The structure coefficients of the canonical variates represent the linear associations between the canonical variates and the original variables. The eigen values indicate the proportion of total variance in the first variables set which is explained by the latter, hence 74 providing a measure of the strength of the relationship between the two sets of variables of interest. The interview data were compiled on separate sheets and were compared with the N.C.E. teachers responses on instructional media competency test. A detailed review of the literature on instructional design theories and models was made to determine which of these supported how teachers planned their lessons, with reference to the selection of an appropriate medium. CHAPTER IV DATA ANALYSES AND DISCUSSION This study was designed to identify and analyze the demographic, institutional and attitudinal variables that influence the knowledge of selection, production techniques and use of instructional media and materials, by the teachers with the N.C.E. in the Cross River State, Nigeria. This chapter presents further explanation on how N.C.E. teachers plan their lessons, provides a comparative basis with teachers in the developed countries, and consists of three major sections. Section one deals with the results of the descriptive statistics of the demographic data. Section two presents the descriptive statistics and summary of the knowledge of selection, frequency of selection and use of instructional media and materials, attitudes of the teachers about the selection and use of instructional media and materials, and the availability and accessibility of instructional media and materials in the schools in the Cross River State, Nigeria. 75 Section three will present the results and discussion of the canonical correlation analyses conducted to determine the overall relationships between paired sets of measures as hypothezised. The interview data were analyzed and compared with the data of the Nigerian Certificate in Education teachers. An analysis of the review of the literature on lesson planning with reference to the selec tion and use of an appropriate medium was also carried out. Analysis of Demographic Data One hundred and seven Nigerian Certificate in Education teachers were drawn through stratified and systematic sampling techniques. Their demographic data are presented on Tables 5 through Tables 12. Table 5 shows the distribution of the selected Nigerian Certificate in Education teachers by teaching- subject combinations in percentages who took part in the study. The majority of the respondents were language teachers who formed 25.2% while mathematics teachers formed 5.6%>. Table 6 presents the distribution of the sex category of the Nigerian Certificate in Education teachers in the study by number and percentages. The male respondents formed 50.^6% of the population, while ^9-53% were females. 77 Table 5 Number and percentage of Nigerian Certificate in Education (N.C.E.) teachers who took part in the study by teaching subject combinations Teaching subject Number of N.C.E. Percentage of combination teachers in the N.C.E.teachers study in the study Language 27 25.2 Social Science 11 10.3 Science 13 12.1 Mathematics 6 5*6 Home Economics 9 8.4 Humanities 14 13.1 Agricultural Science 7 6.5 Fine Art 7 6.5 Physical and Health 13 12.1 Education Total 107 100.0 Table 6 Number and percentage of N.C.E. teachers who took part in the study by sex Sex Number of Percentage of N.C.E. N.C.E. teachers teachers in the in the study study Male 54 50.46 Female . 53 49.53 T o ta l 107 100.00 Table 7 presents the absolute frequency and relative frequencies of the age category in range of the Nigerian Certificate in Education teachers who took part in the study. Table 7 Absolute and relative frequencies of the N.C.E. teachers in the study by age range Age range Absolute Relative frequency frequency (percentage) Under 20 1 0.9 20-24 5 4.7 25-29 42 39.3 30-35 33 30.8 Over 35 26 24.3 Total 107 100.0 A majority of the respondents fell within the 25-29 age range giving a total of 42 or 39*3% while only 1 or 0.9$ person was under 20. Table 8 presents both the absolute and relative frequencies of the Nigerian Certificate in Education teachers in the study by qualification before entry into the College of Education, Uyo. T able 8 Absolute and relative frequencies of the N.C.E. teachers in the study by entry qualification Entry Absolute Relative frequency qualification______frequency______(percentage)______ Teachers Grade 4 o 37.4 Two (TC) West African School 32 29-9 Certificate (WASC) Teachers Grade Two 29 2 7 . 1 and West African School Certificate (WTC) Advanced Level G.C.E./ 6 5.6 Higher School Certificate (H.S.C.) attempted To ual xvinn ( 100.0 Of those teachers with the N.C.E. who participated in the study 37-^f° had the Teachers Grade Two Certification, while only 5-6% of the N.C.E. teachers had the General Certificate in Education (Advanced Level or attempted Higher School Certificate courses)prior to entering the College of Education, Uyo. Of the N.C.E. teachers 29-9% had the West African School Certificate (WASC), while 27.1% of the N.C.E. teachers had both the Teachers Grade II (TC) 80 and the West African School Certificate (WASC) prior to entry into the College of Education, Uyo. It will "be interesting to examine any relationship between instruc tional media use and knowledge of selection of instructional media and this previous knowledge. This is essential because the Teachers Grade II is another teaching profes sional certification where these teachers are introduced into basic knowledge and practices of audiovisual materials and instruction during their training. Table 9 represents the absolute and relative frequen cies of the teachers with the N.C.E. in the study by their graduation year from the College of Education, Uyo. Table 9 Absolute and relative frequencies'of the N.C.E. teachers in the study by their graduation year Graduation Absolute Relative vear (GRYR) frequency frequency {%) 1976 8 7-5 1977 8 7-5 1978 20 18.7 1979 22 20.6 1980 22 20.6 1981 21 19-6 Others 6 5.6 Total 107 100.0 81 Both 1979 and 1980 N.C.E. graduates had relative frequencies of 20.6% each, followed by 1981, 1978, 1977> 1978 and others with 19-6%, 18.7$> 7*5$» 7*5$» and 5-6$ respectively. This graduation year should have some contributions to any relationship existing between the frequency and the knowledge of selection and the use of instructional media and materials by the N.C.E. teachers. The College of Education, Uyo is one of the best N.C.E. teacher training colleges in Nigeria. The audiovisual center at the college was established by the UNESCO and at present it is receiving financial aid from the Nigerian government and the UNESCO. In addition, their personnel strength, instructional media program and physical facili ties are good except that the present global economic situation has adversely affected the college's instructional media program. Table 10 represents the absolute and relative frequen cies of the selection, the use and the production tech niques of instructional media and materials that the N.C.E. teachers were exposed to during their professional training. A relationship between the knowledge of the selection and the frequency of selection and use of instructional media and materials should be expected here. The N.C.E. teachers in the study reported that 72$ and 26.2% had instructional media courses throughout the three-year and two-year periods respectively. Table 10 Absolute and relative frequencies of the N.C.E. teachers in the study by the number of the selection and use of instructional media during training Duration of instructional Absolute Relative media courses frequency frequency (?5) Three-year period 7? 72.0 Second year only 28 26.2 First year only 1 0.9 Teaching practice only 1 0.9 Never _— Total 107 100.0 Table 11 presents the absolute and relative frequencies of the N.C.E. teachers in the study by the in-service and attendance at workshop in instructional media and materials use. Of the N.C.E. teachers in the study 7 9 had never attended any such workshops while 6.5% of the teachers (N.C.E.) reported attending only twice a year with 13*1% attending only once a year. How this affects the relationship will be discussed shortly. Table 11 Absolute and relative frequencies of the N.C.E. teachers in the study by attendance in in-service and workshop in instructional media and materials use Inservice/workshop Absolute Relative attendance frequency frequency Three times a year - - Twice a year 7 6.5 Once a year 14 13.1 Never attended 85 79.4 No response 1 0.9 Total 107 100.0 Table 12 represents both the absolute and relative frequencies of the teachers with the N.C.E. by their schools within the local governments in the different senatorial districts. Of the respondents 28% represented N.C.E. teachers from Ikot Ekpene while only 8 represented Uyo. This discrepancy existed because Uyo was one of those local government areas with high mortality rate. Table 12 Absolute and relative frequencies of the N.C.E. teachers in the study by local government areas Local government Absolute Relative areas (LGA) frequency frequency Uyo (UY) 9 8 A Etinan (ET) 10 9.3 Calabar (CA) 20 18.7 Ikot Ekpene (IK) 30 28.0 Itu (IT) 10 9.3 Ogoja (0G) 18 16.8 Eket (EK) 10 9-3 Total 107 100.0 The distribution of the N.C.E. teachers in the local government areas is very close to a normal distribution and hence opens opportunities for further parametric tests and analysis. Analysis of Response Variables The response variables were grouped into several items that measured specific scales. Figures 9 and 10 illustrate the response variables and the summary of the items. 85 Response variables______Summary of items______A. Knowledge of 1. Participation in the selection selection of instructional media and materials* 2. Competency for evaluating instructional media and materials for purchase. 3* Locating published evaluation of learning materials from the library. Time available for viewing instructional media before making decision to use them in the classroom. 5. Writing behavioral objectives before selecting instructional media. 6. Identification and use of infor mation cards in the library. 7. Censorship in selecting instruc tional media from parents. 8. Censorship in selecting instruc tional media from principal. 9. Students' interest is consi dered in selecting instructional media. 10. Curriculum area is considered. 11. Cost is considered when selec ting instructional media. 12. Availability of instructional media is considered when selec ting instructional media. 13- Technical Quality of inRt.mo- tional media is considered when selecting instructional media. 1^. Quality of instruction is con sidered in selecting instructional media. 15* Appropriateness of materials to subject matter is considered in selecting instructional media. 16. Assistance is received from the principal in selecting instruc tional materials and media. 17* Assistance is received from the head of department in selecting instructional media. Figure 9 Response variables with the summary of items. 86 Figure 9 (continued) Response variables ------______Summary of items_____ Assistance is received from the teacher-librarian/school librarian when selecting instructional media. B. Attitudes of the. . 1. Much energy and time is N.C.E. teachers about required of the N.C.E. the selection and use teachers when selecting and of instructional using instructional media media and materials and materials. 2. Concepts and ideas may be understood more when appro priate instructional media are selected and used. 3- Selection and use of appro priate instructional media can hold the interest of students. Instructional media and materials will replace teachers with time. 5- Personal training in the selection and use of instructional media will lead to more selection and use of instructional media 6. De-humanization of education can be produced with regular use of instructional media 7. Selection and use of appro priate instructional media can improve the quality of large group instruction. 8. Extensive use of instruc tional films and educational radio broadcasting inhibits students' interaction. 9* Modern media are more enter taining than as learning experiences. 10. Students learn more on their own when appropriate instructional media are selected and used. 87 Figurte 9 (continued) Response variables | ______Summary of items C. Perception of the 1. Relevant materials are N.C.E. teachers about the provided in the school organization and for selection and use. administration of the schools instructional media program 2. School provides informa tion on all instructional media. 3» School principals provide support for instructional media services. k. The State School Board recognizes the need and support for effective instructional media program in the schools. Summary of items Response variables (D)Frequency of (E)Skills in using (F)Availability selection and use instructional and accessibility of instructional media,materials, of instructional media.materials,and and production media production technique techniques______l.Maps and globes X X X 2 .Models X XX 3 .Transparency set with X X X overhead projector 4.2" X 2" slides with carousel X XX projector 5.Flannelgraph X X X 6.Card board XX X 7*16 mm film with projector X X X 8.8 mm film with projector X XX 9‘Filmstrips with projector X X X 10.Audiotapes and cassettes X X X with recorder 11.Phonorecord with playback X XX 12.Instructional radio program X X X with radio set 13.Flip chart X X X l^f-.Wall chart X X X 15‘Videotapes and cassettes X X X with monitors 16.Text books X X X 17‘Planning and producing X X X bulletin board Figure 10 Summary of items with the response variables 0 0 oo Figure 1 0 (continued) Summary of items Response v a r i a b l e s ______(D) Frequency of (E) Skills in using (F) Availability selection and instructional and accessibi- use of instruc media, materials, lity of instruc- tional media, and production tional media materials, and techniques production 18. Producing card board X X and wall chart 19* Producing overhead X X transparency set 20. Lettering X X X - This item measures the frequency and use, skills, availability and accessibility of instructional media and materials. oo \o 90 The competency in use on attitudes towards instructional media and materials was measured in this study by the know ledge of the selection and use of instructional media, materials and production techniques. The teachers were asked to rank : 1.their attitudes about the selection and use of instruc tional media and materials in their schools, 2.their perception about the Ministry of Education and schools administrative policies that affect instructional media program, 3.how available and accessible those instructional media and materials were in their schools, 4.their knowledge and frequency of the selection and use of instructional media and materials, 5*their skills in using instructional media, materials and production techniques. A Likert-type scale of measurement was used for each of these variables. Tables 13-16 present the means,standard deviations and number of the N.C.E. teachers for: (l)the knowledge of selection,(2) attitudes of the teachers about the selection and use of instructional media, (3)the teachers' perceptions of the administrative policies and organization affecting instructional media programs in their schools, (4)the availability and accessibility of those instructional media in their schools,(5)frequency of the selection and use of instructional media, Table 13 Means, standard deviations and number of the N.C.E. teachers by knowledge of selection of instructional media and materials Knowledge nf selention of IM variables Mean Standard Number deviation of cases M 1. Participation in the selection of IM 4. 36 O .90 (107) 2. Competency for evaluating IM for purchase 3.90 1.21 (107) 3- Locating published evaluation of 3.24 1.14 (106) learning materials from the library 4. Time available for viewing IM before 4.02 1.12 (105) making decision to use IM 5* Writing behavioral objectives for 3.85 1.31 ( 99) selecting IM 6. Identification and use of information 3.81 1.33 (106) cards in the library 7- Censorship in selecting IM from parents 1.98 1.33 (104) 8. Censorship in selecting IM from principal 1.98 1.26 (100) 9. Consider students' interest for 4.58 1.02 (104) selecting IM 10. Consider curriculum area 4.57 0.82 (104) 11. Consider cost 4.34 1.03 ( 99) 12. Consider available and accessible IM 4.55 0.91 ( 98) 13- Consider technical quality of IM 4.43 0.94 98) l4. Consider quality of instruction 4.70 0.61 (101) 15- Consider appropriateness of IM to 4.69 0.74 (103) subject matter Table 13 (continued) Knowledge of selection of IM variables Standard Number of Mean deviation cases (N) 16. Principals provide assistance for 3.20 1.34 (100) selecting IM 17* Head of departments provide 3-15 1.29 (100) assistance 18. Teacher-librarians/school librarians 3.21 1.32 (102) . provide assistance for selecting IM IM - Instructional media and materials N - Number of Nigerian Certificate in Education teachers in the study that responded to these variables. vo !\J Table 14 Means, standard deviations and number of Nigerian Certificate in Education teachers by their attitudes about the selection and use of instructional media and materials Attitudes of Nigerian Certificate in Education Mean SD N teachers about the selection and use of IM variables 1. Much energy and time is required of the Nigerian 3-43 1.34 (107) Certificate in Education teachers when selecting and using IM. 2. Concepts and ideas may be understood more when 4.74 0.44 (107) appropriate media are selected and used. 3. Selection and use of appropriate IM can hold the 4.71 0.48 (106) interest of students. 4. IM will replace teachers with time. 1.83 0.73 (107) 5. Personal training in the selection and use of 4.51 0.78 (107) IM will lead to more selection and use of IM. 6. De-humanization of education can be produced 2.14 0.88 (10 5) with regular use of IM 7. Selection and use of IM can improve the 4.50 0.66 (107) quality of large group instruction. 8. Extensive use of instructional films and 3-37 1.32 (104) educational radio broadcasting inhibits students' interaction. 9- Modern media are more of entertaining than as 3.12 1.20 (107) learning experiences. 10 . Students learn more on their own when an 3.94 1.19 (107) appropriate IM is selected and used. IM- Instructional media and materials. SD- Standard deviations. vo N= Number of Nigerian Certificate in Education teachers who responded. V j J Table 15 Means, standard deviations and number of Nigerian Certificate in Education teachers by their perception of the organization and administration of the instructional media program in the schools Perception variables Mean SD N 1. Relevant materials are provided in the 2.57 1.01 (106) schools for selection and use 2. Schools provide information on all IM 2 ,k6 1.11 (106) 3. School principals provide support for 3.17 1.13 (106) IM services The State School Board recognizes the need 3.38 1.30 (102) and support for effective instructional media program IM- Instructional media and materials. SD= Standard deviation. Na Number of Nigerian Certificate in Education (N.C.E.) teachers who responded to these variables Table 16 Means, standard deviations and Number of Nigerian Certificate in Education teachers by the availability and accessibility of instructional media,frequency of the selection and use, and skills in using instructional media and materials Variables/items Availability and Frequency of Skills in using accessibility selection and use Mean SD N Mean SD N Mean SD N 1 . Maps and globes 3.13 1.04 (102) 3-9^ 1.19 ( 97) 3.82 0.97 2. Models 2.81 0.98 (104) 3.24 1.17 ( 98) 3-71 1.04 3. Transparency set with 3.21 1.14 (102) 2.49 0.84 ( 98) 3-58 1.02 (103) overhead projector 4. 2"x 2" slides with 4.51 0.88 (104) 2.62 0.98 ( 97) 3.24 1.07 (103) carousel projector 5. Flannelgraph 3.84 1.06 (101) 3.59 1.12 ( 95) 4.0 6 1.04 (106) 6 . Card board 3.40 0.78 (103) 4.21 1.01 (100) 4.22 0.91 (105) 7. 16 mm film with projector 3.29 0.75 (101) 2.56 0.92 ( 95) 3.39 1.08 (103) 8. 8 mm film with projector 4.00 0.95 (103) 2.35 0.68 (100) 3.20 1.08 (103) 9- Filmstrips with projector 4.35 0.92 (102) 2.62 0.85 (102) 3.23 1.06 (101) 10 . Audiotapes with recorder 3.20 0.76 ( 99) 3.03 1.10 (103) 3.56 1.14 (103) 11 . Phonorecord with playback 3.28 0.71 (102) 2.52 0.90 (100) 3.24 1.10 (103) 12 . Instructional radio 3.27 0.73 (103) 2.88 1.05 ( 97) 3.50 1.12 (103) program with radio set 13 . Flip chart 3 .46 ' 0.91 (105) 2.93 1.10 ( 98)3.64 1.09 (102) 14 . Wall chart 3.38 0.87 (104) 3.47 1.19 (100) 3.85 1.03 (101) 15- Videotapes and cassettes 3.44 0.88 (101) 2.73 1.03 ( 99) 3.47 1.13 (100) with monitors vo Table 16 (continued) Variables/items Availability and Frequency of Skills in using accessibility selection and use lean SD N Mean SD N Mean SD N 16. Text books “3756 079$ (1 0 2 ) T752 0.87 (104) T729 0.95 (104) 17* Planning and producing 3.53 1.03 (102) 3.84 0.95 (101) bulletin board 18. Producing card board 4.15 0.97 (104) 3.91 0.89 (103) and wall chart 19* Producing overhead 2.92 0.96 ( 99) 3.55 1-00 ( 99) transparency sets 20. Lettering______3.86 0.98 ( 98) 3.60 1.07 (100) IM- Instructional media and materials SD- Standard deviation N= Number of teachers with the Nigerian Certificate in Education who responded to these variables M3 o\ 97 (6)the skills of the teachers in using those instructional media and materials. The mean responses for knowledge in the selection of instructional media and materials by the teachers are higher for the characteristics of media to be considered when selecting instructional media and materials. For instance, the quality of instruction(content,and sequence,etc.) rather than censorship by parents and principals and writing of behavioral objectives occurred occasionally. The standard deviations ranged from 0.6l to 1.3^ indicating a high varia bility in the responses. For the mean responses for the attitudes of the teachers about the selection and use of instructional media and materials there is high variability. The teachers agreed that concepts and ideas might be better understood when appropriate media are selected and used. They strongly disagreed that instructional media and materials will replace teachers with time. There is high variability with a standard deviation of 0.^4 to 1.3^» The mean responses for the perception of administrative support for instructional media program varied from "occa sional" to "seldom". The standard deviation was closer than knowledge or attitude variables. The mean responses for availability and accessibility of instructional media and materials were higher than frequency of selection and use; and skills in using instructional media and materials in schools. Generally, graphic materials were available but not accessible while projected media were not available. The teachers in this study did not select the available but not accessible instructional media and materials even though they had fair skills in using these instructional media and materials. Only print materials and media (text books) were selected occasionally. There is high variability in the responses related to availability and accessibility, frequency of selection and use, and skills in using instructional media. The standard deviations ranged from 0.68 to 1.19- Histograms were used to analyze the distribution of the variability of the responses further. Figures 11 to 15 represent such variability by relative frequencies for the knowledge of selection of instructional media and materials. The quality of instruction (content, and sequence,etc) was rated "frequently" in selecting instructional media and materials by the teachers with the N.C.E. 99 This is represented as: a 80' N-78 1+0' W o 20- > S N-l? <3 § N=6 a s T n -5 « Pn ----- r ITEM RESPONSE Figure 11 Relative frequency of the quality of instruc tion (content,sequence,etc.) as a criterion for selecting an instructional medium l*Never 2»Seldom 3=0ccasionally ^Frequently 5*Always N=Absolute frequency of the respondents to the item Of the Nigerian Certificate in Education teachers in the study, 5.6% never considered; 0.9% responded very seldom; b.7%> responded occasionally; 15-9$ responded frequently while 72.97S responded always. 100 Censorship of the selection of instructional media and materials by parents is represented in Figure 12s A 6 0 N - 5 1 4 0 - i ' 2 0 ■ > > : N — 2 0 H I N*17 I 1 0 . -i 3 4 ITEM RESPONSE Figure 12 Relative frequency of the parents' censorship of instructional media and materials selection by Nigerian Certificate in Education teachers Of the Nigerian Certificate in Education teachers in the study, 51% never had any censorship from their students' parents; 20% had very seldom; Y]%> had occasionally; k % had frequently while 8 % had always. 101 The writing of behavioral objectives when selecting instructional media and materials by the Nigerian Certifi cate in Education teachers is represented by Figure 13 A 40. N=43" 30. r 20. N»21 N^I^ > | 10. H N=-12 E h P 1 w ITEM RESPONSE Figure 13 Relative frequency of writing behavioral objectives when selecting instructional media and materials by the Nigerian Certificate in Education teachers In selecting instructional media for use in the class room: 5-6% of the Nigerian Certificate in Education teachers reported that they never wrote behavioral objec tives; 14% of these teachers wrote behavioral objectives very seldom; 11.2% wrote occasionally; 19*6% wrote frequently while 42.1% wrote always. 102 Figure 1U presents the relative frequency of the N.C.E. teachers who considered students' interest when selecting instructional media and materials for their classes. 60 - W o 20 - ITEM RESPONSE Figure 1^ Relative frequency of the Nigerian Certificate in Education who considered students'interest when selecting instructional media for instruction In selecting instructional media by the teachers in this study, ^-.7$ never considered students' interest; 1.9$ considered very seldom; k.7% considered occasionally; ?.5$ considered frequently; while ?8.5$ considered always. Only 2.8$ did not respond to this item. 103 Similar patterns were noted for considering the curri culum area, the availability and accessibility of instruc tional media, and the cost of the instructional media respectively. However, cost showed a difference presented in Figure 15- /'75i 5 0 - N=60 tH w o H> WS 25- EH t=> 1 F T Z WSS K N®16 PS E Z Z p E 2 ITEM RESPONSE Figure 15 Relative frequency of Nigerian Certificate in Education teachers who considered cost of instructional media when selecting instruc tional media for instruction In selecting ins truelional media for instruction by the N.C.E.teachers, 2.8% never considered cost of instructional media; 2.8% considered very seldom; 13*1% considered occa sionally; 15% considered frequently while 58.9$ considered cost always. 104 Figures 16-18 present the relative frequencies of the N.C.E. teachers' attitudes about the selection and use of instructional media and materials. Figure 16 presents the relative frequency of the respondents' attitudes about the statement that concepts and ideas might be better understood when appropriate instructional media are selected and used. W b ITEM RESPONSE Figure 16 Relative frequency of the Nigerian Certifi cate in Education teachers' attitudes about concepts and ideas being understood more when appropriate instructional media were selected and used. l*Strongly disagree 2*-Disagree 3-Undecided 4*Agree 5=Strongly agree Of the N.C.E. teachers in the study, 26.2% agreed to this item while 73*8% strongly agreed with the item. 105 Figure 17 presents the relative frequency of the respondents' attitudes ahout fear of replacement of the teacher by instructional media and materials. ✓h ‘60-, N-64 40- N=33 s 20 - w o M> SW EH i=> N=6 W=3 i i q W K « to 1 3 ITEM RESPONSE Figure 17 Relative frequency of the Nigerian Certifi cate in Education teachers' attitudes about fear of replacement of the teacher by instructional media and materials Of the N.C.E. teachers in the study, 30.8% strongly disagreed with this item; 59*8% disagreed; 5-6^ were , — — -TT ys — * J O O f l f n ^ a J . * >,1a 4 T ^ C\ r i *4” a ^ rr* 1 ^ t o n>yi r\ + V > a + UiiU C U 1 U C U f • \ J / U a g l C C U i VY1 i. J L v- w • y (V ^ \j A. with time instructional media and materials would replace teachers. 106 Figure 18 presents the relative frequency of the res pondents' attitudes about the effect of personal training in the selection and use of instructional media and materials. N-66 >H w o N=36 30-- <3EH t=> & P4 N=2 N=2 4 ITEM RESPONSE Figure 18 Relative frequency of the Nigerian Certi ficate in Education teachers' attitudes about personal training in the selection and use of instructional media and materials Of the N.C.E. teachers in the study, 1.9% strongly disagreed and disagreed respectively, that personal train ing in the selection and use of instructional media would lead to more selection and use of instructional media. Of these teachers 0.9% were undecided; 33-6$ agreed while 6l., strongly agreed that personal training in instructional media selection and use would produce more selection and use of instructional media and materials. 107 Similar patterns were noted for the remaining items that measured the attitudes of the N.C.E. teachers about the selection and use of instructional media and materials. Figures 19-20 illustrate the relative frequencies of the teachers' perception about administrative support for instructional media and materials program in the schools. Figure 19 presents the relative frequency of the respondents' perception about schools providing information on available instructional media. Of the teachers in this study, 23.6% reported that schools did not provide information on available instructional media and materials; 26.2% reported that schools provided information very seldom; 35-5% reported that schools occasionally provided information on available materials; while 8 .k% and 5 -6% reported that schools provided information frequently and always res pectively. Only 0.9% of these teachers did not respond to this item. Similar result was provided for schools providing the instructional media and materials in the schools. 108 N=38 ^ 30-■ N-28 N=9 K Pl, m s ITEM RESPONSE^ Figure 19 Relative frequency of the Nigerian Certi ficate in Education teachers' perception on schools providing information on available instructional media and materials N^Absolute frequency of the N.C.E. teachers who responded to this item l=Never 2=Seldom 3=0ccasionally ^-Frequently 5=Always However, 26.2% of the teachers reported that the State School Board recognized the need and support for effective instructional media and materials occasionally and always respectively. Of these teachers, 8.4$ reported that the State School Board never recognized any need and support; 109 while 16.8% and 17.8$ of these teachers reported that the State School Board very seldom and frequently respectively recognized the need for an effective instructional media program. Only h.7% did not respond to this item. Figure 20 summarizes the result of this response. 30r 1 N-28 N-28 20 --- w " w o N=18 M W 10 -- EH !=> n =9 m S 1 2 ITEM RESPONSE Figure 20 Relative frequency of the Nigerian Certi ficate in Education teachers' perception on the State School Board support and need for instructional media program Graphic, projected and electronic instructional media, materials and equipment were selected for this study, to determine how available and accessible they were in the schools. The frequency of the selection and use of these instructional media, materials and equipment by the the teachers as well as their skills in using them were also examined. Figures 21-26 present the summary of the results. 110 Figures 21, 22, 23, illustrate the availability and accessibility of maps and globes; the frequency of the selection and use of maps and globes and the skills in using maps and globes respectively by the teachers in their classes. bO-t N-3« N=29 20- N=24 W o M> W& Ej Z=> 3 8 10 - w « N-Il « pt, 3 ITEM RESPONSE Figure 21 Relative frequency of the availability and accessibility of maps and globes N=Absolute frequency of the teachers who responded to this item 2—Not sure 3-Not available 4=Available and accessible 5**Available and accessible No response=4.7% I l l 60-, m N=^Af. ^1 ■ w o N=24 N=2] >H M^ EH !=> 15- asM (X n »8 “ 2 a 4 ITEM RESPONSE Figure 22 Relative frequency of the frequency of the selection and use of maps and globes by the Nigerian Certificate in Education teachers N=Absolute frequency of the teachers who responded to this item 2=Never selected 3=Seldom ^Occasionally 5=Frequently No response«9*^% 112 4A5-i n=37 ^=29 w o > N-2^ N=ll ITEM RESPONSE ^ Figure 23 Relative frequency of the Nigerian Certifi cate in Education teachers' skills in using maps and globes N-Absolute frequency of the teachers who responded to this item 2-Have never used 3-Fair 4 -Very good 3-Excellent No response=5-6?S Generally, maps and globes were available but not accessible in the schools even though 35-5% of the respon dents reported that they were not sure whether maps and globes were available. However, 3^*6% of the respondents reported very good skills in using maps and globes while *H.l% reported selecting and using maps and globes. Other graphic instructional materials followed similar pattern 113 except that 48.6$ of the respondents did not select and use flip charts; hut they showed fair skills in using flip charts. Figures 24-26 present the results of the availability and accessibility of a projected instructional medium, filmstrip with projector, the frequency of the selection and use of filmstrip with projector, the skill in using filmstrip with projector, by the teachers in their classes. 6(K“ N=64 W o H> fk W id & 3 8 N=22 w « N=13 N=3 3 xt Javi Knaruwaji Figure 24 Relative frequency of the availability and accessibility of filmstrip with projector 2-Not sure 3-Not available 4=Available but not accessible ^available and accessible N=Absolute frequency of the respondents to this item No response^.7$ ii4 6 Or * n «6i 20 . • N ' " 2 1 i ^ 8 i ITEM RESPONSE ^ Figure 25 Relative frequency of the frequency of the selection and use of filmstrips with projector by the Nigerian Certificate in Education teachers 2=Not selected 3-Seldom 4=0ccasionally 5=Frequently N=Absolute frequency of the respondents to this item No response=4.7% 115 30 n -32 A n =3i 20 TPT6 \ 10 M> 3 9 I H ITEM RESPONSE Figure 26 Relative frequency of the Nigerian Certificate in Education teachers' skills in using film strips with projector 2=Have never used 3-Fair k-Yery good 5=Excellent N=Absolute frequency of the respondents to this item No response=5»6# Of the teachers in the study, 59-9% reported that film strips with projectors were available and accessible in their schools but $8.^% did not select and use filmstrips with projectors in their classes even though 30.3% had fair skills in using filmstrips with projectors. 116 Similar results were noted for videotapes, cassettes and monitors; as well as 16mm films with film projectors. However, audiotapes and cassettes with playbacks presented different patterns. Audiotapes,cassettes and playbacks were not available (67.3%) and subsequently were not selected and used (^3»9%); while 2*1.2% reported very good and excel lent skills in using audiotapes, cassettes and playback in their classes. Figures 27-28 present the result of the production techniques of instructional media and materials by the teachers in the study. 30- w o 15- i t e m RESPONSE ^ Figure 27 Relative frequency of the frequency of selecting and using planning and producing bulletin boards by the N.C.E. teachers 2=Not selected 3:Seldom ^Occasionally 5-F*’equently No response^.7% 117 45t M o N=2£ > £ RPTF N=12 « fx< 2 3 4 5 ITEM RESPONSE' Figure 28 Relative frequency of the skills of the Nigerian Certificate in Education teachers who used planning and producing bulletin board as a production technique for their classes 2=Have never used 3=Fair 4=Very good 5-Excellent N=Absolute frequency of the respondents to this item No response=5*6$ Of the teachers in the study, 39•8$ reported selecting and using the production techniques in planning and pro ducing bulletin board occasionally, while 42.1$ showed very good skills in using planning and producing bulletin board as a production technique for their instruction. Similarly, 21.8$ reported not; selecting and using this production 118 technique while 11.1# noted that they have never used this production technique in their classes. The same pattern was noted for producing card boards and wall charts. However, in planning and producing over head transparency sets, 41.1# reported that they did not select and use this production technique for their classes. However, 33-6# noted very good skills in using this production technique. There is a discrepancy here. The analysis of the response variables or measures has revealed some relationships between availability and accessibility, frequency of selection and use, and skills in using instructional media and materials and production techniques. Similar relationships were noted for attitudes of the teachers, knowledge of the selection and use of instructional media and materials, and their perception about the administrative support for instructional media and materials. Such relationships will be further analyzed in the next section. 119 Analysis of the Relationships between Paired Sets of Measures Using Canonical Correlation Analysis The preliminary analysis of the demographic and the response variables through descriptive statistics and histograms indicated some relationships between sets of variables. These relationships are the research hypotheses stated for this study. Each research hypothesis is stated in the null form to determine any significant relationships between the paired sets of variables. The structure of relationships between sets of measures of: (a) past attainment of knowledge of selection of instructional media and materials, (b) the frequency of the selection and use of instructional media and materials, (c) the demographic factors (variables), (d) the attitudes of the teachers about the selection and use of instructional media and materials, (e) the perception of the teachers about the adminis trative support for instructional media and materials program in the schools, (f) knowledge of the information about the available and accessible instructional media in their schools, were examined by conducting a series of canonical correlation analyses involving paired sets of response 120 measures of the respective variables. Canonical correlation analysis was adopted for the analysis because it summarizes the across-domain covariations in as few statistically reliable dimensions as possible. The series of canonical correlation analyses performed, followed the SPSS Computer program batch 9 (1982). Statistical significance was set at fr =.05 so as to reduce Type 1 error as much as possible, that is, in rejecting the null hypotheses when, in fact, they are true. The canonical correlation analyses results are presented in terms of the respective research hypotheses. Hypothesis 1 The past attainment of the knowledge of selection of instructional media by the Nigerian Certificate in Education teachers would not correlate with the present amount of use of instructional media and materials in their different schools. Table 17 presents the canonical correlation coefficients for the multivariate relationships between the 18 past attainment of the knowledge of selection of instructional media and the 18 present use of instructional media measures. There is no significant canonical correlation ate# =.05 121 T a b le 1? Canonical correlation between the past attainment of the knowledge of selection and present use of instructional media and materials by N.C.E. teachers Canonical Eigenvalues Canonical Wilks' DF Sig. variates correlation Lambda (R2 ) (R) 1. 0.68 0.83 0.006 351.22 324 0.14 2 0.58 0.76 0.020 271.34 289 0.77 3 0.52 0.72 0.048 211.76 256 O .98 4 0.41 0.63 0.099 160.38 225 1.00 5 0.35 0.59 0.168 123.78 196 1.00 6 0.31 0.55 0.261 93.34 169 1.00 7 0.22 0.46 0.378 67.59 144 1.00 8 0.18 0.42 0.483 50.60 121 1.00 9 0.14 0.37 0.588 36.93 100 1.00 10 0.10 0.32 0.683 26.41 81 1.00 11 0.08 0.28 0.760 19.07 64 1.00 12 49 1.00 0.07 0.26 0.826 13.30 A •'k.iilor 13 0.04 0.20 O .898 8.26 36 1.00 14 0.04 0.19 0.924 5.52 25 1.00 15 0.03 0.17 0.958 3.01 16 1.00 16 0.01 0.09 0.987 0.91 • 9 1.00 17 0.004 0.06 0.996 0.29 4 0.99 18 0.00002 0.006 0.999 0.001 1 0.97 122 significance level. Therefore, the null hypothesis of low correlation is accepted. That is, the past attainment of the knowledge of selection of instructional media by the Nigerian Certificate in Education teachers does not correlate with the present amount of use of instructional media and materials in their different schools. Table 18 presents the structure coefficients for canonical variables in the first and second sets of variables that are not significant at c< =.05 level. This further supports the null hypothesis of no significant correlation. This result may be explained from the fact that the Nigerian Certificate in Education teachers training in instructional media program does not include the teachers' knowledge of the selection of instructional media and materials. This fact may be generalized to other instructional media program in the training of teachers with other qualifications in both the developed and developing countries. Hypothesis 2 There will be no significant difference between demographic characteristics and knwoledge and use of instructional media by the Nigerian Certificate in Education teachers. T a b le 18 Structural coefficients from canonical correlation analysis between past attainment of knowledge of selection and present use of instructional media Variable set Structure ______coefficient (CANVAR) Set 1: Knowledge of selection of instruction media. 1. Participation in the selection of instructional media. 0.28 2. Competency for evaluating instructional media for purchase. 0.28 3. Locating published evaluation of learning materials from -0.11 the library. 4-. Time available for viewing instructional media before -0.26 making decisions to use them. 5. Writing behavioral objectives for selecting -0.23 instructional media. 6. Identification and use of information cards in the library. 0.35 7* Censorship from principals when selecting instructional 0.60 media for class instruction. 8. Censorship from the parents when selecting 0.23 instructional media for the classroom. 9. Considering students* interest when selecting instructional 0.44 media for the classroom. 10. Considering curriculum area. -0.36 11. Considering cost of the instructional media. -0.57 12. Considering available and accessible instructional media. -0.68 13* Considering technical quality of instructional media. 0.31 14-. Considering quality of instruction. ^ ^ 0.13 15* Considering appropriateness of instructional media to -0.04' the subject matter. 16. Principals provide assistance for selecting 0.09 123 instructional media and materials. Table 18 (continued) Variable set Structure coefficient (CANVAR) 17* Heads of departments provide assistance. 0.05 18. Teacher-librarians/school librarians provide assistance -0.09 for selecting instructional media. Set 2» Use of instructional media, materials and production techniques. 1. Maps and globes. 0.16 2. Models. 0.17 3* Transparency set with overhsad projector. -0.21 4-. 2"x 2" slides with carousel projector. -0.16 5• Flannelgraph. -0.30 6. Card board. -0.4-6 7» 16 mm film with projector. 0.39 8. 8 mm film with projector. -0.06 9- Filmstrips with projector. 0.15 10. Audiotapes with recorder. -0.28 11. Phonorecord with recorder. -0.08 12. Instructional radio with radio set. 0.15 13* Flip chart. -0.21 14-. Wall chart. -0.08 15. Videotapes and cassettes with recorder. 0.19 16. Text books. -0.38 17. Planning and producing bulletin board. 0.01 18. Producing card board and wall chart. 0.4-2 I ijZ 125 There are two forms of this hypothesis? (i) there will be no significant difference between demographic characteristics of age, entry qualification, in-service and attendance at workshop and number of years of formal courses in instructional media use, and knowledge of selection of instructional media and materials; (ii) there will be no significant difference between demographic characteristics of age, entry qualification, in-service and workshop attendance and number of years of formal courses in instructional media use and frequency of selection and use of instructional media and materials. In the first section of this hypothesis, there is no significant correlation at thetX =0.05 level of signifi cance. Therefore, the null hypothesis of no significant difference between demographic characteristics of the teachers and the knowledge of the selection of instructional media and materials is accepted. Table 19 gives necessary information about this. 126 Table 19 Canonical correlation between the demographic characteris tics of the N.C.E. teachers and the knowledge of selection of instructional media Canonical Eigenvalues Canonical Wilks' DF Sig. variates correlation Lambda (R2 ) (R) 1 0.45 0.67 0.110 162.09 180 0.83 2 0.35 0.60 0.200 118.16 153 0.98 3 0.28 0.53 0.310 86.04 128 0.99 4 0.25 0.50 0.429 62.12 105 1.00 5 0.19 0.43 0.571 41.18 84 1.00 6 0.12 0.34 0.702 25.98 65 1.00 7 0.10 0.31 0.795 16.89 48 1.00 8 0.07 0.28 0.879 9.47 33 1.00 9 0.04 0.21 0.942 4.42 20 i . 00 10 0.01 0.12 0.986 1.07 9 0.99 Sig. - - Significance DF -- Degree of freedom The canonical coefficients for the non significant canonical correlation for the canonical variables of the first and second sets of canonical variates are presented in Table 20. Table 20 Structural coefficients from canonical correlation analysis between demographic charac teristics of the Nigerian Certificate in Education teachers and knowledge of instructional media and materials Variable set Structure coefficients (CANVAR) Set 1: Knowledge of selection of instructional media 1. Participation in the selection of instructional media. 0.31 2. Competency for evaluating instructional media for purchase. - 0.20 3. Locating published evaluation of learning materials from -0.09 the library. 4-. Time available for viewing instructional media before 0.14- making decisions to use them. 5. Writing behavioral objectives for selecting instructional media, -0.44 6. Identification and use of information cards in the library. 0.34- 7- Censorship from parents when selecting instructional media 0.17 for class instruction. 8. Censorship from principals when selecting instructional 0.19 media for the classroom. 9. Consider students' interest when selecting instructional media. 0.14 10. Consider curriculum area. 0.47 Set 2 s Demographic characteristics A. Qualification at entry 1. Grde Two Teachers Certificate (TC) 0.61 2. West African School Certificate (W.A.S.C.) 0.70 3- West African School Certificate and Grade II 0.32 Teachers Certificate Table 20 (continued) Variable set Structure coefficients (CANVAR) B. Age in range 1. 25-29 -0.96 2. 30-35 -0.84- 3- Over 35 -0.19 C. In-service and workshop attendance (INSER) 1. Once a year 0.34 2. Never attended before -0.38 D. Number of years of selection, use, and production of instructional media and materials courses 1. Three year period -0.03 2. Second year only -0.16 129 There is no significant canonical correlation at r ■)( 05 significance level for the second part of the hypothesis. Therefore, the null hypothesis of no signifi cant difference between demographic characteristics of N.C.E. teachers and the frequency of selection and use of instructional media and materials is accepted. Table 21 presents the necessary information on this. Table 21 Canonical correlation between the demographic characteris tics of the N.C.E. teachers and the frequency of selection and use of instructional media and materials Canonical Eigenvalues Canonical Wilks' DF Sig. variates (R^) correlation Lambda LEl “1 r \ t* r* A n)i r\ nli.O 01 n no ± V-/ • ( "T m 1 W — y . 200 0.17 2 0.40 0.63 0.109 160.75 171 0.70 3 0.37 0.61 0.181 123.82 144 0.89 4 0.31 0.56 0.288 90.14 119 0.98 5 0.24 0.49 0.418 63.18 96 0.99 6 0.19 0.43 0.553 43.00 75 0.99 7 0.14 0.38 0.684 27.47 56 1.00 8 0.12 0.35 0.79? 16.43 39 0.99 9 0.06 0.25 0.910 6.80 24 1.00 10 0.03 . 0,17 0.969 2.22 11 0.99 Table 22 presents the structure coefficients for the canonical variable of the first and second sets of canoni cal variates of the non-significant canonical correlation. Table 22 Structural coefficients from canonical correlation analysis between demographic characteristics of the N.C.E. teachers and the frequency of the selection and use of instructional media Variable set Structure coefficient ______(CANVAR) Set 1: Frequency of selection and use of instructional media. 1. Maps and globes 0.20 2. Models 0.4-0 3* Transparency set with overhead projector -0.37 4-. 2" x 2" slides with carousel projector -0.4-6 5. Flannelgraph 0.01 6 . Card board -0.10 7. 16 mm film with projector 0.34- 8 . 8 mm film with projector -0.20 9* Filmstrips with projector -0.22 10. Audiotapes with playback -0.12 Set 2j Demographic characteristics A. Qualification at entry 1. Grade Two Teachers Certificate (TC) 0.53 2. West African School Certificate (WASC) 0.4-3 3. West African School Certificate and -0.04- Grade II Teachers Certificate B. Age in range 1. 25-29 -0.50 2 . 30-35 -0.66 3- Over 35 -0*59 C. In-service and workshop attendance (INSER) 1. Once a year -0.17 2. Never attended before -0.64- 131 Table 22 (continued) Variable set Structure coefficients (CANVAR) D. Number of years of selection, use, and production of instructional media and materials courses 1. Three year period 0.82 2. Second year only 0. 54 The lack of statistical significance for the canonical correlation between demographic characteristics of the N.C.E. teachers and the knowledge of selection and frequency of selection and use of instructional media and materials requires a further examination of the instructional media program in the College of Education, Uyo specifically, and in Nigeria generally. Should these colleges restructure their instructional media programs? Further research is needed here. Hypothesis 3 There will be no significant relationship between the frequency of selection and use of instructional media and materials by the Nigerian Certificate in Education teachers and their perception about the selection and use of instructional media. Table 23 illustrates the canonical correlation analysis for the testing of this hypothesis. There is no significant canonical correlation at 0( =0.05 significance level, 132 between the frequency of selection and use of instructional media and the perception of the N.C.E. teachers about the selection and use of instructional media. Therefore, the null hypothesis of no significant relationship is accepted. Table 23 Canonical correlation between the frequency of selection and use of instructional media and the perception of the N.C.E. teachers about the selection and use of instructional media and materials Canonical Eigenvalues Canonical Wilks' -w DF Sig. variates (R2 ) correlation Lambda (R) 1 0.30 0.55 0.24-9 107.72 100 0.28 2 0 .2? 0.52 0.357 79-85 81 0.52 3 0.24- 0.4-9 0.4-91 55-01 64- 0.78 4- 0 .1? 0.4-1 0.64-5 33-9^ 4-9 0.95 5 0.11 0.33 0.777 19.53 36 0.98 6 0.07 0.26 0.870 10.78 25 0.99 7 0.04- 0.19 0.930 5-57 16 0.99 8 0.02 0.15 0.967 2.59 9 0.97 9 0.01 0.08 0.990 0.74- 4- 0.95 10 0.003 0.06 0.997 0.25 1 0.62 133 Table 24 presents the structure coefficients for the non-significant canonical correlation. Table 24 Structural coefficients from canonical correlation analysis between frequency of selection and use of instructional media and the N.C.E. perception of the selection and use of instructional media Variable set Structure coefficients (CANVAR) Set Is Frequency of selection and use of instructional media and materials 1 .Maps and globes 0.004 2 .Models 0.42 3.Transparency set with projector -0.35 4 .2"x 2" slide carousel projector -0.19 5 .Flannelgraph 0.55 6 .Card board -0.41 7.16 mm film with projector 0.04 8.8 mm film with projector -0.42 9 .Filmstrips with projector - 0.22 10.Audiotapes v/iti1 0.83 Set 2; Perception of selection and use of instructional media by the Nigerian Certificate in Education teachers 1.Much energy and times is required of the -0.06 Nigerian Certificate in Education teachers when selecting IM 2 .Concepts and ideas may be understood more 0.19 when appropriate IM are selected and used 3 .Selection and use of appropriate IM can -0.18 hold students’ interest 4.IM will replace teachers with time 0.45 5 .Personal training in the selection and use of 0.16 IM will lead to more selection and use of IM 6.De-humanization of education can be produced 0.08 with regular use of IM 7 .Selection and use of appropriate IM can 0.20 improve the quality of large group instruction 13^ T able Zk (continued) Variable set Structure coefficients ______(CANVAR) IT! Extensive use of instructional films and educational radio broadcasting inhibits students' interaction 9- Modern media are more entertaining than 0.37 as learning experiences 10. Students learn more on their own 0.01 when appropriate IM are used______ IM- Instructional media and materials N.C.E.- Nigerian Certificate in Education Hypothesis k There will be no significant relationship between the Nigerian Certificate in Education teachers' perceptions about the organization and administrative policies support for instructional media, and the frequency of selection and use of instructional media and materials. Only one of the four canonical variates formed is statistically significant at p< .05 significance level, (see Table 25). This statistically significant canonical correlation of O .50 suggests an important relationship between the Nigerian Certificate in Education teachers' positive perception about the organization and administra tive policies support for instructional media, and frequency of selection and use of instructional media and 135 materials. Therefore, the null hypothesis of no significant relationship is rejected. Table 25 Canonical correlation between the Nigerian Certificate in Education teachers' positive perceptions about the orga nization and administrative support for instructional media; and the frequency of selection and use of instructional media 2 Canonical Eigenvalues Canonical Wilks' DF Sig. variates (R2 ) correlation Lambda X (R) 1 0.25 0.50 0.685 31.83 20 0.04* 2 0.07 0.26 O .909 8.05 12 0.78 3 0.02 0.15 0.977 1.98 6 0.92 4 0.001 0.03...... 0.999 0.10 2 0-95 * p ^ .05 However, the 25fo of the total variance (eigenvalues) between the paired set of variables; that is, Nigerian Certificate in Education teachers' perceptions about the organization and administrative support for instructional media and the frequency of selection and use of instruc tional media; explains the significant relationship. 1 36 Further test of statistical significance for the relation ship requires Wilks' lambda of 0.685 with ( y?' 231*83f df -20); which shows a weak relationship. Table 26 provides information on the nature of the relationship between the paired sets of variables. The structure coefficients for the canonical variates are all positive for the set of perceptions of the teachers on the administrative support and organization for instructional media. However, the structure coefficients for the set of frequency of selection and use of instructional media are bipolar; that is, positive and negative relationships exist. The significant relationship is contributed more by the variables: the State School Board recognizes the need and support for effective instructional media program and the frequency of selection and use of maps and globes; which have O .89 and 0.83 respectively as the loading factor or structure coefficients. This is a positive relationship and it can be explained from the fact that the teachers reported that the State School Board did support the need for effective instructional media program in the schools. Similarly, these teachers also reported that they had very good skills in using maps and globes and occasionally selected maps and globes for their classroom instruction. Other paired set of variables showed very low coefficients and can not be considered. Table 26 Structural coefficients from canonical correlation analysis between perceptions of the Nigerian Certificate in Educa tion teachers on the administrative support for instruc tional media and frequency of selection and use of instructional media and materials Variable set Structure coeffi cients (CANVAR) Set IsPerceptions of the teachers on the administrative support for instructional media. 1. Relevant materials are provided in the 0.00 schools for selection and use. 2. Schools provide information on all 0.21 instructional media and materials. 3* School principals provide support for 0.17 instructinnal media and materials services. The State School Board recognizes the need and 0.89 support for effective instructional media program. Set 2:Frequency of selection and use of instructional media. 1. Maps and globes 0.83 2. Models 0.3^ 3. Transparency set with overhead projectors -0.58 2" x 2" slides with carousel projectors 0.35 138 Hypothesis 5 There will be no significant relationship between the Nigerian Certificate in Education teachers who have more sources of information about available and accessible instructional media and materials, and used these sources and the frequency of selection and use of instructional media and materials. Table 27 presents the canonical correlation coef ficients for the multivariate relationships between the knowledge of sources of information about available and accessible instructional media and materials; and frequency of the selection and use of instructional media and materials. Three out of the 16 canonical variates are statistically significant at the p «<.05 significance level. The significant canonical correlation ranges from 0.79 to 0.88. This suggests a significant relationship between the teachers who had mnrp pnurpps of information about available and accessible instructional media and used them; and the frequency of the selection and use of instructional media and materials. Therefore, this null hypothesis of no significant relationship is rejected. Seventy-seven percent of the proportion of the total variance (eigenvalues) between teachers with knowledge of the sources of available and accessible instructional media and use of such sources, and the frequency of the selection and use of instructional media; explains the significant 139 Table 2 7 Canonical correlation between the Nigerian Certificate in Education teachers with, knowledge of the sources of availa ble and accessible instructional media and used them; and the frequency of selection and use of instructional media Canonical Eigenvalues Canonical 'Wilks' DP Sig. variates (R2 ) .'correlation Lambda 1 0.77 0.88 0.0008 491.92 320 0 .00* 2 0.69 0.83 0.004 388.62 285 0 .00* 3 0.63 0.79 0.012 308.26 252 0.00* 4 0.57 0.75 0.032 238.86 221 0.20 5 0.48 0.69 0.074 I8O.77 192 0.71 6 0.37 0.61 0.143 134.95 165 0.96 7 0.30 0.55 0.227 103.12 140 0.99 8 0.26 0.51 0.326 77.94 117 0.99 9 0.24 0.50 0.438 57.28 96 0.99 10 0.17 0.41 0.579 37.91 77 1.00 11 0.13 0.36 0.696 25.15 60 1.00 12 0.08 0.28 0.798 15.71 45 1.00 13 0.06 0.25 0.868 9.84 32 1.00 14 0.04 0.21 0.926 5.34 21 1.00 . 15 0.02 0.15 0.968 2.28 12 0.99 16 0.01 0.10 O .989 0.74 5 0.98 * p 0.05 sig. - Significance ] > 0 relationship. Wilks' lambda 0.0008 with (^C2=491.92,dfs320) is the test of the significant relationship between the paired sets of variables. Table 28 presents the structure coefficients which shows the nature of the relationship between the paired sets of variables. The structure coefficients for the three canonical factors are bipolar, thus depicting two patterns of relationships: one defined by variables that are nega tively correlated with the canonical factors, and the other defined by variables that are positively correlated with the canonical factors. That is, as the sources of the availability and accessibility of audiotapes and cassettes with playbacks are known to the teachers; they did not select and use 16 mm film with projectors frequently. Preliminary analysis of the response measures had indicated that the teachers did not select 16 mm film with projectors for their classroom instructions. Similarly, the sources of phonorecordes with playbacks were not available and accessible to the teachers, while filmstrips with projectors were very seldom selected for class instruction by these teachers. Sources of the availability and accessibility of text books were known to the teachers and instructional Table 28 Structural coefficients from canonical correlation analysis between the Nigerian Certi ficate in Education (N.C.E.) teachers with knowledge of sources of available and acce ssible instructional media and used them; and the frequency of the selection and use of instructional media Variable set Structure coefficients NVAR 1 CANVAR 2 CANVAR 3 Set Is Available and accessible instructional media 1. Maps and globes -0.14 -0.18 -0.15 2. Models -0.30 0.28 0.10 3. Transparency set with overhead projector -0.13 -0.17 -0.46 4. 2"x 2" slides with carousel projector -0.26 -0.12 -0.18 5. Flannelgraph -0.28 -0.02 0.16 6. Card board -0.10 -0.005 -0.09 7. 16 mm film with projector 0.23 -0.35 0.15 8. 8 mm film with projector 0.03 -0.32 0.05 9. Filmstrips with projector -0.005 -0.21 0.05 10. Audiotapes and cassettes with recorder -0.62 0.04 0.27 11. Phonorecord with recorder 0.48 0.19 -0.56 12. Instructional radio program with radio set 0.05 -0.14 0.34 13* Flip chart -0.03 -0.32 0.15 14. Wall chart 0.21 -0.70 -0.13 15. Videotapes and cassettes with recievers -0.45 0.27 -0.32 16. Text books -0.11 0.43 -0.35 Set 2s Frequency of selection and use of instructional media and materials 1. Maps and globes 0.03 - 0.08 •0.39 H7I Table 28 (continued) Variable set Structure coefficients ______CANVAR 1 CANVAR 2 CANVAR 3 2. Models -0.22 -0.04 0.15 3. Transparency set with overhead projector -0.27 0.23 -0.14 4. 2"x 2" slides with carousel projector 0.09 -0.19 0.41 5• Flannelgraph -0.01 -0.30 -0.11 6 . Card board 0.01 0.18 -0.26 7- 16 mm film with projector -O.76 0.32 0.30 8 . 8 mm film with projector 0.32 -0.05 -0.45 9. Filmstrips with projector 0.35 -0.09 0.16 10. Audiotapes and cassettes with recorders -0.15 -0.33 0.003 11. Phonorecord with recorder 0.20 -0.32 -0.23 12. Instructional radio progrEim with radio sets -0.22 0.54 -0.37 13* Flip chart 0.16 0.37 -0.47 14. Wall chart -0.11 -0.13 0.34 15* Videotapes and cassettes with receivers 0.11 -0.02 -0.31 16. Text books -0.21 -0.21 -0.007 i—1 -p- N> radio program with radio sets were occasionally selected by the teachers for their instruction in the classrooms. It is also interesting to note, that as the sources for phonorecords with playbacks were available but not accessible to the teachers; the frequency of selection and use of flip chart was reduced. Similarly, the availability and accessibility of instructional radio program sources to the teachers and the frequency of selection and use of 2" x 2" slides with carousel projector were occasional. It should be noted that the relationships between these paired sets of variables are not clear because a statistically significant interpretation of the relation ships does not reflect meaningful interpretation. However, some inference can be made as in this present hypothesis testing. For instance, the N.C.E. teachers who had occasional sources of the availability and accessibility of instructional radio program, did select and use occasionally instructional radio program with radio sets. This is a confirmation of the preliminary analysis of the response measures data. 144 Summary of the Analysis of the Relationships between Paired Sets of Variables Using Canonical Correlation Analysis The canonical correlation analyses support only two of the five research hypotheses. The results indicated that significant relationships exist between: 1. The N.C.E. teachers' perceptions about the organiza tion and administrative policies and support for instructional media program, and the frequency of the selection and use of instructional media and materials is a weak relationship. Specifically, the relationship exists between the State School Board's recognition of the need and support for effective instructional media program and the frequency of selection and use of maps and globes. Maps and globes were reported by the teachers to be available and accessible frequently, but were selected only occasionally for instruction. The teachers felt that the State School Board supported the need for maps and globes in the schools. These teachers also noted that they had very good skills in using maps and globes. 2. The teachers who had more information about availa ble and accessible instructional media and used them, and the frequency of the selection and use of instructional media. There were strong negative and positive relationships between the sets of variables. Specifically, negative relationships existed between availability and accessibility of audiotapes and cassettes with playbacks and the frequency of the selection and use of 16 mm films with projectors. This result should be expected because 16 mm films with projectors were available but not accessible only in the Grade Two teachers training colleges, not in the high schools. The Grade Two teachers colleges are funded by the Nigerian Federal government, while the Cross River State government funded the high schools. This fact was reported by the head of the educational technology unit of the College of Education, Uyo, Nigeria. Similarly, phonorecords with playbacks were not avai lable and accessible to the teachers, while filmstrips with projectors were very seldom selected for class instruction. However, availability and accessibility of text books and the frequency of selection of instructional radio programs with radio sets were positively related, hence text books were selected frequently by the teachers. There was a negative relationship between the availa bility and accessibility of phonorecords with playbacks and the frequency of selection and use of flip charts. Only 1 ^ 6 humanities teachers reported possessing very good skills in using flip charts and subsequently selected them, while other subject combination teachers did not select nor use flip charts. There was a positive relationship between available and accessible instructional radio programs with radio sets and the frequency of the selection and use of 2" x 2" slides with carousel projectors. These instruc tional media were occasionally available and accessible, hence were selected and used occasionally, especially by the language and the humanities teachers. Evidence from the canonical correlation analyses also revealed that there were no significant relationships between the followings 1* Past attainment of the knowledge of selection of instructional media by the teachers with the Nigerian Certificate in Education and the present amount of use of instructional media and materials in their different schools. This raises a question as to the nature of the instructional media programs in the College of Education, Uyo, and the different instructional media use in-service workshops organised by the Ministry of Education in the Cross River State, Nigeria. 2. Demographic characteristics: such as age, entry qualification, attendance at in-service and workshop and number of years of formal courses in instructional media and materials and knowledge of selection of instructional media and materials. This result contradicts past research findings with university faculty as the unit of analysis, as well as the reports of the head of the educational technology unit of the College of Education, Uyo, Nigeria. Specifically, there was no significant relationship between the teachers who had the teachers Grade Two teaching certification before entering the College of Education, Uyo, and the knowledge of the selection of instructional media and materials. Similar results were reported for the teachers who had the West African School Certificate or the General Certificate in Education (advanced level) before entering the college of education. The number of years of formal courses in instructional media was not statistically significant either= Similarly, m statistically significant result was found for the teachers who had both the teachers Grade Two Certificate and the West African School Certificate, before entering the college of education and the knowledge of the selection of instructional media and materials. These results are contradictory to the reports of the Dean of Education at the College of Education,Uyo, who noted in the interview that teachers with the Grade Two teachers certification and previous 148 knowledge in instructional media production and use should have more knowledge of the selection of instructional media and materials. Similar results were reported for these demographic variables and the frequency of the selection and use of instructional media and materials. Age was not related either to knowledge of the selection or the frequency of the selection and use of instructional media; even though 39*3$ of the teachers within the age range of 25-29 responded to the questionnaires. 3- The frequency of the selection and use of instruc tional media and materials, and the perception of the teachers about the selection and use of instructional media and materials. These teachers did not consider the selection and use of instructional media as a part of their daily routines in the classroom or during Ihe planning of their lessons. ] > 9 The Interview Data One of the objectives of this research was to identify the institutional factors, such as budgetary provisions and administrative policies that would influence the selection and use of instructional media and materials. In order to achieve this, it was necessary to develop an interview instrument for the' head of the educational technology, the Dean of the Faculty of Education, and the provost or the registrar, all of the College of Education, Uyo, Nigeria. This approach was necessary because it would provide the basis for comparing the responses of the teachers, and the responses of the administrators and the faculty of the College of Education, Uyo, on administrative support for instructional media programs in the Cross River State, Nigeria. The faculty in the College of Education, Uyo, usually supervised their student-teachers during the teaching practice period. The faculty, therefore, had reliable information about: (a) the availability and accessibility of instructional media and materials in the schools, (b) the problems of acquiring these instructional media and materials, and (c) the production techniques that the teachers used for planning and producing instructional media and materials. 150 Only two of the three scheduled interviews were held with the head of the educational technology unit and the Dean of the Faculty of Education, College of Education, Uyo, respectively. The registrar or the provost of that College had declined to be interviewed because he did not recieve authorization from the college council. The Dean of Education did not answer all the interview questions but directed them to the head of the educational technology unit. That resulted in an extension of the interview items for the head of the educational technology beyond those planned earlier. For purpose of the analysis, the questions and the responses of the Dean of Education are summarized below: 1. Briefly describe the instructional media and materials program in your department for the training of the students for the Nigerian Certificate in Education. The Dean referred this item to the head of the educa tional technology unit who is a faculty member. 2. What major changes have occured in your instructional media and materials program since its introduction into the college curriculum? The responses included: (a) The educational technology unit had been developed over a long period of time. (b) The instructional media program was sophisticated because of the acquisition of modern and electronic equipment and media, such as videotapes with monitors and cameras. There were enough 151 materials for the student-teachers to plan and produce inexpensive materials especially during the teaching practice. (c)that the strength of both the faculty and staff had increased and two of the faculty members were trained in instructional media production and use at Indiana University, Bloomington, Indiana, U.S.A. 3- What major problems have affected your instructional media program? According to the Dean of Education,the financial problem was crucial but the department had good administrative support from the college, while their technical staffs recieved both on the job training and further training from the polytechnics In Calabar and Kaduna respectively. The Dean noted that their instructional media program was the second to that of the Alvan Ikoku College of Education, Owerri, Nigeria, in the country. ^(a)What do you consider to be the future use of instruc tional media and materials in our secondary schools and colleges? (b)How is your department preparing student-teachers, especially the N.C.E. student-teachers for the future technological development in education? The Dean noted that there were good prospects for the future use of instructional media if the Ministry of Education(Cross River State) played the "right role" by supporting the instructional media services and the training of "adequate" personnel. The Dean also noted that the extent of the availability and accessibility 152 of instructional media and materials in the schools would determine their future use. The Dean added that: the extent of the development in the area of of their study; the availability of light, and development of the urban and rural schools would go a long way to help. On the second part of this question, the Dean noted that the college was meeting the Cross River State's demand for the training of qualified teachers to meet such future technological challenges. The Dean reported that computer- assisted-instruction would be used in the college and the Cross River State within the next five or ten years. The Dean ponted out that the use of instructional media and materials in the high schools by the N.C.E. teachers depended much on the attitude of these teachers towards instructional media and materials availability in the schools and the knowledge these teachers acquired during their professional training. He continued "that the Faculty of Education is training the N.C.E. teachers to develop a positive attitude towards teaching and use of instructional media and materials." The Dean added that N.C.E. teachers would improve their professional growth if much effort was concerned with the production of inexpensive materials and how to select and use them. That would enhance effective communication in the classroom and through the use of their instructional media laboratory with the closed-circuit television unit, 153 the college emphasized micro-teaching as a teaching strategy. The questions and responses of the head of the department of educational technology unit of the College of Education, Uyo, are summarized below: 1. Briefly describe the instructional media and materials program in your department for the training of the students for the Nigerian Certificate in Education. The head of the department of the educational technology unit reported that there were two groups of students in their instructional media program: (i) Nigerian Certificate in Education, and (ii) B.Ed. The instructional media program was described as very comprehensive with variations. The students were concerned with the production and use of inexpensive materials which would be used during the teaching practice. The basic theories of communication and learning were taught at the second year of study of the students and the course lasted for one semester of a three-hour duration per week. However, students worked more on their own to complete several assignments within the semester. The head of the department noted that the students were taught instructional communication through the systematic approach; for instance, students had to understand the instructional value of charts and 15^ their preparation in teaching. The installation of the closed-circuit television studio had improved micro-teaching considerable, a teaching strategy, the college was interested in developing. The personnel strength seemed "adequate" for their students' population. For instance: there were three different types of personnel: (i)three faculty members, with two trained in the U.S.A. each with the M.A. degree in Instructional Systems Technology; while the other was trained locally. (ii)laboratory technicians which included: (a)a photographer who assisted in the production, (b)technicians who maintained and repaired equipment. (iii)laboratory assistants who were graphic assistants and helped in the circulation of films and materials. The unit had over 200 16mm and 8mm instructional films that were loaned to interested schools in the state. Both laboratory technicians and assistants were certi fied for their jobs by the Calabar and Kaduna polytechnics respectively. It did not seem the unit had any major problems besides money for the purchase of hardware abroad. The bursar 155 frequently provided -funds for the purchase of inexpensive materials,such as charts. The unit received financial support from UNESCO. However, the head noted that student- teachers had to buy their own production materials at a subsidized rate from the college. 2. What kinds of instructional media, materials and equip ment are present in your college? Table 29 presents the responses. All the instructional media, materials and equipment were present and the head noted that life specimens (realia) were used mostly by biology student-teachers. The availability and accessibility of these media, materials and equipment for the student- teachers in the college helped to improve the skills that the teachers with the Nigerian Certificate in Education had in using each of these materials. However,as these teachers were deployed to their different schools, there was a decrease in their skills; an indication that availability and accessibility can predict use of instructional media and materials. Table 30 shows the production techniques that the Nigerian Certificate in Education were taught while they were in the College of Education. Dry transfer lettering, dry mounting with dry mount press and photographic slide production were never taught to the student-teachers, while the production of thermofax overhead transparencies was vey seldom taught. Wrico lettering and audio-cassette and Table 29 Instructional media,materials and equipment by availability and accessibility in the College o'f Education,Uyo,Nigeria Instructional media, Available Available Not mterials and equipment and but not available accessible accessible a. Transparency sets with OHP X b. 16 mm film with projectors X c. 8 mm film with projectors X d. Filmstrips with projectors X ©.Opaque projectors X f* 2"x 2" slides with carousel X projectors g. Charts X h. Maps X i.Models X j. Audiotapes and cassettes X with recorders k .Phonorecords with playbacks X 1.35mm still camera X m.Videocameras with monitors X n* Flannelgraphs and card boards X a.Others (life specimens) X OHP-*- overhead projector Table 30 Production techniques of instructional media by the fre quency of use in the College of Education,Uyo,Nigeria Production Taught Taught Taught Never technique frequently occasionally seldom taught a. preparing hand- X outs for student use b. designing X bulletin board c. producing thermofax X overhead transparencies d. producing overhead X transparencies using magazines and color lift process 6 • VvjTICC 1_ G'u'o Y f . dry transfer lettering X g. rubber cement X mounting h. dry mounting with X dry mount press i. photographic slide X production j. audiocassette X and tape recording tape recording were taught occasionally while preparing handouts for students, designing bulletin boards, producing overhead transparencies using magazines and color lift process as well as rubber cement mounting were taught frequently. This process had affected the teachers practice in their different schools. The head of the educational technology unit noted that the resources for the teaching of some of these production techniques required sources of electricity which some of the local schools did not have, hence the college concentrated on what the students would use and practise in the field when they graduated. 159 Summary of the Interview Responses Interviews with the Dean of Education, and the head of the department of the educational technology unit of the College of Education, Uyo, revealed the following information about institutional factors, especially budge tary provisions and administrative policies, that affect the selection and use of instructional media and materials. 1. The Dean of Education and the head of the educational technology reported respectively the administration's support for a variety of instructional media program in the college. The following support the above assertions (i) Qualified faculty members and staffs were hired for the execution of the instructional media program. (ii) There was strong financial support for modern electronic media and equipment, including'the purchase of ^nexponsiv p materials for the student- teachers to plan and produce inexpensive instructional media and materials. (iii) The physical facilities were considered "adequate" for a college of such status by both respondents. For instance, the introduction of a laboratory with a closed-circuit television studio for micro teaching practices by the student-teachers was seen as further evidence for the administrative support for instructional media programs in the college. 160 (iv) The acquisition of over 200 16mm and 8mm instruc tional films and other instructional media, materials and equipment also illustrated the administrative support for instructional media programs in the college of education. (v) The instructional media program in the College of Education, Uyo, followed very closely any standard instructional media program and problems as well as potentials, in any college of education in the developed countries that trained teachers. However, emphases were on the planning and producing of inexpensive instructional media and materials since these teachers would finally be deployed to schools that would require such skills and services. 2. The Dean of Education, and the head of the educational technology unit noted that the secondary schools and the Grade Two teacher training colleges in the Cross River State were not funded adequately vis-a-vis the instruc tional media program. However, the Grade Two teacher training colleges which were funded by the Nigerian Federal government had more projected instructional media and materials than those funded by the Cross River State government. 3. The Dean of Education, and the head of the educational technology unit pointed out that there were greater prospects for technological development in the use of instructional media and materials if the Ministry of Education would provide the necessary support. Specifically, in the training of qualified personnel, provision of more incentives for teachers to develop positive attitudes towards the use of instructional media and materials and teaching in general. k. The head of the educational technology unit mentioned that the Cross River State government had introduced educational resource centers in some sections *of the state. A variety of instructional media, materials, and equipment was provided for teachers to select and use. In addition, in-service workshops in the use of instructional media, materials and equipment were organized for all categories of teachers in the Cross River State during the summer holidays. However, the head of the educational technology unit stressed that "there was no follow-up of the practices of the Nigerian Certificate in Education teachers, in order to find out how they performed in their different schools". It seemed reasonable to assume that there was administrative support for instructional media programs both at the College of Education, Uyo, Nigeria; and the Cross River State, generally. However, these findings were not related to the responses of the Nigerian Certificate in Education teachers in the different schools who took part in this study. 162 Analysis of the Review of the Literature on Lesson Planning with Reference to the Selection and Utilization of an Appropriate Medium One of the objectives of this study was to establish the models and theories that would explain how the Nigerian Certificate in Education teachers plan their lessons with reference to the selection and utilization of an appropriate medium. The research methodology included the review of the relevant literature and research. A review of the related literature on how teachers planned their lessons with reference to the selection and utilization of an appropriate medium was not clear, but there seems to be two schools of thought: (1) One school of thought is the "systematic approach" to instructional design theories and models. (2) The other school of thought is the "intuitive-task" mor) . According to the systematic approach to instructional design theories and models, teachers should plan their lessons to instructional media and materials. However, the "intuitive-task" model proposed that teachers plan from materials instead. Figure 29 summarizes the several components that each school of thought presented towards lesson planning. 163 Lesson planning model Components A.Systematic approach 1. Need assessment 2. Stating of behavioral objectives 3. Scope and sequence 4-. Selection of appropriate instructional media and materials 5. Formative evaluation 6. Summative evaluation B .Intuitive-task 1. Consider the availability and accessibility of the instructional media and materials 2. Consider the curriculum area 3. Consider the time availa ble for previewing the instructional media and materials 4-. Consider the students' interest Figure 29 Lesson planning models with components 164 Figure 29 (continued) Lesson ■planning model Components 5. Consider the teachers' management styles 6 . State behavioral objectives ?. Scope and sequence of the instruction 8. Formative evaluation 9. Summative evaluation The systematic approach presents what should he done in the lesson planning while the "intuitive-task" approach presents what happens in a given class situation. While the accountability principle supports the systematic approach to lesson planning, teachers do not follow this approach. In addition, there are no empirical studies to substantiate that principle. That approach seems suitable for the production of an appropriate medium not for lesson planning. There has been no empirical research to substan tiate the "intuitive-task" approach either, but the literature shows that most teachers followed this approach than the former. In the present study, the Nigerian Certificate in Education teachers reported that they considered charac teristics of the instructional media and materials, the students' interests, the curriculum area, the availability and accessibility of instructional media and materials, and the statement of behavioral objectives, in that order when selecting instructional media and materials in the process of lesson planning. The Nigerian Certificate in Education teachers have at least indicated that the "intuitive-task" model seemed more practicable than the systematic approach. Therefore, they planned their lessons from instructional media and materials not to instructional media and materials. Can this be generalized to teachers in the developed countries or developing countries with a different type of professional training? CHAPTER V THE FUTURE OF INSTRUCTIONAL TECHNOLOGY Introduction It is sometimes difficult to predict the future as many unforseen and unexpected circumstances can affect the outcomes. In discussing the future of instructional technology, it is important to elaborate on its past and present trends, as these may determine to a greater extent its future within the complex society generally, and the school system in particular. This chapter will consists of three main sections: 1. section one will discuss the historical perspective of instructional technology from the audiovisual movement till the present. 2. section two will discuss the impact of instructional technology generally and the future trends within the developed countries. 3. section three will discuss the value of instruc tional technology to the developing countries with emphasis on Nigeria. 166 167 Historical Perspective of Instructional Technology Research on the importance of instructional media to the educational process indicates that individuals learn from these instructional media. Although much early research was based on comparing one medium with one another, it marked a turning point in the audiovisual movement and education generally. Ely (1983) reported that educational technology during the pre-World War II period was considered as audiovisual education consisting of the visual and audio sensory modalities. Hoban et al (1937)» according to Ely, defined a visual aid as: any picture, model, object, or device which provides concrete visual experience to the learner for the purpose of (1) introducing, building up, enriching, or clarifying abstract concepts, (2) developing desirable attitudes, and (3) stimulating further activity on the part of the learner. This description was concerned more with audiovisual aids than the learner cr the management of the instructional process to facilitate learning. Models of communication were developed and applied to the educational system in order to establish the nature of information and how it is composed and transmitted. This created the audiovisual communication movement which later changed to Educational Communication. Tickton (1970) defined educational communication as: .... the media born of the communications revolution.... used for instructional purposes alongside the teacher, text books, 168 and blackboard...(and including the pieces that make up instructional technology: television, films, overhead projectors, computers, and other items of "hardware" and "software" The use of these communication media was to control the learning process instead of facilitating it. With the development of the systematic approach to the educational process audiovisual communication lost its trend to become educational technology from which instructional technology is derived. Educational technology has been defined by the Association for Educational Communication and Technology as: a complex, integrated process, involving people, procedures, ideas, devices and organization, for analyzing problems and devising, implementing, evaluating, and managing solutions to those problems, involved in all aspects of human learning, (p.l) This explanation assumes a scientific application of the technological developments to solve educational problems. Within itself it is too rigid. Instructional technology has been described by many authors but the Association for Educational Communication and Technology explained it as: a systematic way of designing, carrying out, and evaluating the total process of learning and teaching in terms of specific objectives, based on research in human learning and communication and employing a combination of human and non-human resources to bring about more effective instruction. (p.21) 169 Instructional technology can be seen as a process of instructional systems design and therefore assumes a step- by-step planning or development of a given instructional system. It is more than electronic gadgets or machines and must be developed from the context of use instead of the development of the hardwares to be used. Instructional technology therefore: (a) uses a "learning environment approach," where research in human learning, communications, production, and utilization of instructional media and materials are involved; (b) emphasizes the means of employing both human and non-human resources to bring about effective instruction that will facilitate learning; (c) provides students with the opportunity to play a more active role in their own learning through the development of instructional modules which stress individualised instruction; (d) is a means to arrive at an end, and thus plans to maximize learning in the most efficient manner with the lowest cost; (e) educates a large number of students with optimal efficiency, as greater learning opportunities are provided for all students, regardless of their physical location within the school system. 170 Such an historical review of instructional technology reflects the changing roles and patterns within a given societal culture. There are forms or variations of instruc tional technology in both the developed and the developing countries. The Future Role of Instructional Technology in the Developed Countries In most developed countries there is technological explosion which,if not managed adequately,can produce social unrest within the society. At present, there are computers, video and audio cassettes, cable television, satellites, and other modern communication techniques applied in an effort to solve educational and instructional problems. The future of instructional technology will involve more than the use of hardware to display materials to students nr the use of audiovisual equipment to enhance a lecture. There will be considerable research into how human beings learn and this may involve the introduction of neurophysiology into the curriculum of some of the teachers colleges. This will change the instructional design prin ciples. Teachers and students will be involved in the designing of instruction. Currently, Gustafson (1983), and Willis (I98I), both noted that teachers do not know enough about designing varied forms of instruction, therefore, 171 they can not plan interactive learning experiences using the microcomputers. There will be an increase in electronic productivity, which, if managed effectively can reduce the cost consi derably so that each individual can afford to have one. Hence appropriate instruction will be designed to increase technological literacy in the society because of the changes in the culture of the society. The miniaturization of computers, videodisc and electronic communication networks will lead to the storage and retrieval of a large amount of information within seconds. This will influence the quantity and possibly the quality of instructional design, and a new direction towards the involment of teachers in the design process will be introduced. Kerr (1983) noted that: "there is a mental process involved in instructional design". According to Kerr, the rigid pattern of the systematic approach to the design of instruction would be replaced by a more flexible approach in which the human nature would be considered more than before. For the production of instructional materials, especially computers in instruction, Dayton (1981) noted that: "there will be an increase in interactive and bran ching instructional materials, while simulations and games will increase in popularity due to increase in technological literacy. There will be a marriage of random-access video and the microcomputer which will make interactive video 172 very common." Film-based motion pictures will tend to be replaced by video-based motion pictures as a means of distribution for instructional materials because of the greater development of the video technology. However, motion picture cameras and editing equipment will become increasingly automated and and efficient. There will be an increased interest in animation as a result of the computer capabilities. Producers of instructional materials will tend to have training in both technical skills and instructional design, while the production process will become more complex, increasingly automated, efficient and easier to use. There fore, the increase in complexity of technology will produce instructional design techniques that will become more flexible as most individuals will be able to use them- not just instructional designers or developers per se. The Future Role of Instructional Technology in the Developing Countries Most developing countries accept the importance of instructional technology within their society including the school system. However, such acceptance is always accom panied with fear, because of the high cost involved in the development of instructional technology. Personnel have to be trained, facilities must be provided and the attitudes of the consumers (teachers, administrators, government 173 officials,students,workers,etc) must "be motivated towards the use of the products of technology. The society must develop both visual and technological literacy and the role of the instructional designer becomes important here. As in the developed countries, teachers and managers of training institutions will need to have a knowledge of instructional design that balances the systematic design techniques with individual creativity. The cost and manage ment criteria of the instructional process will be reduced with an integrated approach that allows flexibility of the instructional designers with the individual creativity and efforts. Therefore, the advocacy of Schramm (1970), Carpenter (1972), and Schumacher (1970) for the design of "smaller" and "third generation" or "intermediate technologies" for the developing countries may not be necessary. Instructional media and materials will be designed according to the cultural aspirations of the individuals in the developing countries. There will be no "Sesame Street," a program of the Children's Television Workshop of the U.S.A. shown to children in Africa or the Middle East. Individualized instructional modules will be designed and produced for the schools as well as other educational agencies. 17^ In the Nigerian situation, instructional technology- wili assume a new dimension. Instructional designers and classroom teachers will study the major Nigerian languages and culture, and these will provide the "basis for instruc tional and materials design. The different state govern ments and the federal government will develop a more flexible bureaucratic organizational pattern that will encourage instructional systems development. Faculty members in the higher institutions of learning who show interest and expertise in instructional media development will be rewarded as fully as their colleagues involved in pure research. There will be more local training of the personnel committed to instructional technology because institutions for their training will become available. The present study shows that there is future prospect for instructional media production, selection and use by teachers if adequate financial and administrative supports are provided by the state government. The future of instructional technology in Nigeria will be enhanced if the government of Nigeria supports the integrated instructional design process by providing the essential incentives to all those concerned. The introduction of the "Open University" concept will encourage open learning through distance education methods. This will provide greater access to higher education by creating opportunities for study by people who cannot l?5 afford the traditional educational training. A challenging situation occurs here for the Nigerian instructional designer, and his efforts will not be limited to the formal school system. The provision of study centers, libraries, resource centers and language laboratories within decentra lised places will help the instructional designers design and/or develop instruction and instructional materials to meet the needs of the people. At present the influence of instructional technology in Nigeria is noticed more in higher education, especially in the universities, than in other forms of education. The future of instructional technology will involve the extension of its activities to the elementary and high schools as well as to the teacher training institutions. Summary Instructional technology started as audiovisual educa tion during the pre-World War II years. It was first seen as an "aid" to the instructional process. With active research into theories of communication, learning, and human behavior, instructional technology developed as a communication process and thus was seen to control learning. An integrated approach was developed to facilitate learning, as one of the desires or outcomes of instructional techno logy. This led to the introduction of a systematic approach which instructional technology currently uses.The design of 176 instructional systems components therefore involves human beings, non-human beings, and the management of such instructional systems components to facilitate learning. This process has been controlled by instructional designers and developers who follow a rigid structure to achieve their aims. The complexity within the technological society in both the developed and developing countries of the world has tended to change the present role of instruc tional technology. Much emphasis will be placed in the instructional design models which maintain a balance between the systematic approach and the individual creative efforts. Therefore, teachers, faculty, and instructors in the schools, colleges and universities will participate in the instructional design teams and processes. For the developing countries, instructional designers will have to consider the cultural aspirations of the consumers; while in Nigeria the introduction of the "Open Univerisity" which encourages open learning through distance education will change instructional design principles. More informal methods of instruction will have to be considered and developed into instructional modules in addition to those designed for formal instruction. This will be the future role of the instructional designers and developers within the instructional technology arena. CHAPTER VI SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This chapter presents a summary of the research objec tives, the investigations conducted and the findings. It includes a discussion of the findings and implication of the study and conclusions. Recommendations are made for: the Ministry of Education, Cross River State, Nigeria, the colleges of education in Nigeria, and further research on the teacher's planning of a lesson with reference to the selection of an appropriate instructional medium. Summary The purpose of this study was to identify and analyze the institutional, attitudinal and demographic factors that influence the Leachei'a wi uh the Nigenan Certificate in Education instructional media competency. The study was also designed to examine the instructional design models and theories that explain how teachers generally, and the teachers with the Nigerian Certificate in Education specifi cally, plan their lessons with reference to the selection of an appropriate instructional medium. Instructional media competency was measured by the knowledge and practices of the selection, production techniques and effective 177 178 utilization of instructional media to facilitate learning. The five objectives of the study were* 1. to determine how, and to what extent, the teachers with the Nigerian Certificate in Education select and use instructional media and materials in their schools. 2. to determine the extent to which individual teachers with the Nigerian Certificate in Education percep tions about instructional media, previous skills and sources of information influence the selection and use of instructional media and materials. 3- to identify institutional factors, such as budge tary provisions, attendance at workshop, and administrative policies that influence the selec tion and use of instructional media and materials, to examine the extent to which principles and models cf instructional media design are Vipinp- usprt by the teachers with the Nigerian Certificate in Education with reference to the selection, production and use of instructional media. 5. to establish the models and theories through the review of the literature that will explain how the teachers with the Nigerian Certificate in Education plan their lessons with reference to the selection and use of appropriate media. 179 In order to achieve these objectives, a modified version of the Ohio Educational Library Media Association Media Competency Project Phase II was used to develop a 1^0 item questionnaire and an interview instrument for the study. Five hypotheses were advanced to examine objectives 1, 2, 3. and k while a detailed review of the literature on instructional design theories and models and teachers' lesson planning with reference to the selection of an appropriate medium was undertaken. The hypotheses were: 1. The past attainment of the knowledge of selection of instructional media would not correlate with the present amount of use of instructional media. 2. There will be no significant difference between demographic characteristics: such as age, frequency of long vacation attendance at workshop in the use of instructional media, training experience, number of formal courses in media and the knowledge of selection and frequency of selection and use of instructional media. 3. There will be no significant relationship between the perception of teachers with the N.C.E. about the selection and use of instructional media and the frequency of the selection of these instructional media. k. There will be no significant relationship between the perception of the teachers with the N.C.E. 180 about the organizational and administrative support for instructional media program and the frequency of the selection and use of instructional media. 5* There will be no significant relationship between teachers with the N.C.E. who have more information about available and accessible instructional media and used them and the frequency of selection and use of instructional media and materials. The interview technique was also used to explore the administrative support for instructional media program in the Cross River State, Nigeria. The questionnaire items were constructed using a Likert-type scale, while the interview items were open-ended questions. The question naire items consisted of: (a) 10 attitudinal responses about the selection of instructional media, (b) 4 attitu dinal responses about the administrative support for axisouxuna_L itieaict prc^icuu, (^) I*-* responses on the knowl edge of selection, (d) 16 responses each on the availabili ty of instructional media, materials and equipment, skills in using these media and the frequency of selection and use of these media and the production techniques. Two hundred teachers with the Nigerian Certificate in Education were stratified by senatorial districts and ran domly selected. Three interviews were schelduled for the provost or the registrar,the Dean of Education and the head of the educational technology unit,all of the College of 181 Education, Uyo, respectively. Of the returned question naires 107 were suitable for analysis while only the head of the educational technology unit and the Dean of Education were interviewed. A pilot study was undertaken with 32 undergraduate education students who had the N.C.E. and were newly admit ted in the Nigerian Education Program at the Ohio State University. Their responses provided the basis for item analysis and the determination of the reliability and validity of the instruments that were used in the study. The data were analyzed using descriptive statistics of means, standard deviations and percentages by means of histograms. The relationships between the sets of variables measurings knowledge of selection, perception of the teachers with the N.C.E. for both the selection and use of instructional media and administrative support for instruntional media program, availability and accessibility of instructional media, skills in using instructional media, demographic factors and frequency of the selection and use of instructional media, were established by use of canonical correlation analyses. Five separate canonical correlation analyses tested one multivariate relationship. There was one canonical correlation analysis each for testing relationships between: knowledge of selection and use of instructional media; demographic factors and knowl edge of selection of instructional media and frequency of 182 selection and use of instructional media; perception of the teachers with the N.C.E. and the selection of instruc tional media and administrative support for instructional media program. Results of the preliminary analysis using descriptive statistics showed that the teachers always considered the characteristics of instructional media when selecting instructional media, while only occasionally considering censorship problems or the writing of behavioral objectives. The teachers agreed that concepts and ideas might be better understood when appropriate media are selected and used. They strongly disagreed that instructional media and materials will replace teachers with time. The teachers noted that there was occasional administrative support for instructional media, especially graphic materials such as maps and globes, charts and card boards which were selected and used occasionally. The teachers oi.^o showed verv good skills in using these graphic materials. Generally, graphic materials were available but not accessible while projected media were not available. The teachers did not select available but not accessible instructional media even though they had very good skills in using these instructional media and materials frequently. The canonical correlation analyses revealed only two significant relationships. 1. There was a significant relationship between teachers with the N.C.E. perceptions about the organizational and administrative support for instructional media program and the frequency of the selection and use of instruc tional media and materials. Specifically, the relationship existed between the State School Board recognition for the need and support for instructional media program in the state and the frequency of the selection and use of maps and globes. 2. There were significant relationships between sets of available and accessible instructional media and sets of the frequency of the selection and use of these media but these relations were both negative and positive. There were no significant relationships between: 1. demographic factors and knowledge of the selection and the use of instructional media and materials; 2. past attainment of knowledge of selection and-present use of instructional media and materials: 3- the teachers' perceptions about the selection and use of instructional media and the frequency of the selection and use of instructional media and materials. The interview data showed that the Cross River State government provided enough money for instructional media program but there was no mention of how this money was used However, this statement contradicted past research findings and the responses of the teachers in this study. The instructional media program in the College of Education,Uyo 184 was reported to be excellent by the administrators, but this was not reflected in the performances of the teachers with the N.C.E. in the field. The literature review on the instructional design models and theories used to explain how the teachers planned their lessons with reference to the selection of an appropriate medium suggested that teachers did not generally follow the systematic approach in planning their lessons. Teachers planned their lessons from materials not to materials. Teachers are usually always involved in mental and intuitive task when selecting instructional media, which seems more practicable than the systematic approach of the instructional design models and theories, which stressed the "objective-first" approach. Conclusion The teachers with the N.C.E. did not demonstrate that they had adequate knowledge of the selection of instruc tional media and materials. Therefore, a low competency in the area of the knowledge of selection was noted. These teachers used available and accessible graphic media and materials more than projected or audio instructional media and materials. However, in the selection and use of these instructional media, these teachers considered the students* interests, the curriculum area, the characteristics of these instructional media and the availability and accessibility of these instructional media before thinking about 185 behavioral objectives in that order . Demographic factors, such as, academic qualification before entry, number of years of formal courses in instruc tional media and the frequency of long vacation workshop attendance in instructional media do not influence the knowledge of the selection or the frequency of the selection and use of instructional media and materials. The perceptions of the teachers with the N.C.E. about the selection and use of instructional media do not influence the frequency of the selection and use of instructional media and materials in the schools. The teachers with the N.C.E. planned their lessons from instructional materials not to instructional materials as the instructional design theories and models suggested. Implications This study concludes that the teachers with the N.C.E. did not have adequate knowledge about the selection of instructional media and materials, even though the instruc tional media program at the College of Education, Uyo was reported to be excellent. It will be necessary for the authorities of the College of Education,Uyo, and other colleges of education and the advanced teachers colleges in Nigeria to re-evaluate their instructional media program. This should be applied to teacher training program all over the world. Teachers require a knowledge of materials 186 because materials seem to be important as sources of ideas, guides to planning, and definitions of what is possible. Curriculum and objectives tend to come from materials not the other way round. Therefore, the systematic approach to instructional design and the selection.of instructional media needs to be considered again.It is only reasonable to add that since teachers select and use available and acces sible instructional media and materials, they should be taught how to select and use these instructional materials during their professional training so that they can manage their classrooms instruction more effectively than before. This study shows that teachers do not consider writing behavioral objectives as the most important routine when selecting instructional media. They considered students' interests, curriculum area, characteristics of instructional media, availability and accessibility of the instructional materials and the cost of such instructional materials. The implication is that the instructional designer or developer must think of an integrated and flexible approach in which teachers' intuitive and mental tasks can be incorporated into the design elements. Maybe in assessing the need for a particular instructional process, materials should be considered at first not after the stating of objectives. This study found a significant relationship between the availability of instructional media and the frequency of the selection and use of instructional media. The implication 18? for the school administrators is that adequate financial support must he provided for the acquisition of instruc tional media and materials for the schools and media centers. This study also found that materials played a central position in the planning of a lesson. It will he necessary for researchers in teacher education to re-define their research designs on effective teaching to embrace this important variable of teacher effectiveness, as other varia bles are considered, because very little is known about materials. Recommendations This study was designed to analyze the instructional media competency of the teachers with the Nigerian Certifi cate in Education. This was measured by identifying and analyzing the attitudinal, institutional and demographic -T» — - -I------JL.-I---L - 1 -1 A n , , ^ 4-1^^ 1 ^ J — « «■*, v-» z-3 ■nviDz-b+'i rtO r \ - P J.d,C UUiib Olid 0 vv w U. 1 U iiiixuciioc oiio wiiu «-*.v -l. the selection, production and use of instructional media and materials in the schools. Recommendations will be specific to the colleges of education and advanced teachers colleges that train those teachers with the N.C.E. In addition, the Ministries of Education in the states will benefit from such recommendations. 188 1.Instructional media program in the College of Education, Uyo,Nigeria, is limited to the production and use of inexpensive instructional media and materials. It will be necessary for the College of Education to include the selection of these inexpensive as well as commercially- produced materials in their curriculum. The absence of media specialists in the schools and the lack of knowl edge of instructional media, production, selection and use by the heads of departments and principals of schools, puts additional responsibility on the teacher. Since the teacher does not receive assistance from any of these people, it is essential for them to have adequate training in the selection of instructional media because the organization and management of the.classroom life depends on materials in the schools, in addition to other variables. 2.The duration of the instructional media programs in the college of education should be changed from the present three hours duration a week during the first semester of the second year, to the whole of the second year period. The student-teachers were concerned with passing their teaching practice examination, hence they would hurriedly learn how to produce and use charts or card boards in their teaching without consideration of the other forms of media. This results in their neglecting the whole 189 process after graduation. 3*The faculty of the College of Education usually super vised the student-teachers during the teaching practice period. It will be necessary for this faculty to examine how the teachers with the N.C.E. in the field select and use materials for this will produce useful information on how to improve the instructional media program in the college during subsequent years. ^.In-service workshops on the selection and use of instruc tional media should be increased to three times a year instead of once so that teachers can attend at least once a year. 5.If some materials are available and accessible in schools, teachers tend to select and use them despite their lack of knowledge of the selection of these instructional media and materials. It will be necessary -priT fhp h r\ rr, * ^ 4 .^.^,,-, A v, 4-V> M-Sw-i c«4- v»* develop a means of using funds for instructional media for that purpose only. It is not enough to provide funds but also to use such funds effectively. Decisions about the acquisition of instructional media and materials should be decentralized to include the decisions of the classroom teachers. 6.There should he regular supervision and inspection of the schools by the audiovisual unit of the Ministry of Education, so that they can be informed about the state of the instructional media in the schools. 7*The importance of training of media specialist should be considered so that teachers can be assisted in the process of the selection and use of appropriate instructional media in their different schools. 8.Instructional designers should consider developing instructional design techniques in which materials can be considered during the need assessment phase instead of considering it later. The mental and intuitive tasks that a teacher uses during the planning of a given lesson should be considered as an instructional design principle . 191 Suggestions for Further Research The findings of this research revealed a number of areas for further research. This study identified and analyzed the constraints of the selection and use of instructional media by the teachers with the N.C.E. It will be necessary for further research to be done on: 1. the particular tactics teachers use when they come to the point of actually selecting instructional media and materials; 2. the decision level that becomes most effective for the selection of instructional media for the classroom; 3- the effect of the teachers' mental and intuitive task or process on the selection and use of instructional media on the academic achievement of students. In addition, an empirical study is needed to examine if the knowledge of the selection of instructional media can predict frequency of selection and use of such instruc tional media. The present study was also to determine relationship not causality. A replication of this study is necessary with other grades of teachers to compare the results. BIBLIOGRAPHY BOOKS Anderson, R.H.: Selecting and developing media for instruc tion. New York: Van Nostrand Reinhold, 1976, 11. .Babbie, E.R.: Survey research methods. Belmont, CA: Wadsworth Publishing Co, Inc. 1973* Barnett, H.G.: Innovation: the basis of cultural change. New York:McGraw-Hill,1953- Bretz,R.:The selection of appropriate communication media for instruction:a guide for designers of Air Force Technical Training Programs. Santa Monica,CA:U.S . Air Force Project,Rand. 1971* Briggs,L .J.tHandbook of procedures for the design of instruction. 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Taylor,W.D.:Teachers and materials:the selection process. In M.A.Cambre(ed) Secondary School Video. Bloomington,IN: Agency for Instructional Television. 1980. Tickton.S.G.:To improve learning:an evaluation of instruc tional technology. New York:R.R.Bowker Co, 1970.,7* Tyler,R.W.:Basic principles of curriculum and instruction. Chicago:The University of Chicago Press,1950. 195 Woodbury,M.:Selecting materials for instruction:issues and policies. Littleton,ColoradosLibraries Unlimited,Inc. 1979,197-220. Woods,C.M.:Cultural change. Dubuque,Iowa:Wm.C.Brown Co,1975* JOURNALS Agun,I.:Importance of audiovisual instruction in the Asso- ciateship Diploma in Education in Nigerian Universities. West African Journal of Education,1976,20:2,189. Allen,W.H.:Instructional media research:past,present,and future. AY Communication Review,Sp.1971.19:1,5-18. Association for Educational Communications and Technology: The field of educational technology:a statement of de finition. Audiovisual Instruction.Oct.1972.17:8,36-43. Baker,E.L.:Effects on student achievement of behavioral objectives. Journal of Experimental Education,Summer, 1969,27.5-8. Bleil,G.:Evaluating educational materials. Journal of Learning Disabilities.Jan.1975,8:1.12-19. Busse,N.L.:Revealed:how classroom teachers use media. Audio visual Instruction,Oct.1976,44-^5• Cripwell,K.R.:Fine but will it work? The utilization of ETV in the developing countries. ETI,1968t2:3.168-171. Davies,I.K.:Task analysis:some process and content concerns. AY Communication Review.Sp.1973,21,73-86. Dieuzeide,H.:Educational technology and the development of education. British Journal of Educational Technology. Oct.1971,2. DiPaolo,A.J.and W.D.Taylor:Project discovery revisited:was it worth it? Audiovisual Instruction.Sept.1 9 7 8 (a) DiPaolo,A.J.and W.D.Taylor:Project discovery revisited: managing for accessibility.Audiovisual Instruction. Oct.1978(b). Dayton,D.K.:Future trends in the production of instruction al media:1981-2000. ECTJ.1980,29:^,231-2^9. 196 Ely,D.P.sTechnology a la carte. Instructional Innovator.Jan. 1980,19-21. Ely,D.P.:The definition of educational technologysan emerg ing stability.Educational Considerations.Sp.1983,10:2,2. Emmer,E.T;C.M.Bvertson and L.M.Anderson:Effective classroom management at the beginning of the school year. The Elementary School Journal.1980.80;5.219-231. Gagn*6,R.M; J.Mayer and N.Paradise:Factors in acquiring know ledge of mathematics. Task Psychological monograph.1962, 2 6 (7 ,whole #526). Grayson,L.P.:Education.technology,and individual privacy. ECTJ.1978,26:3,195-206. Gueulette,David:What can we learn from the developing coun tries? Audiovisual Instruction,Dec.1979.22-23. Gustafson,K.L.:Educational technology in the near-future. Educational Considerations,Sp.1983.10:2,27-29. Hartley,J.and I.K.Davies:Preinstructional strategies:the role of pretests.behavioral objectives,overviews,and advanced organizers. Review of Educational Research,Sp. 1976,239-265. Imogie,A.I.:The problems and prospects of instructional te levision in developing countries:the case of Nigeria.In ternational Journal of Instructional Media,1979,6:2,133. Jonassen.D.H.:Systematic design of instructions course model. Audio visual Ins LiuotlOix, F 6u. 1978 . 46—49» Kemp,J.E.:Which medium? Audiovisual Instruction.Dec.1971,16. Kerr,S.T.:How teachers design their materials:implications for instructional design. Instructional Science,1981,10. 363-378. Kerr,S.T.:Inside the black box:making design decisions for instruction. British Journal of Educational Technology, Jan. 1983, li£: 1,45-58. Laird,N.R.:Which media do teachers use most? Audiovisual Instruction.Sept.1978,23:6,19-22. Latham,G.:Measuring teacher responses to instructional mate rials. Educational Technology,Dec.1974,14:12,11-15. Langrehr,J.:Match the materials and the learners. 197 Audiovisual instruction,Sept.1978.23:6,23-25. Martin,W.J.and P.E.BellsThe use of behavioral objectives in instruction of basic vocational science students. Journal of Research in Science Teaching, 1977.14. 1-11. McCutcheon,G.:How do elementary school teachers plan? The nature of planning and influences on it. The Elementary School Journal,1979.81:1.3-23. Okpala,C.E.N.:The use of audiovisual aids in the classroom. Nigerian Audiovisual Journal,Sept.1981,45-47. Romiszowski,A.J.:A new look at instructional design. Part II. Instruction:integrating ones approach. British Journal of Educational Technology,13:1.1982. Saloman,G.and R.E.Clark:Re-examining the methodology of re search on media and technology. Review of Educational Research. 1977.4-7:1.104. Simonson,MjP.Thies and G.A.BurchsMedia and attitudes:a bib liography part 1- articles published in AV Communica tion Review(1953-1977). ECTJ.Fall 1979,27:3,217-236. Soremekun,E.A.:Factors affecting the development and use of educational technology in Nigerian universities.British Journal of Educational Technology,1979.10:3.217-228. Sprague,G.A.:Cognitive psychology and instructional develop ment : adapting a cognitive perspective for instructional design programs in higher education. Educational Technology.I98I ,21:2,24-29* Thorndike,R.M.:Canonical analysis and predictor selection. The Journal of Behavioral Research,1977.12.75-87. Tosti,D.T.and J.R.Ball:A behavioral approach to instruc tional design and media selection. AV Communication Review, Spring 1969,17,5-25. Willis,K.F.:Educational technology research:teacher and media specialist knowledge of instructional design and media selection and utilization. Educational Technology, 1980,21:4,47-51. Yinger,R.J.:A study of teacher planning. The Elementary School Journal.1980,80:4,108-127. 198 REPORTS EPIE Reports#?6,Report on national study of the nature and the quality of instructional materials most used by teachers and learners. New York:EPIE Institute,1977- Federal Ministry of Education.Nigeria:Investment in Educa tion. The report of the commission on post-school certificate and higher education in Nigeria, i960. Federal Ministry of Education.Nigeria:Inrplementation Committee for the National Policy on Education.Blue print .1978-79. " UNPUBLISHED MATERIALS Abdel- aal,S.E.E.Establishing a non-print educational media service at the University of Helwan:a feasibility study. (Doctoral dissertation,The Ohio State University,I98O) Balogun,D.A.:Toward a model of educational technology for Nigeria.(Doctoral dissertation,Indiana University,1976) Dissertation Abstracts International,1976,37,6907A- 6908A.(University Microfilms #77-1095^•) Belland.J.C.instructional systems development model. The Ohio State University,1981. Mimeograph. Coger,R.M.:The development of a selection model and an effectiveness model to assist teachers in monitoring the levels of accountability of educational media.(Doc toral dissertation,The Ohio State university,1972). Cook,D.L.:Proposal development. The Ohio State University, 1982. Mimeograph. Cook,J.M.:Behavioral objectives and the rate of forgetting. Paper presented at the annual meeting of the American Educational Research Association,Minneapolis,March 1970* Hough,J.fundamentals of instruction. Unpublished Ohio State University monograph,1980. Imogie,A.I.:Instructional media use by faculty members in Ahmadu Bello University,Zaria:a study of factors related to educational innovations in a Nigerian univer sity context.(Doctoral dissertation,Michigan State University,1979)• Dissertation Abstracts International. 1980,j£l,908A. (University Microfilms #80-20710). 199 Jenkins,J.R.and S.L.DenosEffects of instructional objectives on learning. Paper presented at the annual American Edu cational Research Association,Minneapolis,March 1970. Lasher,E.sMedia competency project phase II. A paper presen ted at the Fall convention of the Ohio Educational Library Media Association,Cincinnati,Ohio,1982. National Education Association:Selection of instructional materials and equipment by teachers. Washington,DC:NEA, 1970,monograph. Oswald,J.M.:Some effects of instructor specified instruc tional objectives on the achievement of knowledge and comprehension.(Doctoral dissertation,Stanford Univer sity,1970.). Petrucci,M.G.:An analysis of the discrepancies between media center design and client perceptions.(Doctoral disser tation,The Ohio State University,1980). Wellington,M.:Factors influencing faculty use of educational media in Florida Upper Division Universities.(Doctoral dissertation,The University of Florida,1979)• Disserta tion Abstracts International, 1980,40,^36^-A-4365A. (University Microflims,#80-002883)• APPENDICES Appendix A Introductory Letters 2 0 2 681 Tuscarawas Ct.f Columbus Ohio 4-3210. Feb.21,1983. Dr.R.Kelsey, Nigerian Education Program, College of Education, Ohio State University, Columbus Ohio 4-3210. Dear Dr. Kelsey, I am conducting a survey pilot study for my disser tation on the analysis of instructional media competency of the teachers with the Nigerian Certificate in Education (N.C.E.). The purpose of the research is to identify and analyze the attitudinal, institutional, and demographic factors that may influence the media competency of the teachers with the N.C.E. I will appreciate if you can make available to me the list of all Bauchi State students in your program who possess the Nigerian Certificate in Edu cation. The student-teachers will respond to a sixty-seven item questionnaire and their responses will be treated confidentially and ananymously. Therefore, it has nothing to do with the students' academic performance or their teaching positions in Bauchi State. Their responses will help me revise the instrument required to be used in Nige ria, where the research will take place. Thank you for your co-operation. Sincerely, George S.Ibe-Bassey, Doctoral candidate. 203 The Ohio Slat* University Academic Faculty of Educational Foundations and Research 121 Ramseyer Hall 29 West Woodruff Avenue Columbus. Ohio 43210 Phone 614 422-5181 or 614 422-4872 June 3.1983. The Provost, College of Education, Uyo. Nigeria. Dear Sir, Your college has been selected from several colleges of education in Nigeria to assist in research on the analysis of instructional media competency of the teachers wi'th the Nigerian Certificate in Education(N.C.E.);which is in progress at the Ohio State University,Columbus. The purpose of this research is to identify,and analyze the institutional, attitudinal,and demographic factors which may influence the media competency of the teachers with the Nigerian Certificate in Education. The result of this research may enable the Ministry of Education to consider a new policy on the training of teachers with the Ni gerian Certificate in Education,with emphasis on the production selection,and use of instructional media and materials in our schools and colleges. In addition, our colleges of education and the advanced teachers colleges may re-structure their in structional media program to reflect such policy. The present N.C.E. teachers will also benefit from workshops and in-service training in instructional media use that either the Ministry of Education or the colleges of education may organise for these teachers. We shall interview your registrar.head of education depart ment,and your audiovisual specialist,who will provide some of the informatio about the support services for instructional media and materials program in the college of education for the Nigerian Certificate in Education program.You are also re quested to give us the graduation list of all Nigerian Certi ficate in Ediieation graduates from your college from 1976-1981. This list will serve as a sampling frame from wnich the sample for the research will be selected. Your college will be given full acknowledgement and a summary of the findings will be sent to your college in due course. All responses from respondents will be anonymous and confidential, and at no time will any of your staffs be iden tified with their responses. Thank you. Sincerely, Robert W.Wagner.Professor. George S.Ibe-Bassey, Doctoral candidate. College of Education zok The Ohio State University Academic Faculty of Educational Foundations and Research 121 Ramseyer Hall 29 West Woodruff Avenue Columbus. Ohio 43210 Phone 614 422-5181 or 614 422-4872 June 3.1983 The Permanent Secretary, State School Board, Ministry of Education, Calabar. Nigeria. Dear Sir, Research on the analysis of instructional media competen cy of the teachers with the Nigerian Certificate in Education (N.C.E.) is in progress at the Ohio State University,Columbus. The purpose of this research is to identify,and analyse the institutional.attitudinal and demographic factors which may influence the media competency of the teachers with the Nigerian Certificate in Education. The result of this re search may enable the Ministry of Education to consider a new policy on the training of teachers with the Nigerian Certificate in Education,with emphasis on the production, selection, and use of instructional media and materials in our schools and colleges. In addition, our colleges of edu cation and the advanced teachers colleges may restructure their instructional media program to reflect such policy. The present N.C.E.teachers will also benefit from workshops and in-service training in instructional media use that the Ministry of Education may organise for these teachers. You are requested to give us the list of all teachers with the Nigerian Certificate in Education(N.C.E.), who gra duated from the College of Education,Uyo,from 1976-1981, and are currently employed by your department. This list will enable us select a sample for the above named research. A summary of the research findings will be sent to your department upon request in due course. Thank you. Sincerely, Robert W.Wagner.Professor. George S.Ibe-Bassey, Doctoral candidate. College of Education 205 The Ohio State University Academic Faculty ol Educational Foundations and Research 121 Ramseyer Hall 29 West WoodruM Avenue Columbus. Ohio 43210 Phone 614 422-5181 or 614 422-4372 June 3.1983. The Principal, Dear Sir, You are one of the fifty educational leaders in the Cross River State of Nigeria,selected to assist in research on the analysis of instructional media competency of teachers with the Nigerian Certificate in Education(N.C.E)jwhich is in progress at the Ohio State University.Columbus. The purpose of this re search is to identify,and analyse the institutional,attitudinal and demographic factors which may influence the media competency of the teachers with the Nigerian Certificate in Education. The result of this research may enable the Ministry of Education to consider a new policy on the training of teachers with the Nigerian Certificate in Education,with emphasis on the produc tion, selection,and use of instructional media and materials in our schools and colleges. In addition,.our colleges of edu cation and the advanced teachers colleges may re-structure their instructional media program to reflect such policy. The present N.C.E. teachers will benefit from workshops and in-service training in instructional media use that the Ministry of Educa tion may organise for these teachers. You are requested to give these questionnaires to the follow ing selected Nigerian Certificate in Education teachers in your school or college t 1 3 7 8 The completed questionnaires will be returned to your office and we shall appreciate if these can be packed into the addressed envelope for our team to pick it up by July 3.1983. Your name will be included in the acknowledgment list and you will recieve a summary of the research findings in due course. Thank you. Sincerely SUw-axi Id- hj Robert VTWagner, Profej College of Education 206 T h t Ohio S H i* Univaralty Acadamic Facultyol Educational Foundations and Raaaarch 121 Ramseyer Hall 29 West Woodruff Avenue Columbus. Ohio 43210 Phone 614 422-5181 or 614 422-4872 Dear Colleague June 3,1983- Research on the analysis of instructional media compe tency of the teachers with the Nigerian Certificate in Educa tion^.C.E.) is in progress at the Ohio State University, Columbus. The purpose of this research is to identify, and analyse the institutional, attitudinal and demographic factors which may influence the media competency of the teachers with the Nigerian Certificate in Education. The result of this research may enable the Ministry of Education to consider a new policy on the training of teachers with the Nigerian Certificate in Education, with emphasis on the production, selection, and use of instructional media and materials in our schools and colleges. In addition, our colleges of education and the advanced teachers colleges may re-structure their instructional media program to reflect such policy. The pre sent N.C.E. teachers will also benefit from workshops and in- service training in instructional media use that the Ministry of Education may organise for these teachers. As a Nigerian Certificate in Education(N.C.E.) teacher, you are requested to respond to the following items in this questionnaire, which deal with: (a) your knowledge of the production teehniques, selec tion, and use of instructional media and materials; (b) your present opinion about how to select and use instructional media and materials; (c) your background information about your Nigerian Certificate in Education training. We shall maintain the anonymity and confidentiality of res pondents, and at no time will you be identified with your responses. Therefore, year responses will not affect your teaching position with the State School Board or the Ministry of Education. Please return your completed questionnaire to your prin cipal before June 30, 1983• We believe you will find parti cipation in this research effort to be a worthwhile contri bution of your time. A summary of the findings will be shared with you upon request in due course. Thank you. Sincerely, Roberi/Rober-t/V.w. Wagner) Professor Pro! College ol Education Appendix B N.C.E.Teachers' Questionnair 208 DEMOGRAPHIC INFORMATION Please check*X* in the appropriate brackets that best des cribe your teaching or educational experience. 1. Your N.C.E. teaching subjects combination English/History )Biology/chemistry English/Geography )Physics/chemistry English/French Agricultural Science History/Geography )Home Economics Mathematics/Geography )Physical & Health Education Mathematics/Physics )Fine Art Others(please specify)______Your sex Male Female Your age under 20 20-2*4- 25-29 30-3*4 over 35 . Your highest academic qualification before entering the college of education. Grade Two Teachers Certificate W.A.S.C. W.A.S.C. and Grade Two Teachers Certificate G.C.E.O/L G.C.E.A/L H.S.C. You graduated from the college of education in ‘ 1976 1977 1978 1979 1980 1981 others(please specify)______During yuuj. N.C.E.training you had courses in the selection,use and production of instructional media and materials during the three year period second year only first year only teaching practice only never 7. After graduation from the college of education,you have attended in-service workshops in the selection and use of instructional media and materials,which was organised by either the officials 3f the Ministry of Education or the college of education or the university ( ) three times a year ( ) twice a year ( ) once a year ( ) never attended before 8. Please indicate below the Local Government Area(LGA) in which the school you are teaching is located____ YOUR PRESENT OPINION ABOUT THE SELECTION AND USE OF INSTRUCTIONAL MEDIA AND MATERIALS Please check X in the bracket opposite the single statement which best describes your feelings about the selection and use of instructional media and materials in your schools and colleges. 1. Selecting, scheduling, securing, and using audiovisual materials to use in teaching demands too much energy and time of the teacher. ( ) strongly agree ( ) agree ( ) undecided ( ) disagree ( ) strongly disagree 2. The selection and use of appropriate media will enable the students to better understand many ideas and concepts through practical examples. ( ) strongly agree ( ) agree ( ) undecided ( ) disagree ( ) strongly disagree 3. The selection and use of appropriate media will hold the students' attention longer than conventional class room instruction that does not use media. ( ) strongly agree ( ) agree ( ) undecided ( ) disagree ( ) strongly disagree 4. With the increasing technological development in instruc tional media and materials, teachers will soon lose their jobs to these insxructionai media. ( ) strongly agree ( ) agree ( ) undecided ( ) disagree ( ) strongly disagree 5. Teachers that have personal training in the selection and use of instructional media tend to use these instruc tional media in their lessons more effectively than those without such training. ( ) strongly agree ( ) agree ( ) undecided ( ) disagree ( ) strongly disagree 210 6. If instructional media and materials are used regular ly, de-humanization of education may result. ( ) strongly agree ( ) agree ( ) undecided ( ) disagree ( ) strongly disagree 7. The selection and use of appropriate media and materials for instruction can improve the quality of large group instruction. ( ) strongly agree ( ) agree ( ) undecided ( ) disagree ( ) strongly disagree 8. Extensive use of instructional films or educational radio broadcasting lessons will not encourage student interaction. ( ) strongly agree ( ) agree ( ) undecided ( ) disagree ( ) strongly disagree 9. Modern media (television, instructional film, computer, satellite) are seen by students more as entertaining than as learning experiences. ( ) strongly agree ( ) agree ( ) undecided ( ) disagree ( ) strongly disagree 10. The selection and use of appropriate instructional media and materials by teachers will help the students learn at their own rate and therefore increase their academic achievement. ( ) strongly agree f ( ) undecided ( ) disagree ( ) strongly disagree 11. You can easily find relevant materials and media in your school which you can select and use in your class instruction. ( ) always ( ) frequently ( ) occasionally ( ) seldom ( ) never 211 12. Teachers are provided information on all instruc tional media including new instructional materials ( ) always ( ) frequently ( ) occasionally ( ) seldom ( ) never 13* Most school principals support the audiovisual center/ school library staff in providing a fu ll array of media s e r v i c e s ( ) a lw a y s ( ) f r e q u e n t l y ( ) occasionally ( ) s e ld o m ( ) n e v e r 14. The State School Board/Ministry of Education recognizes the need for and supports the quality and variety of media services needed for an effective instructional program ( ) always ( ) frequently ( ) occasionally ( ) seldom ( ) never YOUR KNOWLEDGE OF THE SELECTION. PRODUCTION TECHNIQUES AND USE OF INSTRUCTIONAL MEDIA AND MATERIALS The items below are directed towards your knowledge,or skills of instructional media production,operation of audiovisual equipments and selection and use of such instructional media and audiovisual equipments for instruction in your class. A. For each of these items check X in the bracket to the right that best represents your knowledge of the selection of ins tructional media and materials. >> >» r H r H CO +> C C o (Q 0> E >» 3 CO o u CO a* (0 *D V 0> o r H > r H u o 0) 0) CO Cm o n c 1.As a teacher you will participate in the selection of instructional mate rials if you are requested to parti cipate. ( ) ( ){)()() 2.You feel competent to evaluate non text learning materials(i.e.films recordings,vediotapes,graphic mate rials, etc.) for purchase. ( ) ( )()()() 3* You go to th® library to find published evalua tions of learning materials ( 4. You have enough time to view instructional media before you decide to use them in the classroom. ( 5* In selecting an appropriate instructional media you write behavioral objectives. ( 6. You can identify and use the information cards in the library to locate books on a subject of interest. ( 7. Your efforts in selecting an appropriate ins tructional media for your class are met with resistance(censorship;from (a) parents ( (b) principal ( 8. When you select instructional materials for your teaching you consider (a) students* interest ( (b) curriculum area ( (c) cost ( (d) availability of instructional materials ( 9. When you select instructional materials for your class you consider the following charac teristic® of the materials (a) the technical quality of production(e.g. format,use of color,sound,etc.) ( (b) quality of instruction(e.g.content,sequ ence, etc.) ( (c) appropriateness of materials to subject matter ( 10. You receive assistance on the selection and use of instructional materials from your (a) principal ( (b) head of department ( (c) teacher-librarian/school librarian ( 213 B. The following instructional media and materials ,and their corresponding equipments are listed below so that you can indi cate how available and accessible these materials and media are in your schoolt how familiar you are with themthow often you select and use them in your teachingjhow you use themjand the importance you attach to each material in your several teaching situations. Please check X in the column you feel most appropriate in each area. Instructional Is the instructional Are you familiar Do you select and media and ma media and material/ with these mate use these mate terials/equipequipment available rials/equipment? rials/ equipment? ment and accessible? dI Tl +> r H u c 3 XI cd u > > cd XI •H X Cd r H 03 cd • H > > rH n r H r H Cd 0) 0) £ ■p b « P G X> * H o cd u cd cd B c o ct m o > 3 a X *H cd 0) - H E r H n cd cd 03 5 rH 3 03 O u rH 0) 0) o4 cd T3 0) a o +» +> P u £ E -P 0) o rH > o 0) o o u o o o O - a C!) rt C c c > 03 c O VI E 1.Maps and globes ()()() ( ) ( ) ( ) ( ) 2. Models ()()() ( ) ( ) ( ) ( ) 3. Transparency set/overhead projector ( M ) ( > ( ) ()()() 4.2" X 2"slides, carousel pro jector ()()() ( ) ()()() 5-Flannel uuaiu ()()(! ( ) ()()() 6.Card board ()()() ( ) {)()() 7.16mm film/ projector {)()() ( ) ()()() 8. 8mm film/ projector ()()() ( ) ()()() 9.Filmstrips/ projector ()()() ( ) ()()() 10.Audiotapes & cas3ettes/recci der ()()() ( ) ()()() 21k Instructional Is the instructional Are you fam iliar Do you select and media and ma media and m aterial/ with these mate use these mate terials/equip equipment available ria ls / equipment? ria ls / equipment? m en t and accessible? QJ T 3 ■P rH 0) S-, C iH £ L. cd 0 - 4 W Cl 0) CO cd ■m Q> rH 09 CO rH CO rH ,0 rH 0) •H £ p c *0 •H , 0 O cd ra CO E c o cd n cd 0 > ■C cd o • H E rH 07 rH Cd cd i 3 w o u •H 0) •H 0) cr cd T3 0) cd 0 CO -M -p £ p o o pH > > 0 > O 0 m c o CO c 11. Phonorecordj/ r e c o r d e r ( ) ( ) ( ) ( ) ( ) ( ) ( ) ()()()() 12.Instructior al radio pro gram/radio set ( ) ( ) ( ) ( ) ( ) ) ( ) ()()()() 13.Flip chart ( ) ( ) ( ) ( ) ( ) ) ( ) ()()()() 14.Wall chart ( ) ( ) ( ) ( ) ( ) ( ) ( ) ()()()() 15-Videotapes 4 cassettes or reel-to-reel tapes/player ( ) ( ) ( ) ( ) ( ) ( ) ( ) ()()()() 16.Text books ( ) ( ) ( ) ( ) ( ) ( ) ( ) ()<)()() 1 7 . O t h e r s (please speciify) 215 Instructional media and Your skills in Importance of these materials/equipment using these mate materials to your rials/equipment teaching situation T3 1 0) P P (0 E O p 3 cti P i c p £ Cfl P P •H p p T f Cl O p c O > P i P 0 0) O 0) e (0 P i r l C •ri £ £ rH •H 0) >> u 0> > i 0) P O U •H > £ C P X c ctf OS 14.wall chart 15.videotapes & cassettes or reel-to-reel tapes/ player 16.text books 17.others(please specify) 216 C. Please cheek X on the following production techniques which are based on how familiar; how often you use such techniques; how skillful;and how important you consider each technique for your several teaching situations. Production Are you fami Do you use these 'four skill in Importance of techniques liar with techniques? using them these techniques these techni to your teach ques? ing situation 0) p u CO c p CO e U 3 CO c •H (0 (0 p CO pH CH •H u u p •H r H ca T3 0) o P u E P •H +> c O > a P C o CO CO c o O (1) b CO cO a* JC § Interview Instrument 218 INTERVIEW SCHEDULE FOR FACULTY,STAFF AND ADMINISTRATORS AT THE COLLEGE OF EDUCATION A. AUDIOVISUAL SPECIALIST 1. What kinds of instructional media.materials and equipments are present in your college? Instructional media and materials/equipment PRESENT ABSENT a) Transparency sets/overhead projectors b) 16 mm film/projectors c) 8 mm film/projectors d) Filmstrips/projectors e) Opaque projectors f) 2"X 2" slides/carousel projectors e) Charts h) Maps i) Models j) Audiotapes and cassettes/recorders k) Phono record/recorder and players 1) 35mm still cameras and video cameras m) Video tapes,cassettes,reel-to-reel tapes/players and recorders n) Flannel and card boards 0) Others(please specify) 2. What is the main problem involved in acquiring any of these instructional media and materials/equipment for your college? 3. What production techniques are your Nigerian Certificate in Education(N-C.E.)students taught? a) preparing handouts for student use bj designing bulletin boards c) producing xnermofax overhead Uanoparenciss d) producing overhead transparencies using magazines and color lift process e) wrico lettering f) dry transfer lettering g) rubber cement mounting h) dry mounting with dry mount press 1) photographic slide production j) audio cassette and tape recording 1) others(please specify) l*. What is the maximum number of instructional media and mate rials courses you teach in a semester or term? 219 5« What is your highest academic and professional qualification ( )Ph.D. ( )Ed.D. ( )M.A./M.Sc. ( )B.A./B.Sc. ( ) N.C.E. ( ) others (please specify)______6. Is your qualification related to instructional/educational media/technology? ( )yes ( )no 7. How long have you worked as an audiovisual specialist at the College of Education? ( )years ( )months B. HEAD OF EDUCATION DEPARTMENT 1. Briefly describe the instructional media and materials pro gram in your department for the training of the students for the Nigerian Certificate in Education(N.C.E) 2. Y/hat major changes have occurred in your instructional media and materials program since its introduction into college curriculum? 3. Vfhat major problems have affected your instructional media and material program? a) financial(b)personnel (c) administrative support 4. When are the students for the N.C.E. introduced to studies in instructional media and materials? ( )throughout the three years of study ( )during the second year of study ( )only the third year of study ( )during the second and third years of study ( jduring the teaching practice period 5- Are instructional media and materials effective for the improvement of learning? 6. (a)What do you consider to be the future use of instructional media and materials in our secondary schools and colleges? (b)How is your department preparing sTudenx-ieachers, especially the N.C.E.student-teachers for future technolo gical development in education? 220 C. ADMINISTRATOR « PROVOST/REGISTRAR 1. How would you compare the financial support for instructional media and m aterial program with your other academic program. 2. A functional instructional media and m aterial program reqiures trained academic, professional, and technical per sonnel » physical fa c ilitie s i and available and accessible instructional media .m aterials and equipments. (a) to what extent are these personnel, phjrsical fa c ilitie s , and instructional media,m aterials and equipments available in your college? (b)can more personnel be trained both locally and abroad? (c)erur\such a project be financed by your college assuming that there is no economic austerity in the country? 3. Are there other major problems that will affect instructional media and material program in your college? ^.Are instructional media and m aterials effective for the improvement of learning'’ 5(a) What do you consider to be the future use of instructional media and m aterials in our secondary schools and colleges? (b) How is your college preparing student-teachers, especially the Nigerian C ertificate in Education student-teachers, for future technological development in education? (c)Can /our college influence the- State M inistry of .EducutT.en to provide adequate instructional and media services in our schools and colleges?