Being a Project submitted to Department of Social Studies,
School of Art and Social Science,
Federal College of Education,
Kano.
AUTHORS:
S/No.
Name
Course Combination
Student Reg. No.
1
RUKAYYAH KABIR
ENG/SOS
0516
2
JAMILA LAWAL SAULAWA
ENG/SOS
0890
3
FARIDA ABUBAKAR
ENG/SOS
0546
4
AISHA ABDULLAHI ALIYU
ENG/SOS
0524
5
MAKAMA MUSA SULAIMAN
ENG/SOS
0575
6
INYASS BASHIR SHUAIBU
ENG/SOS
0881
DECEMBER, 2015
APPROVAL PAGE
This is to certify that this Project has been supervised and approved as having certified the requirement for the award of the Nigeria Certificate in Education (NCE) by the Department of Social Studies, School of Art and Social Science, Federal College of Education, Kano.
1
Name:
Mr. Haruna Ojogbare
( Project Supervisor )
( Signature/Date )
2
Name:
( Head of Department )
( Signature/Date )
3
Name:
( External Supervisor )
( Signature/Date )
DEDICATION
This Project is dedicated to our Parents and all lovers of knowledge who apply them for the good of humanity.
ACKNOWLEDGEMENT
First and foremost, we thank Allah the Almighty for giving us the strength, health and opportunity to put this piece of work together.
Our immeasurable thanks goes to our dear Parents for giving us the starting point in our academic pursuit, as well as our colleagues and friends who contributed in one way or the other towards the making of this Project successful.
Our sincere appreciation goes to our hardworking Supervisor Mr. Haruna Ojogbare of Social Studies Department for his thorough supervision and guidance upon conducting this research.
We also wish to extend our gratitude to a large number of personalities and academics of Federal College of Education Kano who played a great role on our academic pursuit, specifically all lecturers in the School of Art and Social Science.
Finally, we acknowledge the effort of all the Authors whose works are cited in the literature review of this wonderful Project.
ASBTRACT
The purpose of the research work is to give a comprehensive explanation of the important roles played by the application of visual instructional materials and to also enlighten the primary schools Teachers on how to select the materials that are appropriate for a particular lesson.
Visual instructional materials encompass all the visible materials which Teachers can apply in order to complement theoretical and verbal efforts for easy and effective understanding of the lessons. The visual materials play fundamental roles in teaching and learning process.
Questionnaires were administered to a total of 30 (thirty) respondents that were randomly selected among primary school pupils and their teachers; and it has been widely agreed that pupils who have the advantage of being taught with visual instructional materials learn more effectively and efficiently than those who are only provided with verbal instructions.
Educational researchers in their recent findings came to conclusion that application of visual materials for teaching primary schools paves ways for proper and better understanding. In this research work recommendation were also suggested and conclusion made.
Table of Contents
APPROVAL PAGE 2
DEDICATION 3
ACKNOWLEDGEMENT 4
ASBTRACT 5
CHAPTER ONE
1.0 INTRODUCTION 8
1.1 PURPOSE OF THE RESEARCH WORK 12
1.2 SIGNIFICANCE OF THE RESEARCH WORK 12
CHAPTER TWO
2.0 LITERATURE REVIEW 14
2.1 TYPES OF VISUAL INSTRUCTIONAL MATERIALS 16
2.2 THE GENERAL IMPORTANCE OF APLLICATION OF VISUAL MATERIALS IN TEACHING SOCIAL STUDIES 16
2.3 SOURCES OF INSTRUCTIONAL MATERIALS 21
CHAPTER THREE
3.0 RESEARCH METHODOLOGY 22
3.1 POPULATION OF THE STUDY 22
3.2 SAMPLE OF THE STUDY 23
3.3 RESEARCH INSTRUMENTS 23
3.4 ADMINISTRATION OF RESEARCH INSTRUMENTS 23
3.5 METHOD OF DATA COLLECTION 24
3.6 SUMMARY 24
CHAPTER FOUR
4.0 DATA ANALYSIS INTRODUCTION 25
4.1 DATA ANALYSIS 25
4.3 AWARENESS AND USAGE OF VISUAL INSTRUCTIONAL MATERIAL 26
4.4 AFFORDABILITY OF VISUAL INSTRUCTIONAL MATERIALS 28
4.5 STILL PROJECTED VISUAL MATERIALS 28
CHAPTER FIVE
5.0 SUMMARY 32
5.1 CONCLUTION 32
5.3 RECOMMENDATIONS 33
5.4 REFERENCES 35
CHAPTER ONE
1.0 INTRODUCTION
The concept of visual instructional materials means different things to different people. Some people view it as an object that can be listened to (Audio), while some view it as those materials we watch and listen to at the same time, such as Television, Cinema, and DVD Player (Audio Visual).
Visual instructional materials are ‘aids teaching and learning’ as defined by Coppen E.C. 1974. These are wide range of materials providing realistic images for enriching the curricular content and consequently enhancing the educational process, these may include simple things living, and non living in the immediate environment like Stone, Leaves, pieces of wood, Papers, and metal scraps etc, the chalkboard printed materials like charts, maps, diagrams, photographs, models and real thing to sophisticated things.
Hence visual instructional materials encompassed the use of blackboard, charts, graphs, maps and globes, bulletin boards, exhibits models, museums, pictures and photographs. Student learnt better what they experience, and much learning takes place through listening and reading, but learning is likely to be more meaningful and lasting if it is with experiences. Sometimes, these experiences can be direct other times indirect as in projected images such as photographs, slides and films.
This chapter therefore, highlights the main types of visual instructional materials which are manmade objects or materials.
According to Jenicins J. (1981), visual materials for learning are classified into projected and non projected materials. The projected materials are those materials that require the use of projector and electricity or any sources of power (e.g. batteries) slide Projectors and Power Point Projectors. The non projected materials do not require the use of projector for their viewing by projection; it means magnifying the image of steel picture, through a strong light that is reflected on a surface in most cases a transferring film.
Projected instructional materials are visual in which still or motion image are projected on to a screen. Visual materials encompass all the physical materials that instructor might use to implement instruction and to facilitate primary school pupils achievement of instructional objectives. Visual materials help to concretize the learning process, it offers primary school pupils and their teachers a good opportunity to relate theoretical knowledge to practical experience in the class when is been displayed to them. Psychologist came out with findings that learning capacity of a child can be as a result of some variables. In most schools teachers still use the traditional method of instruction i.e. talking to a group of pupils in the classroom. By talking, many are taught the same thing in the same way. But the teacher forgets that the pupils he teaches differ from each other in their interest, the way they learn and the rate at which they learn. Educationist appreciates the importance of pupils differences in learning. These differences were neglected by most teachers in recent years emphasis has been on the capacity of pupils to easily assimilate without practical experience. By presenting visual instructional material learning is made easier.
It has been widely accepted that pupils in primary school who have advantages of been taught with well selected and wisely utilize instructional materials learn efficiently or faster than those with verbal instructions. The main reason for this is because well chosen visual instructional materials tend to present concept in such a manner as to create interest and motivation. Learners benefit more from instruction when they become involved through their own interest and desire, and it is a well known fact that motivation and desire for learning are important element in meaningful instructions, visual instructional materials provide a suitable environment from which the learners assimilate learning. Learning is generally affected by techniques applied in disseminating knowledge to the learners; other instructional materials make subject matters clearer to students who come from different backgrounds with varying abilities.
Thus, they foster (i.e. instructional materials) effective learning not only for the child who reads and write but also for the child who is not verbally gifted. They also allow slow and average learners to absorb lessons. Visual instructional materials provide an opportunity for the learners to do things they could not even attempt in real life, such as taking a visit to one of the heavenly bodies, travelling to Sahara desert or visit some communities to know the type of settlement pattern. This indicates that some visual materials are particularly well suited to the transmission of sensory replication of objects, person, events, and scene as they would appear in real life to an observer. In order to reduce the number of failure among the primary schools pupils, it is wise to apply the use of visual instructional materials in the classroom situation where effective learning can be achieved in primary schools.
This is why there is need to provide teachers with necessary skills and knowledge of instructional materials, mostly the visual ones which can provide equal knowledge to pupils of various capacity of learning which teachers neglected in the application. Visual instructional material can impact knowledge to a large class of pupils. Mostly if they are supplemented with demonstration which some teachers cannot offer and eventually affects the pupils understanding of the lesson properly. Educational researchers in their recent findings came to conclusions that application of visual materials for teaching in primary school has paved way for proper and better understanding which makes learning permanents to some extent.
1.1 PURPOSE OF THE RESEARCH WORK
The main purpose of this research is to assist the teachers as well as pupils for proper understanding and the significance of applying visual instructional materials in the teaching of social studies in primary schools. It is also to give a comprehensive explanation of the important roles played by the application of visual instructional materials, equally to enlighten primary schools teachers on how to select the visual materials that is appropriate for a particular lesson and the ways to modifies some of these materials for better understanding.
1.2 SIGNIFICANCE OF THE RESEARCH WORK
Perhaps it has been widely agreed that students who have the advantage of been taught with well selected and wisely utilize visual instructional materials learn more effective than those who are only provided with verbal instructions, application of visual instructional materials provide a suitable environment from which the learners can do their own learning. Hence learning is said to be generally affected by the environment in which it takes place, because the environments affects not only what the learners are able to see but also what they see tends to be what they believe. Visual instructional materials when properly apply could make subject matter clearer to pupils in social studies class with different background and abilities.
Application of visual materials could make certain subjects like social subjects more colorful and highly motivating to allowing the pupils to see with their naked eyes practically what they have being taught in the actual lesson. Application of visual instructional materials also allows pupils to observe phenomena or event that might be dangerous to see directly such as urban rioting, armed robbery etc. but pupils can see those social events through print posters, news papers, and photographs.
Application of visual instructional materials helps to provide meaningful sources of information which allows pupils to having recorded physical experiences and viewing problems as it happens. Students needs to be prepared for physical experiences, they need to be given directions, facts, about the situation and vivid descriptions of the application sources other than textbooks.
CHAPTER TWO
2.0 LITERATURE REVIEW
Visual materials have been among the resources for teaching and learning in educational programmes, for some years back. According to the encyclopedia Americana, the development of visual materials started as early as 1500, by 1826 Joseph Nicephone Nieple produced the first photograph. This act of photography was protected by 19th century. This Encyclopedia Americana further explained that in 1889 Thomas A. Edison invented the Phonograph which is the present day motion mechanism. In 1920 and 1930s visual materials came into application which includes the use of Blackboard, Charts, Graphs, Globes, Bulletin Board, Field trips, Silent pictures and Photographs.
Scholar and Wittich (1967) believe that the era of visual instructional materials movement actually started around 1930s with advent and use of the film which was said to have brought great improvement in teaching and learning. According to Edgar (1967) stressed that interest has been developed by many teachers in the application as a means of teaching that provide more information to many pupils in less time at less cost. Reiser and Gagne (1983) noted that; since materials differ in their abilities to present the various events of instruction, the selection of materials is likely to have a substantial influence on effectiveness of instructions.
Aminu (1985) observed that instructional materials are visible items designed to improve teaching and facilitate learning and understanding and make abstract concept concrete. Dubey (1980) view that “written or spoken word” is very important in learning but it has to be complimented with application of instructional materials in order to enhance teaching of socials studies in primary schools, because pupils learn better what they see and able to touch.
Kinder (1979) said that “variety of teaching materials has to be applied in proper balance in other to produce better learning result”. He also stressed that the most important thing to know about visual instructional teaching materials is that it enables the learners to comprehend better when they are intelligently applied and they can also confuse when the visual materials are wrongly used.
Craig (1981) viewed visual instructional materials as those materials that provide content for example; printed materials of all kind, Charts, Graphs, Resource in the community agencies, Industries, Plants, and historical paints of interest and so on. Orub (1980) stated that generally the appropriate application of visual materials and devices in teaching of social studies mostly in elementary level helps pupils to understand what is being taught to them. Moreover, the application of visual instructional materials makes lesson very interesting and motivates pupils to learn better.
2.1 TYPES OF VISUAL INSTRUCTIONAL MATERIALS
There are various types of visual materials in existence which can be used by the teachers. Its left for the teachers to make choice among unlimited materials available for him to present his lesson and no matter what types the teacher wishes to use, he has to make sure he chooses the right materials that are appropriate for the lessons. The visual materials according to Abdullahi (1998) are two types - it is either still projected visuals and or motion projected visuals. The still projected visuals include opaque projector, overhead projector with transparency, filmstrips projector with filmstrip and slide projector with slide. While the motion projected Visuals include the 8mm film used in 8mm loops. Projectors and 8mm film projectors and 16mm film used in 16mm film projectors with filmstrip and slide projectors with slides.
The film for motion pictures are either silent or with sound. Others are Books, Posters, Newspapers, Charts, Diagram red objects, etc.
2.2 THE GENERAL IMPORTANCE OF APLLICATION OF VISUAL MATERIALS IN TEACHING SOCIAL STUDIES
In the past, teachers did not appreciate the important of visual materials in teaching. Thus, teaching was in those days associated to talking, but the recent development as a result of a psychological research teachers came to realize pupils learn faster when taught with visual materials.
Visual materials attend to the needs of all categories of learners (i.e. fast average and slow learners).
Applications of visual materials simplify the study of social studies in our primary schools.
Visual instructional materials are purposely applied to teach social studied in primary schools in order to stimulate the interest of the learners.
The applications of visual materials assist the pupils in primary schools to have real life situation, which verbal explanation cannot provide.
In most cases, the application of visual materials allows pupils to make use of, not only the auditory sense(organs) but also the sight organs
Applications of visual materials encourages the excursion to places of interest or what is popularly known as field work which is part of visual instructions that allows pupils with first hand information about a particular lesson.
There are different ways in which the teacher could apply the visual materials in teaching social studies in primary schools.
The visual resources are applied mainly for introducing a lesson, supporting a lesson, drill and practice demonstration and summarizing a lesson.
Introduction of lesson
It is always a guide for the teachers in primary schools mostly the socials studies ones to clarify his objectives and raise important question at the beginning of a lesson. This requires activities to motivate pupils interest and curiosity in the work ahead. Visual materials could serve this purpose because their usage as introduction to a lesson will affect the whole climate of instruction and result in positive changes in pupils interest learning efficiency, retention of learning and generally visual materials offer a natural path to learning and creative expression when used at the beginning of a lesson.
Supporting a lesson
Properly selected and wisely utilized visual materials can influence and promote learning; the most common applied materials in the instructional situation are supplement to the instructor. Some pupils become bored with teaching, whereas the need variety and innovation where this is lacking pupils may lose interest in a social studies class. One of the most effective ways to heighten the motivation of pupils in social studies class is to provide them with appropriate experiences that are fresh, delightful and varied.
Drill and practice
Drills and practice is another way of applying visual instructional materials which is based on solid understanding of a certain concept in studying social subjects i.e. social studies by constant repetition. Repeated practice can help in mastering many topics so teachers can apply some of the visual materials that are appropriate to a particular topic in social studies lesson.
Demonstration
With the help of application of demonstration in teaching, pupil learn by watching as well as listening. Demonstration can be applied by teachers in every part of the curriculum mostly at elementary level. Because it has a special attraction for pupils, it creates feeling of anticipation and pupils welcome the change routines lesson and give their full attention to what the teacher is doing. Some well prepared materials can present information better than the live demonstration. Here, the teachers should make sure any visual material that is applied to demonstration is related to the objectives of the lesson.
Summarizing
This entails summarizing a topic that has just been discussed in the class or a series of topics that have been discussed previously. This will be provided as a major presentation to the whole class, teachers may sometimes wish to bring in new resources in helping student appreciate how they have changed with respect to the original objectives of the lesson.
2.3 SOURCES OF INSTRUCTIONAL MATERIALS
From findings it has shown that instructional materials may be sourced from schools via immediate environment.
The collection of item from the immediate locality of the school.
The production process by teachers or learners.
Distribution from school by government and non-governmental organizations (N.G.O.S)
The donation from several sources
The distribution of production in tertiary institutions
The educational resources center (E.R.C.S).
CHAPTER THREE
3.0 RESEARCH METHODOLOGY
The research methodology and research procedure are the main points that this Chapter tends to deal with. As it was earlier stated, this research work is based on the application of visual instructional materials for teaching social studies in primary schools. The methods that were used in carrying out this great research work are clearly shown in this Chapter. It also explained the following components:
Population of the study
Sample of the study
Research instruments
Administration of the research
Method of data analysis
Summary
3.1 POPULATION OF THE STUDY
In this research work, three (3) primary schools were randomly selected. The Schools selected are:
Kundila Special Primary School
New Salsa International School
Mayor International School
They respectively have 350 students, 250 students and 210 students. Therefore, the total population of study is 760 students.
3.2 SAMPLE OF THE STUDY
The sample adopted in this study is simple random sampling, in which 3 primary schools were randomly selected for the study. The Primary Schools once again are: 1) Kundila Special Primary School (350 Students); 2) New Salsa International School (250 Students); and 3) Mayor International School (210 Students). A total of 30 respondents were selected from these Schools in which 10 respondents were selected from each School.
3.3 RESEARCH INSTRUMENTS
The instrument used in conducting this research is Questionnaire, in which a total of 30 Questionnaire were administered and collated and analyzed. The questionnaire contains 10 questions that look at various aspects of the research questions.
3.4 ADMINISTRATION OF RESEARCH INSTRUMENTS
The type of questionnaire used in this research is close ended, which allows respondents to make a choice of possible answers. The questionnaire is of two sections. Section A deals with personal data, and the other Section B comprises of questions on visual instruments. In all, there are 10 questions which will be administered by the researches in the respondents that answered the questions by themselves.
3.5 METHOD OF DATA COLLECTION
The method used in Data Analysis includes:
Tables
Bar Chart
Simple Percentage figures
3.6 SUMMARY
In a nutshell, simple random sample is the method of sampling adopted in this research. Questionnaires are used as instruction for this research, while Bar Chart, Tables and simple percentage are used as method of data analysis for the research in question i.e. The Application of Visual Instructional Materials for Teaching Social Studies in Primary Schools.
CHAPTER FOUR
4.0 DATA ANALYSIS INTRODUCTION
This Chapter discus the analysis of the questionnaire and also the interpretation of the questions that are presented in this Chapter as related from the previous Chapters. The close ended structure types of questions are presented the way they have been answered by the respondents and the results are scored in Tables.
4.1 DATA ANALYSIS
In the collection of Data for this research, 30 questionnaires were administered to both students and teachers in primary schools. However, all the questionnaires were duly completed and returned. Therefore, the data is presented in categories on Table 4.1 below.
TABLE 4.1
Gender
%
Female
16
53.33
Male
14
46.67
Total:
30
100
Respondents
%
Students
16
53.33
Teachers
14
46.67
Total:
30
100
School
%
Private
14
46.67
Government
16
53.33
Total:
30
100
Age
%
4-6 yrs
12
40.00
25 + yrs
18
60.00
Total:
30
100
The above Table shows that 30 questionnaires were distributed which represent 100% of the questionnaires and all the 30 copies of the questionnaires were returned, which shows that the response rate is very high.
Total number of the Male respondents is 14 and Female respondents are 16. Out of the 30 respondents 16 are Students while 14 are Teachers and that represents 53.33% and 46.66% respectively. In the same Venn, out of 30 respondents, 16 are in government while 14 are in private school and that represents 53.33% and 46.66% respectively. Also, out of the 30 respondents 12 are between the ages of 4 – 10 years while 18 respondents are 25 years and above.
4.3 AWARENESS AND USAGE OF VISUAL INSTRUCTIONAL MATERIAL
Table 4.2 (below) presents the responses received about the awareness of visual instructional materials based on YES or NO question from 30 questionnaires administered. It also presents which of the two categories of visual instructional materials have been used by the respondents.
TABLE 4.2
Visual Instructional Material Awareness
%
YES
29
96.67
NO
1
3.33
Total:
30
100
Usage of Visual Instructional Materials
%
YES
18
60
NO
12
40
Total:
30
100
According to the result gathered from 30 respondents shown in Table 4.2, 29 out of 30 respondents are aware of visual instructional materials and that represents 96.67% of the respondents, while 1 respondent knows nothing about visual instructional materials and that represent 3.33% of the respondents.
With regards to the usage of visual instructional materials 18 out of 30 respondents have used motion projected visual materials, which represents 60% of the respondents. Similarly, 12 respondents have not used still projected visual, which represents 40%. This shows that motion projected visuals are dominantly being used in primary schools, which may be attributed to their affordability.
4.4 AFFORDABILITY OF VISUAL INSTRUCTIONAL MATERIALS
TABLE 4.3
Respondents
%
Motion Projected Materials
18
60
Still Projected Materials
12
40
Total:
30
100
Table 4.3 (above), shows that 18 out of 30 respondents found motion projected visuals more affordable and that represents 60% of the respondents, while 12 out of 30 respondents found motion projected visuals more affordable, thus representing 40% of the respondents. This shows that motion projected visuals such as Books, Charts, etc are found to be dominantly affordable than still projected visuals.
4.5 STILL PROJECTED VISUAL MATERIALS
The still projected visuals are classified into two (2) types: 1) Film Strip Projectors, and 2) Opaque Projectors. Some of the questionnaire respondents have not used any of the Still Projected Visuals, and the analysis of the 30 respondents shows the following results in Table 4.4.
TABLE 4.4
Projector Attributes
Respondents
%
Film Strip
12
40.00
Opaque
10
33.33
None of the above
8
26.67
Total:
30
100
The above simple percentage shows that 40.00% of the respondents uses Film Strip Projectors, 33.33% of the respondents uses the Opaque Projectors, while 26.67% has not been using the still projected visuals.
4.6 MOTION PROJECTED VISUAL MATERIALS
(Simple Percentage Representation)
TABLE 4.5
Projector Attributes
Respondents
%
Books
21
70.00
Charts
8
26.67
None of the above
1
3.33
Total:
30
100
From the above simple percentage representation, it shows that 70.00% of the respondents prepare to use Books as their instructional materials, while 26.67% of the respondents uses Charts. Therefore, it shows that Books is frequently use among primary schools students and their teachers. Also, 3.33% of the respondents uses none of the above materials.
From the data collected and analyzed, we come to the conclusions that application of visual materials for teaching primary schools paves ways for proper and better understanding.
CHAPTER FIVE
5.0 SUMMARY
This section summarized the main points discussed in the other Chapters. Kindly recalled that Chapter one of the research is the introduction, which discussed the background of the study/objectives of the study/ significance of the study; while Chapter two of the study dealt with the literature review of the study/types of visual instructional materials/general importance of application of visual materials in teaching social studies and sources of instructional materials. Also, Chapter three of the research discussed the methodologies that were used in carrying out the research such as data collection, sample size, method of analyzing the study, etc. Finally, Chapter four discussed the analysis and presentation of data.
5.1 CONCLUTION
A total of thirty (30) questionnaires were administered to both students and teachers in Primary Schools. All the questionnaires were duly completed and returned. Result gathered from the 30 respondent presents 53.33% are Students and 46.66% are Teachers. Also, 99% of the respondents are aware of visual instructional materials. With regards to usage of visual instructional materials 60% of the respondents have used motion projected visuals, while 40% have used the still projected visuals. This shows that motion projected visuals are dominantly been used in Primary Schools. Similarly, 60% of the respondents found motion projected visuals more affordable than still projected visuals.
Through these findings, we therefore come to the conclusion that Application of visual instructional materials paves way for proper and better understanding of teaching and learning.
5.3 RECOMMENDATIONS
The vital role played by the application of visual instructional materials in teaching social studies cannot be overemphasized. However, visual materials provide the teachers with enabling environment to impact his learning experience to his pupils through graphic and pictorial materials.
Teachers face great challenges each day in making information available to their pupils as they look forward to meeting their learning objectives. The application of instructional materials therefore assist the teachers to overcome physical constraints of presenting subject to his/her pupils in a less than no time, in other to facilitate the effective teaching of primary school pupils. Due to these observations by the researchers the following recommendations are made to improve the situation:
Both the state ministry of education and local government council, education authorities should make a joint effort to establish visual instructional training institute, that will educate some personals acquire skills in the application of visual materials, in order to recruit them for training those teachers who have little or no experience on how to apply visual materials in their lesson.
Vocational training centers have to established either by state, local authorities and private individuals where almost all the visual materials can be found and trained teachers on their application.
Government at all levels should provide enough funds to every primary school to enable them buy enough materials mostly the visual ones for them to apply during their lesson.
The nature and types of instructional materials to be applied by teachers during their lessons has to be the one that adequately go along with a particular lesson in order to avoid any embarrassment in the teaching plan and which may eventually guide a failure in the attainment of set objectives.
Policy makers are also advised to introduce the application of instructional materials in the primary schools.
Finally due to the challenging world of ours there is need for material designers to initiate more materials and improve on the existing ones in other to meet up with the changing demand of our time.
5.4 REFERENCES
Scholar and Wittch (1968): Instructional Materials.
Coppen, E. (1974): Aids to teaching and learning. Oxford Pergumoro Press.
J. Wales, N. (1981): The place of teaching aids in Nigerian Education. “West African Journal of Education”. Vol. vi; No.1
Harrison, K.M. (1974): “Visual aid centre in Africa”. Journal of teachers education.
Jenkins J. (1981): Materials for learning. Great Britain; Thomas Litho Ltd.
The Encyclopedia American International Edition (1997): USA International Head Quarters.
Abdullahi, M. (1997): An Introduction to Media and Method. Kano Gidan Dabino Publishers.
Brow J.W. el al (1967): An Instructional Media and Method. 3rd Edition New York, Mc Graw-Hill Book Company.
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