Instructional Media as a Correlate of Teaching and Learning of Science Subjects at Secondary School Level

Teachers’ Perception

Abstract

This study sought to ascertain the relevance of instructional media for teaching of science subjects at public secondary schools in Taraba State. In order to achieve the objectives of the study, two (2) research questions and two (2) hypotheses guided the study. It was a descriptive survey research design with target population of one hundred and eight (108) science teachers out of which twenty (20) were randomly selected from four (4) public secondary schools in the study area. A researcher developed questionnaire titled Instructional Media in relation to Teaching of Physics and Biology Questionnaire- IMTPBQ with reliability coefficient of (r=0.81) value after using PPMC analysis. Mean and standard deviations were used for answering research questions while independent T-test was used for testing the null hypotheses at 0.05 level of significance. The findings revealed no significant difference in the mean response of physics teachers according to gender on the use of instructional media to teach physics; and no significant difference in the mean response of Biology teachers according to gender on the use of instructional media to teach Biology at secondary school level in the study area. Based on the findings of the study, it was concluded that instructional media has the potential to improve cognitive performance of physics and biology students- both male and female. To this end, instructional media is gender friendly in all science classes and at all levels of educational system. It was recommended that science teachers should endeavor to use relevant instructional media for effective lesson delivery in their classes; and that secondary school teachers should be trained on how to use technological devices/gadgets to facilitate effective teaching and learning process at secondary school level.