CHAPTER ONE

GENERAL INTRODUCTION

Pedagogic practice in Cameroon need increasing recognition and extra distinguished attention laying emphasis on appropriate use of instructional material or modern teaching materials which encourage the use of enquiring, teaching and solving problem approaches by teachers on one hand inferential and critical thinking by student of the other hand (Tambo 2003). The use of instructional material during teaching in class facilitate and enable easy understanding students as easy delivery of lesson by teachers learning becomes very difficult when teachers and students make less use of instructional material in teaching and learning process. The following are aspects that will be discuss. Background of the study, Statement of problem, Objectives of the study, research questions, research hypotheses, justification of the study significances of the study, scope of the study, operational definition and summary of chapter

Background of the Study

Teaching materials are considered important in teaching and learning in all levels of education because textbooks and other resource materials are basic tools. Absence or inadequacy makes teachers handle subjects in an abstract manner, portraying it as dry and non-exciting (Eshiwani, 1984). This include, textbooks, charts, maps, audio visual and electronic teaching materials such as radio, tape recorder, television and video tape recorder contribute much in making learning more interesting (Atkinson, 2000). The importance of teaching materials is also evident in the performance of students (Adeogun, 2001). Teaching materials are considered important in teaching and learning in all levels of education because textbooks and other resource materials are basic tools. Absence or inadequacy makes teachers handle subjects in an abstract manner, portraying it as dry and non-exciting (Eshiwani, 1984).

Historically, the use of teaching and learning materials has been observed as a powerful strategy to bring about effective teaching and learning. The importance of quality and adequate teaching materials in teaching and learning can occur through their effective utilization during classroom teaching. Teaching materials here include all the tools that the teachers can use to make the learning more interesting and memorable. Per Farombi (1998), is in the view that, teaching materials include books, audio-visual, national park, museums, software and hardware of educational technology. He further opines that the availability, adequacy and relevance of teaching materials in classrooms can influence quality teaching, which can have positive effect on students’ learning and academic performance. The insight from Farombi on linking of teaching resources to students’ academic performance serve critical in the provision of quality education. The title of this thesis, teaching materials on Geography students’ Academic Performance in the University of Bamenda originates from such ideas. In my views, start from the access to quality and adequate teaching materials, and these should be prepared well before the class interaction. Also, according to Reiser (2001), in the 1950s, computers were utilized by researchers at IBM. The researchers developed computer-assisted instruction (CAI) author language and developed the first CAI program to be used in public schools. In elementary schools, computers were mostly used for drill and practice or they were utilized to teach computer-related skills such as typing but, the wide-spread interest in computers as a medium of instruction did not occur until the 1980s.Since then, the instructional technology field has expanded and changed. Writing on the influence of instructional materials in teaching and learning, Balogun (1982) commented that science education programs cannot be taught effectively without the existence of equipment for teaching. This is because teaching materials help those who learn to develop problem-solving skills and scientific attitudes. Before the coming of missionaries in Cameroon, traditional societies in Cameroon had their own means of providing education to the new generation, which was growing up. There was no formal education, however the young ones were taught through storytelling, and through tribal traditions. Under this system of education, the youth grew to become brave and skilled men and women; men became hunters, soldiers and craft workers, while women became good mothers and food gatherers and craft workers.

Formal education which was introduced in Cameroon by the missionaries became the responsibility of colonial masters (Germany, Britain, and France). The Baptist missionary were the first to visit Cameroon and the first school was opened by Joseph Merrick in 1844 in Bimbia, and the second was opened by Alfred Saker in Bethel in Douala in 1845. Schools were also opened in Bota for craftsmanship, local pastors acted as teachers in these schools. Students were also taught carpentry and how to make blocks. In financing the schools, they were financed by the missions themselves and the home board of London Based Baptist Missionary society. The curriculum in these schools focused on subjects like English, Reading,

Writing, and Arithmetic. Post-colonial education in Cameroon came as the indigenes in Cameroon needed to gain independence. The education in Cameroon now is been divided into Basic, Secondary, and Tertiary levels. The basic level is made of a course that cover a time period of 6 years, the secondary level covering a time period of 7 years and the tertiary level which is the university level covers a curriculum of 3 years.

On the other hand, selection and enrolment into secondary schools is attained when the students in the basic level pass their First School Leaving Certificate. The selection is done into the tertiary level after students’ attainment of appropriate credits in the final secondary examination (Advanced Level General Certificate of Education). In all cycles the emphasis has been on development in terms of access and improved quality of teaching and learning.

Contextually, from these facts on the ground, efforts to improve the quality of provision of education in the North West Region have appeared to slow down, as some of these challenges were not prioritized. If the country aims at producing a competitive economy to meet global market demand, availability of quality and adequate teaching facilities in North West Region should be given a high priority. In this study strategy for making quality teaching materials available are suggested as an attempt to increase performance especially in the University of Bamenda.. Inadequacy of quality teaching materials is not confined in the North West Region, as this is a worldwide phenomenon. Even in developed countries for example, United States of America especially in schools whose majority of population are the poor and minority students are less funded and lack essential quality teaching materials. In addition, policies associated with school funding, resource allocations, and tracking leave minority geography students with fewer and lower-quality books, curriculum materials, laboratories, and computers.

Statement of the Problem

For quite some times now, the teaching of Geography in the North West Region has suffered in the hands of un-resourceful and un-motivated teachers, especially in the University of Bamenda. Many teachers at this level feel that Geography lesson does not necessarily need to be accompanied by the use of instructional materials. There has been general outcry of poor performance of learners in Geography in the North West Region.  Geography teaching therefore appears very abstract and difficult for the learners as they used their sense only.

Also looking at the environment it is spectacled that Geography students applied their knowledge in geography as aprove of proper learning to help mitigates some environmental challenge like pollution. It has been observed that Geography teachers find a very herculean task to accompany their lesson with relevant materials instructional materials such as textbooks, power point, Learning Management System, and Digital phones.. It is on this premises that the researcher is prompt to investigate more on the effect of instructional material in the teaching of Geography in some schools in the University of Bamenda.

Research Objectives of Study

The objective of the study is classified into general and specific objective of the study.

Main Objectives

The general objective of this study is to examine the 

Extent to which the use of modern teaching materials influences academic performance in the University of Bamenda.

Specific Research Objectives

• To find out the influence of power point on students’ academic performance in the University of Bamenda.
• To examine the influence of Digital phones on students’ academic performance in the university of Bamenda.
• To find out the influence of Computer on students’ Academic performance in the University of Bamenda.

Research Questions

Main Research Question

To what extent does the use of modern instructional or teaching materials affect the academic performance of students in the university of Bamenda?.

Specific Research Questions

• How the use of power point does as a modern teaching materials influences the academic performance of students in the University of Bamenda.
• How does the use of Digital phone’s influences the academic performance of students in the University of Bamenda?
• How the use of computer does influences the academic performance of students in the University of Bamenda.