STUDENT-TEACHERS AND IN-SERVICE-TEACHERS USE OF IMPROVISED INSTRUCTIONAL MATERIALS IN TEACHING SENIOR SCHOOL YORÙBÁ LANGUAGE IN Ò̩YÓ̩ STATE: A COMPARATIVE ANALYSIS

ÒGÚNNÍRAN, Victoria Olúdùńní & BADRU, Surajudeen Adéwálé

Abstract

Learners have different social and intellectual background, and not all the available materials can meet their needs and interest. The provision of locally produced instructional materials is a logical action for balancing activities among the different categories of learners. This study examines the difference between student-teachers and in-service teachers in the usage of improvised instructional materials in teaching senior school Yoruba language. Questionnaire was employed to elicit data from the respondents. The population involved teachers of Yoruba in senior secondary schools in Ò̩yó̩ State, out of which 110 student-teachers and in-service teachers were sampled. The reliability of the instrument was established through the split-half reliability procedure where a value of 0.69 was obtained. Four research hypotheses were tested using the t-test. The results indicated that there was no significant difference in student-teachers and in-service teachers’ perception of improvised instructional materials; there was no significant difference in student-teachers and in-service teachers’ awareness of improvised instructional materials (df (108) t=.115, p > 0.05.); there was no significant difference in student-teachers and in-service teachers’ production of improvised instructional materials; and there was no significant difference in student-teachers and in-service teachers’ utilisation of improvised instructional materials in teaching senior school Yoruba in Oyo State. It was therefore recommended that both the student-teachers and in-service teachers of the Yorùbá language should improvise instructional materials to arouse the senior students’ interest in learning the subject.