Utilization of Media Resources for Instructions in Adult Literacy Centres in Abia State, Nigeria

ABSTRACT

The sought to the extent media resources are utilized by adult for instructions in literacy centres in Abia State, Nigeria. It adopted a descriptive survey design.

The population of the study comprised of 5,936 respondents (5,361 adult learners and 575 Adult Literacy instructors (facilitators)} in adult literacy centres in Abia State.

The of the study consisted of 1,118 respondents made up of 575 adult facilitators and 543 adult learners) selected from the population of study using purposive sampling technique. The instruments for data collection were Questionnaire, Checklist and Observation Schedules respectively.

The internal consistency of the questionnaire was established using Cronbach’s Alpha Technique with overall reliability coefficient of 0.82.

Data collected were analysed using frequency counts, percentages and mean statistics with respect to research questions while t-test was used to test the null hypotheses at 0.05 level of significance.

The findings showed among other things that some media resources especially traditional ones are available and are utilized by adult literacy instructors/facilitators to a low extent for instructional purposes in adult literacy centres in Abia State.

Significantly, both the male and female adult instructors/facilitators equally utilized media resources for instructional purposes to a low extent. Similarly, experienced and less experienced adult instructors/facilitators also utilized media resources for instructional purposes to a low extent.

Thus, both gender and teaching experience did not determine nor influence adult instructors/faciltators’ utilization of media resources for instructional purposes in adult literacy centres in Abia State. 

INTRODUCTION 

Effective teaching and learning in any educational system are based on several factors one of which is the availability and utilization of appropriate media or resources. This is so, because instructional media are generally perceived as integral part of any functional classroom teaching and learning interactions.

This position is further reinforced by the often-acknowledged claim that man learns through the various senses namely – touch, smell, hearing, and sight respectively (Egbowon, 2007; Nwizu, 2003).

These senses form not only part of human sensibilities and behavioural patterns but also could have some far-reaching implications on how man acquires knowledge.

This therefore, makes the need for the utilization of wider choices of media by teachers (which could appeal to different human senses) in teaching and learning processes imperative and instructive.

These media are usually in form of different curriculum material resources and related technologies, which could assist both teachers and learners in the classroom.

Media with respect to instruction connote information carriers between a source (teacher) and receiver (student) used to facilitate or improve the quality of teaching and learning. Media resources are therefore used to make teaching and learning real and concrete.

Media resources can be seen (visual), heard (audio), read (printed), spoken about or even manipulated (Information Communication Technology – ICT). All these activities are meant to facilitate teaching and learning activities.

Media therefore include real objects, models, books, charts, diagrams, television, radio, machines, internet, etc, (Onyejemezie, 2002). Instructional media are therefore classified into visual, audio-visual aids, and audio-aids.

The visual aids or media indicate appeal to sense of sight and include materials and resources such as pictures, diagrams, photographs, charts, chalkboards, maps, exhibits, bulletins, models, mock-ups, slides, film strips, drawings, etc. 

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StudentsandScholarship Team.