INSTRUCTIONAL MATERIALS SECONDARY SCHOOL ENGLISH LANGUAGE GRAMMARTEACHERS USE IN ILORIN METROPOLIS

Abstract

English grammar appears to be one of the most difficult aspects of language. To teach it well, the usage of
instructional materials in teaching English language is very important. The extent of teachers’ use of the
materials for teaching English grammar in secondary schools in Ilorin metropolis, Kwara State was examined. It
also analyzed the influence of teachers’ gender, school type, school location, qualifications, and experience on
teachers’ material preference. The descriptive survey type was employed in this study. The target population
comprised all the secondary school teachers in Ilorin metropolis Kwara State, Nigeria. Purposive sample
technique was used to involve one hundred and nineteen (119) English language teachers from selected
secondary schools in Ilorin metropolis of Kwara State. The data collected through Abiola’s (2012) questionnaire
were analysed using the percentage, mean and standard deviation rating, the t-test and the one-way ANOVA
statistical techniques. The major finding of this study revealed that none of the predicator variables of gender,
school type, school location, and qualification had any significant influence on English language teachers’ use
of instructional materials except experience during the teaching-learning process. This implied that English
language teachers tended not be very proficient in the use of instructional materials for teaching English
grammar. On the basis of these findings, it was recommended that textbook writers and publishers should avail
the right kinds of materials needed in the course of writing by organizing the contents of their textbooks in line
with the current English curriculum.