Participation involves working with a partner or in a small group and brainstorming in
order to create a stimulating learning environment. The role of instructional materials is
to glue information into learners mind as what is seen is understood more than what is
heard. During the formative years, learners add increasing qualities of knowledge to
what is already learnt through explorations as they grow and expand horizon on the
quality of content mastered. To widen mastery of concepts, rich leaning environment
which is filled with a variety of instructional materials tend to foster faster acquisition of
requisite skills for sustained learning and development. Such an environment should be
enticing learners to observe, actively participate, make choices and experiment which in
the process results in acquisition of additional knowledge. In the absence of rich
learning environment modeled by the teacher to capture requisite skills, knowledge and
competence. The purpose of the study was to determine the effectiveness of use of
instructional materials on learners' participation in science lesson in preschool in Banda
Namayingo District- Uganda.
The objective of this study was to determine the effect of IM exerted on students'
participation and performance in SST classroom, to study the extent to which
availability and adequacy improve learners' participation and to determine the effect of
management of records on the improvement in learners' participation in SST classroom.
The study reviewed literature on effectiveness of instructional materials on participation
in SST classroom. This study was guided by experiential learning theory. This theory
was propounded by Kolb (2008). Kolb proposed a four-stage learning process with a
model that is often referred to in describing experiential learning Beaty (2009). The
study involved a descriptive survey research design where qualitative data was
collected. The design was non experimental soliciting information from teachers on the
IM they use in teaching pupils in the primary school. This study used stratified sampling
since the population embraces a number of distinct categories of teachers'
The study found that instructional materials are not effectively used in the study area
due to large of number of learners per class, lack of enough compound in the schools,
lack of learners' confidence, language barrier, teachers' negative attitude, lack of
professional skills and domestic violence. The study recommended that government
aided schools be increased to cater for the large number of learners per class. On the
same, the study recommended that more teachers be employed and deployed to
various government aided schools. The study further recommended that more playing
ground be purchased to enable learners be participating fully especially while
experiencing moving air by the use of kites. They need to run over to note the moving
air. Learners should be encouraged to handle IM even in the absence of teacher that is
at home to gain confidence. Parents of the learners who are shy should be improvising
IM at home and encourage children to continue practicing what they learnt at school.
The study recommended that teachers to ensure learners with language barrier get
information taught in class by the use of language they understand better as English is
introduced slowly by slowly. The study further recommended that GOU to employ
qualified teachers with better pay.
Finally the study recommended the grade III teachers work on the creative skills by
going for further studies (Diploma/ degree course) as lack of these skills deny any
teacher the knowledge required in showing and teaching learners on how to handle IM during participation.
WILSON, H (2021). Influence Of Instructional Materials On Learners' Participation And Academic Achievement In Social Studies In Selected Rural Primary Schools In Banda Sub-County Namayingo District Uganda. Afribary. Retrieved from https://afribary.com/works/influence-of-instructional-materials-on-learners-participation-and-academic-achievement-in-social-studies-in-selected-rural-primary-schools-in-banda-sub-county-namayingo-district-uganda
WILSON, HAYODA "Influence Of Instructional Materials On Learners' Participation And Academic Achievement In Social Studies In Selected Rural Primary Schools In Banda Sub-County Namayingo District Uganda" Afribary. Afribary, 03 Jun. 2021, https://afribary.com/works/influence-of-instructional-materials-on-learners-participation-and-academic-achievement-in-social-studies-in-selected-rural-primary-schools-in-banda-sub-county-namayingo-district-uganda. Accessed 26 Mar. 2023.
WILSON, HAYODA . "Influence Of Instructional Materials On Learners' Participation And Academic Achievement In Social Studies In Selected Rural Primary Schools In Banda Sub-County Namayingo District Uganda". Afribary, Afribary, 03 Jun. 2021. Web. 26 Mar. 2023. < https://afribary.com/works/influence-of-instructional-materials-on-learners-participation-and-academic-achievement-in-social-studies-in-selected-rural-primary-schools-in-banda-sub-county-namayingo-district-uganda >.
WILSON, HAYODA . "Influence Of Instructional Materials On Learners' Participation And Academic Achievement In Social Studies In Selected Rural Primary Schools In Banda Sub-County Namayingo District Uganda" Afribary (2021). Accessed March 26, 2023. https://afribary.com/works/influence-of-instructional-materials-on-learners-participation-and-academic-achievement-in-social-studies-in-selected-rural-primary-schools-in-banda-sub-county-namayingo-district-uganda