Instructional materials secondary school English language grammar teachers 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 sampling 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 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 predictor 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 to 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.