Comparative Study of the Effects of Projected and Non-Projected Instructional Materials on Students' Achievement in English Language in Secondary Schools in Enugu Education Zone
Department of Educational Foundation, Faculty of Education, Enugu State University of Science and Technology, Enugu
mercillina.ebuoh@esut.edu.ng
Abstract
This study investigated and compared the effects of projected and non-projected instructional materials on students' academic achievement in English Language in secondary schools in Enugu Education Zone. Using a quasi-experimental non-equivalent design, 357 SS2 students were drawn from three schools and assigned to three groups: Group I taught using projected instructional materials (overhead projector), Group II using non-projected materials (charts, still pictures and chalkboard), and Group III as control (taught without instructional materials). Data were collected using the English Language Achievement Test (ELAT) with reliability coefficient of 0.75. Results revealed that students taught using projected instructional materials had significantly higher mean achievement scores (posttest mean: 66.19) than those taught using non-projected materials (posttest mean: 61.21), while the control group had the lowest mean achievement score (posttest mean: 36.55). ANCOVA confirmed a significant difference between groups (F = 6.719, p = .010).
Keywords
Introduction
English Language occupies a uniquely strategic role within Nigeria's educational system, functioning as the official language and primary medium of instruction across all levels of formal education. Competence in English is indispensable for academic success in other subjects, yet students' performance in the subject has not been encouraging. WAEC and NECO reports reveal persistent deficiencies in essay writing, comprehension, lexical usage, and grammatical expression. Several researchers have attributed poor performance to multiple factors including overcrowded classrooms, inadequate teacher preparation, insufficient exposure to reading culture, and lack of effective instructional materials. The availability and utilization of instructional materials have emerged as particularly significant, as they serve as concrete channels through which abstract concepts are clarified and learner engagement is stimulated.
Projected and Non-Projected Instructional Materials
Instructional materials are broadly classified into projected and non-projected categories. Projected instructional materials include technologically mediated tools such as PowerPoint presentations, multimedia projectors, animations, and educational videos. These materials combine visual and auditory stimuli, potentially enhancing learning through dual-channel cognitive processing. Mayer's Cognitive Theory of Multimedia Learning posits that learners understand information more deeply when presented through coordinated verbal and visual representations. Non-projected instructional materials include traditional resources such as textbooks, charts, flashcards, models, and realia. Though not electronically mediated, these materials facilitate sensual interaction and direct observation. Constructivist theorists argue that learning is most effective when learners actively construct knowledge through engagement with their environment, meaning well-utilized non-projected materials can also promote deep understanding and retention.
Methodology
The study adopted a quasi-experimental pretest-posttest non-equivalent group design. The study was carried out in Enugu Education Zone of Enugu State, with a population of 5,195 SS2 students from 31 secondary schools. Stratified simple random sampling was used to draw three schools, and in each school, three intact classes of SS2 were randomly assigned to experimental groups. A total of 357 students (119 per group) participated: Group I taught using projected instructional materials (overhead projector), Group II using non-projected materials (charts, still pictures, and chalkboards), and Group III as control taught using conventional methods. The English Language Achievement Test (ELAT), consisting of 47 objective test items, was used for data collection with a reliability coefficient of 0.75. Mean and standard deviation were used to answer research questions, while Analysis of Covariance (ANCOVA) was used to test the hypothesis at 0.05 significance level.
Results
Research question one revealed that Group I (projected materials) had a pretest mean of 25.76 and posttest mean of 66.19, while Group II (non-projected materials) had a pretest mean of 26.40 and posttest mean of 61.21, indicating marked improvement in both groups after intervention. Research question two showed that Group III (conventional methods) had a pretest mean of 24.40 and posttest mean of only 36.55, showing much less improvement compared to the other groups. ANCOVA results confirmed a statistically significant difference between groups (F = 6.719, p = .010), with the corrected model being significant (F = 3.468, p = .033). Students taught using projected materials performed significantly better than those taught with non-projected materials, demonstrating the effectiveness of projected materials in enhancing students' academic achievement in English Language.
Discussion of Findings
The results confirmed that the group taught with projected materials performed better in the posttest compared to the group taught with non-projected materials, while the conventional methods group showed the least improvement. The effectiveness of projected instructional materials can be attributed to their ability to integrate visual and auditory stimuli, supporting dual-channel processing as outlined by Mayer's Cognitive Theory of Multimedia Learning. Students exposed to projected materials benefited from multimedia effects that made learning more interactive and engaging. In contrast, non-projected materials, while providing some level of interaction, lack the dynamic nature of projected materials and often rely on static representations, making complex ideas harder to grasp. However, the use of projected instructional materials is not without challenges, as practical limitations such as unreliable electricity supply and need for regular maintenance can hinder effectiveness, particularly in rural areas where technological resources are limited.
Conclusion and Recommendations
The study demonstrates that the use of projected instructional materials significantly enhances students' academic achievement in English Language compared to non-projected instructional materials and conventional methods. English language teachers should incorporate multimedia tools, especially projected instructional materials, in their teaching to enhance student engagement and academic performance. School principals and education administrators should organize periodic workshops to train teachers on the effective use of multimedia in teaching, ensuring teachers are equipped with the necessary skills and resources. Schools should be encouraged to prioritize the use of instructional materials, including multimedia, in their curriculum delivery, while ensuring that the infrastructure needed to support such technologies is adequately maintained. The potential challenges in the adoption and maintenance of such technologies in resource-limited settings should be carefully considered by policymakers.