INSTRUCTIONAL MEDIA FOR EFFECTIVE TEACHING

AND LEARNING
By
ADENIREGUN, Gbolahan Solomon
Department of Business Administration, Ahmadu Bello University,
Zaria, Nigeria
mail2integrity@gmail.com
INTRODUCTION
The use of multimedia in industries has been extensive, as it has been
effective in increasing productivity and retention rates, where research has
shown that people remember 20% of what they see, 40% of what they see
and hear, but about 75% of what they see and hear and do simultaneously
(Lindstrom, 1994). Multimedia is now permeating the educational system as
a tool for effective teaching and learning. With multimedia, the
communication of information can be done in a more effective manner and it
can be an effective instructional medium for delivering information.
Multimedia access to knowledge is one of the possibilities of information and
communication technology that has tremendous impact on learning. The
instructional media have emerged in a variety of resources, and equipment,
which can be used to supplement or complement the teachers efforts in
ensuring effective learning by students.
It is recognized that conventional media technologies can no longer meet the
needs of our teaching and learning processes; as a result they are being
replaced by multimedia technology. This technology provides a learning
environment that is self-paced, learner-controlled and individualized.

LITERATURE REVIEW
Multimedia is defined as the combination of various digital media types such
as text, images, sound and video, into an integrated multi-sensory
interactive application or presentation to convey a message or information to
an audience. In other words, multimedia means an individual or a small
group using a computer to interact with information that is represented in
several media, by repeatedly selecting what to see and hear next (Agnew,
Kellerman and Meyer, 1996).

Reisman (1994) described multimedia as a ray of computer-driven

interactive communication system, which create, store, transmit and
retrieve, textual, graphic and auditory networks of information.
Multimedia could be interpreted as a combination of data carriers, for
example video, CD-ROM, floppy disks, Internet and software in which the
possibility for an interactive approach is offered (Smeets, 1996; Jager and
Lokman, 1996).
Fetterman (1997) also viewed multimedia as those resources used for
instruction that include one or more media such as graphics, video,
animation, image and sound in addition to textual information. He identified
four important characteristics of multimedia as:

Multimedia systems are computer controlled

Multimedia systems are integrated
The information content must be represented digitally
The interface to the final presentation of media.

The power of multimedia lies in the fact that it is multi-sensory, stimulating

the many senses of the audience. It is also interactive, enabling the end
users of the application to control the content and flow of information. This
has introduced important changes in the educational system and impact the
way we communicate information to the learners (Neo and Neo, 2000).
Ogunbote and Adesoye (2006) expressed that multimedia technology adds
new dimension to learning experiences because concepts were easier to
present and comprehend when the words are complemented with images
and animations. Stating further that it has been established that learners
retain more when a variety of senses are engaged in impacting knowledge;
and the intensity of the experience aids retention and recall by engaging
social, emotional and intellectual senses.
The evolution of multimedia has made it very possible for learners to become
more involved in their work. With multimedia technologies, they can create
multimedia applications as part of their project requirements. This would
make them active participant in their own learning process, instead of just
being passive learners of the educational content.
Reinsman (1994) expressed that multimedia involves processing, storage,
2

generation, manipulation and retention of multimedia system, and the

resources could include text files, pictures, video, audio, databases, archives,
library catalogs, course notes, relevant links to various websites and easy
access to search engines available on the Internet (Shuell and Ferber, 2001).
A study by Ubogu (2006) supports the view that multimedia resources
facilitate access to all human knowledge, anytime, and anywhere in a
friendly, multi-modal, efficient and effective way, by overcoming barriers of
distance, language and culture, and by using multiple Internet-connect
devices.
It is important to say that the use of multimedia technology has great
significance in colleges, universities and research institutions in the Western
countries. In these countries, the technology is being seen as a key player to
development in all ramifications and essential component of education.
However, Babajide (2003) identified different types of multimedia
communication, some of which include computer hardwares, computer
softwares, public address systems, slides, overhead projectors, opaque
projectors, videos, cassettes, audiotapes, cassette recorders, flip, time
sequence, streamcharts, Diorama still motion pictures among others.
MULTIMEDIA IN EDUCATION
Multimedia in Education has been extremely effective in teaching individuals
a wide range of subjects. Multimedia is changing the way we communicate
with each other. The way we send and receive messages is more effectively
done and better comprehended.
While a lecture can be extremely informative, a lecture that integrates
pictures or video images can help an individual learn and retain information
much more effectively. Using interactive CD-ROMs can be extremely effective
in teaching students a wide variety of disciplines, most notably languages
and music.
A multi-sensory experience can be created for the audience, which in turn,
elicits positive attitudes towards its application (Neo and Neo, 2001).
Multimedia has also been shown to elicit the highest rate of information
retention and result in shorter learning time (Ng and Komiya, 2000).
On the part of the creator, designing a multimedia application that is
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interactive and multi-sensory can be both a challenge and thrill. Multimedia

application design offers new insights into the learning process of the
designer and forces him or her to represent information and knowledge in a
new and innovative way (Agnew et al, 1996).
However, information technology application serves different purposes, such
as knowledge sharing-portal, search engines, public administration, social
service and business solution. Oshodi (1999) posits that awareness created
towards the use of information and communication technology over the
years is increasing in the classroom learning environment in the third world
such that mere verbalization of words alone in the classroom to
communicate ideas, skills and attitude to educate learner is futile.
Omagbemi (2004) supporting this view expressed that access to multimedia
information could stimulate changes and creates conductive learning
environment and make learning more meaningful and responsive to the
localized and specific needs of learners.
There is certainly no lack of vision within educational communities
concerning the central role and importance of ICT in the educational contexts
of the future (Wood, 1993). That vision is shared by many and is
accompanied by an acknowledgement that in order to realize this vision,
three factors access, training and targets must be provided (DFE, 1995;
Simpson, Payne, Munro and Hughes, 1999). However, Hoffman (2001)
suggested that successful implementation of ICTs need to address five
interlocking frameworks for change namely the infrastructure, attitude, staff
development, support (technical and administrative) and also sustainability
and transferability.
The many kind of ICTs implemented at teaching and learning can be used in
education for different purpose. For instance, some of them help students
with their learning by improving the communication between them and the
instructors (Valasidou, Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).
In a study conducted by Simpson et al (1999) it was found that 64% of the
teacher educator used ICT in the production of traditional resources of
overhead transparencies and hand outs using standard word processing
package; 27% indicated that they made use of and had experience with
more powerful communication and presentation software; 32% incorporated
the use of any ICT software into the lectures and only 24% made use of CDi
resource materials. The study also revealed that in the tutors delivery of the
4

courses, the students seldom experienced demonstrations of the use of ICT

as a teaching tool, that is, the tutors seldom modelled its use through their
own practices. However, these tutors gave lack of time to practice skills and
the limited accessibility of some specialized facilities as constraint factors on
their use of ICTs in teaching.
Studies have shown that, there are some factors that determine academics
use and non-use of new technologies for teaching and learning in the
advanced countries and these include, the needs of the learner, the
characteristics and experiences of academics, the technology available, the
environment within which academics work and how valuable they perceive
the use of technology to be for teaching their students (Spotts, 1999; Jager
and Lokman, 1999; Chun and Kwan, 2005; and Munoz Repiso and Tejedor,
2006) and the disciplinary context of which the academic is part (Rowley,
Banwell, Childs, Gannon heary, Londsdale, Urguhart and Armstrong, 2002).
However, research have demonstrated that there are disciplinary and subject
differences in the way ICTs are being used and adopted in teaching and
learning (Jager and Lokman, 1999; Jones, Zenois and Griffiths, 2004 and
Eynon,
2006).
In developing countries, Nigeria inclusive, factors like lecturers attitude,
(Agbonlahor, (undated); Perception and use of media (Mabawonku, 1987);
Perceived ease of use (Mabawonku, 1987; Ehikhamenor, 2005) quoted by
Agbonlahor (undated); Perceived usefulness (Aghonlahor, (undated);
Characteristics of lecturers (Gender, Age, Experience; Qualification etc);
Adekunmisi, Ojo, Amusa and Obadeyi 2009; Training (Osunade, Philips and
Ojo (undated); Opinions of significant others and or peers in the university
community (Agbonlahor, (undated); Availability of infrastructural facilities
(Osunade et al (undated); Iloanusi and Osuagwu (undated); Cost of
Purchasing (Ehikhamenor, 2005; Iloanusi and Osuagwu (undated);
Management attitudes (Sife, Lwoga and Sanga, 2007); Use/knowledge of
computer (Anadarajan, Igbaria and Anakwe, 2002); Power supply (Osunade
et al (Undated); Iloanusi and Osuagwu (Undated) amongst others.

INSTRUCTIONAL MEDIA FOR EFFECTIVE TEACHING AND LEARNING

What Are Instructional Media?
According to Azikiwe (2007), instructional media cover whatever the teacher
uses to involve all the five senses of sight, hearing, touch, smell and taste
while presenting his/her lessons. In a similar vein Adegun (1997) says
instructional media are things which are intended to help the teacher to
5

teach more effectively and enable the students to learn more readily.
Instructional media are information carriers designed specifically to fulfill
objectives in a teaching-learning situation. They are very important in
language teaching, especially the foreign language, because they facilitate
the direct association between sounds and their symbols and also words and
the objects they represent. They help to vividly illustrate meanings of things
because they are associated with materials used by the teacher to improve
the quality of his teaching.

Types of Instructional Media

Instructional media according Mustapha et al. (2002) and Azikiwe (2007) are
usually classified based on the characteristics they exhibit. There is a wide
variety of instructional media which could be profitably and effectively used
in the second language classroom learning situation. They could be broadly
classified into four groups namely visual aids, audio-visual aids, audio aids
and resources (human and materials). Visual aids are resource materials and
devices that appeal to the sense of sight and touch as well as sense of smell.
They consist of :
i.
Non-projected aids which include chalkboard and adhesives.
ii.
Pictorial aids which include charts and pictures
iii.
Mobile
iv.
Three-dimensional aids
v.
Projected aids which include film-strips and slides, and slides
projector
vi.
Laboratory equipment, chemical and apparatus
vii.
Books
Learning resources that fall under audio-visual aids appeal to the senses
of sight, hearing and touch. They include line sound film, sound strip
projector, television and video tape-recorders and tapes. The audio aids
are instructional materials that appeal to the sense of hearing and touch
too. They include records and record players, tapes and tape recorder,
radio and language laboratories. Resources could be human or materials.
Human resources include the teacher, the pupils and other resource
persons in the community. Materials include all those physical objects
mentioned earlier such as chalkboard and realia (real objects such as
bottle, yam, cup, stone, spoon and knife).
Instructional media, according to Adegun (1997), may be bought by the
school for use by the teacher. They may be made by the teacher
6

(improvisation). They can be borrowed by the school or the teacher or

obtained free of charge by him/her. Some can be donated freely by
individuals or non-governmental organization (NGO) to school(s).

Fundamental Principles Guiding the Selection of Instructional

Media
The teacher of English is solely responsible for appropriate selection of
instructional media and should, therefore, be guided by some
fundamental principles. The instructional materials to be used must be
1) related to the topic of the lesson;
2) within the age and maturational level of the learners - bold and
colourful ones at pre-school and primary school levels;
3) pre-viewed by the teacher before the actual lesson to ascertain that
everything is in order; and
4) accurate in content and acceptable in other places for same
lessons.
The Selection and Uses of Instructional Media
Instructional media facilitate teaching and learning activities and,
consequently, the attainment of the lesson objectives. However, this
depends on the adequacy and appropriateness of materials so selected. This,
in effect, means that learning resources are not selected haphazardly
(Azikiwe, 2007). Indeed, resource materials to be used should be carefully
selected by the teacher. This is an aspect of the teacher's duty where special
skills in educational technology and psychology of learning will come to his
assistance.
Azikiwe (2007:98) identifies at least six guidelines for selecting resource
materials which the English teacher must not lose sight of when planning
his /her lessons. An important criterion for selection and use of resource
materials is availability of the needed materials. In other words, before the
teacher decides on materials to use, s/he must be certain that they are
available as well as accessible to him/her and the learners. More often than
not, the best materials to be used are not available due to the lack of fund.
Herein lies the need for every teacher to avail him/herself of the skills for
improvisation of instructional materials. If the need arises, the materials
could be improvised.
The language teacher does not decide to use any materials just because it
7

has been theoretically stated that the materials are effective for teaching a
particular topic, whereas they are not physically available. Rather, the
availability of the materials should be ascertained before the decision to use
them. Availability implies, therefore, that the resources to be used must be
physically provided and made accessible to both teachers and learners as
and when needed. Secondly, consideration should be given to the possibility
of having enough for members of the class to be equitably involved in the
class activities. Furthermore, materials might require other special facilities
such as recorder, socket, adaptor and electricity before they could be used.
The teacher should, therefore, ascertain that everything needed for the use
of materials is available and within easy reach to him and the learners before
it is selected. The question form for this criterion is Are the needed
instructional materials available and accessible to teachers and learners?
The instructional media to be selected must be relevant to the objectives as
well as to the target population (i.e. learners) for whom the materials are to
be used. This is important because the objectives that the materials are
designed to achieve should be similar to those that the teacher and the
learners are trying to achieve. Being relevant to the learner means that the
characteristics of the learner such as the age, level of attainment or
maturation, ability, aptitude and capability, should all be borne in mind to
enable the teacher to select relevant materials for their needs, interest and
aspirations. When resources are relevant to the learners they make for easy
and meaningful teaching and learning activities. This criterion could be put in
a question form thus: What are the educational and instructional objectives
set out to be achieved using the materials.
In view of the cultural differences between communities, though the
curriculum might be the same, resource materials that have been found
effective in one cultural context may not be suitable and effective in another.
The teacher, therefore, should endeavour to select appropriate materials
from the community for teaching its learners instead of using materials
because they have been used and found effective in other areas. This is
especially important for teaching and learning language, and some other
subjects. Any resources selected for use must be appropriate to the
objectives as well as to the learners.
The question form of the criterion is: How useful are the resources in terms of

the educational and instructional objectives and the characteristics of the

learners?
The physical features of learning resources are a very important factor for
their selection and use. Physical features here means attractiveness,
durability, size and clarity of the resources. Also, considered under quality
are accuracy, clarity and usefulness of the illustrations, drawings and
paintings and weight of the materials for ease of handling and storage. All
these factors should be considered before selection is made. As a result of
the present economic recession in the country, efforts should be made to
conserve funds by purchasing resources that are of high quality, and so will
last for a long time. The question under quality is: What are the physical
features of the instructional materials?
In many developing countries that are experiencing economic depression,
the teacher, in the selection of instructional materials should be economical.
The resources should be cheap, but this does not mean sacrificing quality for
cost. The teacher and learners should find ways and means of providing
necessary materials which are very expensive by improvising them, using
available local materials. Furthermore, it will be more economical to invite
resource persons to the schools rather than take the learners to the person.
But when the use of resource material is inevitable and the attainment of
curriculum objective is jeopardized without it, such a resource material
should be purchased at all cost and properly stored. Other considerations
under this criterion are the cost in terms of time and energy to be expended
by the users. The question to be asked therefore is: How much would it cost
in terms of money, time and energy to use the instructional materials?
The Usefulness of Instructional Media in Teaching and Learning of English as
a Second Language English as a second language in Nigeria is foreign and
very abstract to the learners, especially as the language manifests features
that are different from our mother tongues (MTs). The use of instructional
media in teaching and learning of English is, therefore, more imperative than
any other subject.
The following are some of the indispensable values of instructional materials
in the teaching of English as a second language, as identified by Williams
(1990) and Azikiwe (2007):

1. They increase the retention rate of learners; the use of picture or film for
instance will establish an image more firmly than just listening to the teacher
or reading about it. They therefore make learning more permanent.
2. They increase the ease with which teacher teaches and children learn. For
instance a teacher, teaching listening skills could employ the use of recorded
speeches played on cassette player. This is a very useful aid and it can even
be used in rural areas where there is no electricity with the aid of dry-cell
batteries. The aim of this is to expose the students to variety of voices other
than that of their teacher. The level of their listening ability could now be
tested by asking questions on the various conversations they have listened
to.
3. They assist teacher to communicate clearly, accurately and effectively as
they serve as good reference points
4. They supply the experiences which are not easily obtained in the
classroom and contribute to the efficiency, depth and variety of learning. For
instance pictures of air-craft, ships, boats, lorries, bicycles, motor cycles,
donkeys, camels, horses, trains etc could be used in direct teaching of
vocabulary related to transportation.
5. They relieve the teacher of the problem of presenting repetitive drill
materials. For instance, the use of flash cards could be employed in teaching
vowels and consonants through the use of minimal pairs.
The words are written on the cards with contrasting sounds underlined and
these are presented to students for practice, e.g.:
/p/ /f/
Pair fair
Pit fit
/I/ /r/
Load road
Lead read
The teacher would not have to talk throughout the lesson as s/he may make
use
of
the
group
leaders
6. They can stimulate a sense of observation and provide opportunity for
developing critical thinking and objectivity as students may often have to
comment
on
the
instructional
aids
used.
Effect of Video
Undergraduates

on

the

Teaching

10

of

Library

Studies

among

Akpabio (2004) viewed video as a potential window that can expose the
minds and heart of many to modern practices and environmental concepts,
far more than what the traditional classroom teaching can achieve. He stated
further that youths and children are so enthralled with home video films that
they are described as video crazy. This interest can be exploited in the formal
school system for teaching / learning in vivid and entertaining manner.
Fatunmbi (2005) stated that studies have shown that there is improvement
in teaching learning process through the use of video. According to him,
video can be used to provide real experiences in almost all field of learning.
It can be made to repeat information and demonstration as many times as
possible, thereby, learning is made easier, realistic and concrete for learners.
It allows for self instruction. It provides a cheap and fast way of
disseminating educational information and practical skills.
Beshnizen and Van Puthen (2000) declared that video can help the teacher
to work more closely with the learner and reduce the need for repeated
explanation. It has the capacity to motivate learners and difficult skills are
better viewed especially with the slow motion. Lastly, the high quality of
visual images makes videotape presentation a more realistic package and
gives the learners who are experienced TV viewers, familiar ground to work
with.
Cuban (2001) expressed that video lectures are feasible through the use of
personal computer. They are not recording of classroom lectures but cover
lecture material as screen displays of content files with audio narrative are
added. They can be produced before a course begins or developed as it
progresses.
Dunn (2000) found that video lectures make available instructor quality
lectures that students can view and study as much as needed to meet their
individual learning needs. They are detailed step-by-step explanation of
materials used in classroom lectures and are presented at a delivery pace
that is significantly slower than what can be accomplished in the limited time
available in the classroom. They can be paused and repeated and thus can
be studied by students at their own learning pace. Additionally, video
lectures are more focused learning experiences than the traditional study of
a textbook.
Sarker and Nicholson (2005) declared that for video lecture to be effective,
11

they must be accepted and used by students. They must provide an

enjoyable or at least satisfactory learning experience, be perceived by
students as providing a time-efficient study resource and / or be perceived as
improving understanding and grade performance.
Ogilby (2008) who worked on video lecture and teaching strategy found that,
students who used the video were 73% of the respondents. The high use rate
suggests that students broadly accept and use video lectures as a form of
computer-based instruction and as an enhancement of traditional classroom
courses. Moreover, 31.5% viewed the video in advance of classroom lectures,
72.2% used it to do homework, 72.4% used it to prepare for examination,
63% agreed that video is good for tutoring help and 38.9% believed that it
helped to raise their course grade.
Whatley and Ahmad (2007) stated that, for video lectures to be most
effectively used by students, they should appeal to their learning style
preferences. Video lecture appeals are as follows (a) their content is 100%
relevant to course performance requirements and it is presented at a more
detailed pace than classroom lectures, (b) videos can be replayed and enable
students to repeat the instructors explanation (c) they can be viewed at a
time, location and under environmental conditions of a students choice (d)
their portability enables listening and study without the competing
distractions that often accompany classroom lecture.
Isiaka (2007) who researched on the effectiveness of video as a media found
that video group performed better than the group without instructional
media. The video group did significantly better than the chart group. He
concluded that video was an effective medium for teaching / learning in
schools.
Deveaney (2009) discovered that all his respondents were favourable to
video tutorial. 75% reported that the tutorials were enjoyable and
interesting, 84.6% indicated that, it met their needs, 100% reported that
they were straight forward and easy to understand, 92.4% agreed that the
length of the tutorial were appropriate and 90.8% believed that viewing gave
them better understanding than textbooks and guide sheets. He concluded
that video is a viable tutorial tool for online courses.

CONCLUSION AND RECOMMENDATIONS

12

From the findings of this study, it was concluded that when video is used in
teaching, it enhances learners positive attitude towards the course. Also it
affects
their
performances
positively.
Recommendation:
Having studies indeptly the effect of video on teaching, the following are the
recommendations:
1) Every teaching / learning activities should always be supplemented with
media such as video.
2) Teachers must have good training on the use of media.
3) Students favourite media must be investigated and used to teach them.
4) Government must create more awareness through seminar / workshop on
the
use
of
media.
5) The Nigerian (federal) government should see ICT integration effort at the
university as an embracing project to development in education and should
support by allocating and releasing adequate funds to invest in massive
Internet connectivity, as well as purchase and installation of ICT
infrastructures. Also, the university must aim to ensure accessibility,
availability and reliability of ICT facilities such that every lecture room and
staff offices have computers linked to Internet and have equipment
appropriate for accessing a range of electronic resources.
6) If the government is not forthcoming, the university management can
solicit for both internal and external funds and support from willing
individuals, philanthropists and international organizations. They can also
embark on networking and partnership programmes for funds, technical
supports etc but should ensure that funds or support realized are geared
toward sustainability of ICT integration and application efforts.
7) The government can also help by subsiding or reducing the tariffs on
importation of ICT facilities so that lecturers and others can afford the
purchase of these ICT facilities and accessories since the price will come
down.
8) It is also being recommended that the University lecturers be exposed to
series of training and development skills in the use of these high technology
facilities. Integrating the use of technology into curriculum in a purposeful
and meaningful way is one of the many problems facing lecturers today. ICT
training should be given to lecturers and other members of staff in the
university on integration of technology in instruction.
9) Adequate, competent and experienced ICT technical staff must be made
available should problem arises.

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