Assessment of Availability and Utilization of Instructional Materials for Teaching Preschool Children with Hearing Impairment Mathematics in Oyo State, Nigeria
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Abstract
This study examined the assessment of availability and utilization of instructional materials for teaching preschool children with hearing impairment mathematics in Oyo State, Nigeria. The instrument was Instructional Materials for Teaching Preschool Children with Hearing Impairment Mathematics Questionnaire (IMTPCHIPQ). A twenty-eight item/questionnaire divided into two sections was used to elicit information from the teachers on how to provide availability of and utilization of instructional materials in teaching mathematics to preschool children with hearing impairment. The population of the study consisted of all the teachers of hearing-impaired children in preschools in Oyo State, Nigeria. Sample size of 120 teachers was purposively selected special public primary schools. Data were analyzed using frequency counts means and percentages. Results showed that instructional materials for teaching and learning of Mathematics for preschool children with hearing impairment are not available. The results also revealed that mathematics teachers rarely utilize instructional materials in teaching mathematics to preschool children with hearing impairment. The implication is that the use of instructional materials is inevitable if effective teaching and learning must be achieved. Finally, the study revealed that unavailability of instructional materials; poor knowledge of teachers on improvisation of instructional materials and overpopulation of pupils in the classroom are some of the challenges hindering the effective of use of instructional materials. Based on the findings, it was recommended that Mathematics teachers must make use of instructional materials frequently during mathematics instruction; teachers should be ready to improvise some of the needed materials for the teaching of Mathematics; the special needs Education officer should do regulars supervision concerning education of children with hearing impairment not leaving out the issue of instructional material adaptation and the Headteacher should give priority on issues concerning materials required in the adaptation of instructional materials for learners with hearing impairment.
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