CHAPTER ONE

Introduction

Background of Study

          Teaching at any local requires that the students be exposed to some form of stimulation. Adekunle (2008) noted that teaching resources in electrical/electronic means anything that consist the teacher in promotion teaching and learning. When the students are given the chance to learn through more senses than one. They can learn faster and easier. The use of instructional material provides the teachers with interesting and compelling flat form for conveying information since they motivate learners to learn more. Teacher is assisted in overcoming physical difficulties that could have hindered is effective presentation of given topic. Lone (1994) who noted that the use of electronically medio instruction to duplicate the traditional face to face classroom has resulted in a shift from teacher to students centered class. In this situation, the responsibility for learning is shifted to the students. The teacher facilities the learning by acting as a coach, resource guide and companion in learning. The use of instructional materials des not only encourage teachers and students to work collaboratively but also results in more cooperative learning activities among the students.

Ikerionwu (2000) lowed instructional facilities as objects or devices which help the teacher to make learning meaningful to the learners. Similarly Ezegbe (1994) classified instructional materials into two as visual materials, mach up of reading and non reading materials and audiovisuals material, comprising electrically operated and non-electrically operated materials, electrical/electronics is a trade that depends on the use numbers of resources. Osukawe and Itedjere (1991) summarized these resources as texted like books, audio-visual and non human resources. Osakwe and Itedjere (1999) further stated that these resources are either used individually or collectively in any meaningful electrical/electronic teaching and learning situation.