Teachers’ Attitude Toward the Use of Instructional Materials: A Catalyst for Improved English Language Learning in Secondary Schools

Abstract

The utilization of instructional materials to aid content delivery has remained crucial for

enhancing result-oriented learning. Improved performance in English language proficiency is

equally pivotal to learners’ academic success and national development, particularly in

Nigeria where English serves as both the official language and the medium of instruction.

Hence, there is a pressing need for teachers to develop positive attitudes toward the use of

instructional materials. Reports from international organizations such as the World Bank,

UNESCO, FCDO and UNICEF reveal that about 70% of learners at age ten exhibit

deficiencies in the basic English language skills of reading, writing, listening, and speaking.

This highlights the timeliness of this paper in addressing the challenge of teachers’ negative

attitudes toward instructional materials. The paper argues that teachers’ positive attitudes

toward instructional materials serve as a catalyst for improving English language learning in

secondary schools. While systemic barriers such as paucity of materials, inadequate practical

training for teachers and infrastructural deficits persist, the Technology Acceptance Model

(TAM) suggests that perceived usefulness and perceived ease of use influence teachers’

attitudes toward adopting and applying innovations and instructional materials. Similarly, the

Constructivist Learning Theory posits that learners construct knowledge actively when they

can relate new learning to their immediate environment through the use of instructional

materials. Therefore, the paper recommends the provision of quality instructional materials,

the organization of practical-based teacher training, and effective supervision to motivate

teachers toward positive attitudes in utilizing instructional materials as a catalyst to improve

students’ English language performance in Nigeria.