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Year of Publication
upload
Publication Type
Abstract
This study examined the inclusion of digital instructional materials in the teaching and learning of Literature in English in senior secondary schools in Ikpoba Okha Local
Government Area of Edo State. The study was carried out to determine how digital tools are being used to improve students’ interest and understanding of literature, and to identify the challenges faced by teachers and students in using these tools. The research was guided by questions on the availability, usage, and effectiveness of digital instructional materials in literature classrooms. The study reviewed related literature and theories that support the use of technology in education, such as the Constructivist Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) framework. Previous studies revealed that digital materials like projectors, e-books, and audio-visual aids can make literature lessons more engaging, but their use is often limited by poor facilities, lack of training, and unstable power supply. A descriptive survey design was used for the study. Data were collected from teachers and students in selected public and private secondary schools through questionnaires. The results were analyzed using simple percentages to identify patterns and opinions among respondents. The findings showed that although most teachers and students appreciate the importance of digital instructional materials, their use in teaching Literature in English is still very low. Many schools lack the necessary equipment and internet access. However, in schools where digital tools are available, students show more interest, better understanding, and improved participation in lessons. The study concluded that digital instructional materials have a positive effect on the teaching and learning of Literature in English when properly used. It recommended that government and school authorities should provide more digital facilities, train teachers regularly, and ensure steady power supply to promote digital learning
Government Area of Edo State. The study was carried out to determine how digital tools are being used to improve students’ interest and understanding of literature, and to identify the challenges faced by teachers and students in using these tools. The research was guided by questions on the availability, usage, and effectiveness of digital instructional materials in literature classrooms. The study reviewed related literature and theories that support the use of technology in education, such as the Constructivist Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) framework. Previous studies revealed that digital materials like projectors, e-books, and audio-visual aids can make literature lessons more engaging, but their use is often limited by poor facilities, lack of training, and unstable power supply. A descriptive survey design was used for the study. Data were collected from teachers and students in selected public and private secondary schools through questionnaires. The results were analyzed using simple percentages to identify patterns and opinions among respondents. The findings showed that although most teachers and students appreciate the importance of digital instructional materials, their use in teaching Literature in English is still very low. Many schools lack the necessary equipment and internet access. However, in schools where digital tools are available, students show more interest, better understanding, and improved participation in lessons. The study concluded that digital instructional materials have a positive effect on the teaching and learning of Literature in English when properly used. It recommended that government and school authorities should provide more digital facilities, train teachers regularly, and ensure steady power supply to promote digital learning
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